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Enduring Understandings
- important ideas
that students should carry with them years beyond the instruction received
this year.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- To what extent is the past a
predictor of the future?
- What were the major causes and effects of the Renaissance in Europe?
- How does the environment shape human society in the Renaissance?
- How did societal structure during the Renaissance compare to that of
today?
- How did scientific and technological developments impact society
during the Reformation?
- How did religious and philosophical ideas impact Renaissance
society?
- What are the major events of the Reformation and how can they be
organized chronologically? What cause/effect relationships exist among
these events?
- How were the cultural achievements of the Europeans during the
Renaissance comparable to those of the Ottomans and Mughals/Moguls at
the same time?
- How do maps increase understanding of the Ottomans and Safavids? How
are cultural regions defined over time?
- What economic, social and religious factors motivated Discovery,
Exploration and Colonization?
- How do maps and charts increase understanding of Exploration and
Colonization?
- What human and physical systems interacted during the Age of
discovery, exploration and colonization
- How were Africans, American Indians, Asians, and Europeans impacted
by contacts/ migration during the era of exploration and colonization?
- How did Asian ideas impact European trade?
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How were
societies affected by philosophical ideas of the Enlightenment?
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How did
the English Civil War and Glorious Revolution influence ideas of the
Enlightenment?
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How did
scientific and technological developments impact society?
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How did
revolutions change the boundaries of nations and their forms of
government?
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What were
the causes and effects of European and Latin American revolutions?
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Where did the
Industrial Revolution begin? Why there? What were its regional and
worldwide effects?
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What were the social
and economic effects of the Industrial Revolution?
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How did economic
philosophies develop and impact the Industrial Revolution? How did
philosophical perspectives differ?
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What human
characteristics led to the rise of nationalism and unification?
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How is political
power used to advance the interest of specific nations?
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What was the
reaction of native populations to imperialism?
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How did the
countries involved view events that sparked the war? What do primary
and secondary sources reveal about the causes of WWI?
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How do maps increase
understanding of the events of WWI?
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What was the impact
of technology on the war? What were the major
results of the war?
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How was political
power used and lost as a result of WWI? Why did the Russian revolution occur?
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How did the economic
developments of the 1920's impact world societies?
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What were the
political, economic, military causes of WW II?
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How do maps increase
understanding of the events of WWII? How can major events
of WWII be organized chronologically?
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How has power been
acquired, maintained, used and or lost since World War II?
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How have religious
and philosophical ideas impacted societies since WWII?
Standards and Benchmarks
History
1: Students understand the chronological organization of
history and know how to organize events and people into major eras to
identify and explain historical relationships.
Benchmark B: Students use chronology to organize historical
events and people.
History 2: Students know how to use the processes and resources of
historical inquiry.
Benchmark 2ormation (e.g., letters, diaries,
literature, text, newspaper, art, music, technology, oral history,
interviews).
History 3: Students understand that societies are diverse and change
over time.
Benchmark B: Students understand the history of social
organization in various societies.
History 4: Students understand how science, technology, and economic
activity have developed, changed, and affected societies throughout
history.
Benchmark A: Students understand the impact of scientific
and technological developments on individuals and societies.
History 5: Students understand political institutions and
theories that developed and changed over time.
Benchmark C: Students know how political power has been
acquired, maintained, used and/or lost throughout history.
History 6: Students know that
religious and philosophical ideas have been powerful forces throughout
history.
Benchmark C: Students know how
various forms of expression reflect religious beliefs and philosophical
ideas.
Geography 1: Students know how
to use and construct maps, globes, and other geographic tools to locate
and derive information about people, places, and environments.
Benchmark A: Students know
how to use maps, globes, and other geographic tools to acquire, process
and report information from a spatial perspective.
Geography
2:
Students know the physical and human characteristics of places, and used
knowledge to
Benchmark B: Students know how and why people define regions.
Geography 4: Students understand
how economic, political cultural, and social processes interact to shape
patterns of human populations, interdependence, cooperation
and conflict.
Benchmark E:
Students know how cooperation and conflict among people influence the
division and control of the earth's surface.
Geography 5: Students understand the effects of interactions between
human and physical systems and changes in meaning, use, distribution,
and importance of resources.
Benchmark B: Students know how physical systems affect
human systems.
D-11 Social Studies Indicators
History
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Chronology/Cause & Effect: Determine cause and effect relationships
based on organizing major historical and/or current events
chronologically.
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Historical Inquiry: Utilizing multiple perspectives, analyze and
question historical data from primary and secondary sources during major
historical eras.
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Diverse
and Changing Societies: Evaluate the impact of interactions and
contributions of diverse peoples and cultures on past and current
societies.
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Science, Technology, and Economic Activity: Evaluate the impact of
economic, scientific and technological developments on human
interactions.
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Political Institutions and Theories: Analyze how political power has
been acquired, maintained, used and/or lost among various cultures
throughout history.
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Religious and Philosophical Ideas: Determine how societies have been
affected by religious and philosophical ideas.
Geography
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Use and
Construction of Geographic Tools: Analyze maps, globes, charts,
graphs, and databases to acquire, process and report information about
people, places and environments. [G1]
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Characteristics of Place and Region: Use physical and human
characteristics to define regions important in human history.[G2]
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Patterns of Human Population and Interaction: Analyze the physical
and cultural impact of human migration.[G4]
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Human
and Physical Systems: Evaluate how human and physical systems
interact and impact one another.[G5]
World History Conceptual
Vocabulary
Research confirms that students must have at least 6
opportunities through varied means to experience the same vocabulary before
it can be applied. Here are 6 sample methods for teaching the vocabulary for
this unit:
These examples are endorsed by the
Mid-Continental Research in Education Laboratory (McREL) Six Step Strategy
to Improving Vocabulary. Instead of Looking at a dictionary first, follow
the 6 steps to insure students have a full understanding. Read more about
Research on Teaching
Vocabulary.
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Step 1: Teacher provides
a description, explanation, or example of the term
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Step 2: Student
restates the description, explanation, or example in his/her own words
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Step 3: Student designs a
visual representation
Use the suggested
Vocabulary
Activities for Steps 4-6.
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Step 4: Student
completes activities that provide practice for using terms in writing
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Step 5: Students review and
discuss word meanings
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Step 6: Students practice
words with games
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