|
District
11 Diamond Units/Lessons Overview - includes information about the
purpose, goals and structure of these sample instructional units:
Enduring Understandings
- important ideas
that students should carry with them years beyond the instruction received
this year.
-
The dynamics of change and continuity across the
world history periods covered in this course, and the causes and
processes involved in major changes of these dynamics.
-
Patterns and effects of interaction among
societies and regions can bee seen in trade, war, diplomacy,
and international organizations.
-
Technology, economics, and demography affect
people and the environment (population growth
and decline, disease, labor systems, manufacturing, migrations,
agriculture, weaponry).
-
Systems of social structure and gender structure
vary across societies and impact how they change and maintain
continuity.
-
Cultural, intellectual, and religious
developments, vary among and within societies.
-
Attitudes toward states, political culture,
functions/structures of states including the emergence of the
nation-state (types of political organization) change over time.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- What were the major causes and effects of the Renaissance in Europe?
- How does the environment shape human society?
- 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?
-
How
were societies affected by philosophical ideas of the Enlightenment?
-
How
did the English Civil War and Glorious Revolution influence ideas of the
Enlightenment?
-
How
did scientific and technological developments impact society?
-
How
did revolutions change the boundaries of nations and their forms of
government?
-
What
were the causes and effects of European and Latin American revolutions?
-
Where
did the Industrial Revolution begin? Why there? What were its regional
and worldwide effects?
-
What
were the social and economic effects of the Industrial Revolution?
-
How
did economic philosophies develop and impact the Industrial Revolution?
How did philosophical perspectives differ?
-
What
human characteristics led to the rise of nationalism and unification?
-
How is
political power used to advance the interest of specific nations?
-
What
was the reaction of native populations to imperialism?
-
How
did the countries involved view events that sparked the war? What do
primary and secondary sources reveal about the causes of WWI?
-
How do
maps increase understanding of the events of WWI? What
was the impact of technology on the war?
-
What
were the major results of the war?
How
was political power used and lost as a result of WWI?
Why did the Russian revolution occur?
-
How
did the economic developments of the 1920's impact world societies?
-
What
were the political, economic, military causes of WW II?
How do
maps increase understanding of the events of WWII?
-
How
can major events of WWII be organized chronologically?
-
How
has power been acquired, maintained, used and or lost since World War
II?
-
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
-
Chronology/Cause & Effect: Determine cause and effect relationships
based on organizing major historical and/or current events
chronologically.
-
Historical Inquiry: Utilizing multiple perspectives, analyze and
question historical data from primary and secondary sources during major
historical eras.
- Diverse
and Changing Societies: Evaluate the impact of interactions and
contributions of diverse peoples and cultures on past and current
societies.
-
Science, Technology, and Economic Activity: Evaluate the impact of
economic, scientific and technological developments on human
interactions.
-
Political Institutions and Theories: Analyze how political power has
been acquired, maintained, used and/or lost among various cultures
throughout history.
-
Religious and Philosophical Ideas: Determine how societies have been
affected by religious and philosophical ideas.
Geography
- 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]
-
Characteristics of Place and Region: Use physical and human
characteristics to define regions important in human history.[G2]
-
Patterns of Human Population and Interaction: Analyze the physical
and cultural impact of human migration.[G4]
- Human
and Physical Systems: Evaluate how human and physical systems
interact and impact one another.[G5]
|
