Download 2109010 M/J World History IFC

St. Lucie County Social Studies Scope & Sequence Documents, Grades 6-12
2109310/20 10th Grade World History 2013-2014
The St. Lucie County Scope & Sequence, Suggested Pacing Guide, and Common Core State Standards Appendix should be used in concert as a teaching and
learning tool in our continuing effort to improve the rigor of instruction and better prepare our students for future learning (including college and career
readiness) and to address skills requirements of the Common Core State Standards for Literacy in History/Social Studies in Grades 6-12.









Instruction should be based on content / skills from the St. Lucie County Public Schools Scope and Sequence, Suggested Pacing Guides, and the Common
Core State Standards Appendix. These documents should serve to guide instruction, rather than a textbook or any other specific resource.
Use the Learning Goal and Scale as your starting point: have it posted, and review it regularly with your students to provide them with a framework for
instruction and a purpose for learning all the related content. The same holds true for the target(s) you are focusing on each day. They should be visible
and discussed before and after instruction.
Strategies must include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary
sources), methodology affecting the multiple intelligences, and utilizing both individual and cooperative learning (e.g. History Alive/DBQ Project).
Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays such as Document Based
Questions (DBQ’s), and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject
(thesis) and defend it with examples (facts) and sound reasoning (logic).
Students should conduct extended research projects related to the History Fair (Grades 6, 8, 10, and 11) or Project Citizen (Grade 7).
Social Studies Literacy Strategies should be utilized regularly (Cornell Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS
analysis tools, and PERSIA or G-SPRITE categorization tools).
Assessment should include both formative assessments “for learning,” and summative assessments. Questions should follow Webb’s Depth of
Knowledge / Cognitive Complexity and include Level 1 items that involve low order, foundational knowledge/skills; Level 2 items that require students to
infer or draw conclusions; and Level 3 items that require more abstract thought or an extension of the information at hand.
Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments).
Notebooks provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student
Notebook).
Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but
homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept
building, work related to projects, etc. (Read Marzano’s article “The Case For and Against Homework” available on SHARE).
o Previews involve activating prior knowledge, preparing students for the next topic of instruction.
o Process activities relate to content/skills recently learned where students are involved in metacognition.
The Common Core State Standards for Literacy in History/Social Studies are integrated with the Scope and Sequence and are also available on the at
www.corestandards.org.
St. Lucie Public Schools
2109310/20 10th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
1 Day
August
Rules, Procedures,
Pre‐Tests
2 Days (Block)
August
Historical Inquiry &
Research
Targets





Benchmarks
Establish course content (Syllabus).
Explain class expectations.
Establish rules and procedures.
Conduct pre‐tests and initial evaluations.
Initial Activities.












St. Lucie Public Schools
Key Terms, People, Places, Events
Identify the four components of a process History Fair Annual Theme for 2013-2014:
paper
Integrate complementary visual and/or
Rights & Responsibilities in History
audio elements into a project
Identify History Fair categories
History Fair resources are available on Share or from
Describe the History Fair theme
your school’s History Fair coordinator or department
Determine cause and effect and use
timelines to identify the time sequence of chair.
events
Six most common elements for historical analysis:
Identify supporting details, audience,
Social, political, religious, intellectual, technological,
purpose, and author from sources
Form conclusions and sort information for a economic (SPRITE)
History Fair topic
Compare interpretations of key events and
issues
Organize research for a History Fair topic
Evaluate the validity of sources
Analyze how images, symbols, objects,
cartoons, graphs, charts, maps, and artwork
may be used to interpret the significance of
time periods and events from the past
Differentiate between primary and
secondary sources
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
SS.912.W.1.7
2109310/20 10th Grade World History – Suggested Pacing Guide
Timeframe
8 Days (Block)
September
Topic of Study
Targets
Review of Ancient

Civilizations; Medieval
Europe & Japan











St. Lucie Public Schools
Key Terms, People, Places, Events
Terms to Know:
Describe the rise of social classes, changes in
the church, development of feudalism, and the
Franks, monk, monastery, convent, Charlemagne,
idea of private property as a result of the
Vikings, feudalism, chivalry, common law, Magna Carta,
decline of the Western Roman Empire
Identify the achievements of significant rulers of William the Conqueror, King John, Phillip II Augustus,
Phillip IV, habeas corpus, Parliament, Henry IV, Joan of
medieval Europe
Arc, Hundred Years’ War, guilds, Great Schism, Black
Summarize how Christian monasteries
Death, Inquisition, anti-Semitism, schism, heresy,
influenced the education, politics, and
vernacular, Chaucer, Thomas Aquinas, Roger Bacon
economics of medieval Europe
Identify the causes and effects of the Great
Famine, The Black Death, The Great Schism, and Terms to know for Japan:
Samurai, Buddhism, Shogunate, Shinto, Tale of Genji
the Hundred Years War on Western Europe
Describe the role Japan’s physiography played in
its economic and political development
Summarize the major cultural, economic,
political, and religious developments in
medieval Japan
Describe Japan's cultural and economic
relationship to China and Korea
Trace the development of medieval culture to
the influences of the Greco-Roman, JudeoChristian, and northern European civilizations
Trace the development of a national identity in
England, France, and Spain
Assess the impact of key artistic and intellectual
figures of medieval Europe
Identify how English legal and constitutional
history led to the rise of modern democratic
institutions and procedures
Compare and contrast Japanese feudalism with
Western European feudalism during the Middle
Ages
Benchmarks
SS.912.W.2.9
SS.912.W.2.10
SS.912.W.2.11
SS.912.W.2.12
SS.912.W.2.13
SS.912.W.2.14
SS.912.W.2.15
SS.912.W.2.16
SS.912.W.2.17
SS.912.W.2.18
SS.912.W.3.16
SS.912.W.3.17
SS.912.W.3.18
SS.912.W.3.19
SS.912.W.2.21
SS.912.W.2.22
2109310/20 10th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
2 Days
September
Historical Inquiry &
Research:
History Fair
Targets




Review categories and rules
Refine research expectations
Review primary and secondary sources
Review project timeline and monitor progress
Key Terms, People, Places, Events
History Fair resources are available on Share or from
your school’s History Fair coordinator or department
chair.
Six most common elements for historical analysis:
Social, political, religious, intellectual, technological,
economic (SPRITE)
6 Days
SeptemberOctober
Middle Ages – Byzantine 
Empire and Introduction
to Renaissance

DBQ: What is the
Primary Reason to Study 
the Byzantines?






End of Q1
St. Lucie Public Schools
Identify significant physical features, cities, and
boundaries of the Byzantine world
Describe the impact of Constantine the Great's
establishment of Constantinople and his
recognition of Christianity as a legal religion
Explain the ways in which the Byzantine Empire
was a continuation of the old Roman Empire
Describe the causes and effects of the
Iconoclast controversy of the 8th and 9th
centuries and the 11th century Christian schism
Explain the contributions of the Byzantine
Empire and the causes for its decline
Assess the impact of Constantine and the
contributions of the Byzantine Empire
Evaluate the extent the Byzantine Empire was a
continuation of and a departure from the old
Roman Empire
Analyze the causes of the decline of the
Byzantine Empire
Assess the rise and spread of the Ottoman
Empire and its connection to the development
of the eastern and western world
Terms to know:
Byzantine Empire
Constantine, Justinian & Theodora, Great Schism,
Patriarch, Justinian, Pope Innocent III, Icon, Iconoclast,
Heresy, Excommunication, Mosaic, Justinian Code, Greek
Fire, Hagia Sophia,
Ottoman Empire
Istanbul, Suleiman, janizaries, Safavids, Shah Abbas,
Qajars, Tehran Ottoman Turks, Seljuk Turks, The Huns,
sultanate
Benchmarks
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
SS.912.W.1.7
SS.912.W.2.1
SS.912.W.2.2
SS.912.W.2.3
SS.912.W.2.4
SS.912.W.2.5
SS.912.W.2.6
SS.912.W.2.7
SS.912.W.2.8
2109310/20 10th Grade World History – Suggested Pacing Guide
Timeframe
5 Days (Block)
October
Topic of Study
Targets
Middle Ages – Rise of 
Islam and African
Kingdoms









St. Lucie Public Schools
Key Terms, People, Places, Events
Summarize the major beliefs and principles of Terms to Know:
Judaism, Christianity, and Islam
Rise of Islam & Golden Age:
Identify the causes, effects, and extent of
Islamic military expansion through Central Asia, Muhammad, Khadijah, Mecca, Bedouins, Kaaba, Quran,
mosque, jihad, Shiites, Sunnis, Abu Bakr, Mu’awyah,
North Africa, and the Iberian Peninsula
Identify the relationship between Hinduism and Caliph, The Moors, Shari’ah, Medina, The Five Pillars
Islam
Describe the achievements, contributions, and African Kingdoms:
key figures associated with the Islamic Golden savanna, plateau, Sahara Desert, Bantu, subsistence
farming, Mansa Musa, Ghana, Mali, Zimbabwe,
Age
Summarize the European response to Islamic Timbuktu, Mohammed I, Sonni Ali, matrilineal, oral
traditions, gold and salt trade, Songhai, Griot, lineage,
expansion
Identify key significant economic, political, and Ibn Batuta, Caravan, patrilineal
social characteristics of Ghana, Mali, and
Songhai
Assess developments associated with the
Islamic Golden Age
Trace the development of Islamic military and
cultural expansion
Organize the significant social, political, and
economic events in the development of Saharan
African kingdoms, Ghana, Mali, Songhai, and
East, West, and South Africa
Evaluate the internal and external factors that
led to the fall of the empires of Ghana, Mali,
and Songhai
Benchmarks
SS.912.W.3.1
SS.912.W.3.2
SS.912.W.3.3
SS.912.W.3.4
SS.912.W.3.5
SS.912.W.3.6
SS.912.W.3.7
SS.912.W.3.8
SS.912.W.3.9
SS.912.W.3.10
SS.912.W.3.11
SS.912.W.3.12
SS.912.W.3.13
SS.912.W.3.14
2109310/20 10th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
Targets
3 Days (Block)
Mesoamerica & South •
October - November
America
•
•
•
•
•
St. Lucie Public Schools
Key Terms, People, Places, Events
List important civilizations and rulers of
Terms to know:
Mesoamerica and South America
Describe the roles of people in the Maya, Inca, Clan, Adobe, Pueblos, Mesoamerica, Hieroglyphs,
and Aztec societies
Tribute, Maize, Quipu, Olmec, Zapotec, Chavin, Maya,
Identify the economic, cultural, and political
Aztec, Inca, Pacal the Great, Moctezuma I, Huayna Capac
characteristics of the major pre-Columbian
civilizations
Compare and contrast the economic, political,
and cultural features of Mesoamerica and South
American civilizations
Assess the impact of transportation, trade,
communication, science, and technology on the
preservation and diffusion of Mesoamerica and
South American cultures
Analyze the impact that key Mesoamerican and
South American rulers had on their civilizations
Benchmarks
SS.912.W.3.14
SS.912.W.3.15
SS.912.W.3.16
SS.912.W.3.17
SS.912.W.3.18
SS.912.W.3.19
2109310/20 10th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
9 Days (Block)
November –
December
Renaissance &
Reformation
Targets
•
•
DBQ: How Did the
Renaissance Change
Man’s View of Man?
•
•
•
•
•
•
•
•
1 Day
November
&
2 Days December
History Fair
End of 1st Semester
St. Lucie Public Schools



Key Terms, People, Places, Events
Benchmarks
Identify the economic and political features that Terms to know:
SS.912.W.4.1
led to the rise of the Italian city-states
SS.912.W.4.2
Describe the influence of Classical, Byzantine, Renaissance
SS.912.W.4.3
Islamic, and Western European civilization on Medicis, Humanism, Machiavelli, Leonardo Da Vinci,
SS.912.W.4.4
the Italian city-states
Gutenberg, Erasmus, Thomas Moore, William
SS.912.W.4.5
Identify the major literary, artistic, and
Shakespeare, Fleming, Michelangelo, fresco, city-state,
SS.912.W.4.6
technological contributions of key figures during urban society, secular
SS.912.W.4.7
the Renaissance
SS.912.W.4.8
Identify characteristics of Renaissance
Reformation
SS.912.W.4.9
humanism in works of art
Indulgences, predestination, reformation, Martin Luther, SS.912.W.4.10
Identify major contributions of key individuals Henry VIII, John Calvin, Huguenots, Ninety Five theses,
of the Scientific Revolution
Counter-Reformation, Ignatius of Loyola, Council of
Summarize the religious reforms of key
Trent, Jesuits, salvation
Reformation leaders
Trace the development of the Scientific
Revolution to early thoughts from the Middle
Ages and Renaissance
Analyze how scientific theories and methods of
the Scientific Revolution challenged those of the
early classical and medieval periods
Critique the criticisms of the Roman Catholic
Church by early religious dissenters and their
impact on the Reformation
Compare and contrast the Roman Catholic
Church’s Counter and Catholic Reformation to
the Protestant Reformation
SS.912.W.1.1
Follow up
SS.912.W.1.2
Monitor Progress
SS.912.W.1.3
Check topic focus, sources, annotated
SS.912.W.1.4
bibliography
SS.912.W.1.5
SS.912.W.1.6
SS.912.W.1.7
2109310/20 10th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
6 Days (Block)
January
Age of Exploration
Targets

DBQ: Exploration or 
Reformation:
Consequences of the 
Printing Press





St. Lucie Public Schools
Key Terms, People, Places, Events
Terms to know:
Identify the causes that led to the Age of
Exploration
Describe the major voyages and sponsors during conquistador, mercantilism, balance of trade, triangular
trade, Columbian exchange, Middle Passage, Treaty of
the Age of Exploration
Torsedillas, Christopher Columbus, Vasco de Gama,
Identify the political, social, and economic
Henry Cortes, Ferdinand Magellan, spice trade,
development of colonies in the Americas by
encomienda system, Dutch East India Company, natural
major European countries
Summarize the origins, development, impact, rights, bureaucracy, absolutism, Louis XIV, Charles I,
and practice of forced labor in East Africa, West Elizabeth I, Ivan IV, Peter I
Africa, Europe, Southwest Asia, and the
Americas during the 13th through 17th
centuries
Identify the characteristics of absolute
monarchy and constitutional monarchy
Assess the impact of the Columbian Exchange
between Europe, Africa, Asia, and the Americas
Analyze the push/pull factors contributing to
human migration in the New World
Compare and contrast the causes and effects of
constitutional monarchy in England and
absolute monarchy in France, Spain, and Russia
Benchmarks
SS.912.W.4.11
SS.912.W.4.12
SS.912.W.4.13
SS.912.W.4.15
SS.912.W.4.14
SS.912.W.5.1
2109310/20 10th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
Targets
6 Days
JanuaryFebruary
Enlightenment, American 
and French Revolutions

DBQ: The Reign of
Terror: Was It Justified? 








St. Lucie Public Schools
Key Terms, People, Places, Events
Terms to know:
Describe the key parts of The Scientific
Revolution
Summarize major causes of the Enlightenment scientific revolution, Galileo, scientific method, John
Locke, Voltaire, Rousseau, Baron de Montesquieu, Seven
and its philosophical ideas
Identify the causes and effects of the American Years’ War, The Three Estates, Declaration of the Rights
of Man, Reign of Terror, Jacobins, National Assembly,
and French Revolutions
The Directory, Napoleonic code, Waterloo, Congress of
Describe Napoleon’s rise to power
Examine how the French Revolution influenced Vienna, social contract, Toussaint L’Ouverture, Simon
Bolívar, Jose de San Martín, Monroe Doctrine
the Haitian Revolution
Identify key figures of 19th century Latin
American and Caribbean independence
movements
Evaluate the impact of Enlightenment ideals on
economic, political, and religious thought
Assess the impact of the Enlightenment on the
American and French Revolutions
Compare and contrast the American, French,
and Haitian Revolutions
Trace the development of Napoleon’s rise to
power
Critique the major influences during the French
Revolution (i.e. Jacobins, The Directory, National
Assembly)
Benchmarks
SS.912.W.5.2
SS.912.W.5.3
SS.912.W.5.4
SS.912.W.5.5
SS.912.W.5.6
SS.912.W.5.7
2109310/20 10th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
7 Days (Block)
February –
March
Industrial Revolution
Targets













St. Lucie Public Schools
Key Terms, People, Places, Events
Terms to know:
Describe the agricultural and technological
innovations that led to industrialization
factors of production, factory system, cottage industry,
Describe the social, political, and economic
Meiji Restoration, sphere of influence, assimilation,
effects of the Industrial Revolution
Summarize the causes, key events, and effects Boxer Rebellion, Sino-Japanese War, Russo-Japanese
War, socialism, utopia, Karl Marx, communism,
of the unification of Italy and Germany
Examine the goals of imperialism and how it is proletariat, capitalism, Friedrich Engels, Declaration of
Rights of Woman, emancipation, Social Darwinism
linked to colonization
Describe the causes and effects of colonization
Identify major events in China during the 19th
and early 20th centuries related to imperialism
Categorize the agricultural and technological
innovations that led to industrialization in
Great Britain
Trace the development of the Industrial
Revolution in Europe, the United States, and
Japan
Evaluate the results of the unification of Italy
and Germany
Analyze the causes and effects of imperialism
Compare and contrast the philosophies of
capitalism, socialism, and communism
Assess the influence of 19th and early 20th
century social and political reform movements
in Africa, Asia, Europe, the United States, the
Caribbean, and Latin America
Organize the key features of imperialism and
connect them to events in late 19th and early
20th century China
Benchmarks
SS.912.W.6.1
SS.912.W.6.2
SS.912.W.6.3
SS.912.W.6.4
SS.912.W.6.5
SS.912.W.6.6
SS.912.W.6.7
2109310/20 10th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
7 Days
March
World War I; Great
Depression
Targets


DBQ: What Were the 
Underlying Causes of 
World War I?






End of Q3
St. Lucie Public Schools
Explain the causes of World War I
Show the significant events of World War I on a
timeline
Identify the central and allied powers
List the concessions Germany agreed to in the
Treaty of Versailles
Examine the causes of the Great Depression
Categorize the important causes of World War I
Analyze the new developments in warfare
during World War I
Assess post-World War I Europe and determine
the political, social, and economic events that
led to the economic crisis of the 1920’s and the
Great Depression
Evaluate how governments responded to the
Great Depression
Form conclusions based on economic data from
the Great Depression
Key Terms, People, Places, Events
Terms to know:
Archduke Francis Ferdinand, militarism, nationalism,
alliance, conscription, mobilization, propaganda,
contraband, war of attrition, central powers, allied
powers, U-Boat, Woodrow Wilson, Zimmermann
Telegram, trench warfare, stalemate, “total war”,
Mensheviks, Bolsheviks, Lenin, armistice, reparations,
Wilson’s 14 Points, Paris Peace Conference, League of
Nations, mandate, treaty of Versailles, influenza
pandemic, Black Tuesday, Great Depression, The New
Deal, FDR, Maginot Line, Ramsey McDonald, Irish
Republican Army, The Easter Rising, The Weimar
Republic
Benchmarks
SS.912.W.7.1
SS.912.W.7.2
SS.912.W.7.3
SS.912.W.7.4
2109310/20 10th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
7 Days
April
World War II
Targets














St. Lucie Public Schools
Key Terms, People, Places, Events
Benchmarks
Terms to Know:
SS.912.W.7.5
Explain the causes of the alliances formed in
SS.912.W.7.7
Europe
appeasement,
Mussolini,
Stalin,
Hitler,
Franco,
fascism,
SS.912.W.7.9
Summarize the characteristics of fascism and
Nazi
Party,
Reichstag,
authoritarianism,
Spanish
Civil
SS.912.W.7.10
communism
War, Munich Conference, Churchill, Blitzkrieg, De Gaulle, SS.912.W.7.11
Identify reasons for the rise of authoritarian
governments in Germany, Italy, Spain, and the Pearl Harbor, isolationism, final solution, Holocaust, FDR, SS.912.W.9.2
kamikaze, island hopping, atomic bomb, Hiroshima,
SS.912.W.8.3
Soviet Union
Nagasaki,
Marshall
Plan,
Yalta,
Potsdam,
Bretton
Woods
SS.912.W.7.6
Describe how civil rights were restricted in the
Conference, Truman Doctrine, concentration camp,
SS.912.W.7.8
Soviet Union, Nazi Germany, and occupied
Atlantic Charter, Operation Overlord, Nuremberg Trials
SS.912.W.9.3
territories
Examine the roots of anti-Semitism and the
dehumanization of Jews and other victims of
the Holocaust
Describe the conditions within Germany that
allowed the Holocaust to develop
Identify the effects of World War II on the
global world
Describe the causes and effects of post-World
War II economic and demographic changes
Compare and contrast fascism and communism
Analyze the restriction of individual rights and
the use of mass terror against populations in
the Soviet Union, Nazi Germany, and occupied
territories
Assess the wartime strategies and post-war
plans of the Allied leaders
Evaluate the causes and key events of World
War II
Evaluate the causes and effects of President
Truman’s decision to drop the atomic bombs on
Japan
Assess the effects of World War II including
economic and demographic changes
2109310/20 10th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
6 Days
April –
May
Cold War
Targets












St. Lucie Public Schools
Identify the US-aligned and Soviet-aligned
nations of Europe
Summarize characteristics and key
developments of the early Cold War
Describe and the fall of republican China and
the rise of communist China
Identify the issues surrounding the
establishment of the modern state of Israel and
its effect on the Arab/Israeli conflict
Examine the effects of the arms race between
the United States and Soviet Union
Describe the causes and effects of twentieth
century nationalist conflicts
Describe the causes of the proxy wars in Africa,
Asia, Latin America, and the Middle East
Identify the factors that led to the decline and
fall of communism in the Soviet Union and
Eastern Europe
Compare and contrast maps of pre- and postWorld War II to determine the effects of
economic and demographic changes
Draw conclusions about the effects of the proxy
wars in Africa, Asia, Latin America, and Middle
East
Compare and contrast post-war independence
movements and democratic reforms in Africa,
Asia, and the Caribbean
Evaluate the decline and fall of communism in
the Soviet Union and Eastern Europe
Key Terms, People, Places, Events
Benchmarks
Terms to Know:
containment, cold war, NATO, Warsaw Pact, Berlin Wall,
proxy war, Khrushchev, Mao Zedong, Cuban Missile
Crisis, arms race, satellite state, domino theory, The
Cultural Revolution, the Gang of Four, Bay of Pigs, Space
Race, Iron Curtain, Korean War, Sputnik I, Pinochet, Fidel
Castro, Batista, Juan Peron, Eva Peron, sphere of
influence, Prague Spring, Duvalier, Salvador Allende,
détente, Helsinki Accords, Palestine, Suez Crisis, Six-Day
War, Yom Kippur War, Camp David Accord, Vietnam War,
Dien Bien Phu, Paris Peace Conference
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.8.10
SS.912.W.9.4
2109310/20 10th Grade World History – Suggested Pacing Guide
Timeframe
7 Days
May
Topic of Study
th
st
20 / 21 Century
Developments
Targets













St. Lucie Public Schools
Key Terms, People, Places, Events
Terms to Know:
Describe the significant scientific figures and
breakthroughs of the 20th century
Describe the social and economic effects of
Tiananmen Square Massacre, Ronald Reagan,
pandemics on the world
Gorbachev, Perestroika, Glasnost, Yugoslavia, Bosnia,
Explain why trade blocks such as the European Rwanda, Cambodia, Darfur, Kosovo, NAFTA, Apartheid,
Union and NAFTA developed
Nelson Mandela, Hutu, Tutsi, Kleptocracy, EU, Deng
Explain the goals of nationalist leaders and the Xiaoping, African Union, Free Trade, Third World,
Maastricht Treaty, 1989 Revolutions, ethnic cleansing,
effect of their policies on their nations
Explain the impact of religious fundamentalism terrorist cells, dirty bomb, Al Qaeda, 9/11
in the last half of the 20th century
Examine the successes and failures of
democratic reform movements in Africa, Asia,
the Caribbean, and Latin America
Identify incidents of international terrorism
Predict the impact that new scientific
breakthroughs will have on modern life in the
21th century
Assess the rise of trade blocks such as the
European Union and NAFTA
Evaluate the impact of increased globalization in
the 20th and 21st centuries
Evaluate the impact of religious fundamentalism
in the last half of the 20th century
Compare and contrast nationalist leaders and
the impact of their rule on their nations
Evaluate the response of the world to incidents
of international terrorism
Benchmarks
SS.912.W.8.8
SS.912.W.8.9
SS.912.W.8.10
SS.912.W.9.1
SS.912.W.9.3
SS.912.W.9.5
SS.912.W.9.6
SS.912.W.9.7
2109310/20 10th Grade World History – Suggested Pacing Guide
Skills benchmarks that should be embedded in content units as applicable throughout the year.
Timeframe
Year
Topic of Study
Targets
*Geography –
•
To be embedded as
applicable throughout
the year
•
•
•
•
•
•
•
•
St. Lucie Public Schools
Design maps using a variety of technologies
based on descriptive data to explain physical
and cultural attributes of major world regions.
Use spatial perspective and appropriate
geographic terms and tools, including the Six
Essential Elements, as organizational schema to
describe any given place.
Employ applicable units of measurement and
scale to solve simple locational problems using
maps and globes.
Analyze geographic information from a variety
of sources including primary sources, atlases,
computer, and digital sources, Geographic
Information Systems (GIS), and a broad variety
of maps.
Identify the physical characteristics and the
human characteristics that define and
differentiate regions.
Describe the factors and processes that
contribute to the differences between
developing and developed regions of the world.
Use geographic terms and tools to analyze case
studies of regional issues in different parts of
the world that have critical economic, physical,
or political ramifications.
Use geographic terms and tools to analyze case
studies of how selected regions change over
time.
Use geographic terms and tools to analyze case
studies of debates over how human actions
modify a selected region.
Key Terms, People, Places, Events
Benchmarks
SS.912.G.1.1
SS.912.G.1.2
SS.912.G.1.3
SS.912.G.1.4
SS.912.G.2.1
SS.912.G.2.2
SS.912.G.2.3
SS.912.G.2.4
SS.912.G.2.5
2109310/20 10th Grade World History – Suggested Pacing Guide
Skills benchmarks that should be embedded in content units as applicable throughout the year.
Timeframe
Year
Topic of Study
Targets
*Geography –
•
To be embedded as
applicable throughout •
the year
•
•
•
•
•
•
•
•
•
•
St. Lucie Public Schools
Use geographic terms to locate and describe
major ecosystems of Earth.
Use geographic terms and tools to explain how
weather and climate influence the natural
character of a place.
Use geographic terms and tools to explain
differing perspectives on the use of renewable
and non-renewable resources in Florida, the
United States, and the world.
Use geographic terms and tools to explain how
the Earth's internal changes and external
changes influence the character of places.
Use geographic terms and tools to explain how
hydrology influences the physical character of a
place.
Interpret population growth and other
demographic data for any given place.
Use geographic terms and tools to analyze the
push/pull factors contributing to human
migration within and among places.
Use geographic terms and tools to analyze the
effects of migration both on the place of origin
and destination, including border areas.
Use geographic terms and tools to analyze case
studies of issues in globalization.
Use geographic terms and tools to analyze case
studies of the development, growth, and
changing nature of cities and urban centers.
Use geographic terms and tools to predict the
effect of a change in a specific characteristic of a
place on the human population of that place.
Use geographic terms and tools to explain
cultural diffusion throughout places, regions,
and the world.
Key Terms, People, Places, Events
Benchmarks
SS.912.G.3.1
SS.912.G.3.2
SS.912.G.3.3
SS.912.G.3.4
SS.912.G.3.5
SS.912.G.4.1
SS.912.G.4.2
SS.912.G.4.3
SS.912.G.4.4
SS.912.G.4.5
SS.912.G.4.6
SS.912.G.4.7
2109310/20 10th Grade World History – Suggested Pacing Guide
Skills benchmarks that should be embedded in content units as applicable throughout the year.
Timeframe
Year
Topic of Study
Targets
*Geography –
•
To be embedded as
applicable throughout
the year
•
•
•
•
•
•
•
•
•
•
•
•
St. Lucie Public Schools
Use geographic concepts to analyze spatial
phenomena and to discuss economic, political,
and social factors that define and interpret
space.
Use political maps to describe the change in
boundaries and governments within continents
over time.
Analyze case studies of how the Earth's physical
systems affect humans.
Analyze case studies of how changes in the
physical environment of a place can increase or
diminish its capacity to support human activity.
Analyze case studies of the effects of human use
of technology on the environment of places.
Analyze case studies of how humans impact the
diversity and productivity of ecosystems.
Use geographic terms and tools to analyze case
studies of policies and programs for resource
use and management.
Analyze case studies to predict how a change to
an environmental factor can affect an
ecosystem.
Use appropriate maps and other graphic
representations to analyze geographic problems
and changes over time.
Develop databases about specific places and
provide a simple analysis about their
importance.
Formulate hypotheses and test geographic
models that demonstrate complex relationships
between physical and cultural phenomena.
Translate narratives about places and events
into graphic representations.
Develop criteria for assessing issues relating to
human spatial organization and environmental
stability to identify solutions.
Key Terms, People, Places, Events
Benchmarks
SS.912.G.4.8
SS.912.G.4.9
SS.912.G.5.1
SS.912.G.5.2
SS.912.G.5.3
SS.912.G.5.4
SS.912.G.5.5
SS.912.G.5.6
SS.912.G.6.1
SS.912.G.6.2
SS.912.G.6.3
SS.912.G.6.4
SS.912.G.6.5
2109310/20 10th Grade World History – Suggested Pacing Guide
Skills benchmarks that should be embedded in content units as applicable throughout the year.
Timeframe
Year
Topic of Study
Targets
*Humanities –
•
To be embedded as
applicable throughout
the year
•
•
•
•
•
•
•
•
•
St. Lucie Public Schools
Relate works in the arts (architecture, dance,
music, theatre, and visual arts) of varying styles
and genre according to the periods in which
they were created.
Describe how historical events, social context,
and culture impact forms, techniques, and
purposes of works in the arts, including the
relationship between a government and its
citizens.
Relate works in the arts to various cultures.
Explain philosophical beliefs as they relate to
works in the arts.
Examine artistic response to social issues and
new ideas in various cultures.
Analyze how current events are explained by
artistic and cultural trends of the past.
Know terminology of art forms (narthex, apse,
triforium of Gothic cathedral) within cultures
and use appropriately in oral and written
references.
Identify specific characteristics of works within
various art forms (architecture, dance, film,
literature, music, theatre, and visual arts).
Classify styles, forms, types, and genres within
art forms.
Apply various types of critical analysis
(contextual, formal, and intuitive criticism) to
works in the arts, including the types and use of
symbolism within art forms and their
philosophical implications.
Key Terms, People, Places, Events
Benchmarks
SS.912.H.1.1
SS.912.H.1.2
SS.912.H.1.3
SS.912.H.1.4
SS.912.H.1.5
SS.912.H.1.6
SS.912.H.1.7
SS.912.H.2.1
SS.912.H.2.2
SS.912.H.2.3
2109310/20 10th Grade World History – Suggested Pacing Guide
Skills benchmarks that should be embedded in content units as applicable throughout the year.
Timeframe
Year
Topic of Study
Targets
*Humanities –
•
To be embedded as
applicable throughout •
the year
•
•
•
St. Lucie Public Schools
Examine the effects that works in the arts have
on groups, individuals, and cultures.
Describe how historical, social, cultural, and
physical settings influence an audience's
aesthetic response.
Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
Identify social, moral, ethical, religious, and
legal issues arising from technological and
scientific developments, and examine their
influence on works of arts within a culture.
Identify contributions made by various world
cultures through trade and communication, and
form a hypothesis on future contributions and
changes.
Key Terms, People, Places, Events
Benchmarks
SS.912.H.2.4
SS.912.H.2.5
SS.912.H.3.1
SS.912.H.3.2
SS.912.H.3.3