INTRODUCTION. How can the teacher ensure depth of coverage of the curriculum? We offer the following suggestions to help you plan the year's work:

Transcription

1 INTRODUCTION The New York State Social Studies Program requires that our students cover a great body of material in the course of one year. For example, in grades 7 and 8, our students focus on a chronologically organized study of United States and New York State history. In the 10th and 11 th grades, our students must travel to many different areas of the world and be aware of the historical, geographical, political, economic and sociological concerns of these regions. In both the 9th and 11th grade, our students will study the Constitution in depth, as well as examine America's history and development and the current issues of the nation. Therefore, the onus falls on the instructor to see that the year's work is completed before the students move on to the next class and the next teacher. How can the teacher ensure depth of coverage of the curriculum? We offer the following suggestions to help you plan the year's work: 1. Spend some time studying the curriculum map for the course you are responsible for teaching. 2.Obtain a copy of the school calendar for the year so that you can anticipate school holidays, school testing days, Open School Day and Night and other special events which will reduce teaching time. 3.Determine the amount of time you will require to cover the material in each unit or region under discussion. 4.Select appropriate content material so that each lesson is a discrete topic and can be completed within a one period time frame. Try not to deviate from the pacing established in the curriculum map. But, if you fail then you must make every effort to teach the major issues and ideas of the year s course work. 1

2 Global History and Geography 1 This New York State-developed course is part one of a two-year course in world history. A cumulative Regents examination will be given at the end of the two-year course. This course is also available at the honors level. This course deals with teaching students that while historical events are unique, they are often driven by similar, repeated forces. By studying the history of the world, students will discover significant and recurring themes that show that the people of Africa, Europe, the Americas, and Asia are similar in their obstacles and goals. Grade Global History and Geography the present This New York State developed course is part two of a two-year study in world history. Successful completion of the 9 th grade segment is a prerequisite for participation in the 10 th grade course. A cumulative Regents examination will be given at the conclusion of tenth grade, the passage of which is a state mandated requirement for graduation. This course is also available at the honors level. The second year of Global History is designed to focus on the five social studies standards, common themes that recur across time and place, and four historical eras. Students will understand that while historical events are unique, they often are driven by similar, repeated forces, increased interdependence, and increased occurrences of global problems that transcend national boundaries. 2

3 Global I Topics of Study 1. Ancient World- Civilizations and Religions (4000 BC- 500 AD) Early Peoples Neolithic Revolution Classical Civilizations The rise and fall of Empires The emergence and spread of belief systems 2. Expanding Zones of Exchange and Encounter ( ) Gupta Empire Tang and Song Dynasty Byzantine Empire Medieval Europe Crusades 3. Global Interactions ( ) Early Japanese History Rise and Fall of the Mongols Global trade and interactions Rise and Fall of African Civilizations The Plague in Eurasia and Africa Renaissance and Humanism Reformation and Counter Reformation Rise of Nation-States 4. The First Global Age ( ) The Ming Dynasty Ottoman Empire Spain and Portugal Rise of Mesoamerican Empires The Encounter Political Ideologies Absolutism Global II Topics of Study 1. An Age of Revolutions ( ) The scientific Revolution Enlightenment Political Revolutions and Reaction Global Nationalism Economic and Social Revolutions Imperialism 2. Crisis and Achievement ( ) Scientific and Technological Advances World War I Revolution and Change in Russia Between the Wars World War II th Century Since 1945 Cold War Balance of Power Economic Recovery Command and Free Market Economies Third World Economies Chinese Communist Revolution Collapse of European Imperialism Conflict and Change in the Middle East Collapse of Communism 4. Global Issues Urbanization International Organizations Global Migrations Science and Technology Environmental Issues Population Pressures and Poverty International Terrorism Status of Women 3

4 New York State Dimensions of Teaching and Learning Social Studies As a prelude to stating the standards which define the overriding goals of social studies, it is important to follow New York State s critical dimensions of teaching and learning that should be used to develop curriculum and instruction based on the standards. These dimensions can be used to establish criteria for selecting the historic, social, cultural, geographic, economic, and political understandings that students might investigate. The first two dimensions are the most critical because they define, more explicitly than the standards, the intellectual skills that students must develop. The dimensions challenge what we teach, how we teach, and how we assess student learning. To ensure rich, engaging, and meaningful social studies programs, they should be an integral part of all social studies curriculum and instruction. The eight dimensions are: intellectual skills multidisciplinary approaches depth and breadth unity and diversity multiculturalism and multiple perspectives patterns to organize data multiple learning environments and resources 4

5 student-centered teaching, learning, and assessment New York State Social Studies Standards The standards define what we want our students to know, be able to do, and/or value. In New York State Learning Standards these are broad and are the same throughout K-12. Key Ideas provide further elaboration of a given standard and are also the same for K-12. Performance Indicators are what students will show us to demonstrate they know, can do, and/or value the Standards. Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live local, national, and global including the distribution of people, places, and environments over the Earth s surface. Standard 4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms. 5

6 Standard 5: Civics, Citizenship, and Government Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. The global history and geography core curriculum is designed to focus on the five social studies standards, common themes that recur across time and place, and eight historical units. Each unit lists the content, concepts and themes, and connections teachers should use to organize classroom instruction and plan for assessment. This curriculum provides students with the opportunity to explore what is happening in various regions and civilizations at a given time. In addition, it enables students to investigate issues and themes from multiple perspectives and make global connections and linkages that lead to in-depth understanding. As students explore the five social studies standards, they should have multiple opportunities to explore the content and intellectual skills of history and the social science disciplines. Concepts and Themes The Social Studies program has been created as a sequentially developing program from grades K-12. The emphasis is on the development of concepts and understandings - MAJOR IDEAS - together with the subject content. Concepts and themes serve as content organizers for the vast amounts of information people encounter every day. Concepts represent mental images, constructs, or word pictures that help people to arrange and classify fragmented and isolated facts and information. A concept is usually abstract, as opposed to concrete and is a product of the analysis and synthesis of facts and experiences rather than a definition to be learned; constantly subject to change and expansion of meaning and delineation of detail, as different experiences provide settings and different relationships in new contexts. 6

7 The CONCEPTS to be highlighted in support of the five learning standards are as follows: History BELIEF SYSTEMS CULTURE EMPATHY IDENTITY IMPERIALISM MOVEMENT of PEOPLE and GOODS CONFLICT CHANGE DIVERSITY INTERDEPENDENCE NATIONALISM URBANIZATION Geography PLACES and REGIONS ENVIRONMENT HUMAN SYSTEMS PHYSICAL SYSTEMS WORLD in SPATIAL TERMS Economics ECONOMIC SYSTEMS NEEDS and WANTS FACTORS of PRODUCTION JUSTICE NATION STATE CITIZENSHIP CIVIC VALUES SCARCITY SCIENCE/ TECHNOLOGY Civics POLITICAL SYSTEMS HUMAN RIGHTS POWER GOVERNMENT 7

8 The major ideas and understandings to be developed derive both from the major concepts and from an analysis of relationships between elements of the content being considered. These concepts allow the instructor to develop a focus for the lesson. Most importantly, the concepts can be keys to our students understanding of the subject matter. In planning WHAT will be taught, the teacher should select one or two concepts as the linchpin around which the lesson is organized. These concepts are repeated in other lessons dealing with other topics being studied and are used to refer to modern times as well as past history. Such repetition will assist the students in developing a better insight into the scope and connectivity of the curriculum. *Introduction, Development and Review of a Concept Select CHANGE as your concept. Introduction Ask the class what they think of when they hear the word change. Brainstorm responses and chart on the chalkboard. Accept all answers and, if possible, connect related words and ideas. Encourage the class to discuss what has been written on the chalkboard. Restructure the ideas by adding and deleting. Development Distribute a reading or select a text passage from which the concept change can be understood and explored. Apply the diagram on the chalkboard to the reading and ask the following: 1. How is change in the reading similar to the diagram? 2. How is it different? 3. What ideas on the diagram are contained in the reading? 4. What changes occurred to the people in the reading? 8

9 5. Should we add new ideas to our diagram? 6. What assumptions can be made about change? 7. With the class, work out a definition of change. Review Choose a different concept such as EMPATHY or TECHNOLOGY. Review the material studied under change, with a new emphasis on empathy or technology. Construct a diagram centered on empathy or technology following the steps outlined above. Note: The class is to keep these definitions. As appropriate materials and new ideas relating to the concept are studied, the students will be able to compare the ideas presented in the new material with those previously discussed. Students will analyze the similarities and/or differences. * Adapted from handout developed by Margaret Docherty, Staff Development Specialist, Social Studies The Social Studies Lesson: The Social Studies lesson should include the following: Key issues which have persisted throughout history: power relationships between citizens and government human rights international relations/politics Key people who have had significant impact throughout history: Mahatma Gandhi Adolph Hitler Martin Luther King, Jr. Key systems which have been established to meet human political, geographic, economic and social needs: political party system market system ecological system 9

10 Key interactions among peoples and cultures: world immigration/migration patterns contact between European settlers/colonizers and indigenous peoples western movement of the frontier Key vocabulary which enables the student to comprehend and communicate with others: imperialism capitalism nation/state SOCIAL STUDIES SKILLS Skill development must be a part of all social studies teaching. It is important because it helps students become more efficient at acquiring and understanding social studies content as well as helping them to learn, practice, and apply those skills and processes they need as citizens in school today and will need as adult citizens tomorrow. Skills and content are interrelated. Students need skills to learn content and they need to work with content to develop skills. The following skills are intended as outcomes of a social studies program: The ability to get, organize, process and communicate accurate social studies information and ideas. The ability to identify and investigate issues, generate and test hypotheses and take and support position persuasively. The ability to make appropriate decisions, to identify and solve problems effectively and to initiate appropriate action. The ability to form or acquire a set of standards and apply them to the evaluation of assumptions, sources, evidence, reasoning and arguments (critical thinking) and to the evaluation of beliefs, qualities and behaviors (valuing) The ability to determine and understand their rights and responsibilities and decide how they should be exercised as contributing citizens. 10

11 TEACHING STRATEGIES: Frontloading (IRA September 1988) Frontloading is a strategy that prepares the students for the activity or lesson that follows. One of the major purposes of frontloading is to motivate student's curiosity by asking leading questions that can be answered by analysis of materials presented (reading, photo, video, etc.) or by highlighting interesting points. Students learn best when they have adequate background knowledge about a topic. The more the teacher does to help the students understand the concepts, vocabulary and assignments prior to the activity, the more likely the students will be involved, active participants. Therefore, it is helpful to ask students what they already know about the subjects to be studied, to brainstorm, to organize that information into categories and to list questions students might still have about the topic. Students learn best when they are actively involved. Turning students from passive to active participants involves asking students to do something with the information presented to them, such as note-taking, summarizing, writing or discussing. Students need to learn how to become strategic learners. The teacher's goal is to help students move from dependence to independence in learning. Students must discover which learning strategies work best for them and when to apply them. Frontloading leads to more purposeful and successful learning. Reading or analysis of materials presented becomes the means to add depth and to elaborate concepts rather than to introduce them. These procedures assist students in becoming independent learners. Frontloading strategies include: Brainstorming KWL Charts Prediction Eliciting Prior Knowledge 11

12 STRATEGY: Brainstorming Eliciting prior knowledge simply reinforces the obvious, that nothing is learned in a vacuum. New knowledge or concepts must be anchored or based on prior knowledge. if the essence of comprehension is building bridges between the known and the unknown, the strategy of eliciting prior knowledge facilitates this process. Procedure 1. The teacher introduces the subject topic to be taught. 2. Students offer what they know about this topic. 3. The teacher writes the words and ideas on the chalkboard. The teacher may add information not mentioned. 4. Discussion can take place during the brainstorming or after it has been completed. Sometimes one word or detail opens up a new association of words and ideas. 5. The students are now ready for the text. The topic to be introduced is Early Slavery in America: We will be reading about slavery in America. Before we read about this topic let's see how much we already now. Let's start listing some of the things you already know about slavery. Teacher lists randomly or in some order. Probable responses could be Lincoln Frederick Douglass Runaways mistreatment slave ships Roots bought owned sold Civil War chattel whites Sectionalism Underground railroad auctions servants master Plantation revolt Cotton economics Harriet Tubman The South blacks Africa tobacco chains slave owners field hands 12

13 The students and teacher define some of these words and concepts. Now we will read about the early years of slavery in America. Let's see which words appear in the reading. *STRATEGY: Semantic Webbing Teacher places core word "EXPLORERS" on the chalkboard. Explorers What words come to mind when you see this word? Florida Fountain brave determined sailors Henry Hudson Half Moon England ships China Marco Polo bridge da Verrazano \ n a r r o w s France 1524 Elicit words and categories. Set up a categorized listing. 13

14 2. STRATEGY: PREDICTION A prediction technique arouses students' interest and comprehension by asking them to predict what is to be learned in the lesson. As a result of having made the predictions, the anticipated outcome is that students will analyze data (reading, cartoon, graph, map, etc.) to prove they are correct. A. Formal Prediction Guides (Journal of Reading, December 1983) The following samples consist of lists of statements pertaining to the unit to be studied. Figure 1: Prediction Guide Directions: In Column A check those statements you think are true concerning the Twenties, the Depression, and the New Deal. Don't put anything in Column B yet. A B 1. Many Americans were characterized by their optimism, prosperity and materialism at the beginning of the 20's. 2. Women voted for the first time in the 1920 election. 3. After a period of war and tension, people wanted to forget their problems and concentrate on enjoying themselves. 4. Richard Byrd conquered the South Pole. 5. Since booming business was certain to create a great future for Americans, government policies tended to leave it alone. 6. Auto makers were thrilled at cars rolling off the assembly lines, but some people felt that this new invention only invited moral decay for America. 7. Movie theaters thrived on sex appeal, a new American ideal. 8. Television began to play an important role in politics. 9. The role of women changed drastically in the 1920's. 10. Prohibition laws were widely disobeyed. 14

15 In this prediction guide several incorrect statements are included as distractors. Students follow the directions. After the students have completed either their reading, viewing or listening activity, they are asked to check those statements when they then believe to be correct. The sample above was used before students viewed a film on U.S. history. This is a slightly modified formal prediction guide, this time used with a textbook chapter on the U.S. Constitution. This activity is suitable for students achieving below grade level and includes fewer statements. Part A. A B Part B. Figure 2: Prediction Guide - The U.S. Constitution Before reading the chapter, see how well you can predict what you are going to learn from the chapter, in Column A, place a check next to every statement that you predict will be proven true in the chapter. 1. Before the Constitution was written, the states made most of the laws. 2. There was only one kind of paper money in the U.S. before the Constitution. 3. Shay's rebellion was the farmers against the government. 4. Benjamin Franklin was the youngest signer of the Constitution. 5. State governments can now declare war. After reading, put a check in Column B by all the statements you believe are true. How much did you improve your knowledge from your reading? Part C: Rewrite each statement which is not correct in order to make it correct. Use complete sentences. You may use your textbook. B. Informal Prediction Guides Informal prediction requires little effort on the part of the teacher. It usually results in reduced teacher work and increased student involvement and productivity. Generally, teachers provide minimal guidance on the chalkboard and then students work individually or in groups to generate predictions. 15

16 Example I: The teacher writes the first sentence or major heading of a chapter on the chalkboard and then asks students to develop five to ten questions based on the sentence or heading which they predict will be answered in the chapter. Then they read the chapter to determine how many of their questions were actually answered. Example 2: Have students survey the chapter before making predictions. The teacher presents the following paragraph frame. Students then examine the chapter to verify their predictions. After surveying the chapter, I believe the major figure(s) will be Some major events will be Some important dates appear to be Example 3: Photographs are used in this prediction strategy. Students are asked to look at photographs either in the textbook or viewed via an overhead projector. Based on the photograph, the class is asked to make predictions about important events or people they think they will encounter in the chapter or the lesson. Example 4: If you are teaching Global Studies, ask students to make predictions about the people, industry, climate, food and customs of the area you are introducing. Some tips in using Prediction Guides Wait time is important. Give the students time to think about their answers. Ask three key questions: -What do you think? -Why do you think so? -Can you prove it? Encourage students to comment on each other's - responses. Teach vocabulary holistically within the lesson. 16

17 3. ELICITING PRIOR KNOWLEDGE Prior knowledge is the base upon which new knowledge is built. Reading is a process in which information from the text and the knowledge passed by the reader connects to produce new meaning. A clear finding from research of the past decade is that young readers, and poor readers of every age, do not consistently see relationships between what they are reading and what they already know. Useful approaches to building background knowledge prior to the reading lesson focus on the concepts that will be central to understanding the upcoming material, concepts that students either do not possess or may not think of without prompting. Several studies indicate that using instructional time to build background knowledge pays dividends in comprehension. Systematic classroom observation reveals that preparation for reading is the phase of the reading lesson that is most often slighted, or even skipped altogether. More focused attention must be given to developing the background knowledge that will be required to understand a reading selection. Expected Classroom Behaviors Teachers provide or utilize their own and their students' experiences as a basis for the comprehension of new information. Teachers develop a background for reading, utilizing students' and their own prior knowledge of the subject. Teachers' plans allow for exploring students' own ideas/experiences in learning new concepts. Teachers use techniques such as brainstorming and semantic mapping to focus students' awareness of their own background knowledge. Using Visuals Today's students are a visual generation. One of the best ways to motivate a lesson is with a visual: a photograph, a drawing, a cartoon. In order to make the most of the visuals as learning tools, it is vital to provide the opportunity for students to use thinking skills at all levels. The following questions are offered as samples for use with visuals. 17

18 Recall What information do you get from this visual? What do you think the artist is trying to tell us? Comprehension What do you see in this picture? What creates the mood you think is expressed? Why do you think the artist chose this site? Why do you think the artist chose these colors? Do you see any symbols? Explain. Does the title affect how you view the picture? Analysis Synthesis What do you think was the artist's purpose in painting this picture? What title would you give this picture? What can we learn about from this picture? Hypothesis Evaluation On the basis of this picture, do you think that this artist would probably favor Does this piece of art reflect the spirit of the times? Would you buy this painting? Would you want this painting in your home? Recall What information do you get from this visual? What do you think the artist is trying to tell us? What title would you give this cartoon? Comprehension The in the cartoon represents. Why do you think the cartoonist used in the picture? 18

19 Analysis Synthesis Hypothesis Evaluation The problem illustrated in the cartoon was caused by. The data in the cartoon reflects the recent change in. What do you think was the artist's purpose in drawing this cartoon? What do you think the cartoonist implies about? A valid conclusion that can be drawn about the cartoonist's viewpoint is. According to the cartoonist, what was the cause of? What action(s) would be most effective in changing the situation in the cartoon? If the cartoonist's viewpoint is correct what effect will it have on? Do you agree with the cartoonist's viewpoint? How would you draw the cartoon? Teaching Reading in Social Studies Social Studies is a reading subject. Students receive most of the content material through reading. Therefore, it is important for the social studies teacher to develop the role of being a reading teacher. Students may have difficulty in reading textbooks, classroom data, newspapers, homework assignments, etc. It is the role of the teacher to make reading comprehensible through pre reading strategies. Pre-reading Establish goal for reading Skim text for titles, headings, captions, graphics, etc. to predict focus. Identify and predefine unfamiliar vocabulary and concepts. Obtain background information from an outside source. During Reading Reread Paraphrase difficult sentences and passages from the complex to the simple. Restate or rephrase unfamiliar words or phrases. 19

20 Look for relationships of ideas. Focus on important ideas. Identify organizational pattern or patterns. Read ahead for clarification. Backtrack to last point of text to clarify or understand. Relate new ideas to prior knowledge. Periodic self-assessment and monitoring to measure understanding. Insert references such as nouns for pronoun clarification. Other Strategies Sub-vocalizing - normally silent reading becomes audible. Reading aloud - to hear text that is difficult. Fragmentation of text - reading a selection in more digestible units of information. Adjust reading rates - slower for more difficult; faster for less difficult or recreational reading Modeling the Reading Process The teacher should read selections aloud or with the class. The teacher can say: Based on the title, I think this selection will be about... Based on the subtopics and headings, I think Looking at the illustration, maps and charts, I can tell Reading the captions under the photographs or illustrations, I think After scanning the selection, I see a few words that are not familiar... I will predefine them or identify a synonym for each word. I will write these definitions and/or synonyms on a sheet of paper. - I will refer to the sheet as I read. - Before I begin reading the selection, I ask myself: What do I already know about this subject? (Prior knowledge) - I am now ready to read the first paragraph. In the first paragraph I expect to learn more about the focus of this selection. - Upon reading the first paragraph, I ask myself: What did I learn about? Do I have a clearer understanding of the selection? 20

21 - I now compose one question about this paragraph and answer it. - I also write a summary sentence. - For some paragraphs, a second sentence may be necessary. - I will repeat this process - one question and answer and a summary statement for each paragraph I will read. Metacognition Metacognition, as it is generally described in the literature on teaching, means the knowledge learners have about reading strategies and the ability they have to use that knowledge to monitor their own reading. When self- knowledge and selfmonitoring can be combined, then readers will be able to assume the responsibilities for their own learning which is characteristic of the mature reader. Metacognitive theory leads us to believe that student-generated questions can lead to improved comprehension since these questions entail deep processing of the text. When students ask questions of themselves, it enables them to develop an inquiring, investigative frame of mind. All too often, students rely on teachers and/or appropriate textbooks to ask the questions. They have not learned to ask appropriate questions of themselves. They have not learned to monitor their own reading. The following activity is a step-by-step approach to helping students develop their own questions to guide them through a prereading or reading assignment. GENERATING STUDENT QUESTIONS Students read a portion of the text from the beginning of a selection. Ask students to write five to 10 questions that they think will be answered in the remainder of the text. Discuss some of the questions asked by students before reading. Write them on the chalkboard. Students read to see if their questions are answered. After reading the teacher leads a discussion to determine which questions were answered, which were not and why. * Based on Material Developed by Hazel Greenberg, New York and the World 21

22 Literacy strategies students need to apply in a DBQ: Text-to-Self or Document-to-Self ** Teacher role is to aid students in determining what is important and relevant ** Student role is to question him/herself: What do I already know about this topic? What do I anticipate learning from this text/document? What am I learning that is new? How does this text/document change my understanding? Text-to-Text or Document-to-Document ** Teacher role is to help students realize how different texts deepen understanding. ** Student role is to question him/herself: What other text/document have I read on this topic? What did I learn when I read other texts/documents? What is the relationship between the texts/documents? How does this text/document change my understanding? Text-to-World or Document-to-World ** Teacher role is to aid students in determining what is important and relevant ** Student role is to question him/herself: What have I heard on the news and media that is relevant to this text/document? What places have I traveled to that are relevant to this text/document? What discussions have I had with my family and others relevant to this text/document? What have I learned in school that is relevant to this text/document? How does this text/document change my understanding? Unpack the question (Learn to Read the Question) ** Teacher role is to aid students in learning to read and analyze the question/ 22

23 controlling idea. ** Student role is to question him/herself: What does the Historical Background tell me about the topic and purpose of the task? What is the question in the box asking me to do? What is the connection between the Historical Background and the question in the box? What information do I need to find? What key words and phrases in questions, directions, and reading selections should I highlight? Document-to-Task on a DBQ ** Teacher role is to help students understand how different texts deepen understanding and are related to the questions/ controlling idea. ** Student role is to question him/herself: What is the question in the box telling me about the purpose of each document? As I preview each document I ask myself, How does this document connect to the question in the box? As I read and look at each document, what is the connection (relationship) between the documents? Why have these documents been provided to answer this question? How do the documents and the historical background work together to help me form my interpretation? DOCUMENT ANALYSIS Analyze documents according to the following criteria: attribution, point of view, reliability, intent or purpose, audience, and tone. - Attribution includes knowing who the author is and his or her personal background such as social class, occupation, religion, and education. - Point of view is the result of attribution. It is a neutral way of identifying bias, prejudice, or personal perspective about the topic. - Historians must question every author s reliability. - Audience is critical to history. Knowing to which group a politician is speaking or the ruler is writing clarifies intent. This is important because famous people slant what they say to fit the audience or purpose. This affects reliability and engenders bias. - Tone is the color of the language and the overall feeling created by the document. 23

24 STATISTICAL ANALYSIS, CHARTS, AND GRAPHS Use visual data to perform statistical analysis and support conclusions. Pie charts show portions relative to the whole. Bar graphs compare different types of data in columns with percentages or relationships over time. Tables display related bits of data in columns and rows. *Primary Source Analysis ( from Spotsylvania School District) Following is a heuristic device helpful in the analysis of primary source documents: APPARTS (Primary Source Analysis): Author: Who created the source? Place and Time: Where and when was it created? Prior Knowledge: What do you already know about it? Audience: For whom was the source created? Reason: Why was this source produced? The Main Idea: What point is it conveying? Significance: Why is this source important? NOTETAKING T-outline: place reading notes in the larger, right-handed column, in the left column, write teacher notes on the same topic. Read each separate section and then go back and outline it. Summarize. 24

25 BASIC ESSAY TASKS IN SOCIAL STUDIES - Students must know the meaning of the following basic essay tasks: analyze, assess, evaluate, compare, contrast, describe, discuss, enumerate and explain. ESSAYS 1. THE DOCUMENT-BASED QUESTION (DBQ) Not primarily designed to test a student s knowledge about world history, but rather the student s ability to use documentary evidence to make and to support an argument. - An acceptable thesis requires a simple thesis stating the point of argument. - An expanded thesis and additional points require a comprehensive thesis statement, such as the preceding example. - Students need to use all or all but one of the documents. Use is defined as citing, quoting, listing, summarizing, mentioning, analyzing, interpreting, or critiquing the documents. - Students must understand the basic meaning of the documents cited in the essay. - Students must analyze point of view or bias in at least two or three documents, depending on the essay that year. - Students must analyze documents by grouping them in NO LESS THAN three ways. - Students will be asked to identify one additional type of document they could have used to support the essay prompt. 2. CHANGE OVER TIME ESSAY The Change Over Time essay asks students to access how larger global issues and themes such as gender, trade, technology, and environment changed, and remained the same, over time. Students will not only have to identify areas of change, but also areas of continuity across chronological periods, and will have to compare two or more chronological periods within one geographic area. 25

26 Assessment of Students Mastery of the Exit Outcomes and Grade Level Content Expectations Verification that students have achieved the given outcomes will be done through ongoing assessments and data gathering. Evidence of proficiency may take many different forms that are aligned to the State Standards, performance indicators and grade level content expectations. All students are expected to know and be able to: Write Document Based Essay Questions using a variety of primary source documents and incorporating outside information. The essay will include a clear thesis statement, supporting proofs and a conclusion Write a Change over time essay. The Change Over Time essay asks students to access how larger global issues and themes such as gender, trade, technology, and environment changed, and remained the same, over time. Students will not only have to identify areas of change, but also areas of continuity across chronological periods, and will have to compare two or more chronological periods within one geographic area. Write a Thematic essay. The Social Studies and English Departments will work collaboratively to teach students how to write a "power" essay. It should include the following elements: thesis statement, expositions, synthesis, summary and conclusion. Complete Constructed Response Questions. Complete Performance Based Activities. Analyze and utilize visual data to perform statistical analysis and support conclusions. Create, collect and present Portfolios of exemplary work. Complete Computer Research Projects Demonstrate Social Studies Research and Presentational Skills. Analyze documents according to the following criteria: attribution, point of view, reliability, intent or purpose, audience, and tone. 26

27 Rubric A rubric is a set of evaluative criteria, often displayed in a table format that summarizes levels of proficiency. Rubrics support an objective approach to evaluation and allow students to see qualitative differences in the range of proficiencies. Rubrics are to be used to score the Thematic Essay, the Document Based Essay, and the Constructed Response that will be included in the formal assessments of the content being taught. Essential Questions give focus to instruction and to programs, courses, units of study and lessons engage students promote questioning and lead to attempts at verification are asked over and over across the curriculum (horizontally) and over the years (vertically) should be linked closely to assessment provide a means to prioritize content can not be easily answered 27

28 EXIT OUTCOMES Global Studies I and II By the end of the year, students will be able to: define culture and civilization, explaining how they developed and changed over time. investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time analyze historic events from around the world by examining accounts written from different perspectives understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras analyze changing and competing interpretations of issues, events, and developments throughout world history. analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures. identify historical problems, pose analytical questions or hypotheses, research analytical questions or test hypotheses, formulate conclusions or generalizations, raise new questions or issues for further investigation interpret and analyze documents and artifacts related to significant developments and events in world history plan and organize historical research projects related to regional or global interdependence analyze different interpretations of important events, issues, or developments in world history by studying the social, political, and economic context in which they were developed; by testing the data source for reliability and validity, credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by omission, suppression, or invention of facts. understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions describe the physical characteristics of the Earth s surface and investigate the continual reshaping of the surface by physical processes and human activities investigate the characteristics, distribution, and migration of human populations on the Earth s surface (Taken from National Geography Standards, 1994) 28

29 understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world analyze how the forces of cooperation and conflict among people influence the division and control of the Earth s surface (Taken from National Geography Standards, 1994) explain how technological change affects people, places, and regions. plan, organize, and present geographic research projects locate and gather geographic information from a variety of primary and secondary sources (Taken from National Geography Standards, 1994) select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information analyze geographic information by developing and testing inferences and hypotheses, and formulating conclusions from maps, photographs, computer models, and other geographic representations (Adapted from National Geography Standards, 1994) develop and test generalizations and conclusions and pose analytical questions based on the results of geographic inquiry. analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic needs and wants by utilizing scarce resources define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources, money and banking, economic growth, markets, costs, competition, and world economic systems understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and benefits describe the ideals, principles, structure, practices, accomplishments, and problems related to the United States economic system compare and contrast the United States economic system with other national economic systems, focusing on the three fundamental economic questions explain how economic decision making has become global as a result of an interdependent world economy understand the roles in the economic system of consumers, producers, workers, investors, and voters. identify, locate, and evaluate economic information from standard reference works, newspapers, periodicals, computer databases, monographs, textbooks, government publications, and other primary and secondary sources use economic information by identifying similarities and differences in trends; inferring relationships between various elements of an economy: organizing and arranging information in charts, tables, and graphs; extrapolating and making conclusions about economic questions, issues, and problems apply a problem-solving model to identify economic problems or issues, generate hypotheses, test hypotheses, investigate and analyze selected data, consider alternative solutions or positions, and make decisions about the best solution or position 29

30 present economic information and conclusions in different formats, including graphic representations, computer models, research reports, and oral presentations. analyze how the values of a nation and international organizations affect the guarantee of human rights and make provisions for human needs consider the nature and evolution of constitutional democracies throughout the world compare various political systems with that of the United States in terms of ideology, structure, function, institutions, decision-making processes, citizenship roles, and political culture identify and analyze advantages and disadvantages of various governmental systems. 30

31 Collaborative Curriculum Map Mount Vernon City School District Global History I / Grade 9 Units Essential Questions Content / Strategies Knowledge/Skills Assessment Resources & Materials Orientation to Global History, The 5 Standards, (Week 1, 2 Weeks) Belief systems Change Conflict Cultural Life Diversity Human Rights Interdependen ce Imperialism Urbanization Nationalism Why should we study history? What do we mean by "Global History?" Why is Global Studies important? How are events connected across time and space? How does the environment play a role in History? How has geography influenced the course of history? Have people adjusted to their environment or have they tried to modify it? -What are the methods used to collect and evaluate information? Describe the Orientation and Methodology of Global History The 5 N.Y.S. Standards of Social Studies: -History of the United States and New York -World History -Geography -Economics -Civics, Citizenship and Government A. History 1. Skills of historical analysis a. Investigate differing and competing interpretations of historical theories multiple perspectives b. Hypothesize about why interpretations change over time c. Explain the importance of historical evidence 2. Understand the concepts of change and continuity over time 3. The connections and interactions of people across time and space 4. Time frames and periodization Students will know and be able to: -Probe ideas and assumptions Pose and answer analytical questions -Assume a skeptical attitude toward questionable political statements -Evaluate evidence and forming rational conclusions -Develop participatory skills -Read and interpret maps Analyze charts and graphs Distinguish between Fact and Opinion Analyze geographic information to answer questions Pre-Assessment Test Vocabulary Quiz Map Reading Skill Examination Map Project Reflective Essay: Discuss what types of historical events you would like to learn about: Victories or Defeats Social Movements Cultural Achievements Technological Advances Project on cultural diffusion: Have students work in groups to complete flows, N.Y.S. Regents Website Textbooks: World History People and Nations Connection to Today World History Map Skill Workbook Selected Handouts National Geographic Magazine Computer Websites on various regions of the world Key 31

32 5. Roles and contributions of individuals and groups 6. Oral histories B. Geography 1. Elements of geography a. Human geography b. Physical geography c. Political geography d. Migration e. Trade f. Environment and society g. The uses of geography 2.. Identifying and defining world regions Key Ideas Using a variety of sources supports the process of geographic inquiry. Latitude and longitude define absolute location. Relative location describes the spatial relationships between and among places. Areas can be represented using a variety of scales. The amount of detail shown on a map is dependent on the scale used. Compass rose (directional indicator) identifies map orientation. C. Economics a. Major economic concepts (scarcity, supply! demand, opportunity costs, production, concerning land use, economic development, population shifts, and transportation networks linkages, and interactions project in which students map the spread of a development (i.e., Coca-Cola, color television, or a disease) over time. Map Project Create a map of the classroom, the school, or your bedroom to scale. Compare sketch maps to maps in atlases or other resources. Describe the location of places in terms of reference points (e.g., the equator, prime meridian). Describe the location of places in terms of geographic features and landforms (e.g., west of the Mississippi River, north of the Gulf of Mexico). Vocabulary List Suggested Documents books and monographs newspapers, periodicals, magazines, and scholarly journals government documents manuscripts, archival materials, journals, diaries, and autobiographie s maps; visual materials (paintings, drawings, sculptures, architectural drawings, films, posters, prints, engravings, photographs, etc.) music artifacts. 32

33 resources) b.economic decision making c. The interdependence of economics and economic systems throughout the world d. Applying critical thinking skills in making informed and well-reasoned economic decisions Key Ideas Resources are not equally distributed. The use of a resource depends on a nation's culture, values, access to technology, and governmental priorities as they change over time. Availability of resources, cultural values, economic philosophies, and levels of supply and demand for goods and services influence economic activities. No country has all of the resources it needs to survive and grow. D. Political science 1.The purposes of government 2.Political systems around the world 3. Political concepts of power, authority, governance, and law 4.Rights and responsibilities of citizenship across time and space 33

34 Vocabulary: periodization, periods, chronology, civilization, ethnocentrism 34

35 Pre-History- Origins of Humans (Week 2, 2 Weeks) Standards 3,4,5 Human/Physic al Geography Movement of People and Goods Environment and Society Needs and Wants Culture What is Pre-History? What is meant by the Origins of Humans? What was the relationship between early peoples and their environment? What reasons can you pose to explain why early peoples migrated from place to place? Can a Revolution occur without weapons? Why was the introduction of agriculture referred to as the Neolithic Revolution? Why was this a turning point? How was the rise of cities related to the Neolithic Revolution and the development of early civilizations? Pre-History: Ca. 3,700,000 B.C./B.C.E.-1,200 A.D./C.E. Anthropology Archaeology Carbon Dating Australopithecus to Modern Humans The Three Ages: Paleolithic Mesolithic Neolithic The Ice Age: Ice Bridge Migration Hunters and Gatherers Nomads A.Early peoples 1. Human and physical geography 2. Hunters and gatherers nomadic groups 3. Relationship to the environment 4. Migration of early human populations Out of Africa Other theories 5. Early government a. Purposes Students will know and be able to: Classify data Analyze primary sources and documents Demonstrate Note taking and organizational skills Generalize from data Read and interpret a time line Understand the value of learning different languages Vocabulary Quizzes Thematic Essay Early Humans and the Paleolithic and Neolithic periods Data Based Questions (DBQ) Unit Exam (NYS Regents Social Studies Test Format) Multiple Choices Time Line Project Textbooks: World History: People and Nations Connecting to Today World History Artifacts Field Trip: Museum of Natural History Excerpts from The Autobiographies of the Leakey's and D.C. Johanson Pictures of Cave Art 35

36 b. Decision making c. Move toward more complex government systems B. Neolithic Revolution and early river civilizations Compare and contrast (Mesopotamia, Egypt, the Indus Valley, and Yellow River civilizations) Human and physical geography of early river civilizations Identify demographic patterns of early civilizations and movement of people Bantu migration (500 BC AD) Concepts/Terms Paleolithic, Neolithic Revolution, nomad, domestication, artifacts, archaeologists, prehistory, history, belief systems Unit Concepts and Understandings o The tools/evidence historians use to study the past o The similarities and differences of the Paleolithic and Neolithic periods o The political, economic, geographic and social changes brought about as a result of the Neolithic Revolution 36

37 The First Civilizations Begin in 4 River Valleys (Week 4, 2 Weeks) Standards 2,3,4,5 Cultural/ Intellectual Life Political Systems Human/ Physical Geography Citizenship What is a civilization? What events in World History can be considered a turning point? What is meant by "The Rivers of Life?" What political systems developed in early river civilizations? What role does Technology play in the development of civilization? Can there be progress without Technology? Did humans shape their environment or did the environment shape the humans? What does it mean to be civilized? Why do we have belief systems? Why are some places better to live than others? The 5 Main Characteristics of a Civilization: 6,000 B.C./B.C.E.-586 B.C./B.C.E. Technical Skill Cities and Government Division of Labor Concept of Time/Calendar Communication/Writing The 4 River Valleys: Nile River Valley Tigris-Euphrates River Valley Indus River Valley Huang He River Valley Principles of Civilizations: Use of Metals Methods of Irrigation Artisans Language Time/Calendar Family Trade/Cultural Diffusion Concepts/Terms Civilization, polytheism, Fertile Crescent, traditional economy, cultural diffusion, empire, specialization, Hammurabi s Code, social class structure, belief systems Students will be able to: -Define culture and civilization, explaining how they developed and changed over time. -Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems,; economic systems; religions and spiritual beliefs; and socialization or educational practices. -Identify, analyze, and interpret primary and secondary sources to make generalizations about social, political and economic patterns of ancient river civilizations -Analyze the roles and contributions of Quizzes Multiple Choice In Class Cooperative Learning Project WRITING TASKS: DBQ Early Civilizations DBQ Seminar Achievements of the ancient world affect us today Textbooks: World History: People and nations Connecting to Today World History Selected Handouts Photographs of River Valleys Suggested Documents: Timelines, photographs or models of temples, pictures of artifacts, palaces, neo-lithic villages; record-keeping systems; creation stories such as The Epic of Gilgamesh Hammurabi s Code, Hebrew law, the Twelve Tables of Rome 37

38 What is justice? Why do people trade? Does cultural diffusion promote or destroy culture? What causes a society to rise or fall? How was this time period a major turning point in Global History? Do the arts reflect society or does society influence the arts? Unit Concepts and Understandings o The major characteristics of civilization o The influence of geographic factors on the development of early civilizations o The achievements of major early civilizations in science and technology, law and justice, and art and architecture o Origins/basic beliefs/practices of the world s major religions/ philosophies individuals and groups to social, political, economic, cultural, and religious practices and activities. -Investigate the characteristics, distribution, and migration of human populations on the Earth s surface. -Understand the development and interactions of social/cultural, political, economic, and religious systems indifferent regions of the world. -Explain how technological change affects people, places, and regions. Understand cause and effect Draw conclusions Interpret photographs: past and present 38

39 Egypt: Civilization of the Nile River Valley (Week 5, 2 Weeks) Standards 2,3,4 Human/ Physical Geography Urbanization Technology Economic System Can a River and/or Desert be an Obstacle or an Asset or Both? Can Pictures and Drawings tell a Story? Hatshepsut: Reformist or Activist or Both? Egypt: 6,000 B.C./B.C.E.-586 B.C./B.C.E. Nile River Desert The Three Kingdoms: Old Middle New Hieroglyphics Rosetta Stone Pyramids Pharaohs Dynasties Empire Hatshepsut Polytheism versus Monotheism Interpret and understand pictures, characters and symbols -Identify, analyze, and interpret primary and secondary sources to make generalizations about language and writing -pictograms (earliest written symbols), hieroglyphics (Egypt), cuneiform (Sumer), alphabet (Phoenicians). Quizzes Multiple Choice Thematic Essay Create a Time Line Write a Historical Research Paper Make a poster containing a drawing of the Rosetta Stone, with three languages, a paragraph explaining the Rosetta Stone, its importance in understating Egyptian hieroglyphics and ancient Eastern culture. Textbooks: World History: People and Nations Connecting to Today World History MVHS History Department Wing Excerpts from the Diary of the Excavation of King Tutankhamen's Tomb Segments from the History Channel Documentary on the Building of Pyramids Fertile Crescent: Civilization of the Tigris- Euphrates (Week 6, 3 Weeks) Can Civilizations have Similarities even though they are Miles Apart? How does each new City- State add to the Fertile Crescent: 6,000 B.C./B.C.E.-586 B.C./B.C.E. Mesopotamia Tigris-Euphrates River Valley Make connections from various sources Understand the Interclass Jeopardy Game Quizzes Multiple Choice Textbooks: World History: People and Nations Connections to Today 39

40 Standards 2,3,4 Human/ Physical Geography Urbanization Technology Economic System Advancement of Civilization? Do Civilizations have to take a Step Back in order to Advance Two Steps Forward? Does the Sea play a role in Civilizations? Formation of City-States and Empires: Sumerian Akkadians Babylonians Hittites Assyrians Chaldeans Persian Empire Cuneiform Ziggurats Hanging Gardens of Babylon Code of Hammurabi Rise of the Military Phoenicians Lydians Hebrews concepts of compare and contrast Draw inferences from data DBQ Essay World History Field Trip: Museum of Metropolitan Art Hammurabi's Code of Law and the U.S. Constitution Excerpts from the "Epic of Gilgamesh" Periodicals and Newspapers India: The Civilization of the Indus River Valley (Week 9, 2 Weeks) Standards 2,3,4,5 Human/ Physical Geography Belief system Needs and Wants Culture Economic Why is India considered a Sub-Continent? Can Weather play a role in the development of a Civilization? What impact did monsoons have on the historic and economic development of the subcontinent? How did Economical and Political conditions lead to Social Changes? India: 2,500 B.C./B.C.E.-535 B.C./B.C.E. 4. Indian (Maurya) Empire a. Human and physical geography (monsoons) b. Contributions government system Indus River Valley Indus and Ganges Rivers Monsoons Himalayas Khyber Pass Vedic Age: Read and interpret physical maps Develop and use maps and other graphic representation to display geographic issues, problems, and questions. Use graphic organizers to compare and contrast civilizations Textbooks: World History: People and Nations Connections to Today World History Selected Handouts and Documents Works of Art Eightfold Path Four Noble Truths 40

41 System World Map: Aryan Sanskrit Caste System Epic Age: Animism Hinduism Buddhism and Buddha Asoka and Gupta Rulers Concepts/Terms Subcontinent, plateau, Himalayas, seasonal monsoons, Ganges River, Thar Desert (Great Indian Desert), caste system, untouchables/outcastes, Hinduism, dharma, karma, moksha, reincarnation, Buddhism, nirvana, enlightenment, shrine, stupa, pilgrimage, Silk Route, Indo- European language family, Gupta Empire Unit Concepts and Understandings o The effects of geography (monsoons/himalayas) o The origins, beliefs, practices, and impact of Hinduism and Buddhism on Indian culture o The achievements in Indian literature, art, science and mathematics (legacy concept) Analyze charts and graphs Understand cause and effect Understand the relationships between history, population, and resources and the current status of a region The Sermon at Benares Ashoka s Edicts Chinese Traveler in India Gupta Empire Map Herodotus on India Mauryan Empire Map Tales From Ancient India The Arthashastra Ramayana The Bhagavad Gita The Upanishads 41