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Modern World History

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Modern World History 9 Model Lessons
Update July 2017 - Model Lessons are under revision and migrating to the World History Course Site on the district's G Suite server. To access Course Sites, you will first need to log in to Google with your CCS email address and password. If you get a "404" message, you are not logged in to CCS G Suite (you may be logged in with a personal account).
 
 
Instructional Resources by Unit 
 
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Enlightenment and Revolutions 
 
Lessons
  • Reading Like a Historian: Lunchroom Fight (Stanford History Education Group) - A fight breaks out in the lunchroom and the principal needs to figure out who started it. But when she asks witnesses what they saw, she hears conflicting accounts. 

  • Reading Like a Historian: Snapshot Autobiography (Stanford History Education Group) -What is history? And why do historical accounts differ? In this lesson, students create brief autobiographies and then reflect on the process to better understand how history is written.

  • Reading Like a Historian: Evaluating Sources (Stanford History Education Group) - In this activity, students sharpen their ability to source documents and learn to think critically about what sources provide the best evidence to answer historical questions.

  • Bridging World History: Ideas Shape the World (Annenberg Learner) - This unit traces the impact of European Enlightenment ideals in the American and Haitian revolutions and in South America.

  • The Atlantic Revolutions as a World Event (World History for Us All) - Students will read a background essay on the problems that the leaders of the revolutions wanted to deal with and some excerpts from Enlightenment thinkers. 

  • Was the French Revolution Successful? (C3 Teachers) This inquiry gives students an entry point into thinking like historians about the French Revolution. The question of success invites students into the intellectual space that historians occupy.

  • Reading Like a Historian: Reign of Terror (Stanford History Education Group) -  In this lesson, students question the motives of the Committee of Public Safety through analyzing excerpts from the "Decree Against Profiteers" and "Law of Suspects."

  • Reading Like a Historian: Factory Life (Stanford History Education Group) - In this lesson, students engage in such questions as they evaluate and compare different types of primary source documents with different perspectives on working conditions in English textile factories at the beginning of the 19th century.

  • The Industrial Revolution as a World Event (World History for Us All) - In this unit, students will be able to explain in what sense the Industrial Revolution was a global event in its origins and development, not just a British or European event.

  • How did the Industrial Revolution Move People? (C3 Teachers) - Students consider the ways in which movement (e.g., people, goods, services) affects a person’s geographic location and daily life as well as the structure of society.

Mini-Q's in World History, Volume 3
Available for check out in the CCS Social Studies Office
  • The Enlightenment Philosophers: What Was Their Main Idea?
  • The Reign of Terror: Was It Justified?
  • How Should We Remember Toussaint Louvertoure?
  • Latin American Independence: Why Did the Creoles Lead the Fight?

Primary Sources
 
Secondary Sources
Note: World Book Student is part of INFOhio. From outside of the district network, the CCS INFOhio username/password is required
 
Imperialism
 
Lessons 
  • Reading Like a Historian: Battle of Adwa (Stanford History Education Group) - In this lesson students read three different textbook accounts of the battle – two American and one Ethiopian – to investigate the question: How did Ethiopia defeat Italy at the Battle of Adwa?
  • The Experience of Colonialism (World History for Us All) - This unit investigates the period in which, for better or for worse, the entire world faced the West. 
  • Imperialism: Do the Boxers Deserve a Bad Rap? (C3 Teachers) - This inquiry investigates the multifaceted views of imperialism in China during the late 19th and early 20th centuries by investigating the compelling question “Do the Boxers deserve a bad rap?”
  • Imperial Designs (Bridging World History) - What lasting impacts did modern imperialism have on the world?

Mini-Qs in World History, Volume 3
 Available for check out in the CCS Social Studies Office 
  • What Was the Driving Force Behind European Imperialism in Africa? 
 
 Primary Sources
Note: World Book Student is part of INFOhio. From outside of the district network, the CCS INFOhio username/password is required.
 
 
 
Achievements and Crises, Part 1 

Achievements and Crises, Part 2 

The Cold War 

Globalization 
 
 
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