World History
Thursday, February 05, 2015
11:03 AM
Updated: 2/5/2015
Who, Why (Bloom's), What (content), How (academic task)
Standard:
WH.1E - identify major causes and describe the major effects of the following important
turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial
Revolution and its impact on the development of modern economic systems, European imperialism,
and the Enlightenment's impact on political revolutions
Content Objective:
Students will demonstrate comprehension of the impact that the enlightenment thinkers had on
the world and political revolutions by completing a graphic organizer correlating “thinkers” with
their contributions.
Language Objective:
Students will in writing list the enlightened thinkers and their contributions.
Stem: __________ (thinker) believed strongly in _________ (theory/idea), and today’s impact
of that thinking is _______ (list current day example.)
Content Objective:
Students will demonstrate comprehension of the way individual causes melded into the French
Revolution by creating a continuum of key events and their effect on subsequent events.
Language Objective:
Students will in writing list and explain the sequence of events leading to the French Revolution.
Stem: _______ (cause/event) led or prompted ______ (cause/event) which in turn created an
environment for ________ (cause/event).
Content Objective:
Students will demonstrate synthesis of the Enlightenment’s impact on the French Revolution by
creating a timeline tracing type of government (absolute monarchy, limited monarchy, and
republic) with events leading to the reign of terror (storming of Bastille, Tennis Court Oath,
March of Versailles, and Execution of the King).
Language Objective:
Students will verbally and in writing explain absolute monarchy, limited monarchy, and republic
storming of Bastille, Tennis Court Oath, March of Versailles, and Execution of the King.
Content Objective:
Students will demonstrate analysis of transitions in French attempts at self-government by using
notes and primary source quotes and poems in a Socratic seminar/round-table discussion.
Language Objective:
Students will verbally express changes in political thinking during the French revolution by
discussing answers to guiding questions such as, “Why do you think people grew less enthusiastic
as the revolution progressed?”
Website Examples Page 1
as the revolution progressed?”
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Standard:
WH.7B - explain the impact of the Columbian Exchange on the Americas and Europe
WH.7C - explain the impact of the Atlantic slave trade on West Africa and the Americas
Content Objective:
Students will demonstrate knowledge of the exchange of European and American goods by
indicating with arrows the flow of the exchange of goods.
Language Objective:
Students will verbally explain the flow of goods from the Old World to the New World and vice
versa using the stem below.
Stems:
_____, _____, and _____, were the 3 key goods the Old World traded to the New World.
_____, _____, and _____, were the 3 key goods the New World traded to the Old World.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Standard:
WH.9A - compare the causes, characteristics, and consequences of the American and French
revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion
Content Objective:
Students will demonstrate comprehension of causes & characteristics of the American
Revolution by creating a class continuum of causes/effects of AR.
Language Objective:
Students will verbally and in writing express how one historical event affects another.
Content Objective:
Students will demonstrate application of Enlightenment’s impact on the American Revolution by
creating a mind map/bubble map with “Enlightenment Influences on the American Revolution” as
the center.
Language Objective:
Students will in writing express examples of Enlightenment thinking found in the American
Revolution by listing and explaining documents and events on a mind map/bubble map.
Content Objective:
Students will demonstrate application and analysis of the causes, effects, and key people
associated with the Enlightenment by analyzing the views of political thinkers to determine
whether they would agree or disagree with various events of the 17th century.
Language Objective:
Students will in writing express understanding of one influence of Enlightenment seen today by
completing the following sentence stem.
Stem: One piece of evidence I see in our country today that was influenced by Enlightenment
thinkers is ________________.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Website Examples Page 2
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Standard:
WH.9B - explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin
America
Content Objective:
Students will demonstrate analysis of political and geographical boundaries changes by creating
maps showing the world before Napoleon's reign & after his conquering of Europe/Latin
American colonies. Note: A map of Latin America showing the areas revolting against European
rule may also be created during this lesson if time permits.
Language Objective:
Students will in writing explain how Napoleon changed the map of Europe & Latin America, & how
the balance of power switched hands.
Stem: Napolean's changes to ______________ (political and/or geographical country
boundary) prompted _________ revolt against _________ rule creating a ___________ of
circumstances as the balance of power switched hands in ___________ (location).
Content Objective:
Students will demonstrate understanding of changes during Napoleon’s rule in France by
completing notes and a chart describing how Napoleon met various goals of the French
Revolution.
Language Objective:
Students will in writing explain Napoleon’s achievements by creating a three sentence summary
that includes completion of the following sentence stem:
Stem: A few examples of Napoleon's ways to accomplish revolutionary goals included _______,
______, and ______.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Standard:
WH.12C - explain the major causes and events of World War II, including the German invasions of
Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the
Normandy landings, and the dropping of the atomic bombs
Content Objective:
Students will demonstrate analysis of U. S. entry into WWII by using notes and primary source
documents to complete a document analysis worksheet of the “A Day That Will Live in Infamy”
speech.
Language Objective:
Students will in writing explain the U. S. entry into WWII in a three sentence summary using the
following sentence stem.
Stem: The U.S. entered the World War II because ________________.
Content Objective:
Students will demonstrate synthesis of the American war effort on the home front by analyzing
notes and class discussions to create a picture collage of war posters describing the effort at
Website Examples Page 3
notes and class discussions to create a picture collage of war posters describing the effort at
home.
Language Objective:
Students will in writing express their thoughts about the war on the home front by creating a
title for their picture collage.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Standard:
WH.19B - identify the characteristics of the following political systems: theocracy, absolute
monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism
Content Objective:
Students will demonstrate comprehension of absolute monarchies by participating in a classroom
simulation of absolutism vs. limited rule.
Language Objective:
Students will verbally express how absolute rule differs from limited government.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Standard:
WH.20A - explain the development of democratic-republican government from its beginnings in
the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War
and the Enlightenment
Content Objective:
Students will demonstrate comprehension of the development of democratic-republican
government from classical Greece and Rome through the English Civil War and Enlightenment by
creating a chart that shows the major changes during each time period.
Language Objective:
Students will in verbally express the major events/changes that fed the development of a
democratic-republican government.
Stem: __________ (event/change) prompted a change in government referred to as
_________ (effect of change), and today’s impact of that particular change is _______ (list
current day example.)
Content Objective:
Students will demonstrate application & analysis of the causes and effects of the English Civil
War by tracing English political history from the Tudors through the Glorious Revolution and
subsequent Bill of Rights on a flow chart.
Language Objective:
Students will in writing defend a stance by completing the following sentence stem.
I think the English Civil war was a (success or failure) because ________________________.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Standard:
WH.27D - describe origins of the Scientific Revolution in 16th century Europe and explain its
impact on scientific thinking worldwide
WH.27E - identify the contributions of significant scientists such as Copernicus, Galileo, Isaac
Website Examples Page 4
WH.27E - identify the contributions of significant scientists such as Copernicus, Galileo, Isaac
Newton & Robert Boyle
Content Objective:
Students will demonstrate analysis of the origins and impact of the Scientific Revolution by
creating a comparison chart of the contributions of Copernicus, Galileo, Isaac Newton, & Robert
Boyle.
Language Objective:
Students will in writing explain the origins and impact of scientific thinking by completing the
following sentence stem.
The Scientific Revolution began because __________________, and its greatest impact on
worldwide thinking was ____________________________.
Website Examples Page 5