WHP-1200 Teacher Course Plan
2021/22SAMPLE YEAR-LONG COURSE PLAN –120012021/22SAMPLE YEAR-LONG COURSE PLAN –1200WHP Course ObjectivesWHP Course Objectives1.Understand that history is a narrative, or a combination of narratives, shaped by the sources andperspectives you use to tell that story.2.Apply the evidence from sources using multiple perspectives and scales to evaluate (support,extend, or challenge) different narratives.3.Engage in meaningful historical inquiry by analyzing primary and secondary sources from multipleperspectives of gender, race, and socioeconomic status, or other hierarchies to gain a deeperunderstanding of human history.4.Analyze the narrative of history using the course’s three frames: communities, networks, andproduction and distribution.5.Use historical thinking skills andreasoning practices such as scale, comparison, causation, continuityand change over time, sourcing, claim testing, and contextualization, to understand and evaluate thehistorical narrative.6.Create and support arguments using historical evidence to communicate conclusions throughindividual or shared writing.Projected Pacing Guide*UnitEstimated StartEstimated Duration1September 72weeks2September 214 weeks 3October 184 weeks 4November 153 weeks 5January 34 weeks 6January313weeks7February 215 weeks 8March 283 weeks 9April 255 weeks *Takes into accountschool holidays, in-service days, and other commonly missed time such as testing days.Unit 1—Narratives and FramesUnit 1 Problem: Why does it matter what stories we tell about the past, and how we tell them?1.Whyis learning about history important for our lives today?2.How can we test the narratives that historians use to tell the history of this period?3.How can we describe the history of the world in this era in terms of communities, networks, andsystems of production and distribution?Learning Objectives1.Examine how historians frame history by creating narratives of different scales of time and space.
2021/22SAMPLE YEAR-LONG COURSE PLAN –120022.Understand the course frames of communities, networks, and production and distribution, and how they can be used to analyze history. Lesson 1.0: History Stories 1.Activity:Draw Your History2.Watch:What Makes History Usable3.Watch:The Danger of a Single Story4.Activity: Vocab –Tracking 1.05.Activity: UP Notebook 6.Activity: Vocab –Word Wall 1.0Lesson 1.1: Unit 1 Overview1.Activity:Causation –Alphonse the Camel2.Watch:Unit 1 Overview3.Activity:Three Close Reads –Introduction4.Read: “Unit 1 Overview: History Stories”5.Activity:Geography –Unit 1 Mapping6.Activity: Vocab–Live Concept Mapping7.Activity: Claim Testing –IntroductionLesson 1.2: History Frames1.Activity:Contextualization –Introduction2.Watch:Frame Concept Introduction3.Watch: Communities Frame Introduction4.Watch:Networks Frame Introduction5.Watch: Production and Distribution Frame Introduction6.Activity:Draw the Frames7.Activity:UP Notebook8.Assessment:DBQ 0Unit 2—The Global Tapestry 1200 to 1450CEUnit 2 Problem: How didnetworks of exchange connect societies, and how are communities changed by these connections?1.How were human communities organized and how did they interact during this period?2.How and why did interconnections among human societies grow and shrink at different times, and how did these changes affect communities and networks?3.What were the positive and negative consequences of increased connectivity?Learning Objectives1.Analyzethe different ways humans formed communities in Afro-Eurasia, the Americas, and the Pacific.2.Investigate regional networks of exchange that connected societies and how communities were impacted by these connections.3.Assess the causes and effects of expansion and contradiction of networksduring this era. 4.Evaluate the positive and negative impactsof interconnection on different communities around the world.
2021/22SAMPLE YEAR-LONG COURSE PLAN –120035.Use historical thinking skills and reasoning practices such as sourcing, contextualization, comparison, continuity and change over time (CCOT), and claim testing to evaluate historical events and processes. 6.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing. Lesson 2.0: Unit 2 Overview1.Watch: Unit 2 Overview2.Read: “Unit 2 Overview: The Global Tapestry 1200 to 1450 CE”3.Activity: Geography –Unit 2 Mapping Part 14.Activity:Vocab Tracking 2.05.Activity:Vocab –Word Wall 2.06.Activity:UP Notebook7.Read: Project X –“A Guide to Reading Charts”8.Activity:Project X –Three Close Reads for Data –Introduction9.Read:“Data Exploration: Population”Lesson 2.1: Afro-Eurasia1.Activity:Intro to Sourcing2.Read: “Communities in Afro-Eurasia”3.Read:“State and Religion in Afro-Eurasia”4.Watch:The Emergence of Islam5.Activity:Contextualization –Mansa Musa6.Watch:Mansa Musa and Islam in Africa CCWH 167.Read:“Written in the Stars: Secrets of the Mongol Empire”8.Activity:Introduction to Three Close Reads for Graphic Biographies9.Read:“Sorqoqtani Beki –Graphic biography”10.Watch:Wait for It... the Mongols! CCWH 1711.Read:“Sources of Mongol History”12.Read:“Rashid al-Din –Graphic biography”13.Read:“Rumi –Graphic Biography”Lesson 2.2: Americas and the Pacific1.Activity:Vocab–Word Wheel2.Read:“The Americas 1200–1450”3.Watch:Pre-Colonial Caribbean4.Watch:Aztec Empire5.Read:“Mocuilxochitzl –Graphic biography”6.Watch:Inca Empire7.Read:“Oceania”8.Read:“Kupe –Graphic Biography”9.Activity:Comparison –Life in 1200 ad TodayLesson 2.3: Routes of Exchange1.Activity:CCOT–Introduction2.Read: “Archipelago of Trade”3.Watch:Guilds, Wool, and Trade: Medieval England in a Global Economy
2021/22SAMPLE YEAR-LONG COURSE PLAN –120044.Activity:Claim Testing –Authority5.Read:“New World Networks, 1200-1490s”6.Read:“Trans-Saharan Routes”7.Watch:Silk and the Song Dynasty8.Read:“Indian Ocean Routes9.Read:“Zheng He –Graphic biography”10.Closing:Making Claims –Expanding NetworksLesson 2.4: Consequences of Connectivity1.Activity:What Is This Asking? Introduction2.Read:“World Religions Prior to 1450”3.Read:“Renaissance”4.Read:“Cultural Consequences of Connectivity”5.Activity:Contagion!6.Read:“Trade Networks and the Black Death”7.Activity:UP Notebook8.Read:“Reactions to the Black Death9.Activity:Causation –The Black Death10.Watch:Disease! CCWH 20311.Activity:Geography –Unit 2 Mapping Part 212.Activity:Writing –Claim and Focus, Part 113.Assessment:Unit 2 LEQUnit 3—Transoceanic Connections 1450 to 1750 CEUnit 3 Problem: How did transoceanic connections transform global economic systems and societies in different points in history?1.To what extent can the Columbian Exchange be considered one of the most important turning points inhistory?2.What were the impacts of the Columbian Exchange for people living in different regions and social classes around the world? Why and how were the impacts similar and different?3.In what was did societies across the world develop both similarities and differences during this period of increasing global interconnectivity?4.How did changes in the environment, demographic changes, and new forms of coerced labor affect some regions of the world more than others?Learning Objectives1.Understand how historians create narratives to explain how human communities entered a global age during this era. 2.Evaluate and analyze the historical narrative of the formation of a new global age.3.Use historical data to explore changes to global life expectancy. 4.Use historical thinking skills and reasoning practices such as claim testing,causation, comparison, and continuity and change over time to evaluate historical events and processes. 5.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.
2021/22SAMPLE YEAR-LONG COURSE PLAN –12005Lesson 3.0: Unit 3 Overview1.Watch: Unit 3 Overview2.Read:“Unit 3 Overview: Transoceanic Connections 1450 to 1750 CE”3.Activity:Geography –Unit 3 Mapping Part 14.Activity: Vocab Tracking3.05.Activity:Vocab –Word Wall 3.06.Activity:UP Notebook7.Activity:CCOT –The Global Tapestry to Transoceanic Connections8.Read:“Data Exploration: Urbanization”Lesson 3.1: Columbian Exchange1.Opening: A Different View2.Read: The Columbian Exchange”3.Read:“Crops that Grew the World”4.Activity:World Zone Café5.Read:“The Disastrous Effects of Increased Global Interactions”6.Watch:The Columbian Exchange CCWH 237.Activity:Causation –Migration8.Read:“Transatlantic Migration Patterns”9.Read: “Religious Syncretism in Colonial Mexico City”10.Activity:Sourcing –Spanish conquest of the Aztec EmpireLesson 3.2: Early Modern Empires1.Activity:Empire Building2.Read: “A Sublime Empire: Ottoman Rule on Land and Sea”3.Read:“Mawläy ‘Abd al-Mälik –Graphic Biography”4.Watch: The Omni Empire5.Read:“Mughal Empire”6.Read:“Kanzada Begum –Graphic Biography”7.Read:“China Under Ming and Qing Rule”8.Read:“Qing Shih –Graphic Biography”9.Read:“From Muscovy to the RussianEmpire”10.Watch: Venice and the Ottoman Empire: CCWH #1911.Activity:Claim Testing–Evidence12.Read:“Survey of Transoceanic Empires”13.Read:“Yasuke –Graphic Biography”14.Watch:Comanche Empire15.Activity: Contextualization –Mongols and ComancheLesson 3.3: Transoceanic Connections1.Activity:Our Interconnected World2.Activity:Comparison –Economic Systems3.Read:“Overview of New Economic Systems”4.Read:“EuropeanColonies in the Americas”5.Read:“Amonute –Graphic Biography”6.Activity:Redraw the Frames7.Read:“Juana de la Cruz –Graphic Biography”
2021/22SAMPLE YEAR-LONG COURSE PLAN –120068.Watch:The Spanish Empire Silver and Runaway Inflation: CCWH #259.Watch:Capitalism and the Dutch East India Company: CCWH #22910.Activity:What Is This Asking?Lesson 3.4: The Transatlantic Slave Trade1.Activity:Vocab –Word Relay2.Read:“The Transatlantic Slave Trade”3.Read:“Race and Coerced Labor I: How did People Become Property”4.Read:“Race and Coerced Labor II: Motivations and Justifications”5.Activity:UP Notebook6.Read:“First Person Accounts: The transatlantic Slave Trade”7.Read:“Domingos Álvares –Graphic Biography”8.Watch:Impact of the Slave Trade: Through a Ghanaian Lens9.Activity:Geography –Unit 3 Mapping Part 210.Activity: Writing –Analysis, Evidence, and WHP Concepts, Part 111.Assessment:Unit 3 DBQUnit 4—Revolutions 1750 to 1914 CEUnit 4 Problem: How did people transform the political systems under which they lived, and were these changes felt equally around the world and within communities?1.What are some explanations for the emergence of liberal and national revolutions in the long nineteenth century?2.How were the liberal and national revolutionsof the long nineteenth century connected to each other?3.How did nationalism spread, and change as it spread, over the course of the long nineteenth century?Learning Objectives1.Analyze how the roles of sovereignty, individualism, and the fight for equalityinfluenced the political revolutions discussed in this unit.2.Assess the roleof nationalism in the creation of new empires and the rise of the nation-state.3.Evaluate how nationalism affected different societies andethnic groups around the world.4.Use historical thinking skills and reasoning practices such as causation to evaluate historical events and processes. 5.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.Lesson 4.0: Unit 4 Overview1.Watch:Unit 4 Overview2.Read:“Unit 4 Overview: Revolutions 1750 to 1914 CE”3.Activity: Geography –Unit 4 Mapping Part 14.Activity: Vocab Tracking 4.05.Activity:Vocab –Word Wall 4.06.Activity:UP Notebook7.Activity:CCOT –Transoceanic Connections to Revolutions8.Activity:Project X –Make a Prediction Part 1
2021/22SAMPLE YEAR-LONG COURSE PLAN –120079.Read:“Data Exploration: War and Peace”Lesson 4.1: Origins of Revolution1.Opening:Revolution or Evolution? 2.Read:“Ingredients for Revolution”3.Read:“The Enlightenment”4.Activity:Enlightenment Quotes5.Watch:Diderot’s 1750 Encyclopedia6.Read:“Sovereignty”7.Read:“Edmund Burke–Graphic Biography”8.Closing:Revolutionary WomenLesson 4.2: Revolutions Around the World1.Opening: SoYou Want a Revolution?2.Read: “The Atlantic Revolutions”3.Watch:The Haitian Revolution4.Read:“West Africa in an Age of Revolution”5.Read:“Manuela Sáenz, Jonotas, and Natan –Graphic Biography”6.Activity:“Vocab –Word Sneak7.Closing:Causation –Recipe for a Revolutiona.Watch: Tea, Taxes, and The American Revolution: Crash Course World History #28b.Watch: The French Revolution: Crash Course World History #29c.Watch:Latin American Revolutions: Crash Course World History #31Lesson 4.3: Nationalism1.Opening: Who Am I?2.Read:“Origins and Impact of Nationalism”3.Watch:Nationalism4.Activity: UP Notebook5.Read:“The World Revolution of 1848”6.Activity:Responsibilityand Compassion7.Read:“Ethnic Nationalism”8.Read:“Rifa’a al Tahtawi –Graphic Biogrpahy”9.Activity: Geography –Unit 4 Mapping Part 210.Activity:Writing –Organization, Language and Style, Part 111.Assessment:Unit 4 LEQUnit 5—Industrialization 1750 to 1914 CEUnit 5 Problem: Howdid industrialization transform societies around the world?1.How was the Industrial Revolution experienceddifferently by people around the world?2.What factorsled to some regions industrializing quickly, others slowly, and some even de-industrializing during this period?3.What were the long-term impacts of the Industrial Revolution and how are they apparent in today’s world?
2021/22SAMPLE YEAR-LONG COURSE PLAN –12008Learning Objectives1.Understand and evaluate the economic and technological changes that led to the IndustrialRevolutionand analyze how the Industrial Revolution created significant changes in humancommunities, networks, production and distribution, as well as its impact on the environment.2.Assess the role of global industrialization and nationalism in the creation of new empires and the riseof the nation-state.3.Analyze how industrialization impacted people’s lives in the long nineteenth century and how theseimpacts continue to affect our modern world.4.Asses the new labor and economic systems that emerged during the long nineteenth century.5.Evaluate why people’s perceptions of slavery, gender, and childhood changed during this era.6.Use historical thinking skills and reasoning practices such as historical comparison, contextualization,sourcing, and continuity and change over time to evaluate historical events and processes.7.Create and support arguments using historical evidence to communicate conclusions throughindividual or shared writing.Lesson 5.0: Unit 5 Overview1.Watch:Unit 5 Overview2.Read:“Unit 5 Overview: Industrialization 1750 to 1914 CE”3.Activity:Geography –Unit 5 Mapping Part 14.Activity: Vocab Tracking 5.05.Activity:Vocab –Word Wall 5.06.Activity:UP Notebook7.Activity:CCOT –Revolutions to Industrialization8.Read:“Data Exploration: Child Labor”Lesson 5.1: The Industrial Revolution Begins1.Activity: Urbanization Game2.Watch: Origins of the Industrial Revolution3.Read:“The Scientific Revolution”4.Read:“The Industrial Revolution”5.Watch:The Macartney Expedition and the Global Economy6.Activity:Images of the Industrial Revolution7.Watch:The Railroad Journey and the Industrial Revolution: CCWH #2148.Activity:Redraw the FramesLesson 5.2: Global Industrialization1.Activity: When Countries Industrialized2.Read: “Global Transformations of the Industrial Revolution”3.Read:Japan’s Industrial Revolution”4.Activity: Vocab –What’s My Word5.Read:“Meiji Restoration”6.Read:Iwasaki Yatarō –Graphic Biography”7.Read:“Egypt’s Industrial Revolution”8.Activity: Comparison – Egypt and Japan9.Read:“Imperialism and De-Industrialization in India”10.Read:Migration and Industrialization”11.Activity: Making Claims – Industrialization
2021/22SAMPLE YEAR-LONG COURSE PLAN –12009Lesson 5.3: Shifting Economics1.Activity:Economic Systems Simulation2.Watch: Capitalism and Socialism: Crash Course World History #333.Read:“The Rise of the Proletariat”4.Activity:Assembly Line Simulation5.Read:“Responses to Industrialization”6.Read:“Ottilie Baader –Graphic Biogrpahy”7.Read:“Post-Abolition Societies”8.Read:“Harriet Forten Purvis–Graphic Biography9.Read: “Why Was Slavery Abolished? Three Theories”10.Closing:Sourcing –Why was Slavery Abolished?Lesson 5.4: Social Transformation1.Activity:Contextualization –Child Labor2.Read:“Child Labor”3.Activity:Comparison –Woman’s Suffrage4.Read:“A World Tour of Women’s Suffrage”5.Activity:UP Notebook6.Read:“Changing Gender Roles”7.Activity:Claim Testing –Social Class and Gender8.Activity:Geography –Unit 5 Mapping Part 29.Activity:Writing –Claim and Focus, Part 210.Activity:Unit 5 DBQUnit 6—Empire and Other Consequences of Industrialization 1850 to 1950 CEUnit 6 Problem: How were industrial empires created and contested, and how did those processes shape our world today?1.What were the factors that motivated imperialism, and what made it possible?2.How did different communities experience colonialism, and how does colonialism still impact ourworld today?3.What were the different ways colonial subjects responded to colonialism?Learning Objectives1.Describe how industrialization led to imperialism and the expansion of empires.2.Understand and evaluate how communities responded to increased industrialization and theexpansion of empires.3.Examine the ways in which colonialism directly impacted societies, and howcolonialism continues todo so today.4.Analyze the different ways communities responded to colonialism.5.Use historical thinking skills and reasoning practices such as claim testing, causation,contextualization, and sourcingto analyze historical events and processes.6.Create and support arguments using historical evidence to communicate conclusions throughindividual or shared writing.
2021/22SAMPLE YEAR-LONG COURSE PLAN –120010Lesson 6.0: A New Imperialism1.Watch:Unit 6 Overview2.Read:“Unit 6 Overview: Empire and Other Consequences of Industrialization 1850 to 1950 CE”3.Activity:Geography –Unit 6 Mapping Part 14.Activity: Vocab Tracking 6.05.Activity:Vocab–Word Wall 6.06.Activity:UP Notebook7.Activity:Project X –Make a Prediction Part 28.Read:“Data Exploration: Greenhouse Gas Emissions”Lesson 6.1: The System of Imperialism1.Activity: What Is This Asking?2.Read:“IndustrialImperialism the ‘New’ Imperialism”3.Watch:Imperialism: Crash Course World History #354.Activity:Gentlemen of the Jungle5.Read:“Tools of Imperialism”6.Activity:Imperialism CartoonsLesson 6.2: Colonialism1.Activity: Sourcing –Differing Perspectives on Imperialism2.Read: “Colonial Violence”3.Read:“Yaa Asantewaa, Queen Mother of Ejisu–Graphic Biography”4.Watch:Experiencing Colonialism: Through a Ghanaian Lens5.Activity:Contextualization –Opium Wars6.Read:“Struggles and Transformation in China”7.Watch:Opium Wars8.Closing:Redraw the FramesLesson 6.3: Responses to Colonialism1.Activity: Causation –Indian Uprising2.Read:“1857 Indian Uprising”3.Read:“Azizun of Lucknow –Graphic Biography”4.Read: “Responses to Industrial Imperialism5.Activity:Claim Testing –Imperialism6.Watch:Asian Responses to Imperialism: Crash Course World History #2137.Read:“Dadabhai Naoroji –Graphic Biography”8.Activity:UP Notebook9.Read:“Dual Consciousness”10.Activity:Geography –Unit 6 Mapping Part 211.Activity:Writing –Analysis, Evidence, and WHP Concepts, Part 212.Assessment:Unit 6 LEQUnit 7—Global Conflict 1914 to 1945 CEUnit 7 Problem: What caused the global conflicts and atrocities from 1914 to 1945, and how did people experience this period of the war?1.To what extent was the first World War both a “global”and “total” war?
2021/22SAMPLE YEAR-LONG COURSE PLAN –1200112.Why do you think internationalism failed to stop the rise of extreme nationalism and fascism in theyears between the First and the Second World Wars?3.What made the violence of war, the Holocaust, and other war crimes, crimes against humanity?Learning Objectives1.Analyze the causes, scale, and consequences of global conflict in this era.2.Assess World War I as a total and global war.3.Understand the causes and consequences of historical events that occurred during World War I,such as the Russian Revolution and the Armenian Genocide.4.Understand the rise of fascism in various regions of the world, includingits causes andconsequences.5.Evaluate why internationalism failed to prevent the rise of fascism and the Second World War.6.Understand and evaluate the causes, scale,and consequences of the Holocaust.7.Use historical thinking skills and reasoning practices such as claim testing, causation, historicalcomparison, and continuityand change over time to analyze historical events and processes.8.Create and support arguments using historical evidence to communicate conclusions throughindividual or shared writing.Lesson 7.0: Unit 7 Overview1.Watch:Unit 7 Overview2.Read:“Unit 7 Overview: Global Conflict 1914 to 1945 CE”3.Activity:Geography –Unit 7 Mapping Part 14.Activity: Vocab –Taking 7.05.Activity:Vocab –Word Wall 7.06.Activity:UP Notebook7.Read:“Data Exploration: Democracy”8.Activity:Project X –Topic Selection9.Activity:CCOT –Empire to Global ConflctLesson 7.1: Origins of World War I1.Read: “What Caused the First World War?”2.Watch: Britain and World War I3.Watch:Southeast Asia and World War I4.Watch:The Middle East and World War I5.Activity:Our Interconnected World –World War I6.Read:“The First World War as a Global War”7.Closing:WWI Poster AnalysisLesson 7.2: Experiences and Outcomes1.Opening:Making Claims –World War I2.Read:“World War I: A Total War?”3.Read: “Helen Fairchild –Graphic Biography”4.Activity:World War I Letters5.Watch:Armenian Genocide6.Read:“Mexican Revolution”7.Read:“The Power of One: Russian Revolution”8.Activity:Comparison–Russian Revolution and _____ Revolution
2021/22SAMPLE YEAR-LONG COURSE PLAN –1200129.Read:“A Lost Generation”10.Read:“Dr. Rosa Luxemburg –Graphic Biography”11.Activity:World War I Peace TalksLesson 7.3: Totalitarianism or Liberal Internationalism?1.Activity: Contextualization –The Great Depression2.Read: “Global Great Depression”3.Watch:Internationalism Between the Wars4.Watch:What is Fascism?5.Read:“Fascist Histories, Part 1”6.Activity:Political Party Platform7.Read:“Global Story of the 1930s”8.Read:“Communism in the Soviet Union”9.Activity:Communism vs. FascismLesson 7.4: World War II1.Activity: What Is This Asking?2.Read: “The Second World War”3.Activity: Causation – World War II4.Watch:World War II: Crash Course World History #385.Read:“Plaek Phibunsongkhram –Graphic Biography”6.Activity: Claim Testing – Global Conflict7.Watch:The Fallen of World War II8.Read:“The Holocaust”9.Read:“Manuel Quezon –Graphic Biography”10.Activity: UP Notebook11.Read:“Nuclear Weapons”12.Activity: Geography – Unit 7 Mapping Part 213.Activity: Writing – Organization, Language and Style, Part 214.Assessment: Unit 7 DBQUnit 8—Cold War and Decolonization 1945 to 1990 CEUnit 8 Problem: What can we learn when we study the Cold War and decolonization together?1.What were the causes and effects of the Cold War? What happens if we ask this question fromdifferent perspectives —from the US, the Soviet Union, the Caribbean, or Vietnam?2.What factors made it possible for anti-colonial movements around the world to achieveindependence during this period?3.How did the Cold War and decolonization end, and how were they similar and different in the waysin which they concluded?Learning Objectives1.Evaluate how the Cold War and decolonization are intertwined in the history of this period.2.Analyze how political and economic power shifts occurred as a result of World War II and how theseshifts led to the Cold War.3.Evaluate the connection between nationalism and decolonization movements during the period ofthe Cold War.
2021/22SAMPLE YEAR-LONG COURSE PLAN –1200134.Usehistorical thinking practices and reasoning skills such as historical comparison, continuity andchange over time, and sourcing to analyze historical events.5.Create and support arguments using historical evidence to communicate conclusions throughindividual or shared writing.Lesson 8.0: Unit 8 Overview1.Watch:Unit 8 Overview2.Read:“Unit 8 Overview: Cold Warand Decolonization 1945 to 1990 CE”3.Activity:Geography –Unit 8 Mapping Part 14.Activity:Vocab –Tracking 8.05.Activity:Vocab–Word Wall 8.06.Activity:UP Notebook7.Read:“Data Exploration: Global Inequality”8.Activity:Project X –ResearchLesson 8.1: The Cold War1.Opening:Redraw the Frames2.Read: “Devastation of Old Markets”3.Read:“The Cold War: An Overview”4.Activity:Simulation –Cold War Crisis5.Activity:Sourcing –Who Started the Cold War?6.Read:“The Cold War Around the World”7.Watch:Decolonization and the Cold War: Through a Caribbean Lens8.Watch:Decolonization and the Cold War Through an Asian Lens9.Read:“Connecting Decolonization and the Cold War”10.Activity:Who Is “Winning” the Cold War?11.Read:“Collapse of Communism”Lesson 8.2: End of Empire1.Opening:What Is This Asking?2.Read: “End of Old Regimes”3.Watch:Decolonization and Nationalism Triumphant: Crash Course World History #404.Activity:Comparison –Decolonizing Women5.Read:“Decolonizing Women”6.Read:“Kwame Nkrumah –Graphic Biography7.Watch:Resisting Colonialism: Through a Ghanaian Lens8.Read:Middle East in the 20thCentury9.Read:“Chinese Communist Revolution”10.Watch:The Chinese Communist Revolution in a Global Perspective11.Activity:UP Notebook12.Read:“Civil Rights and Global Liberation”13.Read:“Apartheid”14.Activity:Geography –Unit 8 Mapping Part 215.Activity:Writing –Peer Editing16.Assessment:Unit 8 LEQ
2021/22SAMPLE YEAR-LONG COURSE PLAN –120014Unit 9—Globalization1900 to PresentUnit 9 Problem: How are our lives today similar and different, and what history explains these variations and commonalities?1.The period from 1750 has been an era in which human rights and rights of citizenship have beenexpanding. So why has genocide been so widespread during the late twentieth and early twenty-firstcenturies?2.Globalization has made it possible for us to efficiently produce and distribute goods around theworld. What are the pros and cons of this increase in industrial production?3.How has the more rapid movement of people and ideas through global networks changed our senseof identity, and how have people responded to these changes?Learning Objectives1.Assess how globalization both positively and negatively affects human communities, networks, andproduction and distribution.2.Evaluate howglobalization has impacted inequality around the world.3.Investigate how different groups have responded to globalization.4.Analyze how human rights have been impacted in a modern world.5.Analyze how globalization has impacted the environment.6.Usehistorical thinking practices and reasoning skills such as claim testing, historical comparison,continuity and change over time, and claim testing to analyze historical events and processes.7.Create and support arguments using historical evidence to communicate conclusions throughindividual or shared writing.Lesson 9.0: Unit 9 Overview1.Watch:Unit 9 Overview2.Read:“Unit 9 Overview: Globalization 1900 to Present”3.Activity: Vocab –Tracking 9.04.Activity:Vocab –Word Wall 9.05.Activity:UP Notebook 9.06.Activity:CCOT –Unit Comparison7.Read:“Data Exploration: Future Population Growth”8.Activity:Project X –Final ProjectLesson 9.1: Introduction toan Age of Intense Globalization1.Read:“Introduction to Globalization”2.Watch:Globalization I -The Upside: Crash Course World History #413.Activity:What’s the Downside of Globalization?4.Read:“The Trouble with Globalization”5.Read:“Is the World Flat or Spiky?”Lesson 9.2: Rights in Global Change1.Read: Introduction to Globalization”2.Activity: Comparison –Rights Documents3.Read:“Why Does Genocide Still Happen?”4.Watch:Nonviolence and Peace Movements: Crash Course World History #228
2021/22SAMPLE YEAR-LONG COURSE PLAN –120015Lesson 9.3: Economics in the Global Age1.Activity: Dollar Street Project2.Read: “International Institutions”3.Read: “The Rise of China”4.Watch: Global China in the 21stCentury5.Read: “Hua Guofeng –Graphic Biography”6.Read:“Goods Around the World”7.Activity:Follow the Product8.Read:“WTO Resistance”9.Activity:Our Interconnected World –FramesLesson 9.4: Identity and Resistance1.Activity: Making Claims –Globalization2.Read: “Transnationalism and the Revival of Nationalism”3.Read:“A Century of Refugees”4.Watch: Indigenous Americans and Globalization5.Activity:Claim Testing –Globalization6.Watch:Conflict in Israel and Palestine: Crash Course World History #2237.Read:“September 11, 2001”8.Read:“Islam Alhashel –Graphic Biography”9.Read:Our Networks Today”10.Read:“Ugandan Migrants –Graphic Biography”11.Read:“Movements to End Racial Injustice: From Civil Rights to Black Lives Matter”12.Activity:Redraw the FramesLesson 9.5: Globalization and the Environment1.Activity:UN Sustainable Development Goals2.Read:“The Anthropocene”3.Read:“Population and Environmental Trends: 1880 to the Present”4.Watch:Green Revolution5.Activity:UP Notebook6.Read:“Environmentalism”7.Activity:The World in 20508.Read:“Conflicts Over Natural Resources”9.Read:“LaDonna Brave Bull Allard” (Graphic biography)10.Activity:Causation –Environmental Change11.Activity:Writing –Self Editing12.Assessment:Unit 9 DBQ