Social Studies Curriculum
World History
1
Course Description
This course examines world events from 1350 to the present. It explores the impact of the democratic and industrial revolutions, the
forces that led to world domination by European powers, the wars that changed empires, the ideas that led to independence
movements and the effects of global interdependence. The concepts of historical thinking introduced in earlier grades continue to
build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions.
2
World History Honors Social Studies
PACING CHART
Unit
Topic
Duration
Unit 1
Global Encounters
7-9 Weeks
Unit 2
7-9 Weeks
Unit 3
Renaissance, Reformation,
Scientific Revolution and
Enlightenment
Age of Revolutions
Unit 4
A Half-Century of Crisis
7-9 Weeks
Unit 5
The 20th Century Since 1945
7-9 Weeks
7-9 Weeks
Educational Technology Standards
8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts
 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations
by using a variety of digital tools and resources
 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or
professionals in that related area for review.
 Creativity and Innovation
 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.
 Communication and Collaboration
 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas
for feedback through social media or in an online community.
 Digital Citizenship
 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.
 Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.
 Compare and contrast policies on filtering and censorship both locally and globally.
 Research and Information Literacy
 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and
experts synthesizing information from multiple sources.
 Critical Thinking, Problem Solving, Decision Making
 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or
social needs.
Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.
They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and
reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a
student advances through a program of study.
CRP1. Act as a responsible and contributing citizen and employee
Career-ready individuals understand the obligations and responsibilities of being a member of a community,
and they demonstrate this understanding every day through their interactions with others. They are
conscientious of the impacts of their decisions on others and the environment around them. They think about
the near-term and long-term consequences of their actions and seek to act in ways that contribute to the
betterment of their teams, families, community and workplace. They are reliable and consistent in going
beyond the minimum expectation and in participating in activities that serve the greater good.
CRP2. Apply appropriate academic and technical skills.
Career-ready individuals readily access and use the knowledge and skills acquired through experience and
education to be more productive. They make connections between abstract concepts with real-world
applications, and they make correct insights about when it is appropriate to apply the use of an academic skill
in a workplace situation
CRP3. Attend to personal health and financial well-being.
Career-ready individuals understand the relationship between personal health, workplace performance and
personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental
health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,
understanding that personal financial security provides the peace of mind required to contribute more
fully to their own career success.
Career Ready Practices
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,
verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make
maximum use of their own and others’ time. They are excellent writers; they master conventions, word
choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at
interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals
think about the audience for their communication and prepare accordingly to ensure the desired outcome.
CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that
positively impact and/or mitigate negative impact on other people, organization, and the environment. They
are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting
the nature of their work as it relates to the impact on the social condition, the environment and the
profitability of the organization.
CRP6. Demonstrate creativity and innovation.
Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they
contribute those ideas in a useful and productive manner to improve their organization. They can consider
unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas
and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources
and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to
bring innovation to an organization.
CRP7. Employ valid and reliable research strategies.
Career-ready individuals are discerning in accepting and using new information to make decisions, change
practices or inform strategies. They use reliable research process to search for new information. They evaluate
the validity of sources when considering the use and adoption of external information or practices in their
workplace situation.
Career Ready Practices
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,
and devise effective plans to solve the problem. They are aware of problems when they occur and take action
quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to
introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed
upon, they follow through to ensure the problem is solved, whether through their own actions or the actions
of others.
CRP9. Model integrity, ethical leadership and effective management.
Career-ready individuals consistently act in ways that align personal and community-held ideals and principles
while employing strategies to positively influence others in the workplace. They have a clear understanding of
integrity and act on this understanding in every decision. They use a variety of means to positively impact the
directions and actions of a team or organization, and they apply insights into human behavior to change
others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that
management’s actions and attitudes can have on productivity, morals and organizational culture.
CRP10. Plan education and career paths aligned to personal goals.
Career-ready individuals take personal ownership of their own education and career goals, and they regularly
act on a plan to attain these goals. They understand their own career interests, preferences, goals, and
requirements. They have perspective regarding the pathways available to them and the time, effort,
experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the
value of each step in the education and experiential process, and they recognize that nearly all career paths
require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the
planning and execution of career and personal goals.
CRP11. Use technology to enhance productivity.
Career-ready individuals find and maximize the productive value of existing and new technology to accomplish
workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.
They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and
organizational-of technology applications, and they take actions to prevent or mitigate these risks.
Career Ready Practices
CRP12. Work productively in teams while using cultural global competence.
Career-ready individuals positively contribute to every team, whether formal or informal. They apply an
awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to
increase the engagement and contribution of all team members. They plan and facilitate effective team
meetings.
Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
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Time/General
Extra time for assigned
tasks
Adjust length of assignment
Timeline with due dates for
reports and projects
Communication system
between home and school
Provide lecture
notes/outline
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Assistive Technology
Computer/whiteboard
Tape recorder
Spell-checker
Audio-taped books
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Processing
Extra Response time
Have students verbalize
steps
Repeat, clarify or reword
directions
Mini-breaks between tasks
Provide a warning for
transitions
Reading partners
Tests/Quizzes/Grading
Extended time
Study guides
Shortened tests
Read directions aloud
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•
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Comprehension
Precise step-by-step
directions
Short manageable tasks
Brief and concrete
directions
Provide immediate
feedback
Small group instruction
Emphasize multi-sensory
learning
Behavior/Attention
• Consistent daily
structured routine
• Simple and clear
classroom rules
• Frequent feedback
•
Recall
Teacher-made checklist
Use visual graphic
organizers
Reference resources to
promote independence
Visual and verbal
reminders
Graphic organizers
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Organization
Individual daily planner
Display a written agenda
Note-taking assistance
Color code materials
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5
Enrichment
Accommodate Based on Students Individual Needs: Strategies
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Adaption of Material and Requirements
Evaluate Vocabulary
Elevated Text Complexity
Additional Projects
Independent Student Options
Projects completed individual or with Partners
Self Selection of Research
Tiered/Multilevel Activities
Learning Centers
Individual Response Board
Independent Book Studies
Open-ended activities
Community/Subject expert mentorships
6
Assessments
Suggested Formative/Summative Classroom Assessments
• Timelines, Maps, Charts, Graphic Organizers
• Unit Assessments, Chapter Assessments, Quizzes
• DBQ, Essays, Short Answer
• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
• Projects, Portfolio, Presentations, Prezi, Gallery Walks
• Homework
• Concept Mapping
• Primary and Secondary Source analysis
• Photo, Video, Political Cartoon, Radio, Song Analysis
• Create an Original Song, Film, or Poem
• Glogster to make Electronic Posters
• Tumblr to create a Blog
7
New Jersey Core Curriculum Content Standards 9-12
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.
A. Civics, Government, and Human Rights
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.b: Explain the paradox between the ideology of the Enlightenment and the treatment of women and nonEuropeans in European society.
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).
B. Geography, People, and the Environment
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.
C. Economics, Innovation, and Technology
6.2.12.C.2.a: Relate the development of more modern banking and financial systems to European economic influence in the
world.
D. History, Culture, and Perspectives
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.
8
English Language Arts & History/Social Studies Grades 9-10 Common Core Standards
Craft and Structure:
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.9-10.6: 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.
Integration of Knowledge and Ideas:
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.
English Language Arts Standards » Writing » Grade 9-10
Text Types and Purposes:
WHST.9-10.1 a-e: Write arguments focused on discipline-specific content.
Production and Distribution of Writing:
WHST.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.
Research to Build and Present Knowledge:
WHST.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.
WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.
9
Grade: 9
Unit: II 1400-1750
7 weeks
Topic : Renaissance, Reformation, Scientific Revolution
and Enlightenment
Ideas developed during the Renaissance, Scientific Revolution,
Reformation, and Enlightenment led to political, economic, and
cultural changes that have had a lasting impact.
NJCCCS: 6.2.12.A.2.a, 6.2.12.A.2.b, 6.2.12.A.2.c, 6.2.12.B.2.a, 6.2.12.B.2.b, 6.2.12.C.2.a, 6.2.12.D.2.a, 6.2.12.D.2.b, 6.2.12.D.2.c,
6.2.12.D.2.d, 6.2.12.D.2.e
Standards: CCSS: RH.9-10.4, RH.9-10.6, RH.9-10.7, RH.9-10.8, WHST.9-10.1 a-e, WHST.9-10.6, WHST.9-10.7, WHST.9-10.9
NJDOE Student
Learning Objectives
Essential Question
Use maps of trade routes
(i.e., Silk Road) and excerpts
from Marco Polo’s book (The
Travels of Marco Polo) to
explain the role of
geographic location (i.e.,
Italian city-states, Asia,
Europe) in the development
of trade and economic
activity during the
Renaissance.
How were the development
of the political institutions of
Africa (Mali), China (Ming
and Qing dynasties), the
Ottoman Empire and
Renaissance Europe
influenced by the distinct
cultural and religious values
of each society?
Standard: RH.9-10.7
6.2.12.B.2.a
How does the
development of trade
networks promote cultural
exchange and conflict
between African, Asian,
Middle Eastern and
European societies?
Sample Activities
Chart: Compare and
contrast the political,
religious, economic, and
culture of Mali, Ming and
Qing China, Ottomans, and
Renaissance Europe.
Map: Trace the trade routes
and the exchange of goods
and ideas through Eurasia
during the Renaissance.
Resources
Interdisciplinary
Connections
Renaissance and Trade:
http://www.learner.org/intera
ctives/renaissance/explorati
on.html
ELA Book Report The
Travels of Marco Polo. How
did Marco Polo’s writings
influence trade and desire for
Asian goods during the
Renaissance in the Italian
City States of Venice,
Florence, and Genoa?
Venice’s Trading Partner:
http://www.metmuseum.org/
toah/hd/vmos/hd_vmos.htm
Geography of the
Renaissance:
http://www.st.cr.k12.ia.us/R
enaissance/geography.htm
Economics/Geography
Lesson: Brainstorm about all
the things you have in your
room and make a list of 10
material items you cannot
live without. Where would
you go to find them? How
much would they cost to
buy? The internet, the
modern day Silk Road. Now
make a list of items that
Renaissance Europeans
10
NJDOE Student
Learning Objectives
Explain how the rise of
European towns and
commerce led to the need
for banking and financial
services (e.g., loans, usury,
insurance, currency, joint
stock companies).
Standard: 6.2.12.C.2.a
Essential Question
How does the intercultural
exchange of ideas lead to
political, cultural and
economic innovations?
How did Renaissance trade
lead to the Italy becoming
the center of banking?
What impact did the rise of
capitalism have on the
Renaissance?
How were Renaissance
artists funded?
Sample Activities
Primary Document:
analyze primary documents
and the rise of the Medici
family as the financers of the
Renaissance.
Graphic Organizer:
Renaissance Capitalism
Resources
God’s Bankers:
http://www.pbs.org/empire
s/medici/medici/bankers.h
tml
Cradle of Capitalism:
http://www.economist.co
m/node/13484709
Interdisciplinary
Connections
could not live without and
mark on a map of the world
where those items were
produced and sold. Why
were these items coveted
and how is the Silk Road the
first historical example of
globalization?
ELA Book Report: The
Medici Seal by Theresa
Breslin (2008)
Economics/Personal
Finance: Renaissance
Baking simulation (see
resources).
The Rise of Banking:
http://educationportal.com/academy/lesso
n/the-renaissanceeconomy.html#lesson
In Italy, Art As A Window
Into Modern Banking
http://www.npr.org/2012/0
1/31/145731770/in-italyart-as-a-window-intomodern-banking
11
NJDOE Student
Learning Objectives
Conduct short research to
answer the question to what
extent did Greek, Roman,
Asian, and Islamic
civilizations influence
political, social, and cultural
changes in Europe (e.g.,
education, ideas, inventions,
art, treatment of women).
Standard: WHST.9-10.7,
6.2.12.D.2.c
Essential Question
How did cultural diffusion
and contact with Asia and
the Islamic world impact
Europe?
How did the resurgence of
Greek and Roman
philosophy lead to the
establishment of institutions
of higher education?
Sample Activities
Resources
Interdisciplinary
Connections
Debate: Group Activity. Four
groups of students will be
assigned the task of arguing
that the true Renaissance
began in the Ottoman
Empire, Europe/Italy,
Tokukawa Japan, or Ming
China.
Ming China and Europe:
http://sharepoint.aasd.k12
.wi.us/staff/NHSStaff/HER
MANSENJOEL/APWH/AP
WH%20Documents/Writin
g%20Samples/AP1.pdf
Science/Physics: Make a
Galilean telescope based on
the influences of Islamic
Science. As a class construct
this telescope and attempt to
view the stars and planets in
the same manner as Islamic
Scientists and Galileo.
http://galileo.rice.edu/lib/st
udent_work/astronomy96/
mtelescope.html
How did the spread of Islam
change inheritance and
marriages rights for women?
The Myth of the
Renaissance in Europe:
http://sharepoint.aasd.k12
.wi.us/staff/NHSStaff/HER
MANSENJOEL/APWH/AP
WH%20Documents/Writin
g%20Samples/AP1.pdf
Columbia University
Arabic/Islamic Science:
http://www.columbia.edu/
~gas1/project/visions/cas
e1/sci.2.html
Analyze how the discoveries
of Copernicus, Galileo,
Bacon, Newton, and Kepler
challenged traditional
teachings and beliefs.
How have scientific
breakthroughs, technological
innovations, and economic
forces altered our everyday
lives?
Scientific Revolution
Webquest: (PPS Website)
Standard: 6.2.12.D.2.d
How did Humanism
influence the development of
the Scientific Revolution?
Scientific Revolution PPT
(PPS Website)
How did the principle ideas
of the Enlightenment bring
about a change in political
thought and the treatment of
Guided Reading:
Humanism (PPS Website)
ABC CLIO Scientific
Revolution:
http://worldhistory.abcclio.com/Search/Display/3
09404?terms=scientific+re
volution
Scientific Revolution:
http://www.fordham.edu/h
alsall/mod/modsbook09.a
sp
Science/Astronomy: Use
the Star Gazer IPhone App to
view the constellations in the
sky and research the origins
of these heavenly bodies.
The app uses satellites to
indicate the location of the
planets and stars.
Humanism:
http://worldhistory.abcclio.com/Search/Display/3
10575?terms=humanism
12
NJDOE Student
Learning Objectives
Essential Question
Sample Activities
Standard: WHST.9-10.6,
6.2.12.D.2.a
Draw evidence from
informational text to explain
the impact of the
Enlightenment on social
change in Europe regarding
the treatment of women
(e.g., property, marriage)
and the toleration of minority
groups (e.g., religious,
ethnic).
Standard: WHST.9-10.9,
6.2.12.A.2.b
Interdisciplinary
Connections
Renaissance Humanism:
http://www.renaissanceco
nnection.org/lesson_socia
l_humanism.html
people in European society?
Identify the
accomplishments of
Machiavelli, Michelangelo,
Leonardo da Vinci, Raphael,
and Shakespeare and relate
them to the factors that led
to the development of the
Renaissance.
Resources
ABC CLIO Art and Women
in the Renaissance:
http://worldhistory.abcclio.com/Search/Display/1
296298?terms=renaissanc
e+art
ELA Book Report:
• The Feud That
Sparked the
Renaissance: How
Brunelleschi and
Ghiberti Changed the
Art World by Paul
Robert Walker
(2003)
• The Smile by Donna
Jo Napoli (2008)
ABC CLIO Botticelli:
http://worldhistory.abcclio.com/Search/Display/3
01205?terms=renaissance
+art
Fine Arts: Reimagine the
Mona Lisa and incorporate
images of the Mona Lisa in a
modern collage.
Enlightenment Thinker
Webquest: Deeper
understanding of
philosophes.
The Enlightenment:
http://www.fordham.edu/h
alsall/mod/modsbook10.a
sp
Fine Arts: Create political
cartoons from the point of
view of a particular
philosophe.
How did women reformers
try to improve women’s
status?
Locke and Hobbes Debate:
Two teams
How did the Enlightenment
change European social
classes?
Essay: In 5 paragraph
essay explain specific
events led to a change in
society. (Ethnic, racial and
Mary Wollstonecraft:
http://www.bbc.co.uk/hist
ory/british/empire_seapo
wer/wollstonecraft_01.sht
ml
What were the distinctive
characteristics of
Renaissance art and
literature?
Who sponsored medieval
and Renaissance art and
literature?
Photo Essay: Create a
photo essay with 15 images
of Art, Literature and
sculpture. What makes this
works distinctly Renaissance
works? (Use PowerPoint,
Tumblr, Glogster, or Prezi)
How did Renaissance art
reflect the political and social
events of the period?
What was the impact of the
Enlightenment on woman
and minority groups?
Renaissance art Timeline:
http://www.metmuseum.or
g/toah/hi/te_index.asp?i=1
6
Slavery and the
13
NJDOE Student
Learning Objectives
Essential Question
Sample Activities
social hierarchies)
Resources
Interdisciplinary
Connections
Enlightenment:
http://www.monticello.org/
slavery-atmonticello/libertyslavery/enlightenmentfreedom-and-slavery
Hobbes and the
Enlightenment
http://oregonstate.
edu/instruct/phl30
2/philosophers/hobbes.ht
ml
Locke and the
Enlightenment:http://www
.blupete .com/Literature/Bi
ographies/Philoso
phy/Locke.htm#T OC
Temple University and the
Enlightenment:
http://www.temple.
edu/ih/Enlightenment/
Rousseau and the
Enlightenment:
http://www.lucidcaf
e.com/library/96ju
n/rousseau.html
14
NJDOE Student
Learning Objectives
Evaluate the impact of the
printing press and how
technology affected society
during this time period (e.g.,
spread of information,
vernacular language,
religious ideas).
Standard: 6.2.12.D.2.e
Essential Question
Sample Activities
Resources
What were the goals and
beliefs of the Protestant
Reformation?
Global Spread of Printing
Press Timeline: Gutenberg
Printing Press
How did the printing press
enable authors such as
Dante Alighieri to write in the
vernacular?
Renaissance and
Reformation PPT: (PPS
ABC CLIO Martin Luther:
http://worldhistory.abcclio.com/Analyze/Display/
1545915?cid=18&terms=p
rotestant+reformation
How did the technology and
use of the vernacular spread
the ideas of the
Reformation?
Analyze the causes and
effects of religious wars in
Europe (i.e., Thirty Years
War and migration to
America).
Standard: 6.2.12.D.2.b,
RH.9-10.6
Website)
How did people
communicate and share
ideas before the printing
press? Examine as class
the use of formal
manuscripts, town criers,
and human as well as
animal messengers.
ABC CLIO Printing Press:
http://worldhistory.abcclio.com/Search/Display/3
49700?terms=printing+pre
ss
Lecture: Wars of Religion
PPT (PPS Website)
Thirty Year’s War:
http://www.history.com/to
pics/thirty-years-war
How did religion influence
migration and war?
30 Years War Activity:
Comparing documents
http://worldhistory.abcclio.com/Topics/Display/12
39496?cid=71&terms=thirt
y+years+war
Religious Wars:
http://www.historyguide.o
rg/earlymod/lecture6c.htm
l
Guided Reading: Puritans
coming to America
ELA Book Report: Divine
Comedy by Dante
Fine Arts: Read and except
from Dante’s Inferno
depicting the circles of hell.
Have students create their
own personal versions of
st
Dante’s Inferno using 21
pop culture references.
How Martin Luther went
viral:
http://www.economist.co
m/node/21541719
How does war/conflict affect
people’s lives and alter the
way they live?
How did the spread of
Protestantism in Europe
affect the monarchies of
England and France?
Interdisciplinary
Connections
ELA Book Report: Heretic
Queen: Queen Elizabeth and
the Wars of Religion by
Susan Ronald
ELA Creative Writing:
Queen Elizabeth I never
married and remained one of
the most powerful monarchs
in English History. Write a
short story using historical
facts and fiction about her
life, loves, and monarchy.
15
NJDOE Student
Learning Objectives
Essential Question
Sample Activities
Resources
Interdisciplinary
Connections
Develop an argument as to
whether an absolute or
constitutional monarch was
in the best interest of the
people in a nation state
(e.g., England, France, Holy
Roman Empire, Russia,
Spain).
How did civil unrest and
Wars of Religion give rise to
absolutism in Europe?
Venn Diagram: Compare
and Contrast Constitutional
Monarchs and Absolutism in
Europe
ABC CLIO: The Rise of
Absolutism
http://worldhistory.abcclio.com/Analyze/Display/
1524990?cid=13&terms=a
bsolute+monarchy+
ELA Book Report: MARY,
QUEEN OF SCOTS - Fraser,
Antonia
What is absolutism and how
did it affect the political
landscape of Europe?
Guided Reading
Absolutism: (PPS Website)
Journal Entry: Write a short
paragraph giving your
opinion on the whether an
absolute monarch or
constitution one is in the
best interest of people in a
nation state.
Standard: WHST.9-10.1,
6.2.12.A.2.c
Film: Elizabeth (1998)
ELA Essay: Why was
MQOS sent away from
Britain and to Scotland? Why
was she considered a threat
to the throne?
Absolute Monarch Poster:
(PPS Website)
Explain how political ideas of
the time period impacted
government (i.e., divine right
theory of rulers, natural
rights of people, and social
contract of government).
Standard: 6.2.12.A.2.a
How did Enlightenment
ideas question government
and the use of power?
How did John Locke inspire
the Declaration of
Independence and Bill of
Rights?
How were the Thomas’
Hobbes’s ideas of
government influenced by
the English Civil War?
Venn Diagram: Read
primary sources from
Hobbes and Locke, break
each document into its
constituent parts, then utilize
a Venn Diagram to compare
and contrast their views on
natural law.
Primary Documents:
Analyze a copy of UN
Declaration of Human Rights
and US Bill of Rights. Make
Enlightenment connections.
Enlightenment and
Government:
http://www.crfusa.org/bill-of-rights-inaction/bria-20-2-c-hobbeslocke-montesquieu-androusseau-ongovernment.html
Rousseau:
http://educationportal.com/academy/lesso
n/jean-jacques-rousseauideas-impactworks.html#lesson
Global Ethics:
http://www.global-ethic-
ELA/Philosophy Book
Report: Persian Letters by
Charles de Secondat and
Baron de Montesquieu
Music: The Enlightenment
Music Contract
You are a member of a
famous music group and a
scholar of history. Your music
is featured on numerous
channels including M-TV and
VH1. Your record label,
Elektra-Epitaph, has offered
you a very profitable
recording contract to write a
song about a contemporary
problem, while presenting the
16
NJDOE Student
Learning Objectives
Essential Question
Sample Activities
Resources
now.de/geneng/0c_weltethos-undpolitik/0c-02menschenrechte/0c-02114-aufklaerung.php
Lesson Plans:
http://score.rims.k12.ca.us/s
core_lessons/enlightenment
_music_contract/index.html
Determine the meaning of
laissez-faire economics and
describe how it led to the
development of a new
merchant class during this
time period (e.g., supply and
demand, free markets,
efficient production).
Standard: RH.9-10.4,
6.2.12.A.2.a
How does laissez-faire
economics work?
What role does the
government play in the free
market trade?
How the Adam Smith’s
Lassie Faire economic
theories create a global
capitalist society?
How did supply and demand
fuel global trade during the
Renaissance?
Venn Diagram: Compare
and contrast Laissez Faire
and Capitalism
Journal Entry: How did the
Merchant Class in Northern
Italy influence the
Renaissance? 5-7
sentences
ABC CLIO Adam Smith:
http://worldhistory.abcclio.com/Search/Display/3
15846?terms=laisse+faire
Modern Merchant Class:
http://chronicle.com/articl
e/article-content/137881/
Interdisciplinary
Connections
wisdom of a particular
philosophe. You also have
learned that your song will be
used as part of a global
program to help solve the
problem you have identified.
You accept this lucrative offer
because you want to help
solve a very serious problem
and you also know how
talented you are in creating
specialized music. You and
your group are one of the few
musical acts throughout the
world that can successfully
complete this project.
Economics: Examine in
pairs the cause of the Price
Revolution in Late
Renaissance Europe.
Students will create a chart
indicating the cause of
inflation and its connection to
an influx of gold and silver
from the Americas. Students
should understand the impact
of inflation and deflation.
Start the lesson by asking
students how they would feel
if a sandwich and soda at the
corner store was $50.00.
17
Amistad Additional Resources
The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.
http://www.njamistadcurriculum.net/
All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found
on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and
password.
The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive
Curriculum units contain the following topics:
1. Social Studies Skills
2. Indigenous Civilization (1000-1600)
3. Ancient Africa (3000-1492)
4. The emerging Atlantic World (1200-1700)
5. Establishment of a New Nation and Independence to Republic (1600-1800)
6. The Constitution and Continental Congress (1775-1800)
7. The Evolution of a New Nation State (1801-1860)
8. The Civil War and Reconstruction (1861-1877)
9. Post Reconstruction and the origins of the Progressive Era
10. America Confronts the 20th Century and the emergent of Modern America (1901-1920)
11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization
and Global Conflict (1921-1945)
12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA
of reform. (1946-1970)
13. National and Global Debates, Conflicts, and Developments & America Faces in the 21 st Century (1970-Present)
The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the
topics covered:
1. Intro
2. Activities
3. Assessments
4. Essentials
5. Gallery
6. Gallery
11. Tools
7. Griot
8. Library
9. Links
10. Rubrics
All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.
Unit 2 Vocabulary
Vocabulary:
Renaissance
Humanism
Perspective
Reformation
Indulgences
95 Theses
Protestantism
Calvinism
Scientific
Galileo
Michelangelo
Leonardo Da Vinci
Revolution
Scientific Method Enlightenment
Social Contract
Natural rights
Enlightened Despots
Kepler
Copernicus
Heliocentric
Geocentric
DBQ (Required)
DBQ Choose 1:
World DBQ project Vol. II
How Did the Renaissance Change Man's View of The World?
Exploration or Reformation: Which Was the More Important Consequence
of the Printing Press?
18
Unit Project (Suggested)
Unit Project (Suggested)
Suggested Unit Project 1:
Scientific Revolutions in Modern Times: In this activity students
will investigate one current revolutionary movement in science,
medicine, or exploration. The investigation should include current
journals and sources to help students better understand the pros
and cons of modernity. Using a blog, video, website, prezi, or
PowerPoint students can present their finding and compare this to
the societal implications of the Scientific Revolution.
Suggested Unit Project 2:
Renaissance Figure Gallery Walk Poster Project
(1300-1600 CE)
Rationale: As you have learned, the Renaissance was a period of
intellectual growth for Western Civilization. Here, Europeans
flourished in science, mathematics, literature, music, painting,
sculpting, and architecture. Many famous works of art and
advancements came from this time period. This project will allow
you to look into many of the individuals and their famous works
of the Renaissance era.
Description: You will be responsible for becoming an expert on
the Renaissance. The method of presenting your figure will be a
poster that will be used in a “gallery” where students will stroll
throughout the room learning about the various people and works
that exemplify the Renaissance period. Below are the format,
guidelines, and format of the poster. On the back, figures, a
sample poster, and a rubric have been provided. You will be
graded on the content, images, and appearance of your poster in
addition to your participation in the gallery walk that will take
place with all the posters (please see rubric).
Suggested Field Trips:
The Cloisters Museum: Renaissance Art
Washington DC: Enlightenment Ideas
Philadelphia Museum
NY Hall of Science
19