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Portland Public Schools
Syllabus Template
School Year
NCES/ Course Number:
Course content must align with ODE curriculum
Social Studies
School: _______________H.S.
Course Title:
Modern World History
Grade Level(s): 9th
Prerequisites: None
Course description: Conceptual understandings, major issues and turning points
will be emphasized during this study of world history from the industrial revolution
to present day.
Modern World History students will actively engage in a study of modern world
history that will explore how individuals, events have shaped our lives and issues of
the recent past. This course will build on the foundations established during grades
6-8 Social Studies instruction by continuing the development of historical and
geographic knowledge and skills needed to understand the modern world.
Priority standards:
SSA 1.0 Ask questions that access prior knowledge, identify reasons to learn, and
clarify key terms.
SSA 2.0 Acquire and organize information by investigating multiple sources and
recognizing patterns and trends.
SSA 3.0 Analyze by evaluating opposing claims, interpreting ideas, synthesizing
information, and formulating a thesis.
SSA 4.0 Apply learning through communication and problem solving skills in order
to contribute to the betterment of personal, community and global circumstances.
HS.1.1 Reconstruct, interpret, and represent the chronology of significant events,
developments, and narratives from history.
HS.2.1 Compare and contrast institutions and ideas in history, noting cause and
effect relationships.
HS.3.1 Recognize and interpret continuity and/or change with respect to particular
historical developments in the 20th century.
HS.4.1 Evaluate how contemporary perspectives affect historical interpretation.
HS.5.1-Recognize assess and interpret relationships among events, issues, and
developments in different spheres of human activity (i.e. economic, social, political,
GEO.1.1 Illustrate and use geographic information with the implementation of a
variety of scales, patterns of distribution, and arrangements.
GEO.2.1 Interpret and evaluate information using complex geographic
GEO.5.1 - Hypothesize why places and regions are important to human identity and
serve as symbols to unify or fragment society.
GEO.7.1 Analyze and evaluate the impact of economic, cultural or environmental
factors that result in changes to population of cities, countries, or regions
GEO.8.1 - Determine how human modification of the physical environment in a
place affects both that place and other places
Schedule of topics/units covered:
 Western Europe in the Modern World
 Rise and Fall of the Soviet Union
 The Middle East
 Modern Africa
 Latin America in the Modern World
 China and Japan in the Modern World
Academic Vocabulary:
Social Development
Martin Luther
John Lock
Protestant Reformation
Treaty of Versailles
Industrial Revolution
Chinese Revolution of 1911
Mexican Revolution of 1911 –1917
Russian Revolution of 1917
V.I. Lennon
Chinese Communist Revolution of 1949
Mao Tse Tung
Treaty of Versailles
The Holocaust
Physical Environment
Political Development
Economic Development
Japanese Expansion
Indigenous populations
District adopted materials:
McDougal Little Modern World History: Patterns of Interaction
TCI History Alive! Modern World History
Literary Book of Economics
Supplemental resources:
 Video and other visual resources from “Discovery Learning: United
 Many Web Based Resources
Differentiation/ accessibility strategies and support (TAG, ELL, SpEd,
 Tiered Lessons
 Flexible Grouping
 Curriculum Compacting
 Visual Discovery
 Social Studies Skill Builders
 Experiential Exercises
 Writing for Understanding
 Response Groups
 Problem Solving Groupwork
 Socratic Seminars
 Primary Resource Analysis
Final proficiencies:
See the priority standards for this course, they are phrased in terms of what
students should be proficient in after successfully completing this course.
Students will demonstrate proficiency in writing a persuasive essay and delivering
an associated persuasive speech..
Pathways Requirements:
Career Information System (CIS) self-assessment, career research, post
secondary research, financial aid
Education Plan review
Senior portfolio
Other career-related documentation
Career-related learning experiences (CRLEs)
Field trips
Guest speakers
Informational Interview
Mock Interview
Project-based Learning
Service Learning
Mentorship for students
School-based business
Essential skills to be
taught or assessed:
Read and comprehend
Write clearly and accurately
Listen actively and speak clearly
Apply mathematics
Think critically
Personal management and teamwork
Use technology
Civic and Community Engagement
Global Literacy
Assessment/evaluation/grading policy:
A student’s interactive notebook which includes both class and homework is worth
60% of their grade.
Formal written/performed works which will include; a persuasive essay and speech,
a DBQ essay, and a Historical Imagination Narrative will be worth 20% of their
Quizes and Test are worth 20% of their grade.
90% and above = A
80% to 89.9% = B
70% to 79.9% = C
60% to 69.9% = B
Behavioral expectations: All students will respect the learning environment to
enable everyone to learn and discover.
The use of personal electronic devices is prohibited unless instructor gives
permission as part of academic process.
Safety issues and requirements:
Signature of instructor completing this form:
Administrator Approval:
By approving this syllabus the administrator verifies that
a. the course code written on this form is accurate and that this code has been correctly
placed into eSIS by the school’s data clerk.
b. the teacher listed on the syllabus meets the endorsement requirements as set forth by ODE
and NCLB.
c. the course meets the requirements of the District required core curriculum including
d. the teacher is using District adopted materials or has been approved to use other resources.