Ddih syllabus final10 _11

New York City Department of Education
Office of Educational Technology
Madeline Taub-Chan, Community Superintendent CSD 24
(Acting)
Beverly Ffolkes-Bryant, Community Superintendent, CSD 28
Winnie Bracco, Technology Innovation Manager
http://www.oitqueens.com
http://oitqblogs.com

1

ACKNOWLEDGMENTS

Office of Educational Technology - Queens Team


Kelly Gallagher, Instructional Technology Specialist

Richard Gross, Instructional Technology Specialist

Kin Fung Leung, Supervising Instructional Technology Technician

Frances Newsom-Lang, Instructional Technology Specialist

Frances O’Neill, Instructional Technology Specialist

Ellen Phillips, Instructional Technology Specialist

Robert Sweeney, Instructional Technology Specialist

Michael Swirsky, Instructional Technology Specialist

This syllabus was created by the OET Queens Team under the direction of
and made possible by Title IID funds.

Contact Information

Winnie Bracco – wbracco@schools.nyc.gov

Frances O’Neill – foneill@schools.nyc.gov

Frances Newsom-Lang - fnewsom-lang@schools.nyc.gov

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Table of Contents
Topic Page
I. Grant Schools & Workshop Schedule 4
II. Course Goals and Focus 5
III. Course Texts 6
IV. Course Requirements 6
V. Attendance Policies 6
VI. Session Description, Objectives and 7 - 21
Expectations
VII. Standards Addressed 22
VIII. New York City Social Studies Units and 23 - 25
Essential Questions: Grades 3-8
IX. Global History and Geography 26 - 30

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Digital Destinations in History
S Y L L A B US
Winnie Bracco Office of Educational Technology
Technology Innovation Manager WBracco@schools.nyc.gov
Instructional Technology Frances O’Neill foneill@schools.nyc.gov
Specialists: Frances Newsom-Lang fnewsomlang@schools.nyc.gov

Public Schools (Dist 24) IS 5, PS 12, PS 14, PS 19, IS 61, IS 73, IS 77, IS 89, PS 91, IS 93, IS 125,
PS 153, Grover Cleveland High School, Newtown High School, Queens
Vocational High School

Public Schools (Dist 28) PS 30, PS 54, IS 72, IS 144, IS 157, IS 217, Queens Academy High School,
Forest Hills High School, Jamaica High School
Non-Public Schools St. Raphael School, Resurrection Ascension School, Sacred Heart School,
Razi School, St. John Lutheran School, Redeemer Lutheran School, Martin
Luther High School, Al-Manoor School, St. Adalbert School, and St
Nicholas of Tolentine School.

Location: All face-to-face workshops are held at 82-01 Rockaway Blvd, Room 201C.
All face-to-face workshops are mandatory.
All webinars are highly recommended but optional.
All webinars take place online via Skype.
All holiday institutes are highly recommended but optional.

Workshop Venue Date Hours
Orientation - TerraClue, Wetoku & Skype F2F Sat. 10/15/11 9:00 - 1:00 pm
Enhancing SS Instruction for ELLs with Livescribe - Day 1 F2F Tues. 11/19/11 8:30 - 1:00 pm
Webinar 1 - Advanced Blogging - “Bling Your Blog” Online Wed. 11/16/11 6:00 - 7:00 pm
Enhancing SS Instruction for ELLs with Livescribe - Day 2 F2F Sat. 12/3/11 9:00 - 1:00 pm
Webinar 2 - Stimulating Writing through Graphic Novels Online Wed. 12/14/11 6:00 - 7:00 pm
SS Instruction through Livescribe with Google Maps - Day 3 F2F Sat. 1/7/12 9:00 - 1:00 pm
Project-Based Learning - Planning Day F2F Sat. 1/28/12 9:00 - 1:00 pm
Webinar 3 - Creating Tutorials Online with Screenjelly Online Wed. 2/8/12 6:00 - 7:00 pm
Mid-Winter Break - iPad Institute for Teachers F2F 2/20-22/12 9:00 - 1:00 pm
Mid-Winter Break - PBL 101 Institute F2f 2/23-24/12 9:00 - 1:00 pm
Webinar 4 - Q&A Day Online Wed. 3/14/12 6:00 - 7:00 pm
Spring Break - Advanced PBL Institute F2F 4/12 - 13/12 9:00 - 1:00 pm
Mini Share-Out F2F 4/21/12 9:00 - 1:00 pm
Tech Fair F2F Sat. 6/9/12 9:00 - 1:00 pm

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COURE DESCRIPTION
The Title IID “Digital Destinations in History” (DDIH) grant is an intensive professional development
program that focuses on improving student achievement in ELA by integrating technology into the
Social Studies curriculum. DDIH serves the goals of the Enhancing Education Through Technology
theme, "Technology Infusion into Instruction through Professional Development", by
empowering educators to engage students in interdisciplinary projects that develop writing, critical
thinking and problem-solving skills and to train teachers to use technology as both an instructional tool
for the Social Studies curriculum and to reinforce fundamental ELA skills.

FIELD EXPERIENCE
Each participant is required to (1) create products that are specifically designed to meet the diverse
needs of students in their classrooms, (2) use those products with their students, (3) assess student
understanding of content, (4) record evidence of student learning through photographs and video, (5)
bring that evidence back to the learning community, (6) share both the evidence and their experience
with the colleagues in the course, (7) reflect and record their findings in a blog, (8) turnkey their skills
with teachers in their school communities.
PREREQUISITE
Participants from specific grant schools must be selected by their principals to attend this course.

CONCEPTUAL FRAMEWORK
Diversity: The Office of Educational Technology (Queens) OETQ is dedicated to reaching a diversity
of learners through a wide variety of delivery methods, offering modality options and expanding
access by reducing geographic and time barriers. By using a wide variety of content material, formats,
and instructional strategies, participants learn to create and customize instructional experiences to meet
the specific needs of their students.
Technology: Technology provides one of the most efficient means of engaging students, empowering
teachers and providing content in the 21st century.
Field Relations: The OETQ Instructional Technology Specialists are highly qualified New York City
public school K-12 teachers that can bring practical classroom management techniques, instructional
technology methodologies and curriculum integration to make a difference in our classrooms.

COURSE GOALS
This course explores the use of technology to enhance English Language Arts instruction in Social
Studies. The program aims to train teachers to use technology as both an instructional tool for the
Social Studies curriculum and as a way to reinforce ELA skills.

COURSE FOCUS
The content and activities of this course provide the learner with the opportunity:
* Develop an appreciation for technology as a tool to teach and learn.
* Develop an understanding of and a commitment to serving diverse populations
* Develop an understanding of the power of technology to differentiate instruction through
students' learning modalities.
* Develop an image of oneself as a learner, teacher and leader.

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COURSE TEXTS THAT WILL BE SUPPLIED AND DISCUSSED
Session Title Author Pub. Date.
Project Based PBL 101 Workbook Buck Institute 2011
Learning for Education
Other texts will be purchased based on teacher requests
throughout the year.

COURSE REQUIREMENTS
1 Participants must be active SS/ELA classroom teachers or Collaborative Team Teaching
teachers in grant-specific public and non-public schools.
2 Participants must have principal approval to attend this course as a representative of the grant
school.
3 Participants must attend sessions and complete all projects by the end of the course.

4 Participants must turnkey their training to their school community and inquiry team upon
request.
5 If possible, participants should bring a school laptop to each session. Specific software will be
provided.

CLASS ATTENDANCE and POLICIES
This course is cumulative, building on each skill as its foundation is created. Therefore, 100%
attendance at all face-to-face sessions is mandatory.

1. KEYSTONE ASSIGNMENTS
Each participant will develop the technology teaching skills using the following:

Project Based Learning- BIE Buck Institute for Education
Blogging
Livescribes & Pencasting
Google Maps and TerraClues
Graphic Novels
Skype
Wetoku

ACADEMIC INTEGRITY AND PLAGIARISM
Students are responsible for the honest completion and representation of their work, for appropriate
citations of sources, and respect for others’ academic endeavors.

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SESSION DESCRIPTION, OBJECTIVES AND EXPECTATIONS

Sessions Topics Lead Teachers will: Follow-Up due Next
Session

Session 1 o Grant Year 3 Goals Understand the goals With Students (1)
Orientation o Responsibilities of the grant in Year 3. Administer the student
o Dates pre-evaluation survey
o “I have Read Statement” Understand the Lead online or on paper with
Saturday o Student pre & post- Teacher’s role in one class. Submit online
10/15/11 evaluations Year 3. or bring hard copies to
o Student Photo Consent next session.
form Review syllabus for
9:00 - 1:00 pm o Teacher Pre-Assessment dates & expectations. With Students (2)
o Teacher RFP Collect signed photo
Sign the “I have Read consent forms for each
8201 Rockaway Project-Based Learning It” Statement. student. Bring all to next
Blvd, room 201C REVIEW session.
Components & Calendar Complete the teacher
pre-evaluation survey Teacher Only (1)
Face - to - Face New Tools online. Create one TerraClue
o TerraClues based on a Google map
o Go to Meeting Webinars Complete the teacher created last year, or on
Attendance at this RFP for equipment new research.
session is wish list and submit.
mandatory. With Students (3)
Review of PBL Administer one Terra
Components and Clue with students.
Planning Calendar Bring feedback to next
session.
Learn how to use
three new tools to Teacher Only (2)
enhance classroom Bring your teacher-
SS instruction. created Wetoku interview
embedded on your class
Locate resources for blog for discussion &
tutorials on new feedback.
tools.
Teacher Only (3)
Create a Skype Create a Skype account
account in class. and invite other teachers
in your school to
participate.

7

Sessions Topics Lead Teachers will: Follow-Up due
Next Session

Review all PBL With Students (1)
Session 2 Project-Based Learning components, focusing on Continue using
Enhancing Social REVIEW creating exciting entry Terra Clues and
Studies “Creating Exemplary Entry events that stimulate Wetoku with your
Instruction for Events” students to choose a topic students.
ELLs and SpEd and begin research.
with Livescribe Review Tools With Students (2)
o TerraClue Provide feedback on Be sure to embed
Day One o Wetoku implementation of their TerraClue &
Out-of-the-Box o Skype TerraClues, Wetoku and Wetoku products on
Skype in your classroom. your class blog.
Tuesday Explore New Tool
11/8/11 o Livescribe Learn Livescribe Basics With Students (3)
* Configuring Use your SS
8:30 - 1:00 pm Content & Standards * Orienting Livescribe with
o SS Scope & Sequence * Setting time/date your students. Be
8201 Rockaway o Common Core *Paper Replay Basics sure to take note of
Blvd, room 201C Standards * Recording Voice any classroom
*Lecture Notes management issues
Face - to - Face Target Specific Populations *Meeting Notes that arise.
o ELL & SpEd *Drawings
Attendance at this *NavPlus Basics Teacher Only (1)
session is Out of the box training Embed pencasts on
Mandatory Discuss Best Practices your class blog.
Administrative/Instructi
onal Use
Installing Livescribe Create a SS lesson using Teacher Only (2)
Desktop Livescribe. Bring feedback to
Parts of Smartpen next session.
Paper Discuss & develop
Create a recording based strategies for reaching With School Team
on social studies ELLs and SpEd students Identify at least two
curriculum. through pencasts. teachers you would
like to mentor this
Assignment: Bring 10
Discuss strategies to year. Bring specific
words that correlate with
turnkey training to information on
your SS topic. Type and
specific teachers in your these teachers to
print the words out using
school. next session.
the template.

8

Sessions Topics Lead Teachers Follow-Up due
will: Next Session

o Writing for Blogs Review blogging Teacher Only (1)
Webinar #1 o Blogging basics basics “Jazz Up” your blog
o Exemplary blogs with RSS feeds and
Advanced o RSS Feeds Examine other “bling”
Blogging o Cluster maps exemplary blogs
“Bling Your o Babble Fish With Students (1)
Blog” o Other applications in Education Explore RSS feeds Show your new
o Using Blogs with ELLs and blog to your
Wednesday SpEd students Embed an RSS students and solicit
11/16/11 o Using Blogs to Collaborate feed on the class comments.
with Other Teachers blog
6:00 - 7:00 pm With Students (2)
Discuss RSS feeds Review how to
Online application with write on a blog.
ELLs & SpEd
Attendance is students. Teacher Only (2)
highly Bring feedback for
recommended but Discuss how to next session.
Optional. effectively use
blogs with other
faculty members.

9

Session

Project-Based Learning Review PBL basics Teacher Only (1)
Session 3 Become comfortable
“Authentic Experts” focusing on
identifying and using your Livescribe.
Enhancing Social Feedback on Teacher recruiting an Record interviews.
Studies Instruction Practice with Livescribe authentic expert for
for ELLs and SpEds student research and With Students (1)
with Working with groups using presentations. Introduce Livescribes to
Livescribe multiple pens. your students.
Review using Skype
Day Two for interviews with With Students (2)
Livescribe & Your Pencasting authentic experts. Complete your PBL
Students lesson using Livescribe
Uploading to
Develop classroom and use with your
Livescribe
Saturday strategies in forming students.
Embedding pencast
12/3/11 groups using
onto your blog
Creating a pencast Livescribe pens.
9:00 - 1:00 pm
Uploading to
Livescribe Design one PBL
8201 Rockaway project, matched to
Blvd, room 201C Embedding to
personal blog Scope & Sequence
that uses Livescribe
Face - to - Face Livescribe
as a tool for student
Applications
work.
Social Studies
Attendance at this Interactive Word
session is Wall
mandatory. Creating Google
Map to use with
Livescribe pen

10

Sessions Topics Lead Teachers Follow-Up due Next
will: Session

o Non-fiction writing Review Comic Life With Students (1)
Webinar #2 for graphic novels basics. Introduce Comic Life
“Stimulating features to your new
Writing for Social o Comic Life Review story- students.
Studies Instruction boarding for non-
for ELLS & SpEd o Organizing writing fiction writing. With Students (2)
through using Storyboarding Review storyboarding
Graphic Novels Examine exemplary techniques.
o Writing for Blogs blogs for best
Wednesday practices using Teacher Only (1)
12/14/11 o Youblisher.com Graphic Novels. Model how to create a
graphic novel with your
6:00 - 7:00 pm Review using students.
Youblisher.com to
Online embed graphic With Students (3)
novels on your class Have your students
Highly blog. create their own
Recommended but graphic novels using
Optional Comic Life.

Teacher Only (2)
Embed at least one new
student-created graphic
novel on your blog
using youblisher.com.

11

Session

Session 4 Project-Based Review PBL basics With Students
Enhancing SS Learning Create a Google map and
Instruction for ELLs add Livescribe points
and SpEd with Feedback on Discuss experiences with narratives.
Livescribe Classroom use of using Skype with
Skype their students. Teacher Only (1)
Day Three Continue practicing with
Advanced Livescribe Review Livescribe your Livescribe.
Livescribe Projects Creating a Google basics
Map and audio Teacher Only (2)
Saturday book Learn how to create a Bring feedback to next
1/7/11 Google map and session.
Turning historical audio book
fiction writing
9:00 - 1:00 pm Learn how to take
into an audio
book their students’ writing
and turn into an audio
8201 Rockaway book
Digitizing your
Blvd, room 201C
book to embed
onto the blog Embedding student
work on the class
Face - 2 - Face blog.

Attendance in this
session is
mandatory.

12

Session

Session 5 “What’s Working in My Review PBL Teachers Only (1)
Project-Based Classroom?” Post your calendars and
Create projects based project walls in your
Learning
Designing PBL Projects on the SS Scope & classroom.
Planning Day to Implement this Spring Sequence.
Teachers Only (2)
Creating Our Best Work Design on topics for Embed Glogster et al on
Saturday
for the Tech Fair the Tech Fair your class blog.
1/28/11
Receive support from
9:00 - 1:00 pm colleagues and staff
developers

8201 Rockaway Provide
Blvd, room 201C encouragement to
colleagues

Face - 2 - Face

Attendance in this
session is
mandatory.

13

Session

Webinar #3 Screenjelly Create a Screenjelly Teacher Only (1)
account Practice, practice,
“Creating Online practice. Don’t worry
Tutorials with Create a first tutorial about how your voice
Screenjelly” using Screenjelly. sounds.

Wednesday Embed on a blog. With Students (1)
2/8/11 Use your Screenjelly
Post feedback with your students.
6:00 - 7:00 pm
With Students (2)
Online Embed a Screenjelly on
your blog.
Highly
Recommended but Teacher Only (2)
Optional Bring feedback to next
session.

14

Session

Session #8 Day One Receive an iPad 2 Teacher Only (1)
Mid-Winter Out of the Box ------------------------- Practice using your iPad,
Break 1 iPad Training Learn the functions of creating email accounts
an iPad: and setting up WiFi for
* Home & Sleep button the workshop and your
“iPad Institute for *Microphone
Teachers” *Headphone jack
school.
(3 days) *Mute & Volume
* Speakers With Students (1)
* Doc input settings Use one of the apptivities
----------------- *WiFi set-up
Monday to with your students and
*Password Protect
Wednesday *Email Account Set-up
embed on the class blog.
2/20 – 22/2012 * Calendar
------------------- * Native Apps Teacher Only (2)
*Notes Add apps to the DDIH
*Safari wikispace.
9:00 – 1:00 pm *Creating folders
------------------- *Orientation
8201 Rockaway *Multitasking Teacher Only (3)
Blvd, Rm 201C *Closing an App Upload your apptivity to
Queens, NY -------------------------- the DDIH wikispace.
Day Two Using an App to Write:
------------------
Using an App to *Personal Narratives Teacher Only (4)
Face-to-Face *Digital Letters
------------------- Teach Literacy Bring feedback to the
*Haiku
Highly *Poems
next session.
Recommended but *Nursery Rhymes
Optional *Digital Essays Teacher Only (5)
------------------------- Share your experience
Day Three Explore Specific with your fellow faculty
Exploring Apps for Apps and administration.
Note: This Ells & SpEd -------------------------
Write a SS Lesson
workshop is Designing a Social using an App, aligned
limited to 15 Studies Lesson using to Common Core
teachers. an App Standards

15

Session

Session #7 Essential PBL Learn new PBL Teachers Only (1)
Elements protocol Review your PBL project
Mid-Winter created in this workshop.
Break 2 Project Design Design a PBL project
* Essential Checklist based on their student With Students (1)
PBL 101 Institute * Design Checklist population and Social Use your PBL project
Studies topic. with your students.
Thursday & Friday Culminating
2/23 - 24/2012 Product Develop resources to Teachers Only (2)
assist implementation Bring feedback to the
9:00 - 1:00 pm Tools Showcase in the classroom. next session.

8201 Rockaway Project Wall
Blvd, Room 201C
Queens, NY Project Calendar

Face-to-Face Exemplary Entry
Events
Highly
Recommended but Authentic Experts
Optional

16

Session

Webinar #4 Specific Topics could Suggest areas they To be Determined by
Question & include: wish to review. participants
Answer Day
Wetoku Provide support to
Wednesday Livescribes group.
3/14/12 Skype
Comic Life
6:00 - 7:00 pm Screenjelly
PBL
Online

Highly
Recommended but
Optional

17

Session

Session #8 Review all basics of Teacher Only (1)
Spring Break Essential Elements of PBL PBL Reflect on project created
in workshop
Project Planning Develop advanced
Advanced PBL project planning With Students (1)
Institute techniques. Implement project with
students.
Thursday & Friday Project Design Self- Examine project
4/12 - 13/2012 Assessment design in-depth With Students (2)
Embed products of
9:00 - 1:00 pm Project Essentials Create a PBL project projects onto the class
Checklist with checklist blog.
8201 Rockaway
Blvd, Room 201C Project Design Check List
Queens, NY
Review colleagues’
Face-to-Face Gallery Walk work and build
collaborative
Highly resources
Recommended but
Optional Reflection Becoming a reflective
learner.

18

Session

Session #9 PBL Project Review Bring examples of Teachers Only (1)
Mini-Share-Out the best PBL projects Review all student
Presentations of “Best of created by their projects
Saturday the Best” of Student- students to this
4/21/2012 Created PBL Projects workshop. With Students (1)
Working with students
9:00 - 1:00 pm Collaborative Present these projects chosen to have the best
Exploration to the DDIH PBL project in their
8201 Rockaway community for class, teachers will assign
Blvd, Room 201C feedback. roles, set times to
Queens, NY present, obtain all
Select one PBL parental slips, and
Attendance at this project to present at complete any final
session is the Tech Fair with preparation for the Tech
Mandatory students. Fair.

Review all resources
needed for the Tech
Fair.

Complete all final
touches.

19

Sessions Topics Lead Teachers will: Follow-Up

Session #10 “The Best of Our Bring a group of Turnkey training next
TECH FAIR Best” PBL Projects” students who have year
completed a PBL
Saturday project.
6/9/2012
Provide support as
9:00 - 1:00 pm these students
present.
8201 Rockaway
Blvd, Room 201C
Queens, NY

Face-to-Face
Attendance at the
TECH Fair
is
Mandatory

20

STANDARDS ADDRESSED
Common Core Standards in Literacy

Pre-K-2 Written response to informational texts through group activities and with
prompting and support (Reading Informational Text Standards 1 and 10;
Writing Standard 2)
3-8 Written analysis of informational texts (Reading Informational Texts Standards
1 and 10) or Written opinion or argument based on a an analysis of
Informational texts (Reading Informational Texts Standards 1 and 10; Writing
Standard 1)
9-12 Written opinion or argument based on an analysis of Informational texts
(Reading Informational Text Standards 1 and 10; Writing Standard 1)

NYS Social Studies Standards
NYS SS Standard 1 History of the US and NY – use a variety of intellectual skills to demonstrate
understanding of major ideas, eras, themes, development and turning points in
the history of the United States and New York.
NYS SS Standard 2 World History – use a variety of intellectual skills to demonstrate understanding
of major ideas, eras, themes, development and turning points in world history
and examine the board sweep of history from a variety of perspectives.
NYS SS Standard 3 Geography – use a variety of intellectual skills to demonstrate understanding to
include distribution of people, places and environments over the Earth’s surface.
NYS SS Standard 5 Civics – use a variety of intellectual skills to demonstrate understanding of
governments, US systems and other nations, the US Constitution and basic civic
values of American constitutional democracy and the roles, rights and
responsibilities of citizenship.

Teacher Effectiveness Domains
1e Designing coherent Instruction
2b Establishing a Culture for Learning
3b Questioning and Discussion
3c Engaging Students in Learning
3d Using Assessment in Instruction
ISTE
NETS for Students NETS for Teachers
Demonstrate creativity and innovation Facilitate and Inspire Student Learning
Communicate and collaborate and Creativity
Conduct research and use information Design and develop digital age learning
Think critically, solve problems, and make experiences and assessments
decisions Model digital age work and learning
Use technology effectively and Engage in professional growth and
productively leadership

21

New York City Social Studies Scope and Sequence
Grades 3-8 and Global History and Geography

Grade Month(s) Unit Essential Question
Introduction to World
September – Geography and World What are the important features of
3 October Communities communities throughout the world?
Case Studies of a
Community in Africa, Asia,
South America, The
Caribbean, Middle East, How do culture, history, geography,
Europe, Southeast Asia, or people, and government shape the
3 November - June Australia development of a community?
Native Americans: First
September – Inhabitants of New York How did Native Americans influence
4 Mid-October State the development of New York?
Mid-October – How did three diverse cultures
4 November Three Worlds Meet interact and affect each other?
December – Colonial and Revolutionary How did the American Revolution
4 January Periods affect lives in New York?
February –
4 Mid-March The New Nation What does it mean to be free?
What was the effect of industrial
Mid-March – growth and increased immigration on
4 April Growth and Expansion New York?
Local and State What is the relationship between
4 May – June Government governments and individuals?

22

5 September – October Geography and Early How did geography
Peoples of the influence the
Western Hemisphere development of the
Western Hemisphere?
5 November The United States How do geography,
economics, people, and
key events connect to
shape a nation?
5 December – Mid- Latin America How do geography,
February economics, people, and
shape a region?
5 Mid-February – April Canada How do geography,
shape a nation?
5 May – June Western Hemisphere How do nations meet the
Today challenges of modern
living?

6 September – October Geography and Early How did geography
Peoples of the influence the
Eastern Hemisphere development of the
Eastern Hemisphere?
6 November – December Middle East How do geography,
shape a continent?
6 January – February Africa How do geography,
shape a continent?
6 March - April Asia How do geography,
shape a continent?
6 May – June Europe How do geography,
shape a region?

23

What was the impact of
European exploration on
Early Encounters: Native the Americas’ land and
7 September Americans and Explorers people?

How did the
Colonial America and development of the
The American colonies lead to
7 October – November Revolution rebellion?

How did the new nation
respond to
7 December – January A New Nation independence?

What were the causes
and effects of national
7 February – March A Nation Grows growth?

How do issues of
Civil War and power, wealth and
7 April – June Reconstruction morality influence war?

How did
industrialization and
immigration change
the face of American
8 September – October An Industrial Society life?

The Progressive How do people effect
8 November Movement change and reform?

How does a nation
balance its own needs
The United States as an with the needs of the
8 December – January Expansionist Nation world?

How does a nation
The United States respond to economic
8 January – Mid-February Between Wars changes?

The United States
Assumes Worldwide How do competing
8 Mid-February – March Responsibilities views of power and
morality lead to global

24

conflict?

From World War II to the How has America
Present: The Changing reacted to the
Nature of the American challenges of the
8 April – June People modern world?

Global History and Geography

Unit Essential Questions

Unit 1: Ancient World: How do the movements of people and ideas (cultural
Civilizations and Religions diffusion) affect world history?
(4000 BC – 500 AD)
How does technological change affect people, places and
Early Peoples regions?

What defines a turning point?
Neolithic Revolution and Early
River Civilizations. To what extent is life a constant struggle between
continuity and change?

Classical Civilizations Why do civilizations rise and fall?

After it falls, what impact does a civilization have on
The Rise and Fall of Great history?
Empires
How do physical and human geography affect people,
places and regions?
The Emergence and Spread of
Belief Systems. Are conflicts between nations and/or people inevitable?

Do belief systems unite or divide people?

How do movements of people and ideas affect people,
places and regions?

25

Unit 2: Expanding Zones of Why do civilization rise and fall?
Exchange and Encounter (500 –
1200) After it falls, what impact does a civilization have on
history?
Gupta Empire (320-550 AD)

Tang and Song Dynasty (618- How do physical and human geography affect people,
1126 AD) places and regions?

What impact do regional and global trade networks have
Byzantine Empire (330-1453 AD) on world cultures?

To what extent is life a struggle between continuity and
Early Russia change?

How do movements of people and ideas affect people,
The Spread of Islam to Europe, places and regions?
Asia and Africa
Medieval Europe (500-1400) How are the concepts of time and place vital to the
understanding of history?

Crusade How are economic systems structured to meet the needs
and wants of different societies?

What assumptions do different groups hold about power,
authority, governance and law?

How does the individual influence world events?

Are conflicts between nations and/or people inevitable?

Unit 3: Global Interactions How do physical and human geography affect people,
(1200 – 1650) places and regions?
Early Japanese History and How do movements of people and ideas affect people,
Feudalism places and regions?

The Rise and Fall of the Mongols change?
and Their Impact on Eurasia.
Why do civilization rise and fall?

Global Trade and Interaction After it falls, what impact does a civilization have on
history?
Rise and Fall of African How does the individual influence world events?
Civilizations: Ghana, Mali, Axum,
and Songhai empires What impact do regional and global trade networks have
on world cultures?

26

Social, Economic and Political How are economic systems structured to meet the needs
Impacts of the Plague on Eurasia and wants of different societies?
and Africa
How do the movements of people and ideas (cultural
diffusion) affect world history?
Renaissance and Counter
Reformation. To what extent do the concepts of justice and human
rights differ across time and place?

The Rise and Impact of European How does technological change affect people, places and
Nation-States and the Decline of regions?
Feudalism


What assumptions do different groups hold about power,

Unit 4: The First Global Age How do physical and human geography affect people,
(1450-1770) places and regions?
The Ming Dynasty (1368-1644) What impact do regional and global trade networks have
on world cultures?
The Impact of the Ottoman
Empire on the Middle East and How does the individual influence world events?
Europe
What defines a turning point?
Spain and Portugal on the eve of
the encounter Why do civilization rise and fall?
The Rise of Mesoamerican Are conflicts between nations and/or people inevitable?
Empires: Aztecs and Incan
Empires Before 1500 What assumptions do different groups hold about power,
The Encounter between
Europeans and the Peoples of How does technological change affect people, places and
Africa, the Americas, and Asia regions?

Political Ideologies: Global After it falls, what impact does a civilization have on
Absolutism history?
The Response to Absolutism: The How do the movements of people and ideas (cultural
Rise of Parliamentary Democracy diffusion) affect world history?
in England
How are economic systems structured to meet the needs

To what extent do the concepts of justice and human

27

Unit 5: An Age of Revolution What defines a turning point?
(1750-1914)
The Scientific Revolution regions?
The Enlightenment in Europe What assumptions do different groups hold about power,
Political Revolutions
The Reaction Against
Revolutionary Ideas Does on-going scholarship change our worldview?
Latin America: The Failure of To what extent is life a struggle between continuity and
Democracy and the Search for change?
Stability
Global Nationalism places and regions?
Economic and Social Revolutions
Imperialism rights differ across time and place?



Why do civilization rise and fall?


on world cultures?

Unit 6: A Half Century of Crisis How do physical and human geography affect people,
and Achievement (100- 1945) places and regions?
World War I Are conflicts between nations and/or people inevitable?
Revolution and Change in Russia What defines a turning point?
– Causes and Impacts
Between the Wars regions?
World War II – Causes and What assumptions do different groups hold about power,
Impact authority, governance and law?


places and regions?

28



Unit 7: the 20th Century Since How does technological change affect people, places and
1945 regions?
Cold War Balance of Power What assumptions do different groups hold about power,
Role of the United Nations
Economic Issues in the Cold War
places and regions?
and Post –Cold War era
Chinese Communist Revolution
Collapse of European imperialism
Conflicts and Change in the
Middle East How are economic systems structured to meet the needs
Collapse of Communism and the
Breakup of the Soviet Union What impact do regional and global trade networks have
on world cultures?
Political and Economic Change in
Latin America What defines a turning point?



After it falls, what impact does a civilization have on
history?

change?


How do the movements of people and ideas (cultural
diffusion) affect world history?

Unit 8: Global Connections and How do physical and human geography affect people,
Interactions places and regions?
Social and Political Patterns and How do the movements of people and ideas (cultural
Change diffusion) affect world history?


29

Economic Issues change?
The Environment and How does technological change affect people, places and
Sustainability regions?
Science and Technology How are economic systems structured to meet the needs

on world cultures?

30

Ddih syllabus final10 _11

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Ddih syllabus final10 _11