WHP-1750 Teacher Course Plan
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content12021/22SAMPLE YEAR-LONG COURSE PLAN –1750WHP 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 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 and reasoning 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 73 weeks 2September 244 weeks 3October 254 weeks 4November 293 weeks 5January 33weeks6January 244 weeks 7February 215 weeks 8March 284 weeks 9May 25 weeks *Takes into account school holidays, in-service days, and other commonly missed time such as testing days.Unit 1—The World in 1750Unit 1 Problem: In 1750, how were humans and societies connected to each other, and how were they distinct and unique?1.Why do we start this course in 1750? What are some advantages or limitations of that decision?2.What are some narratives that are used by historians to interpret the history of the period from1750 to the present? How might we test those narratives?3.How can we describe the world in this era in terms of communities, networks, and systems ofproduction and distribution?
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content2Learning Objectives1.Understand and evaluate history as a discipline of study. 2.Examine how historians have framed history by creating narratives by employing different scales of time and space. 3.Analyze the advantages, disadvantages, and challenges to creating historical narratives and using different temporal and spatial scales and perspectives. 4.Employ a variety of frames, such as communities, networks, and production and distribution, to examine historical eras. 5.Analyze and evaluate concepts such as claim testing, contextualization, causation, continuity and change over time, sourcing, andhistorical comparison. Lesson 1.0: History Stories 1.Opening:Draw Your History2.Watch:What Makes History Usable3.Watch:The Danger of a Single Story4.Activity:Vocab –Tracking 1.05.Activity:Three Close Reads –Introduction 6.Read:“The Rise of the West?” 7.Activity:Vocab –Word Wall 1.08.Activity:UP Notebook 9.Closing:Claim Testing –IntroductionLesson 1.1: History Frames 1.Activity:Contextualization -Introduction2.Watch:Frame Concept Introduction3.Watch:Communities Frame Introduction4.Watch:Networks Frame Introduction5.Watch:Production and Distribution Frame Introduction6.Closing:Draw the Frames Lesson 1.2: Scaling to Two Places in the World 1.Activity:Our Interconnected World2.Watch:Unit 1 Overview3.Read:“Unit 1 Overview: The World in 1750”4.Activity:Geography –Unit 1 Mapping 5.Activity:CCOT –Introduction6.Read:“European States and Empires”7.Read:“Qing Dynasty”8.Watch:Macartney’s Expedition and the Global Economy9.Read:“Global Production and Distribution in 1750“ 10.Activity:Sourcing –Introduction 11.Read:Primary Sources: Europe and China in 175012.Activity:Causation -Alphonse the CamelLesson 1.3: Expanding to a Global Scale1.Activity:Vocab –Live Concept Mapping2.Activity:Comparison –Life in 1750 and Today
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content33.Activity:Empire Building 4.Read:“Ottoman Empire”5.Read:“Mughal Empire”6.Read:“Tokugawa Shogunate”7.Read:“Sub-Saharan Africa”8.Read:“Americas in 1750”9.Read:“Oceania and the Pacific”10.Watch:Omani Empire11.Read:“Primary Sources: The World in 1750”12.Activity:Introduction to Three Close Reads for Graphic Biographies13.Read:“Qing Shih” (Graphic biography)14.Closing:UP Notebook15.Assessment:DBQ 0Unit 2—Liberal and National RevolutionsUnit 2 Problem: How were ideas about political identity and experience transformed by revolutions and nationalism?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 revolutions of 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 equality influenced the political revolutions discussed in this unit. 2.Assess the role of nationalism inthe creation of new empires and the rise of the nation-state. 3.Evaluate how nationalism affected different societies and ethnic groups around the world. 4.Usehistorical thinking practices and reasoning skills such as claim testing, causation, and sourcingto evaluatehistorical events and processes. (CO5)5.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”3.Watch:Frames in Unit 24.Activity: Geography –Unit 2 Mapping Part 15.Activity:Vocab –Tracking 2.06.Activity:Vocab –Word Wall 2.07.Activity:UP Notebook 8.Read:“A Guide to Reading Charts”9.Activity:Three Close Read for Data –Introduction 10.Read:“Data Exploration: Population”
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content4Lesson 2.1: Ingredients for Revolution 1.Opening:Revolution or Evolution?2.Watch:The Scientific Revolution and the Age of Enlightenment3.Activity:Sourcing –The Inoculation Debate4.Read:“The Enlightenment” 5.Activity:Enlightenment Quotes6.Watch:Diderot’s 1750 Encyclopedia7.Read:“Primary Sources: Words of the Enlightenment”8.Read:“Sovereignty”9.Read: “Edmund Burke” (Graphic biography)10.Activity:Claim Testing –Authority11.Read:“Economic and Material Causes of Revolt” 12.Closing:Causation –RevolutionsLesson 2.2: Revolutions Around the World 1.Opening:So You Want a Revolution? 2.Read:“The Atlantic Revolutions”3.Read:“West Africa in the Age of Revolution”4.Watch:Haitian Revolution5.Activity: Revolutionary Women 6.Read:“Manuela Sáenz, Jonotas, and Natan –Graphic Biography”7.Activity: 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 #29 c.Watch: Latin American Revolutions: Crash Course World History #318.Activity: Making Claims -RevolutionsLesson 2.3: Nationalism1.Opening:Who Am I?2.Read:“Origins and Impacts of Nationalism” 3.Watch:Nationalism4.Activity:Vocab –Word Wheel5.Read:“The World Revolution of 1848” 6.Activity:Responsibility and Compassion7.Read:“Italian Nationalism” 8.Read:“Bismarck and German Unification” 9.Read:“Ethnic Nationalism” 10.Read:“Rifa’a al-Tahtawi” (Graphic biography)11.Activity:UP Notebook12.Watch:Samurai, Daimyo, Matthew Perry, and Nationalism: Crash Course World History #34 13.Activity:Geography –Unit 2 Mapping Part 214.Activity:What is This Asking? Introduction15.Activity:Writing –Claim and Focus Part 116.Assessment:Unit 2 LEQ
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content5Unit 3—IndustrializationUnit 3 Problem: How was the Industrial Revolution experienced differently by people around the world?1.What were the local, regional, and global reasons that the Industrial Revolution began first in Great Britain? 2.What factors led 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? Learning Objectives1.Understand and evaluate the economic and technological changes that led to the Industrial Revolution and analyze how the Industrial Revolution created significant changes in human communities, networks, production and distribution, as well as its impact on the environment. 2.Assess the role of industrialization and nationalism in the creation of new empires and the rise of the nation-state. 3.Critique the definition and narrative of modernity and analyze competing interpretations of modernity in this unit.4.Applyhistorical thinking practices and reasoning skills such as claim testing, causation, historical comparison, contextualization, and continuity and change over time to evaluate these historical events and processes.Lesson 3.0: Unit 3 Overview1.Watch:Unit 3Overview2.Read:“Unit 3 Overview”3.Watch:Frames in Unit 34.Activity: Geography –Unit 3 Mapping Part 15.Activity:Vocab –Tracking 3.06.Activity:Vocab –Word Wall 3.07.Activity:UP Notebook8.Activity:CCOT –Revolutions to Industrialization9.Read:“Data Exploration: Greenhouse Gas Emissions”Lesson 3.1: Origins of the Industrial Revolution 1.Activity:Urbanization Game2.Read:“Scale of the Industrial Revolution” 3.Watch:Origins of the Industrial Revolution4.Read:“The Scientific Revolution”5.Activity:Images of the Industrial Revolution 6.Read:“The Industrial Revolution” 7.Activity:Claim Testing –Evidence 8.Watch:Coal, Steam, and The Industrial Revolution: Crash Course World History #329.Activity:Contextualization –How was Industrialization Possible?10.Closing:Redraw the FramesLesson 3.2: Global Industrialization1.Activity:When Countries Industrialized
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content62.Read:“Global Transformations of the Industrial Revolution”3.Read:“Japan’s Industrial Revolution” 4.Activity:Vocab –Word Relay5.Read:“Meiji Restoration” 6.Read:“Iwasaki Yatarō” (Graphic biography)7.Read:“Egypt’s Industrial Revolution”8.Activity:Comparison –Egypt and Japan 9.Read:“Imperialism and De-industrialization in India”10.Read:“Industrialization and Migration” 11.Activity:UP Notebook 12.Activity:Causation –Industrialization to Migration13.Watch:The Railroad Journey and the Industrial Revolution: Crash Course World History 21414.Activity: Geography –Unit 3 Mapping Part 215.Activity:Writing –Analysis and Evidence and WHP Concepts Part 116.Assessment:Unit 3 DBQUnit 4—Transformation of Labor and Social RelationsUnit 4 Problem: How did nineteenth-century transformations in the way people worked, lived, and learned shape our world today?1.What are the different explanations presented in this unit for the abolition of slavery and which ones do you agree with the most? 2.What new ideas emerged about labor and production and distribution during this period and how do theyrelate to today’s world? 3.How did conceptions of gender and childhood change in this period and how widespread were these changes? Learning Objectives1.Analyze how industrialization impacted people’s lives in the long nineteenth century and how these impacts continue to affect our modern world. 2.Critique a number of theories about what prompted the abolition of slavery. 3.Assess the new labor and economic systems that emerged during the long nineteenth century. 4.Evaluate why people’s perceptions of gender and childhood changed during this era. 5.Usehistorical thinking practices and reasoning skills such as claim testing, historical comparison, contextualization, and sourcing to evaluate historical events and processes. 6.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”3.Watch:Frames in Unit 44.Activity: Geography –Unit 4 Mapping Part 15.Activity:Vocab –Tracking 4.06.Activity:Vocab –World Wall 4.07.Activity:UP Notebook
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content78.Activity:Project X –Make a Prediction Part 19.Read:“Data Exploration: Child Labor”Lesson 4.1: Labor 1.Activity:Assembly Line Simulation2.Read:“The Emergence of Industrial Capitalism” (new title: was “Overview of New Economic Systems”3.Read:“Class Structure” 4.Activity:What Is This Asking? 5.Read:“The Rise of the Proletariat” 6.Read:“Responses to Industrialization”7.Read: “Ottilie Baader” (Graphic biography)8.Activity:The Sadler Report 9.Activity:Contextualization –Child Labor 10.Read:“Child Labor” 11.Activity:Economic Systems Simulation12.Watch:Capitalism and Socialism: Crash Course World History #3313.Closing: Making Claims –Capitalism and SocialismLesson 4.2: The End of Slavery? 1.Activity:Vocab –Word Sneak 2.Watch:Impact of the Slave Trade: Through a Ghanaian Lens3.Read:“Slavery and Capitalism” 4.Read:“Why Was Slavery Abolished? Three Theories” 5.Read: “Harriet Forten Purvis” (Graphic biography)6.Read: “Race and Post-Abolition Societies”7.Closing:Sourcing –Why Was Slavery Abolished? Lesson 4.3: Gender 1.Activity:Comparison -Women’s Suffrage 2.Read:“A World Tour of Women’s Suffrage” 3.Read:“Changing Gender Roles” 4.Activity:Claim Testing –Social Class and Gender 5.Activity:Geography –Unit 4 Mapping Part 26.Activity:UP Notebook 7.Activity:Writing –Organization and Language and Style Part 18.Assessment:Unit 4 LEQUnit 5—Imperialism, Colonialism, and ResponsesUnit 5 Problem: How were empires created and contested in the nineteenth century, and how did that 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 our world today? 3.What were the different ways colonial subjects responded to colonialism?
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content84.Why might it have been difficult to overthrow imperial rule? Learning Objectives1.Describe how industrialization led to imperialism and the expansion of empires. 2.Understand and evaluate how communities responded to increased industrialization and the expansion of empires. 3.Examine the ways in which colonialism directly impacted societies, and how colonialism continues to do so today. 4.Analyze the different ways communities responded to colonialism. 5.Usehistorical thinking practices and reasoning skills such as claim testing, causation, contextualization, continuity and changeover time, and sourcing to analyze historical events and processes. 6.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing. Lesson 5.0: Unit 5 Overview1.Watch:Unit 5 Overview2.Read:“Unit 5 Overview”3.Watch:Frames in Unit 54.Activity: Geography –Unit 5 Mapping Part 15.Activity:Vocab –Tracking 5.06.Activity:Vocab –Word Wall 5.07.Activity:UP Notebook8.Activity:CCOT –Transformations to Responses9.Read:“Data Exploration: Global Inequality”Lesson 5.1: The System of Imperialism 1.Opening:A Different View 2.Watch:Imperialism: Crash Course World History #353.Read:“Industrial Imperialism, the ‘New’ Imperialism4.Activity:Gentlemen of the Jungle5.Read:“Tools of Imperialism” 6.Activity:Imperialism Cartoons7.Closing:Claim Testing –ImperialismLesson 5.2: Colonialism 1.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 Wars (traded spots with “Struggles and Transformations”)6.Read:“Struggles and Transformations in China” 7.Watch:Opium Wars8.Closing:Redraw the Frames
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content9Lesson 5.3: Responses to Colonialism 1.Activity:Vocab –What’s My Word? 2.Activity:Causation –Indian Uprising 3.Read:“1857 Indian Uprising” 4.Read:“Azizun of Lucknow” (Graphic biography)5.Read:“Responses to Industrial Imperialism” 6.Watch:Asian Responses to Imperialism: Crash Course World History #2137.Read:“Dadabhai Naoroji –Graphic Biography”8.Activity:Geography –Unit 5 Mapping Part 29.Activity:UP Notebook 10.Read:“Dual Consciousness” 11.Activity:Writing –Claim and Focus Part 212.Assessment:Unit 5 DBQUnit 6—World War IUnit 6 Problem: How was the First World War the result of changes that occurred in the long nineteenth century?1.What are different explanations for the origins of the First World War, and which one do you think is most compelling?2.To what extent was the First World War both a “global” and “total” war?3.How did the First World War end, and do you think its outcomes created any problems for the future?Learning Objectives1.Understand the causes and consequences of World War I and how this war was the first global and total war. 2.Evaluate how capitalism affected the first global war. 3.Understand the causes and consequences of historical events that occurred during World War I, suchas the Russian Revolution and the Armenian Genocide. 4.Assess the effects of the First World War on the communities that participated. 5.Usehistorical thinking practices and reasoning skills such as historical comparison and continuity and change over timeto analyze historical events and processes. 6.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing. Lesson 6.0: Unit6 Overview 1.Watch:Unit 6 Overview2.Read:“Unit 6 Overview”3.Watch:Frames in Unit 64.Activity:Geography –Unit 6 Mapping Part 15.Activity:Vocab –Tracking 6.06.Activity:Vocab –Word Wall 6.07.Activity:UP Notebook8.Activity:CCOT -Imperialism and Colonialism to WWI
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content109.Activity:Project X –Making a Prediction Part 210.Read:“Data Exploration: Democracy”Lesson 6.1: Origins of the First World War1.Opening:What Is This Asking? 2.Read:“What Caused the First World War”3.Watch:How World War I Started: CCWH #2094.Watch:Britain and World War I5.Watch:Southeast Asia and World War I6.Watch:The Middle East and World War I7.Activity:Our Interconnected World –World War I8.Read:“The First World War as a Global War” 9.Read:“Capitalism and World War I”10.Closing:WWI Poster AnalysisLesson 6.2: Experiencesand 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:“The Mexican Revolution”7.Read:“The Power of One: Russian Revolution”8.Activity:Comparison –Russian Revolution and ____9.Activity:UP Notebook10.Read:“A Lost Generation”11.Read:“Dr. Rosa Luxembury” (Graphic biography)12.Activity:World War I Peace Talks13.Activity:Geography –Unit 6 MappingPart 214.Activity:Writing –Analysis and Evidence and WHP Concepts Part 215.Assessment:Unit 6 LEQUnit 7—Interwar and World WarUnit 7 Problem: How were the horrors of the Second World War possible and what conflicts did it resolve or leave unresolved?1.Why do you think internationalism failed to stop the rise of extreme nationalism and fascism in the years between the First and Second World Wars?2.Do you think the Second World War could have been avoided if the democratic powers had taken a stronger standagainst authoritarianism and militarism in the 1930s?3.What made the violence of the war, the Holocaust, other war crimes, and crimes against humanity possible? Learning Objectives1.Understand the rise of fascism in various regions of the world, including its causes and consequences. 2.Evaluate why internationalism failed to prevent the rise of fascism and the Second World War.
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content113.Analyze the causes, scale, and consequences of World War II. 4.Understand and evaluate the causes, scale, and consequences of the Holocaust. 5.Usehistorical thinking practices and reasoning skills such as historical comparison and continuity and change over time to analyze historical events and processes. 6.Createand support arguments using historical evidence to communicate conclusions through individual or shared writing. Lesson 7.0: Unit 7 Overview1.Watch:Unit 7 Overview2.Read:“Unit 7 Overview”3.Watch:Frames in Unit 74.Activity: Geography –Unit 7 Mapping Part 15.Activity:Vocab –Tracking 7.06.Activity:Vocab –Word Wall 7.07.Activity:UP Notebook8.Read:“Data Exploration: War and Peace”9.Activity:Project X –Topic SelectionLesson 7.1: Totalitarianismor Liberal Internationalism?1.Activity:Contextualization –The Great Depression”2.Read:“Global Great Depression”3.Watch:Internationalism Between the Wars4.Read:“Primary Sources of Internationalism”5.Watch:What is Fascism?6.Read:“Fascist Histories, Part I”7.Activity:Political Party Platform Lesson 7.2: The Road to War1.Opening:Appeasement 2.Read:“Global Story of the 1930s”3.Read:Fascism in Germany4.Read:Fascism in Italy5.Read:Communism in the Soviet Union 6.Activity:Communism vs. Fascism7.Read:Authoritarianism in Japan8.Activity:Communism, Fascism, Both, or Neither!9.Read:“Fascist Histories Part II: Exercising Authoritarianism” 10.Read:“Appeasement”Lesson 7.3: World War II 1.Read:“The Second World War” 2.Watch:World War II: Crash Course World History #383.Read: “Plaek Phibunsongkhram” (Graphic biography)4.Read:“Economics in the Second World War”5.Closing:Causation –WWII
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content12Lesson 7.4: Experience and Outcomes1.Watch:The Fallen of World War II2.Read:“The Holocaust” 3.Read:“Manuel Quezon” (Graphic biography)4.Read:“Primary Sources: Causes, Scale, and Consequence of the Holocaust”5.Activity:Assessing Responsibility and Conscience6.Activity:UP Notebook7.Read:“Nuclear Weapons”8.Activity:Human Rights and Asylum Debate 9.Read:“Nuremberg Laws, Nuremberg Trials” 10.Read:“Thirty Years of Continuous War”11.Activity:Claim Testing –Global Conflict 12.Activity:Geography –Unit 7 Mapping Part 213.Activity:Writing –Organization and Language and Style Part 214.Assessment:Unit 7 DBQ Unit 8—End of Empire and Cold WarUnit 8 Problem: What can we learn when we study the Cold War and decolonization together?1.What was the Cold War really about? What happens if weask this question from different perspectives—from that of the US, the Soviet Union, or from the Caribbean or Vietnam?2.What factors made it possible for anti-colonial movements around the world to achieve independence during this period?3.How did the Cold War and decolonization end, and how were they similar and different in the ways in 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 these shifts led to the Cold War. 3.Evaluate the connection between nationalism and decolonization movements during the period of the Cold War. 4.Usehistorical thinking practices and reasoning skills such as historical comparison and continuity and change over time to analyze historical events and processes. 5.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing. Lesson 8.0: Unit 8 Overview1.Watch:Unit 8 Overview2.Read:“Unit 8 Overview”3.Watch:Frames in Unit 84.Activity: Geography –Unit 8 Mapping Part 15.Activity:Vocab –Tracking 8.06.Activity:Vocab –Word Wall 8.07.Activity:UP Notebook8.Activity:CCOT –WWII to the Cold War9.Read:“Data Exploration: Nuclear Weapons”
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content1310.Activity:Project X -ResearchLesson 8.1: The Cold War1.Activity:Simulation–Cold War Crisis2.Read:“Devastation of Old Markets”3.Read:“The Cold War: An Overview” 4.Activity:Sourcing: Who Started the Cold War?5.Watch:USA vs USSR Fight! The Cold War: Crash Course World History #396.Read:“The Cold War Around the World7.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”12.Closing:Redraw the FramesLesson 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.Read:“And then Gandhi Came: Nationalism, Revolution, and Sovereignty” 5.Activity:Comparison –Decolonizing Women6.Read:“Decolonizing Women” 7.Read:“Kwame Nkrumah” (Graphic biography)8.Read:“The Middle East and the End of Empire”9.Read:“Chinese Communist Revolution”10.Watch:The Chinese Communist Revolution in a Global Perspective11.Activity:UP Notebook 12.Watch:Resisting Colonialism: Through a Ghanaian Lens13.Read:“Apartheid”14.Activity: Geography –Unit 8 Mapping Part 115.Activity:Writing –Peer Editing16.Assessment:Unit 8 LEQ Unit 9—GlobalizationUnit 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 been expanding. So why has genocide been so widespread during the late twentieth and early twenty-first centuries? 2.Globalization has made it possible for us to efficiently produce and distribute goods around the world. 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 sense of identity, and how have people responded to these changes?
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content14Learning Objectives1.Assess how globalization both positively and negatively affects human communities, networks, and production and distribution. 2.Evaluatehow globalization hasimpacted inequality around the world.3.Investigate how different groups have responded to globalization.4.Analyze howhuman rights have been impactedin themodern world.5.Analyzehow 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 testingto analyze historical events and processes. 7.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.Lesson 9.0: Unit 9 Overview1.Watch:Unit 9 Overview2.Read:“Unit 9 Overview”3.Watch:Frames in Unit 94.Activity:Vocab –Tracking 9.05.Activity:Vocab –Word Walls 9.06.Activity:UP Notebook7.Activity:CCOT –Unit Comparison8.Read:“Data Exploration: Future Population Growth”9.Activity:Project X –Final Presentation Lesson 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 an Age of Intense Globalization1.Opening:What Is This Asking? 2.Read:“’Universal Rights and A Century of Mass Killings” 3.Activity:Comparison –Rights Documents 4.Read:“Why Does Genocide Still Happen?” 5.Watch:Nonviolence and Peace Movements: Crash Course World History 228Lesson 9.3: Economic Interactions in an Age of IntenseGlobalization1.Activity:Dollar Street Project2.Read:“International Institutions” 3.Read:“The Rise of China”4.Watch:Global China into the 21stCentury5.Read: “Hua Guofeng” (Graphic biography)6.Read:“Following Goods Across the World”7.Activity:Follow the Product8.Read:“WTO Resistance” 9.Activity:The Interconnected World –Frames
2021/22SAMPLE YEAR-LONG COURSE PLAN –1750Red –new content in SY 21-22Green –moved content15Lesson 9.4: Identity in an Age of Intense Globalization: Nationalism, Ethnicity, Internationalism1.Opening:Making Claims –Globalization2.Read:“A Century of Refugees”3.Read:“Transnationalism and the Revival of Nationalism”4.Watch:Indigenous Americans and Globalization5.Read:“The Zapatistas in Mexico”6.Activity:Claim Testing –Globalization 7.Watch:Conflict in Israel and Palestine: Crash Course World History #2238.Read: “Islam Alhashel” (Graphic biography)9.Read: “Our Networks Today”10.Read: “Ugandan Migrants” (Graphic biography)11.Read:“September 11, 2001” 12.Closing:Redraw the FramesLesson 9.5: The Environment in an Age of Intense Globalization1.Activity:UN Sustainable Development Goals 2.Read:“The Anthropocene” 3.Read:“Population and Environmental Trends: 1880 to the Present” 4.Watch:Green Revolution5.Activity:UP Notebook6.Watch:Drought and Famine: Crash Course World History #2087.Watch:Humans and Energy: Crash Course World History #2078.Read:“Environmentalism” 9.Activity:The World in 205010.Read:“Conflicts Over Natural Resources”11.Watch:Water and Classical Civilizations: Crash Course World History #22212.Read:“LaDonna Brave Bull Allard” (Graphic biography)13.Activity:Writing –Self Editing14.Assessment:Unit 9 DBQ