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Social Studies Document
Eleventh Grade
Final
Hawaii School Districts
Prepared by Marzano and Associates
1
Eleventh Grade Summary
Strand
Standard
History
History
3
3
History
3
History
3
Total
Topic
Pre-Modern Times, Pre 1500 C.E.
Origins of Global Interdependence in
Early Modern Times, 1500 C.E. to
1800 C.E.
Age of Revolution, Industry, and
Empire, 1750 C.E. to 1914 C.E.
The Twentieth Century, 1914 C.E. to
1989 C.E.
Number of
Elements
1
3
3
4
11
2
Topic: Pre-Modern Times, Pre 1500 C.E.
Strand: History
Standard 3: WORLD HISTORY—Understand important historical events from
classical civilization through the present.
Grade 11
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 examines the relationship between cultural traditions and the larger societies
in the cases of Confucianism in China, Buddhism in Asia, Christianity in
Europe, Hinduism in India, and Islam in the Muslim world by making
insightful conclusions about how the tradition is interrelated to its respective
society (e.g., writes a peace settlement between Palestine and Israel that will
be sent to the President)
Level 3.5
Level 3.0
While engaged in tasks involving pre-modern times (pre 1500 C.E.) the
student will:
 (11.3.1) describe the cultural traditions in the cases of Confucianism in China,
Buddhism in Asia, Christianity in Europe, Hinduism in India, and Islam in the
Muslim world (describe the interrelationship between cultural traditions and
their societies)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes and recalls specific terminology, events, people, and locations,
such as:
o cultural traditions
o societies
o Confucianism
o Buddhism
o Christianity
o Hinduism
o Islam
o Asia and the Middle East
 performs basic processes such as:
o recognizing or recalling accurate statements about the key beliefs of major
world belief systems (i.e., Islam, Christianity, Hinduism, Buddhism, and
Confucianism)
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
3
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 Ask students to make insightful conclusions of the interrelationships between the
cultural tradition and its respective society in the cases of Confucianism in China,
Buddhism in Asia, Christianity in Europe, Hinduism in India, and Islam in the
Muslim world (e.g., write an essay).
Level 3.0
 Ask students to describe the interrelationships between the cultural tradition and
its respective society in the cases of Confucianism in China, Buddhism in Asia,
Christianity in Europe, Hinduism in India, and Islam in the Muslim world (e.g.,
complete a matrix/table or create an annotated map showing the origin/spread of
the belief system and the interrelationships).
Level 2.0
 Ask students to define terminology, events, people, and locations relating to the
cultural tradition and major key beliefs (e.g., matching, multiple choice,
definitions, and/or short answer responses).
 Ask students to recognize or recall accurate statements about the key beliefs of
major world belief systems.
4
Topic: Origins of Global Interdependence in Early Modern Times, 1500 C.E. to
1800 C.E.
Strand: History
Standard 3: WORLD HISTORY—Understand important historical events from
classical civilization through the present.
Grade 11
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 evaluates the impact of the exploratory and commercial expeditions in the
15th and 16th century, including the voyages of Zheng He, Vasco da Gama,
Christopher Columbus, Ferdinand Magellan, James Cook, and European
voyages to North America (e.g., write a proposal to NASA to continue or
discontinue space exploration)
 evaluates the effects of global exchanges between Europe and the Americas,
Asia, or Africa, including the spread of food crops and diseases, the exchange
of trade goods, and migrations of peoples (forced and voluntary) (evaluate
how different regions involved in a global exchange in early modern times
were affected (e.g., impact of smallpox in the Americas and the Atlantic Slave
Trade))
 evaluates the major developments in European cultural and intellectual
history, including the Renaissance, Reformation, Enlightenment, or Scientific
Revolution (evaluate the impact of an important historical figure from the
Renaissance, Reformation, Enlightenment, or Scientific Revolution)
Level 3.5
Level 3.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
While engaged in tasks involving origins of global interdependence in early
modern times (1500 C.E. to 1800 C.E.) the student will:
 (11.3.3) explain the impact of the exploratory and commercial expeditions in
the 15th and 16th century, including the voyages of Zheng He, Vasco da
Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and
European voyages to North America (explain changing relationships between
world regions in early modern times (e.g., Europe to Asia and the Americas)
 (11.3.4) explain the effects of global exchanges in the Americas, Europe, Asia,
and Africa, including the exchange of trade goods and migrations of peoples
(forced and voluntary) (explain how different regions involved in a global
exchange in early modern times were affected (e.g., Atlantic Slave Trade)
 (11.3.6) describe the major developments in European cultural and intellectual
history, including the Renaissance, Reformation, Enlightenment, and
Scientific Revolution (describe the impact of the Renaissance, Reformation,
and Scientific Revolution on the Enlightenment)
The student exhibits no major errors or omissions.
Level 2.5
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
5
Level 2.0
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes and recalls specific terminology, events, people, and locations,
such as:
o Vasco da Gama, Christopher Columbus, and Ferdinand Magellan
o Triangular Trade including the Atlantic Slave Trade
o Europe, North America, Asia, India, oceans (Pacific, Atlantic, Caribbean
Sea)
o Renaissance, Reformation, Enlightenment, and Scientific Revolution
 performs basic processes such as:
o describing the exploratory expeditions of major 15th and 16th century
explorers (e.g., Vasco da Gama, Christopher Columbus, and Ferdinand
Magellan)
o explaining the effects of global exchanges in the Americas and Europe
such as the exchange of trade goods and migrations of peoples (forced and
voluntary)
o recognizing or recalling examples of key ideas/developments in European
cultural and intellectual history such as the Renaissance, Reformation,
Enlightenment, and Scientific Revolution
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
6
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 Ask students to evaluate the impact of exploratory and commercial expeditions
from both perspectives in the cases of Zheng He, Vasco da Gama, Christopher
Columbus, Ferdinand Magellan, James Cook, and European voyages to North
America (e.g., write a research paper/essay).
 Ask students to evaluate the effects of global exchanges between Europe and the
Americas, Asia, or Africa (e.g., write a research paper/essay about the impact of
the Atlantic Slave Trade).
 Ask students to examine the major developments in European cultural and
intellectual history, choosing either the Renaissance, Reformation, Enlightenment,
or Scientific Revolution (e.g., create a poster board display evaluating the impact
of an important historical figure from the Renaissance, Reformation,
Enlightenment, or Scientific Revolution).
Level 3.0
 Ask students to explain the impact of exploratory and commercial expeditions
from both perspectives in the cases of Zheng He, Vasco da Gama, Christopher
Columbus, Ferdinand Magellan, James Cook, and European voyages to North
America (e.g., complete a matrix/table).
 Ask students to explain the effects of global exchanges in the Americas, Europe,
Asia, and Africa, including the exchange of trade goods and migrations of peoples
(e.g., write short answer responses or essay or create an annotated map showing
the effects of global exchanges).
 Ask students to describe the major developments in European cultural and
intellectual history of the Renaissance, Reformation, Enlightenment, and
Scientific Revolution (e.g., complete a concept map that describes the impact of
the Renaissance, Reformation, and Scientific Revolution on the Enlightenment).
Level 2.0
 Ask students to define terminology, events, people, and locations relating to the
expeditions of Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand
Magellan, James Cook, and European voyages to North America (e.g., matching,
multiple choice, definitions, and/or short answer responses).
 Ask students to define terminology, events, people, and locations relating to the
effects of global exchanges (e.g., matching, multiple choice, definitions, and/or
short answer responses).
 Ask students to recognize or recall examples of key ideas and terminology of the
Renaissance, Reformation, Enlightenment, and Scientific Revolution (e.g.,
matching, multiple choice, definitions, and/or short answer responses).
7
Topic: Age of Revolution, Industry, and Empire, 1750 C.E. to 1914 C.E.
Strand: History
Standard 3: WORLD HISTORY—Understand important historical events from
classical civilization through the present.
Grade 11
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 compares the causes and effects of three of the early modern democratic
revolutions, including the American Revolution, French Revolution, Haitian
Revolution, and South American revolutions
 analyzes the socio-economic impact of the industrial revolution (e.g., create a
3-D model with a written description of a new invention for the Information
Revolution and how it would impact people socially and economically)
 compares the ideological and economic interests that drove European,
American, or Japanese imperialism in Africa, Asia, and the Pacific (compare
the causes and effects of European, American, and Japanese imperialism in
Africa, Asia, and the Pacific)
Level 3.5
Level 3.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
While engaged in tasks involving the age of revolution, industry, and empire
(1750 C.E. to 1914 C.E.) the student will:
 (11.3.7) compare the causes and effects of two of the early modern democratic
revolutions, including the American Revolution, French Revolution, Haitian
Revolution, and South American revolutions (compare the French Revolution
with the American, Haitian, or South American revolutions)
 (11.36.8) describe the socio-economic impact of the industrial revolution
(describe the global effects of inventions (e.g., steam engine) and the role of
women or children (e.g., in the factory system) during the industrial
revolution)
 (11.3.9) explain the ideological and economic interests that drove European,
American, and Japanese imperialism in Africa, Asia, and the Pacific (explain
the causes and effects of European, American, and Japanese imperialism in
Africa, Asia, and the Pacific)
The student exhibits no major errors or omissions.
Level 2.5
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
8
Level 2.0
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes and recalls specific terminology, events, people, and locations,
such as:
o revolution
o Agricultural Revolution
o Industrial Revolution
o factory system
o labor reform
o imperialism
o motives for imperialism (political, economic, religious, militarism)
o Europe, America, Japan, Africa, Pacific region
 performs basic processes such as:
o recognizing or recalling accurate statements about the causes and effects
of early modern democratic revolutions such as the American Revolution
and French Revolution
o recognizing or recalling accurate statements about the socio-economic
impact of the industrial revolution
o recognizing or recalling accurate statements about the ideological and
economic interests that drove European, American, and Japanese
imperialism in Africa, Asia, and the Pacific
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
9
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 Ask students to compare the causes and effects of three of the early modern
democratic revolutions, including the American, French, Haitian, and South
American revolutions (e.g., write a research paper).
 Ask students to analyze the socio-economic impact of the industrial revolution
(e.g., write a research paper or create a poster board analyzing the impact of the
global effects of inventions or the role of women or children (i.e., in the factory
system)).
 Ask students to compare the ideological and economic interests that drove
European, American, or Japanese imperialism in Africa, Asia, and the Pacific
(e.g., write a research paper).
Level 3.0
 Ask students to match terminology to their given definitions.
 Ask students to compare the causes and effects of two of the early modern
democratic revolutions, including the American, French, Haitian, and South
American revolutions (e.g., create a Venn diagram showing similarities and
differences of two of the revolutions).
 Ask students to recognize or recall accurate statements about the socio-economic
impact of the industrial revolution (e.g., create a skit showing the impact of the
industrial revolution on groups, such as women coal miners, child factory
workers, and child coal miners).
 Ask students to recognize or recall accurate statements about the ideological and
economic interests that drove European, American, and Japanese imperialism in
Africa, Asia, and the Pacific (e.g., create and/or perform a song explaining the
motives of imperialism for Europe, America, or Japan).
Level 2.0
 Ask students to recall and identify terms, events, causes, and effects of the French
and American revolutions (e.g., create an illustrated timeline).
 Ask students to recall and identify terms, events, and people relating to the
industrial revolution (e.g., matching, multiple choice, definitions, and/or short
answers).
 Ask students to recall and identify terms, events, and locations relating to
European, American, and Japanese imperialism in Africa, Asia, and the Pacific
(e.g., create an annotated map showing countries affected by imperialism and
motives for imperialism).
10
Topic: The Twentieth Century, 1914 C.E. to 1989 C.E.
Strand: History
Standard 3: WORLD HISTORY—Understand important historical events from
classical civilization through the present.
Grade 11
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 evaluates the necessity of WWI, and evaluates the effort and success of the
establishment of the League of Nations to prevent future wars
 examines the effects of the Great Depression and the rise of fascist and
communist governments in contributing to the outbreak of WWII (e.g.,
economic and political effects of WWI, and the aggressions of Hitler and
Mussolini)
 evaluates the significant events and turning points of WWII, i.e., the German
invasion of Poland, Japanese bombing of Pearl Harbor, D-Day, the American
bombing of Japan, the Rape of Nanjing, or the Holocaust
 compares the causes and effects of two revolutionary movements from 19451989 (e.g., Chinese communist revolution, Algerian revolution, and the Cuban
revolution)
Level 3.5
Level 3.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
While engaged in tasks involving the Twentieth Century (1914 C.E. to 1989
C.E.) the student will:
 (11.3.10) describe the role of secret alliances and nationalism in triggering the
outbreak of World War I and the effort to prevent future wars by the
establishment of the League of Nations (describe how secret alliances and
nationalism helped to cause World War I and how the establishment of the
League of Nations was an effort to prevent future wars.)
 (11.3.11) explain the rise of fascist governments, emergence of communism,
and the global effects of the Great Depression (explain tensions and conflicts
of the interwar years)
 (11.3.12) explain the significant events, technological developments, and
turning points of World War II, including the German invasion of Poland,
Japanese bombing of Pearl Harbor, D-Day, the American bombing of Japan,
the Rape of Nanjing, and the Holocaust (explain the causes, events, and
atrocities of World War II)
 (11.3.15) describe revolutionary movements from 1945-1989, including the
Chinese communist revolution, the Algerian revolution, and the Cuban
revolution (describe the causes and global effects of the revolutionary
movements in China, Algeria, and Cuba)
The student exhibits no major errors or omissions.
Level 2.5
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
11
Level 2.0
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes and recalls specific terminology, events, people, and locations,
such as:
o Militarism, Alliance, Imperialism, Nationalism
o World War I
o League of Nations
o Europe, Middle East, Japan, Hawaii
o fascism
o Communism
o economic depression
o World War II
o appeasement
o Japan perspective of bombing of Pearl Harbor
o genocide
o Holocaust
o Great Leap Forward
o Cultural Revolution
o Fidel Castro
 performs basic processes such as:
o describing the role of secret alliances or nationalism in triggering the
outbreak of World War I and the establishment of the League of Nations
o explaining the rise of fascist governments or the emergence of
communism
o recognizing or recalling accurate statements about three of the significant
events of World War II such as the German invasion of Poland, Japanese
bombing of Pearl Harbor, D-Day, American bombing of Japan, the Rape
of Nanjing, and the Holocaust
o describing one of the revolutionary movements from 1945 -1989 (e.g.,
Chinese communist revolution, the Algerian revolution, or Cuban
revolution)
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
12
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 Ask students to evaluate the necessity of WWI and the effort of the League of
Nations to prevent future wars (e.g., write a research paper/essay).
 Ask students to examine the effects of the Great Depression and the rise of fascist
and communist governments in contributing to the outbreak of WWII (e.g., write
a research paper/essay).
 Ask students to evaluate a significant event or turning point of WWII, such as the
German invasion of Poland, Japanese bombing of Pearl Harbor, D-Day, the
American bombing of Japan, the Rape of Nanjing, or the Holocaust (e.g., write a
research paper/essay or create a poster board display).
 Ask students to compare the causes and effects of two revolutionary movements
from 1945-1989, including the Chinese communist revolution, Algerian
revolution, and the Cuban revolution (e.g., write a research paper/essay).
Level 3.0
 Ask students to describe the role of secret alliances and nationalism in triggering
the outbreak of WWI and the effort to prevent future wars by the establishment of
the League of Nations (e.g., oral presentation).
 Ask students to explain the rise of fascist governments, emergence of
communism, and the global effects of the Great Depression (e.g., create a flow
chart explaining the effects of WWI and the Great Depression in contributing to
the rise of fascist governments and communism).
 Ask students to explain the significant events, technological developments, and
turning points of WWII, including the German invasion of Poland, Japanese
bombing of Pearl Harbor, D-Day, the American bombing of Japan, the Rape of
Nanjing, and the Holocaust (e.g., create an annotated timeline or map, create a
memorial – diorama with written description).
 Ask students to describe revolutionary movements from 1945-1989, including the
Chinese communist revolution, the Algerian revolution, and the Cuban revolution
(e.g., oral presentation and complete a matrix/table).
Level 2.0
 Ask students to define terms, events, people, locations of WWI and describe the
role of secret alliances or nationalism and the establishment of the League of
Nations (e.g., matching, multiple choice, definitions, and/or short answers).
 Ask students to define terms, events, and people relating to the rise of fascist
governments or communism (e.g., create a flowchart explaining the rise of a
fascist or communist government).
 Ask students to define terms, events, people, and locations of WWII and identify
three of the significant events of WWII, such as German invasion of Poland,
Japanese bombing of Pearl Harbor, D-Day, American bombing of Japan, the Rape
of Nanjing, and the Holocaust (e.g., create an illustrated timeline).
 Ask students to define terms, events, people, and locations of one of the
revolutionary movements from 1945-1989, including the Chinese communist
13
revolution, the Algerian revolution, or Cuban revolution (e.g., complete part of
the matrix/table from oral presentations).
14