World History Grade 9/10 - Spokane Public Schoolsswcontent.spokaneschools.org/cms/lib/WA01000970/Centricity/domain...World History Grade 9/10 ... completing a Document-Based Question

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

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 at least three sources from the documents provided

Unit Two —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.

Unit Three – Students will complete the Causes of Conflict CBA around a conflict they studied in Unit 3.

Unit Four- 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

Scope and Sequence Overview

Unit Name Unit Theme Suggested # of Days

Unit 1-Global Expansion and Encounter Themes of World History 5

Unit 1-Global Expansion and Encounter World Religions 10

Unit 1-Global Expansion and Encounter The First Global Age 5

Unit 1-Global Expansion and Encounter Expanding Empires Outside Europe 10

Unit 1-Global Expansion and Encounter Towards a Global Economy 10

Unit 1-Global Expansion and Encounter Unit 1 Assessment 5

Unit2-Age of Revolution Transformations in Europe 10

Unit2-Age of Revolution Global Revolutions 10

Unit2-Age of Revolution Political Revolutions and Their Legacies 10

Unit2-Age of Revolution Industrial Revolution 10

Unit2-Age of Revolution Unit 2 Assessment 5

Total Number of Suggested Days 90

Unit Name Unit Theme Suggested # of Days

Unit 3- Global Crisis and Achievement Imperialism 10

Unit 3- Global Crisis and Achievement Global Crisis and Achievement 5

Unit 3- Global Crisis and Achievement Word War I 10

Unit 3- Global Crisis and Achievement The Russian Revolution 10

Unit 3- Global Crisis and Achievement The Rise of Fascism and the Totalitarian… 10

Unit 3- Global Crisis and Achievement World War II 5

Unit 3- Global Crisis and Achievement Unit 3 Assessment 5

Unit 4: Past, Present and Future: Global … The Cold War and the Third World 5

Unit 4: Past, Present and Future: Global The Cold War 5

Unit 4: Past, Present and Future: Global Forces for Independence/Revolution in Asia 5

Unit 4: Past, Present and Future: Global Movements Toward Independence/Democracy 5

Unit 4: Past, Present and Future: Global Shifts of Power in the Middle East 5

Unit 4: Past, Present and Future: Global Contemporary Global Issues 5

Unit 4: Past, Present and Future: Global Unit 4 Assessment 5

Total Number of Suggested Days 90

Spokane Public Schools 10thth Grade Social Studies

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

Unit 1 Global Expansion and Encounter

Scope and Sequence Possible Standards and Learning Targets Resources

5 Days: Themes of World History

Vocabulary evidence primary source secondary source point of view bias chronology cultural diffusion cultural Interaction political Structures economic Structures human-environment interaction

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

Students can evaluate a primary and secondary source based upon evidence point of view and biases.

TCI-World Connections-Chapter One-Themes of World History

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

CCSS Reading History 9-10.4 Determine the meaning of words and phrases as they are sued in a text, including vocabulary describing political, social, or economic aspects of history/social science.

Students can understand and apply the thematic approach to the study of world history in terms of cultural interactions, political structures, economic structures, social structures and human environment interaction.



10 Days: World Religions

Vocabulary Judaism Christianity Islam Hinduism Buddhism Confucianism Monotheism Torah Polytheism Qur’an Sunnah caste karma filial piety ideology

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

Students can research major world regions (cultures) while identifying where their culture started and its history.

TCI-World Connections-Chapter Three-World Religions

Social Studies Skills 5.2.1

Creates and uses research

questions that are tied to an

essential question to focus inquiry

on an idea, issue, or event.

How does the ________ religion

traditions, or beliefs effect the

daily life of a follower?

Students can write a research

question to investigate

aspects of a specific culture.


Students will be able to

describe a specific

culture/religion they learned

about and explain details that

are unique to that group.


Practice taking Cornell Notes on the chapter or Primary/Secondary sources while highlighting key vocabulary



5 Days: The First Global Age

Vocabulary

globalization westernization absolutism divine right gunpowder revolution bureaucracy commercial revolution capitalism secular conquistadors mestizos inflation Columbian Exchange great dying humanism

Geography 3.3.1

Understands how the geography of expansion and encounter has shaped global politics and economics in the past or present

Student can explain how the natural resources of North, Central, and South America affected the colonial aims of the British and Spanish.

TCI-World Connections-Chapter Ten-Era Overview: The First Global Age 1400-1800

History 4.3.1

Analyzes and interprets historical materials from a variety of perspectives in world history (1450—present).

Students can distinguish between

conflicting views of the

experiences of the Spanish

Explorers and the native peoples’

Social Studies Skills 5.2.2

Evaluates the validity, reliability, and credibility of sources when researching an issue or event.

Students can evaluate primary sources of various individuals to what they have learned happened during this Era.

Reformation Counter-Reformation Scientific Revolution Enlightenment

Chapter 10 presents an overview of the Global Age. As a teacher, you can use this chapter as a road map to this era of history. However, if you want students to understand concepts and events in more depth you may want to spend more time with chapters 11 and 13

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

Students will practice citing specific textual evidence from the text or primary sources to support their answers.



10 Days: Expanding Empires Outside Europe

Vocabulary meritocracy janissary civil service despot tribute daimyo samurai shogun czar boyars serf

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

Students will read/research about an empires outside of Europe looking for how they effected politics and economics. Example: Muslim Empire, Byzantine Empire, Ghana Empire, Mayas, Aztecs, Incas, Feudal Japan, Mongols

TCI-World Connections-Chapter Eleven-Expanding Empires Outside of Europe

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

Students will be able to explain how the various empires expanding outside of Europe spread their culture (religion, civics, economics)

CCSS Reading 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.

Students can analyze maps, charts, graphs that show the spread of culture (example Major World Religions, Languages of the World) in connection to the Empires they learned about during the unit.

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

Students can explain how expansion has impacted the world today and who has had the longest and shortest influence. (Would use map, charts, graphs)



10 Days: Towards a Global Economy

Vocabulary globalization westernization absolutism divine right gunpowder revolution bureaucracy Commercial Revolution capitalism secular conquistadors mestizos inflation Columbian Exchange Great Dying

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

Students can evaluate a primary and secondary source based upon evidence point of view and biases.

TCI-World Connections-Chapter One-Themes of World History

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

Students can be able to describe events as being either voluntary or involuntary while explaining the causes and effects. Examples: The African Slave trade Spanish Conquistadores conquering the Aztecs/Mayans Europeans conquering North America Native Americans in the United States moving West.

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.

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.

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

http://www.wdl.org/en/item/10096/#collection%3Dflorentine-codex

http://archive.org/

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

http://hdl.loc.gov/loc.pnp/cph.3b07443

http://archive.today/nuiw

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

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

Spokane Public Schools 9th/10thth Grade Social Studies

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 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.

Unit 2 Age of Revolution


10 Days: Transformations in Europe

Vocabulary Renaissance humanism vernacular perspective Reformation indulgence Protestant Counter-Reformation Scientific Revolution Geocentric theory Heliocentric theory scientific method Enlightenment Social Contract natural rights separations of powers

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

Students will be able to identify important individuals from the Reformation and Scientific Revolution. Students will able to explain how they impacted and shaped world history.

TCI-World Connections-Chapter Twelve-Transformations in Europe

Social Studies Skill 5.1.1 Analyzes consequences of positions on an issue or event.

Students will be able to explain what the consequences were on governments in response to the Enlightenment.

Writing 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 entails they include and emphasize in their respective accounts

Students can compare quotes

from both John Locke and

Thomas Hobbes analyzing

their beliefs about human

nature and governments.



10 Days: Global Revolutions

Vocabulary Republicanism Liberalism Coup d'etat Nationalism Constitutionalism capital Capitalism Socialism Imperialism Note: Chapter 14 presents an overview of An Age of Global Revolutions. As a teacher, you can use this chapter as a road map to this era of history. However, if you want students to understand concepts and events in more depth you may want to spend more time with chapters 15 and 16. Chapter 17 “Imperialism Throughout the World” can be taught in second semester.

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

Students will be able to describe how different governments impact the lives of their citizens (French Rev., Latin America Independence, Nationalism)

TCI-World Connections-Chapter Fourteen- Era Overview: Global Revolutions 1700-1914

History 4.2.1

Analyzes how individuals and movements have shaped world history (1450— present).

Student can analyze how the industrial revolution impacted economic and social structures and the human environment.



10 Days: Political Revolutions and

Their Legacies

Vocabulary rule of law popular sovereignty liberal conservative guerilla warfare

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

Student can describe how various governments impact the lives of their citizens that caused them to revolt? American, France, Italy, Germany, Latin America, East Asia

TCI-World Connections-

Chapter Fifteen- Political

Revolutions and Their

Legacies

History 4.2.1


Students can examine the impact of

Toussaint L’Ouventure had on

revolutionary ideas in Latin America.



10 Days: Political Revolutions and

Their Legacies

Vocabulary vocabulary productivity domestic system factory system mass production enclosure capitalism monopoly urbanization labor union strike

History 4.2.1


Student can analyze how the industrial revolution impacted economic and social structures and the human environment.


Chapter Sixteen- Industrial

Revolution

History 4.1.1 Analyzes change and continuity within a historical time period

Students can explain how the factory system changed the way products were made. Students can describe how social, economic, and political themes stayed the same and/or changed throughout the industrial revolution.

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


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)

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)

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 (October 17, 1787)

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


Student Analysis:

Type of Source

Primary Source

Secondary Source

Thematic Approach

Human/Enviro

Political

Economic


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


Student Analysis:

Type of Source

Primary Source

Secondary Source

Thematic Approach

Human / Enviro

Political

Economic

Cultural

Social Interaction

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.

Abbie Sieyes, What is the Third Estate (1789)

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)

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)

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 #12

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

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

General (March 28, 1789)

Document #14

Student Analysis:

Type of Source

Primary Source

Secondary Source

Thematic Approach

Human / Enviro

Political

Economic Cultural

Social Interaction

Source: Glencoe World History (2010)

Document #15

Economics of the French Revolution

Source: The Center for History and

New Media, George Mason University

(2010)

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.

Student Analysis:

Type of Source

Primary Source

Secondary Source

Thematic Approach

Human / Enviro

Political

Economic

Cultural

Social Interaction

Document #16

Women’s March to Versailles (1789)

Women demanded relief from Louis XVI for the nationwide food shortage.

Document #17

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 #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)

Student Analysis:

Type of Source

Primary Source

Secondary

Source

Thematic Approach

Human / Enviro

Political

Economic Cultural

Social

Interaction

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

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

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.


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.







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

Unit Three Overview

Global Crisis and Achievement

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 Students will complete the Causes of Conflict CBA around a conflict they studied in Unit 3.

Unit 3 Global Crisis and Achievement


10 Days: Imperialism

Vocabulary Imperialism White Man’s Burden racist sphere of influence partition The Scramble for Africa infrastructure Monroe Doctrine

Geography 3.2.2 Understands and analyzes examples of ethnocentrism.

Students will view political cartoons about Imperialism and be able to label examples of ethnocentrism.

TCI-World Connections-Chapter

Seventeen- Imperialism

Civics 1.3.1 Analyzes the relationships and tension between national interest and international issues in world history.

Students can analyze how European nations economic, political, and cultural goals in the Era of Imperialism. Examples: Scramble for Africa Berlin Conference Opium War East India Company



Global Crisis and Achievement

Vocabulary sphere of influence protectorate imperialism economic imperialism militarism authoritarian dictatorship fascism appeasement genocide civilian Chapter 18 presents an overview of Global Crisis and Achievement, 1900-1945. As a teacher, you can use this chapter as a road map to this era of history. However, if you want students to understand concepts and events in more depth you may want to spend more time with chapters 19, 20, 23, and 24. Chapter 17 “Imperialism Throughout the World” can be taught as an introduction to the causes of global conflict.

History 4.3.2-Analyzies multiple causal factors to create positions on major events in world history

Student can explain the major casual factors that led to World War I. Eg. Nationalism, Imperialism, Alliance System, Militarism.


Chapter Eighteen- Global

Crisis and Achievement

Civics 1.3.1 Analyzes the relationships and tension between national interest and international issues in world history.

Students can analyze how the actions of various leaders impact or cause international issues.



10 Days: Word War I

Vocabulary neutrality stalemate inflation rationing propaganda Paris Peace Conference Treaty of Versailles The League of Nations mandate

History 4.3.2 -Analyzes multiple causal factors to create positions on major events in world history

Students can explain the major casual factors that led to World War I. Ex. Nationalism, Imperialism, Alliance System, Militarism.


Nineteen- World War I

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

Students can compare and contrast weapons in World War 1 and analyze their impact on the wat wars were fought and perceived.

Social Studies Skills 5.1.2 Evaluates the precision of a position on an issue or event

Students can critique the specificity of details that support a position on the consequences of the Treaty of Versailles



10 Days: The Russian Revolution

Vocabulary entrepreneur bankrupt socialism civil liberties

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

Student can identify the major differences between communism and capitalism with regards to production, distribution, and consumption.

TCI-World Connections-Chapter Twenty-

The Russian Revolution

Social Studies Skills-5.1.2 Evaluates the logic of reasons for a position on an issue or event.

Student can detail the costs and benefits of communism on the Russian people.



10 Days: The Rise of Fascism and the

Totalitarian States

Vocabulary fascism republican coalition totalitarian censor corporation coup platform propaganda command economy

Civics 1.2.3 Evaluates the impact of various forms of government on people in the past and present

Student can identify how fascist and totalitarian states impacted people’s lives and cultural interactions.


Three-The Rise of Fascism and the

Totalitarian States

Civics 1.3.1 Analyzes the relationships and tensions between national interests and international issues in the world in the past or present.

Student can examine how Italy and Germany forced their own interests on the surrounding regions.



5 Days: World War II

Vocabulary aggression militarism sanction Axis Powers appeasement Munich Pact embargo isolationism Blitzkrieg puppet government Atlantic Charter ghetto counterattack D-Day Holocaust war crime Nuremberg Trials sovereignty

Geography 3.2.1

Analyzes and evaluates human

interaction with the environment

across the world in the past or

present.

Students can analyze how advances in technology increase the destructive effects of war on people and the environment in which they live.


Four-World War II.

History 4.2.1 Analyzes how individuals and movements have shaped world history (1450—present).

Students can identify how the actions of various leaders impacted and caused change in the world during World War II.

Causes of Conflict CBA

Understanding the causes of conflicts may help us resolve current conflicts or even prevent future ones from occurring. You will research a conflict and analyze its causes from different social science perspectives.

Directions to students1

In a cohesive paper or presentation2 , you will:

State a position on why a factor (or factors) played a primary role in causing the conflict

AND find similarities between this conflict and current conflicts.

Provide reason(s) for your position that include:

• An evaluation of factors causing the conflict from two or more of the following social science perspectives:

o geographic o political o economic o cultural o sociological o psychological

• Relevant information from two or more primary sources to support reasons for

the position.

Make explicit references within the paper or presentation to three or more credible sources that provide relevant information AND cite sources within the paper, presentation, or bibliography.

1

This directions page guides students towards the “proficient” level (level “3”) for this CBA. To help students reach “excellent” (level

“4), please refer to the rubric or, if available, the graphic organizer. 2

Students may do a paper or presentation in response to the CBA provided that for either format, there is documentation of this response

that someone outside their classroom could easily understand and review using the rubric (e.g., a videotaped presentation, an electronic written document).

Office of Superintendent of Public Instruction – July 2008

School Recommended for 9th / 10th Grade

Directions for Teachers – Secondary CBAs

Directions for Teachers – Secondary CBAs

Essential Question

• Discuss with students what the concepts covered in this CBA are, why they are important, and how they are relevant to students’ lives.

• Share essential questions on why these concepts matter:

Key Concepts, Vocabulary, & Background Knowledge

• Start brainstorming topics of interest with students. Help students to analyze how issues relate to the concepts addressed in the CBA

• Have a discussion about what the key concepts are.

• Review relevant GLEs

• Review essential content.

• Review rubric and its required elements.

• Model the CBA with one topic with the entire class.

• Choose an issue or topic for your class

• Have students brainstorm relevant resources.

• Model how to locate information and determine the credibility of sources

• Look at sources related to the issues.

• Have students bring in relevant research (e.g., newspaper articles, personal interviews)

• Have all students look at one set of resources from various perspectives on the issue chosen by the teacher. (Review words specific to the CBA and its rubric)

• Model the use of the graphic organizer

• Model how positions on the issue or topic relate to the required elements of the rubric.

• Brainstorm stakeholders or perspectives involved with the issue or topic.

• Model how to identify and evaluate other positions or perspectives on the issue or topic.

• Model how to cite and reference sources properly to support positions on the issue or topic.

• Complete a graphic organizer connected with the CBA as a class.

• Have students look at a sample paper to show what a proficient response looks like and to understand the scoring process.

Individual Inquiry

• Determine the level of choice for students in selecting an issue or topic. Help students choose an issue or topic for individual inquiry. Possible ways of determining the issue or topic include:

• Have students choose from a predetermined list of issues or topics for which there are ample resources.

• Have students choose any issue or topic.

• Have all students in the entire class focus on one issue or topic.

• Model how to determine a research question

• Have students determine their research question on the issue or topic they have selected. e.g., “How can you balance the right to own guns and public safety?”

• Have students create a list of sub-questions related to each component of the rubric. Examples:

o “What constitutional principles relate to gun ownership?” o “What court cases or government policies have dealt with gun ownership?” o “What positions are there on gun ownership?” o “How are these positions justified?”

• Have students develop a research plan to gather information to address the research and sub-questions. Students may conduct research with sources provided or they may find sources on their own.

• Have students analyze and evaluate each source for relevance to their research questions.

• Have students evaluate and revise, if necessary, their research question based on initial review of sources.

• Have students develop an initial position on the issue or topic related to the required elements of the rubric

• Have students begin to complete a graphic organizer connected with the CBA.

1

DRAFT Directions for Teachers – Secondary CBAs

Discussion

• Revisit the essential question in preparation for class discussion.

• If appropriate, choose a strategy for having students discuss with one another their initial conclusions on the

issue(s) or topic(s) they are researching. For example, organize students into small groups around similar topics or constitutional principles addressed and have students discuss their initial positions.

• Have students revisit their research questions and initial positions and revise as necessary.

Organization, Synthesis, Position & Presentation

• Have students complete the graphic organizer provided to prepare a draft of their final response.

• Have students evaluate their research to ensure that they have adequate evidence, information, and credible sources to address all aspects of the rubric.

• Have students review the persuasive paper or presentation checklist before drafting their paper or presentation.

• Have students develop an initial draft of a coherent paper or presentation that address all aspects of the rubric.

• Have students complete a bibliography (requiring that the bibliography be annotated is at the teacher’s discretion).

• Allow students opportunities to receive feedback on whether or not their paper or presentation includes all of the

required elements of the rubric or any other aspects of the paper or presentation not scored on the rubric, such as the writing process.

• Have students complete a final draft of their response to the CBA.

• Score student’s final work using the rubric and/or the scoring matrix.

• Consider opportunities for students to present their work to a meaningful audience.

Teachers integrating writing with social studies are encouraged to use one of the writing WASL checklists with students.

EXAMPLE: Grade 10 - Checklist for Persuasive Writing My paper or presentation will be convincing if I include thoughtful and specific content and organize my paper or presentation well. That means I should ‰ follow the directions for the CBA; ‰ have a clear position and stay focused on that position; ‰ have evidence to support my position; ‰ elaborate by using reasons, well-chosen and specific details, examples, anecdotes, facts,

and/or statistics as evidence to support my arguments; ‰ organize my paper or presentation to make the best case for my position; ‰ consider the opposing argument(s) and, if important, refute (prove false); ‰ begin my paper or presentation with an opening, include a statement of position, and end my

paper or presentation with an effective persuasive conclusion, such as a call for action; ‰ use transitions to connect my position, arguments, and evidence.

My paper or presentation will be convincing if I demonstrate an interesting style. That means I should ‰ show that I am committed to my position by paper or presentation in a voice appropriate for

my audience and purpose; ‰ use words, phrases, and persuasive techniques that urge or compel the audience to support

my position; ‰ use different types and lengths of sentences.

My paper or presentation will be more convincing if I follow conventions in writing or speaking. That means I should ‰ follow the rules of grammar and Standard English usage, ‰ spell words correctly when writing, ‰ use correct capitalization when writing, ‰ use correct punctuation when writing, ‰ write or speak in complete sentences, ‰ show where new paragraphs begin when writing.

2

Graphic Organizer for Causes of Conflict CBA

Conflict

Position

Position on primary factor causing conflict: Causes of conflicts in the world today:

Connection to the conflict (for the CBA):

Reasons for Position

Reason(s) for position

1st social science perspective:

Evaluation of factors from this perspective

Connection to the position

2nd social science perspective:

Evaluation of factors from this perspective


3rd social science perspective:

Evaluation of factors from this perspective:


1st primary source:

Information supporting the position

2nd primary source:


3rd primary source:


High School – Causes of Conflict CBA Rubric (Recommended for 9th

/10th

Grade* )

<-----------------------------------------------------------------------------PASSING NOT PASSING ---------------------------------------------------------->

GLE (EALR) 4 - Excellent 3 – Proficient 2 – Partial 1 - Minimal

4.3.1. Analyzes and interprets historical materials from a variety of perspectives in world history (1450-

present). (9th

/10th

Grade) (EALR 4.3. Understands that there are multiple perspectives and interpretations of historical events.)

States a position on which factor played a primary role in causing the conflict AND Draws a conclusion about how studying this conflict helps us understand the causes of specific conflicts in the world today.

States a position on which factor played a primary role in causing the conflict. AND Finds similarities between this conflict and current conflicts.

States a position on which factor played a primary role in causing the conflict without finding similarities between this conflict and current conflicts.

Describes factors that played a role in causing the conflict WITHOUT taking a position. OR States a position on which factor played a primary role in causing the conflict that is unclear.

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

(1450 – present). (9th

/10th

Grade) (EALR 4.3. Understands that there are multiple perspectives and interpretations of historical events.)

5.4.1. Evaluates multiple reasons or factors to develop a position a paper

or presentation. (9th

/10th

Grade) (EALR 5.4. Creates a product…)

Provides reason(s) for the position supported by evidence.

The evidence includes:

• An evaluation of factors causing the conflict from three or more of

the following social science perspectives:

o geographic o political o economic o cultural o sociological o psychological.



• An evaluation of factors causing the conflict from two of the

following social science perspectives:




• An evaluation of factors causing the conflict from one of the

following social science perspectives:


Provides reasons for the position on causes of the conflict without explaining factors causing the conflict from social science perspectives OR Attempts to explain factors causing the conflict from one or more social science perspectives in an unclear or minimal way.



• An analysis of specific, relevant information from three or more

primary sources.



• An analysis of specific, relevant information from two primary

sources.



• A description of relevant information from one or more

specific artifacts and/or primary sources.

Provides evidence from primary sources that do not support the position.

5.4.2. Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or presentation. (10th Grade) (EALR 5.4. Creates a product…)

5.2.2 Evaluates the validity, reliability, and credibility of sources while researching an issue or event.

• Makes explicit references within the paper or presentation to four or more credible sources that

provide relevant information.

• Cites sources within the paper, presentation, or bibliography.

• Makes explicit references within

the paper or presentation to three credible sources that

provide relevant information.


• Makes explicit references within the paper or presentation to two

credible sources that provide relevant information.


• Makes explicit references within the paper or presentation to one

credible source that provides relevant information.

• Cites the source within the paper, presentation, or bibliography.

*OSPI recommends that this CBA be used at a particular grade level and thus, the GLEs included in the rubric are for that grade. However, if the CBA is used at another

grade level within the grade band (3-5, 6-8, or 9-12), the GLEs may need to change to match the appropriate content. ** Please also refer to the document “Scoring Notes for Secondary Social Studies CBAs” when evaluating student work.

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

Unit 4 Past, Present, and Future: Global Conflicts and Resolution


5 Days: The Cold War and Beyond

Vocabulary superpower United Nations Iron Curtain containment Marshall Plan NATO Warsaw Pact Arms Race Mao Zedong Cultural Revolution Korean War Viet Cong Vietnam War Domino theory Covert action Sub-Saharan Africa detente deterrence Mikhail Gorbachev

Civics 1.2.3- Evaluates the impact of various forms of government on people in the past or present.

Students will be able to explain how the pull between communism and capitalism impacted its citizens Ex. China., East Asia, Latin America, Middle East. Africa


Six- The Cold War and Beyond

Chapter 26 presents an overview of The Cold War and Beyond, 1945-present. As a teacher, you can use this chapter as a road map to this era of history. However, if you want students to understand concepts and events in more depth you may want to spend more time with chapters 27, 25, 28, 29 and 30.

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

Students can critique how communist distribution of resources impacted the lives of citizens.



5 Days: The Cold War and the Third World Vocabulary developed country Third World developing country covert action nonaligned nations Hegemony multinational corporations Coup d’etat Cuban Revolution protectorate embargo Khmer Rouge genocide infrastructure apartheid

Civics 1.2.3- Evaluates the impact of various forms of government on people in the past or present.

Students will be able to explain how the pull between communism and capitalism impacted its citizens. Ex. China., East Asia, Latin America, Middle East. Africa


Seven- The Cold War and the Third World

Civics 1.3.1 Analyzes the relationships and tensions between national interests and international issues in the world in the past or present.

Students can explain how third world countries struggled with internal issues along with the conflict of international independence.



5 Days: Forces for Independence and

Revolution in Asia

Vocabulary British Raj bureaucracy segregation Indian National Congress home rule general strike Amritsar Massacre civil disobedience dominion Salt March Boxer Rebellion regent warlord guerrilla war Long March

History 4.2.2 Analyzes how cultures and cultural groups have shaped world history.

Student can examine the impact the British Raj had on the reshaping of Indian society.

TCI-World Connections-Chapter Twenty-Five- Forces for Independence and Revolution in Asia

History 4.1.1 Analyzes change and continuity within a historical

time period.

Students can describe how social, economic, and political themes stayed the same and/or changed throughout the Chinese revolution.



10 Days: Movements Toward

Independence and Democracy

Vocabulary martial law human rights developing country Populism exile Al Qaeda African Union gross domestic product North American Free Trade agreement tariff drug cartel command economy solidarity recession European Union

History 4.2.2 Analyzes how cultures and cultural groups have shaped world history

How have the varied culture groups in Indonesia, Pakistan, Tanzania, Mexico, Poland shape their history.


Twenty-Eight- Movements Toward

Independence and Democracy

History 4.1.2 Understands how the following themes and developments help to define eras in world history: Emergence and development of new nations (1900—present).

Student can analyze the similarities of the obstacles emerging and developing nations faced as they moved toward independence.



5 Days: Shifts of Power in the Middle

East

Vocabulary Arab-Israeli Conflict Six-Day War Camp David Accords Palestine Liberation Organization Oslo Accords Palestinian Authority Suez Crisis Arab League Iranian Revolution theocracy Organization of Petroleum Exporting countries (OPEC) Arab oil embargo Saddam Hussein Persian Gulf War

History 4.4.1: Analyzes how an

understanding of world history

can help us prevent problems

today.

Student can demonstrate understanding of the Arab-Israeli Conflict help solve issues of cultural conflict.


Twenty-Nine- Shifts of Power in

the Middle East

Economic 2.3.1

Analyzes the costs and benefits of

government trade policies from

around the world in the past or

present.

Students can examine the cost and benefits of stopping trade with the Arab oil embargo Students can examine the cost and benefits of being a member of OPEC

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

Students can participate in a Socratic Seminar where the debate the consequences of the positions in favor of the establishment of Israel in 1948.



10 Days: Contemporary Global Issues

Vocabulary birthrate death rate life expectancy total fertility rate population density developing country genocide natural resource multinational corporation greenhouse effect globalization common market comparative advantage outsource ethnic cleansing terrorist Arab Spring

Economic 2.2.2

Analyzes how and why countries have

specialized in the production of

particular goods and services in the

past or present.

Student can analyze how and why Nigeria specializes in oil production.


Chapter 30-Contemporary

Global Issues

Economic 2.4.1

Analyzes and evaluates how people across the world have addressed issues involved with the distribution of resources and sustainability in the past or present.

Students can critique how China’s use of resources has addressed sustainability.

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.


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.







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.