DVUSD World History Curriculum Guide

World History Curriculum Guide
2014- 2015
(Revised June 2014)
Introduction
This document is meant to guide teachers through the addition of the Common Core Standards to the Social Studies classroom. The Common
Core Standards are meant to enhance Arizona Social Studies Standards through implementation in the class. This document is also meant to be a
catalyst for grade level discussions and backwards design. It will assist in providing a district-wide guaranteed and viable curriculum.
How the Units are Divided
Each unit is composed of AZ State Standards and Common Core Standards. This includes reading and writing standards within each content unit.
Teachers may teach the units in any order within the Government curriculum. They may also subdivide sections into smaller units.
How to Use the Unit Documents
Each document includes each of the following sections. Teachers may use discretion when determining student objectives, essential questions,
activities, etc. for their specific classrooms. The samples provided are meant to be a catalyst; teachers should not be confined or obligated to use
them. A sample of the unit layout is included below.
Enduring Understandings
Enduring understandings are statements summarizing important ideas and core processes that are central to the unit and have lasting value
beyond the classroom. It synthesizes not just what a student should know or do, but what a student should understand as a result of studying that
particular unit.
Essential Questions
According to Grant Wiggins, co author of Understanding by Design, essential questions are important questions that recur throughout one's life.
They can also be key inquiries within a discipline. A question can be considered essential when it helps students make sense of important but
complicated ideas.
Key Concepts and Vocabulary
Key concepts and vocabulary that support the enduring understandings are included for each unit. Please note that a key concept can also act as
vocabulary; teachers should use discretion when assigning vocabulary to students for each unit.
Student Friendly Objectives
Student friendly objectives should combine the enduring understanding of the unit with the standards being addressed into student friendly
language.
Suggested Activities
Each activity is designed to support specific objectives, standards, and essential questions of the unit. Activities are often differentiated for
students in the Depth of Knowledge chart found immediately below the section. Again, teachers should not feel obligated to use these activities.
Student Examples Illustrating Depth of Knowledge
Dr. Norman Webb's Depth of Knowledge (DOK) measures the degree to which the knowledge elicited from students on assessments is as
complex as what students are expected to know and do as stated in the Common Core Standards. It accomplishes a cognitive process going
across four levels of depth of knowledge:
• DOK 1 (recall): the most basic skills of definition
• DOK 2 (skill concept): using the information or conceptual knowledge
• DOK 3 (strategic thinking): reasoning or developing a plan; many have more than one answer
• DOK 4 (extended thinking): requires an investigation, collection of data and analysis of results; requires time to think and
process
While similar in appearance to Bloom's Taxonomy, DOK is focused on what comes after the verb and not on the verb itself. Each level is
based upon the process of the task, not on the level of the verb involved in the task. It is designed to measure depth of learning, not the
category of the task. DOK is not about verbs. Verbs are not always used appropriately. DOK is not about "difficulty" - It is not about the
student or level of difficulty for the student - it requires looking at the assessment item not student work in order to determine the level. DOK
is about the item/standard - not the student. DOK is about what FOLLOWS the verb. What comes after the verb is more important than the
verb itself. DOK is about the complexity of mental processing that must occur to answer a question. Remember DOK is descriptive and not a
taxonomy. It focuses on how deeply the student has to know the content in order to respond.
Sample Assessment Tasks
Sample assessment tasks that provide evidence of mastery of a standard or objective are provided. Teachers can choose the appropriate rubric(s)
from the end of this document to support the scoring of each task.
Resources
A sample list DVUSD-adopted or other resources is provided for each unit.
Social Studies Standard
Social Studies Unit
Common Core State Standards Connections: ELA
Enduring Understandings
Essential Questions
Key Concepts
Student Friendly Objectives
Vocabulary
Suggested Activities
DOK1 – Recall
Student Examples Illustrating Depth of Knowledge
DOK2 – Skill Concept
DOK 3 – Strategic Thinking
DOK 4 – Extended Thinking
Sample Assessment Tasks
DVUSD Adopted Resources
Additional Resources
Unit 1 - Early Civilizations
Social Studies Standard
Common Core State Standards Connections: ELA
Concept 2: PO 2. Analyze the development and historical
Reading: Integration of Knowledge and Ideas 7.
significance of Hinduism, Judaism, Buddhism, Christianity, and
Integrate quantitative or technical analysis (e.g.,
Islam
charts, research data) with qualitative analysis in
.
print or digital text.
Strand 4: Geography
Concept 1: PO 1. Construct maps using appropriate elements
Writing: 2. Write informative/explanatory texts, including
(i.e., date, orientation, grid, scale, title, author, index, legend, and
the narration of historical events, scientific
situation).
procedures/ experiments, or technical processes.
PO 2. Interpret maps and images (e.g., political, physical, relief,
a. Introduce a topic and organize ideas,
thematic, Geographic Information Systems.
concepts, and information to make important
PO 3. Use appropriate maps and other graphic representations to
connections and distinctions; include
analyze geographic problems and changes over time.
formatting (e.g., headings), graphics (e.g.,
PO 4. Use an atlas to access information.
figures, tables), and multimedia when useful to
aiding comprehension.
Reading: Craft and Structure 4.
Concept 4: PO 3. Analyze the effects of migration on places of
origin and destination, including border areas.
Determine the meaning of words and phrases
Concept 2: PO 3. Analyze the enduring Greek and Roman
as they are used in a text, including vocabulary
describing political, social, or economic aspects of
contributions and their impact on later civilization:
history/social studies
a. development of concepts of government and citizenship (e.g.,
democracy, republics, codification of law, and development of
empire)
b. scientific and cultural advancements (e.g., network of roads,
Reading: Integration of Knowledge 9.
aqueducts, art and architecture, literature and theater,
Compare and contrast treatments of the same
mathematics, and philosophy)
topic in several primary and secondary sources.
Concept 2: PO 4. Analyze the enduring Chinese contributions and
their impact on other civilizations:
Reading: Craft and Structure 5.
a. development of concepts of government and citizenship (e.g.,
Analyze how a text uses structure to emphasize
Confucianism, empire)
key points or advance an explanation or analysis.
b. scientific, mathematical, and technical advances (e.g., roads,
aqueducts)
c. cultural advancements in art, architecture, literature, theater,
and philosophy
Enduring Understandings
1. Classical Civilizations had major cultural, political, and economic advancements that impacted later civilizations.
2. Each major world religion had an origin and belief system that impacted later civilizations.
3. In what ways did Ancient Greek democracy and Roman Republic influence western political thought?
Essential Questions
1. In what ways did ancient Greek democracy and Roman
republic influence western political thought?
2. How did cultural advancements of classical civilizations
•
•
•
Key Concepts
Greek Democracy
Roman Republic
Modern Political Systems
impact later civilizations?
3. How did the 5 major world religions impact later
civilizations?
4. What are the basic beliefs of the major world religions?
Student Friendly Objectives
1. Compare ancient Greek and Roman governments to modern
governments.
2. Examine artistic, literary, architectural achievements of
ancient Greece, Rome, and China.
3. Examine scientific, mathematical, technological
achievements of ancient Greece, Rome, and China.
4. Compare the religious beliefs of Judaism, Christianity, and
Islam.
5. List the five pillars of faith in Islam.
6. Compare and contrast the religious beliefs of Hinduism and
Buddhism.
7. Explain the impact religion has had on later civilization
8. Rank or the four main reasons for the fall of the Roman
Empire from most important to least.
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•
•
Religious Beliefs
Cultural Advancements
Scientific & Technological Advancements
Domain Specific:
• Republic
• Democracy
• Oligarchy
• Theocracy
• Monarchy
• Aristocracy
• Western civilization
• Polytheism
• Caste system
• Monotheism
• Cultural diffusion
• Reincarnation
• Architecture
• Literacy
• Technology
• Silk Road
• Torah, New Testament, Koran
Vocabulary
Academic Specific:
• Citizenship
• Empire
• Doctrine
• Ideology
• Pious
• Secular
• Cultural diffusion
• Fundamentalism
Suggested Activities
Suggested Documents:
1. An overview of the major World Religions- https://www.monticellocollege.org/sites/default/files/files/FOLWorld%20Religions%20Reading%20Packet.pdf
2. Explore Ancient Egypt (very visual)- http://www.pbs.org/wgbh/nova/ancient/explore-ancient-egypt.html
3.
2. Religions of the Ancient World DBQ’shttp://www.whiteplainspublicschools.org/cms/lib5/NY01000029/Centricity/Domain/353/DBQ%20Belief%20Systems.pdf
3. Western Religions DBQ’shttp://www.whiteplainspublicschools.org/cms/lib5/NY01000029/Centricity/Domain/353/DBQ%20Belief%20Systems.pdf
4. A low level grouping of DBQ’s- http://www.edteck.com/dbq/eiq/6_ss_dbq2.pdf
5. Eastern Religions DBQ’s- http://www.globaled.org/curriculum/china/julieseamus/dbq%20documents.pdf
6. The Spread of Islam DBQ’s and Comprehension Questions- http://www.globaled.org/curriculum/china/julieseamus/dbq%20documents.pdf
7. NPR shared a very informative link about the history of the split between Sunni and Shiite Muslims. Worth a read, and definitely suitable for
classroom use:
http://www.npr.org/blogs/parallels/2007/02/12/7332087/the-origins-of-the-shiite-sunni-split
8. The Spread of Christianity DBQ’s and Comprehension Questionshttps://teacher.ocps.net/gretchen.stopyra/media/whydidchristianitytakeholdinancientworld.pdf
9. Hinduism and Buddhism Comparison- http://mrfehr.com/docs/comparing%20buddhism%20and%20hinduism.pdf
10.DECONSTRUCT ANCIENT ROMAN CULTURE WITH VIRTUAL ROMA Pair up with iPads and research ancient Roman culture, contributing to a
collaborative class-generated overview of Rome
http://www.educade.org/lesson_plans/deconstruct-ancient-roman-culture-with-virtual-roma
Student Examples Illustrating Depth of Knowledge
DOK1 – Recall
DOK2 – Skill Concept
DOK 3 – Strategic Thinking
DOK 4 – Extended Thinking
Place basic information for each
religion on index cards for review.
Identify significant achievements
from Ancient Greece & Rome.
Design a chart to compare and contrast
different aspects of each world religion
Show the strengths and weaknesses
of Athenian Democracy and the
Roman Republic.
Close reading strategy of a primary sour Describe and illustrate common themes
(e.g. holy books such as Bible, Quran, To found across texts from different cultur
etc.)
Critique how the emperors reacted
to the problems that led to the fall of
Assess how the laws and
the Roman Empire and create a plan
governments from Greece and
to prevent it from happening.
Rome affect political institutions
around the world today.
Unit 2 - World in Transition
Social Studies Standard
Common Core State Standards Connections: ELA
Concept 3: PO 1. Contrast the fall of Rome with the development
Reading: Key Ideas and Details 3.
of the Byzantine and Arab Empires (e.g., religion, culture, language, Analyze in detail a series of events described in a text; determine whether
governmental structure).
earlier events caused later ones or simply preceded them.
Reading: Integration of Knowledge and Ideas 9.
Geography: Strand 4: Concept 1: PO 2. Interpret maps and
Compare and contrast treatments of the same topic in several primary and
images (e.g., political, physical, relief, thematic, Geographic
secondary sources.
Reading: Key Ideas and Details 2.
Information Systems )
Concept 2: PO 1. Identify the characteristics that define a region:
Determine the central ideas or information of a primary or secondary source;
b. human processes such as religion, political organization,
provide an accurate summary of how key events or ideas develop over the
economy, and demographics
course of the text.
PO 2. Describe the factors (e.g., demographics, political systems,
Writing: 6. Use technology, including the Internet, to produce, publish, and
economic systems, resources, culture) that contribute to the
variations between developing and developed regions.
update individual or shared writing products, taking advantage of
PO 3. Examine geographic issues (e.g., drought in Sahel,
technology’s capacity to link to other information and to display information
migration patterns, desertification of Aral Sea, spread of religions
flexibly and dynamically.
such as Islam). PO 4. Analyze the differing political, religious,
economic, demographic, and historical ways of viewing places and
regions.
PO 2. Compare feudalism in Europe and Japan and its connection
with religious and cultural institutions.
PO 3. Compare the development of empires (e.g., Roman, Han,
Mali, Incan/Incan, Ottoman) throughout the world.
PO 4. Describe the interaction of European and Asian civilizations
th
th
from the 12 to the 16 centuries:
a. Crusades
b. commerce and the Silk Road
c. impact on culture
d. plague
Enduring Understandings
1. There were political, economic, and cultural legacies of the Roman Empire evident in various empires throughout the world.
2. European and Japanese feudalism impacted their religious and cultural institutions.
th
th
3. Cultural diffusion impacted European and Asian civilizations from the 12 to the 16 centuries
Essential Questions
Key Concepts
1. What was the lasting religious legacy of the Roman Empire?
• Spread of Christianity
2. How did the political and economic legacies of the Roman
• Feudal pyramid
Empire impact the world?
• Spread and effects of Plague
3. What are the similarities and differences of feudalism in Europe
• Causes and effects of the Crusades
and Japan?
4. What were the effects of the interactions between Europe and
Asia?
Student Friendly Objectives
Vocabulary
Domain Specific:
Academic Specific:
1. Compare and contrast European and Japanese feudalism.
2. What were the advantages and disadvantages of feudalism for
• Crusades
• Commerce
the serfs?
3. Trace the origins and impact of the plague in Asia and Europe.
4. Describe the fall of the Roman Empire and its impacts on later
empires.
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Bubonic Plague (Black Death)
Jerusalem
Constantinople
Justinian Code
Feudalism
Serfs
Vassals
Knights
Nobles
Fief
Chivalry
Greco-Roman culture
Illuminated manuscripts
Holy War
•
•
•
Hierarchy
Illiterate
Scribe
Suggested Activities
1. Bubonic Plague DBQshttp://people.hofstra.edu/alan_j_singer/CoursePacks/DBQWhyWastheBubonicPlagueBlackDeathSoDevestatingtoEuropeanSociety.pdf
2. The plague in Kaffa- http://www.brown.edu/Departments/Italian_Studies/dweb/plague/perspectives/de_mussi.php
3. Medieval Sourcebook: Einhard: The Life of Charlemagne- http://www.fordham.edu/halsall/basis/einhard.asp
4. Annenberg Learner- Middle Ages Interactives http://www.learner.org/interactives/middleages/
5. Collection of Black Death Primary Sources- http://www.brunswick.k12.me.us/bhslibrary/files/2012/05/Black-Death-Primary-Sources.pdf
6. Excerpts from Urban II’s Speech at the Council of Clermot- http://www.fordham.edu/halsall/source/urban2-5vers.html
7. Justinian Law Code- http://www.eduplace.com/ss/hmss/7/unit/act1.1.html
8. Byzantine Empire DBQ- http://www.stjohns-chs.org/history/scamillo_courses/world-cultures/byzantine_empire_dbq.pdf
DOK1 – Recall
Locate and trace on a map the trade
routes between Europe and Asia
during the Middle Ages.
Student Examples Illustrating Depth of Knowledge
DOK2 – Skill Concept
DOK 3 – Strategic Thinking
Collect and display information that
describes the causes and effects of
the Black Plague
Develop a logical argument against
the Feudal System.
DOK 4 – Extended Thinking
Argue that the Crusades were
positive through analysis of
multiple primary sources.
Unit 3 - Renaissance and Reformation
Social Studies Standard
Common Core State Standards Connections: ELA
Concept 4: PO 1. Analyze the results of Renaissance thoughts
Reading: 8. Assess the extent to which the reasoning and evidence in a text
and theories:
support the author’s claims.
a. rediscovery of Greek and Roman ideas
b. humanism and its emphasis on individual potential and
Writing: 9. Draw evidence from informational texts to support analysis,
achievements
reflection, and research.
c. scientific approach to the natural world
d. Middle Eastern contributions (e.g., mathematics, science)
e. innovations in the arts and sciences
Geography: Strand 4:
Concept 1: PO 2. Interpret maps and images (e.g., political,
physical, relief, thematic, Geographic Information Systems
Concept 2: PO 3. Examine geographic issues (e.g., drought in
Sahel, migration patterns, desertification of Aral Sea, spread of
religions such as Islam).
Concept 4: PO 2. Explain how the ideas of the Protestant
Reading: 6. Compare the point of view of two or more authors for how they
Reformation and the Catholic Reformation (e.g., secular authority,
treat the same or similar topics, including which details they include and
individualism, migration, literacy and vernacular, the arts) affected
emphasize in their respective accounts.
society.
Enduring Understandings
1. The Renaissance was influenced by the rediscovery of Greek and Roman ideas.
2. The Renaissance changed the way Europeans thought about science, religion, art, literature and math.
3. The Protestant and Catholic Reformation affected European society.
Essential Questions
Key Concepts
1. How did the rediscovery of Greek and Roman ideas influence
• Origins of the Renaissance
European thought and innovation?
• Artistic and literary achievements
2. What were the Middle Eastern contributions that influenced the
• Causes of the Reformation
European Renaissance?
• Christian disunity
3. How did the Renaissance impact European ideas on science,
• Key ideas contained within “The Prince” by Machiavelli
art, and literature?
4. What were the political and cultural effects of the Protestant
and Catholic Reformation?
Student Friendly Objectives
Vocabulary
Domain Specific:
Academic Specific:
1. Evaluate the changes in art and literature as a result of the
Renaissance.
• Vernacular
• Excommunication
2. Trace the origins of the Renaissance to Greek, Roman, and
• Realism
• Clergy
Middle Eastern ideas.
• Patrons
• Perspective
3. Explain humanism as a result of the Renaissance.
• Humanism
• Secular
4. Explain the religious and political causes of the Reformation.
• Scholasticism
5. Explain how the Reformation dramatically changed Christian
• Council of Trent
unity in Europe.
• Indulgences
• Lutheranism
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Calvinism
Anglican
Printing press
Predestination
Protestant
Renaissance
Suggested Activities
1. Collection of Renaissance Primary Sources- http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-Renaissance.html
2. Middle Ages or Renaissance DBQ: Differing Interpretationshttps://scholar.vt.edu/access/content/user/jbconrad/Portfolio%20Public/PDFs/History/DBQ_final_merged.pdf
3. Renaissance Art History- http://www.history.com/topics/renaissance-art
4. DBQ: How did the Renaissance change man’s view of man?http://mrjbrown.wikispaces.com/file/view/6+Global+Studies_Unit+3_DBQ+Renaissance.pdf
5. Seeds of Reformation DBQ: http://johncastator.cmswiki.wikispaces.net/file/view/dbq.reformation.egg.pdf/459928106/dbq.reformation.egg.pdf
6. Reformation DBQ w/ Graphic Organizer & Essay prompt: http://mssmithcypress.weebly.com/uploads/2/2/8/4/22847360/12_dbq_reformation.pdf
7. Effects of the Printing Press: http://www.jonescollegeprep.org/ourpages/auto/2014/2/28/51054137/PrintingPress%20Full%20DBQ.pdf
8. Upper level Reformation DBQ’s with student analysis- http://troxelsclassroom.com/uploads/3/0/6/3/3063417/the_protestant_reformation_dbq.pdf
9. Catholic Reformation (Council of Trent) DBQ-http://phs-sources.wikispaces.com/file/view/DBQ-+Counter+Reformation.pdf
DOK1 – Recall
Describe the basic artistic features
of a piece of Renaissance Art.
Student Examples Illustrating Depth of Knowledge
DOK2 – Skill Concept
DOK 3 – Strategic Thinking
Construct a timeline of the major
events of the Reformation.
Create a chart to differentiate the
social, political & economic
characteristics between the various
periods of the Middle Ages (e.g.
Dark Ages, High Middle, etc.)
DOK 4 – Extended Thinking
Research and debate whether the
Renaissance was its own time
period or an extension of the Middle
Ages for the wealthy.
Unit 4 - Encounters & Exchange
Social Studies Standard
Common Core State Standards Connections: ELA
Concept 5: PO 1. Describe the religious, economic, social, and
Reading: 4. Determine the meaning of words and phrases as they are used
political interactions among civilizations that resulted from early
in a text, including vocabulary describing political, social, or economic
exploration:
aspects of history/social studies.
a. reasons for European exploration
Writing: 1 Write arguments focused on discipline-specific content.
b. impact of expansion and colonization on Europe
c. Use words, phrases, and clauses to link the major sections of the text,
c. impact of expansion and colonization on Africa, the Americas,
create cohesion, and clarify the relationships between claim(s) and reasons,
and Asia
between reasons and evidence, and between claim(s) and counterclaims.
d. role of disease in conquest
e. role of trade
f. navigational technology
g. impact and ramifications of slavery and international slave trade
h. contrasting motivations and methods for colonization
Geography: Strand 4: Concept 1: PO 2. Interpret maps and
images (e.g., political, physical, relief, thematic, Geographic
Information Systems)
PO 3. Use appropriate maps and other graphic representations to
analyze geographic problems and changes over time.
Concept 2: PO 1. Identify the characteristics that define a
region:
b. human processes such as religion, political organization,
economy, and demographics
PO 2. Describe the factors (e.g., demographics, political systems,
economic systems, resources, culture) that contribute to the
variations between developing and developed regions.
PO 4. Analyze the differing political, religious, economic,
demographic, and historical ways of viewing places and regions.
PO 5. Examine how the geographic characteristics of a place affect
the economics and culture.
Enduring Understandings
1. There were religious, economic and political reasons for European exploration and colonization.
2. Superior technology led to European colonization in Africa, Asia, and the Americas.
3. European colonization had profound impacts on native populations and trade.
Essential Questions
Key Concepts
1. What were the religious, economic, and political reasons for
• God, Glory & Gold
European exploration and colonization?
• International Slave Trade
2. What technological advancements enabled European
• Role of disease
exploration and colonization?
• Expansion of trade/commerce
3. How were the native populations in Africa and the Americas
affected by European colonization?
4. How did colonization lead to the international slave trade?
Student Friendly Objectives
Vocabulary
Domain Specific:
Academic Specific:
1. Explain the motivations for European exploration and
colonization.
2. Explain how technological advancements enabled European
colonization.
3. Trace the development of the Atlantic slave trade as a result of
European colonization.
4. Differentiate the impact of European colonization on native
populations in the Americas and Africa.
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Triangular Trade
Middle Passage
Conquistadors
Columbian Exchange
Mercantilism
Caravel
Astrolabe
Incas
Aztecs
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Colonization
Indigenous populations
Suggested Activities
1. Age of Exploration DBQshttps://sharedserver.rsd17.org/teacherwebpages/lindsayramm/Lists/Announcements/Attachments/317/Age%20of%20Exploration%20DBQ.pdf
2. European Age of Exploration DBQ’s- http://hargrovekms.cmswiki.wikispaces.net/file/view/DBQ+-+Age+of+Exploration+(1).pdf
3. DBQ- Debate on Columbus Day DBQhttps://sharedserver.rsd17.org/teacherwebpages/lindsayramm/Lists/Announcements/Attachments/317/Age%20of%20Exploration%20DBQ.pdf
4. Explorer’s first-hand accounts- http://www.fordham.edu/halsall/mod/modsbook03.asp
DOK1 – Recall
Label early explorers and their
routes on a map
Student Examples Illustrating Depth of Knowledge
DOK2 – Skill Concept
DOK 3 – Strategic Thinking
Predict the implications that the
Europeans had on indigenous
tribes in the New World and in
Africa.
Formulate an opinion based on
evidence, what role mercantilism
played in the expansion in the
European Empire
DOK 4 – Extended Thinking
Conduct a Socratic Seminar
investigating the idea that
European colonization of the New
World was a genocide.
Unit 5 - Age of Revolution
Social Studies Standard
Common Core State Standards Connections: ELA
Concept 6: PO 1. Contrast the development of representative,
Reading 2. Determine the central ideas or information of a primary or
limited government in England with the development and
secondary source; provide an accurate summary of how key events or ideas
continuation of absolute monarchies in other European nations:
develop over the course of the text.
a. absolute monarchies (e.g., Louis XIV, Peter the Great, Philip II)
Writing: 1b Write arguments focused on discipline-specific content.
b. the Magna Carta, the English Bill of Rights, and parliamentary
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for
government
each while pointing out the strengths and limitations of both claim(s) and
c. the ideas of John Locke
counterclaims in a discipline-appropriate form and in a manner that
Geography: Strand 4: Concept 1: PO 2. Interpret maps and
anticipates the audience’s knowledge level and concerns.
images (e.g., political, physical, relief, thematic, Geographic
Information Systems).
PO 3. Use appropriate maps and other graphic representations to
analyze geographic problems and changes over time. Concept 2:
Reading 6. Compare the point of view of two or more authors for how they
PO 1. Identify the characteristics that define a region:
b. human processes such as religion, political organization,
treat the same or similar topics, including which details they include and
economy, and demographics
emphasize in their respective accounts.
Reading: 8. Assess the extent to which the reasoning and evidence in a text
PO 2. Describe the factors (e.g., demographics, political systems,
economic systems, resources, culture) that contribute to the
support the author’s claims.
variations between developing and developed regions.
PO 5. Examine how the geographic characteristics of a place affect Reading: 10. By the end of grade 10, read and comprehend history/social
the economics and culture.
studies texts in the grades 9–10 text complexity band independently and
Concept 6:
proficiently.
PO 2. Explain how new ideas (i.e., Heliocentric, Scientific Method,
Newton’s Laws) changed the way people understood the world.
PO 3. Explain how Enlightenment ideas influenced political thought
and social change:
a. Deism
b. role of women
c. political thought
d. social change
PO 4. Analyze the developments of the French Revolution and rule
of Napoleon:
a. Reign of Terror
b. rise of Napoleon
c. spread of nationalism in Europe
d. defeat of Napoleon and Congress of Vienna
Enduring Understandings
1. England’s political system evolved into a constitutional monarchy while much of Europe was ruled by absolute monarchs.
2. The Scientific Revolution changed the way people understood the world.
3. The Age of Enlightenment ushered in new ideas about government and society.
4. Political, social, economic, and intellectual factors led to the French Revolution.
5. The French Revolution intensified the spread of nationalism in Europe.
6. Napoleon had a transformative effect on the political environment of Europe and Latin America.
Essential Questions
Key Concepts
1. What are the differences between limited government
• Political transformation
(constitutional monarchy) in England and the absolute
 Limited government
monarchies of continental Europe?
 Ideas of John Locke (i.e. natural rights)
2. How did new scientific ideas change the way people
understood the world?
• Scientific Discoveries
3. How did the ideas of the Enlightenment foster social change
• Revolutionary France
and political thought?
• Spread of nationalism
4. What were the political, social, and economic causes of the
• Influence of Napoleon
French Revolution?
5. In what ways did nationalism increase as a result of the French
Revolution?
6. What was the impact of Napoleon’s rule on France and
Europe?
Student Friendly Objectives
Vocabulary
Domain Specific:
Academic Specific:
1. Discuss the factors leading to limited government in England.
2. Distinguish the difference between limited government in
• Parliament
• Nobility
England and absolute monarchies in Europe.
• Magna Carta
• Clergy
3. Describe how new scientific discoveries changed how people
• English Bill of Rights
understood the natural world.
• Glorious Revolution & Restoration
4. Compare the geocentric theory and the heliocentric theory on
• Constitutional monarchy
how the universe is organized. How did the heliocentric theory
• Absolute monarchy
challenge the power of the Catholic Church?
• Deism
5. Identify the Enlightenment ideas that challenged existing
• Reign of Terror
systems of government.
• Guillotine
6. Compare the views of Hobbes, Locke and Rousseau on the
• Nationalism
relationship between citizens and their government.
• Third Estate
7. Describe how the Enlightenment changed social norms.
• Bastille
8. Describe the political, social, and economic causes of the
• Divine right
French Revolution.
• Geocentric/Heliocentric
9. Describe the three estates and the tax burden of each that
made up prerevolutionary France.
10. Trace the key events of the French Revolution.
11. Explain how the French Revolution resulted in increased
nationalism throughout Europe.
12. Examine the results of Napoleon’s rule and how it
transformed Europe.
Suggested Activities
1. The Declaration of the Rights of Manhttp://www.lahabrahighschool.net/apps/download/2/jR7ETAQqiA9pLThMwqxkdyzRz4ze9lobH0LDKc3EHEbNI7jn.pdf/Decl%20of%20rights%20of%
20Man%20and%20Citizen.pdf
2. John Locke’s Second Treatise of Government- http://orias.berkeley.edu/summer2004/Final%20Drafts/locke.pdf
3. Primary source readings from Nicolaus Copernicus, Galileo Galilei, Francis Bacon, Rene Descartes, Isaac Newton, Voltaire, etc.
http://piedmont.k12.ca.us/phs/faculty/mcowherd/advanced-placement-european-history/primary-sources-unit-seven-scientific-revolution-theenlightenment/
4. Causes of the French Revolution DBQ- https://teacher.ocps.net/daniel.tringali/media/frenchrevolutiondbqessay.pdf
5. Social, Political, Economic causes of the French Revolutionhttp://www.studentsfriend.com/aids/joel/2%20Enlightenment/DBQ/Dbqfrenchrevolution.pdf
6. Higher level French Revolution DBQ with student analysis & essay: http://troxelsclassroom.com/uploads/3/0/6/3/3063417/french_rev._dbq.pdf
7. Napoleon: Hero or Tyrant DBQ:http://hcship.wikispaces.com/file/view/Napoleon.pdf
8. DBQ Claims- Was the Reign of Terror justified?:
http://www.esperanzahs.net/apps/download/mwCCzwi9jCngZUvLbsuffPfOKqRTGPgZWUvsM217hzRoEQEC.pdf/The%20Reign%20of%20Terror%
20(1).pdf
9. Reign of Terror Lesson Planhttp://www.arletahigh.net/apps/download/i9dv9gpjGvMVR7mZcfCFMkaXjVStc7hZ2w6CleQSUTA6wsS9.pdf/Reign%20of%20Terror%20Lesson%20
Plan_0.pdf
DOK1 – Recall
Create a timeline of events of the
French Revolution
Student Examples Illustrating Depth of Knowledge
DOK2 – Skill Concept
DOK 3 – Strategic Thinking
Show how the ideas of the
Enlightenment led to the French
Revolution
Investigate various Enlightenment
authors such as Locke and
Rousseau to determine how their
writings impacted the American
and French Revolutions.
DOK 4 – Extended Thinking
Napoleon is often viewed as the
“Son of the Revolution”. Create an
argument to either support or
refute this statement based on
research of documents including
primary sources.
Unit 6 - Age of Industry and Imperialism
Common Core State Standards Connections: ELA
Concept 6:
Reading: 6. Compare the point of view of two or more authors for how they
PO 6. Analyze the social, political, and economic development and treat the same or similar topics, including which details they include and
impact of the Industrial Revolution:
emphasize in their respective accounts.
a. origins in England’s textile and mining industries
b. urban growth and the social impact of industrialization
Writing: 6. Use technology, including the Internet, to produce, publish, and
c. unequal spread of industrialization to other countries
update individual or shared writing products, taking advantage of
d. political and economic theories (nationalism, anarchism,
technology’s capacity to link to other information and to display information
capitalism, socialism)
Geography: Strand 4: Concept 4: PO 4. Analyze issues of globalization (e.g.,
flexibly and dynamically.
widespread use of English, the role of the global media, resistance to “cultural
Reading: 5. Analyze how a text uses structure to emphasize key points or
imperialism”, trade, and outsourcing).
advance an explanation or analysis.
Social Studies Standard
Concept 7:
PO 1. Explain the rationale (e.g., need for raw materials,
Reading: 3. Analyze in detail a series of events described in a text;
domination of markets, advent of national competition, spread of
determine whether earlier events caused later ones or simply preceded them.
European culture/religion) for imperialism.
Reading: 6. Compare the point of view of two or more authors for how they
PO 2. Trace the development of the British Empire around the
treat the same or similar topics, including which details they include and
world (e.g., America, Southeast Asia, South Pacific, India, Africa,
emphasize in their respective accounts.
the Suez).
PO 3. Describe the division of the world into empires and spheres
of influence during the 18th and 19th centuries (e.g., British,
French, Dutch, Spanish, American, Belgian).
PO 4. Analyze the effects of European and American colonialism
on their colonies (e.g., artificially drawn boundaries, one-crop
economies, creation of economic dependence, population
relocation, cultural suppression).
PO 5. Analyze the responses to imperialism (e.g., Boxer Rebellion,
Sepoy Rebellion, Opium Wars, Zulu Wars) by people under colonial
rule at the end of the 19th century.
Enduring Understandings
1. The Industrial Revolution had political, social and economic impacts.
2. Competition between European nations for economic, political and cultural dominance led to the Age of Imperialism.
3. Native populations were affected by Imperialism.
Essential Questions
Key Concepts
1. What was economic impact of the Industrial Revolution?
• New economic theories, class warfare
2. What were positive and negative social effects of the Industrial
• Population shift
Revolution?
• New technology
3. What were the social, political and economic causes of
• Cultural Superiority
Imperialism?
• Desires for new markets
4. How were native populations impacted by Imperialism?
• Political competition
5. How did persons under colonial rule react to Imperialism?
• Social Classes
• Modernization
• Cultural superiority/ suppression
• Economic dependence
•
•
Student Friendly Objectives
1. Compare and contrast the new economic theories of Socialism,
Capitalism and Communism.
2. Discuss changing demographics; including urbanization, the
development of the middle class, the role of new technology
and transportation.
3. Categorize the various motives of European Imperialism.
4. Classify the impacts of Imperialism on native populations as
either positive or negative.
5. Describe how imperialism led to rebellions against European
rule.
Political and social instability
Rebellion
Domain Specific:
• Nationalism
• Socialism
• Capitalism
• Industrial Revolution
• Free Market Economics
• Urbanization
• Communism
• Assimilation
• Cash Crop
• Sphere of Influence
• Social Darwinism
• Mutiny/Uprisings
Vocabulary
Academic Specific:
• Geopolitics
• Rationale
• Suppression
• Colonialism
• Raw materials
• Philanthropy
Suggested Activities
1. Collection of primary sources- http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-IndustrialRevolution.htm
2. DBQ: Positive and negative effects of the Industrial Revolutionhttp://www.sfponline.org/uploads/84/IndustrialRevDBQ20001.pdf
3.DBQ- Effects of Industrial Revolution- http://mhauter.weebly.com/uploads/5/0/6/6/5066710/dbq_effects_of_industrial_revolution.pdf
4. Collection of primary sourceshttp://www2.uncp.edu/home/rwb/hst329_p3.html
5.Positive and Negative Effect of Imperialism DBQhttp://www.whiteplainspublicschools.org/cms/lib5/NY01000029/Centricity/Domain/353/DBQ%20Imperialism.doc
6. Imperialism in Africa DBQ- http://mhauter.weebly.com/uploads/5/0/6/6/5066710/dbq_another_imperialism.pdf
7. Collection of Primary Sources- http://www.fordham.edu/Halsall/mod/modsbook34.asp
8. Imperialism in India DBQ- http://www.sjusd.org/leland/teachers/sgillis/geog/asia/DBQ_India.pdf
DOK1 – Recall
Color code and label a map showing
European dominance of Africa
during Imperialism.
List and define key ideologies of the
Industrial Revolution
Student Examples Illustrating Depth of Knowledge
DOK2 – Skill Concept
DOK 3 – Strategic Thinking
Create a chart to identify patterns
or styles of rule used by the
Europeans in their colonies.
Argue why economic competition
among European nations was a
leading cause of Imperialism.
DOK 4 – Extended Thinking
Write a play to analyze and critique
the negative and positive effects of
the industrial revolution.
Unit 7 - World War I & Russian Revolution
Social Studies Standard
Common Core State Standards Connections: ELA
Concept 8: PO 1. Examine the causes of World War I:
Reading: Key Ideas and Details
a. rise of nationalism in Europe
1. Cite specific textual evidence to support analysis of primary and secondary
b. unification of Germany and Otto Von Bismarck’s leadership
sources, attending to such features as the date and origin of the information.
c. rise of ethnic and ideological conflicts - the Balkans, AustriaReading: 2. Determine the central ideas or information of a primary or
Hungary, the decline of the Ottoman Empire
PO 2. Analyze the impact of the changing nature of warfare in
secondary source; provide an accurate summary of how key events or ideas
develop over the course of the text.
World War I:
a. trench warfare
Reading: 3. Analyze in detail a series of events described in a text;
b. mechanization of war – machine gun, gasoline, submarine,
determine whether earlier events caused later ones or simply preceded them.
tanks, chemical
Writing: 10. Write routinely over extended time frames (time for reflection
c. American involvement
PO 3. Explain the end of World War I and its aftermath:
and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
a. Russian Revolution
b. Treaty of Versailles
c. end of empires (e.g., Austro-Hungarian, Ottoman, Russian)
d. continuation of colonial systems (e.g., French Indochina, India,
Philippines)
Enduring Understandings
1. Political ideologies, European rivalries, global completion, and militarism led to World War I.
2. New technological and scientific advancements changed the nature of warfare during World War I.
3. Global consequences that resulted from World War I set the ground work for changes in political boundaries and the balance of power.
4. The Russian Revolution led to political, economic, and social changes.
Essential Questions
Key Concepts
1. What were the short term and long term causes of World War
• Long-term Causes: M.A.I.N.
I?
 Militarism
2. How did the new technologies change the nature of warfare?
 Alliances
3. How did the Treaty of Versailles redefine global powers?
 Imperialism
4. What were the political, economic, and social changes due to
 Nationalism
the Russian Revolution?
• Short-term Causes:
 Balkan Crisis
 Powder Keg of Europe
• Mechanization of war
• Eastern front and Western Front
• Theaters of war
• Military strategies
• American Involvement and contributions
• Consequences of Treaty of Versailles
• Bolshevik Revolution
•
Student Friendly Objectives
1. Compare how the Treaty of Versailles affected the winners and
losers of World War I.
2. Identify the major turning points of WWI.
3. Geography of Europe: identify the political changes in
boundaries after WWI.
4. Describe life in the trenches.
5. Describe how the mechanization of war led to the increase in
causalities.
6. Trace the causes and consequences of the Russian
Revolution.
Rise of Communism
Domain Specific:
• Trench warfare
• Schlieffen Plan
• Unrestricted submarine
warfare
• Central Powers
• Allied Powers
• Soviets
• League of Nations
• Communism
• Black Hand
• Weimar Republic
Vocabulary
Academic Specific:
• Stalemate
• Mechanization
• Provisions
• Propaganda
• Rationing
• Armistice
• Reparations
• Self determination
Suggested Activities
1.
2.
3.
4.
5.
6.
Variety of topics for WWI - http://wwi.lib.byu.edu/
Petition to the Russian Tsar - http://alphahistory.com/russianrevolution/bloody-sunday-petition-1905/
Various topics for WWI - http://www.fordham.edu/Halsall/mod/modsbook38.asp
Various topics for Russian Revolution - http://www.fordham.edu/Halsall/mod/modsbook39.asp
October Revolution - http://www.marxists.org/history/ussr/events/revolution/
Russian Revolution - http://eudocs.lib.byu.edu/index.php/Russian_Revolution,_Civil_War_and_USSR_1917-1991
DOK1 – Recall
Label and color a map of the
alliance system prior to and during
World War I.
Create a list of important figures
and their significance in the
Russian Revolution.
Student Examples Illustrating Depth of Knowledge
DOK2 – Skill Concept
DOK 3 – Strategic Thinking
Create a timeline of events for
World War I.
Using the list of important figures
from the DOK 1 activity, arrange in
order of importance.
Critique the strategy of trench
warfare and offer solutions or
alternative methods of warfare.
Investigate (via primary documents
such as the people’s petition) the
Bloody Sunday Massacre and its
effect on the Russian Revolution.
DOK 4 – Extended Thinking
Analyze and synthesize
information from multiple sources
and create an original DBQ on the
causes of World War I.
Unit 8 - World War II
Social Studies Standard
Common Core State Standards Connections: ELA
Concept 8: PO 4. Examine the period between World War I and
Reading: 3. Analyze in detail a series of events described in a text;
World War II:
determine whether earlier events caused later ones or simply preceded them.
a. rise of fascism and dictatorships
Writing: 6. Use technology, including the Internet, to produce, publish, and
b. postwar economic problems
update individual or shared writing products, taking advantage of
c. new alliances
technology’s capacity to link to other information and to display information
d. growth of the Japanese empire
flexibly and dynamically.
e. challenges to the world order
Geography: Strand 4: Concept 1: PO 2. Interpret maps and
Reading: 7. Integrate quantitative or technical analysis (e.g., charts,
images (e.g., political, physical, relief, thematic, Geographic
research data) with qualitative analysis in print or digital text.
Information Systems).
PO 3. Use appropriate maps and other graphic representations to
Reading: 8. Assess the extent to which the reasoning and evidence in a text
analyze geographic problems and changes over time.
support the author’s claims.
PO 4. Use an atlas to access information.
Concept 2: PO 1. Identify the characteristics that define a region:
a. physical processes such as climate, terrain, and resources
b. human processes such as religion, political organization,
economy, and demographics
PO 2. Describe the factors (e.g., demographics, political systems,
economic systems, resources, culture) that contribute to the
variations between developing and developed regions.
PO 5. Analyze aspects of World War II:
a. political ideologies (e.g., Totalitarianism, Democracy)
b. military strategies (e.g., air warfare, atomic bomb, Russian
front, concentration camps)
c. treatment of civilian populations
d. Holocaust
Enduring Understandings
1. Post WWI political, economic, and social factors led to the rise of dictators.
2. Fascism challenged democratic and communist nations and led to new alliances.
3. New military strategies led to profound and lasting political, economic and social transformations around the world.
Essential Questions
1. How did conditions after WWI lead to the rise of dictatorships?
2. What factors allowed totalitarianism to take hold in Italy,
Germany, and the Soviet Union?
3. How did appeasement and the formation of new alliances
contribute to the beginning of WWII?
4. How did technology change military strategies during WWII?
5. How did military strategies impact civilian populations?
•
•
•
•
•
•
Key Concepts
Stages of Holocaust
Military Strategies
Traits of Totalitarianism
New political ideologies
Japanese Aggression
Resentment caused by the Treaty of Versailles
• Policy of Appeasement
• New alliances
• New technologies/weapons
6. How did political ideologies impact civilian populations?
Student Friendly Objectives
1. Identify the economic, political, and social factors that led to the
rise of dictatorships.
2. Explain how the policy of appeasement leads to the beginning
of WWII.
3. Explain the impact that technology had on new military
strategies (ex. blitzkrieg).
4. Describe the relationship of major turning points in WWII?
5. Describe the impacts of different military strategies had on
civilian populations.
6. Explain how different civilian populations were affected by Nazi
ideology.
Domain Specific:
• Collectivism
• Lebensraum
• Fascism
• Indoctrination
• Dictatorship
• Totalitarianism
• Kristallnacht
• Ghettos
• Concentration camps
• Final Solution
• Blitzkrieg
• Total war
• Island Hopping
• Nazism
• Anti-Semitism
• Allied/Axis Powers
• Collective farms
• Great Purge
• Nationalism
Vocabulary
Academic Specific:
• Scapegoat
• Propaganda
• Inflation
• Universal suffrage
• Expansionism
Suggested Activities
1. Decision to drop the bomb DBQ argument- http://www.columbia.edu/itc/eacp/japanworks/ps/japan/stimson_harpers.pdf
2. Holocaust - http://www.ushmm.org/
3. Mussolini’s Speech - http://www.historyguide.org/europe/duce.html
4. Various topics and events - http://www.fordham.edu/Halsall/mod/modsbook45.asp
DOK1 – Recall
Create a chart of the leaders and
their political ideologies during
World War II.
Student Examples Illustrating Depth of Knowledge
DOK2 – Skill Concept
DOK 3 – Strategic Thinking
Collect and display evidence of
various aspects of Hitler’s blitzkrieg
military tactics.
Close reading of Mussolini’s
“Fundamental Ideas of Fascism” or
Hitler’s “Mein Kampf.”
DOK 4 – Extended Thinking
Design a memorial to commemorate
the victims of the Holocaust.
Unit 9 - Cold War
Common Core State Standards Connections: ELA
Reading: 5. Analyze how a text uses structure to emphasize key points or
advance an explanation or analysis.
Writing: 9. Draw evidence from informational texts to support analysis,
reflection, and research.
Social Studies Standard
Concept 8: PO 7. Analyze the political, economic and cultural
impact of the Cold War:
a. superpowers – Soviet Union, United States, China
b. division of Europe
c. developing world
d. Korean and Vietnam Wars
PO 1. Explain the fall of the Soviet Union and its impact on the
world.
Enduring Understandings
1. The Cold War affected the world by dividing it between competing ideologies.
2. The fall of the Soviet Union has had a lasting impact on the world.
Essential Questions
1. How did competing ideologies of the superpowers impact other
• Developing Nations
nations?
• Fall of communism
2. What was the role of the superpowers in the developing world?
• Division of the World
3. What caused the break-up of the Soviet Union?
4. How did the end of the Cold War impact the world?
Student Friendly Objectives
1. Define the two competing ideologies of the superpowers and
how they impacted other nations.
2. Describe how the developing world played a role in the Cold
War.
3. Describe the factors that led to the break-up of the Soviet
Union.
4. Explain how the end of the Cold War impacted the world.
Domain Specific:
• Third-world nations
• Brinkmanship
• Containment
• Glasnost
• Perestroika
• United Nations
• Eastern Bloc/buffer zone
Suggested Activities
1.
2.
3.
4.
Key Concepts
Vocabulary
Domain Specific:
• Iron Curtain
• NATO
• Warsaw Pact
• Berlin Wall
• Proxy wars
• Arms race
• Superpowers
Cuba and the Cold War - http://www.bbc.co.uk/archive/cuba/index.shtml
Various topics for the Cold War - http://legacy.wilsoncenter.org/coldwarfiles/index-31840.html
Cold War - http://www.authentichistory.com/1946-1960/1-cworigins/index.html
Cold War - http://coldwar.org/
DOK1 – Recall
Draw a timeline of the major
events that took place during the
Cold War.
Student Examples Illustrating Depth of Knowledge
DOK2 – Skill Concept
DOK 3 – Strategic Thinking
Read excerpts of Winston
Churchill’s “Iron Curtain” speech
and identify the meaning of
unfamiliar words using context
clues.
Research information about a Cold
War event and how the event
impacted relations between the US
and USSR to create the front page
of a Cold War newspaper.
DOK 4 – Extended Thinking
Hold a mock United Nations
meeting over the Berlin Crisis.
Unit 10 - Contemporary World
Social Studies Standard
Common Core State Standards Connections: ELA
Concept 8: PO 6. Examine genocide as a manifestation of
Reading: 9. Compare and contrast treatments of the same topic in several
extreme nationalism in the 20th century (e.g., Armenia, Holocaust,
primary and secondary sources.
Cambodia, Bosnia, Rwanda, Kosovo and Sudan).
Strand 2, Concept 9: PO 2. Explain the roots of terrorism:
a. background and motives
b. religious conflict (e.g., Northern Ireland, Chechnya,
Southwestern Philippines, southern Thailand, Kashmir)
c. background of modern Middle East conflicts (e.g., Israeli –
Palestinian conflict, Persian Gulf conflicts, Afghanistan)
d. economic and political inequities and cultural insensitivities
Strand 2, Concept 10: PO 5. Connect current events with
historical events and issues using information from class
discussions and various resources (e.g., newspapers, magazines,
television, Internet, books, maps).
Writing: 9. Draw evidence from informational texts to support analysis,
reflection, and research.
Reading: 6. Compare the point of view of two or more authors for how they
treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
Reading: 3. Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply preceded them.
Enduring Understandings
th
1. Genocide is a result of extreme nationalism in the 20 century.
2. The roots of terrorism include political, social, and economic factors.
3. The Middle East is a region of historical and modern conflicts.
Essential Questions
Key Concepts
1. In what aspects is nationalism a leading cause of genocide?
• Stages and criteria of genocide
2. How are economic and political inequalities roots of terrorism?
• Crimes against humanity
3. How are religious conflicts and cultural insensitivities factors
• Ideological differences between religion and politics
that lead to the social roots of genocide?
4. How was the creation of Israel a factor that led to modern (and
historical) Middle East conflicts?
Student Friendly Objectives
Vocabulary
Domain Specific:
Academic Specific:
1. Describe the difference between Genocide and War.
2. List historic and modern examples of genocide.
• Ethnic cleansing
• Extremist
3. List historic and modern examples of terrorism.
• Zionism
• Occupation
4. List historic and modern examples of Middle East conflicts.
• West Bank
• Scapegoats
• Gaza Strip
• Palestinians
• Israelis
• IDPs (internally-displaced
peoples)
• Hamas
• PLO
• Intifada
• Hezbollah
• Human Rights Declaration
• Al-Qaida
Suggested Activities
1. US responses to 9/11DBQ- http://people.hofstra.edu/alan_j_singer/docket/docket/11.2.06_DBQ_Evaluating_the_U.S._Response_to_911.pdf
2. Terrorism DBQ’s with comprehension questions: http://www.morningsidecenter.org/teachable-moment/lessons/dbq-what-fuels-terrorism
3. Claim- Since 9/11, government has stopped basic civil liberties- http://www.cato.org/publications/commentary/upholding-liberty-america
4. Genocide http://www.un.org/en/preventgenocide/adviser/
http://www.pbs.org/wgbh/pages/frontline/shows/evil/
http://www.wcl.american.edu/humright/center/rwanda/documents/Jigsaw1_History.pdf?rd=1
http://www.wcl.american.edu/humright/center/rwanda/documents/Jigsaw3_Internationalresponse.pdf?rd=1
http://www.wcl.american.edu/humright/center/rwanda/jigsaw4.pdf?rd=1
http://www.nytimes.com/library/world/africa/index-rwanda-children.html
http://www.wcl.american.edu/humright/center/rwanda/documents/Jigsaw2_Genocide.pdf?rd=1
http://news.bbc.co.uk/2/hi/1288230.stm
DOK1 – Recall
Create flashcards to identify and
review examples of genocide that
have occurred since World War II.
Student Examples Illustrating Depth of Knowledge
DOK2 – Skill Concept
DOK 3 – Strategic Thinking
Create a chart that compares
characteristics (root causes,
ideologies, goals, methods, etc…) of
modern terrorist organizations.
Using primary sources determine
the author’s purpose and describe
how it affects the interpretation of
the reading selection.
DOK 4 – Extended Thinking
Design a Time Magazine
commemorative issue of the
Rwandan Genocide.

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