Bloomfield Public Schools
Department of Instruction
Curriculum Guide
World History
Grade 9 – Modified for VEST
Prepared by:
Izabela Acquaviva
Salvatore Goncalves, Superintendent of Schools
Jaynellen Behre-Jenkins, Assistant Superintendent of Curriculum
Elizabeth Petrangeli, Supervisor of Foreign Language, Science and Social Studies, K-12
Keri Regina, Supervisor of Special Education, 7-12
Board Approved: July 29, 2014
World History
(9th Grade)
Introduction: World History is a requirement for all students in the State of New Jersey and Bloomfield High School to graduate. The
course is typically taught to 9th grade students over the course of one year.
The World History curriculum challenges students with the content, concepts, and skills in history, geography, economics, civics, and
government that will help them develop into educated and responsible citizens capable of making informed decisions about local, national,
and international challenges. This curriculum is aligned with both the 2009 New Jersey Core Curriculum Content Standards and new
Common Core State Standards for English Language Arts & Literacy in History/Social Studies. The document specifically cross-references
the four 21st Century themes and primary inter-disciplinary connections.
This document is a tool that will provide an overview as to what to teach, when to teach it, and how to assess student progress. As well,
with considerations made for altered pacing, modifications, and accommodations; this document is to be utilized for all students enrolled in
this course, regardless of ability level, native language, or classification. It is meant to be a dynamic tool that we, as educators, will revise
and modify as it is used during the course of the school year.
Mapping/Sequence: The curriculum is written following the parameters of Understanding by Design. The document is written as a series of
units containing established transfer goals, enduring understandings, essential questions, and the necessary skills and knowledge a student
must attain in a school year. Each unit also stipulates both required and suggested activities and assessments. Teachers are expected to
design lessons that will meet the requirements within this curriculum; however, there is flexibility is how they choose to meet these demands.
Pacing: The World History curriculum is divided into four units each focusing on a different historical era (Global Interactions, The Age of
Revolutions, the 19th Century, and the 20th Century. Each unit provides a time frame that averages 8-10 weeks.
Resources: Electronic and text resources are listed in each unit. Teachers will be able to access the curriculum document on the district
website.
Textbook: None
Page 2 of 32
Established Goals: New Jersey Core Curriculum Content Standards
http://www.state.nj.us/education/cccs/2009/
http://www.corestandards.org/the-standards/english-language-arts-standards/history-social-studies/grades-9-10/
Overarching Understandings:
1. Significant historical events involve a complex set of interrelated causes and effects
2. Knowledge of the past informs the present and can prepare people for the future
3. Groups and nations attempt to establish order and security based on systems that develop over time
4. People and nations have values and interests that can result in conflict or cooperation
Page 3 of 32
Grade Level
Global Interactions (1400-1650)
9th
Time Frame
Social Studies
8-10 Weeks
Bloomfield High School Social Science Department
Desired Results (Stage 1)
Established Goals
6.2.12.B.1.a: Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European political and
military control in Africa, Asia, and the Americas by the mid-18th century.
Title of Unit
Curriculum Area
Developed By
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.C.2.a: Relate the development of more modern banking and financial systems to European economic influence in the world
6.2.12.C.1.d: Determine the effects of increased global trade and the importation of gold and silver from the New World on inflation in
Europe, Southwest Asia, and Africa.
6.2.12.D.1.f: Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies
6.2.12.D.1.e: Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and
Europeans in the Spanish and Portuguese colonies.
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.e: Assess the impact of the printing press and other technologies developed on the dissemination of ideas.
Page 4 of 32
Primary Interdisciplinary Connections
RL..9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.
W9-10.4: Produce clear and coherent writing in which the development organization, and style are appropriate to take, 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.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research questions; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citations.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one on one, in groups and teacher led) with diverse
partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5: Make strategic use of digital media (e.g. textual, graphic, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
8.1: All students will use computer applications to gather and organize information and to solve problems.
8.2: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed,
and the designed world as they relate to the individual, society, and the environment.
9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
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.
Page 5 of 32
21st Century Interdisciplinary Themes:
___x__ Global Awareness
_____ Civic Literacy
_____ Financial, economic, business, and entrepreneurial literacy
_____ Health Literacy
Transfer
Students will be able to independently use their learning to…
T1: Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned.
T2: Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the
political and economic landscape.
T3: Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias
T4: Distinguish valid arguments from false arguments when interpreting current and historical events.
T5: Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written
and/or oral format.
Meaning
Understanding
Essential Questions
Students will understand that…
Students will keep considering…
U1: Wealth accumulated from European trade with the Middle
Q1: how does migration of people affect world culture/civilization?
East, fostered civic pride in the Italian cities. Wealthy citizens held
Q2: how does interaction (i.e. trade, conquest) influence societies?
a secular view of the world
U2: The methods of and motivations for exploration and conquest
resulted in increased global interactions, differing patterns of
trade, colonization, and conflict among nations.
Q3: how does culture and religion develop and change over time?
U3: Ideas developed during the Renaissance, Scientific
Revolution, Reformation, and Enlightenment led to political,
economic, and cultural changes that have had a lasting impact.
Q5: what is the concept of a national religion?
Q4: why do societies explore and interact?
Q6: what factors impact a society’s economy?
Q7: why are some regions/peoples more vulnerable to conquest?
Q8: what factors contribute to globalization?
Page 6 of 32
Q9: how do technological advances contribute to historical turning
points?
Acquisition
Knowledge
Students will know…
K1: all key vocabulary
Skills
Students will be able to…
S1: discuss the way in which the revival of classical learning and
the arts fostered a new interest in humanism.
K2: the background of key historical figures
K3: the importance of a stable economy for the strength of empire,
city-state, or kingdom
K4: the major geographic and cultural areas of the world and the
issues and challenges that unite and divide them
K5: all cultures have histories, present perspectives, and future
ambitions.
S2: explain the importance of Florence in the early stages of the
Renaissance and the growth of independent trading cities (Venice),
with emphasis on the cities’ importance in the spread of
Renaissance ideas.
S3: describe the growth and effects of new ways of disseminating
information. (e.g., the printing press)
S4: discuss advances made in literature, the arts, science,
mathematics, cartography, engineering, and the understanding of
human anatomy and astronomy.
S5: identify and explain the causes of the internal turmoil of the
Catholic church and how the church began to lose its political power.
S6: identify and explain the theological, political, and economic
ideas of the major figures of Reformation
S7: compare and contrast the major protestant sects that arose out
of the Reformation.
S8: define humanism
S9: analyze how the Counter-Reformation revitalized the Catholic
church and the forces that fostered the movement
S10: discuss and explain the economic, social, religious, and
political impact of the Plague
Page 7 of 32
S11: explain how European exploration led to the formation of
colonial empires.
S12: examine the impact of European arrival in the Americas
T1-T5
Evidence (Stage 2)
Evaluation Criteria
Assessment Evidence
Performance is judged in terms of…
Teacher created rubric
Transfer Task(s)
Formative:
Read
 Role Play
U1-U3
Comprehend

Questioning
Analyze

Discussion
Written Response

Self-reflection

Graphic Organizers
Checks for Alignment
K1-K5
Summative:
 Essays
S1-S12
Critical thinking
Q1-Q9
Apply
Response

Vocabulary Quizzes

Unit Tests
Other Evidence:
 Exit Slips
Summative:
 Reports

Reflection
Page 8 of 32
Projects
Check for Alignment
S1-S12
Learning Plan (Stage 3)
Summary of Key Learning Events and Instruction
Required Activities
Required Resources
Define all relevant vocabulary
Online resources
K1-K5
Discuss historical controversies
T1-T5
Debate opposing viewpoints
Q1-Q9
Create a timeline of events
U1-U3
Identify relevant locations on a map
Smart board
Motivate and provide background
Read primary and secondary sources.
Evaluate literary, artistic, and media sources.
Identify similarities and differences
Compare and contrast to other historical events
and modern day events
Suggested Activities
Create your own Leonardo Da Vinci Notebook
Suggested Resources
Medici – Godfathers of the Renaissance
Circles of Dante’s Inferno Project
Elizabeth The Golden Age (DVD)
Lesson in Perspective Drawing
Dante’s Inferno Excerpts
Renaissance Artist Museum Brochure
Machiavelli - The Prince Excerpts
Create your own trading card (explorers, artists,
reformation figurers)
Henry VIII video
Dead Guy Interviews (Short Readings)
Page 9 of 32
Geographic Maps of Asia, Japan, Africa, and Europe
Eboard.com
Monty Python – Holy Grail
Sunday Service Dilemma
Textbook
Students Below Target:
Choice boards
Tic - Tac - Toe menus
Learning Buddies
Varied Rubrics
Mentorships
Small Group Instruction
Visual cues found on worksheets
Chunking and grouping of material
Advance notice of assignments
Review with study skills and strategies training.
Teach organizational skills
Test modifications/time extensions
Strategies for Differentiation
Students Meeting or Exceeding Target:
Choice boards
Independent Study
Interest Based Mini Lessons
Skill-Based Mini Lessons
Tiered Products /Activities
Choice Menus
Advance notice of assignments
Review with study skills and strategies training.
Teach organizational skills
Test modifications
Time extensions
Page 10 of 32
Grade Level
The Age of Revolutions (16509th
1800)
Curriculum Area
Time Frame
Social Studies
8-10 Weeks
Developed By
Bloomfield High School Social Science Department
Desired Results (Stage 1)
Established Goals
6.2.12.B.1.a: Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European political and
military control in Africa, Asia, and the Americas by the mid-18th century.
Title of Unit
6.2.12.C.1.e: Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived
from Europe’s interactions with Islam and Asia provided the necessary tools for European exploration and conquest.
6.2.12.A.2.a: Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights,
contractual government, laissez-faire economics, promotion by merit, and new theories of education) altered political thought in Europe, and
trace the impact of these ideas over time.
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.A.3.a: Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became
driving forces for reforms and revolutions.
6.2.12.A.3.d: Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights
and opportunities.
Page 11 of 32
Primary Interdisciplinary Connections
RL..9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.
W9-10.4: Produce clear and coherent writing in which the development organization, and style are appropriate to take, 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.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research questions; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citations.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one on one, in groups and teacher led) with diverse
partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5: Make strategic use of digital media (e.g. textual, graphic, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
8.1: All students will use computer applications to gather and organize information and to solve problems.
8.2: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed,
and the designed world as they relate to the individual, society, and the environment.
9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
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.
Page 12 of 32
21st Century Interdisciplinary Themes:
___x__ Global Awareness
_____ Civic Literacy
_____ Financial, economic, business, and entrepreneurial literacy
_____ Health Literacy
Transfer
Students will be able to independently use their learning to…
T1: Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned.
T2: Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the
political and economic landscape.
T3: Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias
T4: Distinguish valid arguments from false arguments when interpreting current and historical events.
T5: Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written
and/or oral format.
Meaning
Understanding
Students will understand that…
U1: The struggle for power is a constant in all societies.
Essential Questions
Students will keep considering…
Q1: how does abuse of power lead to conflict?
U2: The ideals of the Age of Enlightenment provided western civilization
with a new vision in science, politics, and philosophy and encouraged
the Age of Revolution
Q2: what causes revolution? Is it ever justified?
Q3: when are people justified in using violence against their
government? If ever?
Q4: what makes a leader great? Is it better to be loved or feared
as a leader?
Q5: how do economics play a role in the decisions of a people or
their government?
Page 13 of 32
Acquisition
Knowledge
Students will know…
K1: all key vocabulary
K2: the background of key historical figures during the
Revolutions
K3: the economic struggles between ruling class and citizens
K4: that political beliefs can cause a wave of change
K5: that nationalism is one of the main reasons for war and for
change in ones country
Skills
Students will be able to…
S1: compare and contrast the Glorious Revolution of England, the
American Revolution, and the French Revolution and their enduring
effects worldwide on the political expectations for self-government and
individual liberty.
S2: compare the major ideas of philosophers and their effects on the
democratic revolutions in England, the United States, France, and Latin
America
S3: understand the unique character of the American Revolution, its
spread to other parts of the world, and its continuing significance to other
nations.
S4: explain how the ideology of the French Revolution led France to
develop from constitutional monarchy to democratic despotism to the
Napoleonic Empire.
S5: discuss how nationalism spread across Europe with Napoleon, but
was repressed for a generation under the Congress of Vienna and
concert of Europe until the Revolutions of 1848.
S6: identify the absolute monarchs of this time period.
S7: identify the major powers that emerged from the Age of Discovery
to the Age of Absolutism.
S8: define the concepts of divine right, dynasty, absolute monarch, and
balance of power.
S9: analyze and explain the connections between the Renaissance
Humanism and the Scientific Revolution
Page 14 of 32
T1-T5
Evidence (Stage 2)
Evaluation Criteria
Assessment Evidence
Performance is judged in terms of…
Teacher created rubric
Transfer Task(s)
Formative:
Read
 Role Play
U1-U2
Comprehend

Questioning
Analyze

Discussion
Written Response

Self-reflection
Checks for Alignment
K1-K5
 Graphic Organizers
Summative:
 Essays

Q1-Q5
Critical Thinking
Apply
Vocabulary Quizzes
 Unit Tests
Other Evidence:
 Exit Slips
S1-S9
Respond
Summative:
 Reports
Reflection

Page 15 of 32
Projects
Check for Alignment
K1-K5
Learning Plan (Stage 3)
Summary of Key Learning Events and Instruction
Required Activities
Required Resources
define all relevant vocabulary
Smart board
T1-T5
discuss historical controversies
Q1-Q5
debate opposing viewpoints
U1-U3
create a timeline of events
S1-S9
identify relevant locations on a map
motivate and provide background
read primary and secondary sources
evaluate literary, artistic, and media sources
Identify similarities and differences
compare and contrast to other historical events
and modern day events
Page 16 of 32
Online Resources
K1-K5
Suggested Activities
Congress of Vienna Webquest
Suggested Resources
Movie: Henry VIII
T1-T5
Project on Absolute Ruler trading Cards
Movie: French Revolution Doc w/Louis the XIV
Q1-Q5
Generate Absolute Law list
Brain Pop – French Revolution
U1-U2
Political Cartoons on key absolute rulers
Primary Source - Bill of Rights and English Bill of
Rights
S1-S9
PowerPoint presentation on French Revolution
Music Video – French Revolution
Dead Guy Interviews: Conversations with 45 of the
Most Accomplished, Notorious, and Deceased
Personalities in History:
Napoleon Bonaparte
Henry VIII
Textbook
Strategies for Differentiation
Students Below Target:
Choice boards
Tic - Tac - Toe menus
Learning Buddies
Varied Rubrics
Mentorships
Small Group Instruction
Visual cues found on worksheets
Chunking and grouping of material
Advance notice of assignments
Review with study skills and strategies training.
Teach organizational skills
Test modifications/time extensions
Students Meeting or Exceeding Target:
Choice boards
Independent Study
Interest Based Mini Lessons
Skill-Based Mini Lessons
Tiered Products /Activities
Choice Menus
Advance notice of assignments
Review with study skills and strategies training.
Teach organizational skills
Test modifications
Time extensions
Page 17 of 32
Grade Level
19th Century
9th
Time Frame
Social Studies
8-10 Weeks
Bloomfield High School Social Science Department
Desired Results (Stage 1)
Established Goals
6.2.12.A.3.a: Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became
driving forces for reforms and revolutions.
Title of Unit
Curriculum Area
Developed By
6.2.12.A.3.e: Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of
parliamentary government
6.2.12.B.3.a: Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914.
6.2.12.C.3.a: Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and
patterns of land holding.
6.2.12.C.3.c: Compare the characteristics of capitalism, communism, and socialism to determine why each system emerged in different
world regions.
6.2.12.C.3.e: Assess the impact of imperialism on economic development in Africa and Asia.
Primary Interdisciplinary Connections
RL..9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.
W9-10.4: Produce clear and coherent writing in which the development organization, and style are appropriate to take, 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.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research questions; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citations.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one on one, in groups and teacher led) with diverse
Page 18 of 32
partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5: Make strategic use of digital media (e.g. textual, graphic, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
8.1: All students will use computer applications to gather and organize information and to solve problems.
8.2: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed,
and the designed world as they relate to the individual, society, and the environment.
9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
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.
21st Century Interdisciplinary Themes:
__x___ Global Awareness
_____ Civic Literacy
_____ Financial, economic, business, and entrepreneurial literacy
_____ Health Literacy
Transfer
Students will be able to independently use their learning to…
T1: Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned.
T2: Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the
political and economic landscape.
T3: Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias
T4: Distinguish valid arguments from false arguments when interpreting current and historical events.
T5: Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written
and/or oral format.
Page 19 of 32
Meaning
Understanding
Students will understand that…
U1: new feelings of nationalism and belonging and how it leads to
nation building and how much of the world is today.
Essential Questions
Students will keep considering…
Q1: what unites people together and how this guides the creation of
nations?
U2: the Industrial Revolution was a consequence of technological
innovation and expanding economic activity and markets, resulting in
massive population movement, urbanization, and the development of
complex economic systems.
Q2: how the concept of Nationalism impacts global affairs?
U3: discontent with prevailing economic, political, and social
conditions was the impetus for change, which resulted in revolution
or reform.
U4: the Western countries colonized large areas of Africa and Asia,
leading to major political and cultural changes that still have an
impact on today.
Q3: how the Industrial Revolution helped or harmed civilization?
Q4: how the Industrial Revolution changed roles of men, women and
children?
Q5: how the growth of industry augmented social classes?
Q6: why has Industrialization lead to competing political ideologies?
Q7: why resources and creation of wealth fueled colonization?
Q8: how indigenous peoples resist the influence of foreign nations?
Q9: how the struggle between socialism and capitalism creates
political discord and lead the creation of political parties?
Q10: how does technology contribute to historical turning points?
Acquisition
Knowledge
Students will know…
K1: all key vocabulary
Skills
Students will be able to…
S1: analyze the effects of the Industrial Revolution in England,
France, Germany, Japan and the United States.
K2: the background of key historical figures
S2: analyze why England was the first country to industrialize.
K3: The development of social classes
K4: The roots of modern day issues stem from the modernization
S3: examine how scientific and technological changes and new
forms of energy brought about massive social, economic, and
Page 20 of 32
and technological advances of nations during this era in history.
cultural change (the inventions and discoveries of James Watt, Eli
Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison).
S4: describe the growth of population, rural to urban migration and
growth of cities associated with the Industrial Revolution.
S5: trace the evolution of work and labor, including the demise of the
slave trade and the effects of immigration, mining and
manufacturing, division of labor, and the union movement.
S6: understand the connections among natural resources,
entrepreneurship, labor, and capital in an industrial economy.
S7: analyze the emergence of capitalism as a dominant economic
pattern and the responses to it, including Utopianism, Social
Democracy, Socialism, and Communism.
S8: describe the rise of industrial economies and their link to
imperialism and colonialism: The role played by national security and
strategic advantage; moral issues raised by the search for national
hegemony, Social Darwinism, and the missionary impulse; material
issues such as land, resources, and technology.
S9: discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia,
Spain, Portugal, and the United States.
S10: explain imperialism from the perspective of the colonizers and
the colonized and the varied immediate and long-term responses by
the people under colonial rule.
Page 21 of 32
K1-K4
Evidence (Stage 2)
Evaluation Criteria
Assessment Evidence
Performance is judged in terms of…
Teacher created rubric
Transfer Task(s)
Formative:
Read
 Role Play
U1-U4
Comprehend

Questioning
Analyze

Discussion
Written Response

Self-reflection
Checks for Alignment
T1-T5
 Graphic Organizers
Summative:
 Essays

Critical Thinking
S1-S10
Vocabulary Quizzes
 Unit Tests
Other Evidence:
 Reports
Apply

Q1-Q10
Projects
Respond
Reflection
 Exit Slips
Summative:
 Essay
Page 22 of 32

Political Cartoon

RAFT
Check for Alignment
T1-T5
Learning Plan (Stage 3)
Summary of Key Learning Events and Instruction
Required Activities
Required Resources
Define all relevant vocabulary
Online resources
K1-K4
Discuss historical controversies
Q1-Q10
Debate opposing viewpoints
U1-U4
Create a timeline of events
S1-S10
Identify relevant locations on a map
Motivate and provide background
Read primary and secondary sources.
Evaluate literary, artistic, and media sources.
Identify similarities and differences
compare and contrast to other historical events
and modern day events
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Smart Board
Suggested Activities
Simulation Game on the Industrial Revolution
Suggested Resources
Graphic Organizer
Assembly Line Simulation
Excerpts from the book “Isms”
Video on the industrial Revolution
Charts on Immigration
Reading on Marxism, Socialism, Communism
Newspaper Template
Chart on immigration
Map of Africa
Create a political cartoon about nationalism and
unification
Class set of dice
History Channel – The Industrial Revolution
Create a diary of a child who works in a factory
Child Labor Images
Chart comparing and contrasting economic
systems
Write an editorial to a newspaper for or against
imperialism
Excerpts from Mazzini
Excerpts from Bismarck
Card Stock paper
Map of Colonization
Construction Paper
Industrial Cubes
Dead Guy Interviews – Karl Marx
Brain Pop – Industrial Revolution
Textbook
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Strategies for Differentiation
Students Below Target:
Students Meeting or Exceeding Target:
Choice boards
Choice boards
Tic - Tac - Toe menus
Independent Study
Learning Buddies
Interest Based Mini Lessons
Varied Rubrics
Skill-Based Mini Lessons
Mentorships
Tiered Products /Activities
Small Group Instruction
Choice Menus
Visual cues found on worksheets
Advance notice of assignments
Chunking and grouping of material
Review with study skills and strategies training.
Advance notice of assignments
Teach organizational skills
Review with study skills and strategies training.
Test modifications
Teach organizational skills
Time extensions
Test modifications/time extensions
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Grade Level
The 20th Century (1900-present)
Time Frame
Social Studies
Bloomfield High School Social Science Department
Desired Results (Stage 1)
Established Goals
6.2.12.A.4.a: Explain the rise of fascism and spread of communism in Europe and Asia.
Title of Unit
Curriculum Area
Developed By
9th
8-10 Weeks
6.2.12.A.4.c: Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma (gypsies), and Jews, as well as the
mass exterminations of Ukrainians and Chinese.
6.2.12.B.4.a: Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914
and 1939.
6.2.12.B.4.b: Determine how geography impacted military strategies and major turning points during World War II.
6.2.12.B.4.d: Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World
War II.
6.2.12.C.4.a: Analyze government responses to the Great Depression and their consequences, including the growth of fascist,
socialist, and communist movements and the effects on capitalist economic theory and practice.
6.2.12.D.4.a: Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances
led to World War I.
6.2.12.A.5.a: Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a
cold war, the formation of new alliances, and periodic military clashes.
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Primary Interdisciplinary Connections
RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.
W.9-10.4: Produce clear and coherent writing in which the development organization, and style are appropriate to take, 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.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research questions; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citations.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one on one, in groups and teacher led) with diverse
partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5: Make strategic use of digital media (e.g. textual, graphic, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
8.1: All students will use computer applications to gather and organize information and to solve problems.
8.2: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed,
and the designed world as they relate to the individual, society, and the environment.
9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
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.
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21st century Interdisciplinary Themes:
__x___ Global Awareness
_____ Civic Literacy
_____ Financial, economic, business, and entrepreneurial literacy
_____ Health Literacy
Transfer
T1: Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned.
T2: Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the
political and economic landscape.
T3: Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias.
T4: Distinguish valid arguments from false arguments when interpreting current and historical events.
T5: Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written
and/or oral format.
Meaning
Understanding
Students will understand that…
U1: reformers moved to protect workers from the ills of unfettered
capitalism.
Essential Questions
Students will keep considering…
Q1: to what extent have ideologies affected the behavior of nations?
Q2: what factors can lead to global/world conflicts?
U2: struggles for wealth, power, and resources lead to tensions
amongst world powers that still continues into the present.
Q3: how new technology can affect warfare?
U3: colonies moved for self-rule, self-government, and home-rule
from Imperial Powers.
Q4: how depressions/recessions impact people’s confidence in their
government?
U4: the spread of and resistance to democracy has lead to a world of
uncertainty and fear.
Q5: how nationalism influences the historical path of the world’s
nations?
U5: science, technology, and globalization are factors that are
changing and leading the world into the 21st century.
Q6: how nations try to defend themselves in the Nuclear Age?
Q7: what the Berlin Wall symbolizes in the past, present, and future?
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Q8: how globalization has made the world “smaller”?
Acquisition
Knowledge
Students will know…
K1: all key vocabulary.
Skills
Students will be able to…
S1: explain the causes of World War I.
K2: the background of key historical figures.
S2: analyze and articulate the impact of technology on all facets of
our daily lives (i.e, conflicts, transportation, trade, etc..).
K3: the importance of a stable economy for the strength and well
being of a nation and its people.
S3: compare and contrast life under communism and life in a
democracy.
K4: the geographic and cultural areas of the world and the issues
and challenges the unit and divide them.
S4: assess the impact of the economy on the stability of our world.
K5: all cultures have histories, present perspectives, and future
ambitions.
S5: determine the influence of propaganda in political policy
agendas.
S6: investigate the importance of self-determination in the creation
of our modern world.
S7: devise a way in which nations value human rights over political
goals.
S8: assess how the readiness of information shapes peoples
opinions of major historical events, leaders, movements, etc..
S9: identify how tension amongst old and new, native and foreign,
affects societies throughout the world.
S10: explain why turmoil in the Middle East continues and shapes
many on the conflicts throughout the world.
S11: determine how the rapid modernization of many once nominal
nations has changed the status quo in the international arena.
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Evidence (Stage 2)
Checks for Alignment
Evaluation Criteria
Performance is judged in terms of…
T1-T5
Teacher created rubric
K1-K5
Read
U1-U5
Comprehend
Assessment Evidence
Transfer Task(s)
Formative:
 Role Play

Questioning

Discussion

Self-reflection

Graphic Organizers
Analyze
Written Response
Summative:
 Essays

S1-S11
Critical Thinking
Q1-Q8
Apply
Respond
Vocabulary Quizzes
 Unit Tests
Other Evidence:
 Exit Slips
Summative:
 Reports

Reflection
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Projects
Check for Alignment
T1-T5
Learning Plan (Stage 3)
Summary of Key Learning Events and Instruction
Required Activities
Required Resources
Define all relevant vocabulary
Online Resources
K1-K5
Discuss historical controversies
Q1-Q8
Debate opposing viewpoints
U1-U5
Create a timeline of events
S1-S11
Identify relevant locations on a map
Smart Board
Motivate and provide background
Read primary and secondary sources.
Evaluate literary, artistic, and media sources.
Identify similarities and differences
Compare and contrast to other historical events
and modern day events
Suggested Activities
Command Economy Simulation
Suggested Resources
DVD: Scenes from The Pianist
Civil Disobedience Protest Posters
PBS Website: Global Connections the Middle East
Create a Political Cartoon: USA vs. USSR
DVD: The Wall: A World Divided
Interview someone affected by 9/11
Political Cartoons
Current Events Write Up: Middle Eastern Conflict
Maps:
Events of the 20th Century Newspaper Headlines
Pre/Post 1948, WWI, WWII, 2011
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Primary Resources:
Communist Manifesto
Treaty of Versailles
Song:
Billy Joel-We Didn’t Start the Fire
Textbook
Strategies for Differentiation
Students Below Target:
Choice boards
Tic - Tac - Toe menus
Learning Buddies
Varied Rubrics
Mentorships
Small Group Instruction
Visual cues found on worksheets
Chunking and grouping of material
Advance notice of assignments
Review with study skills and strategies training.
Teach organizational skills
Test modifications/time extensions
Students Meeting or Exceeding Target:
Choice boards
Independent Study
Interest Based Mini Lessons
Skill-Based Mini Lessons
Tiered Products /Activities
Choice Menus
Advance notice of assignments
Review with study skills and strategies training.
Teach organizational skills
Test modifications
Time extensions
Page 32 of 32