UCLA CENTER X TEP

SECONDARY CURRICULUM MAP ELEMENTS

by Lauren Daus
Content Goals: What do you want students to learn during the time period covered by this curriculum map? What are the Enduring Understandings? What
content and common core standards will you address?
Enduring Understandings:
Wars are often fought over resources
Power-hunger can lead to oppression
People are targeted based on their religion, race, and political ideas
The role of hegemony (coercion consent!
The coloni"ers and the coloni"ed
The role of imperialism
#ecoloni"ation
The influences of revolutions on other revolutions
$ole of the people and role of the government
%orruption and denial of people&s rights
The oppression of power
What people did to fight for independence
The rise of nationalism
%ommon %ore 'tandards:
$eading 'tandards
Key Ideas and Details:
%ite specific te(tual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information)
#etermine the central ideas or information of a primary or secondary source* provide an accurate summary of how +ey events or ideas develop over the
course of the te(t)
,naly"e in detail a series of events described in a te(t* determine whether earlier events caused later ones or simply preceded them)
Craft and tructure:
#etermine the meaning of words and phrases as they are used in a te(t, including vocabulary describing political, social, or economic aspects of history-social
science)
,naly"e how a te(t uses structure to emphasi"e +ey points or advance an e(planation or analysis)
%ompare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasi"e in their
respective accounts)
Integration of Knowledge and Ideas:
,ssess the e(tent to which the reasoning and evidence in a te(t support the author&s claims)
%ompare and contrast treatments of the same topic in several primary and secondary sources
Writing 'tandards
.) Write arguments focused on discipline-specific content)
a) /ntroduce precise claim(s!, distinguish the claim(s! from alternate or opposing claims, and create an organi"ation that establishes clear relationships
among the claim(s!, counterclaims, reasons, and evidence)
b) #evelop claim(s! and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s! and
counterclaims in a discipline-appropriate form and in a manner that anticipates the audience&s +nowledge level and concerns)
c) Use words, phrases, and clauses to lin+ the ma0or sections of the te(t, create cohesion, and clarify the relationships between claim(s! and reasons,
between reasons and evidence, and between claim(s! and counterclaims)
d) Establish and maintain a formal style and ob0ective tone while attending to the norms and conventions of the discipline in which they are writing)
e) Provide a concluding statement or section that follows from or supports the argument presented)
1) Write informative-e(planatory te(ts, including the narration of historical events)
a) /ntroduce a topic and organi"e ideas, concepts, and information to ma+e important connections and distinctions* include formatting (e)g), headings!,
graphics (e)g), figures, tables!, and multimedia when useful to aiding comprehension)
b) #evelop the topic with well-chosen, relevant, and sufficient facts, e(tended definitions, concrete details, 2uotations, or other information and e(amples
appropriate to the audience&s +nowledge of the topic)
c) Use varied transitions and sentence structures to lin+ the ma0or sections of the te(t, create cohesion, and clarify the relationships among ideas and
concepts)
d) Use precise language and domain-specific vocabulary to manage the comple(ity of the topic and convey a style appropriate to the discipline and conte(t
as well as to the e(pertise of li+ely readers)
e) Establish and maintain a formal style and ob0ective tone while attending to the norms and conventions of the discipline in which they are writing)
f) Provide a concluding statement or section that follows from and supports the information or e(planation presented (e)g), articulating implications or the
significance of the topic!)
Skill Goals: What do you want students to be able to !now and be able to do? What s!ills will you wor! on developing with your students?
%ritical thin+ing
,rtistic s+ills
Writing and reading
,naly"e primary and secondary sources
Public spea+ing
'torytelling
%ollaboration
3ral histories
'elf-determination
The process of decoloni"ation
%urriculum 4ap
%ourse: .5
th
6rade World 7istory
Unit Title & Essential
Questions
Enduring Understandings Important to Know and Do Worth eing !amiliar With !o"us Standards
#um$er o%
S"hool Da&s
$evolutions
What drives
people to start-0oin
a revolution8
What are the
causes and effects
of a revolution8
$evolutions had ma0or
effects on the power of
the government and
people&s liberty)
The principles of
documents (e)g) 4agna
%arta, 9rench
#eclaration of the $ights
of 4an and the %iti"en!
were vital in reminding
people of their rights)
$evolutions essentially
started because of the
corruption of the
government and denial
of people&s rights)
,naly"e the philosophical
ideas and their effects
,naly"e the causes and
effects of revolutions
Use the : Worlds to e(plain
and understand the conte(t
of revolutions
The spread of nationalism
'ocial hierarchies
The evolution of wor+ and
labor* industriali"ation and
its inventions
Effects of population and
migration
%apitalism and the
responses to it
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%olonialism
%oloni"ation
What are the
driving influences
that lead people to
want to con2uer
others8
What influences
people to thin+
they are superior
or inferior to
others8
Whose history is
left out8
7ow does
imperialism
represent a
7egemony refers to the
process of consenting to
a dominant force and
coercing to dominant
rule)
%olonialism and
imperialism force people
to have little to no
control of their own
resources)
#ecoloni"ation is
essential for people to
regain their own
identities and share their
counter narratives)
$ace is a social construct*
where-who the idea of race
came from
Three /&s of oppression:
institutional, interpersonal,
internali"ed
,naly"e and understand
both perspectives of the
coloni"er and the coloni"ed
#escribe the responses to
coloni"ation and
imperialism
7ow one&s family history
resembles the patterns of
global e(pansion
7ow colonialism and
coloni"ation have
influenced how cultures are
today (>ative ,mericans,
9ilipinos, ?ews >a"is!
4etanarratives vs) counter
narratives
#ecoloni"ing Pedagogy
(@eny 'trobel!
7egemony (,ntonio
6ramsci!
Pedagogy of the
3ppressed (Paulo 9reire!
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business8 Was it
socially
responsible8
Unit Title & Essential
Questions
Enduring Understandings Important to Know and Do Worth eing !amiliar With !o"us Standards
#um$er o%
S"hool Da&s
World Wars
What are the
causes and effects
of WW/ and
WW//8
7ow do people
mobili"e for war8
Wars are often fought
over resources)
Power-hunger can lead
to oppression)
People are targeted
based on religion, race,
and political ideas)
4a0or turning points and
geographic factors
played a role in
determining the
outcomes of wars)
,naly"e how political
alliances were made)
7ow the outcome of World
War / influenced the start of
World War //
6enocides and the
placement of other
minorities in concentration
and death camps (e)g)
?apanese, ?ews,
,rmenians, 9ilipinos!
,naly"e how war tensions
can lead to discrimination
and racism
,naly"e the causes and
effects of wars using the :
Worlds
#escribe the political and
military leaders of war and
their influences)
The influence of WW/ on
literature and art (e)g) Pablo
Picasso, Ernest
7emingway!
The racial purity of >a"is
#emocracy vs) totalitarian
forms of government
The internment of
?apanese-?apanese
,mericans in the United
'tates* the 7olocaust*
$ape of >an+ing* ,rmenian
6enocide* ,merican
military presence in the
Philippines
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/ndependence
>ationalism
What is
Cindependence8D
What calls for the
rise of
nationalism8 What
are its pros and
cons8
The fight for
independence and
freedom is a form of
decoloni"ation)
There were economic
and military power shifts
after WW//)
War recoveries were
possible through
international
collaboration and were
vital in guiding countries
to gain independence)
,naly"e the causes and
effects of the %old War
,naly"e the Truman
#octrine and 4arshall Plan
%ritically thin+ about the
goal of %ommunism and
analy"e why people loo+
down upon it)
#iscuss current events and
whether they represent
individual freedom or not
The #omino Effect
(Eisenhower!
Eorean War, Fietnam War,
%hinese %ivil War
The fall of the 'oviet Union
U)') G-.. terrorist attac+
>ation-building in the
contemporary world and
what we can learn from it
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