Socratic seminar that examines the American, French, or Haitian Revolutions. Illustrated page of a children’s book involving one major event from the French Revolution. Report card on Napoleon with varied historical figures as his instructors. French Revolution video project. French Revolution CD case/song. French Revolution Choices simulation. Quizzes and tests (selected and constructed response) Take-home essay Stage 3—Learning Plan Learning Activities: Lecture/discussion Development of analytical skills through examination of primary documents (visual and textual) and articulation of thesis statements Selected use of documentary films Guided questions with readings Student-generated study aids Annotated timelines Nineteenth Century European Modernization (1750-1871) (Industrialization & Nationalism) Stage 1—Desired Results Established Goals: WHII.5 A-D WHII.6 A-D WHII.7 WHII.9 A-B WHII.10A-B Understandings: The Industrial Revolution had a far-reaching impact on societies around the world. Nationalism and ideological movements served as catalysts for varying degrees of political, economic, and social change. Arts and literature serve as a means of fostering debate and dialogue in society. Essential Questions: To what degree did industrial change impact different aspects of society and the global economy? How did nationalism and ideological movements impact European society in the nineteenth century? What role do arts and literature play in society? Students will know… the causes of the Industrial Revolution that the working and middle classes grew and changed significantly as a product of industrial development the positive and negative effects of the Industrial Revolution key political/economic theories Students will be able to… explain the forces that brought the onset of the Industrial Revolution. identify and explain key inventions and advancements during the era. explain how the revolution impacted the class structure in society and the lives of individuals in those classes
WHII.13 A-G WHII.14 A-D WHII.15 A-C WH II. 33 Understandings: An array of internal and external forces influence people’s actions in shaping value systems and histories. Rather than entirely universal, notions of civilization and societal values are shaped by time and place, and clashing views sometimes contribute to conflict. Essential Questions: How did the continent that launched the Enlightenment come to launch imperialism in the 1800s? What forces and actors were key to imperial expansion and resistance to that expansion around the world? Who was more affected by or the colonized—in the short term or the long term? How do we define civilization? What different versions of civilized society existed in the 19th century, and what happened when they came into conflict with one another? Students will know… the key terms, figures, events, and regions associated with imperialism the various methods of governance employed by imperial powers why industrial powers were so successful in asserting control over various populations around the globe Students will be able to… explain the forces that motivated imperialism identify and describe the geographic areas subject to imperialism explain how technology was used as a tool of imperialism explain the different types of control employed by imperialists identify and evaluate the positive and negative effects of imperialism identify and analyze various responses to imperialism … in both Africa and Asia. Stage 2—Assessment Evidence Performance Tasks: Socratic seminar on Japanese modernization Scrapbooking, storybooks, etc. Oral presentations Video presentations PowerPoint presentations Other Evidence: Pre-test, K-W-L, or oral/written responses to essential questions Homework/comprehension checks Document analysis Performance task self-evaluation Quizzes and tests (selected and constructed response) Take-home essay 3—Learning Plan Learning Activities: Things Fall Apart reading and discussion Choices Congo debate simulation Primary and secondary source analysis and discussions
that the Holocaust was a well-planned genocide of Jews and other minority groups explain the planning and outcomes related to the Holocaust Stage 2—Assessment Evidence Performance Tasks: Socratic seminar Other Evidence: Pre-test, K-W-L, or oral/written responses to essential questions Homework/comprehension checks Document analysis Performance task self-evaluation Quizzes and tests (selected and constructed response) Take-home essay Stage 3—Learning Plan Learning Activities: Primary and second source analysis and discussion Videos: The Bombing of Germany, Shoah, People’s Century: Total War, The Pacific, selected YouTube clips Guest speakers The Cold War and Beyond (1945- ) Stage 1—Desired Results Established Goals: WH II.30 WH II.31 WH II. 32 WH II. 34 WH II. 38 WH II. 39 WH II. 40 WH II. 44 WH II. 47 Understandings: The Cold War so heavily guided foreign policy for the United States and Soviet that it stretched to impact domestic politics and conditions of most countries around the world to the present. Essential Questions: To what extent did Cold War politics, economics, and ideologies shape the world after 1945? And to what extent did events around the world during that period impact Cold War politics? To what extent does the present-day world reflect Cold War legacies?