World History 2, Quarter 3, Unit 1 of 3 The Great Depression and Its Impact. Overview

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "World History 2, Quarter 3, Unit 1 of 3 The Great Depression and Its Impact. Overview"

Transcription

1 World History 2, Quarter 3, Unit 1 of 3 The Great Depression and Its Impact Overview Overall days: 15 (1 day = minutes) Purpose In this unit, students first examine the causes and consequences of the Great Depression of in its global scope. The Depression is then linked to ideological developments in the 1930s, including liberal democratic, socialist, communist, militarist, Fascist, and Nazi movements. Finally, the unit considers the rise of ultranationalist movements and new authoritarian governments, notably in Italy, Germany, and Japan. Content to be learned Examine causes of the Great Depression, which engulfed much of the world in the 1920s and 1930s. Assess major economic and social consequences of the Great Depression worldwide. Distinguish among democratic liberalism, socialism, communism, militarism, Fascism, and Nazism. Trace the beginnings and spread of the ultranationalist, militarist, and imperialist aims and policies of Italy, Germany, and Japan in the 1930s. Processes to be used Analyze cause-and-effect relationships to hypothesize causes of the Great Depression. Draw upon visual, literary, and quantitative sources pertaining to the effects of the Great Depression. Compare and contrast democratic liberalism, socialism, communism, Fascism, and Nazism in the 1930s. Chart the development of ultranationalist and imperialist regimes in Italy, Germany, and Japan. Essential questions students should be able to answer by end of unit Considering that business cycles have been part of modern life, why was the Great Depression more devastating than any other downturn before or since? Why were millions of people in Europe and Japan attracted to the ultranationalist ideologies of militarism, Fascism, and Nazism? What were the differences among the visions of world economic, political, and social order set forth in liberal democratic, socialist, communist, Fascist, and Nazi movements during the 1930s? Providence Public Schools, in collaboration with the D-53

2 World History 2, Quarter 3, Unit 1 The Great Depression and Its Impact (15 days) Written Curriculum Grade Span Expectations HP 1: History is an account of human activities that is interpretive in nature. HP 1 (9-12) 2 Students interpret history as a series of connected events with multiple cause-effect relationships, by a. explaining cause and effect relationships in order to sequence and summarize events, make connections between a series of events, or compare/contrast events National Standards for History (World History, Grades 5 12) Era 8: A Half-Century of Crisis and Achievement, Standard 3: The Search for peace and stability in the late 1920s and 1930s. 3E The student understands the causes and global consequences of the Great Depression. Therefore, the student is able to Analyze the financial, economic, and social causes of the Depression and why it spread to most parts of the world. [Analyze multiple causation] Assess the human costs of the Depression, and compare its impact on economy and society in different countries and economic regions of the world. [Compare and contrast differing values, behaviors, and institutions] Analyze how the Depression contributed to the growth of socialist and communist movements and how it affected capitalist economic theory and practice in leading industrial powers in Western countries. [Analyze cause-and-effect relationships] Describe how governments, businesses, social groups, families, and individuals endeavored to cope with the hardships of world depression. [Employ quantitative analysis] Standard 4: The causes and global consequences of World War II. 4A The student understands the causes of World War II. Explain the ideologies of fascism and Nazism and analyze how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain, and Japan. [Analyze multiple causation] Analyze the relative importance of the legacy of World War I, the depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries as underlying causes of World War II [Analyze multiple causation] Explain German, Italian, and Japanese military conquests and drives for empire in the 1930s. [Evaluate major debates among historians] D-54 Providence Public Schools, in collaboration with the

3 The Great Depression and Its Impact (15 days) World History 2, Quarter 3, Unit 1 Common Core State Standards for Literacy in History/Social Studies Reading Key Ideas and Details RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Craft and Structure RH Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. RH 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. Writing Text Types and Purposes WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Research to Build and Present Knowledge WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST Draw evidence from informational texts to support analysis, reflection, and research. Providence Public Schools, in collaboration with the D-55

4 World History 2, Quarter 3, Unit 1 The Great Depression and Its Impact (15 days) Notes, Clarifications, and Prerequisites New to the grade span is helping students connect events via cause effect relationships by sequencing and summarizing them, comparing and contrasting them, or by otherwise showing their interconnections. Instruction should include examples of these ways of showing cause effect relationships of events. This unit includes Common Core State Standards for literacy in History/Social Studies and Historical Thinking Standards. The impact on instruction of these new and additional standards is noted in the Planning and Instructional Delivery Considerations section and the assessment sections of this unit. Taught Curriculum Learning Objectives Students will be able to: Analyze the economic and political causes of the Great Depression. (3 days) Outline the economic and social effects of the Great Depression on people s lives worldwide. (4 days) Compare the leading ideas of Italian Fascism, German Nazism, and Japanese militarism with those of democracy, socialism, and communism. (5 days) Chart and describe major events in the rise and expansion of ultranationalist, militarist, and imperialist regimes in Italy, Germany, and Japan in the 1930s. (3 days) Resources Facing History and Ourselves: Decision-Making in Times of Injustice: A unit to supplement Facing History and Ourselves: Holocaust and Human Behavior Lesson 5: Us and Them: Confronting Labels and Lies, -making-times-injustice-5 Lesson 6: The Nazi Party Platform, -making-times-injustice-6 Lesson 7: The Weimar Republic: Historical Context and Decision-Making, resources/lessons/decision-making-timesinjustice-7 Human Timeline, strategies/human-timeline Holocaust and Human Behavior, World History, Pearson, 2011 (pp , , , , , 1010) World History for Us All, Big Era 8, PowerPoint Overview Presentation, slides Big Era 8, Landscape Teaching Unit 8.3 Big Era 8, Landscape Teaching Unit 8.5 Assessment Rubrics (pp. 5, 6, 10) D-56 Providence Public Schools, in collaboration with the

5 The Great Depression and Its Impact (15 days) World History 2, Quarter 3, Unit 1 Instructional Considerations Key Vocabulary communism economic depression empathy fascism liberal militarism Nazism racism socialism totalitarianism Planning and Instructional Delivery Considerations In this unit, students explore the origins and consequences of the Great Depression. They investigate and compare different political and ideological responses to the changes brought about by the global economic downturn. Students develop skills of comparative analysis and the means of identifying multiple sources of causation and effect. Facing History and Ourselves Decision-Making in Times of Injustice resources are key to this unit. These materials can be found online; see the Resources section for the URLs for the unit. Also available are activities and readings in the Pearson text and the World History for Us All materials. The strategies listed represent a menu of choices and possibilities to support each learning objective. To ensure that students will be able to analyze the economic and political causes of the Great Depression (3 days): Teach strategies and activities in World History for Us All, Landscape Teaching Unit 8.3 (The Great Depression, ). This is a good opportunity to implement reading standards for literacy in history/social studies RH , RH , and RH In groups, have students assemble a heavily captioned poster that illustrates the economic and political causes of the worldwide economic depression. To ensure that students will be able to outline the economic and social effects of the Great Depression on people s lives worldwide (4 days): Teach Facing History and Ourselves: Decision-Making in Times of Injustice Lesson 6: The Nazi Party Platform. The purpose of this lesson is to help students understand the economic conditions in the Weimar Republic that resulted in Germany s transition from a democracy to a dictatorship. Teach Facing History and Ourselves: Decision-Making in Times of Injustice Lesson 7: The Weimar Republic: Historical Context and Decision-Making. During this lesson, students will consider, on a personal level, how economic and social factors might influence their own beliefs and choices. Standard 5: Historical issues-analysis and decision-making Have small groups of students use the text and any other resources you choose to provide to prepare presentations that address the pervasive nature of the Great Depression, specifically describing its economic and social effects on people s lives in different areas of the world. Create a wall newspaper reflecting the worldwide economic crisis of the Great Depression, emphasizing how it affected different nations. Take the opportunity to implement writing standard for literacy in history/social studies WHST Providence Public Schools, in collaboration with the D-57

6 World History 2, Quarter 3, Unit 1 The Great Depression and Its Impact (15 days) To ensure that students will be able to compare the leading ideas of Italian Fascism, German Nazism, and Japanese militarism with those of democracy, socialism, and communism (5 days): Teach Facing History and Ourselves: Decision-Making in Times of Injustice Lesson 5: Us and Them: Confronting Labels and Lies. In this lesson, students will begin to explore issues of racism, discrimination, and stereotyping in Nazi Germany and see how antisemitism was a leading idea of German Nazism. Create a graphic organizer in the form of a matrix that addresses the structure, objectives, and role of the state, and the relationship between the state and specific classes of people, in each of the six political systems. Have the students fill in the graphic organizer using information gained from the textbook and class activities. Take the opportunity to implement writing standards for literacy in history/social studies WHST and WHST Use flow charts, T-charts, and Venn diagrams to compare and contrast the steps that led to the ascendance of Mussolini and Hitler and explain the statement, Hitler s success grew out of the German people s despair. In class discussion, students should answer the question, What other factors help explain Hitler s rise to power? Standard 3: Historical Analysis and Interpretation To ensure that students will be able to chart and describe major events in the rise and expansion of ultranationalist, militarist, and imperialist regimes in Italy, Germany, and Japan in the 1930s (3 days): Use the teaching strategies and activities in World History for Us All, Landscape Teaching Unit 8.5 (The Causes and Consequences of World War II, ), Lesson 1: Who Was Prepared for War? Have students form a Human Timeline: 1. Create a whole-class list of events that marked the rise and expansion of extremism in the 1930s. 2. Assign each event to an individual student, who will write the date (or date range) on a sheet of paper, along with the name of the event. 3. Have students form a Human Timeline in the order of their assigned events. 4. Beginning with the earliest event, have each student describe his or her assigned event. 5. Others in the class may volunteer to add to the description or to ask questions. Anyone is welcome to respond to a classmate s question. 6. Ensure all students have complete notes from this activity. For more on this type of activity, see Historical Thinking Standard 1: Chronological thinking Additional Teaching Strategies The following pages contain information and teaching strategies for the concepts being studied and are listed in the order of the learning objectives: The economic causes and the social and political consequences of the Great Depression (Pearson, pp ) The leading ideas of Fascism, Nazism, and Japanese militarism (Pearson, pp , , ) Causes and events that led to WWII (Pearson, pp ) D-58 Providence Public Schools, in collaboration with the

7 The Great Depression and Its Impact (15 days) World History 2, Quarter 3, Unit 1 Formative Assessments Assessed Curriculum Provide feedback to students through daily monitoring of student understanding using a variety of methods. For example, use exit cards. Have students answer questions on paper before they leave the class. Keep the activity prompt specific and brief to check for understanding of the day s concepts. For instance, to check students comprehension of the relationship between the Treaty of Versailles and the dismal economic conditions in Weimar Germany, ask students to respond to the following question: What stipulation of the Treaty of Versailles compounded the economic effects of the Great Depression in Weimar Germany? See the Facing History and Ourselves unit Decision-Making in Times of Injustice. Each unit contains suggestions for formative assessments and extension activities that are adaptable to your needs. To assess the progress of understanding: how to analyze the economic and political causes of the Great Depression, have students present the posters they created that demonstrate the economic and political causes of the worldwide economic depression. Score the poster according to the Student Poster Rubric (Assessment Rubrics, p. 10). how to outline the economic and social effects of the Great Depression on people s lives worldwide, use the Oral Presentation Rubric on page 5 of Assessment Rubrics to evaluate and score students presentations. how to compare the leading ideas of Italian Fascism, German Nazism, and Japanese militarism with those of democracy, socialism, and communism, have students fill in a graphic organizer that charts the ideas of Nazism, fascism, and Japanese militarism. They should construct a three-column chart with Nazism, Fascism, and Japanese Militarism as headings. Each column should have three ideas that represent the ideology of the label in the heading. Students should highlight or circle the ideas that appear in more than one column. how to chart and describe major events in the rise and expansion of ultranationalist, militarist, and imperialist regimes in Italy, Germany, and Japan in the 1930s, have groups of students construct a newspaper with articles reporting the major events associated with the rise and expansion of ultranationalist, militarist, and imperialist regimes in Italy, Germany, and Japan in the 1930s. Summative Assessment Give students the following assignement: In a five-paragraph essay (introduction, body with three supporting paragraphs, and conclusion), respond to the following question: How did the Treaty of Versailles and the economic global depression lead to the rise of Fascism, Nazism, and Japanese militarism? When preparing students for this assessment, take the opportunity to use writing standard for literacy in history/social studies WHST to define the final product. Use the Rubric for Assessing a Writing Assignment (Assessment Rubrics for High School, p. 6) for scoring. Providence Public Schools, in collaboration with the D-59

8 World History 2, Quarter 3, Unit 1 The Great Depression and Its Impact (15 days) Notes D-60 Providence Public Schools, in collaboration with the

World History 2, Quarter 1, Unit 2 of 3 Age of Revolution: Causes and Consequences The Industrial Revolution, 1700 1850. Overview

World History 2, Quarter 1, Unit 2 of 3 Age of Revolution: Causes and Consequences The Industrial Revolution, 1700 1850. Overview World History 2, Quarter 1, Unit 2 of 3 Age of Revolution: Causes and Consequences The Industrial Revolution, 1700 1850 Overall days: 13 (1 day = 50-55 minutes) Overview Purpose This unit introduces students

More information

Grade 6 World History, Quarter 1, Unit 2 of 3 Migration of Early Humans. Overview

Grade 6 World History, Quarter 1, Unit 2 of 3 Migration of Early Humans. Overview Grade 6 World History, Quarter 1, Unit 2 of 3 Migration of Early Humans Overall days: 8 (1 day = 50-55 minutes) Purpose Overview In this unit, students investigate the peopling of the world, the first

More information

Grade 7 U.S. History, Quarter 3, Unit 1 of 3 Road to Revolution. Overview

Grade 7 U.S. History, Quarter 3, Unit 1 of 3 Road to Revolution. Overview Grade 7 U.S. History, Quarter 3, Unit 1 of 3 Road to Revolution Overall days: 11 (1 day = 50-55 minutes) Purpose Overview This unit addresses the causes of the American Revolution, beginning with the sources

More information

World History 2, Quarter 1, Unit 1 of 3 Age of Revolution: Causes and Consequences Political Revolution. Overview. (1 day = 50-55 minutes)

World History 2, Quarter 1, Unit 1 of 3 Age of Revolution: Causes and Consequences Political Revolution. Overview. (1 day = 50-55 minutes) World History 2, Quarter 1, Unit 1 of 3 Consequences Political Revolution Overall days: 14 (1 day = 50-55 minutes) Overview Purpose In this unit, students investigate the popular revolutionary movements

More information

Science, and Technical Subjects. History/Social Studies, Literacy in STANDARDS FOR

Science, and Technical Subjects. History/Social Studies, Literacy in STANDARDS FOR STANDARDS FOR Literacy in History/Social Studies, Science, and Technical Subjects 6 12 College and Career Readiness Anchor Standards for Reading The grades 6 12 standards on the following pages define

More information

Unit 9: World War II. Chapters: 24-25

Unit 9: World War II. Chapters: 24-25 Unit 9: World War II Chapters: 24-25 Essential Questions 1) What political ideas are appealing to people during times of crisis and uncertainty? Why? 2) How do world conflicts and political changes impact

More information

United States History Civil War to the Present 2012

United States History Civil War to the Present 2012 Correlation to the Common Core State, Literacy in History/Social Studies, Grades 6-8 United States History Civil War to the Present 2012 Houghton Mifflin Harcourt Publishing Company. All rights reserved.

More information

World Geography Social Studies Georgia Performance Standards

World Geography Social Studies Georgia Performance Standards World Geography The World Geography course provides students with an introduction to both physical and cultural geography. After an introduction to geography, students study each major region of the world.

More information

STANDARDS FOR. Literacy in History/Social Studies. Grades 11/12

STANDARDS FOR. Literacy in History/Social Studies. Grades 11/12 STANDARDS FOR Literacy in History/Social Studies Grades 11/12 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the

More information

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8 STANDARDS FOR Literacy in History/Social Studies Grades 6-8 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the Common

More information

United States History: Beginnings to 1877 2012

United States History: Beginnings to 1877 2012 Correlation to the Common Core State, Literacy in History/Social Studies, Grades 6-8 United States History: Beginnings to 1877 2012 Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed

More information

American Government/Civics

American Government/Civics American Government/Civics The government course provides students with a background in the philosophy, functions, and structure of the United States government. Students examine the philosophical foundations

More information

Academic Standards for Writing in History and Social Studies*

Academic Standards for Writing in History and Social Studies* Academic Standards for Writing in History and Social Studies* Grades 6 12 August 6, 2012 Pennsylvania Department of Education *Note: Draft version of the PA Common Core Standards, pending approval by the

More information

Maryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12

Maryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12 Cluster: Text Types and Purposes CCR Anchor Standard #1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. WHST.11-12.1

More information

New York State Common Core 9 12 Social Studies Framework INTRODUCTION

New York State Common Core 9 12 Social Studies Framework INTRODUCTION New York State Common Core 9 12 Social Studies Framework INTRODUCTION Social Studies Education in the 21 st Century: Rationale In the interconnected world of the 21 st century, it is necessary to revise

More information

eday Lessons KAP Political Science

eday Lessons KAP Political Science KAP Political Science Standards Topic: Basic Principles of the U.S. Constitution Principles related to representative democracy are reflected in the articles and amendments of the U.S. Constitution and

More information

Competencies for Teachers of Physical Education/Health, Grades K-12

Competencies for Teachers of Physical Education/Health, Grades K-12 In addition to the Arkansas Teaching Standards, the teacher of Physical Education/Health, grades K-12, shall demonstrate knowledge and competencies in the following areas: 1. Scientific and Theoretical

More information

American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes)

American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes) American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible Overall days: 16 (1 day = 50-55 minutes) Overview Purpose This unit will focus on the beliefs of early American Puritans

More information

Economics Social Studies Georgia Performance Standards. Economics

Economics Social Studies Georgia Performance Standards. Economics Economics The economics course provides students with a basic foundation in the field of economics. The course has five sections: fundamental concepts, microeconomics, macroeconomics, international economics,

More information

SOCIAL STUDIES GRADE 10 AMERICAN HISTORY. Curriculum Map and Standards Office of Teaching and Learning Curriculum Division

SOCIAL STUDIES GRADE 10 AMERICAN HISTORY. Curriculum Map and Standards Office of Teaching and Learning Curriculum Division SOCIAL STUDIES AMERICAN HISTORY GRADE 10 Curriculum Map and Standards 2015-2016 Aligned with Ohio s Learning Standards for Social Studies and the Common Core State Standards for Literacy in History/Social

More information

New York State Common Core Social Studies Framework K-12 Introduction

New York State Common Core Social Studies Framework K-12 Introduction The State Education Department The University of the State of New York New York State Common Core Social Studies Framework K-12 Introduction Revised December 2013 INTRODUCTION Social Studies is the integrated

More information

Common Core State Standards for Literacy in History/Social Studies

Common Core State Standards for Literacy in History/Social Studies for Literacy in History/Social Studies Grades 6 8 INSIDE Levels A - E CCSS for Literacy in History/SS Grades 6 8 INSIDE Levels A & B for Literacy in History/Social Studies INSIDE Levels A and B Reading

More information

Desertification: Cause and Effect Students learn about the causes and effects of desertification threatening the African Sahel.

Desertification: Cause and Effect Students learn about the causes and effects of desertification threatening the African Sahel. Students learn about the causes and effects of desertification threatening the African Sahel. Author Grade Level Duration Barbara Stout 6-8 and 4-5 class periods National Geography Standards ELEMENT TWO:

More information

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based

More information

TIMELINKS The United States 2009 Grade 5

TIMELINKS The United States 2009 Grade 5 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades K-5 TIMELINKS The United States 2009 Grade 5 Common Core State Standards for Literacy in History/Social

More information

Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 9-10

Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 9-10 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Glencoe World History 2010 Standards English Language Arts Standards» Anchor Standards» College and Career Readiness

More information

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

AMERICA IN THE 20 TH CENTURY: WORLD WAR II: The Road to War

AMERICA IN THE 20 TH CENTURY: WORLD WAR II: The Road to War 1 PRE-TEST Directions: Read the following statements and circle whether they are True or False. 1. After World War One, many countries had difficulty dealing with war debts, hunger, and unemployment. 2.

More information

Common Core Standards for Literacy in Science and Technical Subjects

Common Core Standards for Literacy in Science and Technical Subjects A Correlation of Miller & Levine Biology To the Common Core Standards for Literacy in Science and Technical Subjects INTRODUCTION This document demonstrates how meets the Common Core Standards for Literacy

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

New York State K-12 Social Studies Framework Introduction

New York State K-12 Social Studies Framework Introduction The State Education Department The University of the State of New York New York State K-12 Social Studies Framework Introduction Revised November 2014 Contents Introduction... 2 Overview... 2 New York

More information

I. Title of Lesson: Learning from Artifacts and What Artifacts Tell Us

I. Title of Lesson: Learning from Artifacts and What Artifacts Tell Us Lesson Plan Class: Seventh Grade Subject: World History Ancient Civilizations Topic: Unit One Investigating the Past: How are social scientists like detectives? I. Title of Lesson: Learning from Artifacts

More information

Connections to the Common Core State Standards for Literacy in Middle and High School Science

Connections to the Common Core State Standards for Literacy in Middle and High School Science Connections to the Common Core State Standards for Literacy in Middle and High School Science This document is based on the Connections to the Common Core State Standards for Literacy in Science and Technical

More information

Common Core State Standards Grades 9-10 ELA/History/Social Studies

Common Core State Standards Grades 9-10 ELA/History/Social Studies Common Core State Standards Grades 9-10 ELA/History/Social Studies ELA 9-10 1 Responsibility Requires Action. Responsibility is the active side of morality: doing what I should do, what I said I would

More information

Document Based Questions (DBQs) AP European History Magister Ricard

Document Based Questions (DBQs) AP European History Magister Ricard As we wind down the year, we are going to be reviewing while also finalizing our preparation for the AP Exam on May 6 th. One of the last skills you will need to have is writing essays from DBQs or Document

More information

British Literature, Quarter 2, Unit 1 of 3. Macbeth. Overview

British Literature, Quarter 2, Unit 1 of 3. Macbeth. Overview British Literature, Quarter 2, Unit 1 of 3 Macbeth Overview Overall days: 20 (1 day = 50-55 minutes) Purpose The purpose of this unit is to read, analyze, and perform scenes from Shakespeare s Macbeth.

More information

The French Revolution Begins Close Read

The French Revolution Begins Close Read The French Revolution Begins Close Read Standards Alignment Text with Close Read instructions for students Intended to be the initial read in which students annotate the text as they read. Students may

More information

APPENDIX IV MODERN WORLD HISTORY DETAILED KEY CONCEPTS TOPIC 1: REVOLUTIONS IN THOUGHT

APPENDIX IV MODERN WORLD HISTORY DETAILED KEY CONCEPTS TOPIC 1: REVOLUTIONS IN THOUGHT APPENDIX IV MODERN WORLD HISTORY DETAILED KEY CONCEPTS TOPIC 1: REVOLUTIONS IN THOUGHT KEY CONCEPT 1.1: Analyze how the Scientific Revolution and the Enlightenment ideas impacted human thought. a. Identify

More information

Integrating the Common Core Standards into the Music Curriculum

Integrating the Common Core Standards into the Music Curriculum Place Photo Here, Otherwise Delete Box Integrating the Common Core Standards into the Music Curriculum Tom L. Foust January 24 th, 2013 Illinois Music Educators Conference Peoria, Illinois What is the

More information

Fostering Deep Comprehension in the Classroom

Fostering Deep Comprehension in the Classroom Fostering Deep Comprehension in In the last module, you learned about the importance of text complexity in creating truly literate students who are ready to live and work in the 21st century. Critical

More information

Treaty of Versailles Great Depression Rise of Dictators Fascism Expansionism Anti-Communism Nationalism Militarism Weak League of Nations

Treaty of Versailles Great Depression Rise of Dictators Fascism Expansionism Anti-Communism Nationalism Militarism Weak League of Nations Treaty of Versailles Great Depression Rise of Dictators Fascism Expansionism Anti-Communism Nationalism Militarism Weak League of Nations Isolationism and Pacifism Appeasement Failure of the League of

More information

Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered

Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered 6 Personal Narrative Parts of speech (noun, adj, verb, adv) Complete sentence (subj. and verb) Capitalization Tense (identify)

More information

Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies

Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies Mission Statement It is our belief that Social Studies education is ultimately to prepare students to assume the responsibilities

More information

2010 Alabama Course of Study for Social Studies - Economics & Common Core Standards for Literacy in History/Social Studies

2010 Alabama Course of Study for Social Studies - Economics & Common Core Standards for Literacy in History/Social Studies Two Correlations Economics Alabama Edition 2015 To the 2010 Alabama Course of Study for Social Studies - Economics & Common Core Standards for Literacy in History/Social Studies Table of Contents Alabama

More information

MIDDLE TOWNSHIP PUBLIC SCHOOLS CAPE MAY COURT HOUSE, NJ 08210 CURRICULUM GUIDE 2012/2013 DISCIPLINE: Social Studies GRADE LEVEL: 6-8

MIDDLE TOWNSHIP PUBLIC SCHOOLS CAPE MAY COURT HOUSE, NJ 08210 CURRICULUM GUIDE 2012/2013 DISCIPLINE: Social Studies GRADE LEVEL: 6-8 8.A.3.a A. Civics Were the ideals of the Declaration of Independence fulfilled for women, African- Americans and Native Americans? 1 Day 1. Divide class into three groups, one supports they were fulfilled,

More information

Grade Level: 2 nd Grade

Grade Level: 2 nd Grade 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.

More information

What are My Goals for Quarter 2? Common Core- I Can Statements:

What are My Goals for Quarter 2? Common Core- I Can Statements: What are My Goals for Quarter 2? Common Core- I Can Statements: Literature RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as make inferences. I can define textual

More information

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Everett Public Schools Framework: Digital Photography I

Everett Public Schools Framework: Digital Photography I Course: CIP Code: 500406 Career Cluster: Commercial Photography Everett Public Schools Framework: Digital Photography I Arts, Audio/Video Technology & Communications Total Framework Hours: 90 Hours Preparatory

More information

TIMELINKS Our Country and Its Regions 2009 Grade 4

TIMELINKS Our Country and Its Regions 2009 Grade 4 Common Core State Standards for Literacy in History/Soci Studies, Science, and Technic Subjects Grades K-5 TIMELINKS Our Country and Its Regions 2009 Grade 4 Common Core State Standards for Literacy in

More information

Language Arts Literacy Areas of Focus: Grade 6

Language Arts Literacy Areas of Focus: Grade 6 Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

THE POLITICAL DR. SEUSS Lesson Plan

THE POLITICAL DR. SEUSS Lesson Plan Grade levels: 9 to 12 Estimated time: Three class periods (but the assessment activity may be assigned for homework) Introduction: Political cartoons have played a role in United States politics and public

More information

Grades 9-10 Learning Targets and I Can Statements. Quarter 1. Provide an objective summary of the text.

Grades 9-10 Learning Targets and I Can Statements. Quarter 1. Provide an objective summary of the text. Grades 9-10 Learning Targets and I Can Statements Quarter 1 Provide an objective summary of the text. I can identify first person point of view. I can identify third person-limited point of view. I can

More information

PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12

PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12 1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

More information

SIXTH GRADE UNIT 1. Reading: Literature

SIXTH GRADE UNIT 1. Reading: Literature Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly

More information

Modern World History Study Guide

Modern World History Study Guide Curriculum, Instruction & Professional Development Curriculum Leader, History/Social Science 997-8000, Ext. 2956 Modern World History Study Guide 10.1 Students relate the moral and ethical principles in

More information

Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities

Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities 1. How the United States Became a World Power 1 2. Immigration 5 3. The Role of

More information

Activity 1: Piecing the Pyramid

Activity 1: Piecing the Pyramid Kindergarten Program: Building A Healthy Me! Building A Healthy Me! supports teaching and learning related to standards across the curriculum in order to help children develop personal responsibility for

More information

Everett Public Schools Framework: Digital Video Production II

Everett Public Schools Framework: Digital Video Production II Course: CIP Code: 100202 Career Cluster: Video ProductionTechnology/Technician Everett Public Schools Framework: Digital Video Production II Arts, Audio/Video Technology & Communications Total Framework

More information

Common Core Writing Rubrics, Grades 7 8

Common Core Writing Rubrics, Grades 7 8 Common Core Writing Rubrics, Grades 7 8 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major

More information

Jazz from A to Z Lesson Plan Template

Jazz from A to Z Lesson Plan Template Jazz from A to Z Lesson Plan Template Title of the Lesson: Analysis of Martin Luther Kings I Have a Dream Speech for Rhetoric (logos, pathos, ethos) Subject: English Grade: 11 th grade Common Core Standard

More information

GRADE 12 LITERACY IN SOCIAL STUDIES: THE GAME OF LIFE UNIT OVERVIEW TASK DETAILS

GRADE 12 LITERACY IN SOCIAL STUDIES: THE GAME OF LIFE UNIT OVERVIEW TASK DETAILS GRADE 12 LITERACY IN SOCIAL STUDIES: UNIT OVERVIEW THE GAME OF LIFE This packet contains a curriculum- embedded Common Core aligned task and instructional supports. The task is embedded in a 3-5 week unit

More information

E/LA Common Core Standards for Writing Grade 5

E/LA Common Core Standards for Writing Grade 5 Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory

More information

Language Arts Florida Standards (LAFS) Grade 6

Language Arts Florida Standards (LAFS) Grade 6 Language Arts Florida Standards (LAFS) Grade 6 Cluster 1: Key Ideas and Details CODE LAFS.6.RL.1.1 Strand: READING S FOR LITERATURE Cite textual evidence to support analysis of what the text says explicitly

More information

Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 9-10

Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 9-10 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical English Language Arts Standards» Anchor Standards» College and Career Readiness Anchor Standards for Reading The

More information

ReadyGEN Grade 4, 2016

ReadyGEN Grade 4, 2016 A Correlation of Grade 4, To the Introduction This document demonstrates how, meets the College and Career Ready. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade,

More information

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS SUBJECT: French GRADE LEVEL: 6-8 COURSE TITLE: M/J French, Beginning COURSE CODE: 701000 SUBMISSION TITLE: Bien Dit 2013, Level 1A BID ID: 2776 PUBLISHER: Houghton Mifflin Harcourt PUBLISHER ID: 04-1456030-01

More information

Competencies for Secondary Teachers: Computer Science, Grades 4-12

Competencies for Secondary Teachers: Computer Science, Grades 4-12 1. Computational Thinking CSTA: Comp. Thinking 1.1 The ability to use the basic steps in algorithmic problemsolving to design solutions (e.g., problem statement and exploration, examination of sample instances,

More information

Intended Use of the document: Teachers who are using standards based reporting in their classrooms.

Intended Use of the document: Teachers who are using standards based reporting in their classrooms. Standards Based Grading reports a student s ability to demonstrate mastery of a given standard. This Excel spread sheet is designed to support this method of assessing and reporting student learning. Purpose

More information

HIGH SCHOOL MASS MEDIA AND MEDIA LITERACY STANDARDS

HIGH SCHOOL MASS MEDIA AND MEDIA LITERACY STANDARDS Guidelines for Syllabus Development of Mass Media Course (1084) DRAFT 1 of 7 HIGH SCHOOL MASS MEDIA AND MEDIA LITERACY STANDARDS Students study the importance of mass media as pervasive in modern life

More information

Virginia English Standards of Learning Grade 8

Virginia English Standards of Learning Grade 8 A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation

More information

WORLD HISTORY AND GEOGRAPHY, PART II GRADE 10

WORLD HISTORY AND GEOGRAPHY, PART II GRADE 10 Parent / Student Course Information SOCIAL STUDIES WORLD HISTORY AND GEOGRAPHY, PART II GRADE 10 Counselors are available to assist parents and students with course selections and career planning. Parents

More information

World Literature, Quarter 1, Unit 2 of 3 Greek Drama. Overview. (1 day = 50-55 minutes)

World Literature, Quarter 1, Unit 2 of 3 Greek Drama. Overview. (1 day = 50-55 minutes) World Literature, Quarter 1, Unit 2 of 3 Greek Drama Overall days: 15 (1 day = 50-55 minutes) Overview Purpose The purpose of this unit is for students to read and analyze the traditional Greek drama Oedipus

More information

Expository Reading and Writing By Grade Level

Expository Reading and Writing By Grade Level Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/or

More information

Grade 4 Reading Curriculum Map

Grade 4 Reading Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP READING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About Books Fiction: Understanding Story Elements Fiction: Connecting

More information

Chapter 20 DEMOCRACY AND DICTATORSHIP IN THE 1930s

Chapter 20 DEMOCRACY AND DICTATORSHIP IN THE 1930s Chapter 20 DEMOCRACY AND DICTATORSHIP IN THE 1930s 20.97 TRIALS AND ADJUSTMENTS OF DEMOCRACY IN BRITAIN AND FRANCE Study Questions 1. Explain the circumstances that contributed to Britain s economic difficulties

More information

World History. Description:

World History. Description: Description: World History The World History class is designed to facilitate student leadership and understanding in history from the beginning of history to modern times. As leaders and lifelong learners,

More information

Academic Standards for Reading in Science and Technical Subjects

Academic Standards for Reading in Science and Technical Subjects Academic Standards for Reading in Science and Technical Subjects Grades 6 12 Pennsylvania Department of Education VII. TABLE OF CONTENTS Reading... 3.5 Students read, understand, and respond to informational

More information

English 2 - Journalism Mitch Martin: mmartin@naperville203.org

English 2 - Journalism Mitch Martin: mmartin@naperville203.org Mission English 2 - Journalism Mitch Martin: mmartin@naperville203.org To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors

More information

No Evidence. 8.9 f X

No Evidence. 8.9 f X Section I. Correlation with the 2010 English Standards of Learning and Curriculum Framework- Grade 8 Writing Summary Adequate Rating Limited No Evidence Section I. Correlation with the 2010 English Standards

More information

American Literature, Quarter 3, Unit 2 of 3 The Modern Age and the Harlem Renaissance. Overview

American Literature, Quarter 3, Unit 2 of 3 The Modern Age and the Harlem Renaissance. Overview American Literature, Quarter 3, Unit 2 of 3 The Modern Age and the Harlem Renaissance Overall days: 10 (1 day = 50-55 minutes) Purpose Overview In this unit, students examine the historical, social, and

More information

WORLD WAR 2 Political and economic conditions in Europe and throughout the world after World War 1 led directly to World War 2:

WORLD WAR 2 Political and economic conditions in Europe and throughout the world after World War 1 led directly to World War 2: Political and economic conditions in Europe and throughout the world after World War 1 led directly to World War 2: 1. The Treaty of Versailles, ending World War 1, was particularly harsh on Germany and

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT June 2012 This document is a working draft. The information in this document is subject to change, and any changes will

More information

Reading Standards for Literature

Reading Standards for Literature Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading

More information

RESOURCES FOR ON-DEMAND WRITING

RESOURCES FOR ON-DEMAND WRITING RESOURCES FOR ON-DEMAND WRITING SPEAKING THE LANGUAGE K-PREP ASSESSMENT BASICS Mode: Kentucky uses mode to refer to the three text types found in the writing standards argumentative, informative/explanatory

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The fourth grade student: Reading uses text features to predict content and monitor comprehension (for example,

More information

Site Credibility. Grade Level: 4-8

Site Credibility. Grade Level: 4-8 Site Credibility Grade Level: 4-8 Objectives: 1. Students will identify and classify sources of information for validity according to the source. 2. Through the use of a concept map, students will list

More information

Social Science A Common Core of Standards [27.200]

Social Science A Common Core of Standards [27.200] Social Science A Common Core of Standards [27.200] All social science teachers shall be required to demonstrate competence in the common core of social science standards. In addition, each social science

More information

Common Core State Standards Sample Student Writing Scored with 6+1 Traits Rubric

Common Core State Standards Sample Student Writing Scored with 6+1 Traits Rubric Common Core State Standards Sample Student Writing Scored with 6+1 Traits Rubric This collection of K-12 student papers and the accompanying annotations were taken from Appendix C: Samples of Student Writing

More information

English 100: Of Mice and Men

English 100: Of Mice and Men English 100: Of Mice and Men Farmington Public Schools Grade Nine English Tracey Barlow and James Carter 06/30/06 Farmington Public Schools 1 Table of Contents Unit Summary....page (3) Stage One: Standards

More information

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past

More information

English Language Proficiency Standards: At A Glance February 19, 2014

English Language Proficiency Standards: At A Glance February 19, 2014 English Language Proficiency Standards: At A Glance February 19, 2014 These English Language Proficiency (ELP) Standards were collaboratively developed with CCSSO, West Ed, Stanford University Understanding

More information

Yonsei University Courses Political Science & International Studies

Yonsei University Courses Political Science & International Studies Yonsei University Courses Political Science & International Studies POL2101 Ancient and Medieval Western Political Thought The course examines the political ideologies and the backgrounds of principal

More information

Battles and Fronts of WWI Text, Maps, Text Dependent Questions. Standards Alignment Text & Maps Text Dependent Questions

Battles and Fronts of WWI Text, Maps, Text Dependent Questions. Standards Alignment Text & Maps Text Dependent Questions Battles and Fronts of WWI Text, Maps, Text Dependent Questions Standards Alignment Text & Maps Text Dependent Questions Standards Alignment California State Standards for Grade 10 10.5 Students analyze

More information

CTE Externship Lessons: Communications and Event Management Created by teachers: Valerie Thornton and Raefani Green

CTE Externship Lessons: Communications and Event Management Created by teachers: Valerie Thornton and Raefani Green CTE Externship Lessons: Communications and Event Management Created by teachers: Valerie Thornton and Raefani Green This resource was created by Tennessee teachers who participated in teacher externships

More information

Eighth Grade English Language Arts Standards and I Can Statements

Eighth Grade English Language Arts Standards and I Can Statements Eighth Grade English Language Arts Standards and I Can Statements Language Standard CC.8.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain

More information

HIGH SCHOOL: WORLD HISTORY

HIGH SCHOOL: WORLD HISTORY HIGH SCHOOL: WORLD HISTORY Standard 1 Historical Thinking Skills Students use information and concepts to solve problems, interpret, analyze, and draw conclusions from historical events. WH.1.1 Produce

More information

Standards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A

Standards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is

More information

Standards. Interactive Media, July 2012, Page 1 of 6

Standards. Interactive Media, July 2012, Page 1 of 6 Indiana Department of Education Academic Course Framework INTERACTIVE MEDIA Interactive Media prepares students for careers in business and industry working with interactive media products and services;

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information