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The Newark Public Schools World History

NEWARK PUBLIC SCHOOLS

Curriculum Guide:WORLD HISTORY

Office of Academic Services ©2010 1


NEWARK PUBLIC SCHOOLS SCHOOL ADVISORY BOARD MEMBERS

2013-2014

Ms. Antoinette Baskerville-Richardson, ChairpersonMr. Marques-Aquil Lewis, Vice Chairperson

Mr. Rashon K. HasanMr. Alturrick Kenney

Ms. Eliana Pintor MarinMs. DeNiqua Matias

Dr. Rashied McCrearyMs. Ariagna Perello

Mr. Khalil Sabu Rashidi

Mr. Jordan Thomas, Student Representative



NEWARK PUBLIC SCHOOLS ADMINISTRATION

2013-2014

Cami Anderson, State District Superintendent

Chief of Staff & General Counsel: Charlotte Hitchcock

Assistant Superintendent: Mitchell CenterAssistant Superintendent: Brad Haggerty

Assistant Superintendent: Tiffany HardrickAssistant Superintendent: Roger LeonAssistant Superintendent: Aqua Stovall

Assistant Superintendent: Peter Turnamian

Special Assistant, Office of Curriculum and Instruction: Caleb PerkinsSchool Business Administrator: Valerie Wilson



TABLE OF CONTENTS

Title Page.........................................................................................................................................................................................................................................1

Board Members................................................................................................................................................................................................................................2

Administration.................................................................................................................................................................................................................................3

Table of Contents.............................................................................................................................................................................................................................4

District Mission Statement...............................................................................................................................................................................................................5

District Goals and Guiding Principles.............................................................................................................................................................................................6

Curriculum Committee....................................................................................................................................................................................................................8

Course Philosophy...........................................................................................................................................................................................................................9

Course Description.........................................................................................................................................................................................................................10

Recommended Textbooks..............................................................................................................................................................................................................11

Course Proficiencies......................................................................................................................................................................................................................12

Curriculum Units...........................................................................................................................................................................................................................12

Course Pacing................................................................................................................................................................................................................................14

Standards, Goals, and Objectives...................................................................................................................................................................................................15

Appendix........................................................................................................................................................................................................................................44



THE NEWARK PUBLIC SCHOOLS DISTRICTMISSION STATEMENT

The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects of academic

endeavors and willing to challenge the status quo in our society. We are committed to ensuring that our policies and practices will

prepare our students for a world that is increasingly diverse and knowledge driven. We expect our schools and classroom

environments to be emotionally safe and intellectually challenging. We pledge to partner with parents, groups, and organizations that

add support to the mission by changing hearts and minds to value education.


The Newark Public Schools World History GOALS AND PRIORITIES

Great Expectations: 2009-13 Strategic Plan

OUR SHARED GOAL: PREPARING ALL STUDENTS FOR COLLEGE, WORK, AND CITIZENSHIP

Our youth need to be able to compete in an increasingly complex, competitive, and diverse world. Many of the best new jobs require not just a high school diploma but at least two years of college. We need to raise the bar, and we are. Our goals for 2013 are very challenging. Students need to be:

Ready to learn by kindergarten. 80 percent of our students will be ready to learn by kindergarten, up from 64 percent in 2008–09.

Reading and writing at grade level by the end of 3rd grade. 80 percent will be reading and writing by the end of 3rd grade, up from 40 percent in 2008–09.

Ready for the middle grades. 80 percent of 5th graders will be proficient or above in language arts literacy and 85 proficient or above in math, up from 40 percent and 59 percent, respectively, in 2008–09.

Ready for high school. 80 percent will be “on track for graduation,” up from 38 percent of freshmen who are on track to begin the 2009–10 school year.

Ready for college or work. 80 percent will graduate, and 80 percent of graduates will enroll in college, up from 54 percent and 38 percent, respectively, in 2008–09.


The Newark Public Schools World HistoryGOALS AND PRIORITIES

Great Expectations: 2009-13 Strategic Plan

PRIORITIES

PRIORITY 1. Ensure highly effective teachers and principals deliver strong curriculum, instruction, and assessment Strengthen and align curriculum with rigorous standards, ensuring that it is engaging, challenging, and consistently implemented. Create a highly effective professional development system for teachers and administrators that is more focused on delivering quality

instruction and aligned to the learning needs of each student. Ensure there is a highly effective teacher in every classroom and a highly effective principal in every school by strengthening the preparation,

recruitment, induction, evaluation, recognition, and compensation of effective teachers and principals.

PRIORITY 2. Build a system of great schools that serve students, their families, and the community Build an aligned, supportive Pre-K–grade 3 pipeline that ensures students are ready for kindergarten, reading by grade 3, and prepared to

move forward. Transform the middle grades experience to ensure students are prepared for high school — academically, socially, and emotionally. Dramatically transform our high schools, building a system of themed, college and

career-oriented schools that ensure all students graduate prepared for college, work, and citizenship. Implement an aggressive strategy for turning around low-performing schools that includes reconstitution, external partnerships, full-service

“community schools,” and other effective strategies.

PRIORITY 3. Ensure that schools are safe, welcoming, and working collaboratively with parents, families, and community partners to support student success Ensure that all students, parents, families, and community members are respected and all schools are safe and “family-friendly.” Actively work to help parents and families become more informed and involved. Expand and strengthen quality partnerships, including the “full-service community school” model to provide services,

PRIORITY 4. Improve our educational practice by creating an accountability system that promotes data-informed, effective, and efficient management and operations Reorganize central and regional offices, and streamline operations to strengthen support to schools and students. Create a culture of accountability that uses data to inform decision-making at every level in support of the district’s strategic priorities. Increase the transparency of how we make decisions and report on outcomes of our work together.



NEWARK PUBLIC SCHOOLS

SCHOOL ADVISORY BOARD

Program and Instruction Committee

Ms. DeNiqua Matias

Dr. Rashied McCreary

Ms. Ariagna Perello

Mr. Khalil Rashidi

Dr. Caleb Perkins, NPS Special Assistant of Curriculum

Valerie Merritt, NPS Director of Board Relations

Newark Public SchoolsWorld History



Course Philosophy

The philosophy of this course is one that encourages students to be inspired by history in order to: Learn more about the past on their own (given that there is not enough time in a given academic year to learn it all) Analyze the present situation in the world and become well versed in how the past has contributed to creating the present Recognize patterns and themes in history and use that knowledge to affect the future

As educators using this curriculum, the focus should be on not only equipping, but also empowering students to take action. Students must be able to recognize injustice and patterns that have occurred in history before and then have the skills and confidence to move forward with that knowledge in order to educate others and organize for change in their current world. It is students who believe that history is not inevitable and that it is composed by the deliberate actions of individuals, who can change the world. By providing students with these key takeaways from history, students will be prepared to make their voices heard.


The Newark Public Schools World HistoryNewark Public Schools

World History

Course Description

This course was created with both the learner and the teacher in mind. It is intended to model a true survey course of World History, not a comprehensive one as it would be impossible to teach all of world history in one academic year and do it any sort of justice. Therefore, several functions have been put in place to not only focus instruction, but also engage the learner in a way that they can easily digest world history as a larger picture.

Function 1: A Thematic Approach – By teaching thematically, learners will have the opportunity to clearly draw parallels throughout history and compare different approaches to similar scenarios around the world. A thematic approach also allows the instructor to bring in relevant people, places, and events throughout history while not committing entire units to them. A thematic approach serves history classes by exemplifying moments in history that are found to be reoccurring throughout history. This gives the learner a broader picture of historical happenings, while focusing them on specific occurrences.

Function 2: Less is More –By holding the instructor to teaching less learning objectives over the course of the year, the instructor is able to cover each CPI in more detail. Therefore, this curriculum includes less than 10 CPIs per strand/theme. Each CPI is written broadly and then broken down into topics included; giving the instructor a clear picture of what students should be taught for each CPI. This set-up also gives the instructor room for creativity as many CPIs include areas in history for the instructor to choose from given their time frame and student interests.

Function 3: Strand Overviews – By incorporating Strand Overviews in the Appendix, instructors are provided with strand descriptions, clear connections to previous and future units, key vocabulary words, suggested skills to focus on, and enduring understandings. These are meant to guide the instructor to what the focus of the strand should be, ensuring that students conclude a strand with the most important information needed for understanding.

The content chosen to be included in this course was done in the spirit of drawing parallels between different continents, countries, people, events, and time periods. Again, this course is a survey course and could not possibly cover everything in world history. Being a modern world history course, it begins in the 1500s and carries the learner to present day. It is essential that students reach the final strand concerning contemporary issues as a modern world history course should be grounded in the modern/current events. While the writers recognize that more often than not students come to this course with a weak, if not non-existent background in social studies, it is essential that instructors focus on the goals of this course and ensure that students leave with the knowledge that is key to passing this course, and not filling the content gaps from previous years. By focusing on the appropriate content, while giving students solid skills in document analysis and critical reading, students will leave with the learning tools necessary to research and fill their own knowledge gaps.


The Newark Public Schools World HistoryRecommended Textbooks/Resources

This curriculum guide should be supplemented by the text Modern World History: Patterns of Interactions, with multiple supplementary resources. The required student text for this course is:

Modern World History: Patterns of Interactions. (2007). Evanston, IL: McDougal Littell. ISBN # 978-0-618-69012-1.

Teacher Reference Texts

Highlight this line and type in a brief description of the primary teacher reference text(s) that will be used in the course. List the texts below, using the suggested format.

Modern World History: Patterns of Interactions, Teacher’s Edition. (2007). Evanston, IL: McDougal Littell. ISBN # 978-0-547-03492-80-547-03492-X

Further Resources Recommended

Modern World History: Patterns of Interactions, Teacher’s Resource Package . (2007). Evanston, IL: McDougal Littell. ISBN # 978-0-618-41041-50-618-41041-4

The Teacher’s Resource Package contains the following materials to help support the Modern World History: Patterns of Interactions text. In-Depth Resource Booklets Units 1-5In-Depth Resources in SpanishModified Lesson Plans for English LearnersBlock Schedule Pacing GuideReading Study Guide (English & Spanish)Chapters in Brief: Chapter SummariesGeography Skills and Outline MapsMulti-Language Glossary of Social Studies TermsDocument-Based Questions Strategies and Practice: World HistoryFormal AssessmentIntegrated AssessmentStrategies for Test Preparation with Teacher's ManualCase StudiesLesson Plans



Curriculum Units: Essential Questions

Unit 1 Introduction to World History/Social Studies Skills: Essential Questions

What is history? Why is it important to study history?

How can studying history help change society?

What are some major themes prevalent throughout the study of history?

Unit 2 Expanding Zones of Exchange and Interaction 1200-1700): Essential Questions

How does geography affect people, places and regions?

How do the movements of people and ideas (cultural diffusion) affect world history?

What impact do trade networks have on culture?

Unit 3 Age of Imperialism (1600-1850): Essential Questions

What were the motives and methods of colonization and imperialism?

What are the effects of imperialism on the colonizers and the colonized?

What types of conflict arose from imperialism?

Unit 4 Political, Social, and Economic Revolutions in Europe (1500-1800): Essential Questions

What impact did the acquisition of global knowledge have on the world?

Why does political and social conflict exist?

In what ways do revolutions overturn the balance of power?



Unit 5 Leadership Styles and Nationalism/Independence Movements (1850-2000): Essential Questions

What makes a good leader?

What can a leader do to inspire mass action?

Can an individual change history? How?

How can nationalism be used to incite action?

Unit 6 A Half Century of Crisis and Achievement (1900-1945): Essential Questions

How can governments/leaders rally populations around war?

Is war ever justified? If so, when?

How can war be prevented in the future?

Unit 7 Post-World Wars /Contemporary Issues (1945-Present): Essential Questions

How can a global community be created and maintained?

How has human nature affected equality in the world?

How can an individual person affect world peace?

Why and in what capacity should individual countries participate in the global community?

Why does the global community have trouble compromising and providing for all?

How are current issues influenced by past events in the world?



Suggested Course Pacing

This pacing guide is intended to be used for two reasons:1. To keep teachers on track with the curriculum in order to get to everything included2. To instill a sense of urgency in the teacher to teach well, but to truly teach this course as a survey course, not an in-depth study of any one region,

person, or event.

Built into this pacing guide are days for teachers to review and test students intermittently. The built-in days could also be utilized for re-teaching and in case of unplanned absences, school closings, field trips, or other unforeseen setbacks. However, in order to teach each unit well, the suggested pacing should be adhered to as closely as possible in order for students to receive a quality education in World History.

Content A/B Block Schedule Pacing (80 days of instruction)

Introductory Classes (rules, procedures, diagnostic testing, etc.) 3 blocks (no built-in days)

Strand/Theme 1: Social Studies Skills and Introduction 3 blocks (no built-in days)

Strand/Theme 2: Expanding Zones of Trade and Exploration 10 blocks

Strand/Theme 3: Age of Imperialism 10 blocks

Strand /Theme 4: Political, Social, and Economic Revolutions 12 blocks

MIDTERM review using built-in blocks from Strand/Theme 4

Strand/Theme 5: Leadership Styles and Nationalism/Independence Movements

14 blocks

Strand/Theme 6: A Half Century of Crisis and Achievement 14 blocks

Strand/Theme 7: Contemporary Issues 14 blocks

FINAL EXAM review using built-in blocks from Strand/Theme 7


Strand 1: Introduction to World History/Social Studies Skills

Standard 6.2 World History/Global StudiesAll students will acquire the knowledge and skills to think analytically and systematically about how past interactions of

people, cultures, and the environment affect issues across time and cultures.

Essential Questions Instructional Objectives / Skills and Benchmarks (CPIs)

Types of Research Based Activities and Assessments that could illustrate Objectives

Suggested Resources

What is history? Why is it important to study history?How can studying history help change society?What are some major themes prevalent throughout the study of history?

Learners will identify temporal structure of a historical narrative or story (its beginning, middle, and end).

Learners will establish temporal order in constructing historical narratives of their own (working forward and backward from some issue, problem, or event to explain its origins and its development over time). Learners will measure and calculate calendar time (by days, weeks, months, years, decades, centuries, and millennia, from fixed points of the calendar system: BC (before Christ) and AD (Anno Domini, “in the year of our Lord”) and contemporary secular designation for these same dates, BCE (before the Common Era) and CE (in the Common Era). Learners will interpret data presented in time lines and create time lines by designating appropriate equidistant intervals of time and recording events according to the temporal order in which they occurred. Learners will reconstruct patterns of historical succession and duration in which historical developments have unfolded, and apply them to explain historical continuity and change.



Strand 1: Introduction to World History/Social Studies Skills

Standard 6.2 World History/Global StudiesAll students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures.

Essential QuestionsInstructional Objectives / Skills and Benchmarks (CPIs)Types of Research Based Activities and Assessments that could illustrate ObjectivesSuggested Resources


Learners will identify the author or source of the historical document or narrative and assess its credibility.

Learners will reconstruct the literal meaning of a historical passage by identifying who was involved, what happened, where it happened, what events led to these developments, and what consequences or outcomes followed.

Learners will differentiate between historical facts and interpretations and the relation between the two.

Learners will appreciate historical perspectives by taking into consideration the historical context of the event and avoid judging the past solely in terms of present-day norms and values.

Learners will consider multiple perspectives of various peoples in the past demonstrating their different motives, beliefs, interests, hopes, and fears (e.g. Native Americans vs. European settlers)



Strand 1: Introduction to World History/Social Studies Skill




11. Learners will analyze cause-and-effect relationships bearing in mind multiple causation including (a) the importance of the individual in history; (b) the influence of ideas, human interests, and beliefs; and (c) the role of chance, the accidental and the irrational.

12. Learners will draw comparisons across eras and regions in order to define enduring issues.

Learners will distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.

Strand/Theme 2: Expanding Zones of Exchange and Interaction (1200-1700)






(NPS) Learners will determine the position of Europe in the pre-colonized world and the motivations for global exchange and exploration:

Economic and political control among populations (e.g., monarchy rule, feudalism, cultural elitism)

(CPI) 6.2.12.C.1.e.The extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europe’s interactions with Islam and Asia provided the necessary tools for European exploration and conquest

(CPI) 6.2.12.C.1.c. The role of mercantilism in stimulating European expansion through trade, conquest, and colonization

(CPI) 6.2.12.B.1.b. The role of natural resources, climate, and topography in European exploration, colonization, and settlement patterns.









2. (NPS) Learners will analyze the role of Asia in bringing various technologies, philosophies, and resources to the world stage resulting in cultural and power exchange:(CPI ) 6.2.12.A.1.a. The motivations for and methods by which various empires (e.g., Ming, Qing, Spanish, Mughal, or Ottoman) expanded, and why some were more effective than others in maintaining control of their empires. The cultural and economic exchanges made on the Silk Road (CPI 6.2.12.C.1.a). The economic policies of China and Japan, and determine the impact these policies had on growth, the desire for colonies, and the relative positions of China and Japan within the emerging global economy (CPI 6.2.12.C.1.b). The movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New World’s economy and society

When Cultures Collide: Document Based Question









3. (NPS) Learners will analyze the role of African tribes and kingdoms in early global trade routes and cultural exchange:

Organization and accomplishments made by various African communities (kingdoms and their sphere of influence)

Goods and natural resources Africa offered to Asian and European merchants

Trade routes established connecting East and West Africa with other continents

Traditional African religious practices and influences of Islam and Christianity

Cultural Exchanges related to economic practices, class divisions, racism, and technology









4. (NPS) Learners will analyze exploration of the Americas’ (i.e., “the New World”) impact on the world’s trading systems, Europe’s hegemonic position, and global connections:

Lifestyles of Native American communities (e.g. trading, concept of land use and ownership, traditional religion, and other political and economic practice)

The voyages of Columbus, Cortes, and other European explorers and the colonization of the Americas

(CPI) 6.2.12.D.1.a. The political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native Americans

(CPI) 6.2.12.D.1.d. The new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict









5. (CPI) 6.2.12.D.1.b. Learners will compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest Asia, Europe, and the Americas: The roles and philosophies of economic and political slavery as well as forced bondage slavery around the world

(CPI) 6.2.12.D.1.e.The impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies

The experience of a slave in the American colonies, an economic slave (peasant) in Asia and Europe, and a person in servitude in Africa and how they differed

(CPI) 6.2.12.D.1.c. Analyze various motivations for the Atlantic slave trade (and slavery as it is most familiar today) and the impact on Europeans, Africans, and Americans

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Strand/Theme 3: Age of Imperialism (1600-1850)



What were the motives and methods of colonization and imperialism?What are the effects of imperialism on the colonizers and the colonized?What types of conflict arose from imperialism?

(CPI) 6.2.12.B.1.a. Learners will explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European political and military control in Africa, Asia, and the Americas by the mid-18th century

(NPS) Learners will define imperialism and explain the motivations for imperializing other nations and the tactics used to do so (resources, cultural elitism, power, etc.)

(CPI ) 6.2.12.B.3.a. Learners will assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914. Colonialism Lesson Plans Global Citizen 2000







4. (NPS) Learners will analyze the role that imperialism of the Americas had on the indigenous populations, European hegemony, and world settlement:

The extent to which cultural superiority was both a cause and a consequence of imperialism

Motivations for travel and settlement in the Americas and multiple perspectives on colonial settlement

(CPI) 6.2.12.C.1.c. The role of mercantilism in stimulating European expansion through trade, conquest, and colonization

(CPI) 6.2.12.D.3.e. The impact of the policies of different European colonizers on indigenous societies, and explain the responses of these societies to imperialistic rule







5. (NPS) Learners will analyze different approaches to imperialism in Asia and the effect it had on companies, global trading, and political autonomy within the region:

The Opium War and foreign influence in China

Japan’s expanding sphere of influence

British rule in India

The responses of imperialized countries and populations including their struggle to maintain their own distinct culture

Positive and negative effects of imperialism in Asia

6. (CPI) 6.2.12.A.3.g. Learners will analyze the motives for and methods by which European nations, Japan, and the United States expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact of these actions on their relations.

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7. (NPS) Learners will analyze the scramble for Africa and its impact on global powers, indigenous traditions and culture, and world economics:

Different forms of imperialistic rule in Africa

(CPI) 6.2.12.C.3.e. The impact of imperialism on economic development in Africa

(CPI) 6.2.12.D.3.d. The extent to which racism and cultural superiority was both a cause and consequence of imperialism

The responses of imperialized countries and populations including their struggle to maintain their own distinct culture

Positive and negative effects of imperialism in Africa



Strand/Theme 4: Political, Social, and Economic Revolutions in Europe (1500-1800)



What impact did the acquisition of global knowledge have on the world?Why does political and social conflict exist?In what ways do revolutions overturn the balance of power?

(NPS) Evaluate artwork of the Renaissance and art’s influence on future political and cultural changes:

(CPI ) 6.2.12.D.2.c. Influences from Asian and Islamic civilizations, as well as from ancient Greek and Roman cultures

(CPI) 6.2.12.D.2.a. Factors that led to the Renaissance beginning

Important Renaissance artists and their achievements, the concept of the “Renaissance person”

Themes of the time period communicated in artwork

2. (NPS) Learners will analyze the ideas of the Enlightenment and their impact on individual thoughts and actions:

(CPI) 6.2.12.D.2.d. New intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds

Societal Change in the First Global Age: Document Based Question







The concept of humanism and the challenges the enlightenment brought to class/race/sex divisions

(CPI) 6.2.12.A.2.a.The principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit, and new theories of education) and how they altered political thought in Europe

Connections between the enlightenment and present day philosophies

3. (NPS) Learners will assess how the scientific revolution and the discovery of new knowledge influenced development and empowered populations around the world:

(CPI ) 6.2.12.D.2.e. The impact of the printing press on the dissemination of ideas







The use of the scientific method leading to advances in medicine and biology

The development and backlash to discoveries in astronomy

4. (NPS) Learners will determine how church reformation in Europe influenced political action and independence among populations:

(CPI) 6.2.12.D.2.b. The factors that led to the Reformation

(CPI) 6.2.12.D.2.b. The impact on European politics

(CPI) 6.2.12.B.2.b. The division of those that remained Catholic and those that became Protestant

5. (CPI) 6.2.12.A.3.d. Learners will analyze and assess how political revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities

The Widening World of Books & Readers







(CPI) 6.2.12.A.3.a. Various ideals (e.g., equality, liberty, popular sovereignty, natural rights, democracy, and nationalism) as well as industrialization as driving forces for reforms and revolutions

(CPI) 6.2.12.D.3.a. The role that individuals and groups played in building movements

(CPI ) 6.2.12.A.3.c. The responses of various governments to pressure for self-government or self-determination and changes in government styles and leadership as a result

(CPI ) 6.2.12.A.3.b. The relationship, similarities and differences between the American, French, and Latin American revolutions

6. (NPS) Learners will determine the short-term effects of political, social, and economic revolutions on the world and relate them to present day revolutionary changes and lingering effects on our society today

Causes of Revolution: Document Based Question

Jacque Louis David: Painter and Propagandist

Simon Bolivar:



Strand/Theme 5: Leadership Styles and Nationalism/Independence Movements (1850-2000)



What makes a good leader?What can a leader do to inspire mass action?Can an individual change history? How?How can nationalism be used to incite action?.

(NPS) Learners will relate the effects of imperialism to obstacles to independence, including economic dependency, resource depletion, cultural diffusion/European assimilation, and political disenfranchisement.

(NPS) Learners will define nationalism and how it can be used to unify or divide groups

(NPS) Learners will explain the importance of having a leader in a movement and what skills an effective leader should have (draw on personal experiences and contemporary and historical examples)

Nehru (Pakistan partitioning) Europe: Lenin, Stalin, Mussolini, HitlerAmericas: FDR, Peron, Romero






What makes a good leader?What can a leader do to inspire mass action?Can an individual change history? How?How can nationalism be used to incite action?

(CPI) 6.2.12.D.3.a.Learners will explain how individuals and groups promoted revolutionary actions and brought about change during this time period, including goals, tactics, and obstacles: South Africa: Mandela (Apartheid)

African independence movements: Nkrumah (pan-Africanism), Kenyatta, Mobutu Sese Seko

Asia: Yixian, Mao Zedong (cultural revolution), Ho Chi Mihn (Vietnam), Gandhi (civil disobedience), Jinnah and Nehru (Pakistan partitioning)

Europe: Lenin, Stalin, Mussolini, Hitler

Americas: FDR, Peron, Romero





Standard 5Replace the X.X above with the appropriate number, then highlight this text and type the standard’s short description. If using copy and paste, please make sure the result is Times New Roman, 14, Bold.


What makes a good leader?What can a leader do to inspire mass action?Can an individual change history? How?How can nationalism be used to incite action?

(NPS) Learners will analyze how different world leaders in the past have used power and influence over populations for positive and negative outcomes

(CPI) 6.2.12.C.3.c. Learners will describe different government models in relation to nation-building movements, including: Communism, Socialism, Capitalism, Democracy, Fascism, Totalitarianism, Parliamentarianism

(NPS) Learners will assess the leaders’ methods and tactics and how they have impacted future individuals’ actions

(NPS) Learners will analyze how independence and nation-building movements have impacted political, social, and economic structures within the country



Strand/Theme 6: A Half Century of Crisis and Achievement (1900-1945)



How can governments/leaders rally populations around war?

Is war ever justified? If so, when?

How can war be prevented in the future?

(CPI) 6.2.12.C.3.d. Learners will determine how, and the extent to which the Industrial Revolution brought about massive social, economic, and cultural changes.

Technology and weaponry

Communication

Transportation

Factory production

Changes in families and opportunities

Relationships between governments and their citizens

The Spread of a leader’s/country’s sphere of influence






How can governments/leaders rally populations around war?Is war ever justified? If so, when?How can war be prevented in the future?

(NPS) Learners will analyze the impact of WWI on the world and future events

(CPI) 6.2.12.D.4.a. The extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances led to WWI

The concept of a “just war”

(CPI) 6.2.12.D.4.b. The Treaty of Versailles and the League of Nations from the perspectives of different nations.

(CPI) 6.2.12.D.4.d. The extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries caused World War II.

Alliance Game, International Alliances

Roots of Conflict: The World at WarDocument Based Question







(CPI) 6.2.12.C.4.a. Learners will analyze government responses to the Great Depression and their consequences, including the growth of capitalist, fascist, socialist, and communist movements, including the Russian Revolution

(NPS) Learners will analyze the impact of WWII on the world and future events

The rise of several key leaders during WWII and their use of their country’s position and propaganda to influence their country’s future

(CPI) 6.2.12.D.4.e. How Allied countries responded to the expansionist actions of Germany and Italy over time, including policies of appeasement, isolationism, and pacts and alliances

(CPI) 6.2.12.D.4.g. The role of nationalism and propaganda in mobilizing civilian populations in support of “total war”







(CPI ) 6.2.12.D.4.f. Learners will explain the role of colonial peoples in the war efforts of the Allies and the Axis Powers in both World Wars and its impact on those populations

The War in the Pacific and Truman’s decision to use the Atomic Bomb

(CPI) 6.2.12.D.4.i. Learners will analyze the use of genocide as a social and political tool in Europe (including in Germany and the USSR)The use of and exacerbation of pre-existing Anti-Semitism

Action and inaction by bystanders, perpetrators, and rescuers (including leaders, countries, armies, and non-targeted populations)

Resistance movements (especially the Warsaw Uprising) by targeted populations

The long-term impact on survivors and targeted populations

Argument, Persuasion, or Propaganda? Analyzing World War II Posters





.







(CPI) 6.2.12.C.4.c Learners will assess the short- and long-term demographic, social, economic, and environmental consequences of the two World Wars (including massive destruction, veterans, gains in gender equality, early globalism, humanitarianism, and the concept of world peace)

(CPI) 6.2.12.A.5.b. Learners will analyze the structure and goals of the United Nations and evaluate the organization’s ability to solve or mediate international conflicts.

(CPI) 6.2.12.C.5.a. Learners will explain how and why Western European countries and Japan achieved rapid economic recovery after World War II.

(CPI) 6.2.12.A.5.a. Learners will explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances, and periodic military clashes.



Strand/Theme 7: Post-World Wars Contemporary Issues (1945-Present)



How can a global community be created and maintained?How has human nature affected equality in the world?How can an individual person affect world peace?Why and in what capacity should individual countries participate in the global community?Why does the global community have trouble compromising and providing for all?How are current issues influenced by past events in the world?

1. (NPS) Learners will analyze the development of weaponry and war in the globalized, post-World War II world, including:

(CPI) 6.2.12.B.5.b. Cold War: causes of, elements of (space and arms race), collapse of, and the impact of these events on global politics and changing boundaries

(CPI) 6.2.12.C.5.c.The impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives

(CPI) 6.2.12.D.4.c. Revolution in the 20th century (i.e., in Russia, China, India, and Cuba), and determine the impact on global politics.

(CPI) 6.2.12.A.6.c. The rise of terrorism and its impact on governments, individuals, and societies







2. (CPI) 6.2.12.A.6.a Learners will evaluate the efforts of governmental, nongovernmental, and international organizations to address current global issues:(CPI) 6.2.12.C.6.a. Economic imbalances and social inequalities

(CPI) 6.2.12.A.6.d.Tensions resulting from ethnic, territorial, religious, and/or nationalist differences

Trading and country development

(CPI) 6.2.12.A.6.b. Relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

The effectiveness and legitimacy of controversial international groups (NATO, UN, OPEC, World Bank, IMF, European Union, African Union, NAFTA)







3. (NPS) Learners will determine the role that changing populations and the environment play in global conflicts and development:

(CPI) 6.2.12.B.6.a. The global impact of population growth, migration, and changes in urban-rural populations on natural resources and land use

(CPI) 6.2.12.C.5.g. The role of the oil industry in world politics, the global economy, and the environment

(CPI) 6.2.12.B.5.e. The role of boundary disputes and limited natural resources as sources of conflict

Efforts to create environmental treaties that serve the global interest

Population Growth: Friend or Foe?







4. (NPS) Learners will assess the development of a globalized world as it relates to cultural and population changes and economic stability:

The advantages and disadvantages of global economic interdependency

The realities of fair trade and labor regulations in developing nations

Shifts to democracy and free market capitalism around the world

(CPI) 6.2.12.C.5.f. Attempts to maintain stable regional and global economies through national policies and international organizations

(CPI) 6.2.12.C.5.d.The challenges faced by developing nations in their efforts to compete in the global economy

(CPI) 6.2.12.D.5.c. The influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide.

Emerging Democracies in the 21st Century

Global Interdependence Document Based Question







5. (CPI) 6.2.12.A.5.e. Learners will assess the progress of human rights around the world since the 1948 U.N. Declaration of Human Rights. (CPI) 6.2.12.A.5.d.The causes and consequences of mass killings (genocides) (e.g., Cambodia, Rwanda, Bosnia-Herzegovina, Somalia, and Sudan), and the responsibilities of the world community in response to such events.

(CPI ) 6.2.12.C.6.d. Equal access to education around the world (including inadequacies related to sexism, racism, and classism)

(CPI) 6.2.12.C.6.d. Access to proper healthcare and disease prevention programs (including HIV/AIDS, Malaria, Tuberculosis, and Influenza)

Differences in wealth, a standard of living, and adequate food and water throughout the world.

(CPI) 6.2.12.D.5.d. Progress towards gender equality in different parts of the world as related to social, economic, and political gains




Appendix


The Newark Public Schools World HistoryAppendix – Table of Contents

Title of Resource Strand Theme Overview Resources Strand/Theme 1 OverviewStrand/Theme 2 OverviewStrand/Theme 3 Overview Strand/Theme 4 OverviewStrand/Theme 5 OverviewStrand/Theme 6 OverviewStrand/Theme 7 Overview

Vocabulary ActivitiesFrayer Model List/Group/Label

Special Needs/Struggling Readers Anticipation Guide Cartoon Strip Assignment Gist Strategy SQ3R

Graphic Organizers Venn DiagramCause and Effect Chart Concept Map Flow Chart Main Idea Chart Tree Diagram Conclusion Chart Decision Making Chart

Document Based Question Activities

Note Taking Strategies Cornell Notes NUA Notebook Y NotesOffice of Academic Services ©2010 44

The Newark Public Schools World HistoryCompare and Contrast Note Taking

Other ResourcesDiagnostic Skills AssessmentTextbook Inventory SOAPSTone Strategy Question Answer Relationship Grids G!SPRITEHistorical Character JournalImperialism/Scramble for Africa Simulation Newark renaissance Essay Facebook/MySpace Project BiopoemTriangular Trade Simulation Character Sketch Enlightenment CentersInteractive Bulletin Board


The Newark Public Schools World HistoryStrand/Theme 1: Introduction to World History/Social Studies Skills

Overview Resources

Strand/Theme Description: In this unit, students’ social studies skills will be assessed and basic necessary remediation will occur. This short unit will be used to provide an overview of the course, how and why history is studied.

Connection to future units: This unit will serve future units by discussing the ways in which history is studied and the major themes of the course. By identifying and reviewing general social studies concepts that are important for all future units, the student will be able to make connections between the identified strands and themes.

Enduring Understandings: Historians find connections between events of the past and present to help understand our world. Historians study the relationship between people and events over time. Historians analyze how people, places, and ideas change over time. Historians examine multiple perspectives when studying history.

Skills to focus on:- Understanding chronological order - Timeline reading- Distinguishing between fact and opinion - Distinguishing between primary and secondary sources

Vocabulary to focus on:- History- Culture - Primary Source- Secondary Source- Human & Physical Geography - Conflict

- Economics- Atlas- Religion- Continent- Country



Strand/Theme 2: Expanding Zones of Trade and ExplorationOverview Resources

Strand/Theme Description: In this unit, students will study the practices and development of different populations around the world in the years 1200-1500. Each area selected (Europe, Africa, Asia, and the Americas) has unique native population as well as a rich history of accomplishment and influence in the world. Through studying the history of these areas as related to trade and exploration around the world, students will gain the foundational understanding necessary to both appreciate the traditional cultures of these areas as well as have a foundation for learning about how trade and exploration led to colonization.

Connection to previous unit: This unit will be the first opportunity for students to apply the basic social studies skills and vocabulary from the introductory unit. The material should also be a review from the 6.2.8 standards that students were taught in previous schooling.

Connection to future units: This unit will lead to future units on imperialism and revolutions in how it establishes the value of these areas (i.e. natural resources, technology, labor, etc.) and describes the culture held by these populations pre-imperialism and pre-assimilation. Also, in beginning to show how new information can drastically change a culture or lifestyle.

Enduring Understandings: Trade and exploration resulted in cultural exchanges, whether intentional or not. Cultures around the world were/are unique, making exposure to one a learning experience for everyone involved. The ability to travel and navigate the world led to the irreversible beginning of a global market and global experience.

Skills to focus on:- Map skills- Timeline reading

- Primary source analysis- Cause and effect

Key vocabulary to focus on: Treaty of

Tordesillas Ming dynasty Qing Dynasty Columbian

Exchange

Capitalism Joint-stock co. Dutch East India Co. Mercantilism Colony Conquistador

Mestizo Encomienda Pilgrims Puritans French and Indian War Atlantic Slave Trade

Triangular Trade Middle Passage Feudalism Cultural Diffusion Cultural Isolation Bartolomeu Dias

Prince Henry Vasco da Gama Zeng He Christopher Columbus


The Newark Public Schools World HistoryStrand/Theme 3: Age of Imperialism

Overview Resources

Strand/Theme Description: In this unit, students will be able to study how countries imperialized one another resulting in both positive and negative effects, some of which still linger today. In each of the areas examined that were imperialized, students will gain a sense of the cultural superiority and racism that led to the take over as well as economic and political incentives for being the country in power.

Connection to previous units: This unit connects to previous units because it is the result of expanding zones of trade and the rise of an economically stratified world among countries. By learning about imperialism, students will be able to connect the concepts of cultural exchange to the rise of cultural elitism and explore their own ideas of superiority as related to culture.

Connection to future units: This unit connects to future units because it lays the foundation to understanding independence movements and different famous leaders that rose out of the movements. Also, students will be able to connect a country’s experience under imperialism to current issues facing that country.

Enduring Understandings: Imperialism stems from competing countries for power, money, and resources. Cultural superiority among hegemonic nations led to a worldwide diffusion of traditional languages, religions, and cultural practices. While imperialism resulted in loss of culture, it also acted as a means to modernize many different nations. The loss of political and economic power as well as natural resources led to difficulty in nations establishing independence successfully.

Skills to focus on:- Writing from multiple perspectives- Creating political cartoons

- Reading primary source documents- geography

Key vocabulary to focus on: Hegemony Imperialism Cultural

superiority/elitism Sphere of influence Industrialism

Nationalism Divide and conquer Colony Mercantilism Autonomy Opium War

East India Trading Co. Virginia Co./Jamestown Cultural diffusion Pilgrims Puritans Social Darwinism

Berlin Conference Assimilation “Jewel in the Crown”



Strand/Theme 4: Political, Social, and Economic Revolutions in EuropeOverview Resources

Strand/Theme Description: In this unit, students will study different ways in which society changes and how those changes are inspired and developed. In each of these different types of revolutions, people have taken risks and inspired others to act with passion in order to reach a meaningful change, whether it is cultural, economic, or political. Through studying arts, music, philosophies, and actions from this time period, students will gain a deeper understanding of what inspired drastic change in society.

Connection to previous units: This unit connects to previous units by explaining how new knowledge, whether it is geographical, material, or cultural, creates change in a society.

Connection to future units: This unit connects to future units by giving students an understanding of the types of changes in Europe that spread around the world as a result of imperialism and ultimately helped to lead to independence movements. Also, many of the changes that occurred during this time are still present in our current world.

Enduring Understandings: The arts both reflect and inspire change in society by taking risks and speaking to people through sounds, images, and stories. Exploration and discovery in the sciences led to questioning of religious beliefs and other previously accepted knowledge. Revolution can occur in many different ways, each of which rests on the power of individuals and groups to alter history.

Skills to focus on:- Art/music analysis- Primary source analysis: writings, quotes

- Cause and effect- Persuasive writing

Key vocabulary to focus on: Renaissance Humanism Secular Reformation Lutheran Protestant Theocracy

philosophe salon Declaration of

Independence Social contract federal system Bill of Rights

Old Regime Estate National Assembly Guillotine Reign of Terror Peninsulare Creole

Mulatto Shakespeare Da Vinci Gutenberg Martin Luther John Locke Thomas Jefferson

Maximilien Robespierre

Simon BolivarJose de San Martin


The Newark Public Schools World HistoryStrand/Theme 5: Leadership styles and Nationalism/Independence and Nation-building Movement

Overview Resources

Strand/Theme Description: In this unit, students will study individuals that have inspired action and changed the course of history. Each of the leaders in this unit have used nationalism as a source of either unification or conflict to lead to their goal of a more independent or powerful nation. Through studying many different leaders and leadership style sin this unit, students will be able to analyze how individuals can and should go about influencing the world around them

Connection to previous units: This unit will help explain how countries that were previously imperialized or struggled to maintain control recovered their independence, economic freedoms, and cultural identities

Connection to future units: This unit will lead to future units on the world wars and contemporary issues in how countries had leaders that misused power and build extreme nationalistic movements. Also, this unit will connect to present day issues faced by countries that were previously imperialized or struggling.

Enduring Understandings: Leaders are individuals that show persistence in times of struggle and take risks to reach goals. Leaders are essential for change to occur in society. Without leaders, movements do not have direction or focus. Nationalism can be used as a source of unification or division amongst groups of people within a country.

Skills to focus on: - visual propaganda analysis- biographical writing/researching

- Cause and effect- Primary source analysis: speeches/audio propaganda

Key vocabulary to focus on: nationalism civil disobedience propaganda body force/soul force Muslim Hindu Negritude Movement

Home rule/Self-rule Socialism Boycott Pan-Africanism Apartheid Passbook Massacre

Communism Great Leap Forward Cultural Revolution Red Army Censorship Martial Law Mau mau

Fascism Totalitarianism Democracy Peasant

Vietcong


The Newark Public Schools World HistoryStrand/Theme 6: A Half Century of Crisis and Achievement

Overview Resources

Strand/Theme Description: In this unit, students will study the age of global war and achievement. Each objective focuses on a struggle or stride made during the early part of the 20th century, each of which has helped to shape our world today. Through studying this time period, students will be able to relate conflicts and progress they see in the world today to their past roots and compare and contrast how problems and difficulties can be resolved over time.

Connection to previous units: This unit relates to past units in the way that it exemplifies international competition and the race to world domination that some countries/leaders had been invested in over time. This unit also shows further how leadership power can be abused for self-gain.

Connection to future units: This unit related to future units in the way that it will demonstrate how the World Wars led to an increase in a more global community and helped shape global politics of alliance building, conflict resolution, and humanitarian aid around the world.

Enduring Understandings: The World Wars changed global politics forever by creating the first true global conflict. The decision to go to war involves not only moral decision making but also risks of human and economic cost as well as political consequences. The World Wars helped to shape how our world addressed international conflict today. With crisis comes achievement due to changes in political, social, and economic systems.

Skills to focus on:- Political Cartoon analysis- Propaganda Analysis

- Map reading- Problem solving/conflict resolution

Key vocabulary to focus on: Trenches Treaty of Versailles Appeasement Holocaust Atomic Bomb

Alliance System

Industrial Revolution Capitalism Communism Fascism Totalitarianism Anti-Semitism

Militarism Imperialism Total War Propaganda League of Nations Nazism

Economic Depression Aryan Ghetto Home front Normandy Pearl harbor

Western Front Eastern Front UN


The Newark Public Schools World HistoryStrand/Theme 7: Post-World Wars Contemporary Issues

Overview Resources

Strand/Theme Description: In this unit, students will study current events and issues in the world. Each objective in this unit focuses on a different challenge that the global community faces today in their struggle to create a peaceful, just, and equal world. Through studying global issues in this unit, students will be able to participate in the dialogue of solutions in today’s political world.

Connection to previous units: This unit will tie all past units together by connecting events in the past to current issues in the world. By studying current events, students will be able to become familiar with both national and international politics and be able to become a part of the global dialogue and solution.

Connection to future units: end of course.

Enduring Understandings:- World peace includes equality, nonviolence, education, rights and freedoms, and a standard of living for all.- Creating a successful world can be accomplished through individual action, global compromise, and acting in the interest of the global community.- Leadership and personal responsibility is essential for the world to function smoothly. - Current issues in the world are usually rooted in historical issues.

Skills to focus on:- problem solving- expository writing- newspaper and other media literacy

Basic vocabulary to focus on: world peace inequality developing country globalization fair trade labor regulations

terrorism genocide global economy migration international United Nations

European Union African Union World Food Bank International Monetary Fund NAFTA/CAFTA/other trade

groups

Red Cross Amnesty international Universal Declaration of

Human Rights Compromiseepidemic


Definition (in your own words) Characteristics

Examples

Non-Examples

The Newark Public Schools World HistoryFrayer Model

Applies to Standards: 6.2 World History/Global Studies

Brief Description:The Frayer Model helps students explore a new concept by looking at for features: definition, characteristics, examples, and non-examples. The Frayer Model can be done on a worksheet, in a notebook, or students can use index cards for each new term. After using this activity the teacher could have students use the terms/concepts in their writing in order to assess their understanding of the word.

How to Teach It:1. The teacher introduces the Frayer Model and its parts. 2. Students should be given a template of the Frayer Model or instructed to copy it onto a piece of paper or index card. 3. The teacher models the use of the Frayer Model using an easy concept or one that the class has already learned and provides the

four features (definition, characteristics, examples, and non-examples) of the concept. 4. The teacher assigns a new concept and allows the students to independently practice the use of the strategy.


DefinitionCulture is the ideas, beliefs, and ways of doing things that a group of people who live in an area share.

Characteristics

Shared ideasShared beliefs

Shared practices

What people wearWhat people do for entertainment Social structures

Examples

Weather Land formationsColor of someone’s eyes

Non-Examples

Culture


Example:


The Newark Public Schools World HistoryList/Group/Label


Brief Description:The List/Group/Label activity challenges students to list key words (especially unclear and/or technical terms) from a reading section. The students then group these words into logical categories based on shared features. The final step has students label each of the categories with clear descriptive titles. This activity can be done at the start of a unit/new topic as a way to gauge students’ prior knowledge or at the end of a unit as a form of review. The example provided below relates to the Industrial Revolution, however, this strategy can be used within various units.

How to Teach It:1. Instruct students to brainstorm words and phrases related to an identified topic. This can be done in small groups or in a whole

class setting. If the whole class is participating, a visible list should be generated on the board.2. After students have created a comprehensive list of words and phrases, instruct students to group the list into smaller categories

and then label each category with a title reflecting the similar characteristics. 3. Have students create a poster with their final categorized lists. Students could also sort the words and phrases by writing them

on index cards, post-it notes or slips of paper.4. Students should read aloud their lists and explain why each of the words or phrases fit the identified category.5. If the activity is being done at the start of a unit, allow students to revisit their lists and make revisions as they see necessary.

Example:Topic: Industrial Revolution

Sample Brainstormed List: factory, entrepreneur, crop rotation, steam engine, locomotive, railroads, spinning jenny, telephone, factory, cotton gin, telegraph, sewing machine, transportation, enclosures, child labor, union, class tension, labor laws, industrializations, rise in standard of living, clothing improvements

Inventions Agricultural Developments Political Changes Positive Effects of Industrialization Negative Effects of IndustrializationtelegraphSinger sewing machinetelephonespinning jennycotton gin

enclosurescrop rotation

UnionLabor laws

improvements in transportationfactory systemrise in standard of livingclothing improvements

class tensionchild labor


The Newark Public Schools World HistoryAnticipation Guide


Brief Description:An anticipation guide allows students to think about the key themes or concepts of a text before they begin to read. Students mark their responses and discuss their answers with a partner or group of students. While reading, students are then more likely to compare what they already think to the concepts and themes discussed in the text. The brief statements can either be true or false or debatable statements in order to engage students in the text.

How to Teach It:1. Identify the major themes and concepts of the text that students will be reading. Create true/ false statements or statements that

will incite student discussion. 2. Have students select whether they agree or disagree with each of the statements before they read.3. Read the text. 4. After students have completed reading, allow students to select whether they agree or disagree using the after reading column. 5. Have students discuss how their answers to the statements were either strengthened or challenged by what they read.


The Newark Public Schools World HistoryExample:

This sample anticipation guide was created for use with the text Modern World History: Patterns of Interactions: Reading Study Guide (pages 63-64).The Scientific Revolution

Before Reading

Statement After Reading

____ Agree____Disagree

1. During the Middle Ages, people based their beliefs on the work of scientists. ____ Agree____Disagree


2. During the Middle Ages, people believed that the sun was the center of the universe. ____ Agree____Disagree


3. The Age of Exploration took place prior to the Scientific Revolution. ____ Agree____Disagree


4. During the Scientific Revolution, some scientists did not publish their findings because they feared criticism, especially from the church.



5. The heliocentric theory (sun-centered) challenged the widely accepted geocentric theory (earth-centered) of the universe.



6. Gabriel Fahrenheit made one of the first telescopes. ____ Agree____Disagree


7. Scientists use the scientific method as a procedure to gather and test new ideas. ____ Agree____Disagree


8. Francis Bacon and Rene Descartes were church officials that did not approve of the work of scientists during the Scientific Revolution.



9. The microscope was invented during the Scientific Revolution (1500s). ____ Agree____Disagree


10. The vaccination process is used to describe the motion of planets. ____ Agree____Disagree


The Newark Public Schools World HistoryMartin Luther Leads the Reformation – Cartoon Strip Assignment


Brief Description:This activity has students create a cartoon that lists the factors that led to the Reformation the role of Martin Luther. This activity is especially useful for struggling readers and special needs students.

How to Teach It:1. Have students read pages 54-56 of the textbook. Depending on the students’ reading ability, this may be done as a class or with

individual silent reading. 2. Have students create a cartoon in which they list the steps that led to the start of the Protestant religion. Students should write out

the captions for 8 boxes before drawing any pictures.3. After creating the eight captions, students should create a cartoon strip with illustrations for each of the events.

Example:“Martin Luther Leads the Reformation” Cartoon Strip Assignment

Directions: Create an eight panel cartoon on a piece of 8.5”x14” piece of paper in which you trace Martin Luther’s role in the movement to reform the Catholic Church. Your cartoon should illustrate the actions of Martin Luther and the Catholic Church and include captions. Be creative! See the rubric below for more information.



Rubric for Cartoon Strip 4 (A) Expert 3 (B) Practitioner 2 (C) Apprentice 1 (D) Novice

Choice of Scenes Lists all the most important events that occur.

Lists most of the important events but misses 2 or 3 major events.

Lists most of the important events, but highlights unimportant points.

Lists some events in, but information is incomplete or focused on less important points.

Captions Captions are related to the Reformation, and the connections are easy to understand.

Captions are related to the scenes, and most connections are easy to understand.

Captions are related to the scenes, but the connections are less obvious.

Captions do not relate well to the scenes. There seems to be no connection or connections are very general.

Landscape and Props

Landscape and props are directly related to the understanding of the Reformation.

Landscape and props are generally related to the theme or purpose of the cartoon.

Landscape and props seem randomly chosen.

Landscape and props distract the reader from the message of the cartoon.

Spelling, Punctuation, and Grammar

There are no spelling, punctuation, or grammar errors.

There are 1-3 spelling, punctuation, or grammar errors.

There are 4-5 spelling, punctuation, and grammar errors.

There are more than 5 spelling, punctuation, and grammar errors.

Create a draft of your cartoon in the boxes below. Remember that each box should also include a written caption.1 2 3 4

5 6 7 8


The Newark Public Schools World HistoryGist


Brief Description:The gist reading strategy helps struggling readers create a summary of a content area reading assignment. The strategy has students list the who, what, when, where, why, and how of the reading. After compiling this information in the gist template, the student writes as 20 word gist. This activity can be taught and modeled to students that have trouble summarizing information.

How to Teach It:1. Discuss with students what a gist is and its uses.2. Model the gist process using a high interest text (i.e. newspaper article). 3. After reading the text aloud, model the gist strategy by filling in the who, what, where, when, why, and how on the gist

template. 4. Using the template create a 20 word gist. 5. Allow students to practice using the gist template with various reading assignments.

Example:

Gist Template: Article Title: _________________________________________Article Source: _______________________________________

1. Read the article.2. Find the following:

Who:What:Where:When:Why:How:

3. Write a 20 word gist.


The Newark Public Schools World HistorySQ3R (Survey, Question, Read, Recite, Review)


Brief Description:The SQ3R is a systematic way of having students set a purpose for reading an assigned text. This activity is designed to model the behavior of effective independent readers.

How to Teach It:1. Review each of the steps of SQ3R and their purposes with students.2. Model the steps of SQ3R and encourage students to discover why each of the steps can be useful in understanding what they

read. 3. Allow students to practice using SQ3R.

S

Q

R

R

R

Survey

Question

Read

Recite

Review

Skim the text for headings and charts

Turn headings into questions

Read to answer questions

Answer questions and make notes

Reread for details and unanswered questions

Example:

Survey the text to acquire its essence from headings, charts, bold print terms. Question the material. Turn each section heading into a question or set of questions. Read with the purpose of answering the questions. Recite the answers to the questions after reading and without looking back in the text, then making notes on the learned concepts. Review what has been read and try to answer from the text all the self-questions to evaluate responses and summarize important information.


The Newark Public Schools World HistoryVenn Diagram


Brief Description:A Venn diagram can be used to compare/contrast historical figures or time periods. It can be used to compare/contrast countries, regions, or cities. It can also be used to analyze trends, systems, or laws.

How to Teach It:1. Choose two topics that have sufficient similarities and/or differences for students to discuss.2. Ask students to read the material about the two topics and take notes on both of them.3. After the students have finished reading, label the diagram with two topics.4. Conduct a group brainstorming session in which students identify and you list the details about each topic, classifying the

details into similarities and differences and placing them in the appropriate place in the diagram.5. At the end of the group discussion, ask the students to write a 1-2 sentence summary of the differences and/or similarities

between the topics.

Example: (Graphic organizer below should be created on a whole sheet)

TOPIC (1) TOPIC (2)

Similarities

DIFFERENCES DIFFERENCES


CauseEffect

Effect

Effect

The Newark Public Schools World HistoryCause and Effect Chart


Brief Description:The Cause and Effect chart can be used to identify the effects of a historical event. It can be used to explain the effects of an economic situation (e.g., a bull market). It can also be used to analyze the effects of a geographic occurrence (e.g., a tsunami).

How to Teach It: During reading a selection, have students begin by writing in the circle a cause developed in the reading.1. Have students brainstorm various effects that the cause might create and list them in the boxes.2. Ask students in small groups to brainstorm cause so other events in the chapter.3. Allow volunteers to write the causes offered by students, along with possible effects, to be added to the chart on a

transparency.4. To review the chapter, have students skim headings and charts to document the effects they mentioned.

Example: (Graphic organizer below should be created on a whole sheet.)


WHO

HOWWHAT

WHY


Concept Map


Brief Description:A concept map can be used to explain a historical event, time period, etc., with the details of what happened, why it happened, who was involved, etc. It can be used to study a historical person using the details of who, what, where, when, why, and how. It can also be used to examine a governmental process (e.g., making a law), by identifying who is/was involved, what they do/did, why they make/made this decision, etc.

How to Teach It:1. Choose a topic that can be developed by the six following questions: Who? What? When? Where?

Why? How?2. Ask students to read material about the topic and take notes on columns marked Who, What, When,

Where, Why, and How.3. After student complete the reading material, write the main topic in the Concept drum at the center.4. Have a student brainstorming session in which students use their notes to answer the six questions in the

boxes on the map.5. At the end of the group discussion, ask students to write a one-sentence summary of the details in each

box.


Office of Academic Services ©2010

CONCEPT

64

WHERE WHEN


Flow Chart


Brief Description:A flow chart can be used to explain how a country changed over time. It can be used to show a series of historical actions, such as the role of France in the Revolutionary War. It can also be used to trace a governmental process, such as how a bill becomes a law.

How to Teach It:1. Choose a topic that has sufficient steps or actions to be developed in a Flow Chart.2. Ask students to read the material bout the topic and take notes on it.3. After students have finished reading, label the chart with the topic.4. Conduct a group brainstorming session in which students identify and list the steps in the process or series of actions, in sequential order.5. At the end of the group discussion, ask students to write a 1-2 paragraph summary of the sequence.



TOPIC


76

Main Idea Chart


Brief Description:A main idea chart can be used to recognize the main idea about a historical figure and the facts and details that support that idea. It can be used to understand a main idea about immigration and the facts and details that support that idea. It can also be used to identify a main idea and supporting details on a general topic, such as a time period, a government system, etc.

How to Teach It:1. In the topic section of the chart, have students write a specific topic, with an accompanying reading selection, that they will be

studying.2. Ask students to skim the reading material for the main idea about this topic.3. Allow students to offer statements of the main idea and record it in the chart.4. Assign student to read the reading material, looking for details that support the main idea.5. Conduct a group brainstorming session in which students identify and list details supporting the main

idea.6. At the end of the group discussion, ask students to write a 1-2 sentence summary stating the main idea and the details that

support it.





SupportingDetails

SupportingDetails

SupportingDetails

67

SUBJECT

PARTS

The Newark Public Schools World HistoryTree Diagram


Brief Description:A tree diagram can be used to categorize types of rulers or systems of governments. It can be used to categorize geographic terrains or economic systems. It can also be used to break down a historical period based on various trends, systems, or laws.

How to Teach It:1. Identify a topic from the students’ current chapter that can be divided into several parts.2. Tell the students which portion of the chapter to read and have them note subheadings while skimming the paragraphs to

determine different categories/parts of information. 3. After the students have finished the reading, ask them to supply the main subject of the reading.4. Conduct a group brainstorming session in which students identify parts within/under the subject, and list them on the tree

diagram5. At the end of the group discussion, ask students to write a topic sentence in which they state the subject; then write a sentence

in which they identify all of the parts of that subject.



EvidenceEvidence Evidence Evidencee

The Newark Public Schools World HistoryConclusion Chart


Brief Description:A conclusion chart can be used to draw conclusions about people, events, situations, and conditions, such as the effects of slash-and-burn agriculture, a leader’s effectiveness, a law, an economic system.

How to Teach It:1. After students have finished reading a selection, identify a topic and question that can be answered by drawing a conclusion from

evidence.2. Have students use the conclusion chart (in groups or individually) to answer the question and write the answer in the conclusion

box.3. Ask students to skim the reading selection again, looking for evidence (facts and details) to support their conclusion and list them

on the evidence boxes.4. Then ask the students to evaluate the evidence to see if each piece actually leads to the conclusion. Ask them to revise the

conclusion if necessary.


Office of Academic Services ©2010 CONCLUSION 69

CONPRO


Decision-Making Chart


Brief Description:A decision-making chart can be used to identify the pros and cons to make decisions about issues and topics such as the preservation of wetlands or use of non-renewable resources, population growth, or the use of psychological tests.

How to Teach It:1. After students have read a lesson that identifies an issue with pros and cons, give them the decision-making chart.2. Allow students to brainstorm the best way to phrase the issue and dictate the final version for the “issue” box.3. Divide the students into pairs and assign an equal number to brainstorm pros and cons.4. Reconvene the full class and record the issues’ pros and cons as students identify them. Add extra boxes if necessary.5. When the chart is complete, ask students to write a thesis statement that supports either a pro or con position on the issue.



ISSUE

70

The Newark Public Schools World HistoryCornell Notes


Brief Description:The Cornell Notes system is designed to help students take efficient notes.

How to Teach It:1. Review the parts of the Cornell Note taking system. 2. Provide a sample of the Cornell Note template and explicitly model the process of using the template.

Example:Cornell Notes Template

Topic/Material:

Main Ideas/Key Phrases: Details/Questions:

Summary:


The Newark Public Schools World HistoryNUA Notebook


Brief Description:Students are required to have one composition style notebook for each class and cannot tear pages out of the notebook. This notebook strategy comes from Evelyn Rothstein’s text, Writing as Learning. Rothstein is a senior writing consultant with the National Urban

Alliance for Effective Education.

How to Teach It:1. Inform students that they must bring a composition style notebook to class each day. Bring a notebook to class everyday2. Students must develop a table of contents on the first pages. The table of contents will serve as a running record. 3. After leaving 4 pages blank for the table of contents, students should number each page of their notebook. 4. Begin all note taking with the present date and copy the daily objective into the notebook and the following into their

notebook: Homework into their notebook Take notes during teachers’ mini lessons Input notes the teacher deems important Staple, tape or glue important documents that are disseminated by the teacher Write questions down during class time or while doing homework


The Newark Public Schools World History Y-Notes


Brief Description:Y-Notes can be used as an activity to help students discern similarities and differences between two topics of study, such as political parties (republicans and democrats).

How to Teach It:1. Provide students the chart listed below. While students are reading a selection covering two topics that can be compared and

contrasted they record notes. 2. Students list appropriate differences for each individual topic on the branches of the Y.3. Students list appropriate similarities between both topics on the trunk of the Y.4. After completing the chart, have the students write a compare and contrast essay elaborating on the two topics explored.


TOPIC (1) TOPIC (2)

DIFFERENCES DIFFERENCES

SIMILARITIES



Compare and Contrast Note Taking Strategy


Brief Description: Writing a comparison/contrast essay involves comparing and contrasting two subjects. A comparison shows how two things are alike. A contrast shows how two things are different. In order for students to develop a proficient essay they must record notes in an organized manner that will aid in the structure, organization, and content prevalent in their essay. The following note taking strategy is a precursor to writing a compare and contrast essay.

How to teach it:1. Provide students the chart listed below. While students are reading a selection covering two topics that can be compared and contrasted they

record notes. 2. Students list appropriate differences for each individual topic in the separate boxes below3. Students list appropriate similarities in the box labeled similarities. 4. After completing the chart, have the students write a compare and contrast essay elaborating on the two topics explored.5. Use the website provided to assist in creating and teaching a compare and contrast writing prompt

http://www.rscc.cc.tn.us/owl&writingcenter/OWL/Com_Con.html


Subject/ Topic Subject/Topic


Similarities

Topic: Differences

Topic: Differences

74

http://www.rscc.cc.tn.us/owl&writingcenter/OWL/Com_Con.html

The Newark Public Schools World HistoryDiagnostic Skills Assessment


Brief Description:A diagnostic skills assessment will allow the teacher to identify which social studies skills students have mastered and which ones need to be addressed during the course. The teacher is therefore able to identify students in need of remediation at the start of the course.

How to Teach It:4. Allow students to complete a diagnostic skills assessment that includes questions and tasks that identify mastery of measurable

skill objectives. 5. After grading assessments determine mastery and identify objectives that students require assistance.

Example:The social studies skills being assessed in this activity have been italicized.

Skills Assessment – World History

Directions: This assessment will test various social studies skills. Do your best to answer all questions. Please do not write on this assessment. Please write all answers on a separate sheet of paper.

Distinguish between fact and opinion Read each statement below. Decide whether each statement tells a fact or an opinion about Martin Luther King, Jr. Write Fact or Opinion for each statement.

1. Martin Luther King Jr. was born on January 15, 1929.2. King was one of the smartest students in his class at Boston University.3. In 1959, King traveled to India to meet followers of Mohandas Gandhi.4. The Montgomery bus boycott was the most important event in King's life.5. King's "I Have a Dream" speech was the best speech he ever gave.6. Martin Luther King Jr. received the Nobel Peace Prize in 1964.7. James Earl Ray should have been sentenced to die for killing King.8. What is the difference between a fact and an opinion?



Distinguish between primary and secondary sourcesDetermine whether each of the following items is a primary or secondary source. Write primary or secondary for each item.

9. World History textbook 10. Journal Entry by Christopher Columbus 11. An Autobiography 12. Barack Obama’s speech at the Democratic National Convention 13. A Biography of Thomas Jefferson 14. What is the difference between a primary and secondary source?

Follow chronological order Read the following passage about the rulers of England after the death of Henry VIII. Create a timeline that lists the important dates and events. Start with the death of Henry VIII and end with Parliament sets up a national church. Show the important dates and write what happened on each of those dates.

Henry’s Children Rule England After the death of Henry VIII in 1547, each of his three children eventually ruled. This created religious turmoil. Edward VI became king

at age nine and ruled only six years. During his reign, the Protestants gained power. Edward’s half-sister Mary followed him to the throne. She was a Catholic who returned the English Church to the rule of the pope. Mary had many Protestants killed. England’s next ruler was Anne Boleyn’s daughter, Elizabeth. After inheriting the throne in 1558, Elizabeth I returned her kingdom to Protestantism. In 1559 Parliament followed Elizabeth’s request and setup a national church much like the one under Henry VIII.

15. Create a timeline.

Interpret a mapUse the map below to answer the questions that follow.



16. Which statement is best supported by the information on this map?(a) The Roman Empire extended over three continents. (b) Rivers kept invaders out of the Roman Empire.(c) Alexandria served as the eastern capital of the Roman Empire.(d) Carthage was eventually destroyed by the Romans.

17. Based on the information provided by this map, which body of water was most likely the center of Roman trade?(a) Red Sea(b) Black Sea(c) Atlantic Ocean (d) Mediterranean Sea

Write a summary The passage below tells about trade in West Africa between 300 and 1600. Find the main idea and write a summary of the passage.

West African Trade


The Newark Public Schools World HistoryThe wealth of the savanna empires was based on trade in two precious commodities, gold and salt. The gold came from a forest

region south of the savanna between the Niger and Senegal rivers. Working in utmost secrecy, miners dug gold from shafts as much as 100 feet deep or sifted it from fast-moving streams. Until about 1350, at least two thirds of the world’s supply of gold came from West Africa.

Although rich in gold, the savanna and forest areas lacked salt, a material essential to human life. In contrast, the Sahara contained abundant deposits of salt. Arab traders, eager to obtain West African gold, carried salt across the Sahara by camel caravan. After a long journey, they reached the market towns of the savanna. Meanwhile, the other traders brought gold north from the forest region. The two sets of merchants met in trading centers such as Timbuktu. Royal officials made sure that all traders weighed goods fairly and did business according to law.

18. Write a summary

Interpret a chart Using the diagram shown below, answer the question that follows.

19. This diagram shows the Incas had a farming system that


The Newark Public Schools World History(a) provided crops for the entire society (b) left much of the land unfarmed (c) set aside fifty percent of the crops for those who farmed the fields (d) grew crops only for priests and government officials

Interpret a graphUse the following graph to answer the questions below.

20. According to information provided by the graph which Latin American nation had the greatest ten-year increase in foreign debt in billions of U.S. dollars between 1977 and 1987?

a. Brazilb. Argentina c. Mexicod. Venezuela

21. Using the previous graph, would you be able to tell how much foreign debt Guatemala has today?

a. Yes b. No



Compare and ContrastThe following passage describes life in the ancient Greek city-states of Sparta and Athens. Complete the Venn diagram to show some of the similarities and differences between the two city-states.

Sparta and Athens

The Greek city-states developed separately but shares certain characteristics, including language and religion. Economically, all began as farming economies, and all except Sparta eventually moved to trade. Politically, all city-states, except for Sparta, evolved into early forms of democracies.

The leader in the movement to democracy was Athens. After a series of reforms, every Athenian citizen was considered equal before the law. However, as in the other Greek city-states, only about one fifth of the population were citizens. Slaves did much of the work, so Athenian citizens were free to create works of art, architecture, and literature, including drama.

By contrast, Sparta lived in constant fear of revolts by helots, people who were held in slave-like conditions to work the land. The city was set up as a military dictatorship, and Spartan men dedicated their lives to the military. IN Sparta, duty, strength, and discipline were valued over beauty, individuality, and creativity. As a result, Spartans created little art, architecture, or literature.

22. Complete the Venn diagram.

Analyze a political cartoon Complete the following statement based on the cartoon below.



23. The main idea of this early 20th-century British cartoon was that women….

Identify the seven continents and major bodies of water.Write the name of the continent or body of water for each number.


24

25

26

27

28

29

3231

30

33

81

The Newark Public Schools World HistoryTextbook Inventory


Brief Description:This activity allows students to become familiar with the required textbook and its features. The teacher can use the activity as an individual assignment or a scavenger hunt approach with teams. The group approach allows students to teach each other to use specific features (glossary, index, atlas, table of contents, section/chapter/unit introductions) to answer the questions.

How to Teach It:1. Assign students to groups and provide each student with a copy of the Textbook Inventory and a textbook.2. Use a timer or clock to provide students with 30 minutes to answer as many questions from the Textbook Inventory as they

can. 3. After the time is called, review the answers with students and provide an explanation as to how each feature of the textbook

can be used to enhance student understanding of course materials.

Example:Textbook Inventory

McDougal Littell’s Modern World History: Patterns of Interaction Using your textbook, McDougal Littell’s Modern World History: Patterns of Interaction, answer the following questions in the space provided. Include where you found the answer to each question (page number/section of the book).

1. Which comes first, information about the Great War or information about the French Revolution?2. Who are the authors or senior consultants of this book? Are they qualified to write this book? Why or why not?3. How do you know that the information presented in this book is factual?4. When was this book published? Why is this important?5. What are three main ideas in Chapter 5?6. Find three important words in Chapter 10, Section 1.7. Define genocide.8. Define entrepreneur.9. What does the map on page 363 show?10. What does each blue person represent on the map on page 651?11. What does the graph on page 285 represent?12. Which side of the American Civil War (Union or Confederacy) suffered more devastation? Why?13. On what page(s) could you find information about the Ten Hours Act?14. On what page can you find a world political map?15. List the countries that border the country of Mongolia.


The Newark Public Schools World History16. When did the Battle of Midway take place?17. What does the picture on page 509 tell you?18. Laissez-fair economics stemmed from which economic philosophers?


The Newark Public Schools World HistorySOAPSTone


Brief Description:SOAPSTone is an acronym that guides students with a series of questions in order to analyze a primary source. This activity can be used to help students read a primary source or serve as a way for students to organize their thoughts before writing. This activity has been adapted from the College Board’s Pre-AP Strategies.

How to Teach It:1. The teacher should provide students with a copy of the SOAPSTone questions. 2. Using the SOAPSTone questions, the teacher models the use of the SOAPSTone acronymas students follow along. 3. Students are provided with a primary source and must answer the SOAPSTone questions based on the document.

Example:SOAPSTone

Title of Reading: Author:Speaker

Whose voice is telling the story?

Remember that it is not enough simply to name the speaker. What can you say about the speaker based on the references to the text?

Occasion

What is the time, place, current situation, context in which the author is writing?

Be certain to discuss and record both the larger occasion, that is, those issues or ideas that must have made the speaker think about this issue, as well as the immediate occasion.

Audience

Who is the intended audience for the piece?

At whom is the text directed? It’s not enough to say “Anyone who read it.” You will want to identify a certain audience by describing some of its characteristics.

Purpose

Why is the author writing?

The purpose could be purely a personal one; i.e. to assuage guilt, to encourage action. But it could also be directed at the audience; you will have to decide what the message is and how the author


The Newark Public Schools World Historywants this audience to respond.

Subject Briefly state the main idea(s) of the article.

You should be able to state the subject in a few words or a very short phrase.

Tone What is the feeling or manner of expression used by the author?

Try to choose a description of the tone that fits the piece as a whole. Include specific words or phrases from the text and explain how they support your statement.

Tone Words:AfraidAllusiveAngryApologeticAudaciousBenevolentBitterBoringCandidCelebratory

ChildishColdComplimentaryCondescendingConfusedContemptuousDefensiveDetachedDidacticDramatic

DreamyEncouragingFancifulFrivolousFrustratedGiddyHappyHollowHorrificHumorous

InflammatoryInspiringIrreverentJokingJoyfulMockingNostalgicObjectivePeacefulPitiful

PoignantProudProvocativeRestrainedSadSarcasticSeductiveSentimentalSharpShocking

SilySomberSweetSympathetictiredUpsetUrgentVexedVibrantZealous



Question-Answer-Relationship/Questioning Grids


Brief Description:Questioning grids provide students the opportunity to form questions based on various topics in world history instead of just answering questions. This activity will allow students to identify different types of questions and how to find/generate answers to questions. This Questioning Grids activity has been adapted from the College Board’s Pre-AP Strategies.

How to Teach It:1. Explain the importance of asking questions and their relationship to where answers can be found.2. Explain the four different types of question/answer relationships (as explained in the chart below). 3. Model the use of the questioning grid by providing students with a sample reading and generate questions for each of the

categories.4. Allow students to complete independent practice of the activity by creating a grid for an assigned reading.5. Opportunity for Extension: Have students review questions from the textbook and identify where they would fall within the

question grid.

Example:Questioning Grid

Right There

These Questions are formulated by using words directly from the text. Similarly, the answers to these questions are also directly in the text.

Think and Search

These questions have answers that are implied in the text. You must read the entire selection in order to piece together meaning to create these questions.

Author and You

Questions in this quadrant use the language of the text. However, the reader must apply his or her understanding of the reading in order to answer the question. The answer is not explicitly in the text, but must be arrived at by inferring what the author intended in the piece.

On Your Own

These are questions to which the reader applies prior knowledge or personal experience to arrive at an answer. The text is the basis for the question, but not needed for the answer.


The Newark Public Schools World HistoryG!SPRITE


Brief Description:This activity is used to help students organize information from a reading about an identified area. This activity has been adapted from the College Board’s Pre-AP Strategies.

How to Teach It:1. Review the acronym G!SPRITE with students.2. Model the use of G!SPRITE with a sample reading passage. 3. Provide students with a passage/s about a country and the G!SPRITE Organizer. Students could also create a visual explanation

for each of the topics. 4. To cover more areas, the teacher may want to assign small groups to different countries.

Example:G! SPRITE

G! Equals Geography How does geography help to shape this society? Would this society/event have a different structure/outcome if it occurred in a different part of the world? How did geography dictate the economic structure of this society?

S Equals Social How is the social structure being altered or challenged in this instance?Did your reading reveal any social or cultural norms?Can you list specific examples from your reading that reveal the social aspects of this culture/country at this time in history?

P Equals Political How did the government react in this instance?Did the role of leadership change in this country?Why did the government’s foreign policy stance change in this instance?

R Equals Religious


The Newark Public Schools World HistoryHow did religion play a role in the development of government/society/culture? How did religious divisions affect the coming of this event? Can you list the major religious leaders who influenced this country?

I Equals Intellectual How did the art or literature of this time period reflect the events surrounding the artists or authors?How did a shift in thinking lead to this event?How did the rest of society react to this shift in thought?

T Equals Technology How did the advancements made in transportation change the social and economic patterns at this time in history? How did the invention of (blank) lead to further changes? Did the advent of (blank) have a positive or negative effect on this society?

E Equals Economics How did the government react to the economic distress during this time period?Were the economic decisions of the ruling party helpful to this country’s overall economic health?Did foreign policy play a role in the economic decisions of this country?


The Newark Public Schools World HistoryHistorical Character Journal


Brief Description:Allowing students to take the role of a fictional character from a historical event and create a journal allows the student to synthesize information about the time period. By creating a journal about a child that lived during the industrial revolution, the student is able to dramatize the impact of the industrial revolution on the lives of children. This activity should be done at the end of a unit and can be applied to various units in which primary source documents are available.

How to Teach It:1. After providing background about the Industrial Revolution, read various primary source documents that describe the lives of

children. 2. Have students create a journal about a fictitious character that lived during the industrial revolution. See directions and

example below. Writing Situationnar·ra·tive

a story or account of events, experiences, or the like, whether true or fictitious.

The narrative selection is one that “tells a story.” It could be a short story, an essay, a description, or even part of a long novel. Narrate means “to tell,” and you will notice that the authors of the narrative selections aren’t trying to persuade you to their point of view; rather, they have other reasons for relating their stories. Narration has many purposes, such as entertainment, explaining, describing, or making a specific point about something, to name a few.

Imagine that you are a teenager that faces the conditions below. You decide to tell the story of your life in a journal. In your journal you will describe what life was like for you during the Industrial Revolution. Use our class discussions, the textbook and other resources (i.e. library books, primary sources posted in the classroom, and the internet) to research the Industrial Revolution.

Teenager During the Industrial RevolutionYou are a child or teenager living in England where the Industrial Revolution has spurred (encouraged) the growth of thousands of factories. Cheap labor is in great demand. Like millions of other teenagers, you do not go to school. Instead, you work in a factory 6 days a week, 14 hours a day. The small pay you receive is needed to help support your family. You trudge (hike) to work before the sunrise everyday and work until sundown. Inside the workplace the air is hot and foul, and after sunset it is so dark it is hard to see. Working in the factory with the machines is exhausting, dirty and dangerous.


The Newark Public Schools World HistoryDirections for Writing

Write 5 journal entries based upon your character’s fictitious life during the Industrial Revolution. Each entry should be at least two paragraphs in length. The entries can cover a couple of days, weeks, months or even years. Each journal entry must start on a new piece of paper and have the date at the top. The journals may be hand written or typed. Review the grading rubric before starting this project.

Remember that good writers give readers interesting details and clear examples!

Grading Rubric1

Novice2

Apprentice3

Practitioner4

ExpertFocus on Assigned Topic(5points)

No attempt has been made to relate the journal to the assigned topic.

Some of the journal is related to the assigned topic, but a reader does not learn much about the topic.

Most of the journal is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

The entire journal is related to the assigned topic and allows the reader to understand much more about the topic.

Accuracy of Facts(5 points)

There are several factual errors in the journal.

Most facts presented in the journal are accurate (at least 70%).

Almost all facts presented in the journal are accurate.

All facts presented in the journal are accurate.

Creativity(5 points)

There is little evidence of creativity in the journal. The author does not seem to have used much imagination.

The journal contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use her/his imagination.

The journal contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used her/his imagination.

The journal contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used her/his imagination.

Requirements(3 points)

Many requirements were not met.

Most (about 60%) of the written requirements were met, but several were not.

Almost all (about 80%) the written requirements were met.

All of the written requirements (at least 2 paragraphs per an entry, 5 journal entries) were met.

Grammar and Spelling(3 points)

Author makes more than 9 errors in grammar or spelling that distracts the reader from the content.

Author makes 5-9 errors in grammar or spelling that distract the reader from the content.

Author makes 1-4 errors in grammar or spelling that distract the reader from the content.

Author makes no errors in grammar or spelling that distracts the reader from the content.

Capitalization and Punctuation(2 points)

Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Author makes 1-2 errors in capitalization or punctuation, but the journal is still easy to read.

Author makes no errors in capitalization or punctuation, so the journal is exceptionally easy to read.

Neatness(1 point)

The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.

The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.

The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.

The final draft of the story is typed. It looks like the author took great pride in it.

Example:


The Newark Public Schools World HistorySample Student Created Journal Entry

May 3, 1791 This has been a very long week for my family. I have decided to keep a journal in order to record my thoughts and to help pass the time. Just this

past week my family and I moved to the city of Manchester. My father keeps telling my sisters and I that this is going to be good for the family. I do not see how moving away from all of your friends can really be such a good thing. He tells us that the city is where everything is and that this move will allow us to have more money for better food and clothing. I guess only time will tell what will happen.

As we rode into the city of Manchester, I saw many beautiful homes. I became excited at the fact that we were going to be living in such a nice place. However, those homes are nothing like the one in which we moved our belongings. Dad says that since we are new to the city it will take us some time to find our own place. In the mean time we are living with the Coopers. They live on the fourth floor of a large building with people living on other floors. I found out that they do not actually own the building, but instead rent two bedrooms and a kitchen. There are many other families that live in the building. We know the Cooper family from our old home. The Coopers moved to Manchester about three years ago. My dad always talked about how great the city was for the Coopers. I have no clue what he was talking about. They have five people living in this small apartment and with our family joining them; there are now nine of us crammed into this place. Our family is sharing one bedroom while theirs is in the other.

.



Imperialism/Scramble for Africa Simulation


Brief Description:This activity allows students to participate in a simulation of the scramble for Africa. Each student represents either a European nation or African colony in a review game. The students’ knowledge in the game represents their resources. Candy or tickets (points) can be used as the incentive for this activity.

How to Teach It:1. Randomly pass out the nation/colony cards to students. Be sure that all six of the European nation cards are distributed, with the

rest of the cards being from the African colony group. 2. Give each student a piece of wrapped candy or five M&Ms. Emphasize that students are not to eat the candy until they are told to

do so (at the end of the discussion following the simulation). 3. Have the students take their candy and arrange themselves into six teams according to the European nation cards that they hold. A

team is formed by having all nation card holders whose nations or colonies are linked together to form a group. (i.e. Libya, Somalia, and Italy would be a team.)

4. The teacher begins to ask review questions from a previous unit and gives out candy for each correct answer. Call upon students that raise their hands first to answer questions.

5. At the end of the review game, each holder of a European nation card should take half of each colony’s holdings of candy (i.e. if a colony had four pieces, its mother country would take two).

6. At the end of the game, discuss students’ feelings using the discussion questions below. 7. Have students record notes into their notebook and relate the notes to the simulation in which they just participated.


The Newark Public Schools World HistoryExample:Sample Role Cards:

Italy Libya(Italy)

Somalia(Italy)

Great Britain Nigeria(Great Britain)

south Africa(Great Britain)

Ghana(Great Britain)

Kenya(Great Britain)

Zimbabwe(Great Britain)

France

Mauritania(France)

Algeria(France)

Madagascar(France)

Mali(France)

Senegal(France)

Ivory Coast(France)

Chad(France)

Tunisia(France)

Belgium Zaire(Belgium)

Portugal Angola(Portugal)

Mozambique(Portugal)

Uganda(Great Britain)

Sudan(Great Britain)

Egypt(Great Britain)

Morocco(France)

Germany Namibia(Germany)

Tanzania(Germany)


The Newark Public Schools World HistoryIs a renaissance taking place in Newark?


Brief Description:Use the menu option File-Save As to save this page as a new name other than Activity-New-Page. Highlight Activity-Name-1 and type the name of the activity. Highlight this text and begin typing a description of the activity. This activity will eventually be located in the appendix of the curriculum guide, and links in the Activities and Assessments column of the curriculum guide will guide the user to this activity. See the general instruction sheet for the instructions how to do this.

How to Teach It:6. Highlight this text to begin typing the steps of the activity.7. Pressing Enter will automatically start the next step number.8. If it is desired to move to the next line without creating a new number,

hold down the Shift key while pressing Enter.

Example:Having studied about the European Renaissance, answer the following question in a five paragraph essay.

“Is a renaissance (Rebirth, New start) taking place in the city of Newark?”

Your essay must be five paragraphs in length. Your essay should have an introduction, 3 reasons that support your answer to the question (and supporting details) and a conclusion. Your essay should be neat and free of grammatical and spelling errors. The final draft of your essay must be typed.


The Newark Public Schools World HistoryGrading Rubric

Category 1 (D)Novice

2 (C)Apprentice

3 (B)Practitioner

4 (A)Expert

Position Statement

There is no position statement.

A position statement is present, but does not make the author's position clear.

The position statement provides a clear statement of the author's position on the

topic.

The position statement provides a clear, strong statement of the author's position

on the topic.

Support for Position

Includes 1 or fewer pieces of evidence (facts,

statistics, examples, real-life experiences).

Includes 2 pieces of evidence (facts, statistics,

examples, real-life experiences) that support

the position statement.

Includes 3 or more pieces of evidence (facts, statistics,

examples, real-life experiences) that support the

position statement.

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life

experiences) that support the position statement. The writer anticipates the

reader's concerns, biases or arguments and has provided at least 1 counter-

argument.

Evidence and Examples

Evidence and examples are NOT relevant AND/OR are not

explained

At least one of the pieces of evidence and examples is

relevant and has an explanation that shows how

that piece of evidence supports the author's

position.

Most of the evidence and examples are specific, relevant and explanations are given that

show how each piece of evidence supports the author's

position.

All of the evidence and examples are specific, relevant and explanations are

given that show how each piece of evidence supports the author's position.

Grammar & Spelling

Author makes more than 4 errors in grammar or

spelling that distracts the reader from the content.

Author makes 3-4 errors in grammar or spelling that

distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that

distract the reader from the content.

Author makes no errors in grammar or spelling that distracts the reader from

the content.

Capitalization &

Punctuation

Author makes several errors in capitalization and/or punctuation that

catch the reader's attention and interrupt the flow.

Author makes a few errors in capitalization and/or

punctuation that catch the reader's attention and

interrupt the flow.

Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to

read.

Author makes no errors in capitalization or punctuation, so the essay is

exceptionally easy to read.


The Newark Public Schools World HistoryFacebook/MySpace Project


Brief Description:This activity has students create a social networking page about an individual. The student must research background information on the individual as post a status about the individual, determine the historical character’s friends and create wall posts by the identified friends. Students can use the electronic format below, create their own, or create an account and print out the page for evaluation purposes.

How to Teach It:1. Review the Facebook/MySpace project directions with students.2. Provide students with a list of individuals from which they can select. Do not allow more than one student to research the

same individual. 3. Review the project expectations by explicitly reviewing the rubric with students. 4. Provide a sample project for students to view in class.5. Allow students to research the identified individual and create a social networking page.


The Newark Public Schools World HistoryFacebook/MySpace Project Grading Rubric

CATEGORY 4 (A) Expert 3 (B) Practitioner 2 (C) Apprentice 1 (D)Novice Total PointsRequirements All requirements are

met and exceeded.All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

X 3 =

_____/16Historical Figure Understanding

Covers historical figure in-depth with details. Subject knowledge is excellent.

Includes essential knowledge about the historical figure. Subject knowledge appears to be good.

Includes essential information about the historical figure but there are 1-2 factual errors.

Historical figure content is minimal OR there are several factual errors.

X 3 =

_____/16

Attractiveness& Creativity

Makes excellent use of font, color, graphics, effects, etc. to enhance the page. Product shows a large amount of original thought. Ideas are creative and inventive.

Makes good use of font, color, graphics, effects, etc. to enhance to page. Product shows some original thought. Work shows new ideas and insights.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Uses other people's ideas (giving them credit, but there is little creativeness).

Use of font, color, graphics, effects etc. but these often distract from the presentation content. Uses other people's ideas, but does not give them credit. There is no creativeness or new ideas.

X 2 =

_____/8

Organization The page is well organized using headings or bulleted lists & is easy to navigate.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

The page is organized for the most part, but is difficult to navigate.

There was no clear or logical organizational structure, just lots of facts.

X 2 =

_____/8

Oral Presentation Interesting, well-rehearsed with smooth delivery that holds audience attention. Audience can hear!

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Delivery not smooth, but able to hold audience attention most of the time.

Delivery not smooth and audience attention lost. Cannot hear or confusing information.

X 2 =

_____/8

Total Points: _____/50 Comments:


The Newark Public Schools World HistorySample Facebook Template:facebook Home Profile Friends Inbox

(1) Settings Log out

Username: Status goes here 5 minutes ago

Wall Info Photos +

What’s on your mind?

View photos of me (34)

InformationRelationship Status:

Current City:

Birthday:

Friends



Biopoem


Brief Description:A biopoem is a poem that describes a person in eleven lines. This activity allows students to synthesize information that they have learned about an individual from history and time period. The format can be modified to fit the needs of the lesson.

How to Teach It:1. Provide students with the biopoem directions, format, and rubric. Explicitly review each of these with students. 2. Allow students to select an individual to create a biopoem. Depending on the unit of study and the number of students in the class,

the teacher may want to ensure that each student is researching a different individual. 3. Model the writing of a biopoem and provide an example for students to review. 4. The teacher may want to provide students with information about each of the individuals or allow the students to do independent

research.

Directions:Read the biographical information about the individual that you have selected. What made him or her famous? What did this person do that was important? Where and when did he or she do it? What kind of personality do you think the person had? You may wish to check your textbook for more detailed information or to see what the person looked like. Then write a bio-historical poem about your person. After writing a draft of you bio-historical poem below, type your poem and print it out.

BIO-HISTORICAL FORMAT:Line 1: First name only

Line 2: Four traits that describe the person Line 3: Sibling of… Son of… Friend of…

Line 4: Lover of… (3 ideas)Line 5: Who felt… (3 items)

Line 6: Who needed… (3 items)Line 7: Who gave… (3 items)

Line 8: Who feared… (3 items)Line 9: Who wanted to see… (3 items)

Line 10: Resident of…Line 11: Last name only…



Biopoem Rubric Category 4 (A)

Expert3 (B)

Practitioner2 (C)

Apprentice1 (D)

NoviceOrganization Biopoem follows the

structure given to students.Most of the biopoem follows

the structure given to students.Some of the biopoem follows the structure given to students.

The biopoem does not follow the structure given to students.

Content Biopoem includes interesting details about the

person.

Biopoem includes some interesting details about the

person.

Biopoem includes some details.

Biopoem includes broad and vague details.

Usage Student uses all words correctly, varied and vivid vocabulary when creating

the biopoem.

Student uses 2 of the 3 components of the expert level.

Student uses 1 of the 3 components of the expert level.

Student uses words incorrectly and does not include varied and

vivid words.

Mechanics All words in the biopoem are spelled correctly.

The biopoem includes 1-2 spelling mistakes.

The biopoem includes 3-4 spelling mistakes.

The biopoem includes 5 or more spelling mistakes.

Comments:

Example:William E.B.

Educated, forceful, caring, impatientFriend of Booker T. Washington

Lover of freedom, equality, education Who felt angry, worried, inspired

Who needed the right to vote, political power, financial support Who gave instruction, inspiration, written words

Who feared segregation, Jim Crow laws, discrimination Who wanted to see equality, freedom for all, universal education

Resident of Massachusetts DuBois


The Newark Public Schools World HistoryTriangular Trade Simulation


Brief Description:This simulation helps students understand the concept of triangular trade and identify the continents and passages that made up the network. In this activity, students work in groups of six students to represent the trading network. Each student represents a continent or passage and has a card with his or her description.

How to Teach It:1. Introduce the topic 2. Provide each group (approximately 6 students) with 3 pieces of string (each piece approximately 4-5 feet in length) and cards

with descriptions of the continents and passages of the triangular trade network. Sample cards are provided in the example section below. Each student should also receive an outline map with the trade routes marked.

3. Inform students that they must arrange themselves in the correct positions with each of the pieces of string representing a passage.

4. After each group as demonstrated the correct formation, each member should fill in the outline map and copy down the descriptions of each of the continents and passages.

5. The simulation materials can be posted on the wall of the classroom once the simulation has been completed in order to serve as a visual representation of the concept of triangular trade.


The Newark Public Schools World HistoryExample:Sample Simulation Cards:

EuropeI am Europe. I export cotton, woolens, guns and metal

goods to the Gold Coast of Africa during the first leg of the Trans Atlantic Triangular Trade, known as the Outward

Passage. I import cotton, furs, tobacco, sugar, rum, rice and other goods from the Americas during the last leg of trade,

known as the Homeward Passage.

Outward PassageI am the Outward Passage. I am the first leg of the Trans

Atlantic Trade. I carry cotton, woolens, guns, and metal goods from Europe to the Gold Coast of Africa.

AfricaI am the Gold Coast of Africa. I export slaves to the Americas during the second leg of the Trans Atlantic Trade, known as the Middle Passage. I import cotton, woolens, guns, and metal goods from Europe during the first leg of the trade, known as the Outward Passage.

Middle PassageI am the Middle Passage. I am the second leg of the Trans

Atlantic Trade. I carry slaves from the Gold Coast of Africa to North and South America.

North and South AmericaI am the Americas. I export cotton, furs, tobacco, sugar,

rum, rice, and other goods to Europe during the last leg of the Trans Atlantic Trade, known as the Homeward Passage.

I import slaves from the Gold Coast of Africa during the second leg of the trade, known as the Middle Passage.

Homeward PassageI am the Homeward Passage. I am the last leg of the Trans

Atlantic Trade. I carry cotton, furs, tobacco, sugar, rice, rum, and other goods from North and South America to Europe.



Character Sketch


Brief Description:A character sketch allows students to put themselves in the place of a specific time period. Students can create sketches about a fictitious character that is created after learning about a specific time period or topic (i.e. a student creates a fictional character that has experienced the middle passage), or a sketch based on an individual that they have read about (i.e. a student creates a character sketch of Equiano after reading selections from The Interesting Narrative of the Life of Olaudah Equiano).

How to Teach It:1. Read various primary source documents from the identified time period. The types of sources should be varied (i.e. journals,

newspaper articles, legal documents). 2. Provide students with the project directions and rubric and review the assignment as a class. 3. Provide students with the necessary materials for creating a life size character sketch (bulletin board/butcher paper, markers,

and scissors). 4. Allow students to work in groups to create the human outline. If creating a life size sketch is not possible, students can

complete the assignment on a human sketch on an 8.5”x11” piece of paper (see outline below). 5. After creating the life size sketch, students should begin filling in the attributes of the character. 6. Once the group has created a character sketch, have each group member write a journal entry from the perspective of their

character.



Character Sketch Grading Rubric

CATEGORY4 (A)

Expert3 (B)

Practitioner2 (C)

Apprentice1 (D)

NoviceContent - Accuracy

At least 6 accurate facts/attributes are displayed on the outline.

5 accurate attributes/facts are displayed on the outline.

4 accurate attributes/facts are displayed on the outline.

Less than 4 accurate facts are displayed on the outline.

Required Elements

The outline includes all required elements as well as additional information. (Required Elements:Head- thoughtsHeart- feelingsStomach- foodLegs- condition)

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Attractiveness The outline is exceptionally attractive in terms of design, layout, and neatness.

The outline is attractive in terms of design, layout and neatness.

The outline is acceptably attractive though it may be a bit messy.

The outline is distractingly messy or very poorly designed. It is not attractive.

Mechanics Capitalization and punctuation are correct throughout the poster.

There is 1 error in capitalization or punctuation.

There are 2 errors in capitalization or punctuation.

There are more than 2 errors in capitalization or punctuation.

Grammar There are no grammatical mistakes on the poster.

There is 1 grammatical mistake on the poster.

There are 2 grammatical mistakes on the poster.

There are more than 2 grammatical mistakes on the poster.

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Comments:


The Newark Public Schools World HistoryExample:



Enlightenment Centers


Brief Description:Learning centers are individual stations that allow students to complete various activities that assist in mastering a specific objective. Center activities can be timed or independent assignments. When centers are timed the teacher assigns each student to a group and the groups rotate from center to center once the designated time has passed. The centers do not have to be group activities. The centers can also be independent where students choose the order in which they wish to complete the activities and move to another center once they have completed the center activity. Each center activity should have clear and specific directions along with the method of assessment. Centers can be used within all units of study.

How to Teach It:1. Explicitly review the directions for each center and the procedures and expectations for center activities.2. Explain the signal for moving between centers and model how students are to move from one center to the next.3. Assign each student to a center or allow students to select which one they would like to complete first.4. Allow students to complete the activities while monitoring student progress and answering questions.

Example:Enlightenment CentersCenter 1 – Flash Cards Directions: Each student should create a set of flash cards of important people that lived during the Enlightenment. The set of cards should include one for each of the persons listed below. Each flash card should include the name of the person, a drawing of the person or something associated with the person and, on the back, facts about the person and a sentence linking the person to Enlightenment ideas. A sample flash card has been provided as an example. Review your flash cards and if time permits, use your cards to quiz other group members. Thomas Hobbes (page 195)John Locke (page 196)Voltaire (page 196)Montesquieu (page 197)Mary Wollstonecraft (page 199)Jean Jacques Rousseau (pages 197-198)Denis Diderot (page 202)Wolfgang Amadeus Mozart (page 203)Ludwig van Beethoven (page 203)Office of Academic Services ©2010 108


Center 1- Flash Cards Grading Rubric

CATEGORY4 (A)

Expert3 (B)

Practitioner2 (C)

Apprentice1 (D)

NoviceIllustration(s) Illustrations were creative, drawn and

colored neatly and were a good size.Illustrations were drawn and

colored neatly and were a good size.

Illustrations were drawn and colored neatly, but some were too

large or too small.

Illustrations were drawn and/or colored

carelessly.Neatness and

EffortThe flash cards have no distracting

errors, corrections or erasures and are easily read. It appears the student spent a

lot of effort getting things just right.

The flash cards have almost no distracting errors, corrections

or erasures and are easily read. It appears the student worked

hard on it.

The flash cards are fairly readable but the quality is not too good on

some parts. It looks like the student ran out of time or didn't

take care of it.

Very messy and hard to read. It looks like the

student threw it together at the last minute

without much care.

Contents Includes an illustration of the person or something associated with the person,

name of the person, facts about the person and a sentence linking the person

to Enlightenment ideas.

Flash cards include 3 of the 4 components of the expert

level.

Flash cards include 2 of the 4 components of the expert level.

Flash cards include 1 of the 4 components of the

expert level.

Center 2 – Illustrating Enlightenment Ideas Directions: Select a quote from the list below. Copy the quote onto a piece of white paper and create an image to illustrate (show) it. On the back of the poster write your name and a brief description explaining how the image you created relates to your understanding of the quote.

Quotes:Without governments, there would be “war…of every man against every man.”-Thomas Hobbes

“I do not agree with a word you say but will defend to the death your right to say it.”-Voltaire

“Power should be a check to power.”-Baron de Montesquieu

“Man is born free, and everywhere he is in chains.”-Jean Jacques Rousseau



“If absolute sovereignty be not necessary in a state, how comes it to be so in a family?...If all men are born free, how is it that all women are born slaves?”-Mary Astell

**More information about these quotes can be found in your textbook (pages 195-199).

Center 2 – Illustrating Enlightenment Ideas Grading Rubric

CATEGORY4 (A)

Expert3 (B)

Practitioner2 (C)

Apprentice1 (D)

NoviceQuote The quote can be read from 6 ft.

away and is written in a unique text.The quote can be read from 6 ft. away and describes content well.

The quote can be read from 4 ft. away and describes the content well.

The quote is too small and/or does not describe the content of the poster well.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Graphics - Originality

Several of the graphics used on the poster reflect an exceptional degree of student creativity in their creation and/or display.

One or two of the graphics used on the poster reflect student creativity in their creation and/or display.

The graphics are made by the student, but are based on the designs or ideas of others.

No graphics made by the student are included.

Graphics -Clarity

Graphics are all in focus and the content easily viewed and identified from 6 ft. away.

Most graphics are in focus and the content easily viewed and identified from 6 ft. away.

Most graphics are in focus and the content is easily viewed and identified from 4 ft. away.

Many graphics are not clear or are too small.

Center 3 – Comparing the Views of Hobbes, Locke and Rousseau on GovernmentDirections: Create a chart to compare the views of Hobbes, Locke and Rousseau on government. Then write a paragraph about comparing and contrasting their views. Example:

Thomas Hobbes John Locke Jean Jacques Rousseau



Interactive Bulletin Board


Brief Description:An interactive bulletin board allows students to participate in a class discussion in a written format. This activity can be used to encourage student participation as well as an introductory activity for writing prompt.

How to Teach It:1. Create a bulletin board question that has students take a side 2. Be sure that the bulletin board has the question/controversial issue posted, post-it notes, directions, and any other necessary

information. 3. Encourage students to post an answer with supporting reasons as well as respond to their fellow students’ responses.

Example:

Should Columbus Day be changed to Indigenous Peoples’ Day?

Yes No

Directions: Take a sticky note and write “yes” or “no” and your reasons why. Stick your note on the wall near the yes or no. You may write a note in response to another note but please do not write on or

remove any posted notes.


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