SOCIAL STUDIES CURRICULUM

Transcription

1 LEDYARD PUBLIC SCHOOLS SOCIAL STUDIES CURRICULUM World History: Modern Grade 9 Instructional Council Approval June 10, 2008

2 Social Studies K-12 Themes 1. How and why do people define their values and beliefs? 2. How are social and political institutions structured to address the rights and responsibilities of individuals and groups of people? 3. How does the interaction among people, technology, and the environment influence history? 4. How does society deal with unlimited wants and limited resources? 5. How do cooperation and conflict influence civilization? 6. What is the relationship (patterns or interaction) among geography, history, and culture? 7. What can we learn from analyzing major historical events?

3 Course Title: World History Modern Essential Questions 1. How do people define and secure their individual rights? (Themes 1, 2) 2. In what ways has conflict been a catalyst for change? (Theme 5) 3. How are political institutions structured to address the needs and concerns of their populations? (Themes 2, 4, 7) 4. What has been the impact of the universal quest for self-determination on world events? (Theme 1) 5. What are the consequences of new technologies on global societies? (Theme 3) 6. How do economic systems reflect the values and goals of a society? (Themes 1,6) 7. What role has cooperation played in the quest for global order and security? (Themes 3,5) 8. What effect has competition for natural resources and the quest for military supremacy had on the world? (Themes 3, 4,5)

4 World History: Modern Overview Units and Focus Questions Unit 1: Political Revolution (Four weeks) FQ 1: What are our individual rights? (EQ 1) FQ 2: How did revolution result from the denial of individual rights? (EQ 1, 2) FQ 3: How did revolution lead to feelings of nationalism? (EQ 2, 4) Unit 2: Industry, Economics, and Political Ideology (Three weeks) FQ 1: What are the origins of capitalism? (EQ 5,6) FQ 2: How did the acceptance of laissez-faire capitalism lead to the development of socialism? (EQ 2, 6) FQ 3: How does economic philosophy reflect political ideology? (EQ 1, 6) FQ 4: How did industrialization revolutionize society? (EQ 5) Unit 3: Imperialism and Nationalism (Three weeks) FQ 1: How did industrialization of the West lead to imperialism? (EQ 6, 8) FQ 2: What was the impact of imperialism on the world? (EQ 4, 5, 8) Unit 4: Global Conflicts and the Emergence of the Contemporary Society (Four Weeks) FQ 1: How did nationalism, industrialization, and imperialism lead to global conflict? (EQ 4, 8) FQ 2: What were the critical events of the war? (EQ 5, 6, 7) FQ 3: In what ways was the war the pivotal event in ushering in the contemporary world? (EQ 2, 3, 5)

5 Unit 5: WWII and the New World Order (Four weeks) FQ 1: What were the causes and events of WWII? (EQ 3,7, 8) FQ 2: How did WWII alter international relationships? (EQ 5, 6, 7) Course Title: World History Modern Course academic expectations met: #1: Read and write critically for a variety of purposes #2: Employ effective research and study skills Units and Focus Questions Unit 1: Political Revolution (Four weeks) FQ1: What are our individual rights? (EQ 1) Age of Science Enlightenment S3; PS5 Students will describe, explain, and analyze political, economic and social consequences that came about as the resolution of a conflict through activities such as written responses to teacher generated questions. S3; PS10 Students will explain the multiple forces and developments (cultural, political, economic and scientific) that have helped connect peoples of the world via activities such as the creation of a graphic organizer illustrating key components of Enlightenment thought. FQ2: How did revolution result from the denial of individual rights? (EQ 1, 2) Evolution v. Revolution French Revolution Emergence of Liberalism

6 Napoleonic Era Social and Political Implications S7; PS1 Students will evaluate the importance of developing selfgovernment so as to restrict arbitrary power by activities such as creating a diagram illustrating the structure of the French Republic. S2; PS1 Students will demonstrate an understanding of major events and trends in world history from all historical periods and from the regions of the world through activities such as writing summaries of primary source documents. S2; PS3 Students will explain relationships among the events and trends studied in world history through activities such as teacher directed questions and response. FQ3: How did revolution lead to feelings of nationalism? (EQ2, 4) Revolution as a unifying force Self-determination and Nationalism S1; PS1 Students will formulate historical questions and hypotheses from multiple perspectives, using multiple sources through activities such as using historical maps from the Napoleonic era students will produce written narratives. S3; PS4 Students will identify various parties and analyze their interest in conflicts from selected historical periods through activities such as the creation of a T Chart. Notes to Teacher: Make a clear connection between the development of the scientific method and the inquiry into the nature of individual rights. Highlight the conflict created by the introduction of new ideas into society such as: demand for sovereignty of the people versus concept of divine right. Stress the role played by the events of the revolution on the emergence of the ideas of liberalism and nationalism. Resources:

7 Text- World History: Modern Times Supplemental Readings - Of the Encyclopedia by Voltaire - Levee en masse - Declaration of the Rights of Man and Citizen - Pamphlet and cartoon: What is the Third Estate? - The Reign of Terror Video - Horatio Hornblower: The Wrong War - The Guillotine Suggested Activities - Venn Diagram - Hobbes and Locke - Beatles Lyrics Reflect Revolutionary Ideals - French Revolution Research Journal - French Revolution Time Line - Chart/Diagram: Spectrum of Political Opinion Assessments - Tests/ Quizzes - Performance Tasks - Teacher Observations - Persuasive Essay Unit 2: Industry, Economics, and Political Ideology (Three weeks) FQ1: What are the origins of capitalism? (EQ 5,6) Laissez-faire Capitalism and the Industrial Revolution Capitalist Reformers Capitalism and Individual rights S14; PS1 Students will evaluate economic systems by their ability to achieve broad societal goals, such as efficiency, equity, security, employment, stability and economic growth through activities such as a classroom debate. S14; PS8 Students will explain reasons for government action in the economy, including providing public goods and services, maintaining competition, redistributing income, promoting employment, stabilizing prices and sustaining reasonable rates of economic growth with activities such as written and oral responses to questions.

8 S14; PS2 Students will identify and explain the factors that determine and cause changes in demand, supply and the market-clearing (equilibrium) price through activities such as a round table discussion. S14; PS3 Students will compare and contrast the characteristics and effects of different market structures, including pure competition, monopolistic competition, oligopoly and monopoly with activities such as the creation of a T chart on laissez-faire capitalism versus capitalist reformers. FQ2: How did laissez-faire capitalism lead to the development of socialism? (EQ 2, 6) Socialism as an outgrowth of capitalism Variations on socialist practice S3; PS4 Students will identify various parties and analyze their interest in conflicts from selected historical periods via activities such as readings of both Utopian and scientific socialists. S2; PS3 Students will explain relationships among the events and trends studied in world history through activities such as creating a flow chart linking worker exploitation to the rise of socialism. FQ3: How does economic philosophy reflect political ideology? (EQ 1, 6) Free market capitalism and democracy Socialist movement and the working class Red Scares Communism and Totalitarianism S6; PS1 Students will evaluate whether or when their obligations as citizens require that their personal desires, beliefs and interests be subordinated to the public good through activities such as writing a speech. S7; PS2 Students will analyze and evaluate the advantages and disadvantages of limited and unlimited government via activities such as a written proposal to change an existing government institution. S14; PS1 Students will evaluate economic systems by their ability to achieve broad societal goals, such as efficiency, equity, security, employment, stability and economic growth through activities such as teacher directed questions and answers.

9 FQ4: How did industrialization revolutionize society? (EQ 5) Technological Innovations Impact of Urbanization Era of the Common Man S1; PS5 Students will describe the multiple intersecting causes of events related to industrialization with activities such as the creation of a web chart. S3; PS7 Students will analyze the causes and consequences of major technological turning points in history, e.g., their effects on people, societies and economies through activities such as preparing a television interview. S4; PS4 Students will display empathy for people who have lived in the past via activities such as the production of a poster illustrating the impact of industry on society. Notes to Teacher: Emphasize the relationship between individual rights and capitalism. Illustrate the ways in which laissez-faire capitalism led to worker exploitation and explain how radicals developed the theory of socialism as a means to eliminate worker exploitation in industrialized societies. Make clear the impact of industrialization on western culture. Resources: Text- World History: Modern Times Supplemental Readings: - Communist Manifesto - Recognizing ideologies Suggested Activities: - Advice Column - Then and now: 19 th century developments to current scientific developments - Poster: advertise 19 th century development - 19 th century show and tell - 19 th century interview Assessments - Tests/ Quizzes - Performance Tasks - Teacher Observations - Formative assessment: CAPT-style Essay:

10 Argument for or against laissez-faire capitalism gives students the opportunity to have implemented interdisciplinary writing skill building activities in Unit 1 before first CAPT-style essay. Unit 3: Imperialism and Nationalism (Three weeks) FQ1: How did industrialization of the West lead to Imperialism? (EQ 6, 8) Need for resources and markets Technological capability Attitude of cultural superiority S3; PS7 Students will analyze the causes and consequences of major technological turning points in history, e.g., their effects on peoples, societies and economies with activities such as the production of a cause/effect chart. S3; PS6 Students will demonstrate an understanding of the ways race, gender, ethnicity and class issues have affected individuals and societies in the past through activities such as the creation of a proposal in support or opposition to imperialism. S1; PS6 Students will use primary source documents to analyze multiple perspectives through activities such as the creation of a graphic organizer. FQ2: What was the impact of imperialism on the world? (EQ 4, 5, 8) Cultural Diffusion Technological Diffusion Rise of Nationalist Movements Empires in Conflict Militarization of the West S2; PS3 Students will explain the relationships among the events and trends studied in world history in activities such as a round table discussion. S8; PS5 Students will identify and analyze the various domestic, political, economic and social interests which play roles in the development of foreign policy through activities such as a written speech in support of a nationalist movement.

11 Notes to Teacher: Emphasize the relationship that exists between the industrialization of the West and the rise of Western Imperialism. Also focus on the fact, that imperialism led to the rise of nationalist movements in the countries that engaged in imperialism, as well as, the nations dominated by others of the time. Stress the long term implications of imperialism and the global tensions created by them. Resources: Text- World History: Modern Times Supplemental Readings: - White Man s Burden - Stanley meets a Flotilla of African Canoes and White Man Comes Down the River - Ghandi Looks at the West - African view of European Expansion Activities: - Imperialism Newspaper - Imperialism chart/graphic organizer Assessments: - Essential Questions - Focus Questions - Test/Quizzes - Performance Tasks - Teacher Observations - Newspaper Editorial - Formative Assessment: CAPT-style Essay: The controversial nature of imperialism lends itself to an interdisciplinary essay. Imperialism: Asset or detriment to global development? Unit 4: Global Conflict and the Emergence of Contemporary Society (Four weeks) FQ1: How did nationalism, industrialization, and imperialism lead to global conflict? (EQ 4, 8) Nationalism Imperialism Alliance systems Militarism

12 S8; PS5 Students will identify and analyze the various domestic, political, economic and social interests which play roles in the development of foreign policy through activities such as writing and presenting a skit. S1; PS5 Students will describe the multiple intere4secting causes of events with activities such as the creation of a flow chart. FQ2: What were the critical events of the war? (EQ 5, 6, 7) Initial Conflicts Total War US Involvement Russian Revolution Peace Settlement S3; PS4 Students will identify various parties and analyze their interest in conflicts from selected historical periods through activities such as research in the media center and a classroom presentation. S3; PS5 Students will describe, explain and analyze political, economic and social consequences that came about as the resolution of a conflict. FQ3: In what ways was the war the pivotal event in ushering in the contemporary world? (EQ 2, 3, 5) Political Impact Social Restructuring Economic Consequences Technology and the Rise of Mass Culture S1; PS5 Students will describe the multiple intersecting causes of events through activities such as the production of a web diagram. S2; PS3 Students will explain relationships among the events and trends studied in world history through activities such as answering teacher generated questions. S3; PS2 Students will give examples of the visual arts, dance, music, theater and architecture of the major periods of history and explain what they indicate about the values and beliefs of various societies via activities such as a group show and tell project.

13 S3; PS7 Students will analyze the causes and consequences of major technological turning points in history, e.g., their effects on people, societies and economies through activities such as the use of primary source documents and class discussion. Notes to Teacher: At the beginning of the unit students develop a flow chart emphasizing the relationship between the key forces that started WWI. Make it clear the impact of these forces was not diminished by the war. Stress the impact of the war on the West s status as a global leader. Emphasize the dramatic change in Western culture that occurred as a result of the war. Show that the rise of totalitarian states was born in the events that transpired during the Great War. Resources: Text- World History: Modern Times Supplemental Readings: - Assassination of Archduke Franz Ferdinand - War Frenzy in St. Petersburg - German Army Marches through Brussels - Improving Morale - Wilfred Owen Poems - Excerpt from Mein Kampf - Dark Days of the Great Depression Activities: s songbook-louis Armstrong, Bessie Smith - Birth of Culture - Political Cartoon Suggested Activities: - Panel discussion - Tests/Quizzes - Performance Tasks - Essay - Teacher Observations Video: - All Quiet on the Western Front - Clip about shell shock - Stalin Unit 5: World War II and the New World Order (Four weeks) FQ1: What were the causes and events of WWII? (EQ 3,7, 8)

14 Democracy v Totalitarianism Fascist territorial expansion The prosecution of the war Peace settlement S1; PS1 Students will formulate historical questions and hypotheses from multiple perspectives, using multiple sources with activities such as the creation of What If scenarios. S2; PS1 Students will demonstrate an understanding of major events and trends in world history from all the regions of the world with activities such as the creation of before and after maps. S3; PS4 Students will identify various parties and analyze their interest in conflicts from selected historical periods through activities such as participation in a role playing activity. S3; PS5 Students will describe, explain and analyze political, economic and social consequences that came about as the resolution of a conflict with activities such as the creation of a cause/effect chart. FQ2: How did WWII alter international relationships? (EQ 5, 6, 7) End of Imperialism/Rise of new nations Communism v Capitalism: Quest for global supremacy New technologies contribute to global tension S3; PS7 Students will analyze the causes and consequences of major technological turning points in history, e.g., their effects on people, societies and economies. S8; PS6 Students will describe and analyze the process by which foreign policy decisions are developed and executed through activities such as writing an essay connecting the events of WWII to the development of the Cold War. S8; PS1 Students will describe how the United States influences other governments and international organizations and how the United States, in turn, is influenced by them through activities such as participation in a classroom debate.

15 S8; PS2 Students will analyze and evaluate the significance of major U.S. foreign policies and major international events and conditions over time with activities such as written responses to teacher questions. FQ3: What are the global concerns of the twenty-first century? (EQ 2, 3, 5) Political Impact Social Restructuring Economic Consequences Technology and the Rise of Mass Culture S12; PS3 Students will analyze how human systems interact, connect and cause changes in physical systems through activities such as the investigation of several programs generated by the United Nations. S13; PS4 Students will define, defend and predict how the use of specific resources may impact the future through activities such as library research and group presentations. S15; PS2 Students will evaluate the effects of national policies (e.g., on trade, immigration and foreign investments, as well as fiscal and monetary policies) on the international exchange of goods, services and investments through activities such as library research and presentation mentioned above. Notes to Teacher: Emphasize the factors leading to the rise of totalitarian dictatorships and contrast them with the events/situations that enabled some western democracies to remain intact. Highlight the events which allowed aggressive governments to expand unchecked. Also stress that the relationship between the US and the Soviets existed only as long as they had a common enemy in the fascists. Conclude with illustrating how the events of WWII resulted in a new world order and what that new order entailed. Resources: Text- World History: Modern Times Supplemental Readings: - An Interrupted Life - Belsen (Concentration Camp) - The Blitz: Chelsea - Stalingrad - The Marshall Plan - Cuban Missile Crisis: High Noon in the Caribbean

16 - Dogfight Over the Channel - The Russian Consumer Suggested Activities: - Political Cartoons: Gagging the Dictators - Totalitarian Triad - Superpower Summit - Cold War- Venn Diagram Assessments: - Debate - Tests/Quizzes - Performance Tasks - Essay - Teacher Observations _ Formative assessment: CAPT-style Essay: Provides a summary assessment at end of the course. Much like imperialism, the question: Who is responsible for the Cold War? provides an issue that is ideal for CAPT-style assessments. Video: - Manchurian Candidate