World History Lesson Plans

             

 

Date

 

 

Hobbs Standards

 

 

NM

Standards &

Benchmarks

 

Resources

 

 

Content Activities/Skills

August

 

Students will be able to:

 

Textbook and Supplemental Materials.

Additional resources may be found at

hobbsschools.net

 

 

 

 

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____

 

 

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A

 

 

 

 

 

 

 

 

 

 

 

Unit One: *PS-1: Describe and explain how the Renaissance and Reformation influenced education, art, religion, and government in Europe, to include:

  • development of Renaissance artistic and literary traditions (e.g., Michelangelo, Leonardo da Vinci, Shakespeare
  • development of Protestantism (e.g., Martin Luther, John Calvin)
  • religious conflict and persecutions (e.g., Spanish Inquisition (Ch. 5 and 8)

PS-5: Describe and analyze the geographic, political, economic, religious, and social structures of the civilizations of East Asia (Ch. 9..Section 1 and 2)

PS-9: Describe primary and secondary sources, and their uses in research.

PS-10: Interpret events and issues based upon the historical, economic, political, social and geographic context of the participants.

 

 

Review classical, medieval and world religions (1 Day---Use Religions Worksheet…See Shared Docs WH File)

 

 

Essential Questions:

What characteristics of the Islamic societies fueled the European Renaissance?

How did the Renaissance and Reformation influence economics, politics and societies of the world?

 

 

 

 

I-C.1

I-C.3

I-C.12

 

APEX:

World History Since the Renaissance Core—Semester 1

Appendix A Student Resources: A:2 Study Tips, A:3 Key Terms (just to know they are there), A:4 Social Studies Skills Practice (just read).

 

World History, Glencoe-McGraw-Hill, 2005.

www.historians.org/pubs/free/WhyStudyHistory.htm.

World History

 

www.enchantedlearning.com\graphicorganizers\spider\

 

 

https://www.britannica.com/event/Renaissance

 

http://history-world.org/renaissance.htm

http://www.ancienttouch.com/

 

http://www.worldatlas.com/webimage/countrys/af.htm

 

 

 

Textbook scavenger hunt (Text)

Why Study History? (Document-Stearns)

Geography Skills and Quiz (Text)

Spider Web and Cornell Notes

SPICE and SPRITE research organizers

G-Persia and EPS

SOAPSTOne analysis strategy

Assessment

 

Review of ancient civilizations, medieval times, and world religions(Impact of Islam)

 

Renaissance/Reformation

Don’t forget to include:

Trade and trade with Ottomans, Medici family and relations with Galileo, Machiavelli, Michelangelo, Calvinism, Lutheranism, Anglican, Catholicism, humanism

September

 

 

____

 

____

 

 

B.

 

Unit Two:

SS 2: Analyze and evaluate the actions of competing European nations for colonies around the world and the impact on indigenous populations; (Ch. 6 and 7)

PS-9: Describe primary and secondary sources, and their uses in research.

PS-10: Interpret events and issues based upon the historical, economic, political, social and geographic context of the participants

 

Essential Questions:

How did the cultural exchange shape the economic, political, and social structures of the world?

 

 

 

 

I-C.2

I-C.5

 

 

Global Age Europe, Africa, Asia, Americas

Age of Absolutism

Don’t forget to include: slave trade in Africa, spread of religion, Chinese and Japanese isolationism, mercantilism

Analyze and evaluate primary and secondary sources

--Interpret how geography impacts historical events

-- Cause and Effect (also practice Effect --> Cause

--Compare and Contrast between civilizations, people, wars, ideas, etc.


 

 

Date

 

 

Hobbs Standards

 

 

NM

Standards &

Benchmarks

 

Resources

 

 

 

Activities/Content

Mid October

 

Students will be able to:

 

Textbook and Supplemental Materials.

Additional resources may be found at

hobbsschools.net

 

 

 

_____

 

 

_____

 

_____

 

 

_____

 

_____

 

 

_____

 

 

 

 

 

A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit Two Continued:

  • Events and ideas that led to parliamentary government (English Civil War, Glorious Revolution)
  • enlightenment philosophies used to support events leading to American and French Revolutions
  • Napoleonic Era (e.g., codification of law) Latin America’s wars of independence

PS-9: Describe primary and secondary sources, and their uses in research.

PS-10: Interpret events and issues based upon the historical, economic, political, social and geographic context the participants

Essential Question:

How did systems of government change in this period?

How did the ideas of Enlightenment fuel economic, political, social, and technological revolutions?

What were the political, economic, and social causes and effects of revolution?

 

 

I-C.2

I-C.3

I-C.4

III-A.5

 

 

 

 

 

 

 

 

 

APEX:

World History Since the Renaissance Core—Semester 1

 

Unit 2: Age of Revolution

Take Diagnostic prior to CST and TST

 

 

 

 

Outline Map Resource Book, Glencoe, McGraw-Hill, 2005 and graphic organizer

 

 

 

EPS

 

 

Spider web organizer

 

Middle Passage video and instructional guide

 

Glencoe, McGraw-Hill Map Transparencies and graphic organizer

 

 

 

T-Chart

 

Foldable organizer

 

 

 

 

 

 

Glencoe, McGraw Hill Reading Strategy p. 605

 

 

 

 

 

 

Age of Absolutism (Chapter 7)

Enlightenment and the American Revolution/ The French Revolution and Napoleon (Chapter 11)

Don’t forget to include: Major thinkers, including women, revolutionary documents

--Analyze and evaluate primary and secondary sources

--Interpret how geography impacts historical events

 

 

 

-- Cause and Effect (also practice Effect --> Cause

--Compare and Contrast between civilizations, people, wars, ideas, etc.

Early

November

 

B

Unit Three:

PS-3: Analyze the pattern of historical change as evidenced by the Industrial Revolution, to include:

  • conditions that promoted

    Industrialization

  • how scientific and

    technological innovations

    brought about change

  • impact of population changes(e.g., population growth, rural-to-urban migrations, growth of industrial cities, emigration out of Europe)
  • evolution of work/business and the role of labor (e.g., the demise of slavery, division of labor, union movement, impact of immigration)

Essential Question: How do revolutions affect the economics, politics and societies of the world?

What were the political, economic, and social causes and effects of revolution?

 

I-C.4

 

https://quizlet.com/21770178/french-revolution-napoleon-and-the-industrial-revolution-flash-cards/

 

http://www.flowofhistory.com/readings-flowcharts/the-early-modern-era/the-age-revolutions/fc106

 

http://highered.mheducation.com/sites/dl/free/0809222299/45391/WHistory3.html

 

 

Napoleon (Chapter 11)

Revolutions in Europe and Latin America (Chapter 12)

Industrial Revolution Begins/Life in the Industrial Age (Chapter 12)

 

Don’t forget to include: movements inspired by industrialization – suffrage movement, socialism, laissez faire capitalism, abolitionism, causes/effects of industrialization, potato famine

--Analyze and evaluate primary and secondary sources

--Interpret how geography impacts historical events

-- Cause and Effect (also practice Effect --> Cause

--Compare and Contrast between civilizations, people, wars, ideas, etc.

 

 

 

Date

 

 

Hobbs Standards

 

 

NM

Standards &

Benchmarks

 

Resources

 

 

 

Activities/Content

Mid

November

 

Students will be able to:

 

Textbook and Supplemental Materials.

Additional resources may be found at

hobbsschools.net

 

 

 

_____

 

 

_____

 

 

_____

 

 

_____

 

 

 

_____

 

 

_____

 

 

A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit Three Continued: Ch. 13

•political and economic theories of capitalism and socialism (e.g., Adam Smith, Karl Marx)

•status and roles of women and minorities

 

PS-9: Describe primary and secondary sources, and their uses in research.

PS-10: Interpret events and issues based upon the historical, economic, political, social and geographic context of the participants

Essential Question: How did the shift from agricultural nations to industrial nations alter the balance of global power?

How do revolutions affect the economics, politics and societies of the world?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I-C.4

I-C.5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

APEX:

World History Since the Renaissance Core—Semester 1

 

Unit 3: First Age of Industrialization

Complete all lessons
Take Diagnostic prior to CST or TST

 

 

PowerPoint, instructional guide

 

Glencoe Map p. 532, colored markers

Primary Source Reading “Declaration of the Rights of Man and of the Citizens

 

http://study.com/academy/lesson/comparing-the-theories-of-adam-smith-karl-marx.html

 

 

https://www.khanacademy.org/partner-content/big-history-project/acceleration/changing-economies/a/smith-marx-and-keynes

 

Graphic strategy, Glencoe

Cornell Notes

 

 

Graphic Reading strategies, Glencoe Text

 

APEX:

World History Since the Renaissance Core—Semester 2

 

Unit 6: Lesson 6.2 : The Age of Imperialism

Complete all lessons
Take diagnostic prior to CST and TST

 

Glencoe text, EPS note taking strategy, Assessment Rubric

 

 

Glencoe, Cause and Effect Transparency

 

Glencoe, Chart and Map

 

 

 

Glencoe, transparencies

 

 

 

Review

Test

 

 

Venn diagram

 

PowerPoint

 

Cornell Notes

 

 

Assessment Rubric for Philosophy assignment

PowerPoint Presentation

 

Napoleon

Revolutions in Europe and Latin America

Industrial Revolution Begins/Life in the Industrial Age

 

Don’t forget to include: movements inspired by industrialization – suffrage movement, socialism, laissez faire capitalism, abolitionism, causes/effects of industrialization, potato famine

--Analyze and evaluate primary and secondary sources

--Interpret how geography impacts historical events

-- Cause and Effect (also practice Effect --> Cause

--Compare and Contrast between civilizations, people, wars, ideas, etc.

December

B

PS-5: Describe and analyze the geographic, political, economic, religious, and social structures of the civilizations of East Asia

PS-9: Describe primary and secondary sources, and their uses in research.

PS-10: Interpret events and issues based upon the historical, economic, political, social and geographic context of the participants

Essential Question:

Introduce: What actions and ideas prompted nationalism?

 

I-C.4

I-C.5

http://www.seasite.niu.edu/crossroads/wilson/colonialism.htm

Introduce: Nationalism Triumphs in Europe/Growth of Western Democracies- (Chapter 13, 14, 15)

 

--Analyze and evaluate primary and secondary sources

--Interpret how geography impacts historical events

-- Cause and Effect (also practice Effect --> Cause

--Compare and Contrast between civilizations, people, wars, ideas, etc.

Final Exam

Dec 19-22

Through Industrialization

Finals Review

Writing #2

 



12-5-16/ 12-9-16

Monday - Chapter 11-2 Notes
Tuesday- Chapter11-3  Notes
 Wednesday Chapter 11 sec. 2 sec. 3 Vocab
Thursday Chapter 11 sec 2/3 vocab quiz, Chapter 11 Review
Friday Chapter 11 Quiz, Semester Review

12-12-16/ 12-16-16
Semester exam review

Monday - Renaissance/ Reformation
Tuesday- Age of Exploration/ slave trade
 Wednesday- Middle east / Asia
Thursday- Enlightenment/ revolution
Friday Chapter-  French revolution/Napoleon

Class Name

Day/Date: Monday 1/9

Objective

(Student will…)

Chapter 12. How did the shift from agricultural nations to industrial nations alter the balance of global power?

How do revolutions affect the economics, politics and societies of the world?

Teacher Activities

Take roll, Start Content Vocabulary. Guided reading 12-1

Student Activities

, Start Content Vocabulary. Guided reading 12-1

Assessment/Evaluation

Daily Grade

Additional Resources

1. Notebook 2. Overhead Projector 3. Writing utensil

Class Name

Day/Date: Tuesday 1/10

Objective

(Student will…)

Chapter 12. How did the shift from agricultural nations to industrial nations alter the balance of global power? How do revolutions affect the economics, politics and societies of the world?

Teacher Activities

Take roll, Start Content Vocabulary quiz. DBQ questions , Reading Checks 12-1

Student Activities

Start Content Vocabulary quiz. DBQ questions , Reading Checks 12-1

Assessment/Evaluation

Daily Grade quiz grade

Academic Vocabulary

1. Notebook 2. Overhead Projector 3. Writing utensil

Additional Resources

 

Class Name

Day/Date: Wednesday 1/11

Objective

(Student will…)

Chapter 12. How did the shift from agricultural nations to industrial nations alter the balance of global power? How do revolutions affect the economics, politics and societies of the world?

Teacher Activities

Take roll, bell work daily focus, critical thinking question 12-1, 12-1 quiz

Student Activities

bell work daily focus, critical thinking question 12-1, 12-1 quiz

Assessment/Evaluation

Daily Grade, quiz grade

Academic Vocabulary

 

Additional Resources

1. Notebook 2. Overhead Projector 3. Writing utensil

Class Name

Day/Date: Thursday 1/12

Objective

(Student will…)

Chapter 12. How did the shift from agricultural nations to industrial nations alter the balance of global power? How do revolutions affect the economics, politics and societies of the world?.

Teacher Activities

Take roll, Start Content Vocabulary12-2/3. Critical thinking question, DBQ questions

Student Activities

Start Content Vocabulary12-2/3. Critical thinking question, DBQ questions

Assessment/Evaluation

Daily Grade

Academic Vocabulary

 

Additional Resources

1. Notebook 2. Overhead Projector 3. Writing utensil

Class Name

Day/Date: Friday 1/13

Objective

(Student will…)

Chapter 12. How did the shift from agricultural nations to industrial nations alter the balance of global power? How do revolutions affect the economics, politics and societies of the world?.

Teacher Activities

Take roll, bell work DBQ, vocab quiz 12-2/3 , chapter review 12-1-3

Student Activities

bell work DBQ, vocab quiz 12-2/3 , chapter review 12-1-3

Assessment/Evaluation

Daily Grade

Academic Vocabulary

 

Additional Resources

1. Notebook 2. Overhead Projector 3. Writing utensil

 

 

 

 

 

 



Class Name

Day/Date: Monday 1/16

Objective

(Student will…)

MLK

Teacher Activities

 

Student Activities

 

Assessment/Evaluation

 

Additional Resources

 

Class Name

Day/Date: Tuesday 1/17

Objective

(Student will…)

Chapter 13. Discuss what actions and ideas prompted nationalism.

What are the ongoing debates regarding imperialism, its motivations, and its effects.

Teacher Activities

Take roll, Start Content Vocabulary. Reading strategy , Notes 13-1

Student Activities

Start Content Vocabulary. Reading strategy , Notes 13-1

Assessment/Evaluation

Daily Grade quiz grade

Academic Vocabulary

1. Notebook 2. Overhead Projector 3. Writing utensil

Additional Resources

 

Class Name

Day/Date: Wednesday 1/18

Objective

(Student will…)

Chapter 13. Discuss what actions and ideas prompted nationalism.

What are the ongoing debates regarding imperialism, its motivations, and its effects.

Teacher Activities

Take roll, notes 13-1. Reading Checks , Geography skills, DBQ

Student Activities

Notes 13-1. Reading Checks , Geography skills, DBQ

Assessment/Evaluation

Daily Grade, quiz grade

Academic Vocabulary

 

Additional Resources

1. Notebook 2. Overhead Projector 3. Writing utensil

Class Name

Day/Date: Thursday 1/19

Objective

(Student will…)

Chapter 13. Discuss what actions and ideas prompted nationalism.What are the ongoing debates regarding imperialism, its motivations, and its effects.

Teacher Activities

Take roll, Start Content Vocabulary13-2. Notes. Reading checks 13-2

Student Activities

Content Vocabulary13-2. Notes. Reading checks 13-2

Assessment/Evaluation

Daily Grade

Academic Vocabulary

 

Additional Resources

1. Notebook 2. Overhead Projector 3. Writing utensil

Class Name

Day/Date: Friday 1/20

Objective

(Student will…)

Chapter 13. Discuss what actions and ideas prompted nationalism. What are the ongoing debates regarding imperialism, its motivations, and its effects.

Teacher Activities

Take roll, bell work DBQ, Political Cartoons, 13-2

Student Activities

bell work DBQ, Political Cartoons, 13-2

Assessment/Evaluation

Daily Grade

Academic Vocabulary

 

Additional Resources

1. Notebook 2. Overhead Projector 3. Writing utensil

 

 

 

 

 

 




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