Title: UbD Unit Plan / Subject/Course: Alternative World History/Social Studies
Topic: World History / Grade: 9 - 12 / Teachers: C. Reed
Stage 1- Desired Results
Established Goals: Ensure all students are capable and confident learners who are well-equipped to understand the following:
Show-Me Knowledge Standards:, SS1, SS2, SS3, SS4, SS5, SS6, SS7
Show-Me Performance Goals: SS1 #1-10; SS2 #1-7; SS3 #1-8; SS4 # 1-8
Social Studies GLEs: SS1: 1.5, 1.6, 1.9, 1.10, 3.5; SS2: 1.6, 1.9; SS3: 1.6, 1.9, 1.10, 3.8; SS4: 1.6, 1.10; SS5: 1.6, 1.10; SS6: 1.6, 1.9, 1.10, 3.1, 3.6; SS7 1.1, 1.4, 1.5, 1.7, 1.8, 2.1, 3.5, 3.6
Understandings:
Students will understand that:
v  conflict is the result of a variety of causes including expansion (ideas or territory), cultural differences, religion, economics, and national pride.
v  geography affects the societal, political, and economic structure of a civilization
v  the significance of the movement of people and ideas (cultural diffusion) on world history.
v  historical and cultural experiences of a civilization impact how a people live their lives.
v  a society uses their economic resources to meet their needs.
v  civilizations create governmental structures to meet essential needs.
v  the role of technological advancements in the history of a people.
v  the role of the individual in shaping world events and his/her role in making a positive difference in the world.
v  the impact of events in world history on the modern world. / Essential Questions:
1.  How does the past impact and influence the present and the future?
2.  How does a shared history affect one’s world view?
3.  Does man make history, or does history make the man?
4.  How does where you live shape how you live?
5.  How does the movement of people and ideas affect world history?
6.  Is the rise and fall of civilizations unavoidable?
7.  What beliefs do divergent groups hold about power, authority, governance, and law?
8.  When, if ever, should a country go to war?
9.  How does technological change affect people, places, and regions?
10.  How are economic systems structured to meet the needs and wants of the people?
Students will know…
Ø  how to describe the dominant characteristics, contributions of, and interactions among major civilizations of Asia, Europe, Africa, the Americas and the Middle East in ancient and medieval times
Ø  how to analyze the following developments related to the Renaissance and Reformation including: new ways of thinking, humanism, new developments in arts and their impact on later developments
Ø  how to assess the impact of the First Global Age, including the Columbian Exchange; the origins and consequences of European overseas expansion; the effect of European arms and economic power on other parts of the world; resulting transformations in the Americas
Ø  how to analyze the Scientific Revolution in the context of what it was, its antecedents and its impact on Europe and the world
Ø  how to evaluate the Enlightenment, including its principle ideas, its antecedents, its challenge to absolutist monarchies and others, and its effects on world history
Ø  how to identify and explain the major
revolutions of the 18th and 19th centuries, including: political revolutions (American and French) and the Industrial Revolution (causes, development, reactions and other consequences, such as social, political and economic
Ø  how to describe the evolution of diverse economic theories and practices, including: manorialism, mercantilism, laissez-faire capitalism and socialism. Describe the social and political effects these have had on various societies.
Ø  how to Analyze the significant wars of the twentieth century, including: causes, comparisons, consequences and peace efforts
Ø  how to evaluate European and Japanese imperialism of the late 19th and 20th century and the independence movements in Africa and Asia: causes, reactions, short- and long-term consequences
Ø  how to outline major demographic changes and migrations from prehistoric times to the present, including: their causes and consequences (e.g. rural to urban, less developed to more developed)
Ø  how to examine the wars of the twentieth-century pertinent to US history including: causes, comparisons, consequences and peace efforts / Students will be able to…
v  discriminate the bias of the historical source.
v  examine the impact of cultural diffusion on society.
v  recognize how the introduction of new technology and ideas serve as a catalyst for change.
v  identify the cause and effect of conflicts and conquests.
v  analyze how economic systems and trade have shaped global interaction.
v  evaluate how values and beliefs represent and can change a culture.
v  apply the tools of societal science inquiry (such as primary and secondary source documents, maps, charts, and graphs) to their study of World History.
v  realize and act upon their role as a global citizen.
Stage 2- Assessment Evidence
Performance Tasks –
Students will demonstrate standards by:
1. discover and evaluate patterns and relationships in information, ideas and structures
2. organizing data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation
3. identify, analyze and compare the institutions, traditions and art forms of past and present societies
4. exchange information, questions and ideas while recognizing the perspectives of others
5. analyze the duties and responsibilities of individuals in societies
6. participate in formal and informal presentations and discussions of issues and ideas
7. identify and evaluate relationships between language and culture / Other Evidence –
Ø  Quizzes
Ø  Tests
Ø  Final Exams
Ø  Academic prompts
Ø  Observations
Ø  Homework
Ø  Journals
Ø  Essays
Ø  Advanced Organizers
Ø  Unit Organizers
Ø  Concept Diagrams
Ø  Guided practice
Ø  Independent practice
Ø  Student Reflections
Ø  Self-assessment through charting of goals and progress
Ø  Group Discussions
Stage 3- Learning Plan
W=Teacher will help the students know where the unit is going and what is expected. The teacher will know where the students are coming from (prior knowledge, interests.
H= Teacher will hook all students, and hold their interest with daily essential questions.
E=Teacher will equip students, help them experience the key ideas, and explore the goals and objectives.
R=Teacher will provide opportunities to rethink and revise their understandings and work.
E=Teacher will allow students to evaluate their work and its implications.
T=Unit will be tailored (personalized and differentiated) to the different needs, interests, and abilities of learners.
O=Units will be organized to maximize initial and sustained engagement as well as effective learning.
1.  Teacher will post the day’s agenda.
2.  Teacher will post essential question and course goal for the day.
3.  Students will answer essential question in their journals.
4.  Students will choose a personal goal and record course goal.
5.  Students will assess prior knowledge related to course goal.
6.  Teacher will present instruction pertaining to course goal.
7.  Teacher-selected text will be examined, analyzed, and interpreted.
8.  Knowledge of lesson will be assessed through performance task.
9.  Cumulative understanding will be assessed through unit quizzes and final exams.