Modifications (Ells, Special Education, Gifted and Talented)
1
Created on: / July, 2015Created by: / Mary Ann Billerman, Sherri Holland, Tierney Meeker, Stephen Plancey
Revised on:
Revised by:
2015 Ocean County Social Studies Curriculum Framework
Content Area: Social Studies
Course Title: World History – Global Studies / Grade Level: 9
Unit Plan One:
Renaissance and Reformation / Pacing Guide
6 Weeks
Unit Plan Two:
Age of Global Encounters / Pacing Guide
6 Weeks
Unit Plan Three:
The Enlightenment / Pacing Guide
5 Weeks
Unit Plan Four:
The Age of Revolutions / Pacing Guide
6 Weeks
Unit Plan Five:
European Nationalism and Imperialism / Pacing Guide
6 Weeks
Unit Plan Six:
The World at War / Pacing Guide
6 Weeks
Unit Plan Seven:
The Postwar World / Pacing Guide
5 Weeks
2015 Ocean County Social Studies Curriculum Framework
Unit One
Content Area: Social Studies
Unit Title: Renaissance and Reformation
Target Course/Grade Level: World History – Global Studies/ 9
Unit Summary
This unit of study introduces students to the Renaissance in Europe and the dramatic changes in art, worldview, and politics that occurred between 1350 and 1550. Students will apply the knowledge they gained about the development of the ancient civilizations to the impact they had on Europeans living during the 14th, 15th, and 16th centuries.
Students will also identify and analyze the religious turmoil during the Protestant, English, and Catholic Reformations. The development of the printing press and the scientific revolution will be examined as to specifically determine the contributions made to society. Students will also analyze the changing social classes of the Renaissance and compare them to the standards of medieval society. The changing nature of government and politics will also be a topic for study with a focus on the works of Machiavelli.
Primary Interdisciplinary Connections:
English/Language Arts: Literature/Plays by William Shakespeare; i.e. Romeo and Juliet, Macbeth, Othello
Science: Biographies & impact of important artists, inventors and inventions; i.e.LeonardoDa Vinci, Niccolo Machiavelli, Johann Gutenberg, Mona Lisa, The Statue of David, the Printing Press
Economics :Growth of trade between cities/states and other countries. Rulers/Government begin to tax people.
Math: The growth of trade and commerce requiring merchants to determine costs, as well as manage and finance their business.
Foreign Language: Increase of literacy and building of vocabulary through mass production of publications; i.e. The Bible, Pamphlets and Newspaper articles.
Art: The analysis and understanding of political cartoons.
21st Century Themes:Search for the water way to the East, the search for gold, the arrival of Europeans which end isolationism in the Americas, and the Columbian Exchange (new economic opportunities for the Europe).
●Critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information
●Research skills and practices, interrogative questioning
●Creativity, artistry, curiosity, imagination, innovation, personal expression
●Perseverance, self-direction, planning, self-discipline, adaptability, initiative
●Oral and written communication, public speaking and presenting, listening
●Leadership, teamwork, collaboration, cooperation, virtual workspaces
●Information and communication technology (ITC) literacy, media and internet literacy, visual interpretation, data interpretation and analysis, computer programming
●Civic, ethical, and social-justice literacy
●Economic and financial literacy, entrepreneurialism
●Global awareness, multicultural literacy, humanitarianism
●Scientific literacy and reasoning, the scientific method
●Environmental and conservation literacy, ecosystems understanding
●Health and wellness literacy, including nutrition, diet, exercise, and public health and safety
Learning Targets
Standard 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable
students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
Standard 8.1 Educational Technology: All students will use digital tools to access, manage,evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.
Standard 9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
Related Content Statements for Standard 6.2
●Ideas developed during the Renaissance, Scientific Revolution, Reformation, and Enlightenment led to political, economic, and cultural changes that have had a lasting impact.
Related Content Statements for Standard 8.1
Ability to research with material provided such as computers, chromebooks, phone applications and BYOD.
Related Content Statements for Standard 9.1
●The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time.
Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities.
Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives.
Ethical behaviors support human rights and dignity in aspects of life.
CPI # / Cumulative Progress Indicator (CPI)
6.2.12.A.2.c / Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the
English limited monarchy).
6.2.12.B.2.a / Relate the geographic location of Italian city-states to the fact that Italy was the center of the Renaissance.
6.2.12.B.2.b / Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World.
6.2.12.D.2.a / Determine the factors that led to the Renaissance and the impact on the arts.
6.2.12.D.2.b / Determine the factors that led to the Reformation and the impact on European politics.
6.2.12.D.2.c / Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the Renaissance.
6.2.12.D.2.d / Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds.
6.2.12.D.2.e / Assess the impact of the printing press and other technologies developed on the dissemination of ideas.
9.1.12.A.1 / Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1.12.C.2 / Analyze the common traits of effective state, national, or international leaders.
9.1.12.C.3 / Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their countries of origin.
9.1.12.D.1 / Interpret spoken and written communication within the appropriate cultural context.
9.1.12.D.2 / Determine the immediate and long-term effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events.
9.1.12.F.2 / Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
RH.9-10.1. / Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2. / Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.3. / Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
RH.9-10.4. / Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.5. / Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
RH.9-10.6. / Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
RH.9-10.7. / Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
RH.9-10.8. / Assess the extent to which the reasoning and evidence in a text support the author’s claims.
RH.9-10.9. / Compare and contrast treatments of the same topic in several primary and secondary sources.
RH.9-10.10. / By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
W.9-10.1. / Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.2. / Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.3. / Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.4. / Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.9-10.5. / Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6. / Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.7. / Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8. / Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9. / Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.10. / Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research of Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research
Unit Essential Questions
●How did Humanism change the way people thought about the world and about themselves?
●How did daily life change during the Renaissance compare to the Middle Ages?
●What impact did new technologies like the printing press have on Europeans and their daily lives? / Unit Enduring Understandings
●A new world view began in Italy during the 14th century and quickly spread throughout Europe.
●The Renaissance time period contained many achievements and advancements based on the principles of the ancient Mediterranean civilizations.
●The religious turmoil that existed with the Reformations of the 15th and 16th centuries would impact the lives of Europeans forever including; a redistribution of people, an economic shift, a new social order, a focus on science, etc.
Unit Learning Targets (Objectives)
Students will ...
●Relate the geographic location of Italian city-states to the fact that Italy was the center of the Renaissance.
●Determine the factors that led to the Renaissance and the impact on the arts.
●Assess the impact of the printing press and other technologies developed.
●Pinpoint the themes and techniques that Renaissance artists and writers explored.
●Trace the path of the Renaissance through Europe.
●Paraphrase the themes that humanist thinkers and other writers explored.
●Attach the impact of the printing revolution with the onset of the Protestant Reformation.
●State how abuses in the Church sparked widespread criticism.
●Relate how Martin Luther and John Calvin challenged Catholic authority and teachings.
●Judge the ideas supported by radical reformers.
●Analyze how the English Reformation differed from Luther and Calvin’s challenges to the Church.
●Comprehend the Catholic Church’s reforms in response to the Protestant Reformation.
●Assess how new thinkers changed the way people viewed the universe and challenged the authority of the Church.
●Summarize the advances made by Newton and other scientists.
Evidence of Learning
Formative Assessments
ObservationsQuestioning
DiscussionExit/Admit Slips Learning/Response LogsGraphic Organizers Peer/Self Assessments Practice Presentations Visual Representations Kinesthetic Assessments Constructive Quizzes
Think Pair Share As I See It
•Homework
•Class work
•Teacher observation
•Group participation
•Notebook assessment
•Project presentations
•Class discussions
●Do Now
●Varied journal prompts, spelling or vocabulary lists
●Anchor activities
●Choice of review activities
●Homework options
●Flexible grouping
●Varied computer programs
●Multiple learning intelligence
●Use of graphic organizers
●Think-Pair-Share by readiness, interest and/or learning profile
●Games to practice mastery of information and skill
●Multiple levels of questioning
●Jigsaw
●Multiple Texts
●Alternative Assessments
●Modified Assessments
●Open Ended Activities/ Assessments
●Layered Curriculum
●Flipped Classroom (Student Based Learning)
●Discussion Boards
●Summative Assessments
●Students will construct an expository (point of view) essay in which they will determine how the five themes of geography influenced colonial development.
●Students will create a DBQ for the topic and/or DBQ packets.
●Students will take a pencil and paper test comprised primarily of open-ended questions.
●The questions will ask the students to apply and evaluate their knowledge about the period.
●Quarterly or Mid-Term/Final Exams.
●Open ended writing assignments
● Compare and Contrast Essays
● Unit Tests
●Reading Comprehension Quizzes
●Weekly informational comprehension quiz
●Take Home Projects
●Oral presentations
●DBQ
●Computer Projects (Pod Casts, Newsletters)
●Quarterly or Midterm/Final
Modifications (ELLs, Special Education, Gifted and Talented):
●Follow all IEP modifications/504 plan
●Teacher tutoring
●Peer tutoring
●Cooperative learning groups
●Modified assignments
●Differentiated instruction
Presentation accommodations allow a student to:
●Listen to audio recordings instead of reading text
●Learn content from audio books, movies, videos and digital media instead of reading print versions