Hig

h Sc

hool

Soc

ial S

tudi

es C

urric

ulum

Gui

de 2

015-

2016

TABLE OF CONTENTS Introduction

Instructional Programs Overview 1 Overview 2 Principles of Learning 4 Spokane Public Schools K-12 Research Scope & Sequence 8 The Marzano Instructional Framework 10 English Language Arts Writing at a Glance 12 On-line Databases and Passwords 13 Blackboard Login Instructions 15 Social Science Themes 16

9/10th Grade: World History Semester Overview 17 Unit One – Global Expansion and Encounter 18 Unit Assessment: Exploration DBQ 25 Unit Two – Age of Revolution 35 Unit Assessment: Revolution DBQ 29 Unit Three – Global Crisis and Achievement 52 Unit Four – Past, Present, and Future: Global Conflicts & Resolutions 59 Unit Assessment: Past and Present Problems 65

11th Grade: United States History Semester Overview 68 Unit One – Industrialization, Reform, and the Emergence of the US as a World Power 69 Unit Assessment: Historical Issue Analysis 75 Unit Two – Prosperity, Depression, New Deal, and World War II 79 Unit Assessment: The Great Depression: Historical Narrative 59 Unit Three – Cold War, Civil Rights, and the Vietnam War 94 Unit Assessment: Vietnam War DBQ (Optional) 102 Unit Four – Conservative Resurgence into a New Century 110

12th Grade: Civics Course Overview 121 Unit One – Constitutional and Economic Underpinnings of U. S. Government 122 Unit Two – Institutions of Government 126 Unit Three – Civil Rights and Liberties 129 Unit Assessment: CBA Constitutional Issues 134 Unit Four – Political Beliefs and Behaviors 139 Unit Five – Political Parties, Interest Groups & Mass Media 143 Unit Assessment: Public Policy Analysis (Optional) 146 Unit Six – Public Policy 143

12th Grade: Current World Affairs Course Overview 153 Unit One – Foreign Policies 154 Unit Two – Global Conflicts 159 Unit Assessment: Global Conflicts 165 Unit Three – Globalization and International Trade 167 Unit Assessment: Why Buy American” DBQ 172 Unit Four – Health, Nutrition, Disease and the Environment 182

Standards Common Core State Standards (Reading, Writing, Speaking and Listening) Excerpts from Common Core State Standards Appendix A OSPI 6-12 Social Studies EALRs and GLEs OSPI 6-8 Educational Technology Standards

Social Studies in Spokane Public Schools Instructional Programs Overview

What standards are the students learning?

In Spokane Public Schools, standards are at the core of our instruction as well as our grading and reporting practices. The standards built into social studies instruction are from two sources: the State of Washington Office of Superintendent of Public Instruction and Common Core State Standards. The Washington State standards in social studies include civics, economics, geography, history, and social studies skills. The Common Core State Standards for literacy in social studies include reading, writing, and speaking and listening in history/social studies.

What does it mean to be an informed citizen in Spokane Public Schools? Spokane Public Schools' social studies curriculum builds the following capacities in young people: disciplinary knowledge (understanding powerful ideas drawn primarily from the disciplines of history, geography, civics, and economics); inquiry, interpersonal, and critical thinking skills; respect for the underlying values of a diverse democratic society; and interest in public affairs and competencies of self-government. Each capacity contributes uniquely to responsible citizenship. How are students learning the standards? Spokane Public Schools utilizes six research-based principles of instruction. These six principles are taken from the work of the National Research Council, the State of Washington Office of Superintendent of Public Instruction, and the research of Steven Zemelman, and Harvey Daniels, et al. Six Principles of Instruction: 1. Problem solving is a means, as well as a goal, of instruction. 2. Learning requires construction, not passive reception. 3. Learning includes a variety of instructional opportunities. 4. Learning communities build understanding through student discourse and reflection. 5. Learning is an integration of skills, strategies, and processes. 6. A variety of assessments are used to inform teaching and learning. How is the curriculum guide organized? The curriculum guide is an initial, first look at each unit of study and is designed to provide a broad framework, including: the standards to be taught, suggested evidence of student learning, content vocabulary, elements from Marzano’s instructional framework and approved resources. The courses included in the guide are: World History, United States History, Civics, and Current World Affairs.

2

What is social studies education? Social studies in Washington State contributes to developing responsible citizens in a culturally diverse, democratic society within an interdependent world. Social studies equips learners to make sound judgments and take appropriate actions that will contribute to sustainable development of human society and the physical environment.

Social studies comprises the study of relationships among people, and between people and the environment. Social studies recognizes the challenges and benefits of living in a diverse cultural and ideological society. The resulting interactions are contextualized in space and time and have social, political, economic, and geographical dimensions.

Based on appropriate investigations and reflections within social studies, students develop distinctive skills and a critical awareness of the human condition and emerging spatial patterns and the processes and events that shape them.

What capacities does the social studies curriculum build in young people? The social studies curriculum builds the following capacities in young people: disciplinary knowledge; inquiry, interpersonal, and critical thinking skills; respect for the underlying values of a diverse democratic society; interest in public affairs and competencies of self-government. Each capacity contributes uniquely to responsible citizenship.

First, the social studies curriculum builds disciplinary knowledge. Disciplinary knowledge is fundamental for students to construct meaning through understanding powerful ideas drawn primarily from the disciplines of history, geography, civics, and economics.

Second, the social studies curriculum cultivates inquiry, interpersonal, and critical thinking skills. These skills are infused throughout the four social studies disciplines so that students apply the methods of social science to effectively participate in public life. Aided by appropriate technologies, students gather, interpret, and analyze information to be informed citizens. Their ability to engage in civic discourse improves through practice of discussion and interpersonal skills. Critical thinking skills encourage reasoned decisions as well as alternative viewpoints regarding matters of public concern.

Third, the social studies curriculum promotes respect for the underlying values of a diverse democratic society. As a result, students comprehend the ideals of democracy and strive to live their lives in accordance with them. A reasoned commitment to democratic values motivates citizens to safeguard their rights, to fulfill their responsibilities as citizens, and to honor the dignity of all people.

Fourth, the social studies curriculum stimulates interest in public affairs and strengthens competencies of self-government though citizen participation experiences. Students are encouraged to inform themselves about public affairs and to become active participants in civic life rather than passive bystanders. They are urged to uphold the rule of law in their personal and social lives and to challenge wrongdoing. Efforts to understand multiple perspectives about local, national, and international issues are supported by the curriculum. Through activities such as service learning and political action, the social studies curriculum equips students to improve their communities and to realize the civic virtue of serving.

Overview

3

Ultimately, responsible citizenship rests on these capacities. Social studies education for responsible citizenship must be a compelling priority if we expect to sustain our constitutional democracy. The health of our democracy depends on whether young people understand the complexities of human society and can govern themselves competently. What is responsible citizenship? A responsible citizen:

• Uses knowledge of the past to construct meaningful understanding of our history in order to enrich and enlighten our lives. (Historical Perspective) • Uses knowledge of geographical concepts, such as spatial patterns and both human and natural systems, to understand processes that impact our world. (Geographic Perspective) • Uses knowledge of government, law, and politics to make decisions about and take action on local, national, and international issues to further the public good. (Civic Perspective) • Uses knowledge of production, distribution, and consumption within modern economics to make decisions. (Economic Perspective) • Uses a wide range of social studies skills, including critical thinking, to investigate and analyze a variety of resources and issues and seek answers. (Critical Thinking Skills) • Uses effectively both group process and communication skills to participate in democratic decision making. (Interpersonal and Group Skills)

What does the study of social studies provide? The social studies provides a remarkable opportunity to engage students in the enduring dilemmas embedded in the study of community, family, and society. Examining these dilemmas makes social studies come alive for students and allows them to explore the role of responsible citizen. Through this learning, students model responsible citizenship and are more committed to enhancing the social fabric in which they live. The social studies provides a unique forum for acquiring historical perspective, practicing respectful processes of engagement, and developing a passion for contributing to the common good of the immediate and larger community.

4

Principles of Learning Principle 1: Learners come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.

♦ Research on early learning suggests that the process of making sense of the world begins at a very young age.

♦ Initial understandings have a powerful effect on the integration of new concepts and information. Sometimes those understandings are accurate, providing a foundation for building new knowledge. But sometimes, initial understandings are inaccurate or incomplete.

♦ Prior understanding in learners at any level can assist or impede their ability to learn. Learners must be given the opportunity to explore their ideas and refine their original understandings within the context of new information.

♦ The persistence of pre-existing understandings among learners continues even after a new model has been taught that contradicts the naïve understanding. Drawing out and working with existing understandings is important for learners of all ages in order for them to develop new or sophisticated understandings.

Principle 2: To develop competence in an area of inquiry, learners must have a deep foundation of factual knowledge, understand facts and ideas in the context of a conceptual framework; and organize knowledge in ways that facilitate retrieval and application.

♦ An area of inquiry is a specific domain [mathematics, music, history, science, communication, etc.]. Competence involves deep understanding and the ability to reason within a domain.

♦ A conceptual framework, or schema, is domain-specific and organizes knowledge around core concepts or "big ideas" that guide thinking within the domain.

♦ The well-developed schema of "experts" enables them to effectively analyze information, patterns, and relationships, fluently access relevant knowledge, and efficiently apply their knowledge in new situations.

♦ Learners with deep understanding draw on a richly structured information base, inclusive of facts, ideas, concepts, and the ability to transfer knowledge to new situations.

♦ Accessing factual information is not enough. Deep understanding involves the construction of a conceptual framework that transforms factual information into usable knowledge, and allows students to see patterns, relationships, or discrepancies.

♦ Conceptual frameworks allow learners to organize information into meaningful patterns that facilitate effective retrieval for problem solving, and to extract sophisticated levels of meaning from information and situations they encounter.

♦ Unlike the simple acquisition of factual knowledge, thoroughly understanding concepts facilitates the transfer of learning to new problems and/or situations.

5

Principle 3: A metacognitive approach to instruction can help learners to take control of their own learning by defining learning goals and monitoring their progress in achieving them.

♦ Learners monitor their own understanding carefully by: noticing when additional information is required for understanding, determining whether new information is consistent with what they already know, and making analogies to advance their understanding.

♦ Metacognition often takes the form of internal conversation including the ability to: o predict outcomes, o monitor the degree of understanding, o explain to oneself in order to improve understanding, o note failures to comprehend, o activate background knowledge, o plan ahead, and o apportion time and memory by sorting important and unimportant information.

♦ Metacognitive practices increase the degree to which learners transfer knowledge to new settings and events

6

Implications for Classroom Instruction 1) Teachers draw out and work with the pre-existing understandings that their learners bring with them.

• The teacher actively inquires into student thinking, creating classroom tasks and conditions under which student thinking can be revealed. • The teacher uses students’ initial conceptions, misconceptions and/or incomplete understandings to design lessons to deepen content understanding. • Assessments tap understanding rather than merely the ability to repeat facts or perform isolated skills. Teachers use frequent diagnostic and formative assessment to help make students’ thinking visible to themselves, their peers, and their teacher. This provides feedback that can guide instruction and refinement in student thinking.

2) Teachers teach key ideas, concepts and principles within a discipline [district curriculum], in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge.

• Within all disciplines information is organized in specific ways. Deep understanding includes familiarity with the ways of thinking and reasoning [strategic knowledge] specific to the discipline. Teachers have an in-depth understanding of the subject area in which they are teaching, understand the relationship between information [declarative and procedural knowledge] and concepts [schematic knowledge] within that subject area, and use it to design meaningful lessons that engage students. • Superficial coverage of all topics in a subject area is replaced with in-depth coverage of fewer topics that allows key concepts in that discipline to be understood. Teachers understand where, when and how key concepts and skill development occur within the district curriculum. • In order to design and modify lessons to assist in developing student learning, teachers use formative assessment to understand the growth of students’ conceptual development, their strengths and weaknesses, and their ability to apply key concepts. • Teachers understand that pedagogical content knowledge is the use of discipline specific strategies to help students develop content understanding and reasoning abilities (e.g. guided reading is a strategy to teach reading comprehension, scientific inquiry is a strategy to teach evidential understanding). • Assessments that teachers use must test deep conceptual understanding rather than surface knowledge and must be aligned with district and state content standards (such as Grade Level Expectations).

3) The teaching of metacognitive skills is integrated into the curriculum in a variety of subject areas.

• Metacognition involves personal inquiry, internal dialogue, reflection, and monitoring one’s own reasoning and understanding. • Teachers integrate metacognitive instruction with discipline-based learning to enhance student achievement and develop in students the ability to learn independently (e.g. think-alouds, story map, Diagnoser System). • Teachers understand that student abilities to acquire organized sets of facts and skills are enhanced when connected to meaningful, contextually relevant inquiry activities. • Conceptual understanding, knowledge, and skills are necessary to reason within the discipline and transfer to new situations and subject areas.

7

Implications for Designing Classroom Learning Environments Effective classrooms are: 1) learner centered, 2) knowledge-centered, and 3) assessment-driven. 1) Schools and classrooms must be learner-centered.

• Teachers must have a broad understanding of learners (e.g. culture, progress, knowledge, skills, interests, attitudes, learning styles) and utilize it to plan the learner-centered environment. • Students’ theories of what it means to be intelligent can affect their performance. Research shows that students who think intelligence is a fixed entity are more likely to be performance oriented and want to look good rather than risk making mistakes while learning. Learning oriented students who think intelligence is malleable are more willing to struggle with challenging tasks; they are more comfortable with risk. • Learner-centered teachers present students with “just manageable difficulties” – that is, challenging enough to maintain engagement, but not so difficult as to lead to discouragement.

2) Schools and classrooms must be knowledge-centered. Attention is given to grade/program/ and course level expectations that define:

• what is taught (concepts, skills, abilities, strategies), • why it is taught (for understanding), and • what competence or mastery looks like.

3.) Schools and classrooms must be assessment-driven. A variety of appropriate assessment tools are used to gather information on student performance.

• Diagnostic assessments permit the teacher to grasp the students’ initial understandings and/or preconceptions. • Formative assessments assist teachers to understand where the students are in the “developmental corridor” from informal to formal thinking, design instruction accordingly, and help both teachers and students monitor progress. • Summative assessments evaluate the degree of attainment of the expected learning.

4.) Learning is influenced in fundamental ways by the social or cultural context of the classroom in which it takes place. A community-centered approach requires the development of norms for the classroom and school, as well as connections to the outside world, that support core learning values.

• The norms of the school and classroom must encourage academic risk-taking and opportunities to make mistakes, obtain feedback, and revise conceptions • The culture of the classroom encourages students to reveal their preconceptions about a subject matter, their questions, and their progress towards understanding. • Classroom activities are designed to help students organize their work in ways that promote intellectual camaraderie and attitudes toward learning that build a sense of community. In such a community, students help one another solve problems by building on each others’ knowledge, asking questions to clarify explanations, and suggesting avenues to move the group toward its goal. Both cooperation in problem solving and argumentation among students in such an intellectual community enhance cognitive development. • Classroom learning must be linked in appropriate ways to other aspects of student lives in order to create relevance. • Parents who understand the principles of learning and the relevance of the instructional program are more likely to be able to support their children's learning and the context in which it's delivered.

8

Page 13

Spokane Public Schools K-12 Research Skills - Scope and Sequence

The following scope and sequence table uses the steps from the BIG 6™ Research Process and identifies the grade levels in which students must demonstrate a basic, proficient and mastery level of each skill.

B = Basic

Introduction of skill with basic familiarity and time to practice

P = Proficient Focused whole-class instruction with independent application

M = Mastery Students continue to apply skills with an independent application

Research Skill: K 1st

2nd 3rd

4th 5th

6th 7th

8th 9th

10th 11th

12th

BIG 6™ 1. Task Definition - What is my task? What information do I need?

Defines the current task (in own words) B P P P P P P M M M M Identifies the information needed B P P P P P P M M M M Writes a guiding research question B P P P P P P M M M M BIG 6™ 2. Information Seeking Strategies - Where can I find the information I need?

Determines all possible sources (brainstorms resources available)

B

P

P

P

P

P

M

M

M

M

Selects the best sources for the task B P P P P P M M M M Identifies where sources can be found B P P P P P M M M M BIG 6™ 3. Location and Access - Is the information I’ve found the best available to me?

Locates sources B P P P P P M M M M Finds information within sources B P P P P P M M M M Keeps bibliographic information during the research process

B

P

P

P

P

P

P

M

M

M

M

Uses a note-taking strategy to organize information B P P P P P P P M M M M Uses a graphic organizer to organize information B P P P P P P M M M M M M Evaluates information for accuracy (tests validity by checking multiple sources)

B

P

P

P

P

P

P

M

M

Evaluates information for relevancy B P P P P P P M M Evaluates information for bias B P P P P P P M M Revises guiding question if needed B P P P P M M M M

9

Page 14

Research Skill: K 1st 2nd

3rd 4th

5th 6th

7th 8th

9th 10th

11th 12th

BIG 6™ 4. Use of Information - What does the information tell me?

Sorts useful and non-useful information B P P P P P M M M M Organizes information from multiple sources in a logical way

B

P

P

P

P

P

M

M

M

M

Summarizes or paraphrase information B P P P P P M M M M Draws conclusions from the research B P P P P M M M M Writes a thesis statement B P P P P P P M M M M BIG 6™ 5. Synthesis - How can I best organize and present the information?

Uses the writing process to draft, revise, and edit information to communicate effectively

B

P

P

P

P

P

P

M

M

M

M

Understands and avoids plagiarism B P P P P P M M M M Organizes information in a logical progression with appropriate transitions

B

P

P

P

P

P

P

M

M

M

M

Considers audience when selecting product and presentation format

B

P

P

P

P

M

M

M

M

Uses a point of view appropriate for task (first person, third person, etc.)

B

P

P

P

P

M

M

M

M

Writes in a style/language appropriate for task (objective vs. subjective)

B

P

P

P

P

M

M

M

M

Uses research-based quotations within product/paper B P P M M M Cites sources within product/paper B P P M M M Presents information in an organized product/paper B P P P P P P M M M M Develops a Works Cited page B P P P P P P M M M Develops an annotated Works Cited page B P P P M M Uses research to deliberate issues in a public forum (e.g. debate, Socratic Seminar)

B

P

P

P

P

P

M

BIG 6™ 6. Evaluation - What did I learn about myself and the research process?

Self-evaluates one’s growth in learning B P P P P P P M M M M Evaluates the research process for effectiveness B P P P P P P M M M M Evaluates the product for effectiveness B P P P P P P M M M M Sets goals for future learning in research B P P P P P P M M M M

10

11

12

English Language Arts Writing at a Glance

Grad

e 7

Unit 1 Assessment 1: Revising a Personal Narrative About Choice (Narrative) Assessment 2: Creating an Illustrated Myth (Explanatory)

Unit 2 Assessment 1: Analyzing an Advertisement and Creating a New One (Argumentative) Assessment 2: Writing a Letter to the Editor (Argumentative)

Unit 3 Assessment 1: Writing an Analytical Essay (Explanatory) Assessment 2: Researching and Presenting a Problem and Solutions (Research)

Unit 5 Assessment 1: Creating and Presenting a Monologue (Speaking and Listening) Assessment 2: Creating a Narrative Poem (Narrative)

Grad

e 8

Unit 1 Assessment 1: Writing a Definition Essay (Explanatory) Assessment 2: Visualizing an Event in Jonas’s Journey (Explanatory)

Unit 2 Assessment 1: Writing about the Media (Reflective) Assessment 2: Writing a Persuasive Essay (Argumentative)

Unit 4 Assessment 1: Writing an Analytical Essay (Explanatory) Assessment 2: Researching and Presenting a Problem and Solutions (Research)

Unit 5 Assessment 1: Writing an Analysis of a Humorous Text (Explanatory) Assessment 2: Performing a Comic Scene (Speaking and Listening)

Grad

e 9

Unit 1 Assessment 1: Presenting an Interview Narrative (Narrative, Speaking and Listening) Assessment 2: Creating an Ad Campaign for a Novel (Argumentative)

Unit 2 Assessment 1: Creating a Storyboard (Explanatory) Assessment 2: Writing a Style Analysis Essay (Explanatory)

Unit 3 Assessment 1: Creating a Poetry Anthology (Explanatory) Assessment 2: Analyzing and Presenting a Poet (Explanatory, Speaking and Listening)

Unit 4 Assessment 1: Presenting a Shakespearean Scene (Speaking and Listening) Assessment 2: Writing a Metacognitive Reflection (Reflective)

Unit 5 Assessment 1: Historical Investigation and Presentation (Research, Speaking and Listening) Assessment 2: Analyzing a Passage from To Kill a Mockingbird (Explanatory)

Grad

e 10

Unit 1 Assessment 1: Creating an Artistic Representation of My Culture (Explanatory) Assessment 2: Presenting Two of My Voices (Speaking and Listening)

Unit 2 Assessment 1: Writing About a Cultural Conflict (Explanatory) Assessment 2: Writing a Synthesis Paper (Argumentative)

Unit 3 Assessment 1: Researching and Reflecting on Community (Research) Assessment 2: Writing a Literary Analysis Essay (Explanatory)

Unit 4 Assessment 1: Composing a Persuasive Text (Argumentative) Assessment 2: Creating a Living Tableau (Speaking and Listening)

Unit 5 Assessment 1: Presenting a Solution to an Environmental Conflict (Research, Argumentative) Assessment 2: Presenting my Portfolio (Speaking and Listening)

Grad

e 11

Unit 1 Assessment 1: Presenting Findings From a Survey (Explanatory, Research) Assessment 2: Synthesizing the American Dream (Argumentative)

Unit 2 Assessment 1: Creating an Op-Ed Page (Argumentative) Assessment 2: Writing a Satirical Piece (Argumentative, Narrative)

Unit 3 Assessment 1: Creating and Presenting a Persuasive Speech (Argumentative) Assessment 2: Creating and Performing a Dramatic Scene (Speaking and Listening)

Unit 4 Assessment 1: Writing an Analytical Essay (Explanatory) Assessment 2: Using Communication Skills to Present Myself (Speaking and Listening)

Unit 5 Assessment 1: Writing a Personal Essay (Reflective) Assessment 2: Writing a Multi-Genre Research Project (Research)

13

On-line Databases and Passwords

Resource Description Link Biographies in Context

Approximately 50 of the most frequently consulted Gale biographical databases to research historical and contemporary figures. Follow this path of links:

• Research • Resources • Dictionaries and Encyclopedias • Biography Resource Center

http://www.spokanelibrary.org/index.php?page=databases#B Requires a Spokane Public Library card.

Culture Grams Up-to-date information for 182 countries and territories

http://online.culturegrams.com/index.php User ID: spokane81 Password: cgrams

ELibrary

Search newspapers, magazines, books and video for all subjects.

www.proquestk12.com User ID: sub101esd57 Password: child57 Click on the orange My Products button.

Encyclopedia of Environment and Society

Provides issues, concepts, theories, examples, problems, and policies, with the goal of explicating an emerging way of thinking about people and nature.

http://www.spokanelibrary.org/index.php?page_databases#E

Requires a Spokane Public Library card.

Encyclopedia of Global Warming and Climate Change

Explores major topics related to global warming and climate change-ranging geographically from the North Pole to the South Pole, and thematically from social effects to scientific causes.

http://www.spokanelibrary.org/index.php?page= databases#E Requires a Spokane Public Library card.

Gale Virtual Reference Library

Full-text encyclopedias and other reference sources in a number of subject areas

http://www.spokanelibrary.org/index.php?page= databases#G Requires a Spokane Public Library card.

Global Issues in Context

Focuses on broad issues, such as war, genocide, terrorism, human rights, poverty, famine, globalization, world trade, nuclear proliferation, and global warming. It also includes detailed information on nations.

http://infotrac.galegroup.com/itweb/spok7l1728?db=GIC Password: remote

Health and Wellness Resource Center

Medical resources including encyclopedias, magazines, journals, newspapers and a dictionary.

Follow this path of links:

• Research • Electronic Resources • Health • Health and Wellness Resource Center

http://www.spokanelibrary.org/index.php?page=databases#H

Requires a Spokane Public Library card.

14

On-line Databases and Passwords Resource Description Link History Study Center Covers global history from ancient times to the present

day. Contents include reference books, essays, journal articles, historical newspaper and magazine articles, maps, rare books, government documents, transcripts of historical speeches, images and video clips. Study Unites offers editorially selected materials on over 500 historical topics

http://www.historystudycenter.com User ID: sub101esd57 Password: child57

Issues and Controversies

Original articles on social issues.

Follow this path of links: • Research • Resources • Social Issues • World News Digest • Available databases • Issues and Controversies

http://www.spokanelibrary.org/index.php?page=databases#I

Requires a Spokane Public Library card.

Literature Resource Center

In-depth information on the lives and writings of nearly 100,000 authors along with critical reaction to their works from Contemporary Authors, Contemporary Literary Criticism Select and Dictionary of Literary Biography.

Follow this path of links:

• Research • Resources • Literature and Readers Advisory • Literature Resource Center

http://www.spokanelibrary.org/index.php?page=databases#L

Requires a Spokane Public Library card.

Opposing Viewpoints in Context

Articles, topic overviews, statistics, primary documents, and full-text magazine and newspaper articles. Follow this path of links:

• Research • Resources • Social Issues • Opposing Viewpoints Resources Center

http://www.spokanelibrary.org/index.php?page=databases#O Requires a Spokane Public Library card.

Proquest Popular magazines and Northwest newspapers, including the Spokesman Review.

www.proquestk12.com

User ID: sub101esd57 Password: child57

Proquest Learning: Literature

Provides more than 180,000 full-test words of poetry, prose, and drama from around the world. This unique resource also offers secondary sources such as author biographies and multimedia, as well as literary criticisms, essays, reviews, and interviews drawn from 100+ full-test literary magazines and journals.

http://literature.proquestlearning.com

User ID: sub101esd57 Password: child57

SIRS Discoverer An award-winning general reference resource, includes carefully selected, 100% full-text articles and images from more than 1,900 domestic and international newspapers, magazines, and government documents, along with 9,000+ educational weblinks

http://discoverer.sirs.com

15

Blackboard Login Quick Guide Step 1: Go to our district home page: www.spokaneschools.org .

Step 2: Navigate to the “Staff” tab.

Step 3: In the “Staff Toolbox,” click on “Blackboard.” Step 4: Login using your web account username and password. (This is the same as the one you use to register for Professional Learning classes, PowerTeacher, and to access DEstreaming) Step 5: Click on the title of the course or organization you would like to view.

© 2012 Spokane Public Schools

1

SocialScience Thematic Approach

Political • Forms of government, Balance of Power, Power of Country/Citizens/Leaders, Laws and Treaties, Boundaries, Political Revolts and Revolutions, Rights and Responsibilities

Economic • Money, trade, barter, taxes, making a living, resources, production and consumption of goods and services, imports/exports

Cultural • Beliefs, Religion, Language, Traditions, Food, Race, Education, Holidays, Celebrations

Social Structures • Gender Roles, Kinships, Family, Racial and Ethnic Differences, Division of Economic and social Classes, Behaviors, Group Mind Sets, Perspective, Motivation

Human – Environment Interaction • Place, Regions, Location, Migration, How People Use Land, Condition of Land, Natural Resources, Disease, Population Growth

17

World History Grade 9/10 Content Summary In World History, students are exposed to a global perspective of our world. Students will develop a greater understanding of the evolution of globalization. More specifically, students will study the development and interaction of cultures, the interactions between humans and the environment, and the creation, expansion, and interaction of economic, political, and social systems. This understanding will develop from a combination of factual knowledge, thematic approaches and analytical skills such as point of view, bias, chronology, periodization and spatial frames. Skills Summary Prior to high school, students enrolled in Spokane Public Schools will have been immersed in the study and practice of thinking, reading, and writing strategies. Each quarter in World History, students will continue to practice these skills as they are exposed to more complex and sophisticated texts. Through primary and secondary sources students can explore patterns in historical events. In addition to these skills, students will also focus on viewing and studying history through the lens of thematic approach. Thematic approaches include: Cultural Interaction, Political Structures, Economic Structures, Social Structures, Human-Environment Interactions. Unit Assessments At the end of each unit of study, students will complete an assessment that focuses on Grade Level Expectation (GLE) as well as Common Core Standards that reflect the learning for the unit. Unit One — For the performance assessment, students will demonstrate their skill in analyzing primary and secondary source documents by completing a Document-Based Question (DBQ) related to Exploration in the New World. Students will then write a response that includes the effects of exploration on the New World citing evidence, from the documents provided. Unit Two — Students will complete a performance assessment demonstrating their skill of analyzing and evaluating primary and secondary source documents by completing a research analysis essay on the political and economic revolutions that transformed the world in the 1700’s, 1800’s and early 1900’s. Unit Three – Amplify/TBA. Teachers should still focus on “Causes of Conflict” using TCI Era Chapters 18-25. Teachers may choose to create a formative assessment or CBA style research paper. Unit Four — For the performance assessment, students will select two global events or issues (one historical and one current) that have a common theme. Students will compare, contrast and analyze the two events/issues and explain what can be learned from the analysis. Student will then prepare a verbal presentation that articulates a solution to the global issue. The presentation must justify the solution using logical explanations and evidence and include an annotated bibliography

18

Spokane Public Schools 9/10th Grade Social Studies World History

Unit One Overview Global Expansion and Encounter

Content Summary In World History Unit One, students will study the time period up through 1800. The guiding theme of this unit is “Interaction and Discovery” within and among the European world, the Muslim world, and the Americas. Students will study world religion, the movements of people, goods and ideas, the Columbian Exchange, and innovations. Skill Summary In the unit of Global Expansion and Encounter, students study similarities and differences amongst the various economic, political, and social systems of this time period. Students will also utilize both primary and secondary source documents to research, construct and evaluate plausible arguments using text-based evidence. Unit Assessment Overview For the performance assessment, students will demonstrate their skill in analyzing primary and secondary source documents by completing a “Document-Based Question (DBQ) related to Exploration in the New World. Students will then write a response that includes the effects of exploration on the New World citing evidence from at least three sources from the documents provided. Key Terms and Concept

Dutch East India Co. Ethnocentrism Ferdinand & Isabella of Spain Feudalism Holy Roman Empire Inca Ming Dynasty Muslim World New World / Old World

Ottoman Empire Qing Dynasty Spice trade/Silk Road Sultan Specific World Religions Aztec Maya Middle Passage Circumnavigate

9/10

h Grade Social Studies – Curriculum Guide Updated June, 2015

19

UNIT ONE Global Expansion and Encounter Up Through 1800

UNIT STANDARDS

Standard Description CCSS Reading History 9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the

date and origin of the information.

CCSS Reading History 9-10.2 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.

CCCSS Reading History 9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

CCSS Reading History 9-10.4 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 science.

CCSS Reading History 9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS Reading History 9-10.6 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.

CCSS Reading History 9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS Writing History 9-10.7 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.

CCSS Writing History 9-10.8 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.

CCSS Writing History 9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.

CCSS Speaking and Listening 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS Speaking and Listening 9-10.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Time frame

Quarter One

9/10

h Grade Social Studies – Curriculum Guide Updated June, 2015

20

Standard Description CCSS Speaking and Listening 9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)

evaluating the credibility and accuracy of each source. CCSS Speaking and Listening 9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or

exaggerated or distorted evidence. CCSS Speaking and Listening 9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow

the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS Speaking and Listening 9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS Reading History 9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

CCSS Reading History 9-10.4 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 science.

CCSS Reading History 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.

Economics 2.1.1 Analyzes how the costs and benefits of economic choices have shaped events in world history.

Geography 3.3.1 Understands how the geography of expansion and encounter has shaped global politics and economics.

Social Studies Skills 5.1.1 Understands the consequences of a position on an event in world history.

Social Studies Skills 5.2.2 Evaluates the validity, reliability, and credibility of sources when researching an event in world history.

Social Studies Skills 5.4.1 Evaluates multiple reasons or factors to develop a position paper or presentation.

Geography 3.1.2 Identifies major world regions and understands their cultural roots.

Geography 3.2.3 Understands the causes and effects of voluntary and involuntary migration in world history.

History 4.1.2 Understands how the theme, Global Expansion and Encounter, help to define this era in world history.

Social Studies Skills 5.4.2 Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or presentation.

21

9/10h

Grade Social Studies – Curriculum Guide Updated June, 2015

Page 22

9/10th Grade Social Studies – World History – Curriculum Guide UNIT ONE

Global Expansion and Encounter (Up to 1800)

*Teachers may need to offer brief historic contextual foundations with students prior to the listed dates in this unit. History Alive! World Connections: Chapters 2 – 13 (pages 9 – 177)

Scope and Sequence Unit 1 Standards Learning Targets and Student Evidence

Academic Vocabulary: Byzantine Empires of Trade Porcelain Silk Road Trade Routes Cotton Silk Spices Slaves Barter Mercantilism Credit Banks Monetization Interregional Travelers

Marzano Elements: Design Question 5: What will I do to engage students?

Element 25: Using Academic Games

Economics 2.1.1 Analyzes how the costs and benefits of economic choices have shaped events in world history. Guiding Topical Questions: 1. What were the costs and benefits of the emergence of mercantilism? 2. To what extent did a bartering economy influence people’s economic choices? 3. Why are some resources of higher value than others?

Examples: Students can analyze the costs and benefits of economic choices by participating in a barter fair. Students can distinguish the costs and benefits of the emergence of mercantilism in the graphic organizer and compare those with a partner.

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge?

Element 10: Processing of New Information

Geography 3.3.1 Understands how the geography of expansion and encounter has shaped global politics and economics. Guiding Topical Questions: 1. To what extent did the movements of peoples, goods and ideas shape global politics? Economics? 2. Why were Europeans (Spaniards, Portuguese, English, etc.) able to dominate peoples of the New World?

Examples: Students can choose a country and explain its justification for expansion by using two historical reasons (political, social/cultural, economic, religious, or geographic) and summarizing the effects. Students can analyze multiple perspectives of European expansion and political dominance of New World cultures. Students can determine how geography influenced economic opportunities for New World and Old World cultures. Students can analyze migration patterns of people globally, environmental adaptations of tools/materials, and interregional travelers

Time frame:

Quarter One

22

9/10h

Grade Social Studies – Curriculum Guide Updated June, 2015

Scope and Sequence Unit 1 Standards Learning Targets and Student Evidence Marzano Elements:

Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

Social Studies Skills 5.1.1 Understands the consequences of a position on an event in world history. Guiding Topical Questions: 1. How do historians come to understand the consequences of a position on events in world history?

Example: Students can create a digital story/essay which illustrates the consequences of exploration and expansion. Examples include: world regions, migration. The digital story will be communicated (presented) to an audience. Students can create positions on issues and events from this period in world history then: Identify and analyze what evidence is needed to support their positions. Students can identify and analyze the strengths and weaknesses of positions taken on historical issues and events from the period. Students can create a Photo Story about how the cost and benefits of an event shaped history

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge?

Element 6: Identifying Critical Information Element 12: Recording and Representing Knowledge

Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

Element 17: Examining Similarities and Differences Element 19: Practicing Skills, Strategies, and Processes

Social Studies Skills 5.2.2 Evaluates the validity, reliability, and credibility of sources when researching an event in world history. Guiding Topical Questions: 1. What makes a source valid, reliable and credible? 2. What makes a source invalid, unreliable and not credible?

Examples: Students can examine primary and secondary sources for validity, reliability and credibility. Students can identify and evaluate attributes of credible sources such as: Who wrote the source and why? Are there internal contradictions? Is the information confirmed in outside sources? Does the source understand various perspectives or rely on stereotypes? Students can create written analysis or annotation of a sources validity, reliability and credibility.

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge? Element 6: Identifying Critical Information Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

Element 17: Examining Similarities and Differences

Social Studies Skills 5.4.1 Evaluates multiple reasons or factors to develop a position paper or presentation.

Examples: Students can evaluate the multiple factors leading to various empires during the era of Global Expansion and Encounter (including, but not limited to: Chinese Exploration during the Ming Dynasty, Expansion of the Ottoman, Mughal, Safavid, and Empires, European Exploration and Conquest, etc…) Students can demonstrate various reasons and/or perspectives to write a paper or make a presentation. Students can use research guided by a theme to write/present their findings.

23

9/10h

Grade Social Studies – Curriculum Guide Updated June, 2015

Scope and Sequence Unit 1 Standards Learning Targets and Student Evidence Marzano Elements:

Design Question 2: What will I do to help students effectively interact with new knowledge?

Element 6: Identifying Critical Information

Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

Element 19: Practicing Skills, Strategies, and Processes

Geography 3.1.2 Identifies major world regions and understands their cultural roots. Guiding Topical Questions: 1. To what extent does culture define a region? 2. What is the connection between time and place? 3. How does there affect here?

Students can demonstrate their understanding of the interaction between the New World and the Old World after previewing Guns, Germs, and Steel and completing the graphic organizer. Students can create a map of the spread and expansion of religions Students can create a map of the empires of the time

Marzano Elements: Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

Element 17: Examining Similarities and Differences

Geography 3.2.3 Understands the causes and effects of voluntary and involuntary migration in world history. Guiding Topical Questions: 1. What causes people to voluntarily migrate? What are the effects of voluntary migration? 2. What are the causes of involuntary migration? What are the effects of involuntary migration? 3. How did the decimation of the Indigenous Peoples lead to migrations?

Examples: Students can compare and contrast the causes and effects of voluntary migration with involuntary migration during the era of Global Expansion using Venn Diagrams. Students can use the information from the Venn Diagram (created above) to write a conclusion comparing and contrasting the results of both involuntary and voluntary migrations

24

9/10h

Grade Social Studies – Curriculum Guide Updated June, 2015

Scope and Sequence Unit 1 Standards Learning Targets and Student Evidence Marzano Elements:

Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

History 4.1.2 Understands how the theme, Global Expansion and Encounter, help to define this era in world history. Guiding Topical Questions: 1. Who were the winners and losers of Global Expansion? 2. Why is it important to understand the era of Global Expansion and Encounter in world history?

Examples: Students can analyze how the era of Global Expansion and Encounter can be viewed through the various lenses of: History, Economics, Geography, Culture, Technology and Politics. Step 1: Students will complete a “Thinking Map” to demonstrate their analysis of the era through each lens. Step 2: Students will use their Thinking Map to complete a multi-paragraph written response on the theme of Global Expansion and Encounter. Have students create a comparison chart and or essay focusing on the Chinese exploration with that of Europe. Evaluate: which one was more impactful? Transformers of History: Martin Luther – protestant reform Gutenberg – the printing press Saladin Zhenge He Explorers and the Columbian Exchange Religions – Islam, Caribbean Vodun, Cults in Latin America, etc.

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge?

Element 7: Organizing Students to Interact with New Knowledge

Social Studies Skills 5.4.2 Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or presentation. Guiding Topical Questions: 1. What strategies can be used to avoid plagiarism? 2. What is intellectual property and how does one respect it in developing a paper or presentation?

Examples: Students can demonstrate original work when using primary and secondary resources. Students can cite sources of researched work.

25

Spokane Public Schools 9/10th Grade Social Studies World History

Teacher Directions:

Unit One Performance Assessment Effects of European Exploration

Purpose The purpose of the Quarter One Performance Assessment is to evaluate students’ understanding of the effects of European Exploration. During the assessment, students will analyze and draw conclusions from primary source documents in order to demonstrate their understanding. This assessment asks students to analyze documents related to Exploration into the New World and explain the effects of Exploration on the New World. Students need to use information from at least three sources, pointing out key elements from each source. Teacher Directions Review the purpose of the assessment with your students and the Unit One Rubric. Review language from the rubric. Model how to analyze documents for evidence. Provide students the opportunity to analyze the documents. Optional: Brainstorm possible effects of European Exploration as a whole class after students have had the opportunity to analyze each of the documents. Provide students time to synthesize their information and respond to the prompt. Teacher to Teacher Note This is the second time students have been asked to complete a Document-Based Question in social studies. Students completed a DBQ at the end of Quarter One in 8th grade on the causes of the Revolutionary War. This is also an opportunity for students to organize and cite the documents used in the Advanced Placement and Common Core format. All documents used must be source-cited at the end of the sentence using parentheses. The AP format does not allow the use the document label as an appropriate citation as of 2014. Correct Example: “According to Christopher Columbus, in his letter to the King and Queen of Spain,…” (Document A).

Writing Prompt: After reading different perspectives on European Exploration, write a response that explains the effects of European Exploration on the New World. What conclusion or implications can you draw? Use information from at least three sources, pointing out key elements from each source.

26

Spokane Public Schools 9/10th Grade Social Studies World History

NNaammee__________________________________________________________________________________________________________________________________________________

Unit One Performance Assessment Global Expansion and Encounter

From the outset of the Renaissance man had been attempting to leave the boundaries of the “known world.” Beginning in the late 15th century, monarchs gave in to this wave of interest and granted small fortunes to untested sea captains and crews to go challenge these boundaries and bring back tremendous wealth from distant shores. Directions to the student

Use the following checklist to guide your work:

Carefully read the document-based question.

Read each document carefully, underlining key phrases and words that address the document-based question. Also, use the margin to make brief notes. Use a research template to organize your information. Write a well-organized extended response supporting your position. This response should be logically presented and should include information from multiple sources of the documents provided. Accurately cite your sources in both the response paper. Appropriate citation format is to use parentheses at the end of the quote and/or idea. Correct Example: “According to Christopher Columbus, in his letter to the King and Queen of Spain,…” (Document A).

Writing Prompt: After reading different perspectives on European Exploration, write a response that explains the effects of European Exploration on the New World. What conclusion or implications can you draw? Use information from multiple sources, analyzing key elements from each source.

27

Unit 1 Performance Assessment– Graphic Organizer (This is an organizer – not intended to be a rough draft essay. Use for organizing your thoughts)

Prompt: What were the implications and impact European Exploration on the world?

INTRODUCTION

Hook: Combine a detailed explanation to your reader of Who? What? When? Where? Why/How? exploration began. Consider one long paragraph OR two detailed paragraphs that are cohesive and set up the rest of your essay: Include a thesis statement that answers the question of what were the implications and impact of European exploration on the world.

28

Body paragraph – Impact / Implication described

Body paragraph – Impact / Implication described

Body paragraph – Impact / Implication described

Use transition statement to make a claim:

Use transition statement to make a claim

Use transition statement to make a claim

Supporting Evidence and Commentary

Include primary sources, quotes, images, valuable details and

citations

Supporting Evidence and Commentary

Include primary sources, quotes, images, valuable details and

citations

Supporting Evidence and Commentary

Include primary sources, quotes, images, valuable details and

citations

Conclude / wrap-up

Conclude/wrap-up Conclude/ wrap-up

29

Conclusion

CONCLUDING Paragraph: A couple things need to happen in this paragraph: 1. Uniquely restate your thesis statement regarding the impact of exploration on the world. 2. Retell WHY these impact and implications were significant to history 3. Make concluding statement(s) on how the first global age of capitalism and mercantilism was created by the efforts made by exploration

Items

• Reread through the direction sheets to confirm you haven’t forgotten anything • Check your notes for information and hints • All evidence and sourced materials must be cited • You will need to do research on at least one additional web-site – be aware of legitimate

sources – don’t forget to cite • Review the rubric • Proof read before turning in the final draft • Edited rough drafts will be collected with the final for review grade

30

9/10th Grade World History Unit 1 – Exploration DBQ Rubric Name_______________________ Date_____________ Period______

Scoring Elements

Advanced Meets Expectations Approaches Expectations Not Yet 4 3.5 3 2.5 2 1.5 1

Focus Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

Addresses prompt appropriately and maintains a clear, steady focus.

Addresses prompt appropriately, but with a weak or uneven focus.

Attempts to address prompt, but lacks focus or is off‐task.

Thesis/ Controlling Idea

Establishes a strong controlling idea with a clear purpose maintained throughout the response.

Establishes a controlling idea with a clear purpose maintained throughout the response.

Establishes a controlling idea with a general purpose.

Attempts to establish a controlling idea, but lacks a clear purpose.

Reading/ Research

Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

Development Presents thorough and detailed information to strongly support the focus and controlling idea.

Presents appropriate and sufficient details to support the focus and controlling idea.

Presents appropriate details to support the focus and controlling idea.

Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.

Organization Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

Maintains an appropriate organizational structure to address the specific requirements of the prompt.

Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure.

Attempts to organize ideas, but lacks control of structure.

Conventions Demonstrates and maintains a well‐ developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.

Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

Content Understanding

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in‐ depth understanding.

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

31

Document Based Question (DBQ) - “Exploration” PART I – Analyzing Documents

Prompt: After reading different perspectives on European Exploration, write a response that explains the effects of European Exploration on the New World. What conclusion or implications can you draw? Use information from at least three sources, pointing out key elements from each source. Document A: Christopher Columbus to the King and Queen of Spain “Finally, that I may compress in a few words the brief account of our departure and quick return, and the gain, I promise this, that If I am supported by our most invincible sovereigns with a little of their help, as much gold can be supplied as they will need, indeed as much of spices, of cotton, of mastic gum (which is only found in Chios), also as much of aloes wood, and as many slaves for the navy, as their Majesties will wish to demand. Likewise rhubarb and other kinds of spices, which I suppose these men whom I left in the said fort have already found, and will continue to find; since I remained in no place longer than the winds forced me, except in the town of the Nativity, while I provided for the building of the fort, and for the safety of all. Which things, although they are very great and remarkable, yet they would have been much greater, if I had been aided by as many ships as the occasion required.” Source: Basel. The Columbus Letter. “Concerning the Islands Recently Discovered in the Indian Sea” 1494.

Document B: Source: The Colonial Williamsburg Foundation. “The clash between the Native Peoples and the Europeans was often deadly.” Beinecke Library, Yale University. http://www.history.org/Foundation/journal/spring13/spanish.cfm

32

Document C: Bernardino de Sahagun, a Franciscan friar who was instrumental in preserving information about Aztec culture, General History of the Things of New Spain, 1519-1521:

After the previously mentioned hardships that befell the Spaniards in the year 1519, at the beginning of the year 1520 the epidemic of smallpox, measles and pustules broke out so virulently that a vast number of people died throughout this New Spain. This pestilence began in the province of Chalco and last for sixty days. Among the Mexicans who fell victim to the pestilence was the lord Cuitlahuactzin, whom they had elected a little earlier. Many leaders, many veteran soldiers, and valiant men who were their defense in time of war, also died. Source: De Sahagun, Bernardino. “The General History of the Things of New Spain: The Florentine

Codex” 1519 – 1521. http://www.wdl.org/en/item/10096/#collection=florentine-codex

Document D: Hernando Cortes, Letters from Mexico, August 12, 1521: XX

“On leaving my camp, I commanded Gonzalo de Sandoval to sail the brigantines (ships) in between the houses in the other quarter in which the Indians were resisting, so that we should have them surrounded, but not to attack until he saw that we were engaged. In this way they would have been surrounded and so hard pressed that they would have no place to move save over the bodies of their dead or along the roof tops. They no longer could find any arrow, javelins or stones with which to attack us; and our allies fighting with us were armed with swords and bucklers, and slaughtered so many of them on land and in the water that more than forty thousand were killed or taken that day.” Source: “Letters of Cortes: Five Letters of Relation to the Emperor Charles V” Aug. 12, 1521 http://archive.org

33

Document E: Source: Columbus landing on Hispaniola, Dec. 6, 1492; greeted by Arawak Indians. http://hdl.loc.gov/loc.pnp/cph.3b07443 Document F: Royal Contract for the Conquest of Peru, 1529: “Firstly, I give license and authority to you, the said Captain Francisco Pizarro, to continue for us and

in our name and in the name of the Royal Crown of Castile, the said discovery, conquest, and colonization of the said province of Peru, up to 200 leagues along the coast, which said leagues are to be measured from the town called, in Indian language, Tenumpuela, renamed by you Santiago, as far as the town of Chincha, which distance is approximately the said 200 leagues.

Item: In recognition of your services to God and to us, and to honor and reward you, we agree to

appoint you governor and captain general of all the said province of Peru, and of all the lands and villages which now are, or hereafter may be, in all the said 200 leagues, during all the days of your life, with a salary of seven hundred twenty-five thousand maravedis per year, counting from the day you set sail from these our realms to continue the said colonization and conquest, which amount is to be paid you out of the rentals and revenues pertaining to us in the said land which you are to colonize; from this salary you will have to pay each year the salaries of an alcalde mayor, ten shield-bearers, thirty foot soldiers, a physician, and apothecary. Your salary is to be paid to you by the officers of the Crown in that territory.

Moreover: We bestow upon you the title of Adelantado of the said province of Peru, and likewise the

title of aguacil mayor of the said province, both for the term of your life.” Source: Prescott, William H. "Capitulation of Francisco Pizarro with the Queen of Spain." As

reproduced in The History of the Conquest of Peru, trans. Mr. and Mrs. Jose R. Palomo, vol. II (Philadelphia: J.P. Lippincott Company, 1874), 465-472.

http://archive.today/nuiw

34

Document G: Source: Lewis, Michelle. “Patterns of Interaction: The Columbian Exchange” Spokane Public Schools. 2010. Document H: Christopher Columbus to the King of Spain: Day before the Ides of March 1493

Bartolome de las Casas’s Brief Account of the Devastation of the Indies in 1542 “Yet into this sheepfold, into this land of meek outcasts there came some Spaniards who immediately behaved like ravening wild beasts, wolves, tigers, or lions that had been starved for many days. And Spaniards have behaved in no other way during the past forty years, down to the present time, for they are still acting like ravening beasts, killing, terrorizing, afflicting, torturing, and destroying the native peoples, doing all this with the strangest and most varied new methods of cruelty, never seen or heard of before, and to such a degree that this Island of Hispaniola once so populous (having a population that I estimated to be more than three million), has now a population of barely two hundred persons.” Source: Bartolome de Las Casas, Brief Account of the Devastation of the Indies. (1542)

http://www.thelatinlibrary.com/imperialism/readings/casas.html

35

Spokane Public Schools 9/10th Grade Social Studies World History

Unit Two Overview Age of Revolution

Content Summary

In World History Unit Two, students will study the era of the Age of Revolution from 1700 to 1920. Students will analyze how individuals and movements have shaped the world during this time period. The guiding theme of this unit is “Change” and students will study this theme as it applies, but not limited to the Enlightenment period, the French Revolution, and the Industrial Revolution. Multiple – thematic approaches will be applied to the study of this era. These thematic approaches include, cultural interaction, political structures, economic structures, social structures and human-environment interactions Skill Summary Students will continue to utilize and apply reading strategies to help make meaning with text, particularly primary source documents that can be difficult to analyze. Students will practice analyzing both primary and secondary source documents for the Age of Revolution and will draw conclusions about what information is evident from the documents. Analysis of the documents will include point of view, bias, chronology, periodization and spatial frames. Unit Assessment Overview Students will complete a performance assessment. For the performance assessment, students will demonstrate their skill of analyzing and evaluating primary and secondary source documents by completing a research analysis essay on the political and economic revolutions that transformed the world in the 1700’s, 1800’s and early 1900’s. * Note: teachers may elect to use the attached documents as examples but have students complete the assessment by selecting a revolution and finding their own primary and secondary source documents to analyze Key Terms and Concepts 1. Age of Reason 2. Agrarian 3. Bastille 4. Bourgeoisie 5. Constitutional Monarch 6. Declaration of the Rights of Man 7. Estate

8. Jacobins 9. Mechanization 10. Monopolies 11. Reign of Terror 12. Textile 13. Enlightenment Thinkers 14. Vulcanization

36 9/10th World History Curriculum Guide Updated June, 2015

UNIT TWO

Age of Revolution (1750-1920)

UNIT STANDARDS

Standard Description CCSS Reading History 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.

CCSS Writing History 9-10.1.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.

CCSS Writing History 9-10.1.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.

CCSS Writing History 9-10.1.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.

CCSS Writing History 9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CCSS Speaking and Listening 9-10.1.c

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS Writing History 9-10.1.e Provide a concluding statement or section that follows from or supports the argument presented.

CCSS Reading History 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.

CCSS Writing History 9-10.2.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).

Civics 1.2.3 Evaluates the impact of various forms of government on people in world history.

History 4.2.1 Analyzes how individuals and movements have shaped world history.

Social Studies Skills 5.1.1 Analyze consequences of positions on an issue or event.

Social Studies Skills 5.2.2 Evaluates the validity and reliability and credibility of sources when researching an issue or event.

37 9/10th World History Curriculum Guide Updated June, 2015

Social Studies Skills 5.4.1 Evaluates multiple reason or factors to develop a position paper or presentation.

History 4.1.1 Analyzes change and continuity within a historical time period.

Ed Tech 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry.

CCSS Writing History 9-10.1.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.

CCSS Writing History 9-10.2.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.

CCSS Writing History 9-10.2.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.

CCSS Writing History 9-10.2.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.

CCSS Writing History 9-10.2.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.

CCSS Writing History 9-10.2.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.

CCSS Writing History 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS Writing History 9-10.5 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.

CCSS Writing History 9-10.6 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.

38 9/10th World History Curriculum Guide Updated June, 2015

UNIT TWO Age of Revolution

Unit Two: Revolution (1750-1920)

Scope and Sequence: Unit 2 Standards Learning Targets and Student Evidence

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge?

Element 2: Tracking Student Progress Element 3: Celebrating Success

Civics 1.2.3 Evaluates the impact of various forms of government on people in world history. Guiding Topical Questions: 1. To what extent did the Age of Reason philosophers affect the development of governments throughout Europe? 2. How did Absolute Monarchy and Constitutional Monarchy impact the citizens of France and England? 3. To what extent did the French Revolution change France politically? Economically? Socially? 4. How did the French Revolution influence the development of democracies throughout Europe?

.Examples: Students can create a graphic organizer to determine costs and benefits of both an Absolute Monarchy and a Constitutional Monarchy from the perspective of various citizens of France and England. Students can examine Age of Reason philosophy through written and oral practice. Students can analyze the causes of the French Revolution through a group discussion. Students can demonstrate their understanding of how the development of democracy increased civic engagement through the French Revolution. Boxer Rebellion Samurai Revolts Feudal Systems in Japan versus Europe Tribalism (Americas, Africa, etc.) India (Mughal), Ottoman, Asian, other dynasties and how they ruled Students can create a document organizing government systems, motivations, and consequences Students can analyze the different government systems of the time such as absolutism as well as how they led to revolution and the reforms that followed

Unit Two: Time Frame

Quarter Two

39 9/10th World History Curriculum Guide Updated June, 2015

Scope and Sequence: Unit 2 Standards Learning Targets and Student Evidence

Marzano Elements: Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

History 4.2.1 Analyzes how individuals and movements have shaped world history. Guiding Topical Questions: 1. To what extent did John Locke, Thomas Hobbes and the Enlightenment thinkers shape Europe? 2. To what extent did the French Revolution influence other European nations? 3. To what extent did the Industrial Revolution impact European history?

Examples: Step 1: Students will create an annotated timeline of two movements that have shaped world history. The timeline will include rationale for selected events. Step 2: Students will use the annotated timeline of movements to write an argumentative position paper on the most influential movement during the Age of Revolution era that most impacted world history. Students can analyze the impact of individuals like John Locke, Thomas Hobbes, Jean-Jacques Rousseau, Voltaire, Maximilian Robespierre, Napoleon Bonaparte, etc… on revolutionary periods in world history.

Marzano Elements: Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

Social Studies Skills 5.1.1 Analyze consequences of positions on an issue or event. Guiding Topical Questions: 1. How do historians come to understand the consequences of a position on events in world history?

Examples: Students can use documents (primary and secondary sources) to explain or show how the French Revolution/other revolutions began. Students will understand how events (French Revolution/other revolutions) led to change. Students will create positions on issues and events from this period in world history then: Identify and analyze what evidence is needed to support their positions.

Students can identify and analyze the strengths and weaknesses of positions taken on historical issues and events from the period. Reform, Revolution, and Enlightenment: American Revolution French Revolution Asian, African, and Central American Reforms and Revolutions Haitian Revolution

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge?

Element 13: Reflecting on Learning Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

Element 14: Reviewing Content

Social Studies Skills 5.2.2 Evaluates the validity and reliability and credibility of sources when researching an issue or event. Guiding Topical Questions: 1. What makes a source valid, reliable and credible? 2. What makes a source invalid, unreliable and not credible?

Examples: Students can explain their rationale for choosing sources to make their argument/s. Students can look and evaluate sources based on the writer’s/author’s bias or reason for documenting history and then explain why they (the student) are using it today.

40 9/10th World History Curriculum Guide Updated June, 2015

Scope and Sequence: Unit 2 Standards Learning Targets and Student Evidence

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

Social Studies Skills 5.4.1 Evaluates multiple reason or factors to develop a position paper or presentation.

Examples: Students can evaluate the multiple factors leading to various revolutions during this time period (including, but not limited to: the Reformation, the Scientific Revolution, the Enlightenment, the French Revolution, the Industrial Revolution, etc…)

Students will make a cartoon that depicts and evaluates key causes leading to a particular revolution or movement. Students can demonstrate various reasons and/or perspectives to write a paper. Students can use research guided by a theme to write and explain how that theme can be seen through different social science perspectives.

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge?

Element 11: Elaborating on New Information

History 4.1.1 Analyzes change and continuity within a historical time period. Guiding Topical Questions: 1. To what extent did technological, social, and economic changes affect Europe from 1750-1920? 2. In what ways did Europe remain the same from 1750-1920?

Examples: Students can determine the most important technological advances in Europe during the Industrial Revolution and rank according to importance. Students can analyze how technological advances affected economic choices. Students can examine how society changed as a result of the Industrial Revolution.

Marzano Element Design Question 5: What will I do to engage students?

Element 25: Using Academic Games

Ed Tech 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry.

Example: Students can utilize Turning Point technology (“clickers”) to collect classroom data on positions/opinions regarding what technological advances in Europe during the Industrial Revolution were had the most impact on the time period. Students will then participate in a Socratic Seminar to dialogue around the data.

41 9/10th World History Curriculum Guide Updated June, 2015

Spokane Public Schools 9/10th Grade World History Curriculum Guide

Teacher Directions: 9/1

Grade

Unit Two Performance Assessment Revolution

What are three major factors (causes) of the French Revolution? What was the impact that government had on people during the French Revolution? Why does it matter today? These are just a few of the questions students will explore as they work their way through the Unit Two End-of-Unit Assessment. Purpose Throughout this past unit in their social studies classrooms, students have begun to study the era of the Age of Revolution and its impact on world history. Now it is time for students to demonstrate their understanding of this era by completing a “Document-Based Question” – an assessment that allows demonstrate their thinking by critically analyzing primary and secondary source documents about this time period.

Teacher Directions

Use the following steps to guide your work:

1. Analyze and interpret the primary and secondary sources on the French Revolution.

2. As you interpret each document, determine whether the source is primary or secondary, and determine which thematic approaches are evident.

3. Use your analysis of the documents to determine three factors (causes) of the French Revolution.

4. Evaluate the impact that government had on people during the French Revolution. (Note: In order to receive a “4” on the rubric for this standard, you must also determine the current impact on people today).

5. Create a multi-paragraph essay that answers the following prompt:

What are three major factors (causes) of the French Revolution and why does it matter today?

6. Use a minimum of three sources to support your product, with at least two of those sources being primary.

7. Complete your essay/product using the rubric criteria. (Be sure to write in your three factors on the lines provided in the rubric).

Writing Prompt: Your task for this performance assessment is to demonstrate your understanding of the French Revolution and how this revolution has shaped world history. You will demonstrate this understanding by analyzing documents from the revolution, determining factors of the revolution based on these documents, evaluating the impact of government on people, and drawing conclusions about how the revolution continues to impact our lives today.

42

Spokane Public Schools 9/10th Grade World History Curriculum Guide

Student Directions:

World History Unit Two Performance Assessment

Name____________________________________________ Date_____________ Period_____

What are three major factors (causes) of the French Revolution? What was the impact that government had on people during the French Revolution? Why does it matter today? These are just a few of the questions you will explore as you work your way through the Unit Two End-of-Unit Assessment.

Directions to the student

Throughout this past unit in your social studies classroom, you have begun to study the era of the Age of Revolution and its impact on world history. Now it is time for you to demonstrate your understanding of this era by completing a “Document-Based Question” – an assessment that allows you demonstrate your thinking by critically analyzing primary and secondary source documents about this time period. Use the following steps to guide your work:

□ Analyze and interpret the primary and secondary sources on the French Revolution. □ As you interpret each document, determine whether the source is primary or secondary, and

determine which thematic approaches are evident. □ Use your analysis of the documents to determine three factors (causes) of the French Revolution. □ Evaluate the impact that government had on people during the French Revolution. (Note: In order

to receive a “4” on the rubric for this standard, you must also determine the current impact on people today).

□ Create a multi-paragraph essay that answers the following prompt: □ What are three major factors (causes) of the French Revolution and why does it matter today? □ Use a minimum of three sources to support your product, with at least two of those sources being

primary. □ Complete your essay/product using the rubric criteria. (Be sure to write in your three factors on the

lines provided in the rubric).

Your task for this performance assessment is to demonstrate your understanding of the French Revolution and how this revolution has shaped world history. You will demonstrate this understanding by analyzing documents from the revolution, determining factors of the revolution based on these documents, evaluating the impact of government on people, and drawing conclusions about how the revolution continues to impact our lives today.

Document Based Question (DBQ) - “The French Revolution”

Document #1

Student Analysis: Type of Source Primary Source Secondary Source Thematic Approach Human/Enviro Political Economic Cultural Social Interaction

Painting of Louis XVI and Marie Antoinette, Paris, France (1787)

Student Analysis: Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

Document #2 Yearly incomes compared (circa 1780)

Archbishop of Paris: 50,000 livres Marquis de Mainvillette: 20,000 livres Prince de Conti: 14,000 livres A Paris parish priest: 10,000 livres A typical village priest: 750 livres A master carpenter: 200 livres

(The livre was replaced by the franc in 1795. In the 1780s, there were about 4 livres to £1).

Student Analysis:

Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

Document #3 I was joined by a poor woman who complained of the times. Her husband had only a morsel of land, one cow and a poor horse. But they had to pay 20kg of wheat and three chickens as feudal dues to one lord, and 60kg of oats, one chicken and five pence to another, along with very heavy taxes to the king’s tax collectors: ‘The taxes and feudal dues are crushing us.”

Arthur Young, Travels in France (1787-1789)

44

Student Analysis:

Type of Source

Primary Source Secondary Source Thematic Approach

Human / Enviro Political Economic Cultural Social Interaction

Document #4

“To Combourg: The country has a savage aspect; husbandry not much further advanced, at least in skill, than among the Hurons (American Indians) . . . The people almost as wild as their country, and their town of Combourg one of the most brutal, filthy places that can be seen; mud houses, no windows, and a pavement so broken as to impede all passengers . . .

To Montauban: The poor people seem poor indeed; the children terribly ragged, if possible, worse clad than if with no clothes at all; as to shoes and stockings, they are luxuries . . . They did not beg, and when I gave them anything seemed more surprised than obliged. One third of what I have seen of this province seems uncultivated, and nearly all of it in misery . . .

Arthur Young, Travels in France (September 1788)

Student Analysis:

Type of Source

Primary Source Secondary Source Thematic Approach

Human / Enviro Political Economic Cultural Social Interaction

Student Analysis:

Type of Source

Primary Source Secondary Source Thematic Approach

Human / Enviro Political Economic Cultural Social Interaction

Document #5

One opinion pervaded the whole company, that they are on the eve of some great revolution in the government: that every thing points to it: the confusion in the finances great; with a deficit impossible to provide for without the states-general of the kingdom…but bankruptcy is a topic: the curious question on which is, would a bankruptcy occasion a civil war, and a total overthrow of the government?...

Arthur Young, Travels in France (October 17, 1787)

Document #6

The abuses attending the levy of taxes were heavy and universal. . . . The rolls of the taille, capitation, vingtiemes, and other taxes were distributed among districts. . . A cruel aggravation of their misery, to see those who could best afford to pay, exempted because able! The corvees {taxes paid in labor, often road building}, or police of the roads, were annually the ruin of many hundreds of farmers; more than 300 were reduced to beggary in filling up one vale in Lorraine: all these oppressions fell on the tiers etat {Third Estate} only; the nobility and clergy having been equally exempted from tailles, militia and corvees.

Arthur Young, Plight of the French Peasants (1787-1789)

45

Document #7

Student Analysis: Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

“King and Queen as Two-Headed Monster”, Political Cartoon, (circa 1789)

Student Analysis: Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

Student Analysis: Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

Document #8

Pamphlet banned by the French Government in 1775

Man is born free. No man has any natural authority over others; force does not give anyone that right. The power to make laws belongs to the people and only to the people.

Jean Jacques Rousseau, The People Should Have Power (1775)

Document #9 What is the third estate? Everything. What has it been heretofore in the political order? Nothing. What does it demand? To become something therein.

Abbé Sieyès, What is the Third Estate? (1789)

46

Urban Commoner’s Budget:

–– Food 80%

–– Rent 25%

–– Tithe 10%

–– Taxes 35%

–– Clothing 20%

–– TOTAL 170%

King’s Budget:

–– Interest 50%

–– Army 25%

– –– Coronation 10%

–– Loans 25%

–– Admin. 25%

–– TOTAL 160%

Document #10 Financial Problems in France, 1789

Student Analysis: Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

Versailles 25%

Source: The Center for History and New Media, George Mason University (2010)

Document #11

Student Analysis: Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

“Tennis Court Oath” - Painting by Jacques Louis David (1791)

Members of the National Assembly (1st, 2nd and 3rd Estate members) swearing not to separate until they have given France a constitution in what later became known as the “Tennis Court Oath”, June 20th, 1789.

Document #12

47

Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

Student Analysis: Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

O rich citizens be so good as to leave for a time your chateaux and palaces and be so good as to glance at those unfortunates whose muscles are only occupied in working for you. What do you see in our villages? A few weakened men, faces withered by poverty and shame, their wives having too many children, their children wearing rags……All the peasants in our neighbourhood – Brittany – are making ready to refuse the church tax- gatherers and state that nothing will be taken without bloodshed.

From the collection of Cahiers de doléances, Presented to the Estates-General

(March – April, 1789)

Document #13 1. That his subjects of the third estate, equal by such status to all other

citizens, present themselves before the common father without other distinction which might degrade them.

7. That venality {sale} of offices be suppressed. . . . 13. That military ordinances establishing a degrading distinction between

officers born into the order of nobility and those born in to that of the third estate be revoked, as thoroughly injurious to an order of citizens and destructive of the competition so necessary to the glory and prosperity of the State.

15. That every personal tax be abolished; that thus the capitation and the taille and its accessories be merged with the vingtiemes in a tax on land and real or nominal property.

16. That such tax be borne equally, without distinction, by all classes of citizens and by all kinds of property, even feudal and contingent rights. . . .JUSTICE.

Student Analysis: Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

Cahiers de doleances-lists of grievances, Presented to the Estates General

(March 29, 1789)

Document #14

Source: Glencoe World History (2010)

Document #15

48

Bread and Wage Earners Budget*

Occupation Effective Daily Wage in Sous**

Expenditure on Bread as percentage of income with bread priced at:

gs (Aug 1788) 14s (Feb-July 1789)

Laborer in Reveillon wallpaper

works 15 60 97

Builders Laborer 18 50 80 Journeyman mason 24 37 60

Journeyman, locksmith,

carpenter, etc.

30 30 48

Sculptor, goldsmith 60 15 24

* The price of the 4 pound loaf consumed daily by workingman and his family as the main element in their diet

** Effective wage represents the daily wage adjusted for 121 days of nonwork per calendar year for religious observation, etc.

Economics of the French Revolution

Student Analysis: Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

Source: The Center for History and New Media, George Mason University (2010)

Document #16 Student Analysis: Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

Women’s March to Versailles (1789) Women demanded relief from Louis XVI for the nationwide food shortage.

49

Document #17

Student Analysis: Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

Political Cartoon (1789)

Student Analysis: Type of Source Primary Source Secondary Source Thematic Approach Human / Enviro Political Economic Cultural Social Interaction

Document #18 I. Men are born and remain free and equal in rights. Social distinctions

may be based only on common utility. II. The aim of all political association is to preserve the natural and

unalienable rights of man. These rights are liberty, property, and security and resistance to oppression.

III. principle of all sovereignty rests essentially in the nation. No body and no individual may exercise authority which does not emanate from the nation expressly...

VI. Law is the expression of the general will. All citizens being equal in its eyes are equally admissible to all public dignities, offices, and employment's, according to their capacity, and with no other distinction than that of their virtues and talents.

X. No one may be disturbed for his opinions, even in religion... XI...Every citizen may therefore speak, write, and print freely... XIII...common taxation is necessary. It should be apportioned equally

among all citizens according to their capacity to pay. XVII. Property being an inviolable and sacred right, no one may be

deprived of it except for an obvious requirement of public necessity, certified by law, and then on condition of a just compensation in advance.

Declarations of the Rights of Man and Citizen (August 26,1789)

50

Analyzing Sources Booklet

Directions: Create a booklet that demonstrates a sophisticated analysis of each source and explain how each source relates to a thematic approach. Use the questions below to help guide and enhance your analysis.

When you analyze a primary source, you are undertaking the most important job of the historian. There is no better way to understand events in the past than by examining the sources--whether journals, newspaper articles, letters, court case records, novels, artworks, music or autobiographies--that people from that period left behind.

Each historian, including you, will approach a source with a different set of experiences and skills, and will therefore interpret the document differently. Remember that there is no one right interpretation. However, if you do not do a careful and thorough job, you might arrive at a wrong interpretation.

In order to analyze a primary source you need information about two things: the document itself, and the era from which it comes. You can base your information about the time period on the readings you do in class, lectures and additional research. Pre-analysis 1. Look at the physical nature of your source (i.e., an actual old letter, rather than a transcribed and published version of the same letter). What can you learn from the form of the source? What does this tell you? (Time/place/event?) 2. Think about the purpose of the source. What was the author's message or argument? What was he/she trying to get across? Is the message explicit, or are there implicit messages as well? 3. What do you know about the author? Race, sex, class, occupation, religion, age, region, political beliefs? Does any of this matter? How? 5. Who constituted the intended audience? Was this source meant for one person's eyes, or for the public? How does that affect the source? 6. What can a careful reading of the text (even if it is an object) tell you? How does the language work? What are the important metaphors or symbols? What can the author's choice of words tell you? What about the silences--what does the author choose NOT to talk about? Evaluate the source as historical evidence. 1. Is it prescriptive—telling you what people thought should happen--or descriptive--telling you what people thought did happen? 2. Does it describe ideology (theories) and/or behavior of people? 3. Does it tell you about the beliefs/actions of the elite, or of "ordinary" people? From whose perspective? 4. What historical questions can you answer using this source? What are the benefits of using this kind of source? (Consider the research prompt!) 5. What questions can this source NOT help you answer? What are the limitations of this type of source? 6. If we have read other historians' interpretations of this source or sources like this one, how does your analysis fit with theirs? In your opinion, does this source support or challenge their argument? Remember, you cannot address each and every one of these questions in your presentation or in your paper, and I wouldn't want you to. You need to be selective.

51

9/10th Grade World History Unit 2 – French Revolution DBQ Rubric Name_____________________________________________ Date_______________ Period______

Scoring Elements

Advanced Meets Expectations Scoring Elements Not Yet 4 3.5 3 2.5 2 1.5 1

Focus

Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position.

Addresses prompt appropriately and maintains a clear, steady focus Provides a generally convincing position.

Addresses prompt appropriately and establishes a position, but focus is uneven.

Attempts to address prompt, but lacks focus or is off‐task.

Controlling Idea

Establishes and maintains a substantive and credible claim or proposal.

Establishes a credible claim. Establishes a claim. Attempts to establish a claim, but lacks a clear purpose.

Reading/ Research

Accurately and effectively presents important details from reading materials to develop argument or claim.

Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.

Development

Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.

Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim.

Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations.

Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt.

Organization

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.

Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.

Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.

Attempts to organize ideas, but lacks control of structure.

Conventions

Demonstrates and maintains a well‐developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors.

Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

Content Understanding

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in‐ depth understanding.

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

52

Spokane Public Schools 9/10th Grade World History Curriculum Guide

Unit Three Overview Global Crisis and Achievement

Guide Content Summary In World History Unit Three, students will study the time period of 1870-1945. The guiding theme of this unit is “Global Crisis and Achievement.” Multiple thematic approaches will be applied to the study of this era. Skill Summary Students will continue to analyze and evaluate textual evidence in support of a position. Students will also work towards mastering the skill of developing a well-written position/thesis and supporting that position with credible evidence.

Unit Assessment The CBA for this unit is optional. Amplify testing is taking its place and information will follow. Teachers should still focus on "Causes of Conflicts" using TCI Era Chapters 18 - 25. Teachers may also choose to create a formative assessment or CBA style research paper. Key Terms and Concepts 1. 14 Points 2. Allied Powers 3. Armistice 4. Assimilation 5. Atrocities 6. Balkan Powder Keg 7. Blitzkrieg 8. Bolsheviks 9. Central Powers

10. Communism 11. Ethnocentrism 12. Final Solution 13. Marxism 14. Mobilization 15. Nazism 16. Pandemic 17. Potsdam Conference

18. Reparations 19. Total War 20. Treaty of Versailles 21. Triple Alliance 22. Triple Entente 23. Ultimatum 24. War of Attrition 25. Yalta Conference

9/10th Grade World History Curriculum Guide Updated June, 2015 53

9th

UNIT THREE Global Crisis and Achievement

UNIT STANDARDS

Standard Description CCSS Reading History 9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

CCSS Writing History 9-10.1 Write arguments focused on discipline-specific content.

Civics 1.3.1 Analyzes the relationships and tensions between national interests and international issues in world history.

Economics 2.2.1 Understands and analyzes how planned and market economies shape the production, distribution, and consumption of goods, services, and resources.

Geography 3.2.2 Understands and analyzes examples of ethnocentrism.

History 4.2.3 Analyzes and evaluates how technology and ideas have shaped world history.

History 4.3.2 Analyzes the multiple causal factors of conflicts in world history.

Social Studies Skills 5.1.1 Understands the consequences of a position on an event in world history.

Social Studies Skills 5.2.2 Evaluates the validity, reliability, and credibility of sources when researching an event in world history.

Social Studies Skills 5.3.1 Evaluates one’s own viewpoint and the viewpoints of others in the context of a discussion.

Social Studies Skills 5.4.1 Evaluates multiple reasons or factors to develop a position paper or presentation.

Ed Tech 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry.

Ed Tech 1.3.2 Locate and organize information from a variety of sources and media.

Time frame

Quarter 3

9/10th Grade World History Curriculum Guide Updated June, 2015 54

9th

UNIT THREE

Global Crisis and Achievement

Scope and Sequence: Unit 3 Standards Learning Targets and Student Evidence Marzano Elements:

Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

Civics 1.3.1 Analyzes the relationships and tensions between national interests and international issues in world history. Guiding Topical Questions: 1. How did the actions of various European leaders impact European nations? 2. To what extent did imperialism play a role in starting World War I? 3. To what extent did dictatorships in Germany, Italy, Japan, and Russia cause World War II? 4. How did State Consolidation and Imperialism contribute to the outbreak of world conflict?

Examples: Students will create a graphic organizer of various leaders of Europe in the time period of 1870-1915, examining the political, economic, and social decisions of each leader.

Students will use the European Leaders graphic organizers to predict in writing the “State of the Union” of Europe in 1915. Students will discuss (written or orally) how imperial possessions can create tension between nations which can lead to world war. Students will investigate the dictatorships of Germany, Italy, Russia and Japan in a simulation. Students will analyze the role that state consolidation and imperialism played in the tensions between national interests and international issues: *Examples to explore: Russian Revolution Russo-Japanese War India and the Sepoy Rebellion Africa and the Belgium Congo South Africa and the Boer War China and the Boxer Rebellion Anti-Colonial Movements: Liberian, Filipino, Latin American, etc.

Time frame

Quarter 3

9/10th Grade World History Curriculum Guide Updated June, 2015 55

9th

Scope and Sequence: Unit 3 Standards Learning Targets and Student Evidence Academic Vocabulary:

Allied Powers Militarism Imperialism Nationalism Fascism Communism Rebellions Alliances Capitalism

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

History 4.3.2 Analyzes the multiple causal factors of conflicts in world history. Guiding Topical Questions: 1. To what extent did militarism, imperialism, alliances, and nationalism set the stage for World War I? 2. To what extent did the different social science perspectives lead to war?

Examples: Students can demonstrate their understanding of the multiple causal factors of WWI by creating newspaper/magazine headlines depicting a variety of different causes. See lesson idea. Students will investigate the multiple causes of World War I in a researched letter, essay, journal, etc.

Academic Vocabulary: Appeasement Armistice Assimilation Final Solution Isolationism

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

Social Studies Skills 5.1.1 Understands the consequences of a position on an event in world history. Guiding Topical Questions: 1. How do historians come to understand the consequences of a position on events in world history?

Examples: Students can create positions on issues and events from this period in world history then: Identify and analyze what evidence is needed to support their positions. Students can identify and analyze the strengths and weaknesses of positions taken on historical issues and events from the period.

9/10th Grade World History Curriculum Guide Updated June, 2015 56

9th

Scope and Sequence: Unit 3 Standards Learning Targets and Student Evidence Social Studies Skills 5.2.2

Evaluates the validity, reliability, and credibility of sources when researching an event in world history. Guiding Topical Questions: 1. What makes a source valid, reliable and credible? 2. What makes a source invalid, unreliable and not credible?

Examples: Students can examine primary and secondary sources for validity, reliability and credibility. Students can identify and evaluate attributes of credible sources such as: Who wrote the source and why? Are there internal contradictions? Is the information confirmed in outside sources? Does the source understand various perspectives or rely on stereotypes?

Students will create written analysis or annotation of a sources validity, reliability and credibility.

Students can explain the rationale for choosing sources to make their argument/s. Students can look and evaluate sources based on the writer’s/author’s bias or reason for documenting history and then explain why they (the student) are using it today.

Social Studies Skills 5.4.1 Evaluates multiple reasons or factors to develop a position paper or presentation.

Examples: Students can evaluate the multiple factors leading to various revolutions during this period (including, but not limited to the Reformation, the Scientific Revolution, the Enlightenment, the French Revolution, the Industrial Revolution, etc…) Students can make a cartoon depicting and evaluating key causes leading to a particular revolution or movement. Students can demonstrate various reasons and/or perspectives to write a paper or make a presentation. Students will be able to use research guided by a theme to write/present their findings meeting the rubric.

9/10th Grade World History Curriculum Guide Updated June, 2015 57

9th

Scope and Sequence: Unit 3 Standards Learning Targets and Student Evidence Marzano Elements:

Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

History 4.2.3 Analyzes and evaluates how technology and ideas have shaped world history. Guiding Topical Questions: 1. How did new technology change the way wars were fought in the time period 1916-1945? 2. How were the people of Europe impacted by new technology during 1916-1945?

Examples: Students can construct a graphic organizer of new war and weapon technologies that were used in either WWI or II and can write a summary of the effects that each had. Students can evaluate how societies in Europe were affected by the new weapon/technologies used in either WWI or II. Students can evaluate the terms and ideas of the Versailles Treaty and analyze how they led to World War II.

Academic Vocabulary: Ethnocentrism

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

Geography 3.2.2 Understands and analyzes examples of ethnocentrism. Guiding Topical Questions: 1. To what extent did ethnocentrism affect the foreign and domestic policies of European nations? 2. To what extent did ethnocentrism play a role in starting World War I? 3. How did ethnocentrism impact the Versailles Treaty?

Examples: Students can read Rudyard Kipling’s poem “The White Man’s Burden” and draw conclusions about the point of view of imperial powers in the nineteenth century. Students can read and interpret political cartoons to find evidence of how ethnocentrism was perpetuated during this era. Students will create a booklet on national pride from the perspective of a European nation (Germany, Italy, France, England, etc.), prior to either WWI or II. See example. Students will analyze the national pride booklets in a discussion about how other nations will react to it. Students will evaluate the effect of ethnocentrism on the Versailles Treaty.

9/10th Grade World History Curriculum Guide Updated June, 2015 58

9th

Scope and Sequence: Unit 3 Standards Learning Targets and Student Evidence Marzano Elements:

Design Question 5: What will I do to engage students?

Element 25: Using Academic Games Element 27: Using Physical Movement

Social Studies Skills 5.3.1 Evaluates one’s own viewpoint and the viewpoints of others in the context of a discussion. Guiding Topical Questions: 1. What were the different perspectives of the various European peoples regarding the outcome of World War I and World War II? 2. To what extend does hearing another person’s viewpoint affect your own? Ed Tech 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry. Ed Tech 1.3.2 Locate and organize information from a variety of sources and media.

Examples: Students can participate in a Versailles Treaty simulation in order to gain a perspective on the various counties’ viewpoint on the Treaty of Versailles. Students can evaluate the perspectives of multiple national leaders regarding the outcome of World War I and/or World War II in a group discussion. (Suggested digital connection: use EPOP conferencing software to hold a discussion with another classroom). Students can locate and use a variety of digital reference sources that focus on sharing a variety of perspectives on a subject.

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

2.2.1 Economics Understands and analyzes how planned and market economies shape the production, distribution, and consumption of goods, services, and resources. Guiding Topical Questions: 1. To what extent do government policies affect economic systems? 2. How were people impacted by the distribution of resources during World War I and/or II?

Examples: Students will create a product based on their understanding of the economic decisions of various European nations in 1915. Students will formulate a list of resources that were scarce during WWII in Europe and can summarize the reasons for their scarcity. Students will prepare a list of criteria used by a European nation during WWII to distribute rationed resources to their people.

9/10th Grade World History Curriculum Guide Updated June, 2015 59

9th

Spokane Public Schools 9/10th Grade Social Studies World History

Unit Four Overview

Past, Present, and Future: Global Conflicts & Resolutions

Content Summary In World History Unit Four, students will study the time period of 1945 to present. Students will analyze how an understanding of history can help us prevent problems today. Skill Summary In the unit Past, Present, and Future: Global Conflicts & Resolutions, students will focus on research, reading and presentation strategies. Students will also apply the skill of compare and contrast and will evaluate problems and propose solutions. Unit Assessment Overview Students will complete a performance assessment. For the performance assessment, students will produce a cohesive verbal presentation that effectively compares two problems: one historic and one current. Students will then propose a solution to the current problem and justify their proposed solution based on research and analysis. Students will cite their sources using the MLA format and include annotations. Key Terms and Concepts

1. Apartheid 2. Banana Republic 3. Decolonization 4. Emerging Economies 5. Ethnic cleansing 6. European Union 7. Globalization 8. Golda Meir 9. Green Movement 10. Human Right 12. NAFTA 13. NATO 14. Nuclear Proliferation

15. Outsourcing 16. Persian Gulf War 18. Potsdam Conference 19. Refugees 20. Rwanda 21. SALT 22. September 11th 23. Terrorism 24. United Fruit Company 25. United Nations 26. USSR

60 9th/10th Grade Social Studies – World History Curriculum Guide

UNIT FOUR

Past, Present, and Future: Global Conflicts and Resolution

UNIT STANDARDS

Standard Description CCSS Reading History 9-10.10 By the end of grade 9/10, read and comprehend history/social studies texts in the grades 9-10 text complexity

band independently and proficiently. CCSS Speaking and Listening 9-10.1.b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking

votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

CCSS Speaking and Listening 9-10.1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCSS Speaking and Listening 9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)

Economics 2.2.2 Analyzes how and why countries specialize in the production of particular goods and services. Economics 2.3.1 Analyzes the costs and benefits of government trade policies.

Economics 2.4.1 Analyzes and evaluates how people across the world have addressed issues involved with the distribution of resources and sustainability.

Ed Tech 1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results.

Ed Tech 1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions. Geography 3.2.1 Understands and analyzes the interactions between humans and the environment across the world. History 4.2.2 Analyzes how cultures and cultural groups have shaped world history.

History 4.3.1 Analyzes and interprets historical materials from a variety of perspectives.

History 4.4.1 Analyzes how an understanding of world history can help us prevent problems today.

Social Studies Skills 5.1.1 Understands the consequences of a position on an event in world history.

Social Studies Skills 5.2.2 Evaluates the validity, reliability, and credibility of sources when researching an event in world history. Social Studies Skills 5.4.1 Evaluates multiple reasons or factors to develop a position paper or presentation.

61 9th/10th Grade Social Studies – World History Curriculum Guide

UNIT FOUR Global Conflicts and Resolution

Unit Four: Contemporary Global Issues (1945 – Present)

Scope and Sequence: Unit 4 Standards Learning Targets and Student Evidence Marzano Elements:

Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge? Design Question 5: What will I do to engage students?

History 4.2.2 Analyzes how cultures and cultural groups have shaped world history. Guiding Topical Questions: 1. How did culture and/or cultural groups impact the partition of India? 2. How have cultural groups impact the Israeli/Palestinian conflict? 3. What cultures have had the most profound impact on world history?

Examples: Students can explore the impact of various cultures on world history through a group discussion. - Possible lesson ideas: Socratic Seminar, Tutorial, Philosophical Chairs, Structured Academic Controversies Students can determine which culture – Muslim or Chinese – had the greatest impact on world history in a thesis statement.

Marzano Elements: Design Question 4: What will I do to help students generate and test hypothesis about new knowledge? Planning and Preparing for Use of Resources and Technology

46. Use of Available Technology

History 4.4.1 Analyzes how an understanding of world history can help us prevent problems today. Guiding Topical Questions: 1. In what ways have historians used the study of history to prevent problems today? (Ex: How can understanding the Jewish Holocaust help us eradicate genocide in Africa? How does the study of communicable diseases in history help us determine a course of action in fighting diseases today?) Ed Tech 1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results. Ed Tech 1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions.

Examples: Students will complete the Unit Four Assessment to demonstrate their understanding of this Summative GLE. See Unit Four Assessment Directions. Students will analyze the theme of genocide and conflict resolution through a variety of examples: Rwanda Darfur and the Sudan Ukraine (famine) Armenia Bosnia Nanjing Cambodia (Khmer Rouge) East Timor Guatemala Examples: When completing the Unit Four Assessment, students can create a digital presentation articulating the rationale for how understanding a historic event can help educate world citizens and prevent problems today. Students can make predictions and provide an example of how dealing with problems today can help us to become better prepared for problems tomorrow. Students can share their conclusions in the form of a digital presentation.

Time frame:

3 to 4 weeks

62 9th/10th Grade Social Studies – World History Curriculum Guide

Scope and Sequence: Unit 4 Standards Learning Targets and Student Evidence Marzano Elements:

Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

Social Studies Skills 5.1.1 Understands the consequences of a position on an event in world history. Guiding Topical Questions: 1. How do historians come to understand the consequences of a position on events in world history?

Example: Students will create positions on issues and events from this period in world history then: Identify and analyze what evidence is needed to support their positions. Students can identify and analyze the strengths and weaknesses of positions taken on historical issues and events from the period. Students can communicate through various types of verbal presentations, to an audience, about a past and present event in history and what solutions can be used to solve the issue. For example: the Holocaust and the Rwandan genocide.

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge?

Element 6: Identifying Critical Information Element 12: Recording and Representing Knowledge

Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

Element 17: Examining Similarities and Differences Element 19: Practicing Skills, Strategies, and Processes

Social Studies Skills 5.2.2 Evaluates the validity, reliability, and credibility of sources when researching an event in world history. Guiding Topical Questions: 1. What makes a source valid, reliable and credible? 2. What makes a source invalid, unreliable and not credible?

Examples: Students can examine primary and secondary sources for validity, reliability and credibility. Students can explain the rationale for choosing sources to make their argument/s. Students can look and evaluate sources based on the writer’s/author’s bias or reason for documenting history and then explain why they (the student) are using it today. Students identify and evaluate attributes of credible sources such as: Who wrote the source and why? Are there internal contradictions? Is the information confirmed in outside sources? Does the source understand various perspectives or rely on stereotypes? Students will create written analysis or annotation of a sources validity, reliability and credibility.

63 9th/10th Grade Social Studies – World History Curriculum Guide

Scope and Sequence: Unit 4 Standards Learning Targets and Student Evidence Marzano Elements:

Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

Geography 3.2.1 Understands and analyzes the interactions between humans and the environment across the world. Guiding Topical Questions: 1. To what extent have humans affected the environment across the world? 2. To what extent has the environment affected humans across the world?

Examples: Students can identify ways in which humans have jeopardized the environment due to motivations of economic gain. Students can take a stand on an environmental issues and can recommend a call to action to protect the environment. Students can analyze various environmental activist groups and can evaluate the actions each group is taking in order to lessen the impact of humans on the environment. Students can examine and analyze photographs from different regions for ways humans have affected the environment and how the environment may affect people.

Marzano Elements: Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

Social Studies Skills 5.4.1 Evaluates multiple reasons or factors to develop a position paper or presentation.

Examples: Students evaluate the multiple factors leading to various events during this period (for example but not limited to the WWI, the Great Depression, WWII, the Cold War, etc…) Students will make a presentation, song, music video, photo story, or movie maker that depicts and evaluates key causes leading to a particular events during this period. Students can use research guided by a theme to write/present their findings. Students can use multiple connections to show how the past and present are similar or related.

Marzano Elements: Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

Economics 2.3.1 Analyzes the costs and benefits of government trade policies. Guiding Topical Questions: 1. To what extent do protective tariffs affect the economies of developing nations? 2. How does the European Economic Union affect global trade?

Examples: Students can create and analyze a chart comparing and contrasting the costs and benefits of government trade policies attempting to make more efficient use of land, labor, capital, technology and resources. Students can select a specific government trade policy to evaluate its effectiveness while offering alternate solutions, if needed.

64 9th/10th Grade Social Studies – World History Curriculum Guide

Scope and Sequence: Unit 4 Standards Learning Targets and Student Evidence Marzano Elements:

Design Question 2: What will I do to help students effectively interact with new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

History 4.3.1 Analyzes and interprets historical materials from a variety of perspectives. Guiding Topical Questions: 1. How do different historical materials provide a variety of perspectives in world history? 2. How many different perspectives of an event must a historian gather in order to interpret history? 3. To what extent can hearing the perspectives of others affect our own perspectives?

Examples: Students can analyze the concept of globalization from a variety of different perspectives. Students can select an event in world history (the Holocaust, Darfur, Chernobyl, Cold War, the fall of communism, etc.) and create journal entries depicting multiple perspective of the event. Students can select a primary source document and explain how it can be interpreted in more than one way. Students can choose a controversial topic in the world today and write a multi- paragraph paper explaining the various perspectives on the issue.

Marzano Elements: Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

Element 17: Examining Similarities and Differences

Economics 2.2.2 Analyzes how and why countries specialize in the production of particular goods and services. Guiding Topical Questions: 1. To what extent is the production of specialized goods or services influenced by geography? Politics?

Examples: Students can analyze the main products/services of an emerging nation for world sales and explain how geography and politics influence its production. Students can compare and contrast how geography and politics influence what goods and services nations produce. Students can make comparisons between various nations’ goods and services can and draw conclusions about each nation’s geographic and political influences.

Marzano Elements: Design Question 4: What will I do to help students generate and test hypothesis about new knowledge?

Economics 2.4.1 Analyzes and evaluates how people across the world have addressed issues involved with the distribution of resources and sustainability. Guiding Topical Questions: 1. How does the distribution of resources differ between developed and developing nations? (Ex: China, Sri Lanka, Mexico, Central American, Africa, Middle East, etc.)

Examples: Students can identify and analyze a current world issue that involves the distribution of resources and a threat to its sustainability. Students can evaluate the evidence on the issue and suggest a potential solution and call to action.

65 9th/10th Grade Social Studies – World History Curriculum Guide

Spokane Public Schools 9/10th Grade Social Studies World History

Teacher Directions: Unit Four Performance Assessment

Purpose The purpose of the Quarter Four Performance Assessment is to provide students with an opportunity to demonstrate their understanding of how studying the past can help to prevent or solve problems today. Students will select a problem from the past (a historic event that had negative consequences) and will compare it with a similar problem/event from today. Based on their analysis of the two problems, students will create a presentation (that focuses on verbal communication skills) that evaluates the effectiveness of current solutions to the problem. . Teacher Directions

• Review the purpose of the assessment with your students and the Unit Four Rubric.

• Review language from the rubric, including key terms such as “justification.”

• Explain to students that while the final presentation/product will be verbally communicated, all

preparation leading up to the final product will entail written drafts of notes and content.

• Final products/presentations can take on a variety of different forms: PowerPoint Socratic Seminar Model UN Debate Panel Discussion

Individual Presentation PhotoStory/Movie Maker Website (video and audio podcast) Create a children’s book; present by reading out loud in class

• Model for students how to compare and contrast past and present problems/events.

** Two problems you could model in class are: 1.) The problem of genocide - with the historic event being the Holocaust and the current event being Darfur. 2.) The problem of human trafficking – with the historic event being the African slave trade and the current event being the trade of women and children from Asia, Latin America and Eastern Europe.

• Model how to cite a resources properly using MLA

• Provide students time in class to organize, revise and edit their final product.

Prompt: After researching informational texts on a historical problem and its current counterpart, produce a cohesive verbal presentation in which you compare the two problems. Include an evaluation of the effectiveness of current solutions to the problem. Support your discussion with evidence from your research.

66 9th/10th Grade Social Studies – World History Curriculum Guide

Spokane Public Schools 9/10th Grade Social Studies World History Name__________________________________________ Date_______________ Period______

Unit Four Unit Performance Assessment Past, Present, and Future; Global Conflicts and Resolutions

Can analyzing problems of the past help us to solve a problem today? Can studying the past help us to understand the future? To be an informed citizen you need to have an understanding of how the past connects with the present. In this unit assessment, you will have the opportunity to demonstrate your ability to analyze a historic problem and compare to a current problem. You will also evaluate the effectiveness of the current solutions to the problem.

Directions to the student

Possible Areas of Exploration: Genocide Human trafficking Hunger and Famine Disease Independence Movements Weaponry (access to and/or lack of) Sustainability Poverty Globalization Environment Pirating Immigration Technology (access to and/or lack of) Children Rights Terrorism Human Rights

Assessment Checklist:

From the list, select a historic topic as well as its modern counterpart. Historic

Problem: Current Problem:

Research the background of each of the topics. Use a graphic organizer, compare and contrast the two topics and explain what lessons can be learned from studying these problems. Evaluate the effectiveness of the current solutions to the problem. Prepare a presentation that highlights all the above criteria and reinforces your proposed solution in a well-organized, exceptionally clear, and highly engaging presentation.

Prompt: After researching informational texts on a historical problem and its current counterpart, produce a cohesive verbal presentation in which you compare the two problems. Include an evaluation of the effectiveness of current solutions to the problem. Support your discussion with evidence from your research.

12th Grade CWA Curriculum Guide – 2015 67

9/10th Grade World History Unit 4 –Past, Present, and Future: Global Conflicts & Resolutions

Name_____________________________________________________ Date____________________________ Period_________

Scoring Elements

Advanced Meets Expectations Approaches Expectations Not Yet 4 3.5 3 2.5 2 1.5 1

Focus Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

Addresses prompt appropriately and maintains a clear, steady focus.

Addresses prompt appropriately, but with a weak or uneven focus.

Attempts to address prompt, but lacks focus or is off‐task.

Thesis/ Controlling Idea

Establishes a strong controlling idea with a clear purpose maintained throughout the response.

Establishes a controlling idea with a clear purpose maintained throughout the response.

Establishes a controlling idea with a general purpose.

Attempts to establish a controlling idea, but lacks a clear purpose.

Reading/ Research

Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

Development Presents thorough and detailed information to strongly support the focus and controlling idea.

Presents appropriate and sufficient details to support the focus and controlling idea.

Presents appropriate details to support the focus and controlling idea.

Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy

Organization Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

Maintains an appropriate organizational structure to address the specific requirements of the prompt.

Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure.

Attempts to organize ideas, but lacks control of structure.

Conventions Demonstrates and maintains a well‐ developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.

Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

Content Understanding

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in‐ depth understanding.

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

Verbally Communicate Presentation

Verbally articulates the comparison between the two problems with an analysis of the current solutions in a highly engaging, polished, and eloquent presentation.

Verbally articulates the comparison between the two problems with an analysis of the current solutions in an organized and clear presentation.

Verbally articulates the comparison between the two problems with an analysis of the current solutions in a moderately organized, somewhat clear presentation.

Verbally articulates the comparison between the two problems with an analysis of the current solutions that lacks organization or clarity.