Unit 1 Subject Standards & Skills

2.1. Synthesize information: Write informative text

 Summarize key points of a reading passage, focusing on main ideas. (RI.2)
 Analyze and interpret complex texts, including poetry, historical documents, and
literary fiction. (RI.9)
 Write a 3-5 paragraph informative essay (introduction, body paragraph,
conclusion). (W.2)
 Write a 5 paragraph informative essay (introduction, body paragraph, facts,
definitions, details, quotations, conclusion). (W.2)
2.3. Synthesize information: Discuss main idea and supporting details
 Identify the main idea and analyze its development over the course of the text,
including its relationship to supporting ideas. (RI.2)
 Determine the central idea of a text and its development throughout the text. (RI.2)
 Determine the central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another. (RI.2)

Unit 2 Subject Standards

English
1.1. Discuss Persuasively: Write arguments
 Write a 3-5 paragraph exploratory or persuasive essay with an introduction, body
paragraph and conclusion. (W.1)
 Write a 5-paragraph exploratory or persuasive essay with logical sequences among
claims, counterclaims, reasons, and evidence. (W.1)
Social Studies
2.2. Critically Analyze History: Analyze world history
 Compare and contrast ancient civilizations and their key features. (D2.His)
 Describe the effect ancient civilizations have on our literature, art, architecture, etc.
(D2.His)
 Compare and contrast historical accounts of world history. (D2.His)
3.2. Apply Geographic Reasoning: Navigate world geography
 Analyze spatial relationships between places and regions on a global scale, such as
proximity, accessibility, and connectivity. (D2.Geo)
3.3. Apply Geographic Reasoning: Understand the significance of geographic
features (D2.His)
 Understand how physical and human geography interact to shape landscapes and
influence human activities. (D2.Geo)
 Analyze the physical, cultural, and economic characteristics of different regions and
how they influence human activities. (D2.Geo)
 Use spatial thinking skills to understand and address global challenges such as
climate change, migration, and resource management. (D2.Geo)

Unit 3 Subject Standards

Unit Summary
This unit offers students a panoramic view of the historical and ongoing processes of cultural
exchange and the formation of global connections. Through the exploration of trade routes,
exploratory voyages, and digital communications, students will gain insights into the
mechanisms of cultural transmission and the transformative effects of such interactions. By
engaging with diverse narratives, students will learn about the complexities of cultural
integration and the ways in which global connectivity has evolved to shape contemporary
social, economic, and political landscapes. This unit not only educates about the past but
 also prompts students to think critically about their role in a continuously interconnected
world, inspiring them to participate thoughtfully in the global community.

1.2. Discuss Persuasively: Collect Textual Evidence

 Conduct research using reliable and credible sources to gather evidence. (W.8)
 Use contextual evidence to support your opinion. (W.1)
 Use contextual evidence to identify the author’s purpose. (RI.6)
 Use contextual evidence to compare and contrast two topics. (RI.9)
 Use contextual evidence to explain the cause and effect(s) in a text. (RI.3)
 Use contextual evidence to describe a problem and solution in a text. (RI.1)
 Use standard citation formats (MLA, APA, etc.) for documenting evidence. (W.8)
 Analyze how style and content contribute to the power, persuasiveness or beauty of
the text. (RI.6)
 Support claims with logically structured arguments, including counterclaims, reasons,
and evidence, while highlighting strengths and limitations. (W.1)
2.1. Synthesize information: Write informative text
 Summarize key points of a reading passage, focusing on main ideas. (RI.2)
 Analyze and interpret complex texts, including poetry, historical documents, and
literary fiction. (RI.9)
 Write a 3-5 paragraph informative essay (introduction, body paragraph, conclusion).
(W.2)
 Write a 5 paragraph informative essay (introduction, body paragraph, facts,
definitions, details, quotations, conclusion). (W.2)
3.2. Tell Stories: Apply phonics skills and understand language patterns
 Understand and use language patterns (syllables, rhyming, prefixes, suffixes, roots,
spelling, etc.) (L.4)
 Read and write sight words or high-frequency words. (RF.3)
 Expand vocabulary by systematically studying and incorporating synonyms,
antonyms, and domain-specific terminology. (L.6)
 Understand and use language patterns (Latin and Greek roots and meanings). (L.4)

Unit 4 Subject Standards

Unit summary
This unit offers an in-depth look at key movements for national independence in the 20th
century, focusing on the critical roles played by ideological conviction and leadership in
these struggles. By examining Africa, India, and Latin America, students will gain a
comprehensive understanding of the motivations, challenges, and impacts of these
revolutionary movements. This unit encourages students to critically analyze the effects of
colonialism, the strategies of resistance, and the ongoing challenges faced by nations post-
independence, fostering a deeper appreciation for the complexities of global history and
contemporary international relations.

2.1. Synthesize information: Write informative text

 Summarize key points of a reading passage, focusing on main ideas. (RI.2)
 Analyze and interpret complex texts, including poetry, historical documents, and
literary fiction. (RI.9)
 Write a 3-5 paragraph informative essay (introduction, body paragraph, conclusion).
(W.2)
 Write a 5-paragraph informative essay (introduction, body paragraph, facts,
definitions, details, quotations, conclusion). (W.2)
3.1. Tell Stories: Write narratives
 With prompting and support, identifying characters and setting in a story. (RL.3)
 Identify the setting and characters of a story. (RL.3)
  Identify the plot of a text (exposition, rising action, climax, falling action, resolution).
(RL.3)
 Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character. (RL.3)
 Write a 3-5 paragraph narrative essay (introduction, body paragraph, conclusion).
(W.3)
 Understand and use writing traits (organization, voice, word choice, sentence fluency,
conventions). (W.4)
 Write a 5-paragraph narrative essay using narrative techniques (dialogue, pacing,
description, reflection, plot lines). (W.3)
3.2. Tell Stories: Apply phonics skills and understand language patterns
 Understand and use language patterns (syllables, rhyming, prefixes, suffixes, roots,
spelling, etc.) (L.4)
 Read and write sight words or high-frequency words. (RF.3)
 Expand vocabulary by systematically studying and incorporating synonyms,
antonyms, and domain-specific terminology. (L.6)
 Understand and use language patterns (Latin and Greek roots and meanings). (L.4)

Unit 5 Subject Standards

Unit summary
The "Innovation and Progress" unit provides a comprehensive exploration of three major
scientific milestones that have revolutionized our understanding of biology. Through the lens
of the Theory of Evolution, the Human Genome Project, and gene editing, students will gain
insights into the process of scientific discovery, the collaborative nature of scientific
research, and the profound implications of these discoveries for medicine, ethics, and our
conception of life itself. This unit not only educates but also inspires students to engage with
science thoughtfully and responsibly as they consider the future of innovation and progress.
English
1.3. Discuss Persuasively: Discuss inferential ideas and details
 Compare and contrast two or more characters, settings, or events in a story, drawing
on specific details in the text. (RL.3)
 Analyze and compare multiple accounts of the same event for similarities and
differences in point of view. (RH.6)
 Identify and use figurative language (simile, metaphor, onomatopoeia, hyperbole,
idiom, etc.) (L.5)
 Answer DOK 3-4 inferential questions about a text using alternative communication
methods (Evaluate evidence, Compare themes, Analyze bias, Apply concepts,
Contrast viewpoints). (RI.8)
 Answer DOK 3-4 inferential questions about a text (Evaluate evidence, Compare
themes, Analyze bias, Apply concepts, Contrast viewpoints). (RI.9)
 Participate in a collaborative discussions with diverse perspectives, building on
others' ideas and expressing my own clearly and persuasively. (SL.1)
 Synthesize comments, claims, and evidence made on all sides of an issue;
summarize points of agreement and disagreement; and make new connections in
light of the evidence. (SL.4)
2.2. Synthesize information: Discuss explicit ideas and details
 Use contextual evidence to describe the plot (events, conflict, point of view, theme,
mood, etc.). (RL.3)
 Answer DOK 3 explicit questions about a text (relationships, interactions between two
individuals, events, or concepts in a historical, scientific, or technical text). (RI.3)
Global Studies
World History
 I can describe the orders of medieval social hierarchy, the changing role of the
Church, the emergence of feudalism, and the development of private property as a
distinguishing feature of Western Civilization. (SS.912.W.2.10)
 I can analyze the causes and effects of imperialism. (SS.912.W.6.6)
Historical Analysis
 I can analyze connections among events and developments in broader historical
contexts. (D2.His.6)
 I can analyze historical sources, such as religious texts or philosophical writings, to
understand the perspectives and beliefs of people in different time periods.
(D2.His.1.9-12)
 I can analyze the methods, tools, and data used by anthropologists and
archaeologists to understand human cultures and societies. (D2.Ant.1.9-12)
Civics
 I can analyze the causes and consequences of global events and how they have
impacted societies, including the influence of religions and philosophies. (D2.Civ.1.9-
12)
 Unit 1
EQs

Knowledge

Understandings

Transfer Goals

Unit 1 PT Standards & Skills in PTs

PT – Myth & Ritual Mini-Report

English
 2.1. Synthesize information: Write informative text
 Analyze and interpret complex texts, including poetry, historical documents, and
literary fiction. (RI.9)
 2.2. Synthesize information: Discuss explicit ideas and details
 Use contextual evidence to describe the plot (events, conflict, point of view,
theme, mood, etc.). (RL.3)
Social Studies
 1.2. Take Action: Identify social and political issues
 Understand the interconnectedness of local, national, and global issues. (D2.Geo)
Artifact Analysis: Tracing Cultural Exchange
English
 2.1. Synthesize information: Write informative text
 Summarize key points of a reading passage, focusing on main ideas. (RI.2)
 Write a 3-5 paragraph informative essay (introduction, body paragraph,
conclusion). (W.2)
Social Studies
 1.3. Take Action: Civic Participation
 Explain the effects individuals and groups have on their community and planet.
(D2.Civ)

Unit 2
EQs
Essential questions
OQ: How have strategies for managing and resolving conflicts evolved from ancient times to
the modern era, and what factors have influenced these changes?
Conflict resolution strategies have evolved significantly over time, shaped by technological
advancements, political ideologies, and cultural changes. Understanding this evolution helps
illuminate the complexities and dynamics of peacekeeping efforts in both historical and
contemporary contexts.

GQ1:How did ancient empires manage their conflicts through warfare and diplomacy, and
what lessons can be drawn from their approaches?
Ancient empires often combined direct military action with diplomacy to manage conflicts,
setting foundational strategies that influenced political and military tactics in subsequent
centuries. The effectiveness of these methods provides insights into the balance of power
and the role of strategic negotiation in conflict resolution.

GQ2:In what ways did the Cold War redefine global conflict management, particularly
through the use of proxy wars and nuclear diplomacy?
The Cold War introduced the concept of global ideological conflicts managed through
indirect confrontations and high-stakes diplomacy, including nuclear deterrence and arms
negotiations. This period highlighted the potential for global catastrophe from direct
confrontation, leading to more sophisticated, though often covert, strategies for conflict
management.

Knowledge
Knowledge
Cycle 1:
 The key empires involved in conflicts during ancient times, including the Roman and
Persian Empires.
 Major conflicts such as the Punic Wars and examples of diplomatic negotiations like
treaties.
 Different forms of ancient rhetoric and writing used in diplomatic communications.

Cycle 2:
 Major events and tactics of the Cold War, including the nuclear arms race, the space
race, and proxy wars like those in Korea and Vietnam.
 Key figures and agreements, such as the leaders of the USA and USSR during
significant summits and the SALT treaties.
 Propaganda techniques and persuasive writing used during the Cold War.

Cycle 3:
 Current global conflicts, such as the Syrian civil war, the Israeli-Palestinian conflict,
and tensions in Ukraine.
 The roles and efforts of international organizations like the United Nations and NATO
in these conflicts.
 Contemporary forms of media and communication used to report and analyze
conflicts.

Understandings
Understandings
 How ancient empires used a combination of military power and diplomacy to manage
conflicts.
The long-term impacts of these ancient conflicts on the political and cultural landscapes of
the regions involved.
The role of language in framing conflicts and resolutions in historical narratives.

 The ideological underpinnings of the Cold War and how they influenced global conflict
management strategies.
The effectiveness and limitations of nuclear deterrence and proxy warfare as methods of
conflict resolution.
How media was used to influence public perception and international opinion during the Cold
War.

 The complexities introduced by globalization and technology in modern conflict

resolution.
The challenges and strategies involved in peacekeeping and humanitarian interventions in
today's geopolitical landscape.
The impact of digital media on public opinion and policy-making in the context of current
conflicts.

Transfer Goals
Transfer goals
  Analyze primary source documents (such as excerpts from treaties or historical battle
accounts) to identify strategies of conflict resolution in ancient times.
Create a case study presentation on a specific ancient conflict, discussing both the conflict
management strategies and outcomes.
Write a persuasive essay from the perspective of a historical leader arguing for a specific
military or diplomatic approach to managing a conflict.

 Evaluate how the Cold War shaped international relations theories and practices in
the 20th century.
Simulate a historical UN Security Council meeting discussing a Cold War crisis, employing
diplomatic negotiation skills.
Analyze a Cold War era speech or propaganda piece for its rhetorical devices and
effectiveness, then present findings in a class discussion.

 Research and propose a resolution strategy for a current international conflict,

considering the roles of various global actors.
Organize a mock peace negotiation for a contemporary conflict, incorporating modern
diplomatic practices.
Create a multimedia presentation that outlines a contemporary conflict, using various
sources to illustrate the narrative and proposed solutions.

Suggested Focus Events

 The Cuban Missile Crisis: Explore the 1962 standoff between the
United States and the Soviet Union over the presence of Soviet
missiles in Cuba, highlighting the brinkmanship and diplomacy
involved in averting nuclear war.
 The Rwandan Genocide: Investigate the 1994 genocide in Rwanda,
where ethnic tensions between the Hutu and Tutsi peoples erupted into
mass violence and resulted in the deaths of hundreds of thousands,
examining the role of propaganda and international intervention.
 The Israeli-Palestinian Conflict: Analyze the ongoing conflict
between Israel and Palestine over territory, identity, and sovereignty,
exploring the complexities of historical grievances and geopolitical
dynamics in the Middle East.
 The Srebrenica Massacre: Examine the 1995 genocide in
Srebrenica, Bosnia and Herzegovina, where Bosnian Serb forces killed
thousands of Bosniak men and boys in what was deemed the worst
atrocity in Europe since World War II, highlighting the failure of
international peacekeeping efforts.
 The Syrian Civil War: Explore the complex conflict in Syria, which
began in 2011 as part of the Arab Spring but evolved into a
multifaceted civil war involving government forces, rebel groups, and
international actors, analyzing the humanitarian crisis and geopolitical
implications.
 The Berlin Wall: Investigate the construction and fall of the Berlin
Wall, which divided East and West Berlin during the Cold War,
symbolizing the ideological divide between communism and capitalism
and the eventual reunification of Germany.
  The Siege of Sarajevo: Analyze the siege of Sarajevo during the
Bosnian War (1992-1995), where Bosnian Serb forces surrounded the
city, resulting in prolonged suffering for civilians and highlighting the
challenges of urban warfare and humanitarian aid delivery.
 The Iranian Hostage Crisis: Examine the 1979-1981 hostage crisis
in Iran, where Iranian revolutionaries seized the US embassy in Tehran
and held 52 American diplomats’ hostage for 444 days, exploring the
diplomatic negotiations and political fallout.
 The Korean Demilitarized Zone (DMZ): Explore the heavily fortified
border between North and South Korea, which has divided the Korean
Peninsula since the end of the Korean War in 1953, highlighting the
ongoing tensions and potential for conflict escalation.
 The Arab-Israeli Six-Day War: Investigate the 1967 war between
Israel and its Arab neighbors (Egypt, Jordan, and Syria), which resulted
in significant territorial gains for Israel and reshaped the geopolitical
landscape of the Middle East, examining the causes and consequences
of the conflict.

Unit 2 PT Standards & Skills in PTs

#1: Ancient Diplomatic Encounters Infographic
You will create an infographic that effectively communicates your knowledge and analysis of
key diplomatic strategies employed by the Roman and Persian empires during ancient times.

#2: Cold War Diplomatic Tactics Presentation

You will create a Google Slideshow presentation that demonstrates your knowledge and
analysis of key diplomatic events and strategies of the Cold War era.

#3: Paths to Peace: Navigating Conflict Across Time

Using your knowledge from the unit and the past 2 performance tasks, you will showcase
your mastery of conflicts in Global Studies by delivering a compelling presentation in a TED
Talk format.

Unit 3
Essential questions
 OQ: How have cultural exchanges and global connections influenced the development
of civilizations throughout history and shaped contemporary global dynamics?
Cultural exchanges and global connections have been pivotal in shaping the economic,
social, and cultural fabric of civilizations, influencing everything from the arts and sciences
to political systems and economic structures, and defining the interconnected world we live
in today.
 GQ1: How did ancient trade routes like the Silk Roads facilitate not only the exchange
of goods but also the spread of ideas, technologies, and cultural practices across
civilizations?
The Silk Roads exemplify how ancient trade networks were instrumental in more than just
economic exchanges; they were vital corridors for the diffusion of cultural, scientific, and
technological innovations that significantly influenced the development of the societies they
connected. This early form of globalization fostered mutual influences and shared human
progress across continents.
 GQ2: In what ways has modern technology transformed traditional forms of cultural
exchange, and what are the implications for global identity and cultural preservation?
Modern technology, particularly the internet and digital media, has revolutionized traditional
mechanisms of cultural exchange, creating a global village where information and culture
can be shared instantaneously. While this accelerates integration and understanding, it also
poses challenges to cultural diversity and identity, raising questions about cultural
dominance, homogenization, and the sustainability of local traditions and languages in the
digital age.
Knowledge
Cycle 1:
 The key goods, ideas, and technologies that were traded along the Silk Roads and
other ancient trade networks.
 Major civilizations that participated in these trade networks and their geographic
locations.
 Narrative and descriptive writing styles used in historical accounts and travelogues.
Cycle 2:
 Key explorers of the Age of Exploration and the regions they discovered.
 Specific instances of initial encounters between Europeans and indigenous peoples
of the Americas, Africa, and Asia.
 Persuasive and argumentative writing techniques found in historical documents and
explorer's journals.
Cycle 3:
 The role of modern technologies, such as the internet and social media, in facilitating
contemporary cultural exchanges.
 Current global issues that have arisen from increased cultural connectivity, such as
cultural homogenization and digital divides.
 Analytical and critical reading strategies for interpreting digital media content.
Understandings
 How the exchange of goods like silk, spices, and precious metals facilitated the
exchange of cultural practices, religious beliefs, and scientific knowledge.
The impact of these ancient trade networks on the development of the societies involved,
particularly in terms of cultural and technological advancements.
How effective storytelling techniques can bring historical events and cultural interactions to
life.
 The consequences of these encounters for indigenous populations, including cultural,
social, and environmental impacts.
The role of treaties and other agreements (such as the Treaty of Tordesillas) in shaping the
geopolitical landscape of the New World.
The power of language to influence public perception and historical narrative.
 How digital platforms can both bridge and build gaps between different cultural
groups.
The challenges and opportunities of maintaining cultural diversity in an increasingly
connected world.
The impact of digital media on language development and intercultural communication.
Transfer Goals
 Create a map that illustrates the Silk Roads and other trade routes, marking
significant cultural exchanges and historical cities along these routes.
Conduct a group project to simulate a trade expedition, deciding on goods to trade,
negotiating terms, and discussing the cultural implications of the items.
Write a travelogue entry from the perspective of a trader on the Silk Roads, incorporating
factual historical context and descriptive imagery to enhance the narrative.
 Analyze primary source documents from the Age of Exploration to identify
perspectives and biases.
Stage a debate on the ethical implications of the actions taken by European explorers and
colonizers during initial encounters.
Craft an argumentative essay discussing the impacts of European exploration on global
history, using evidence from primary and secondary sources to support the argument.
 Evaluate case studies of digital cultural exchanges to determine their effectiveness in
promoting mutual understanding.
Propose initiatives or solutions to combat cultural homogenization and support diverse
cultural expressions in the digital age.
Develop a multimedia presentation that explores the effects of digital media on cultural
exchange, incorporating text analysis, visual content, and critical commentary.

Unit 3 PT Standards & Skills in PTs

#1: Trade Route Explorer Interactive Map
After learning about the trade routes in our unit, you will become explorers
sharing your expertise by creating an interactive map on Story maps.
#2: Immigrant Storytellers - Character Portraits
You will become immigrant storytellers, sharing the experiences and
perspectives of historical figures within a certain immigrant group through social
media pages or character vlogs.
#3: Shaping America - Persuasive Presentations
After exploring our unit, you will craft persuasive presentations to explore
how global connections and cultural exchanges have influenced the development of
the United States and its role in the
world.

Unit 4
EQs

Knowledge

Understandings

Transfer Goals

Unit 4 PT Standards & Skills in PTs

Unit 5
EQs

Knowledge

Understandings

Transfer Goals

Unit 5 PT Standards & Skills in PTs