The Newark Public Schools World History
NEWARK PUBLIC SCHOOLS
Curriculum Guide:
WORLD HISTORY
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD MEMBERS
2013-2014
Ms. Antoinette Baskerville-Richardson, Chairperson
Mr. Marques-Aquil Lewis, Vice Chairperson
Mr. Rashon K. Hasan
Mr. Alturrick Kenney
Ms. Eliana Pintor Marin
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. 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 Center
Assistant Superintendent: Brad Haggerty
Assistant Superintendent: Tiffany Hardrick
Assistant Superintendent: Roger Leon
Assistant Superintendent: Aqua Stovall
Assistant Superintendent: Peter Turnamian
Special Assistant, Office of Curriculum and Instruction: Caleb Perkins
School 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 DISTRICT
MISSION 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.
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.
GOALS 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 Schools
World 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.
Newark 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.
Recommended 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 1-5
In-Depth Resources in Spanish
Modified Lesson Plans for English Learners
Block Schedule Pacing Guide
Reading Study Guide (English & Spanish)
Chapters in Brief: Chapter Summaries
Geography Skills and Outline Maps
Multi-Language Glossary of Social Studies Terms
Document-Based Questions Strategies and Practice: World History
Formal Assessment
Integrated Assessment
Strategies for Test Preparation with Teacher's Manual
Case Studies
Lesson 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 included
2. 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
Appendix