DETROIT PUBLIC SCHOOLS
Division of Academic Affairs
Office of History, Society and Culture
CURRICULUM INSTRUCTIONAL SEQUENCE
AND PACING CHART
Grade 11
WORLD HISTORY AND GEOGRAPHY
DETROIT PUBLIC SCHOOLS
Robert C. Bobb
Emergency Financial Manager
Barbara Byrd-Bennett
Chief Academic Auditor
Sherry Ulery
Deputy Chief of Academic Affairs
Office of History, Society and Culture
Sheryl Jones
Director
DETROIT PUBLIC SCHOOLS
Division of academic affairs
Office of History, Society and Culture
Table of Contents
Page
Introduction to Curriculum Instructional Sequence and Pacing Guide 3
Curriculum Instructional Sequence and Pacing Charts Team 4
Legend to Pacing Guide 4
Course Description 5
Expectations for Success on Michigan Merit Exam 6
Curriculum at a Glance 7
A One Year Course
Curriculum Instructional Sequence and Pacing Guide
Unit 1: Eras 1-3 ~ Beginnings to 300 C.E. 8
Unit 1-2: Eras 1-3 ~ Beginnings to 300 C.E. 10
Unit 3: Era 4 ~ Expanding and Intensified Hemispheric Interactions, 300-1500C.E. 12
Unit 4: Era 5 ~ The Emergence of the First Global Age, 15th – 18th Centuries 16
Unit 5: Era 6 ~ An Age of Global Revolutions 18th Century to 1914 20
Unit 6: Era 6 ~ An Age of Global Revolutions 18th Century to 1914 25
Unit 7: Era 7 ~ Global Crisis and Achievement, 1900-1945 31
Unit 8: Era 8 ~ The Cold War and its Aftermath: The 20th Century – Since 1945 35
Constitution Day – September 17th 41
DETROIT PUBLIC SCHOOLS
Division of academic affairs
Office of History, Society and culture
Introduction to Curriculum Instructional Sequence and Pacing Guide
A Planning Tool
This instructional sequence and pacing guide is a tool to be used in planning and implementing the district's curriculum. The focus of this guide is for success on Michigan Merit Examination (MME), but is not exhaustive, other content should be taught as well. Please note, High School Content Expectations that may be assessed on the MME are bolded and underlined in this document. This is a minimal expectation for instruction. Curriculum at a glance and graphic organizers help the teacher quickly see the focus of each unit of study. Teachers are responsible for developing lesson plans of main concepts. The format makes transparent the connections among curriculum (what to teach), instruction (materials, activities and strategies) and assessment (what was learned). The Curriculum Instructional Sequence and Pacing Guides for all subjects provide the overall curricular framework for what students will know and be able to do when they graduate from Detroit Public Schools. Pacing the sequence of instruction within a subject and a grade level assures that students are provided the opportunity to experience the full scope of a rigorous curriculum.
Effective Instruction
Specifically, the pacing guides connect the components of effective instruction by:
1. Alignment of district instruction with state (including MEAP and MME) and national content standards; and
2. Detailing recommended instructional strategies, instructional materials and suggested assessments.
A Coherent Curriculum
Consistent use of these pacing guides will:
1. Ensure educational equity - all students will have access to the same high quality curriculum;
2. Ensure that there is coherence with regard to what to teach, what instructional materials to use, what research based teaching strategies should be used, and how to assess student attainment;
3. Ensure what students are taught is logically connected to student achievement;
4. Make it easier for students who move among schools within a school year to become acclimated to their new schools and classes;
5. Provide the curricular structure which enables teachers to focus on instruction;
6. Guide a sequence of instruction within and across grade levels; and
7. Ensure the curriculum is aligned and consistent with state and federal standards.
These pacing guides were developed by committees of teachers, administrators and other instructional specialists who were charged to make a user-friendly document that will help teachers design lessons which meet students' needs and lead to high achievement. These guides are works in-progress. Periodically, teachers will assess the impact of these pacing guides on their classroom instruction.
At the end of this document you will find teaching and learning terminology information.
"Curriculum matters: If it is in the curriculum, teachers are likely to
teach it; if teachers teach it, students are likely to learn it."
(Buehl, Doug. 2001: Classroom Strategies for Interactive Learning)
DETROIT PUBLIC SCHOOLS
Division of academic affairs
Office of History, Society and Culture
Curriculum Instructional Sequence and Pacing Guide Team
Asaka, Philander / Iroha, Okezie / Robinson, JacquelineBennett, Robert / Jenkins, Mary / Robinson, Kenneth
Busch, Denise / Limage, Deborah / Rooks, Lorraine
Clemons, Cathleen / Lockridge, Rita / Scott, Deborah
Crowley, Ann / McMurtry, Keith / Smith-Dawson, Debra
Cry, Leonard / Odom, Donya / Spencer, Belinda
Friday, Christina / Onwuzurike, Pauline / Unaegbu, Peter-Claver
Givan, Jerry / Pappas, Geraldine / Weir, William
Greene, Sylvia / Parker, Norma / Wilson, Barbara
Highsaw, Charlene / Pruitt, Deborah / Wright, Brenda
Hornbuckle, Pamela / Reaves, Edna
Sheryl Jones, Director
LEGEND TO PACING GUIDE
CCC = Cross Curricular Connections
CCV = Core Cultural Values
CDV = Core Democratic Values
ELPS = Electronic Library of Primary Resources
FA = Formal Assessment
IDR = In-Depth Resources
PE = Pupil Edition
PWE = Persuasive Writing Essay
TBDBT = To Be Determined by Teacher
TE = Teacher’s Edition
TRK = Teacher Resource Kit
DETROIT PUBLIC SCHOOLS
Division of academic affairs
Office of History, Society and Culture
World History and Geography Course Description
This full year course introduces students to the study of world history in order to construct a common memory of where humankind has been and what accounts for present circumstances. Building upon foundations from middle school, the course begins with a period of expanding and intensified hemispheric interactions (circa 300 C.E.) and continues to the present. Within each historical era, students work at three interconnected spatial scales to study world history through several lenses: global, interregional, and regional. Through a global and comparative approach, students examine worldwide events, processes, and interactions among the world’s people, cultures, societies, and environment. Interregional and regional scales provide students the opportunity for deep investigation of examples of global trends. Emphasis is placed on skills that enable students to evaluate evidence, develop comparative and causal analyses, interpret the historical record, construct sound historical arguments, and recognize perspectives on which informed decisions in contemporary life can be based. In addition, this course enables students to focus on large historical and geographic patterns, as well as their causes and consequences. Students study human governance systems, patterns of interactions among societies and regions, and patterns of cultural, intellectual, religious, and social changes. They analyze the impact of demographic, technological, environmental, political, and economic changes on people, their culture, and their environment. The integration of historical thinking skills and historical understandings throughout this course equips students to analyze issues and problems confronting citizens today.
Michigan Citizenship Curriculum, 2009
World History Expectations for Success on the
Michigan Merit Exam
The content expectations listed below are those that MAY be assessed on the MME, and thus represent content knowledge and skills that should be taught before students take the MME.
Social Studies137 of 230 (60%) of Total
Social Studies HSCE
WHG (W)
Era 4
W4.1.2
W4.1.3
W4.2.1-3
W4.3.1
W4.3.3
Era 5
W5.1.2
W5.2.1
W5.2.2
W5.3.1-4
Era 6
W6.1.1-5
W6.2.1-4
W6.3.1-3
Era 7
W7.1.1-3
W7.2.1-3
W7.3.1-4
Era 8
W8.1.1
W8.1.2
W8.1.4
W8.2.1
W8.2.3
41 Total
Note: These HSCEs are underlined and bolded in guide.
1
Detroit Public Schools
Office of History, Society & Culture
Curriculum at a Glance
Text Reference:
World History: Patterns of Interaction
McDougal Littel, © 2009
Pacing / Topic / Units/ChaptersSemester 1
September-October
5 Weeks / Eras 1-3: Beginnings of Civilization to 300 BC / Unit 1 Beginnings of Civilization
Unit 2 New Directions in Government and Society
Week of September 17 / Constitution Day Lesson / Resources located in the pacing chart
October-November
4 weeks / Era 4 Expanding and Intensified Hemispheric Interactions, 300-1500 CE / Unit 3 An age of Exchange and Encounter
November-January
6 Weeks / Era 4 Expanding and Intensified Hemispheric Interactions, 300-1500 CE / Unit 4 Connecting Hemispheres
Semester 2
February
2 Weeks / Era 5 The Emergence of the First Global Age, 15th – 18th Centuries / Unit 5 Absolutism to Revolution
February - April
6 Weeks / Era 6 An Age of Global Revolutions, 18th Century to 1914 / Unit 6 Industrialism and the Race for Empire
April
3 Weeks / Era 7 Global Crisis and Achievement / Unit 7 The World at War
May - June
5 Weeks / Era 8 The Cold War and its Aftermath 20th Century since 1945 / Unit 8 Perspectives on the Present
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Detroit Public Schools
Office of History, Society And Culture
Curriculum Instructional Sequence and Pacing Chart
World History and Geography ~ Grade 11
Eras 1- 3: Beginnings of Civilization to 300 B.C.
Unit 1, Beginnings of Civilization
Overarching Question: How did major transformations affect societal structures in early history and set the foundation for expanding networks of exchange?Focus Question(s): 1) How might three perspectives (world, interregional, and regional) of world events help us better understand the past? 2) What role did geography play in the development of early civilizations?
Objectives/High School Content Expectations (HCE s): WHG F1: World Historical and Geographical “Habits of Mind” and Central Concepts – Explain and use key conceptual devices world historians/geographers use to organize the past including periodization schemes (e.g., major turning points, different cultural and religious calendars), and different spatial frames (e.g., global, interregional, and regional). WHG F2: Systems of Human Organizations – Use the examples listed below to explain the basic features and differences between hunter–gatherer societies, pastoral nomads, civilizations, and empires, focusing upon the differences in their political, economic and social systems, and their changing interactions with the environment: 1) Changes brought on by the Agricultural Revolution, including the environmental impact of settlements; 2) TWO ancient river civilizations, such as those that formed around the Nile, Indus, Tigris-Euphrates, or Yangtze; and 3) Classical China or India (Han China or Gupta empires), Classical Mediterranean (Greece and Rome).
Cross Curricular Connections: Science (geology), History Makers: The Leakey Family TE p. 7
Technology Integration: farmingtheNet http://farmnet.osu.edu/links/precisag.html
Month - September
Weeks: 1 & 2 / Key Concepts/Names: Afro-Eurasia, Agricultural Revolution, civilization
classical civilization, empire, geography, hunter-gatherers, interregion, pastoral nomads,
periodization, spatial frames, world history
CDV: Diversity, Common Good, Liberty CCV: Nia, Kuumba, Ujima
Teaching Resources:
· Textbook: World History-Patterns of Interaction, Chapters 1 - 3, pp. 2-57
· “History of the World in Seven Minutes” from the World History for US All website (available: http://worldhistoryforusall.sdsu.edu/dev/movies/flash_large.htm
· Easy Planner DVD-ROM
· classzone.com
· www.learner.org/channel/courses/worldhistory/support/activities_1.pdf
· FarmingtheNet http://farmnet.osu.edu/links/ precisag.html
· Internet Library
Bell Work/Do Now:
· Use Components of Culture chart on p. 6, have students identify components of their own culture.
· Define each of the Five Themes of Geography.
· List tools historians use to study the past.
· Describe some of the key traits of a civilization. WHG F2
· Use primary source document to answer questions 1 and 2 Michigan Merit Practice p. 85.
· Use picture to answer question 3 Michigan Merit Practice p.85. / Student Learning Activities:
· Identify periodization schemes used in the textbook such as: eras, regions, major empires, events, etc. WHG F1
· Examine spatial frames by comparing the aerial satellite views of your school, city, region to the world using googlemaps.com or similar source. WHG F2
· Use the 5 Themes of Geography to describe an ancient river civilization. WHG F2
· Watch video “History of the World in Seven Minutes” from the World History for Us All website (available: http://worldhistoryforusall.sdsu.edu/dev/movies/flash_large.htm). Identify instances where the video is telling a global, interregional (e.g., the Americas, Afro-Eurasia), or regional story. Explain why using certain spatial schemes at certain times are useful. WHG F1
· Create a diagram to list advances of each hominid group. See Taking Notes, p. 5. WHG F1
· Write an essay using evidence from this era to formulate a response to the question: Why did farming develop and how did it lead to more complex societies? Chapter 1 pp. 15-23, Chapter 9 pp. 238-239 WHG F2
· Work in groups to analyze a river civilization, such as those that formed around the Nile, Indus River, Tigris-Euphrates, or Yangtze (split the civilizations among groups). 1) Use primary and secondary sources, 2) apply a “regional lens” to analyze the religion, geography, economy (including trade), political structure, social structure, and military tactics of their respective civilization, 3) analyze how the geography, the environment, and interactions with outside groups affected the attributes of the civilization, 4) construct a class list of the characteristics of each civilization on the board as students report out, 5)discuss the impact of geography on the interaction between different groups, as well as the protection that geography can offer from invading groups, 6) use a Venn diagram to compare similarities and differences of two civilizations in the different categories. Wrap up by asking students for an exit slip answering the question, and 7) What characteristics are necessary to define a society as a “civilization”? pp. 20-55 WHG F2
Assessments: 1) Create a Venn diagram comparing two ancient river civilizations with respect to political, economic and social systems, and their changing interactions with the environment. 2) Write a reasoned and evidentiary-based argument using global, interregional, and regional examples to support the position that the Agricultural Revolution made subsequent growth in culture possible?
PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10 38
Detroit Public Schools