Let's evaluate curriculum from a teacher's viewpoint

Published May 31, 2021 World History Quarter Power Standards Resource Supporting Standards Progress Monitoring World History Scope and Sequence 2021-2022 •McGraw-Hill: World History and Geography •Cpalms.org •Florida Interim AssessmentItem Bank and Test Platform Item Specifications Published May 31, 2021 World History 1 of 1 Quarter 3 Jan. 6 - March 10 SS.912.W.5.4 SS.912.W.6.2 SS.912.W.7.1 SS.912.W.7.7 SS.912.W.5.1 SS.912.W.5.2 SS.912.W.5.3 SS.912.W.5.5 SS.912.W.5.6 SS.912.W.5.7 SS.912.W.6.1 SS.912.W.6.3 SS.912.W.6.6 SS.912.W.6.4 SS.912.W.6.5 SS.912.W.6.7 SS.912.W.7.2 SS.912.W.7.3 SS.912.W.7.4 SS.912.W.7.5 SS.912.W.7.6 SS.912.W.7.8 SS.912.W.7.9 SS.912.W.7.10 SS.912.W.7.11 Teacher created assessments Required Instruction Dates: • Florida Jewish History Month (January) • MLKDay (January 20th) • President’s Day (February17th) • Jewish American Heritage Week (March 9-13) • Black History Month (February) • Women's History Month (March) • How did the Byzantine Empire impact the political structure, culture, religion, and economies of the civilizations that followed? • How did the major cultural, economic, political, and religious developments in medieval Europe and medieval Japan contribute to their, respective, overall growth? • How did Western civilization arise from a synthesis of classical Greco-Roman civilization, Judeo-Christian influence, and the cultures of northern European peoples, further promoting a cultural unity in Europe? • To what extent did developments in medieval English legal and constitutional history impact the rise of modern democratic institutions and procedures? procurator, plague, inflation, monasticism, missionary, abbess, nun, wergild, ordeal, patriarch, idolatry, icon, feudalism, vassal, knight, fief, feudal contract, chivalry, caracca, serf, patrician, manor, bourgeoisie, common law, Magna Carta, Parliament, estate, Khanate, Neo-Confucianism, dowry, samurai, shogun, Shinto, archipelago, bushido, daimyo, Zen, lay investiture, interdict, sacrament, heresy, relics, crusades, infidel, theology, scholasticism, vernacular, anti-Semitism, new monarchy, taille Students will: 1. Determine how the fall of Rome led to the rise of the Byzantines. 2. Identify the causes of the decline of the Byzantine Empire and examine its lasting contributions. 3. Analyze the structure of the feudal system and the role of the manor system. 4. Describe the Church’s structure, power, and influence during the Middle Ages. 5. Analyze the Magna Carta, parliament, habeas corpus recognize developments in medieval English legal and constitutional history 6. Define the major cultural, economic, political, and religious developments in medieval Japan. 7. Compare and contrast the development of Europe during the Middle Ages to the development of Japan. • Activities with inclusion of primary sources, political cartoons, charts, and document analysis. This will build skills necessary to perform well on the US EOC next year. • Analyze the impact ofthe Byzantine Empire on other civilizations. • Compare the major developmentsin medieval Europe and Japan. • Analyze the extent to which Western civilization came from classical GrecoRoman civilization, Judeo-Christian influence, and the cultures of northern European peoples. • Students will write a news broadcast announcing the main contributions of the Byzantine empire, using specific examples and explanations of how these impacted other civilizations. • Students will use a graphic organizer to analyze the similarities and differences between medieval English legal/ constitutional history and modern democracies. Incorporate PEARL paragraph structure when responding to text. • McGraw-Hill: World History and Geography • LearnSmart • Cpalms.org • Florida Interim Assessment Item Bank and Test Platform Item Specifications SS.912.W.3.2 SS.912.W.3.1 SS.912.W.3.3 SS.912.W.3.4 SS.912.W.3.6 SS.912.W.3.5 SS.912.W.3.7 SS.912.W.3.8 SS.912.W.1.1 SS.912.W.1.2 SS.912.W.1.3 SS.912.W.1.4 SS.912.W.1.5 SS.912.W.1.6 *Recurring Standards • How do the major tenets and practices of Christianity, Judaism, and Islam compare? • To what extent did political, economic, and social factors contribute to Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula? Sheikh, Quran, Hijrah, hajj, Five pillars of Islam, shar'i'ah, Allah, Muslim, Bedouin, caliph, vizier, caliphate, jihad, Sunni, Sultan, bazaar Students will: 1. Explain key figures and events associated with the rise of Islam. 2. Compare and contrast the major beliefs and principles of Judaism, Christianity, and Islam. 3. Explain the achievements, contributions, and key figures associated with the Islamic Golden Age. 4. Determine the causes, key events, and effects of the European response to Islamic expansion beginning in the 7th century by analyzing the Crusades and the Reconquista. 5. Identify important figures associated with the Crusades. • Activities with inclusion of primary sources, political cartoons, charts, and document analysis. This will build skills necessary to perform well on the US EOC next year. • Compare the major tenets and practices of major religions. • Analyze the factorsthat contributed to Islamic military expansion. • Students will use a graphic organizer to analyze the similarities and differences of Christianity, Judaism, and Islam. • Students will select an invention or achievement of the Muslim Golden Age and write an advertisement for it, as a product for purchase, analyzing how it impacted/led to the development of a modern item. Incorporate PEARL paragraph structure when responding to text. • McGraw-Hill: World History and Geography • LearnSmart • Cpalms.org • Florida Interim Assessment Item Bank and Test Platform Item Specifications World History Curriculum Map 2021-2022 Quarter 1 Aug 10- Oct 7 Specifications Quarter 3 Jan 6- March 10 3 of 4 Published May 31, 2021 World History 1 of 1 Standards (Power in Bold) Essential Question Academic Vocab Expected Outcomes Performance Task Writing Focus and Instructional Strategies Resources SS.912.W.8.1 SS.912.W.8.2 SS.912.W.8.3 SS.912.W.8.4 SS.912.W.8.5 SS.912.W.8.6 SS.912.W.8.7 SS.912.W.8.8 SS.912.W.8.9 SS.912.W.8.10 SS.912.W.1.1 SS.912.W.1.2 SS.912.W.1.3 SS.912.W.1.4 SS.912.W.1.5 SS.912.W.1.6 *Recurring Standards • To what extent did conflicts influence political relationships between the US, USSR, and their allies? • To what extent did the events of the Cold War have a global impact? • How did the goals of nationalist leaders in the post war era impact their societies? • How did religious fundamentalism, genocides, and nationalist conflicts impact the global community? satellite state, Policy of Containment, arms race, deterrence, commune, permanent revolution, proxy war, principle of nonalignment, discrimination, pan-Arabism, intifada, apartheid, HIV/AIDS, pan-Africanism, privatization, trade embargo, cartels, magic realism, megacity, welfare state, bloc, consumer society, Women's Liberation, real wages, heavy industry, de-Stalinization, détente, dissidents, occupied, state capitalism Students will: 1. Analyze and describe how conflicts influence political relationships between the United States, USSR, and their allies. 2. Summarize key events during the Cold War. 3. Examine key developments in post-war China. 4. Identify the goals of nationalist leaders in the post war era and the impact of their rule on their societies. 5. Explain the impacts on the global community of religious fundamentalism, genocides, and nationalist conflicts. • Activities with inclusion of primary sources, political cartoons, charts, and document analysis. This will build skills necessary to perform well on the US EOC next year. • Identify the political relationships between theUS, USSR, and their allies. • Analyze the global impact ofthe Cold War. • Analyze the impact of genocide and nationalist conflicts on theworld. • Students will write to argue: To what extent was the Cold War an extension of World War II? • Students will be assigned a genocide to research and will then write to explain the origins of the event, the international response, and ways in which they think international efforts could have been improved. Incorporate PEARL paragraph structure when responding to text. • McGraw-Hill World History and Geography • Cpalms.org • Florida Interim Assessment Item Bank and Test Platform Item Specifications SS.912.W.9.1 SS.912.W.9.2 SS.912.W.9.3 SS.912.W.9.4 SS.912.W.9.5 SS.912.W.9.6 SS.912.W.9.7 SS.912.W.1.1 SS.912.W.1.2 SS.912.W.1.3 SS.912.W.1.4 SS.912.W.1.5 SS.912.W.1.6 *Recurring Standards • How did major scientific figures and breakthroughs of the 20th century impact contemporary life? • To what extent can economic and social changes affect a country? • How effective is the global response to international terrorism? Perestroika, glasnost, autonomous, budget deficit, postmodernism, popular culture, cultural imperialism, per capita, One-Child Policy, deflation, corruption, normalization, remittance, jurisdiction, peacekeeping forces, nuclear proliferation, bioterrorism, pandemic, human rights, non-governmental organization, multinational corporation, globalization, collateralized debt obligation, subprime investments, ecology, deforestation, desertification, greenhouse effect, sustainable development Students will: 1. Identify major scientific figures and breakthroughs of the 20th century and assess their impact on contemporary life. 2. Examine the causes and effects of post-World War II economic and demographic changes. 4. Analyze how economic and social changes can affect a country. 5. Assess the impact of global response to international terrorism. • Assessments with inclusion of primary sources, political cartoons, charts, and document analysis. This will build skills necessary to perform well on the US EOC next year. • Identify the major changesin contemporary life during the 20th century. • Analyze the effectiveness of global response to terrorism. • Students will pick a scientific figure of the 20th century and write to explain the contributions of the individual. • Students will watch news broadcasts about modern forms of terrorism and then write to develop approaches to preventing future events. Incorporate PEARL paragraph structure when responding to text. 

Ok, so if you can understand all that wording above, you have a sample of what our curriculum map for world history looks like. I understand it, but the chances of covering each and every standard which is listed there is probably not going to happen. On top of these standards, I did not list all the other standards which we are supposed to include in each lesson but these include standards on writing and reading plus lots of English Language Arts standards. It can become quite confusing to new teachers and old teachers alike. 

Many times we are told to just teach the lesson and then pick and choose which standards you think you covered in the planned lesson. I also only included the 3rd quarter, which begins in January. As teachers, we are also required to list the standards taught in our lesson plans and on our boards so everyone can see what we are covering. These, in many cases, are so entry level reading and writing, I am embarrassed as a teacher, that we must cover things like this. On top of the many ESOL and ESE requirements which must also be met. 

I would like to see us go back to a more simple time of education. A time where a teacher taught, students learned, parents cared, and everyone else supported. It seems that is a which I will never see fulfilled. I was educated in Florida, oh so many years ago, as were my parents and grandparents. I graduated in 1975 and was allowed to take so many classes, my interest never left. 4 years of English included a year of Black Literature, a semester of American Short Stories, Creative Writing, Speech, British Literature, Journalism etc. The list of available classes was so varied, you could take your pick. Most were semester classes, but some lasted the whole year. From the depressed state of Emily Dickenson to the Harlem Renaissance, from William Blake to O Henry, I was taught. I did not do as well in some of those classes as in others, poetry is not my thing, but I had such a choice of classes, my studies were more enriched. The same for the math classes, science classes and social studies classes. Now we have standardized lessons and standardized tests. Who benefits from these? I can tell you that the students do not. Will it ever change? Nope, no matter what teachers think or students. There seems to be too much money made for too many people. We have experts in how to teach, what to teach, how to test and what to test. In the mean time, students are failing. I gave a midterm the final days before Christmas break. 1st period had a 69% failure rate. 2nd period was a little better at 31%. 3rd period rose a little to 33%. 4th and 7th jumped back up at 59% and 52%. These are failures, not passing. This was a test in which they were given the answers beforehand, instructed to copy the information down and study it. I think they weren't listening. I am not happy with those percentages and will be changing some things in the classroom. The failure percentages drop for the semester, which is good, but the numbers are still too high for my comfort: 1st 23%, 2nd 19%, 3rd 13%, 4th 9% and 7th 23%. Does this make me a good teacher or a bad teacher? I really have no idea. Percentages are really not my cup of coffee. Would this change if we could redesign how we segment classes? I am not sure but what they are doing now is not working for a large segment of students. If you think up any answers, let me know. I always strive to do better for my kids.