1. Pick one grade: 9 -12. 9th Pick a course you want to teach. World History



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Curriculum Plan

Welcome to Hypothetical Traditional High School in New Hanover County Schools. I am your new hypothetical principal and in real life I would probably just assign you as the brand new teacher to a grade and a course. I would also hand you the textbook and a faculty manual and say welcome!

But since I am the nicest principal you may ever have, I will let you choose what grade and course you will teach. And you already chose your textbook. Luckily, you only have one course to prepare for this year:

1. Pick one grade: 9 -12. ___9th_________ Pick a course you want to teach. _______World History_______

2. Pick a textbook you will use __Human Legacy (Holt)_______________________________________________

  1. State Standards: Find the corresponding North Carolina curriculum standards at: http://www.ncpublicschools.org/acre/standards/

http://www.ncpublicschools.org/docs/acre/standards/new-standards/social-studies/world.pdf

4. Calendars

Then download the traditional calendar and testing calendar from New Hanover Schools.

http://www.nhcs.net/calendars.htm

Assume you were hired for New Hanover County Schools this past year.

  1. How many grading periods do you have? ____2____________

  2. How many instructional days per grading period? _____About 46 (87 total)_________

  3. How many days are reserved for teacher work days and testing? ___2 for teacher workdays and probably a week for testing so about 7 total__________


5. Curriculum Mapping

Look over the following before we make our curriculum plan: (Give brief answers but please look them over!)

  1. What the students have been expected to learn during their past school years?

_____Students coming in are expected to have a strong foundation in the themes and tools of geography and early, ancient and classical civilizations from their K-8 experience. ________________________________________________________________________

  1. What the students are to learn during the present school year?

____Students will learn and develop an understanding of current world issues and relate them to historical, political, economic, geographical and cultural contexts. They will begin to broaden their historical perspective. _________________________________________________________________________

  1. What they are going to be required to learn in future grades?

______In the future students will focus heavily on American History as well as Civics and Economics. _______________________________________________________________________

6. Year-long/Semester-long Planning

What is It? Year-long/Semester-long planning is the overall curriculum framework (scope and sequence) for a specific academic year or period. It serves as an outline of what topics and objectives will be taught and when they will be taught.

Why is a Year-Long/Semester-long Plan Important? Long term planning provides for continual, sequential, integrated, and cumulative learning. It helps teachers to pace their presentations of the required curriculum and to ensure that all curriculum objectives are covered. Often textbooks or schools districts have pacing guides to assist you. (Brunswick County example: http://www.co.brunswick.k12.nc.us/education/components/scrapbook/default.php?sectiondetailid=31611)

Completing Long Term Plans Keep in mind the sample steps below when developing a long term plan.






Step 1:

Identify the required general curriculum goals and objectives for your particular grade or subject.




Step 2:

Identify specific benchmarks and performance standards.




Step 3:

Identify how student progress will be measured.




Step 4:

Consider the timing of local, state, and national assessments.




Step 5:

Consider the timing of related topics covered in other classes.




Step 6:

Determine themes for instruction and the applicable objectives that need to be covered within each topic. This is done by applying the curriculum guidelines.




Step 7:

Keeping in mind the material to be covered, decide on what sequence of instruction will best meet the needs of the students.




Step 8:

Outline topics to be covered within specific time periods (semesters, weeks, etc.). Identify what part of the required curriculum is being covered with individual topics in order to ensure all of the required curriculum will be taught.


7. View the examples: http://sec300.weebly.com/

Here is one from last year that received a good grade: http://packunitplan.weebly.com/curriculum-plan.html

8. So what do I have to do?

Make a semester long block curriculum or a yearlong traditional curriculum that looks like the examples.

9. What standards are not covered well by your textbook choice? What other materials and resources do you plan on using? (list a minimum of 5)
Grading Rubric: 10 points total (2 points each part)

Two points each for quality work for each of the following:

1. Fully identified state standards and allotted them in a systematic way to each grading period.

2. Realistically allotted time to instruction keeping in mind the instructional days for each quarter. Identified the accurate amount of instructional days for each quarter.

3. Identified the standards students have mastered before your course, during your course, and will need to learn after your course.

4. Identified which standards were not well covered in the course and identified a minimum of 5 additional resources that could be used to supplement the textbook.
Adapted from IRIS http://iris.peabody.vanderbilt.edu/cnm/chalcycle.htm
State Standards for World History



WH.1: Apply the four interconnected dimensions of historical thinking to the Essential Standards for World History in order to understand the creation and development of societies/civilizations/nations over time.

  • WH.1.1: Chronological thinking

  • WH.1.2: Historical comprehension

  • WH.1.3: Historical analysis and interpretation

  • WH.1.4: Historical research

WH.2: Analyze ancient civilizations and empires in terms of their development, growth, and lasting impact.

  • WH.2.1: Geographic issues of the ancient civilizations

  • WH.2.2: Governments of ancient civilizations

  • WH.2.3: Codifying laws in ancient societies

  • WH.2.4: Rise and spread of various empires

  • WH.2.5: Development and growth of major Eastern and Western religions

  • WH.2.6: Interaction between the Islamic world and Europe and Asia

  • WH.2.7: Trade routes

  • WH.2.8: Compare the conditions, racial composition, and status of social classes, castes, and slaves in ancient societies

  • WH.2.9: Achievements of ancient civilizations

WH.3: Understand how conflict and innovation influenced political, religious, economic and social changes in medieval civilizations

  • WH.3.1: Religious influence on political power and cultural unity

  • WH.3.2: Religious and secular struggles for authority

  • WH.3.3: Innovations in agriculture, trade, and business

  • WH.3.4: Desire for farmland

WH.4: Analyze the political, economic, social, and cultural factors that lead to the development of the first age of global interaction.

  • WH.4.1: Global interaction through interest in classical learning and religious reform

  • WH.4.2: Political, social, and economic reasons for the rise of nation-states and empires

  • WH.4.3: How agriculture and technology transformed daily life

  • WH.4.4: Increased global trade

WH.5: Analyze exploration and expansion in terms of its motivations and impact.

  • WH.5.1: Motivations for exploration

  • WH.5.2: Causes and effects of exploration and expansion

  • WH.5.3: Colonization, access to resources, consequences on indigenous cultures

  • WH.5.4: Investment in global exploration

WH.6: Understand the Age of Revolutions and Rebellions.

  • WH.6.1: New ideas and theories of the universe on political thought and economic and social conditions

  • WH.6.2: Political Revolutions

  • WH.6.3: Physical geography and natural resources influence on industrialism

  • WH.6.4: Effects of industrialism and urbanization on social and economic reform

WH.7: Understand how national, regional, and ethnic interests have contributed to conflict among groups and nations in the modern era.

  • WH.7.1: Turning points of the modern era

  • WH.7.2: Increase in economic and military competition

  • WH.7.3:Economic and political rivalries, ethnic and regional conflicts, and nationalism and imperialism as underlying causes of war

  • WH.7.4: Social and economic conditions of colonial rule

  • WH.7.5: Capitalism

  • WH.7.6: Economic crisis caused political and economic movements

WH.8: Analyze global interdependence and shifts in power in terms of political, economic, social and environmental changes and conflicts since the last half of the twentieth century.

  • WH.8.1: Global wars

  • WH.8.2: international crisis on international politics

  • WH.8.3: “New” balance of power

  • WH.8.4: Scientific, technological and medical innovations of postwar decades

  • WH.8.5: Changes in the environment

  • WH.8.6: Liberal democracy, private enterprise, and human rights movements

  • WH.8.7: Terrorists groups and movements


Curriculum Plan


Unit 1: The Dawn of Civilization

Jan 27-31, 2013

Chapter 1: The Dawn of Civilization (Prehistory-1000 BCE)

WH.1: all

WH.2: 2.1

WH.6: 6.1, WH.7:7.1, WH.8:8.4, 8.6

Chapter 2: The Ancient Near East (4000 BC - 550 BC)

WH.1: all

WH.2: 2.1, WH.6:6.1, WH.8:8.1,8.2,8.3

Chapter 3: Nile Civilizations (5000 BC-AD 300)

WH.1: all

WH.2: 2.1

WH.6: 6.1, WH.8: 8.1

Chapter 4: Ancient India and China (2500 BC-250 AD)

WH.1: all WH.2 all, WH.3:3.2, WH.6: 6.1,6.3, WH.7: 7.1, WH.8: All

Unit 2: The Growth of Civilizations

Feb 3-Feb14

Chapter 5: Classical Greece (2100 BC-150 BC)

1.1-1.4, 2.3,2.8, 3.2,6.3,8.1,8.2,8.3, 8.6

Chapter 6: Rome and Early Christianity (750 BC- AD500)

1.1,1.2,1.4,2.3,2.8,3.2,6.3,8.1-8.3,8.6

Chapter 7:The Americas (1000 BC-AD 1500)

1.1,1.2,1.6,2.4,2.8,6.1,8.1,8.6

Chapter 8: Empires of China and India (350 BC-AD 600)

1.1,-1.3,2.4,2.5,6.1,7.1,8.1-8.4

Unit 3: Cultures in Contact

Feb 17- Feb 28

Chapter 9: Muslim Civilization (550-1250)

1.1-1.3,2.6,6.1,6.6,8.1,8.2,8.6

Chapter 10:African Kingdoms (100-1500)

1.1-1.4,2.7,7.1,8.1,8.4

Chapter 11: Cultures of East Asia (550-1400)

1.1,1.2,2.5,3.1,7.1,8.1,8.2,8.6

Unit 4: Medieval Europe

March 3- March 14

Chapter 12: Kingdoms and Christianity (300-1250)

1.1-1.4,2.6,3.1,3.2,8.1,8.2

Chapter 13: The Early Middle Ages (800-1215)

1.1,1.2,3.2,6.3,8.1,8.3

Chapter 14: The High Middle Ages (100-1500)

1.1,1.2,1.4,3.2,8.1

Unit 5: New Ideas, New Empires

March 17- March 28

Chapter 15: Renaissance and Reformation (1300-1650)

1.1,1.2,1.4,3.3,7.1,8.1,8.2

Chapter 16: Exploration and Expansion (1400- 1700)

1.1-1.4,3.4-3.7,6.1,7.1

Chapter 17: New Asian Empires (1200-1800)

1.1-1.4,3.1

Unit 6: Changes in European Society

March 31- April 11

Chapter 18: The Monarchs of Europe (1500-1800)


1.1-1.4,3.3,4.1,8.1

Chapter 19: Enlightenment and Revolution (1550-1800)

1.1,1.2,4.1,7.1,8.3

Chapter 20: The French Revolution and Napoleon (1789-1815)

1.1,1.2,1.4,4.1,6.3,8.1,8.3

Unit 7: Industrialization and Nationalism

April 21- May 2

Chapter 21: The Industrial Revolution (1700-1900)

1.1-1.4, 4.2,6.1,7.1,7.3

Chapter 22: Life in the Industrial Age (1800-1900)

1.1,1.2,1.4,7.1, 7.3,7.4,8.1

Chapter 23: Reforms, Revolutions, and War (1800-1900)

1.2,3.1,4.1,4.2,6.1,6.3,8.3

Chapter 24: Nationalism in Europe (1800-1920)

1.1,1.2,4.3,4.4-4.6,6.6,7.3

Chapter 25: The Age of Imperialism (1800-1920)

1.2,1.3,4.5.7.1,7.3

Unit 8: The World at War

May 5- May 16

Chapter 26: World War I (1914-1918)

1.1,1.2,5.1,5.2,5.5,6.3

Chapter 27: The Interwar Years (1919-1939)

1.2,1.4,4.5,5.2,5.5,8.1

Chapter 28: World War II (1930-1945)

1.1-1.4,5.3,8.1,8.3

Unit 9: The Contemporary World

May 19- June 6

Chapter 29: Europe and North America (1945- Present)

1.1-1.4,5.4,6.6,7.1,8.3

Chapter 30: Asia ( 1945- Present)

1.1,1.2,4.5,5.4,6.6,8.2

Chapter 31: Africa and the Middle East (1945- Present)

1.1,1.2,4.5,6.6,8.1-8.3

Chapter 32: Latin America (1945- Present)

1.1-1.4,5.4,7.3


I believe that this text does an amazing job of covering most of the state standards for this course. I would have to say that there is less of an emphasis on ancient civilizations, the second standard, but that can be supplemented by additional resources.
5 resources

http://worldhistorymatters.org
http://worldhistoryforusall.sdsu.edu

http://www.sharemylesson.com/high-school-world-history-teaching-resources/
http://www.thegreatcourses.com/tgc/Courses/course_detail.aspx?cid=131
http://www.besthistorysites.net/index.php/lesson-plans
www.pbs.org
www.nationalgeographic.com
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