AP World History Curriculum Notebook.docx

AP World History Curriculum Notebook
2017


Curriculum Notebook Table of Contents
Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Content Standards................................................................................................................................. Page 4 Reading standards for literacy in history/social studies........................................................................ Page 9 Writing standards for literacy in history/social studies......................................................................... Page 11
Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning. ....................................................................................................................................................................... Page 14
Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course. ....................................................................................................................................................................... Page 15
Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year). ....................................................................................................................................................................... Page 16
Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Course units .................................................................................................................................................. Page 17 Understanding by Design .............................................................................................................................. Page 31
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethics ..................................................................................................................................................... Page 32
Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
RTI ......................................................................................................................................................... Page 34 MTSS...................................................................................................................................................... Page 36
Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Provo Way Instructional Model ............................................................................................................ Page 38
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 42
Glossary
Terms and acronyms used in this document ........................................................................................ Page 43
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Course Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
World History addresses events and issues in world history from the earliest evidence of human existence to modern times. Whenever possible, students will be expected to make connections between historically significant events and current issues. These connections are intended to add personal relevance and deepen students’ understanding of the world today.
Topics include, but are not limited to, the Neolithic Revolution, the dawn of civilization, the development of world religions, patterns in world trade, contributions of classical civilizations, the diffusion of technology, colonization and imperialism, global conflict, modern revolutions and independence movements, and current trends in globalization.
The standards can be taught chronologically, thematically, or regionally, but are organized into chronological periods. Periodization is an organizational tool historians use to make connections and draw distinctions. Periods are flexible ways of making meaning, and may overlap chronologically.
Civic Preparation
One of the fundamental purposes for public schools is the preparation of young people for civic engagement in solving local and global problems. The future progress of our communities, state, nation, and world rests upon the preparation of young people to understand the interconnections and interactions between their local, national, and global communities in order to make reasoned and far-reaching decisions. The study of world history supports students in understanding how human and natural systems interact and connect places to each other. Historically literate students can better participate in their communities and the world in a responsible, informed and civically minded way. The skills and habits of mind that students develop as they study world history will nurture their sense civic and global awareness.
To that end, throughout this course, students should have ample opportunities to:
• Apply historical analysis and reasoning to identify, examine, and rationalize a variety of issues facing
local, national, and global communities today.
• Consider various perspectives including political, historical, economic, cultural, and environmental
aspects to analyze and explain current events.
• Develop and demonstrate the values that sustain America’s democratic republic including open-
mindedness, engagement, honesty, problem-solving, responsibility, diligence, resilience, empathy, self-control, and cooperation.
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Strand 1
Prehistory to the Neolithic Revolution
(Ca. 150,000 B.C.E.–1,000 B.C.E.)
Standards
1.1: Students will analyze the differences and interactions between sedentary farmers, pastoralists, and hunter-gatherers.
1.2: Students will use geographic concepts to explain the factors that led to the development of civilization, and compare and contrast the environmental impact of civilizations, pastoralists, and hunter-gatherers.
1.3: Students will use artifacts and early written records to make inferences about the significance of technological development and diffusion, including writing, in Mesopotamia, Egypt, the Indus River civilization, and the Huang He (Yellow) River civilization.
1.4: Students will compare life before and after the Neolithic Revolution and cite the most significant effects of that revolution on the development
of civilization(s).
Strand 2
The rise of classical societies
(Ca. 1000 B.C.E. – 900 C.E.)
Standards
2.1: Students will identify and explain patterns in the development and diffusion and syncretism of world religions and philosophies, including Judaism, Hinduism, Greek philosophy, Confucianism, Buddhism, Christianity, and Islam.
2.2: Students will use primary sources to identify patterns in the stratification of social and gender structures across classical civilizations.
2.3: Students will make evidence-based inferences about the cultural values of classical civilizations, using artistic expressions of various genres as primary sources.
2.4: Students will explain the impact of early trans-regional trade on the diffusion of religion, ideas, technology, and other aspects of culture.
2.5: Students will construct an argument for the significant and enduring political, economic, technological, social, or other cultural contributions of classical civilizations.
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Strand 3
An age of expanding connections
(Ca. 500 C.E. – 1450 C.E.)
Standards
3.1: Students will use patterns in trade and settlement to explain how geographic features such as the Indian Ocean, the Saharan Desert, the Atlantic and Pacific Oceans, the Strait of Malacca, and the Mediterranean Sea supported or impeded trade.
3.2: Students will evaluate historians’ interpretations regarding the patterns in the development of civilizations in the Americas compared to other places in the world.
3.3: Students will evaluate the long-term effects of the Mongol conquest, such as the diffusion of ideas, technologies, and diseases.
3.4: Students will explain the social, political, religious, technological, and economic changes in medieval Europe that created a context for later European colonization.
3.5: Students will identify patterns in the diffusion of technology, writing, religion, political systems, and other elements of civilization, using case studies such as the Chinese impact on Japan, the Arab impact on Mali, the Byzantine impact on Russia, the Roman impact on Europe, and the Olmec impact on later American civilizations.
Strand 4
An age of expanding connections
(Ca. 1400 C.E. – 1750 C.E.)
Standards
4.1: Students will compare the development of Europe’s maritime empires with land-based empires such as those of the Ottoman Turks, Chinese, and Russians.
4.2: Students will develop an interpretation of whether the ideas embodied in movements such as the Renaissance, the Reformation, scientific revolution, and Enlightenment led to a changing balance of world power.
4.3: Students will describe the complex cultures of indigenous societies, such as those in Polynesia, Sub-Saharan Africa, Australia, and the Americas.
4.4: Students will analyze the long-term effects of the Columbian Exchange.
4.5: Students will compile and corroborate primary sources as evidence to explain the impact of global exchange and colonization.
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Strand 5
Revolutions, industrialization, and empires
(Ca. 1750 C.E. – 1914 C.E.)
Standards
5.1: Students will identify the cause-and-effect relationships between absolutism, nationalism, and the political and social revolutions of the 18th and 19th centuries.
5.2: Students will analyze the underlying and immediate causes and the immediate and long-term effects of the Industrial Revolution on nations that industrialized versus those that did not.
5.3: Students will use a variety of data to identify push and pull factors affecting migration during the Industrial Revolution.
5.4: Students will use primary sources and evidence to evaluate the influence of leading intellectual movements such as realism, romanticism, capitalism, nationalism, and Marxism.
5.5: Students will compare and contrast the long-term effects of imperialism on a global scale.
5.6: Students will identify the key ideas and characteristics of current political, economic, and intellectual revolutions such as a contemporary revolution, a social movement, or an independence movement.
Strand 6
Global conflicts
(Ca. 1914 C.E. – 1989 C.E.)
Standards
6.1: Students will identify cause and effect relationships between World War I, the global Great Depression, and World War II.
6.2: Students will identify and compare patterns and tactics of othering and demonization that are evident in selected genocides in the 20th century.
6.3: Students will explain the political ideas at the heart of decolonization, independence movements, and the formation of new political systems, such as liberation theology, civil disobedience, autonomy, separatist movements, and pan-Africanism.
6.4: Students will use primary and other sources to contextualize and explain the intellectual and artistic responses to global conflict and economic instability, such as conservatism, cubism, fascism, liberalism, self-determination, socialism, surrealism, and new forms of music.
6.5: Students will use case studies to identify the reach and implications of the Cold War for daily life, such as the Vietnam War, the Great Leap Forward, the Berlin Wall, East and West Germany, NATO, the Warsaw Pact, proxy wars, music, culture, and the Olympics.
6.6: Students will make a case for the most significant social, political, and economic consequences of 20th century global conflicts and crises, such as human migration, genocide, poverty, epidemics, the creation of social welfare systems, the rise of dictators, the nuclear arms race, and human rights violations.
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Strand 7
The Contemporary world
(Ca. 1990 C.E. – Present
Standards
7.1: Students will evaluate the role of global organizations, such as non-governmental organizations (NGOs), multi-national corporations, military alliances, and other international civic and political institutions within the increasingly global culture of the world.
7.2: Students will use a variety of evidence, including quantitative data, to evaluate the social and environmental impacts of modern demographic trends, particularly population changes, urbanization, and migration.
7.3: Students will identify international human rights issues, seek and evaluate solutions, and share their ideas with appropriate public and/or private stakeholders.
7.4: Students will identify a pressing global problem and select the most promising political, technological, medical, or scientific advances being created to address those problems.
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Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Reading
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the next text says explicitly and make logical inferences from it; cite specific textural evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Note on Range and Content of
Student Reading
Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts.In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence
and confidence because a majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these reading standards are meantto complement the specific content demands of the disciplines, not replace them.
Range of Reading and Level of Text Complexity
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Reading Standards for Literacy in RH History/Social Studies Grades 6-12
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including analyzing vocabulary describing political, social, or economic aspects of history/social studies.
5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
9. Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.
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Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Writing
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended me frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Note on Range and Content of Student Writing
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.
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Writing Standards for Literacy in
History/Social Studies, Science, and Technical Subjects 6-12
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop 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 knowledge level and concerns.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, 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 objective 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.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information
so to make important connections and distinctions; including formatting (e.g., heading), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
d. Usepreciselanguage,domain-specificvocabularytomanagethe complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
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3. Not applicable as a separate requirement (Students’ narrative skills continue to grow in these grades. The standards require that students be able to incorporate narrative elements effectively into arguments and informative/exploratory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Course Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
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Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
• Bakersapworld.blogspot.com
• Textbook: World History
• Study Book: 5 Steps to a 5 OR the Princeton Review
• AP World History Flashcards
• Quizlet
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Course Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
Unit Scope & Sequence
• Unit 1: Africa (6 Class Periods)
• Unit 2: Middle East (9 Class Periods)
• Unit 3: India (7 Class Periods)
• Unit 4: Russia & Oceania (7 Class Periods)
• Unit 5: Asia (14 Class Periods)
• Unit 6: Americas (10 Class Periods)
• Unit 7: Europe (14 Class Periods)
• Unit 8: World Wars + AP Review (17 Class Periods)
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Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Utah State Standards:
WH Standard 1.1: Students will analyze the differences and interactions between sedentary farmers, pastoralists, and hunter-gatherers.
WH Standard 1.2: Students will use geographic concepts to explain the factors that led to the development of civilization, and compare and contrast the environmental impact of civilizations, pastoralists, and hunter-gatherers.
WH Standard 1.3: Students will use artifacts and early written records to make inferences about the significance of technological development and diffusion, including writing, in Mesopotamia, Egypt, the Indus River civilization, and the Huang He (Yellow) River civilization.
WH Standard 1.4: Students will compare life before and after the Neolithic Revolution and cite the most significant effects of that revolution on the development of civilization(s).
WH Standard 6:3 Students will explain the political ideas at the heart of decolonization, independence movements, and the formation of new political systems, such as liberation theology, civil disobedience, autonomy, separatist movements, and pan- Africanism.
Unit 1: Africa Review (Summer Reading) (6 Class Periods)
Lesson
Textbook Chapter(s)
Writing & Essay
Review & Assessment
H/W:
Africa History
1:1-2, 2:2, 4:1, 8:1- 3, 15:1-3, 20:3-4, 27:1-2, 34:3, 35:2
Base line for note taking skills
Open note test when return
Summer Reading Notes
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Unit 2: Middle East (9 Class Periods)
Utah State Standards:
WH Standard 1.3: Students will use artifacts and early written records to make inferences about the significance of technological development and diffusion, including writing, in Mesopotamia, Egypt, the Indus River civilization, and the Huang He (Yellow) River civilization.
WH Standard 2.1: Students will identify and explain patterns in the development and diffusion and syncretism of world religions and philosophies, including Judaism, Hinduism, Greek philosophy, Confucianism, Buddhism, Christianity, and Islam.
WH Standard 2.2: Students will use primary sources to identify patterns in the strati cation of social and gender structures across classical civilizations.
WH Standard 2.3: Students will make evidence-based inferences about the cultural values of classical civilizations, using artistic expressions of various genres as primary sources.
WH Standard 2.4: Students will explain the impact of early trans-regional trade on the diffusion of religion, ideas, technology, and other aspects of culture.
WH Standard 2.5: Students will construct an argument for the significant and enduring political, economic, technological, social, or other cultural contributions of classical civilizations.
WH Standard 4.1: Students will compare the development of Europe’s maritime empires with land-based empires such as those of the Ottoman Turks, Chinese, and Russians.
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Lesson
T extbook Chapter(s)
Writing & Essay
Review & Assessment
H/W:
Lesson 1: Mesopotamia
1:3, 2:1
Journal
Flash Cards
Study Book Reading
Lesson 2: Judaism
3:4
Document Practice: T orah
Flash Cards
Lesson 3: Assyrians and Persians
4:2-3
Journal
Flash Cards
Study Book Reading
Lesson 4: Islam
10:1-3
Document Practice: Koran
Flash Cards “Inside Mecca” movie
Study Book Reading
Lesson 5: Turks in Anatolia
11:3
Journal
Flash Cards “Inside Mecca” movie
Lesson 6: Ottomans
18:1-2
Comparison: Ottomans and Safavids
Flash Cards
Study Book Reading
Lesson 7: Muslim Lands
27:3
Journal
Flash Cards
Study Book Reading
Lesson 8: Conflicts in the Middle East +
T errorism
34:4
Document Practice: Israeli + Palestinian Conflict
Flash Cards Review Worksheet
Study Book Reading
Middle East Test
See rubrics
Multiple Choice + 2 Short Answers
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Unit 3: India (7 Class Days)
Utah State Standards:
WH Standard 1.3: Students will use artifacts and early written records to make inferences about the significance of technological development and diffusion, including writing, in Mesopotamia, Egypt, the Indus River civilization, and the Huang He (Yellow) River civilization.
WH Standard 2.1: Students will identify and explain patterns in the development and di usion and syncretism of world religions and philosophies, including Judaism, Hinduism, Greek philosophy, Confucianism, Buddhism, Christianity, and Islam.
WH Standard 2.2: Students will use primary sources to identify patterns in the stratification of social and gender structures across classical civilizations. (Caste System)
WH Standard 2.3: Students will make evidence-based inferences about the cultural values of classical civilizations, using artistic expressions of various genres as primary sources.
WH Standard 2.4: Students will explain the impact of early trans-regional trade on the diffusion of religion, ideas, technology, and other aspects of culture.
WH Standard 2.5: Students will construct an argument for the significant and enduring political, economic, technological, social, or other cultural contributions of classical civilizations.
WH Standard 3.1: Students will use patterns in trade and settlement to explain how geographic features such as the Indian Ocean, the Saharan Desert, the Atlantic and Pacific Oceans, the Strait of Malacca, and the Mediterranean Sea supported or impeded trade.
WH Standard 3.5: Students will identify patterns in the di usion of technology, writing, religion, political systems, and other elements of civilization, using case studies such as the Chinese impact on Japan, the Arab impact on Mali, the Byzantine impact on Russia, the Roman impact on Europe, and the Olmec impact on later American civilizations.
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Lesson
Textbook & Chapter(s)
Writing & Essay
Review & Assessment
H/W
Lesson 1: Indus Valley
2.3
Short Answer Practice with Primary or Secondary Documents
Flash Cards
Study Book Reading (Indus Valley, Classical India, Aryan Society)
Lesson 2: Indo- Europeans
3:1-2
Short Answer Practice with Primary or Secondary Documents
Flash Cards
Study Book (Hinduism & Buddhism)
Lesson 3: First Empires of India
7:1-2
Short Answer Practice with Primary or Secondary Documents
Gandhi movie notes
Study Book (Classical India, Gupta India+ (Gupta) + Indian Ocean Trade
Lesson 4: Mughals
18.3
Short Answer Practice with Primary or Secondary Documents
Gandhi movie notes
Study Book (Mughal India)
Lesson 5: British Imperialism
27.4, 27.4
Short Answer Practice with Primary or Secondary Documents
Study Book (Scramble for Colonies-British Colonial Society in India)
Lesson 6: Nationalism in India
30.4, 34.1
Short Answer Practice with Primary or Secondary Documents
Review Worksheet
Study Book
(Decolonization of India)
India Test
See rubrics
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Unit 4: Asia (13 Class Days)
Utah State Standards:
WH Standard 2.1: Students will identify and explain patterns in the development and di usion and syncretism of world religions and philosophies, including Judaism, Hinduism, Greek philosophy, Confucianism, Buddhism, Christianity, and Islam. (Daoism)
WH Standard 3.2: Students will evaluate historians’ interpretations regarding the patterns in the development of civilizations in the Americas compared to other places in the world. (Huang He civilization)
WH Standard 4.1: Students will compare the development of Europe’s maritime empires with land-based empires such as those of the Ottoman Turks, Chinese, and Russians
Spread of Disease, Invention, Religion Mandate of Heaven
Shi Huangdi
Communism
Lesson
Textbook & Chapter(s)
Writing & Essay
Review & Assessment
H/W:
Lesson 1: River Valley + First Dynasties (Shang, Zhou)
2:4
Engineering an Empire movie notes
Yin & Yang Review
Study Book (Shang)
Lesson 2: Qin Dynasty
4.4
Engineering an Empire movie notes
Chinese Ethical Systems review
(Zhou, Qin, Han)
Lesson 3: Han Dynasty
7.3
AP Practice-
"Lessons for
a Woman" by
Ban Zhao, 80
CE
(Confucianism, Daoism)
Lesson 4: Tang & Song Dynasty
12.1
AP Practice-
"Ballad of the
Army Cart"
by Du Fu,
750 CE
Practice with DBQ documents
(Silk Road) (Tang) (Song) (Extension of China’s Influence), (Mongols)
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Lesson 5: Mongols
12.2-3
Mongol Document Practice
Crash Course- Mongols
Textbook 12. 4-5
(Japan) (Korea & Vietnam)
Ancient Asia T est
Multiple Choice + 2 short answers
Crash Course clip- review of Chinese history
Lesson 6: Western Powers Rule Southeast Asia
27.5
Silk Road Crash Course
(Ming & Japan) (Imperialism in Southeast Asia)
Lesson 7: China and Japan Respond to West
19:2-3
Political Cartoon- Interpret
Lesson 8: China & The West, Japan Modernizes
28:1-2
Six Asian Colonialism Cartoons
Compare and Contrast: Leaders of China Chart
Opium War clip
(Japan Industrializes) (Qing China and Opium, Japanese & World Trade) (Qing China)
Lesson 9: Communism in China
33.2
Compare and Contrast: Leaders of China Chart
Lesson 10: Japan in WW2
32.2 & Portion 32: 4-5
Journal- Political Cartoons of Pearl Harbor
Chinese Dynasty Song
(Japan) (China)
Lesson 11: Southeast Asia Independence
34.2 & 35.5
Journal- Mao Zedong Quote + Questions
Review Worksheet
Lesson 12: China’s Reform and Reaction
28:1-2 30.3
DBQ Chart:
Communism &
Peasants
Documents
(Revolution in China) (Post Revolutionary China)
Modern Asia T est
See rubrics
23


Unit 5: Russia & Oceania (7 Class Days)
Utah State Standards:
WH Standard 3.2: Students will evaluate historians’ interpretations regarding the patterns in the development of civilizations in the Americas compared to other places in the world. (Early Russians)
WH Standard 4.1: Students will compare the development of Europe’s maritime empires with land-based empires such as those of the Ottoman Turks, Chinese, and Russians.
Lesson
Textbook & Chapter(s)
Writing & Essay
Review & Assessment
H/W:
Lesson 1: Russia’s Beginnings
11:2
Analyzing Primary Sources- Mongol documents
Study Book
Lesson 2: Russian Czars
21:4
DBQ Sorting Activity
“Finding Anastasia” movie notes
Study Book
Lesson 3: Russian Revolution
30:1
DBQ Practice- Response to Influenza
Russian Leaders Matching
“Finding Anastasia” movie notes
Study Book
Lesson 4: Stalin’s Russia
30:2
Russian Revolution Political Cartoon
Exit Quiz
Study Book
Lesson 5: Fall of the Soviet Union
35:3,4
Journal
Russian Leaders Matching
Study Book
Lesson 6: Oceania + Review
26:2
Journal
Russia Flashcards Review Questions of Captain Cook
Study Book
Russia & Oceania T est
See rubrics
5 Putin Cartoons + Questions
Study Book
24


Unit 6: The Americas (10 Class Days)
Utah State Standards:
WH Standard 3.2: Students will evaluate historians’ interpretations regarding the
patterns in the development of civilizations in the Americas compared to other places in the world.
WH Standard 3.2: Students will evaluate historians’ interpretations regarding the patterns in the development of civilizations in the Americas compared to other places in the world.
WH Standard 4.3: Students will describe the complex cultures of indigenous societ- ies, such as those in Polynesia, Sub-Saharan Africa, Australia, and the Americas.
WH Standard 4.4: Students will analyze the long-term e ects of the Columbian Exchange.
WH Standard 4.5: Students will compile and corroborate primary sources as evidence to explain the impact of global exchange and colonization.
WH Standard 5.5: Students will compare and contrast the long-term effects of imperialism on a global scale.
WH Standard 5.6: Students will identify the key ideas and characteristics of current political, economic, and intellectual revolutions such as a contemporary revolution, a social movement, or an independence movement.
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Lesson
Textbook & Chapter(s)
Writing & Essay
Review & Assessment
H/W:
Lesson 1: Early Tribes of America
9:1-3
Intro to “How to Take Test”
Study Book
Lesson 2: Mayans and Aztecs
16: 2-3
DBQ Practice- Gandhi, Martin Luther King
Early Tribes Review Chart Aztec movie notes
Study Book
Lesson 3: Incas
16:3
DBQ Practice- Gandhi, Martin Luther King
Early Tribes Review Chart Aztec movie notes
Study Book 16:1 North American Indians
Lesson 4: Spanish Colonies
19:1, 20:3-4
Short Answer Practice
Study Book Chapter 20 Matching Worksheet Textbook 20:2
Lesson 5: American Revolution
22:4
Short Answer Practice
Short Answer Practice
Study Book
Lesson 6: Latin American Wins Independence (Haiti, Mexico, Brazil)
24:1
Short Answer Practice
Study Book
Lesson 7: Self Rule for British Colonies (Canada, US Civil War)
26:2,3,4
Short Answer Practice
Study Book
Lesson 8: US Economic Imperialism + Changes in Mexico
28:3,4
Short Answer Practice
Study Book
Lesson 9: Democracies in Latin America
35:1
Short Answer Practice
Review Worksheet
Study Book
America's Test
See rubrics
H/W: 3:3
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Unit 7: Europe (14 Class Days)
Utah State Standards:
WH Standard 3.4: Students will explain the social, political, religious, technological, and economic changes in medieval Europe that created a context for later European colonization.
WH Standard 3.2: Students will evaluate historians’ interpretations regarding the patterns in the development of civilizations in the Americas compared to other places in the world.
WH Standard 4.1: Students will compare the development of Europe’s maritime empires with land-based empires such as those of the Ottoman Turks, Chinese, and Russians.
WH Standard 4.2: Students will develop an interpretation of whether the ideas embodied in movements such as the Renaissance, the Reformation, scienti c revolution, and Enlightenment led to a changing balance of world power.
WH Standard 5.1: Students will identify the cause-and-e ect relationships between absolutism, nationalism, and the political and social revolutions of the 18th and 19th centuries.
WH Standard 5.2: Students will analyze the underlying and immediate causes and the immediate and long-term effects of the Industrial Revolution on nations that industrialized versus those that did not.
WH Standard 5.3: Students will use a variety of data to identify push and pull factors affecting migration during the Industrial Revolution.
WH Standard 5.4: Students will use primary sources and evidence to evaluate the influence of leading intellectual movements such as realism, romanticism, capitalism, nationalism, and Marxism.
WH Standard 5.5: Students will compare and contrast the long-term effects of imperialism on a global scale.
WH Standard 5.6: Students will identify the key ideas and characteristics of current political, economic, and intellectual revolutions such as a contemporary revolution, a social movement, or an independence movement.
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Lesson
Textbook & Chapter(s)
Writing & Essay
Review & Assessment
H/W:
Lesson 1:Greece
5:1-3
Primary Document
Flash Cards
5:4-5 Study Book
Lesson 2: Rome
6:1-3
Primary Document
Flash Cards
6:4-5 Study Book
Lesson 3: Byzantine & Middle Ages 13:1-4
13:2-3
Primary Document
Flash Cards
13:1,4 Study Book
Lesson 4: Western Europe, Crusades, Plague 14.1-4
14:1-3
Primary Document
Flash Cards
Study Book
Lesson 5: Exploration
Primary Document
Flash Cards
Study Book
Lesson 6: Renaissance & Reformation 17.1-4
17:1-4
Primary Document
Flash Cards
Study Book
Primary Document
Flash Cards
Study Book
Lesson 8: Absolute Monarchs
21: 1, 2, 3, 5
Primary Document
Flash Cards
Study Book
Lesson 9: Enlightenment
22:1-3
Primary Document
Flash Cards
Study Book
Lesson 10: French Revolution & Napoleon
23:1-5
Primary Document
Flash Cards
Study Book
Lesson 11: Revolutions and Nationalism
24:2,3,4
Primary Document
Flash Cards
Study Book
Lesson 12: Industrialization
25.1-4
Primary Document
Flash Cards
Study Book
Lesson 13: Democratic Reform and Activism
26.1
Review Worksheet Flash Cards
Study Book
Europe Test
See rubrics
28


Unit 8: World Wars + AP Reviews (17 Class Days)
Utah State Standards:
WH Standard 6.1: Students will identify cause and e ect relationships between World War I, the global Great Depression, and World War II.
WH Standard 6.2: Students will identify and compare patterns and tactics of othering and demonization that are evident in selected genocides in the 20th century.
WH Standard 6.4: Students will use primary and other sources to contextualize and explain the intellectual and artistic responses to global con ict and economic instability, such as conservatism, cubism, fascism, liberalism, self-determination, socialism, surrealism, and new forms of music.
WH Standard 6.5: Students will use case studies to identify the reach and implications of the Cold War for daily life, such as the Vietnam War, the Great Leap Forward, the Berlin Wall, East and West Germany, NATO, the Warsaw Pact, proxy wars, music, culture, and the Olympics.
WH Standard 6.6: Students will make a case for the most signi cant social, political, and economic consequences of 20th century global con icts and crises, such as human migration, genocide, poverty, epidemics, the creation of social welfare systems, the rise of dictators, the nuclear arms race, and human rights violations.
WH Standard 7.1: Students will evaluate the role of global organizations, such as non- governmental organizations (NGOs), multi-national corporations, military alliances, and other international civic and political institutions within the increasingly global culture of the world.
WH Standard 7.2: Students will use a variety of evidence, including quantitative data, to evaluate the social and environmental impacts of modern demographic trends, particularly population changes, urbanization, and migration.
WH Standard 7.3: Students will identify international human rights issues, seek and evaluate solutions, and share their ideas with appropriate public and/or private stakeholders.
WH Standard 7.4: Students will identify a pressing global problem and select the most promising political, technological, medical, or scientific advances being created to address those problems.
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Lesson
Textbook & Chapter(s)
Writing & Essay
Review & Assessment
H/W:
Lesson 1: WW1
29:1-4
DBQ Practice
Study Flash Cards
Study Book Study (Practice T ests)
Lesson 2: Depression
Chapter 31:1-4
DBQ Practice
Study Flash Cards
Lesson 3: WW2
32:1-5
Long Essay Question
Study Flash Cards
Lesson 4: Post WW2
Chapter 33:1-5, 35:4
Long Essay Question
Study Flash Cards
Lesson 5: Cold War
Chapter 33:1-5
Long Essay Question
Study Flash Cards
Lesson 6: Global Interaction
Chapter 35:1- 3,5, 36:4
Short Answer
Study Flash Cards
Time Period 1
Prehistory- 600 BCE
Short Answer
Study Flash Cards
Timer Period 2
600 BCE- 600 CE
Multiple Choice
Study Flash Cards
Time Period 3
600-1450
Multiple Choice
Study Flash Cards
Time Period 4
1450-1750
Multiple Choice
Study Flash Cards
Time Period 5
1750-1900
Quick review of all
Study Flash Cards
Time Period 6
1900- Present
Quick review of all
Study Flash Cards
AP TEST
Final Project + Movie (4 days)
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Planning Guide: Jay McTighe, an expert in unit planning and author of Understanding by Design, has written four point to consider when planning units. They are presented below.
UbD Design Standards Stage 1 – To what extent does the design:
1. focus on the “Big ideas” of targeted content? Consider: are . . .
– the targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of “uncoverage”?
– the targeted understandings framed as specific generalizations?
– the “big ideas” framed by questions that spark meaningful connections, provoke genuine
inquiry and deep thought, and encourage transfer?
– appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? – valid and unit-relevant knowledge and skills identified?
Stage 2 – To what extent do the assessments provide:
2. fair, valid, reliable and sufficient measures of the desired results? Consider: are . . .
– students asked to exhibit their understanding through “authentic” performance tasks? – appropriate criterion-based scoring tools used to evaluate student products and
performances?
– a variety of appropriate assessment formats provide additional evidence of learning? Stage 3 – To what extent is the learning plan:
3. effective and engaging? Consider: will students . . .
– know where they’re going (the learning goals), why (reason for learning the content), and
what is required of them (performance requirements and evaluative criteria)?
– be hooked – engaged in digging into the big ideas (e.g., through inquiry, research, problem- solving, experimentation)?
– have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
– have sufficient opportunities to rethink, rehearse, revise, and/or refine their work based upon timely feedback?
– have an opportunity to self-evaluate their work, reflect on their learning and set future goals? Consider: the extent to which the learning plan is:
– tailored and flexible to address the interests and learning styles of all students?
– organized and sequenced to maximize engagement and effectiveness?
Overall Design – to what extent is the entire unit:
4. coherent, with the elements of all 3 stages aligned?
Grant Wiggins and Jay McTighe 2005
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethical Assessment Practices (USBE ethics training)
Licensed Utah Educators should:
• Ensure students are enrolled in appropriate courses and receive appropriate instruction
• Provide instruction to the intended depth and breadth of the course curriculum
• Provide accommodations throughout instruction to eligible students as identified by an
ELL, IEP, or 504 team.
• Use a variety of assessments methods to inform instructional practices
• Introduce students to various test-taking strategies throughout the year
• Provide students with opportunities to engage with available training test to ensure that
they can successfully navigate online testing systems, and to ensure that local
technology configurations can successfully support testing.
• Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
• An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
• All students who are eligible for testing are tested.
• A student is not discouraged from participating in state assessments, but upon a
parent’s opt-out request (follow LEA procedures), the student is provided with a
meaningful educational activity.
• Tests are administered in-person and testing procedures meet all test administration
requirements.
• Active test proctoring occurs: walking around the room to make sure that each
student has or is logged into the correct test; has appropriate testing materials
available to them; and are progressing at an appropriate pace.
• No person is left alone in a test setting with student tests left on screen or open.
• The importance of the test, test participation, and the good faith efforts of all
students are not undermined.
• All information in the Test Administration Manual (TAM) for each test administered
is reviewed and strictly followed (see 53A-1-608; R277-404).
• Accommodations are provided for eligible students, as identified by an ELL, IEP, or
504 team. These accommodations should be consistent with accommodations
provided during instruction throughout the instructional year.
• Any electronic devices that can be used to access non-test content or to
record/distribute test content or materials shall be inaccessible by students (e.g., cell phones, recording devices, inter-capable devices). Electronic security of tests and student information must not be compromised.
• Test materials are secure before, during and after testing. When not in use, all materials shall be protected, where students, parents cannot gain access.
No one may enter a student’s computer-based test to examine content or alter a student’s response in any way either on the computer or a paper answer document for any reason.
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Unethical Assessment Practices (USBE ethics training)
It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses.
Unethical practices include:
• Providing students with questions from the test to review before taking the test.
• Changing instruction or reviewing specific concepts because those concepts appear on
the test.
• Rewording or clarifying questions, or using inflection or gestures to help students
answer.
• Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
• Displaying materials on walls or other high visibility surfaces that provide answer to
specific test items (e.g., posters, word walls, formula charts, etc.).
• Reclassifying students to alter subgroup reports.
• Allowing parent volunteers to assist with the proctoring of a test their child is taking or
using students to supervise other students taking a test.
• Allowing the public to view secure items or observe testing sessions.
• Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
• Reproducing, or distributing, in whole or in part, secure test content (e.g., taking
pictures, copying, writing, posting in a classroom, posting publically, emailing).
• Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
• Administering tests outside of the prescribed testing window for each assessment.
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Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
PCSD MTSS/RTI Model
Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
34


35


PCSD MTSS/RTI Model Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
Unpacking the Complexity of MTSS Decision Making
Successful MTSS implementation is a highly complex process that involves the following tasks:
• Gathering accurate and reliable data
• Correctly interpreting and validating data
• Using data to make meaningful instructional changes for students
• Establishing and managing increasingly intensive tiers of support
• Evaluating the process at all tiers to ensure the system is working
36


Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
37


Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
The Provo Way Instructional Model
38


• Student focus
• Educator credibility
• Meeting norms
• Professional Learning Communities (PLC)/Collaboration
• Civility policy
• Appearance and interactions
• Continual Leaning
• Testing ethics
• Research orientation
• Policy adherence
• Culture
• Safety–emotional and physical
• Physical classroom space
• Relationships
• Family connections
• Procedures
• Classroom management
• Student artifacts
• Student focus
39


• Formative evaluation
• Summative evaluation
• Feedback:
• Performance of understanding
• Self-reported grades
• Student self-evaluation
• Testing ethics
• Differentiation
• Data analysis
• Response to interventions (RTI)/Multi-tiered system of success (MTSS)
• Lesson design
• Teacher clarity: share LT, share SC, share PoU
• Evidence-based instructional strategies
• Based on data
• Student engagement
• DOK – Depth of Knowledge
• Differentiation
• Student ownership of learning
• Curriculum notebook
• RTI/MTSS
40


• State standards
• Curriculum map/pacing guide
• Units
• Objectives
• Curriculum Notebooks
• Course essentials
• Current
• Planning
Professional Associations Websites
41


Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
Hattie's Visible Learning
John Hattie, creator of Visible Learning, is a leading education researcher who has analyzed meta analyses in order to rank education practices (and factors) from most effective to least effective.
Hattie's list of highest ranking factors can be found at: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
or
https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Hattie's original book on the topic can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Definitions of Hattie's factors can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Learning Targets
Provo City School District employs the use of learning targets, success criteria, formative assessment, and feedback. A basis of study on these topics is the book, Learning Targets, by Connie Moss and Susan Brookhart, can be found at: https://www.amazon.com/Learning-Targets-Helping-Students-Understanding- ebook/dp/B008FOKP5S.
The district has produced four videos that demonstrate elements of learning target instruction and can be found at:
http://provo.edu/teachingandlearning/learning-targets-videos/
Teacher Resource Guide
Provo City School District's Teacher Resource Guide helps teachers meet the Utah Effective Teaching Standards and includes effective teaching practices. It can be found at: http://provo.edu/teachingandlearning/wp-content/uploads/sites/4/2016/01/11182016-TRG- fixed.pdf
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Glossary
Terms and Acronyms used in this document
Assessment Standards
College and Career Readiness
Curriculum Resources
Essential Learning Standards
Evidence-based Pedagogical Practices
Intervention Standards
Learning Target
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
The College and Career Readiness (CCR) anchor standards
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
These are also known as power standards. They are particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they: 1. have endurance, 2. have leverage, and 3. are important for future learning.
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher- developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
(LT) A Learning Target is a target that is shared and actively used by both the teacher and the students as a classroom learning team. (Moss & Brookhart, 2012).
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MTSS
Pacing Guide
Performance of Understanding.
Provo Way Instructional Model
RTI
Success Criteria
Standards
Supplemental Resources
Units
Multi-Tiered Systems of Support is an approach to academic and behavioral intervention. It is part of the intervention standards.
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
(PoU). Student results that provide compelling evidence that the student has acquired the learning target. (Brookhart, 2012).
The five areas of expectations for successful instruction identified by Provo City School District.
Response to Intervention is an approach to academic and behavioral intervention. It is part of the Intervention standards.
Detailed explanation requirements for different levels of quality. They are also referred to as “student-fors” to be used during the formative learning cycle in the day’s lesson (Moss & Brookhart, 2012).
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
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