World History. Description:

Transcription

1 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, students must become proficient and/or advance in their ability to understand the various people of the past from the Ancient Egyptians to the 20 th century global society by examining their societies, political organizations, major accomplishments, art, beliefs and values. Also, students will acquire a rich content knowledge about our vast, human heritage, gain a deeper understanding of what it means to be human, and come to appreciate our human legacy. Rationale: University Academy promotes the study of history that is vital to students becoming well prepared to succeed in an institution of higher learning and to participate in society as leaders with the ability to understand themselves and others, to understand the societies, events, movements and developments that have shaped humanity from earliest times, and to appreciate how the world and its people have changed as well as the significant continuities that exist to the present day. Prerequisite: 9th Grade US History Course Text/Materials:. Ramirez, Sterns & Wineburg. Holt/Harcourt Edhelper History.com Teacher Resources Discovery Education National Geographic The mission of University Academy is to prepare students to succeed in an institution of higher education and to participate as leaders in society Holmes Road Kansas City, Missouri tel. (816) fax (816)

2 World History: Curriculum Pacing Guide Semester 1: The material in this pacing guide is to be covered each quarter. Methods and strategies used, and the order in which it is covered is up to the teacher. Quarter 1 Quarter 2 1. Journal Writing 2. Daily Current Events 3. Vocabulary Builder: Develop vocabulary though text, using Glossary and dictionary (pull vocabulary from novel or reading material). 4. Weekly Constructive Responses (use RASP strategy) 5. : (Choose one writing per semester) *(use rubric for scoring) 6. Guided Reading: incorporating flexible grouping, meta-cognitive strategies, and reading strategies: (predict, infer w/evidence, sequence of events, question, text organization, monitor and clarify, and categorize and classify), graphic organizers, discussion, literary: elements, structures, techniques, text features, etc. 7. Units: Unit 1: The Dawn of Civilization Ch.1 The Beginnings of Civilizations: 1.1 The First People, 1.2 The Beginnings of Agriculture, and 1.3 Foundations of Civilization Ch. 2 The Ancient Near East: 2.1 Mesopotamia and Sumer, 2.2 Fertile Crescent Empires, 2.3 The Hebrews and Judaism, and 2.4 The Persian Empires Ch. 3 Nile Civilizations: 3.1 The Kingdom of Egypt, 3.2 Egyptian Culture, 3.3 The Nubian Kingdoms, and 3.4 Medieval Japan and Korea Ch. 4 Ancient India and China: 4.1 Early India, 4.2 Hinduism, 4.3 Buddhism, and 4.4 China s First Dynasties Unit 2: The Growth of Civilizations Ch 5. Classical Greece: 5.1 Early Greece, 5.2 The Classical Age, 5.3 Greek Achievements, and 5.4 Alexander the Great and His Ch.6 Rome and Early Christianity: 6.1 The Foundations of Rome, 6.2 From Republic to Empire, 6.3 Roman Society and Culture, 6.4 The Rise of Christianity, and 6.5 The Fall of Rome Ch.7 The Americas: 7.1 North America, 7.2 Mesoamerica, and 7.3 South America Ch. 8 Empires of China and India : 8.1 The Growth of China, 8.2 Chinese Society and Culture, 8.3 Indian Dynasties, and 8.4 Indian Society and Culture Assessments: 1. Writing Assessment: Constructive Response and Essay 2. Unit Tests 1. Journal Writing 2. Daily Current Events 3. Vocabulary Builder: Develop vocabulary though text, using Glossary and dictionary (pull vocabulary from novel or reading material). 4. Weekly Constructive Responses (use RASP strategy) 5. : with Language Mini Lessons. * (use rubric for scoring) 6. Guided Reading: incorporating flexible grouping, fluency checks, metacognitive strategies, reading strategies (evaluate, fact and opinion, author s viewpoint, summarize, story structure, predicting outcomes and infer with evidence, monitor and clarify, topic, main idea, and supporting details), graphic organizers, discussion, literary: elements, structures, techniques, text features, etc. 7. Actively participate in Discussion 8. Units: Unit 3 Cultures in Contact Ch. 9 Muslim Civilization: 9.1 The Origins of Islam, 9.2 The Spread of Islam, and 9.3 Society and Change Ch. 11 Cultures of East Asia : 11.1 Chinese Empires, 11.2 The Mongol Empire, 11.3 Japan and Korea, and 11.4 Civilizations of Southeast Asia Unit 4: Medieval Europe Ch. 12: 12.1 The Byzantine Empire, 12.2 The Rise of Russia, and 12.3 Christianity in Western Europe Ch. 13 The Early Middle Ages: 13.1 Charlemagne s Empire, 13.2 New Invaders, 13.3 The Feudal and Manorial Systems, 13.4 The Growth of Monarchies, and 13.5 Power of the Church Ch. 14 The High Middle Ages: The Crusades, 14.2 Trade and Towns, 14.3 Art and Culture of the Middle Ages, and 14.4 Challenges of the Late Middle Ages Unit 5: New Ideas, New Empires Ch. 15 Renaissance and Reformation: 15.1 The Italian Renaissance, 15.2 The Northern Renaissance, 15.3 The Protestant Reformation, and 15.4 The Counter- Reformation Assessments: 1. Writing Assessment: Constructive Response and Essay 2. Unit Tests

3 World History: Curriculum Pacing Guide Semester 2: The material in this pacing guide is to be covered each quarter. Methods and strategies used, and the order in which it is covered is up to the teacher. Quarter 3 Quarter 4 1. Journal Writing 1. Journal Writing 2. Daily Current Events 2. Daily Current Events 3. Vocabulary Builder: Develop vocabulary though text, using Glossary and dictionary (pull vocabulary from novel or reading material). 3. Vocabulary Builder: Develop vocabulary though text, using Glossary and dictionary (pull vocabulary from novel or reading material). 4. Weekly Constructive Responses (use RASP strategy) 4. Weekly Constructive Responses (use RASP strategy) 5. : (Choose one writing per semester) *(use rubric for scoring) 5. : (Choose one writing per semester) *(use rubric for 6. Guided Reading: (see previous quarters) scoring) 7. Apply effective Research Process 6. Guided Reading: (see previous quarters) 8. Units: 7. Actively participate in Discussion Unit 5: New Ideas, New Empires Ch. 16 Exploration and Expansion: 16.1 Voyages of Discovery, 16.2 Conquest and 8. Present one 2-3 minute formal presentation that incorporated media and technology. Colonies, 16.3 New Patterns of Trade, and 16.4 The Atlantic Slave Trade Ch. 17 New Asian Empires : 17.1 The Ottoman and Safavid Empires, 17.2 The 9. Identify evidence of understanding of main idea and important details. (participant) Mughal Empire, 17.3 The Ming and Quig Dynasties, and 17.4 Medieval Japan and Korea Unit 6: Changes in European Society Ch 18. The Monarchs of Europe: 18.1 The Power of Spain, 18.2 Absolute Monarchy and France, 18.3 Monarchy in England, and 18.4 Rules of Russia and Central Europe Ch.19 Enlightenment and Revolution: 19.1 The Scientific Revolution, 19.2 The Enlightenment, and 19.3 The American Revolution Ch. 20 The French Revolution and Napoleon: 20.1 The Revolution Begins, 20.2 The Republic, 20.3 Napoleon s Europe, and 20.4 Napoleon s Fall and Europe s Reaction Unit 7: Industrialization and Nationalism Ch. 21 The Industrial Revolution 21.1 A New Kind of Revolution, 22.2 Factories and Workers, and 22.3 New Ideas in a New Society Ch. 22 Life in the Industrial Age: 22.1 Advances in Technology, 22.2 Scientific and Medical Achievements, and 22.3 Daily Life in the Late 1800 s 10. Unit: Unit 8: The World at War Ch. 26 World War I: 26.1 The Great War Begins, 26.2 A New Kind of War, 26.3 Revolution in Russia, and 26.4 The War Ends Ch.27 The Interwar Years: 27.1 Unrest in Asia and Africa, 27.2 The Great Depression, 27.3 Japanese Imperialism, and 27.4 Dictators in Europe Ch. 28 World War II: 28.1 Axis Aggression, 28.2 The Allied Response, 28.3 The Holocaust, and 28.4 The End of War Unit 9: The Contemporary World Ch 29: Europe and North America: 29.1 Beginnings of the Cold War, 29.2 Superpower Rivalries, 29.3 Changing Societies Systems, and 29.4 After the Cold War Ch 30: Asia: 30.1 South Asia after Empire, 30.2 Independence Struggles in Southeast in Asia, 30.3 Communist China, and 30.4 The Rise of Pacific Rim Economics Ch 31: Africa and the Middle East: 31.1 African Independence Movements, 31.2 Post-Colonial Africa, 31.3 Nationalism in the Middle East and North Africa, and 31.4 Conflicts in the Middle East Ch. 23 Reforms, Revolutions, and War: 23.1 Reforms in the British Empire, 23.2 Revolution and Change in France, 23.3 Independence in Latin America, and Expansion and war in the United States Ch.24 Nationalism in Europe: 24.1 Italian Unification, 24.2 German Unification, 24.3 Austria-Hungary and the Ottoman Empire, and 24.4 Unrest in Russia Ch.25 The Age of Imperialism: 25.1 The British in India, 25.2 East Asia and the West, 25.3 The Scramble for Africa, and 25.4 Imperialism in Latin America Assessments: (Writing Assessments: Constructive Response and Essay and Unit Tests) Assessments: (Writing Assessment: Constructive Response and Essay, SAT10, & Unit Tests)

4 Curriculum Guide: World History Common Core Standards Objective #1 : Key Ideas and Details 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Standards: By the end of World History, students will able to: Objective/Activity Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 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. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Resources Primary Source Handbook Primary Source Handbook Think Pair Share Questioning

5 Curriculum Guide: World History Common Core Standards Objective #2: Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Standards: By the end of World History, students will able to: Objective/Activity 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. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis Resources Vocabu-lit Dictionary Word Wall Graphic Organizers 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. Questioning Think Pair Share Flexible Reading Group

6 Objective #3 : Integration of Knowledge and Ideas Curriculum Guide: World History Common Core Standards 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Standards: By the end of World History, students will able to: Objective/Activity Resources Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Assess the extent to which the reasoning and evidence in a text support the author s claims. Compare and contrast treatments of the same topic in several primary and secondary sources Graphic Organizers Online classzone.com Maps Atlas Graphic Organizers Primary Source Handbook Objective #4 : Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. Standard: By the end of World History, students will able to: Objective/Activity By the end of grade 9, read and comprehend history/social studies texts in the grade 9 text complexity band independently and proficiently Resources Jigsaw Think Pair Share Flexible Reading Groups

7 Curriculum Guide: Writing Standards for Literacy in History/Social Studies Objective #1 : Text Types and Purposes 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 texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. Standards: By the end of 9th Grade, students will able to: Objective/Activity Resources 1. Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 2. 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). Note: Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

8 Curriculum Guide: Writing Standards for Literacy in History/Social Studies Objective #2: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Standards: By the end of 9th Grade, students will able to: Objective/Activity Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Resources Peer Editing Objective #3 : Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Standards: By the end of 9th Grade, students will able to: Objective/Activity Resources Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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. Draw evidence from informational texts to support analysis reflection, and research.

9 Curriculum Guide: Writing Standards for Literacy in History/Social Studies Objective #4 : Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Standard: By the end of 9th Grade, students will able to: Objective/Activity Resources Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

10 Strategies: For: Concept Writing and Reading Strategies Constructive Response RASP R: Restate the question in your answer A: Answer in complete sentences S: Support your answer with details P: Pronouns are not allowed UNWRAP U: Underline the important words N: Number the parts to the question (to show where kids found answers in the text) P: Plan out your answer (also for correct sentence structure/grammar) A: Answer the question C: Check your work K: Keep up the great work! Reading Comprehension Guided Reading Pre-Reading Apply pre-reading strategies to aid comprehension: a. access prior knowledge b. preview c. predict with evidence d. set a purpose for reading During Reading During reading, utilize strategies to: a. determine meaning of unknown words b. self-monitor comprehension c. question the text d. infere. visualize f. paraphrase g. summarize Post Reading Apply post-reading skills to demonstrate comprehension of text: a. identify and explain the relationship between the main idea and supporting details b. make predictions c. question to clarify d. reflect e. draw conclusions f. analyze g. paraphrase h. summarize

11 Decoding Concept Strategy FAST Writing and Reading Strategies Writing a. Prewriting (Brainstorm) b. Draft (Outline and Write) c. Revising (Improve writing with word choice, etc.) d. Proofreading (Correct) e. Publishing (Finish Product) Writing Traits Scoring Rubric Fluency Evaluating Writing a. Content: Well developed details b. Organization: The order and structure move the reader through the text easily. c. Voice: The writer speaks directly to the reader in a way that is individual, compelling and engaging. d. Word Choice: It means being able to choose just the right words to make the e. Sentence Fluency f. Conventions g. Presentation Vocabulary Vocabu-Lit a. Meaningful learning occurs when learners relate new words to prior knowledge. b. Instruction should provide both definitional and contextual meaning for new words. c. Learners need multiple exposures to a new word to truly know it. d. Learners are engaged in active learning. Comprehension Marking the Text a. Number the paragraphs. b. Circle Key Terms, Names of People, Names of Places, and Dates c. Underline an Author s Claims d. Underline Relevant Information Comprehension Make Connection Comparisons Compare vs. Contract Connections connections between: a. text to text (information and relationships in various fiction and non-fiction works) b. text to self (text ideas and own experiences) c. text to US (text ideas and the US by responding to literature that reflects a culture and historic time frame)

12 Marking the Text1 Number the Paragraphs Before you read, take a moment and number the paragraphs in the section you are planning to read. Start with the number one and continue numbering sequentially until you reach the end of the text or reading assignment. Write the number near the paragraph indention and circle the number; write it small enough so that you have room to write in the margin. Like page numbers, paragraph numbers will act as a reference so you can easily refer to specific sections of the text. Circle Key Terms, Names of People, Names of Places, and Dates In order to identify a key term, consider if the word or phrase is repeated defined by the author used to explain or represent an idea used in an original (unique) way a central concept or idea relevant to one s reading purpose Underline an Author s Claims A claim is an arguable statement or assertion made by the author. Data, facts, or other backing should support an author s assertion. Consider the following statements: A claim may appear anywhere in the text (beginning, middle, or end) A claim may not appear explicitly in the argument, so the reader must infer it from the evidence presented in the text Often, an author will make several claims throughout his/ her argument An author may signal his/her claim, letting you know that this is his/her position Underline Relevant Information While reading informational texts (i.e., textbooks, reference books, etc.) read carefully to identify information that is relevant to the reading task. Relevant information might include: A process Definitions Descriptions Evidence Explanations Data/ statistics

13 Text Features What are text features? Text features are parts of your textbook that have been created to help you locate and learn information. Text features are used in designing and organizing the pages of your textbook. The title page and table of contents are text features you can find at the beginning of books. Headings, graphics, main idea boxes, and bolded words are some of the text features you will find in the middle of your book. Reference pages like glossaries, indexes, and atlases are some text features you might find at the end of your book. Below is a list of text features. How many can you find in your book? Why should you look at the text features? Looking at text features will help you know what is most important in a lesson and help you locate information quickly. Looking at the titles in the table of contents or on a page can quickly tell you what information you will learn about. Reference pages such as the glossary can help you find out more about a certain topic or word. How do you use text features? Knowing which text features to use and when to use them is important. The chart below can help you decide which text features to look at when you want to understand your book better. title page main idea boxes review questions headings glossaries index bolded or highlighted words graphics (pictures, graphs, charts, etc.) atlas vocabulary boxes table of contents chapter titles To understand words and vocabulary use: glossary vocabulary boxes Bolded or highlighted words To find main ideas and topics use: table of contents index review questions headings main idea boxes To find data or places use: maps atlas charts tables

14 Context Whole-Class Instruction FLEXIBLE GROUPING Instructional Contexts for Teaching Reading Instructional Components Interactive Read-Aloud Phonics, Spelling, and Language Instruction Texts Literature: novels, short stories, poetry, etc. Instructional Goals Build A community of learners Build a collection of shared text Provide age-appropriate reading materials Teach comprehension Teach language skills Develop the ability to talk about text Small-group Instruction (heterogeneous groups) Small-group Instruction (homogenous) Individual Instruction Books Clubs Guided Reading Independent Reading Conferring Literature (selected by students with teacher guidance) High-quality fiction and nonfiction leveled texts (selected by the teacher with specific instruction in mind) Wide range of texts for student choice (selected by students from a classroom collection) Provide age-appropriate material Develop the ability to talk about texts Deepen Comprehension Differentiate instruction Teach all aspects of reading explicitlycomprehension, fluency, vocabulary, and wordsolving strategies Deepen comprehension through discussion of a text that is more challenging than independent level Develop the ability to talk about texts Differentiate instruction Teach any aspect of reading individually Read a large quantity of fiction and nonfiction texts Assess reading fluency, accuracy, and comprehension

15 EDITING CHART Symbol Meaning Symbol Meaning spelling error capitalize new paragraph not needed insert insert a comma insert quotation marks insert a period make lower case letter reverse order run-on sentence fragment confusing or unclear take out or delete

16 What Makes a Great Story? A story is an original narrative made up by the author. a. Develop a clear plot with a beginning, a middle, and end b. Introduce the main characters, the setting, and the problem at the beginning. c. Show how characters deal with problem in the middle of the story. d. Use color details and meaningful dialogue to make the story real for readers. e. Tell only the important events. Present them in an order that makes sense. f. Write a satisfying ending that shows how the story s problem is resolved. Sequence Beginning Main Event: Details: Middle: Main Event (s): Details: Middle: Main Event (s): Details:

17 References