is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Example: Reading 9-12 Behavior of individuals & groups Entering: Locate visually supported information on social issues (e.g., from photographs, headlines, and bylines in newspapers, magazines, or on the Internet) Beginning: Locate visually supported information on social issues (e.g., in newspaper, magazine, or website articles) Developing: Compare and contrast visually supported information on social issues or inequities from various news sources Expanding: Interpret visually supported information on social issues or inequities from various news sources Bridging: Evaluate authenticity of information on social issues or inequities from various news sources Example: Reading 9-12 World histories, civilizations, and cultures Entering: Match people or places with periods in world history through illustrations, words/phrases, and timelines Beginning: Identify features of periods in world history from phrases or sentences and timelines Developing: Classify features of periods in world history from descriptive sentences and timelines (e.g., before or after French Revolution) Expanding: Compare/contrast features of periods in world history based on paragraphs and timelines Bridging: Interpret features of periods in history from grade level text World History Pacing Guide FIRST QUARTER SECOND QUARTER Suggested Time Topics Big Ideas Suggested Time Topics Big Ideas 1-3 Enlightenment and the Founding of the United Explain causes, courses, and outcomes of the Enlightenment 1-3.5 Unification and Imperialism (1800-1914) The differences between colonial and empire rule in Southeast Asia, Africa, India, and Latin America Analyze native resistance to Imperialism
East. (E, G, H, P) W.31 Analyze the aims and negotiating roles of world leaders, including Woodrow Wilson’s Fourteen Points, and the causes and effects of the U.S. rejection of the League of Nations on world politics. (H, P) W.31 What were the aims of WWI peace settlements? Why did the U.S. reject the League of Nations? Vocabulary (Tier 3) Genocide, Ethnic cleansing, Turks, Caliphate, Ho Chi Minh, Pan-Africanism, Thuku, Civil disobedience, zaibatsu, Gandhi, communism, Balfour Declaration, Mao Zedong, genocide, caliphate, Pan-Africanism, civil disobedience, zaibotsu, guerrilla tactics, redistribution of wealth, oligarchy Academic Vocabulary (Tier2): annual, appropriate, depress, element, legislate, volunteer, compensation, ceased, eventually, investor establish (For Vocabulary Information see p. 4) Trace advances in weaponry, the belief that the “Great War” would end war, and disarmament movements. Excerpts from “The Nuremburg Laws” (Not Rated Lexile) Literacy RH.9-10.1;3 Analyze the aims and negotiating of world leaders, including Woodrow Wilson’s Fourteen Points, and the causes and effects of the U.S. rejection of the League of Nations on world politics. Excerpts from Elie Wiesel’s (570L) W.31 List the aims of world leaders (U.S. Great Britain, France) using a Serving as members of Woodrow Wilson’s advisors, students will reduce the Fourteen Points peace plan to Seven Points. Students have the options of eliminating or combining. Literacy.RH.9-10.2 W.32 Activity: Read through poems of WWI soldiers, primary and secondary sources, and have students write diary entries as soldiers. Group Reports - Compare the conflicting aims and aspirations of the conferees at Versailles and the Treaty of Versailles’ economic and moral effects on Germany. Pp. 288-289. Literacy RH.9-10.1,2,3
W.38 Gather information from multiple sources describing issues of over production, underemployment and inflation. W.36 What is the relationship between the impact of restrictive monetary and trade policy? Vocabulary (Tier 3): depression, collective bargaining, deficit spending, surrealism, uncertainty, principle Academic Vocabulary (Tier 2): annual, appropriate (For Vocabulary Information see p.4) W.38 What are the issues of over production, underemployment and inflation? W.36 - W.37 Summarize the causes of the Great Depression into short paragraphs. Students will then debate which cause was the most responsible. Literacy RH.9-10.9 Compare and contrast economic plunges from 1929-1939 in different countries charts. McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 294-297. Print. Excerpts from Franklin D. Roosevelt’s “Arsenal of Democracy” (Not Rated Lexile) Excerpts from Winston Churchill’s “Fight on the Beaches” speech (Not Rated Lexile) Excerpts from John Hershey’s “Hiroshima” (1190L) W.38 Gather information from multiple sources describing issues of over production, underemployment and inflation. Compare and contrast the United States’ New Deal with France’s Popular Front using a graphic organizer. Literacy RH.9-10.9 W.38 List the details of dictators rise to power in Europe after World War I. (Mussolini, Hitler, Stalin). Be sure to include impact of economic instability on dictator popularity. McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 294-297 & 299-307. Literacy RH.9-10.3