School Name: Waianae High School

School Year: 2017-2018

Grade/Subject: 10th Grade World History
Teachers: Serena Herodias (C102), Leadz Dorce (C101), Luke Livaudais (B202), Steven Urrutia (T4)

Term 1
Instructional Alignment to Learning Target(s) Instructional Materials/ Assessment of Learning Intervention and
Week Standard/Benchmarks (LT) What students will know Resources/Strategies/ (F) Formative and Enrichment
Quarter # Benchmark/Standard and be able to do as a result of Vocabulary (S) Summative (I) Strategies for students
Week # and (CD) cognitive the instruction and the (M) Instructional materials and assessments whose mastery of the learning
demand (CD) cognitive demand other resources to be used, (CD) highest cognitive targets lags
of each learning target (V) vocabulary needed to access demand of each (E) Strategies for students who
the learning are ready for enrichment
By the end of this lesson, I (IS) Instructional strategies (CD) highest cognitive demand
will.... of each
Q1 N/A 1. I can explain classroom (M) Textbook, Google Docs
Week 1 procedures and protocol.
Introductions / 2. I can SQ3R secondary (V) Primary Source, Secondary Source
Procedures sources.
Begin Unit 1 3. I can read a primary source (IS) SQ3R, SOAPSTone
document using SOAPSTone.

Q1 HCPSIII 11.3.6: 1. I can explain the big picture of (M) Videos, Google Cultural Institute, (F) Write to Learns, Exit Tickets (I) Small group workshops;
Week 2 Examine the major WHAT my team assigned Google Maps Additional 1:1 Support
Begin Thematic developments in European event is about. (F) Quiz on Renaissance art
Unit 1: European cultural and intellectual (V) - Renaissance, Medicis, DaVinci, vocab (E) Research on other important
Movements history, including the Donatello, Michelangelo, Raphael, important people Renaissance figures.
-Renaissance Renaissance, Reformation, Perspective, Humanism, Chiaroscuro. Identifying elements
-Protestant Scientific Revolution, Comparing and
Reformation Enlightenment, and Age of (IS) Write to Learns / Blogs, Primary Contrasting
-Scientific Exploration. Source Analysis, Secondary Source
Revolution Analysis, Replicating art elements, (F) WTL: Impact of
-Enlightenment CCSS Comparing and contrasting. Renaissance then and now
RH.9-10.2
WHST.9-10.2.B (CD) Identifying artistic
elements; Comparing and
Contrasting

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Q1 Week 3 11.3.6 - Examine the major 1. I can compare and contrast the (M) YouTube videos by BBC, Google (F) Write to Learns, Exit Tickets (I) Small group workshops;
Scientific developments in European contributions of Copernicus, Maps, Google Cultural Institute, Additional 1:1 Support
Revolution cultural and intellectual Galileo, Kepler, Newton, Bacon (F) Quiz on the Scientific
history, including the and Descartes. (V) Copernicus, Galileo, Kepler, Revolution (E) Research on other important
Renaissance, Reformation, 2. I can compare and contrast Newton, Bacon and Descartes, Vocab Scientific Revolution figures /
Enlightenment, and Scientific classical ideas vs. modern Scientific Method, Heliocentrism, Comparing and accomplishments.
Revolution science. Geocentrism, Calculus, Laws of Motion Contrasting classical
3. I can explain the impact of the thinking to modern
CCSS Scientific Revolution, then and (IS) Write to Learns / Blogs, Primary science
RH.9-10.2 today. Source Analysis, Secondary Source Ranking the
WHST.9-10.2.B Analysis, Ranking the contributions contributions of the
Scientific Revolution

(CD) Comparing and

Contrasting, Identifying artistic
elements.

Q1 Week 4 11.3.6 - Examine the major 1. I can compare and contrast the (M) YouTube videos by BBC, Primary (F) Write to Learns, Exit Tickets (I) Extra 1:1 Support
Enlightenment developments in European contributions of the Locke, Source Documents
cultural and intellectual Montesquieu, Voltaire, and (F) Quiz on the Enlightenment (E)Research on other important
history, including the Rousseau. (V) Locke, Montesquieu, Voltaire, Vocab Enlightenment figures /
Renaissance, Reformation, 2. I can visually represent the Rousseau, Enlightenment, General Identifying accomplishments.
Enlightenment, and Scientific ideas of the Enlightenment. Will, Natural Rights, anarchy, Enlightenment ideas
Revolution 3. I can analyze primary sources separation of powers, in primary sources
and identify Enlightenment Justifying
CCSS ideas within them. (IS) Write to Learns / Blogs, Primary Enlightenment ideas
RH.9-10.2 4. I can justify how primary Source Analysis, Secondary Source in primary sources.
WHST.9-10.2.B source documents reflect Analysis, Ranking the contributions
Enlightenment ideas. (CD) Comparing and
Contrasting, Identifying ideas of
the Enlightenment

Q1 Week 5 11.3.6 - Examine the major 1. I can organize information from (M) Student generated work for review, (S) Summative on European
Unit 1 Review / developments in European the European Movements. Kahoot!, Google Docs. Movements
Assessment cultural and intellectual Vocab

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 history, including the 2. I can explain important people (V) Locke, Montesquieu, Voltaire, Identifying ideas from
Renaissance, Reformation, and ideas from different Rousseau, Enlightenment, General different movements.
Enlightenment, and Scientific European movement. Will, Natural Rights, anarchy, Analyzing primary source
Revolution 3. I can justify which European separation of powers, Renaissance, documents
movement had the biggest Medicis, DaVinci, Donatello, I can justify which
CCSS impact on the world. Michelangelo, Raphael, Perspective, European movement had
RH.9-10.2 Humanism, Chiaroscuro, Copernicus, the biggest impact on the
WHST.9-10.2.B Galileo, Kepler, Newton, Bacon and world.
Descartes, Scientific Method,
Heliocentrism, Geocentrism, Calculus,
Laws of Motion

(IS) Write to Learns / Blogs, Primary

Source Analysis, Secondary Source
Analysis, Kahoot!, Class Matrix, Review
Activities

Q1 Week 6 Age of Exploration 1. I can explain how the Age of (M) Google Maps / My Maps, Primary (F) Write to Learns, Exit Tickets
Begin Unit 2 11.3.2 - 11.3.4; and 11.3.16 Exploration is a reflection of Source Documents
Globalization Globalization. (F) Quiz on the Age of
CCSS
2. I can compare and contrast the (V) Columbus, Magellan, Cook, Dias, Exploration
RH.9-10.2
Age of Exploration WHST.9-10.2.B contributions different de Gama, circumnavigate, Columbian Vocab
Age of Imperialism explorers. Exchange, Atlantic Slave Trade Map Analysis
3. I can explain the impact of the Justifying if the Age of
Age of Exploration with (IS) Write to Learns / Blogs, Map Exploration had a positive
evidence. Analysis, Secondary Source Analysis, or negative effect on the
4. I can justify if the Age of world.
Exploration had a positive or
negative effect on the world.

Q1 Week 7 11.3.3 - 11.3.4; and 11.3.16 1. I can explain how the Silk Road (M) Google Maps / My Maps, Primary (F) Write to Learns, Exit Tickets
is a reflection of Globalization. Source Documents
Global Economy CCSS 2. I can explain the impact of the (F) Quiz on the Silk Road
RH.9-10.2
Silk Road Silk Road, Mongols, and the Vocab
WHST.9-10.2.B
Black Death. Map Analysis

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Mongols 3. I can justify if the Silk Road did (V) Silk Road (Caravan Route), Cultural Justifying if the Silk Road
Black Death more harm than good for the Diffusion, Caravan, Mongols, Infectious had a positive or negative
world. Diseases, Black Death effect on the world

(IS) Write to Learns / Blogs, Map

Analysis, Secondary Source Analysis,
Q2 Week 8 11.3.16 1. I can explain how the Internet (M) Google Maps / My Maps, Primary (F) Write to Learns, Exit Tickets
Internet is a reflection of Globalization. Source Documents
CCSS 2. I can explain the impact of the (F) Quiz on the Internet
RH.9-10.2
internet on my community. (V) Internet, cyber security, cyber Vocab
WHST.9-10.2.B
3. I can justify if the Internet does bullying, Secondary Source
more harm or good for the analysis.
world. (IS) Write to Learns / Blogs, Map Justifying if Internet has a
4. I can compare and contrast the Analysis, Secondary Source Analysis, more positive or negative
internet to the Silk Road. effect on the world.

Q2 Week 9 11.3.3 - 11.3.4; and 11.3.16 1. I can categorize information (M) Student generated work for review, (S) Summative on European
Unit 2 Review / from different globalization Kahoot!, Google Docs. Movements
Assessment CCSS topics. Vocab
RH.9-10.2
2. I can explain important Global (V)Columbus, Magellan, Cook, Dias, de Identifying ideas from
WHST.9-10.2.B
events. Gama, circumnavigate. Silk Road different globalization
3. I can justify if globalization has (Caravan Route), Cultural Diffusion, topics
a more positive or negative Caravan, Mongols, Infectious Diseases, Analyzing primary source
effect on the world today. Black Death. Internet, cyber security, documents
cyber bullying, I can justify if globalization
has a more positive or
(IS) Write to Learns / Blogs, Primary negative effect on the
Source Analysis, Secondary Source world today..
Analysis, Map Analysis Kahoot!, Class
Matrix, Review Activities

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Instructional Alignment to
Week Standard/Benchmarks
Quarter # Benchmark/Standard and
Week # (CD) cognitive demand
Q2 Week 1 11.3.6 Examine the major
developments in European
cultural and intellectual history,
including the
Renaissance, Reformation,
Enlightenment, and Scientific
Revolution
11.3.7 Compare the causes and
effects of the early modern
democratic revolutions
What is a revolution?
Enlightenment
American Revolution
Q2 11.3.7
Week 2
French Revolution
- causes
- Terror
- Outcome
Each Revolution they should
know the following:
Causes
Key Figures
Impact
Haitian Revolution
Learning Target(s)
(LT) What students will know
and be able to do as a result of
the instruction and the
(CD) cognitive demand
of each learning target
By the end of this lesson, I
will....
By the end of Unit 3 students will be (V) Revolution, natural rights,
able argue reasons for starting a
revolution today and how they
would fight for what they think is
right.
What is a revolution?
What are important ideas and
people from the Enlightenment?
What were the causes and
outcomes of the American
Revolution?
Was the American Revolution
justified?
What were some causes of the
French Revolution?
How do the French Revolution and
American Revolution compare and
contrast?
How did the American Revolution
influence the French Revolution?
How did the French Revolution
impact the world?
Instructional Materials/ Assessment of Learning Intervention and
Resources/Strategies/ (F) Formative and Enrichment
Vocabulary (S) Summative (I) Strategies for students
(M) Instructional materials and assessments whose mastery of the learning
other resources to be used, (CD) highest cognitive targets lags
(IS) Instructional strategies, demand of each (E) Strategies for students who
(V) vocabulary needed to access are ready for enrichment
the learning (CD) highest cognitive demand
of each
(F) Revolutionary Blogs, (I) Blogs
Absolutism, democracy, Quizzes, map analysis (E) Additional research
independence, civil liberties,
nationalism, treason, justice,
ideology, Enlightenment
Argumentative Essay Question: Is
treason ever justified?
(v) Reign of Terror, Nationalism, (F) Quiz on French
Bourgeoisie, Guerilla Warfare, Revolution, Revolutionary
Napoleon, National Assembly, Blogs; map analysis
Marie Antoinette, King Louis XVI,
Seven Years War, Waterloo,
Guillotine, Robespierre, tyranny, 3
Estates, republic,
(IS) Direct instruction, mock trials,
analyzing primary sources, role
playing, critical reading
(M) Textbook, online resources
(GAFE)
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 - Causes What were the underlying causes of
the Haitian Revolution?
Q2 Haitian Revolution How did the Haitian Revolution (V) Toussaint L'Ouverture, (F) Quiz, Revolutionary Blogs;
Week 3 impact the world? colonialism, republics, maroons, map analysis
Week 4 mulattoes, colony, imperialism
Review How do current revolutions / (S) Test; Argumentative
Current revolutions movements relate to past Important Ideas: paper: Should Native
revolutions? French Revolution, slavery, Sugar, Hawaiians fight for
sovereignty in Hawaii?
How did the world change after
WWII?

How was Israel formed?

I can create a peace proposal for

Israel and Palestine.
Q2 Middle East / Current Events Big Ideas: (V) United Nations, Judea, Holocaust (F) Blogs; WTL prompts,
Week 5 and 11.3.14 - Explain major political Israeli-Palestinian conflict is heavily quizzes; map analysis
Week 6 developments of the post-war based on religious differences. (IS) Direct instruction, mock trials,
era, including the establishment analyzing primary sources, role (S) Peace Treaty between
of the Should Jews have a homeland? playing, critical reading Israel and Palestine
United Nations, the creation of
Israel, and the Cold War How can the Israelis and
Palestinians live in peace?

Q2 11.3.17 - Examine critical Big Ideas: (V) Genocide, suffrage, palestine, (F) Mapping genocide, blogs,
Week 7 human rights issues in the Genocide has occurred throughout syria, rwanda, Sudan, Balkans,
and contemporary world history. Womens rights in Middle East (S)
Week 8
- Genocide Womens rights have progressed (IS) Direct instruction, mock trials,
- Womens Rights through time. analyzing primary sources, role
(middle east and playing, critical reading
western countries) Some women do not have equal
rights due to religious beliefs. (IS) Direct instruction, mock trials,
analyzing primary sources, role
I can create awareness of genocide playing, critical reading
around the world.

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Q2 11.3.17 - Examine critical (IS) Direct instruction, mock trials,
Week 9 human rights issues in the analyzing primary sources, role
contemporary world playing, critical reading

- Current Events

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