Indiana Academic Standards Resource Guide World History and Civilization Standards Approved March 2014



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Suggested Topics/Key Terms:



  • Domestic (Oklahoma City Bombing) vs. International Terrorism (9/11)

  • Genocide Stages/Similarities

  • Worldwide Environmental Issues





Teaching Ideas:

  • Examine different terrorist activities around the world- determine if they are domestic or international.

  • Chart different examples of genocide on a world map.

  • Examine one example of genocide using the eight stages of genocide (e.g. Holocaust/Cambodia/Rwanda).

  • Connect population growth to effects on the environment through a web- more people means more housing which leads to less habitat for animals, etc….

  • Determine what the most important environmental issue is facing the world today through a debate carousel, have students take different points of view- (e.g. What if you had no access to freshwater? What if you were the president of an oil company?) https://balancedtech.wikispaces.com/Template+-+Debate+Team+Carousel


Resources:

  • What is Genocide http://www.history.com/topics/what-is-genocide

  • EPA http://www.epa.gov/students/teachers.html

  • World of 7 Billion: A Project of Population Education http://www.worldof7billion.org/teacher_resources

  • War and Terrorism http://www.socialstudies.org/resources/moments

  • Learning from the Challenges of Our Times http://www.state.nj.us/education/holocaust/911/k12curr.pdf

  • The Genocide Teaching Project http://www.wcl.american.edu/humright/center/rwanda/lesson.cfm

  • Genocide http://www.jewishworldwatch.org/wp-content/uploads/2010/06/genocide_curriculum_6-10Grade.pdf

  • The Genocide Education Project http://www.genocideeducation.org/

  • The Choices Program ISIS: A New Threat

  • The Choices Program Good Atoms or Bad Atoms? Iran and the Nuclear Issue


Standard 7 – Historical Thinking


Students conduct historical research that incorporates information literacy skills such as forming appropriate research questions; evaluating information by determining accuracy, relevance and comprehensiveness; interpreting a variety of primary and secondary sources; and presenting their findings with documentation.

CONSULT THE CONTENT AREA LITERACY STANDARDS FOR HISTORY/SOCIAL STUDIES FOR STANDARD 7


Chronological Thinking, Analysis and Interpretation, Research, Issues-Analysis and Decision-Making

WH.7.1 Identify patterns of historical change and duration and construct a representation that illustrates continuity and change.


Key Concept:

  • Students can identify and explain the key patterns of change and continuity throughout history.


Ways to include this throughout the curriculum:

  • Examine, construct and analyze different types of graphs illustrating different types of data including line, bar, and pie charts.

  • Examine, construct, and analyze chart and continuity charts which show what it was like before and after an historical event.

Resources:

  • Content-Area Graphic Organizers: Social Studies, https://walch.com/samplepages/050078.pdf

  • Free Printable Graphic Organizers, http://www.studenthandouts.com/graphicorganizers.htm

  • How to Choose Which Type of Graph to Use, http://nces.ed.gov/nceskids/help/user_guide/graph/whentouse.asp

  • NC Public Schools Instructional Support Tools, http://www.ncpublicschools.org/docs/acre/standards/support-tools/organizers/social/k12-social.pdf

  • Social Studies Graphic Organizers and Mini-Lessons, http://michelleleba.wikispaces.com/file/view/Social+Studies+Graphic+Organizers.pdf




WH.7.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past.


Key Concept:

  • Students can locate and analyze primary and secondary sources on any events within world history.

Ways to include this throughout the curriculum:

  • http://www.libraries.iub.edu/?pageId=1002226

  • http://www.fordham.edu/halsall/

  • Primary Documents Online, https://library.csusm.edu/subject_guides/history/online_primary.asp#world

Resources

  • http://www.uic.edu/orgs/cmhec/2_analyzingsecondarysources.pdf

  • http://www.chicagohistoryfair.org/making-history/history-helpers/history-helpers-forms-index.html

  • http://www.archives.gov/education/lessons/worksheets/

  • http://www.uic.edu/orgs/cmhec/2_analyzingsecondarysources.pdf

  • Guidelines for Source Analysis, http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=17&ved=0CF4QFjAGOAo&url=http%3A%2F%2Fonline-history.org%2Fstd-docs%2FGuidelines-for-Source-Analysis.doc&ei=ae0-U4T1H6me2wW6hIC4DQ&usg=AFQjCNE_bdkxLeBuzcl9rTSvNxLngJfQ5g&sig2=V3xN-89UIzYT8Ve9DprqKA

  • Library of Congress: Teacher’s Guides and Analysis Tool, http://www.loc.gov/teachers/usingprimarysources/guides.html

  • https://www.teachingchannel.org/videos/choosing-primary-source-documents

  • https://www.teachingchannel.org/videos/reading-like-a-historian-contextualization

  • Writing in the History Classroom, http://www.humanities.uci.edu/history/ucihp/Partnershipsandpresentations/DBQpresentation.pdf



WH.7.3 Investigate and interpret multiple causation in analyzing historical actions and analyze cause-and-effect relationships.



Key Concept:

  • Students can recognize how one event can impact other aspects of history and lead to subsequent events.


Ways to include this throughout the curriculum:

  • Examine, construct and analyze timelines for various events throughout history.

  • Examine, construct and analyze cause and effect charts for various events throughout history.


Resources:

  • See resources for WH 7.1.

  • 14 Ways for Students to Create Timelines, http://eduhowto.wordpress.com/2011/10/11/teaching-history-with-timelines/

  • Education World: Timelines, http://www.educationworld.com/a_curr/strategy/strategy033.shtml

  • Research-Based Lesson: Cause and Effect, https://www.polk-fl.net/staff/teachers/reading/documents/JanuaryFOCUSCalendarHighSchool.pdf



WH.7.4 Explain issues and problems of the past by analyzing various interests and viewpoints of the participants involved.


Key Concept

  • Students can identify the different ways that people view events and why they have that particular viewpoint.

Ways to include this throughout the curriculum:

  • Role-play different historical situations (particularly useful for situations involving different social classes) from multiple perspectives. Have students say what they would do if they were a particular person and why they would choose that option.

  • Analysis historical incidents from the viewpoint of the different people involved and WHY they would have those view of the event.

  • Have students complete Document Based Question essays which analyze an author’s POV (why they would have this view at this time).

Resources:

  • How Opinions Become History, https://www.teachervision.com/human-relations/resource/6856.html

  • Reading Like a Historian: Sourcing, https://www.teachingchannel.org/videos/reading-like-a-historian-sourcing

  • Reading Like a Historian: Contextualization, https://www.teachingchannel.org/videos/reading-like-a-historian-contextualization

  • Reading Like a Historian: Corrobation, https://www.teachingchannel.org/videos/reading-like-a-historian-corroboration

  • Reading Like a Historian: Re-Assessing Reliability, https://www.teachingchannel.org/videos/teaching-students-to-reassess-reliability

  • Teaching Students to Interpret Documents, https://www.historians.org/publications-and-directories/perspectives-on-history/december-2004/teaching-students-to-interpret-documents

  • Skills for a Successful World History Experience: POV, http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=23&ved=0CDwQFjACOBQ&url=http%3A%2F%2Fwww.myteacherpages.com%2Fwebpages%2FAYi%2Ffiles%2Fmonica bond-lamberty%27s pov lesson.ppt&ei=3Pk-U9GVO8mr2QXAi4G4Cg&usg=AFQjCNHPIB2M90zrYOMDXkoYfJCAXlx0HQ&sig2=z7VWKG1CL2v_VXTJ1mjOrQ&bvm=bv.64125504,d.b2I

  • Understanding Different Points of View, https://www.teachervision.com/human-relations/resource/6856.html




WH.7.5 Use technology in the process of conducting historical research and to present products of historical research.


Key Concept:

  • Students can properly identify and find reliable sources for historical events and are able to demonstrate that knowledge in different ways.

Ways to include this throughout the curriculum:


Resources:

  • Reading Like a Historian: Corrobation, https://www.teachingchannel.org/videos/reading-like-a-historian-corroboration

  • Using Research and Evidence, https://owl.english.purdue.edu/owl/resource/588/02/



WH.7.6 Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue and support that position.


Key Concept:

  • Students can create a position on a particular issue and defend that position with appropriate historical evidence and interpretation.


Ways to include this throughout the curriculum:



Resources:

  • The DBQ Project (many can be found by doing a Google search), http://www.dbqproject.com

  • The DBQ Library, http://www.whiteplainspublicschools.org/Page/9222

  • Reading Like a Historian: Class Discussion, https://www.teachingchannel.org/videos/reading-like-a-historian-taking-positions

  • Reading Like a Historian: Focus Questions, https://www.teachingchannel.org/videos/guide-lessons-with-focus-questions

  • Reading Like a Historian: Repetition, https://www.teachingchannel.org/videos/reading-like-a-historian-repetition

  • Reading Like a Historian: Turn to Your Partner, https://www.teachingchannel.org/videos/increasing-student-collaboration

  • Regents Prep Global History: DBQ, http://www.regentsprep.org/Regents/global/examoverview/dbq.cfm

  • Writing in the History Classroom, http://www.humanities.uci.edu/history/ucihp/Partnershipsandpresentations/DBQpresentation.pdf



APPENDIX B

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World History and Civilization, Page


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