Download 2014-2015 Curriculum Blueprint Grade: 9-12

2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Time Allowed:
Topic/Idea: 1. The Medieval World
(Weeks)
Traditional: 3 weeks
Block: 1.5 weeks
Instructional Focus
Benchmarks
Learning Goal: Understand the development of political, social, economic and religious systems in Europe during the Middle Ages.
Objectives:
Annually Assessed
Benchmark(s): N/A
Students will analyze why the Roman Empire fell.
Students will identify how Germanic tribes divided Western Europe.
EduSoft MiniStudents will identify life under feudalism and the manor economy.
Assessment(s): N/A
Students will analyze the importance of the church in medieval society.
Students will compare the different factors that led to the growth of modern economy.
Date Range: N/A
a) Agricultural improvements b) trade c) guilds d) merchant classes e) towns
Students will compare the Byzantine Empire with the Roman Empire.
Item Specification Notes: Students will analyze the major events of England, France, Spain and Russia during the Middle Ages.
Students will analyze the emergence of Japan and its feudal system.
Content Limits: N/A
Benchmarks/Standards
Essential Content & Understanding:
Attributes/Stimulus:
N/A
Key Vocabulary:
Feudalism- the legal and
social system that evolved
in W Europe in the 8th
and 9th centuries, in
which vassals were
protected and maintained
by their lords, usually
through the granting of
fiefs, and were required to
serve under them in war
Supporting LAFS and MAFS Standards
SS.912.W.2.1: Locate the extent of
Byzantine territory at the height of the
empire.
SS.912.W.2.2: Describe the impact of
Constantine the Great’s establishment of
“New Rome” (Constantinople) and his
recognition of Christianity as a legal
religion.
SS.912.W.2.3: Analyze the extent to
which the Byzantine Empire was a
continuation of the old Roman Empire
and in what ways it was a departure.
Usury-the lending or
SS.912.W.2.4: Identify key figures
practice of lending money associated with the Byzantine Empire.
at an exorbitant interest
SS.912.W.2.5: Explain the contributions
Monarchy-supreme
of the Byzantine Empire.
power or sovereignty held
by a single person.
SS.912.W.2.6: Describe the causes and
effects of the Iconoclast controversy of the
8th and 9th centuries and the 11th century
Christian schism between the churches of
Higher Order Questions Stems
“Fall” of the Roman Empire
• Increased pressures on the frontiers from invading tribal peoples, particularly
from Central Asia and Eastern Europe (Huns, Lombards, Ostrogoths, Visigoths,
Vandals)
• Migration of Germanic-speaking peoples from the frontier edges into the Empire
• Gradual disintegration of the political, economic, military and other social
institutions of Rome
• Christianity and the splitting of the Empire into a Western and Eastern half
Essential Questions:
Byzantine Empire
• Established by Constantine the Great
• Continued to exist and thrive after the fall of the Western Roman Empire
• Developed in different ways culturally and socially; attempts to reunite the old
Roman Empire abandoned after Justinian
• Contributions such as mosaics, preservation of classical knowledge, Justinian’s
Code
• Christianity was the official religion, but the Byzantine church developed
differently from the Catholic church
• Iconoclast Movement – reaction against the use of icons; schism between
western Roman Catholic Church and eastern Orthodox Church
Why did the Orthodox Church develop
differently than the Roman Catholic Church?
Foundations of Early Medieval Society
• Classical heritage of Rome
• Christian beliefs
• Customs of Germanic tribes and Huns
• The effects of the decline of the Roman Empire (splitting of Empire, Constantine)
How did feudalism and the manor system
emerge to shape medieval society?
Influence of the Roman Catholic Church
• Roman authority declined, while church authority grew.
• Monasteries preserved Greco-Roman cultural achievements.
What led to the fall of the Roman Empire?
How was the Byzantine Empire similar and
different from the Roman Empire?
What was the nature of Byzantine society?
What differences can be seen between the
Roman Catholic Church and the Orthodox
Church?
What effects can be seen from the schism
between the two churches?
How did the church play a vital role in
medieval life?
How did the Church provide unity in
Europe?
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 1. The Medieval World
Time Allowed:
(Weeks)
Traditional: 3 weeks
Block: 1.5 weeks
Honors/Advanced courses
offer scaffold learning
opportunities for students
to develop the critical skills
of analysis, synthesis, and
evaluation in a more
rigorous and reflective
academic setting. Students
are empowered to perform
at higher levels as they
engage in the following:
analyzing historical
documents and
supplementary readings,
working in the context of
thematically categorized
information, becoming
proficient in note-taking,
participating in Socratic
seminars/discussions,
emphasizing free-response
and document-based
writing, contrasting
opposing viewpoints,
solving problems, etc.
Students will develop and
demonstrate their skills
through participation in a
capstone and/or extended
research-based
paper/project (e.g., history
fair, participatory
citizenship project, mock
congressional hearing,
projects for competitive
evaluation, investment
portfolio contests, or other
teacher-directed projects).
• Missionaries carried Christianity and Latin alphabet to Germanic tribes.
• Parish priests served religious and social needs of the people.
SS.912.W.2.7: Analyze causes (Justinian’s • Invasions shattered Roman protection over the Empire.
Plague, ongoing attacks from the
“barbarians,” the Crusades, and internal Age of Charlemagne
• Franks emerged as a force in Western Europe; used military power to expand
political turmoil) of the decline of the
territory
Byzantine Empire.
• Pope crowned Charlemagne the Emperor of the Holy Roman Empire in 800
Constantinople and Rome.
SS.912.W.2.8: Describe the rise of the
Ottoman Turks, the conquest of
Constantinople in 1453, and the
subsequent growth of the Ottoman
empire under the sultanate including
Mehmet the Conqueror and Suleyman the
Magnificent.
• The alliance between Frankish kings and the Church reestablished Roman
culture in Western Europe
Feudal Society
• Fiefs, Vassals, Serfs
• Feudal obligations
Manorial System during the Middle Ages
• Rigid class structure
• Self-sufficient manors
SS.912.W.2.9: Analyze the impact of the
collapse of the Western Roman Empire on England
• William the Conqueror, leader of the Norman Conquest, united most of England
Europe.
• Common law had its beginnings during the reign of Henry II
• King John signed the Magna Carta, limiting the King’s power
SS.912.W.2.10: Describe the orders of
• The Hundred Years’ War between England and France helped define England as
medieval social hierarchy, the changing
a nation
role of the Church, the emergence of
feudalism, and the development of private
France
property as a distinguishing feature of
• Hugh Capet established the French throne in Paris, and his dynasty gradually
Western Civilization.
expanded their control over most of France
• The Hundred Years’ War between England and France helped define France as a
SS.912.W.2.11: Describe the rise and
nation
achievements of significant rulers in
• Joan of Arc was a unifying force
medieval Europe.
SS.912.W.2.12: Recognize the importance
of Christian monasteries and convents as
centers of education, charitable and
missionary activity, economic
productivity, and political power.
Spain
• Ferdinand and Isabella unified the country and expelled Muslim Moors
• Spanish Empire in the Western Hemisphere expanded under Phillip II
Russia
• Ivan the Great threw off the rule of the Mongols, centralized power in Moscow,
and expanded the Russian nation
SS.912.W.2.13: Explain how Western
• Power was centralized in the hands of the tsar
civilization arose from a synthesis of
classical Greco-Roman civilization, Judeo- • The Orthodox Church influenced unification
Christian influence, and the cultures of
northern European peoples promoting a Areas of Barbaric Settlement
• Goths and Saxons from continental Europe to England
cultural unity in Europe.
• Magyars and Huns from Central Asia to Hungary
How did the Franks help reunify the West?
How did changes in agriculture and trade
lead to the growth of towns and commerce?
What were the consequences of the struggle
for power between kings and nobles in
England?
How did European nation-state expand their
territories and consolidate their power?
How did the invasions by the Goths, Saxons,
Magyars, Huns and Vikings influence the
development of Europe?
How and why did Japan develop a
decentralized government?
How does Japanese feudalism compare with
Western European feudalism?
How did Chinese culture influence Japan and
Korea?
Who gained more from the cultural and
economic relationships between China,
Japan and Korea?
What are the key beliefs of Islam?
How did this major world religion spread?
What effects did the spread of Islam have on
Europe, Asia and Africa?
How has Islam influenced Western
civilization?
What were the effects of the Ottoman
invasions of Europe?
What were key events and effects of the
Crusades?
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 1. The Medieval World
Time Allowed:
(Weeks)
Traditional: 3 weeks
Block: 1.5 weeks
SS.912.W.2.14: Describe the causes and
effects of the Great Famine of 1315-1316,
The Black Death, The Great Schism of
1378, and the Hundred Years War on
Western Europe.
SS.912.W.2.15: Determine the factors
that contributed to the growth of a
modern economy.
SS.912.W.2.16: Trace the growth and
development of national identify in
England, France, and Spain.
SS.912.W.2.17: Identify key figures,
artistic, and intellectual achievements of
the medieval period in Western Europe.
SS.912.W.2.18: Describe developments in
medieval English legal and constitutional
history and their importance to the rise of
modern democratic institutions and
procedures.
SS.912.W.2.19: Describe the impact of
Japan's physiographic on its economic
and political development.
SS.912.W.2.20: Summarize the major
cultural, economic, political, and religious
developments in medieval Japan.
SS.912.W.2.21: Compare Japanese
feudalism with Western European
feudalism during the Middle Ages.
SS.912.W.2.22: Describe Japan's cultural
and economic relationship to China and
Korea.
Additional Reoccurring Standards
• Vikings from Scandinavia to Russia
How did the Crusades stimulate trade
between Europe and the Muslim Empire?
Influence of the Barbaric Peoples
• Manors with castles provided protection
• Invasions disrupted trade, towns declined and feudal system strengthened
• Invasions by barbarians disrupted the social, economic and political order of
Europe
The Rise of Japanese Civilization
• Strongly influenced by geography and location – chain of several thousand
islands stretching nearly 1400 miles wedded Japan to the sea. Very mountainous
– little farming
• Society organized in clans; Shintoism
• Koreans introduced Chinese writing into Japan as well as Chinese Buddhism
• Heian period (794-1185) – Japanese culture flourished; much of Japanese
literature written by women
The Emergence of Feudal Japan
• Japanese cultural development was influenced by proximity to China.
• Shinto and Buddhism coexisted as religious traditions in the Japanese culture.
• Characterized by powerless emperor ruled by military leader (shogun)
• Adopted policy of isolation to limit foreign influences
Shinto
• Ethnic religion unique to Japan
• Importance of natural features, forces of nature, and ancestors
• State religion; worshipping the emperor
• Coexistence with Buddhism
Resources/Links:
Haiku Learning - AP World
World History Practice Test
World History for All
History World
World History Matters
Federal Resources for Education Excellence
Discovery Education
History Channel
World History Archives
U.S. Holocaust Memorial Museum
Times (Around the World)
Teachers will complete 4 DBQs within a
full year course.
DBQ Option: What is the primary reason to
study the Byzantines?
DBQ Option: Samurai and Knights: Were
the similarities greater than the differences?
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 2. Religious Encounters during the Medieval Period
Instructional Focus Benchmarks
Time Allowed:
(Weeks)
Traditional: 2.5 weeks
Block: 1 week
Learning Goal: Analyze the role religion played during the medieval period.
Annually Assessed Benchmark(s): N/A Objectives:
Students will critique the key beliefs of Islam.
EduSoft Mini-Assessment(s): N/A
Students will analyze causes, events and effects of the Crusades.
Students will understand the emergence of Constantinople.
Date Range: N/A
Students will analyze the causes and impact of the Black Death.
Item Specification Notes:
Content Limits: N/A
Attributes/Stimulus: N/A
Key Vocabulary:
Benchmarks/Standards
Essential Content & Understanding:
Essential Questions:
Supporting LAFS and MAFS Standards
Key Beliefs of Islam
• Five Pillars of Faith
• Monotheism
• Founder is Mohammad
• Holy book is the Quran/Koran
• Spread by way of missionaries,
trade/migration, and conquest
• Muslims preserved mathematical and
scientific knowledge of the West during the
Middle Ages
• Created algebra, unique artwork and
architecture, poetry, etc.
What are the key beliefs of Islam?
SS.912.W.3.1: Discuss significant people and beliefs
associated with Islam.
SS.912.W.3.2: Compare the major beliefs and
principles of Judaism, Christianity, and Islam.
Judaism – the monotheistic religion of the
Jews, having its ethical, ceremonial, and
SS.912.W.3.3: Determine the causes, effects, and
legal foundation in the precepts of the Old extent of Islamic military expansion through Central
Testament.
Asia, North Africa, and the Iberian Peninsula.
Christianity – a monotheistic and
Abrahamic relgion based on the life and
teachings of Jesus Christ as presented in
canonical gospels and other New
Testament writing as well as the Old
Testament.
SS.912.W.3.4: Describe the expansion of Islam into
India and the relationship between Muslims and
Hindus.
SS.912.W.3.5: Describe the achievements,
contributions, and key figures associated with the
Islamic Golden Age.
Islam – the religious faith of Muslims,
based on the words and religious systems SS.912.W.3.6: Describe key economic, political, and
founded by the prophet Muhammad and social developments in Islamic history.
taught by the Koran.
SS.912.W.3.7: Analyze the causes, key events, and
Hinduism – the common religion of India, effects of the European response to Islamic expansion
based upon the religion of the Aryan
beginning in the 7th century.
settlers.
SS.912.W.3.8: Identify important figures associated
Muslim – a follower of the religion of
with the Crusades.
Islam.
Additional Reoccurring Standards
Key Events of Crusades
• Pope Urban’s speech
• The capture of Jerusalem
• Founding of Crusader states
• Loss of Jerusalem to Saladin
• Sack of Constantinople by western Crusaders
Effects of the Crusades
• Weakened the Popes and nobles;
strengthened monarchs
• Stimulated trade throughout the
Mediterranean area and the Middle East
• Left a legacy of bitterness among Christians,
Jews and Muslims
• Weakened the Byzantine Empire
Constantinople
• Fell to the Ottoman Turks in 1453, ending the
Byzantine Empire
How did this major world religion spread?
What effects did the spread of Islam have on
Europe, Asia and Africa?
How has Islam influenced Western civilization?
What were the effects of the Ottoman invasions of
Europe?
What were key events and effects of the
Crusades?
How did the Crusades stimulate trade between
Europe and the Muslim Empire?
Resources/Links:
Haiku Learning - AP World
World History Practice Test
World History for All
History World
World History Matters
Federal Resources for Education Excellence
Discovery Education
History Channel
World History Archives
U.S. Holocaust Memorial Museum
Times (Around the World)
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 2. Religious Encounters during the Medieval Period
Crusades – military expeditions
undertaken by the Christians of Europe in
the 11th, 12th, and 13th centuries for the
recovery of the Holy Land from the
Muslims.
• Became capital of the Ottoman Empire
Time Allowed:
(Weeks)
Traditional: 2.5 weeks
Block: 1 week
Teachers will complete 4 DBQs within a full
year course.
Economic Effects of the Crusades
• Increased demand for Middle Eastern
DBQ Option: The Black Death: How Different
products
Were the Christian and Muslim Responses?
• Stimulated production of goods to trade in
Middle Eastern markets
DBQ Option: Why did Islam spread so quickly?
• Encouraged the use of credit and banking
Important Economic Concepts
• Church rule against usury and the banks’
practice of charging interest helped to secularize
northern Italy
• Letters of credit served to expand the supply
of money and expedite trade
• New accounting and bookkeeping practices
(use of Arabic numerals) were introduced.
• Commercial Revolution
Intellectual Effects of the Crusades
• Reacquisition of Greek and Roman text
• Scholasticism and the beginnings of the
scientific method on European civilization
• Foundation for the rise of universities in
Europe
Impact of the Black Death
• Decline in population
• Scarcity of labor force
• Towns freed from feudal obligations
• Decline of church influence
• Disruption of trade
Essential Understandings
• In the fourteenth century, the Black Death
(bubonic plague) decimated the population
of much of Asia and eventually much of the
population of Europe.
• Muslims and Christians reacted in widely
divergent ways. While society seemed to
decline and the power of the church
weakened in Europe, Muslim areas seemed
to experience less disruption.
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
(Weeks)
Topic/Idea: 3. Civilizations of Africa and Americas
Instructional Focus Benchmarks
Time Allowed:
Traditional: 2 weeks
Block: 1 week
Learning Goal: Understand the culture, economies, governments and important events during the early civilizations of Africa and the Americas.
Annually Assessed Benchmark(s): N/A Objectives:
Students will describe the different civilizations that developed in Africa.
EduSoft Mini-Assessment(s): N/A
Students will compare different religious backgrounds of African civilizations.
Students will analyze major trade patterns that developed in the Eastern Hemisphere.
Date Range: N/A
Students will analyze how ideas were spread throughout the Eastern Hemisphere.
Students will describe the culture and civilizations of Mesoamerica.
Item Specification Notes:
Students will compare the civilizations of South America.
Content Limits: N/A
Benchmarks/Standards
Attributes/Stimulus: N/A
Supporting LAFS and MAFS Standards
Key Vocabulary:
Maritime-connected with the sea in
relation to navigation, shipping, etc.
Textile-any cloth or goods produced by
weaving, knitting, or felting.
Isolationism-the policy or doctrine of
isolating one's country from the affairs of
other nations by declining to enter into
alliances, foreign economic
commitments, international agreements,
etc., seeking to devote the entire efforts of
one's country to its own advancement
and remain at peace by avoiding foreign
entanglements and responsibilities.
Essential Content & Understanding:
The Mutapa Empire
• Numerous Bantu-speaking , pastoral peoples began to develop
SS.912.W.3.9: Trace the growth of major small kingdoms by the 900s
sub-Saharan African kingdoms and
• By 1300s, the Shona people arrived building their kingdom of
empires.
Great Zimbabwe
• King Mutota brought much of the territory surrounding Great
SS.912.W.3.10: Identify key significant
Zimbabwe under his control; took the title of Mwene Mutapa
economic, political, and social
• Shona believed Mwene Mutapa was only one able to
characteristics of Ghana.
communicate with spirits; had complete religious authority
SS.912.W.3.11: Identify key figures and
significant economic, political, and social
characteristics associated with Mali.
SS.912.W.3.12: Identify key figures and
significant economic, political, and social
characteristics associated with Songhai.
Sub-Saharan Africa
• City states that developed on or near the eastern coast of Africa
• Both Christian (Ethiopia)and Muslim
• Based on trade
• Developed the Swahili language as a way to communicate with
Muslim traders.
Ghana, Mali and Songhai
SS.912.W.3.13: Compare economic,
• Trade-based civilizations that grew up in Western Africa.;
political, and social developments in East, traded salt and gold
West, and South Africa.
• Developed unique cultures
• Mansa Musa and the spread of Islam
SS.912.W.3.14: Examine the internal and • Timbuktu was a center of learning and trade
external factors that led to the fall of the • Became a center for slave trading as Europeans arrived.
empires of Ghana, Mali, and Songhai.
SS.912.W.3.15: Analyze the legacies of
the Olmec, Zapotec, and Chavin on later
Meso and South American civilizations.
Essential Questions:
How did the East African Swahili states
represent a blend of several cultures?
What role did the spread of ideas and trade
play in the development of empires in Africa
from the 1300s to the 1500s?
What led to the “fall” of the Ghana, Mail and
Songhai empires?
What effect did these civilizations have on the
expansion of the slave trade outside Africa?
Where were the major trade routes in the
Eastern
Hemisphere from 1000 to 1500 A.D.?
How did trade facilitate the diffusion of goods
and ideas among different cultures?
Was trade good for all parties involved?
How were the Aztecs able to build such a
powerful empire?
Major trade patterns of the Eastern Hemisphere from 1000
How did Andean peoples adapt to their
to 1500 A.D.
environment?
• Silk roads across Asia to the Mediterranean basin
• Maritime routes across the Indian Ocean
What factors allowed the Inca to control their
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 3. Civilizations of Africa and Americas
SS.912.W.3.16: Locate major civilizations • Trans-Saharan routes across North Africa
vast empire?
of Mesoamerica and Andean South
• Northern European links with the Black Sea
America.
• Western European sea and river trade
• South China Sea and lands of Southeast Asia
SS.912.W.3.17: Describe the roles of
people in the Maya, Inca, and Aztec
Goods
societies.
• Gold from West Africa
• Spices from lands around the Indian Ocean
SS.912.W.3.18: Compare the key
• Textiles from India, China, the Middle East, and later Europe
economic, cultural, and political
• Porcelain from China and Persia
characteristics of the major civilizations of
Meso and South America.
Technology
• Paper from China through the Muslim world to Byzantium and
SS.912.W.3.19: Determine the impact of Western Europe
significant Meso and South American
• New crops from India (e.g., for making sugar)
rulers such as Pacal the Great, Montezuma • Waterwheels and windmills
I, and Huayna Capac.
• Navigation—Compass from China, lateen sail from Indian
Ocean
Additional Reoccurring Standards
Ideas
• Spread of religions across the hemisphere
– Buddhism from China to Korea and Japan
– Hinduism and Buddhism from India to Southeast Asia
– Islam into West Africa, Central and Southeast Asia
• Printing and paper money from China
Shinto
• Ethnic religion unique to Japan
• Importance of natural features, forces of nature, and ancestors
• State religion; worshipping the emperor
• Coexistence with Buddhism
Essential Understandings
During the Medieval Period, several major trading routes
developed in the Eastern Hemisphere. These trading routes
developed among Europe, Africa, and Asia. Regional trade
networks and long-distance trade routes in the Eastern
Time Allowed:
(Weeks)
Traditional: 2 weeks
Block: 1 week
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 3. Civilizations of Africa and Americas
Time Allowed:
(Weeks)
Traditional: 2 weeks
Block: 1 week
Hemisphere aided the diffusion and exchange of technology and Resources/Links:
culture between Europe, Africa, and Asia.
Haiku Learning - AP World
Mesoamerica
World History Practice Test
• Zapotec peoples among the earliest Mesoamericans to develop World History for All
an urban civilization (Monte Alban, Teotihuacan); Trade and
History World
farming an important part of Mesoamerican economy; declined World History Matters
after 700.
Federal Resources for Education Excellence
• Mayans flourished around Yucatan Peninsula from 200-900;
Discovery Education
developed the only complete writing system in the Americas;
History Channel
refined calendar to track various cycles of time; cities – Tikal,
World History Archives
Copan; leaders – Pacal
U.S. Holocaust Memorial Museum
• Toltecs, descendants of nomadic tribes migrated to central
Times (Around the World)
Mexico from the north around 900; similar religious beliefs &
architecture with Mayans; gone by 1100
Teachers will complete 4 DBQs within a full
• Aztec Empire (1200s – 1500s) – Tenochtitlan;
year course.
conquered area tribes and forced them to pay tribute; pyramids,
causeways and acqueducts; religion aimed at pleasing gods –
human sacrifices
South America
• Nazca culture (370 BC – 450 AD) – coastal desert plain in
present-day Peru; agricultural gods demanded sacrifices of
human heads and blood; geoglyphs
• Moche culture (100-700) and Chimu (1000-1470) emerged to
the north of the Nazca
• The Inca (1438-1535), the most powerful American empire
came from the region of Cuzco high in the Andes Mountains;
conquered surrounding lands; religion based on worship of sun
and royal ancestors; irrigation canals, roads, terraces, quipus;
civil war severely weakened Inca before Spanish arrived
Essential Understandings
By 1500 A.D., major states and empires had developed in various
regions of the world. These civilizations were unique and highly
adapted to their individual geographic locations. These
civilizations were devastated by the arrival of Europeans in their
area.
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 4. Renaissance and Reformation
Instructional Focus Benchmarks
Annually Assessed Benchmark(s):
N/A
EduSoft Mini-Assessment(s): N/A
Date Range: N/A
Item Specification Notes:
Time Allowed:
(Weeks)
Traditional: 2.5
weeks
Block: 1 week
Learning Goal: The student will demonstrate an understanding of the political, cultural, and economic conditions during the Renaissance period.
Objectives:
Students will describe the meaning of “renaissance.”
Students will analyze the contributions of the Renaissance.
a) art b) science c) ideas d) literature
Students will critique the importance of the printing press.
Students will analyze the impact of the Reformation in Germany.
Students will assess the reasons for Henry VIII’s creation of the Anglican Church.
Students will compare the Reformations of Germany, England and France.
Students will analyze the events of the Catholic Counter-Reformation.
Students will analyze the changing cultural, philosophical and traditional ideas that were spread.
Content Limits: N/A
Attributes/Stimulus: N/A
Benchmarks/Standards
Essential Content & Understanding:
Supporting LAFS and MAFS Standards Renaissance
• “Rebirth” of classical knowledge, “birth” of the modern world
SS.912.W.4.1: Identify the economic • Spread of the Renaissance from the Italian city states to northern
Key Vocabulary:
and political causes for the rise of
Europe
the Italian city-states (Florence,
Renaissance- the activity, spirit, or
Milan, Naples, Rome, Venice).
Contributions of the Renaissance
time of the great revival of art,
• Accomplishments in the visual arts—Michelangelo, Leonardo da
literature, and learning in Europe
SS.912.W.4.2: Recognize major
Vinci
beginning in the 14th century and
influences on the architectural,
• Accomplishments in literature (sonnets, plays, essays)—Shakespeare
extending to the 17th century,
artistic, and literary developments • Accomplishments in intellectual ideas (humanism)—Erasmus
of Renaissance Italy
marking the transition from the
(Classical, Byzantine, Islamic,
Role of the printing press
medieval to the modern world.
Western European).
• Growth of literacy was stimulated by the Gutenberg printing press.
• The Bible was printed in English, French, and German.
Reformation-the religious
SS.912.W.4.3: Identify the major
movement in the 16th century that
artistic, literary, and technological Impact of Gutenberg’s Printing Press
had for its object the reform of the
contributions of individuals during
Roman Catholic Church, and that led the Renaissance.
Reformation in Germany
to the establishment of the Protestant
• Princes in Northern Germany converted to Protestantism, ending
SS.912.W.4.4: Identify
churches.
authority of the Pope in their states.
characteristics of Renaissance
• The Hapsburg family and the authority of the Holy Roman Empire
humanism in works of art.
Secular-not pertaining to or
continued to support the Roman Catholic Church.
• Conflict between Protestants and Catholics resulted in devastating
SS.912.W.4.5: Describe how ideas
Essential Questions:
What caused the Commercial Revolution in Italy
in the 1300s and 1400s?
What influences inspired Italian humanists?
How do advances in science and technology
change society?
How did Renaissance ideas spread across Europe?
What issues led to the Protestant Reformation?
How and why did the Protestant Reformation
spread to other parts of Europe?
What were the problems and issues that
provoked religious reforms in Western
Christianity?
What were the causes of the wars of religion?
What were some of the changing cultural values,
traditions, and philosophies during the
Reformation?
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 4. Renaissance and Reformation
connected with religion.
from the Middle Ages and
Renaissance led to the Scientific
Revolution.
SS.912.W.4.9: Analyze the Roman
Catholic Church's response to the
Protestant Reformation in the forms
of the Counter and Catholic
Reformation.
(Weeks)
Traditional: 2.5
weeks
Block: 1 week
wars (e.g., Thirty Years’ War).
Reformation in England
• Anglican Church became a national church throughout the British
Isles under Elizabeth I.
• The Reformation contributed to the rise of capitalism.
SS.912.W.4.6: Describe how
scientific theories and methods of
the Scientific Revolution challenged
those of the early classical and
Reformation in France
medieval periods.
• Catholic monarchy granted Protestant Huguenots freedom of
worship by the Edict of Nantes (later revoked).
SS.912.W.4.7: Identify criticisms of • Cardinal Richelieu changed the focus of the Thirty Years’ War from a
the Roman Catholic Church by
religious to a political conflict.
individuals such as Wycliffe, Hus
and Erasmus and their impact on
Catholic Counter Reformation
later reformers.
• Catholic Church mounted a series of reforms and reasserted its
SS.912.W.4.8: Summarize religious
reforms associated with Luther,
Calvin, Zwingli, Henry VIII, and John
of Leyden and the effects of the
Reformation on Europe.
Time Allowed:
authority.
• Society of Jesus (The Jesuits) was founded to spread Catholic doctrine
around the world. Inquisition was established to reinforce
Catholic doctrine.
• The Reformation had its roots in theology, but it led to important
economic and political changes. Religious differences and hatreds
caused war and destruction.
Changing cultural values, traditions, and philosophies
• Growth of secularism
• Growth of individualism
• Growth of religious tolerance
Resources/Links:
Haiku Learning - AP World
World History Practice Test
World History for All
History World
World History Matters
Federal Resources for Education Excellence
Discovery Education
History Channel
World History Archives
U.S. Holocaust Memorial Museum
Times (Around the World)
SS.912.W.4.10: Identify the major
contributions of individuals
associated with the Scientific
Revolution.
Essential Understandings
New intellectual and artistic ideas that
Teachers will complete 4 DBQs within a full
developed during the Renaissance marked the beginning of the
year course.
modern world. At first the Reformation divided the countries of Europe
on religious principles, leading to religious intolerance. Gradually
DBQ Option: What was the Most Important
Additional Reoccurring Standards
Consequence of the Printing Press?
religious toleration emerged, along with democratic thought.
DBQ Option: How did the Renaissance change
man’s view of man?
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 5. Age of Exploration and Encounter
Time Allowed:
(Weeks)
Traditional: 2 weeks
Block: 1 week
Instructional Focus
Benchmarks
Annually Assessed
Benchmark(s): N/A
EduSoft Mini-Assessment(s):
N/A
Date Range: N/A
Item Specification Notes:
Learning Goal: The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world during the period of
exploration.
Objectives:
Students will analyze the importance of trade patterns.
Students will compare the political, economical and cultural effects on European countries as they competed for land and sea.
Students will analyze the exchanges that took place between different cultures.
a) Ideas b) science c) goods d) culture
Students will compare the effects of the Columbian Exchange
Students will critique the diffusion of religion during exploration.
Students will analyze the effects on the Americas during exploration.
Content Limits: N/A
Benchmarks/Standards
Attributes/Stimulus: N/A
Supporting LAFS and MAFS Standards Traditional trade patterns linking Europe with Asia and Africa
Key Vocabulary:
Technological- pertaining to
technology; relating to science
and industry.
SS.912.W.4.11: Summarize the
causes that led to the Age of
Exploration, and identify major
voyages and sponsors.
SS.912.W.4.12: Evaluate the scope
and impact of the Columbian
Exchange on Europe, Africa, Asia,
Indigenous- originating in and
and the Americas.
characteristic of a particular
region or country.
SS.912.W.4.13: Examine the
various economic and political
Migration- to go from one
systems of Portugal, Spain, the
country, region, or place to
Netherlands, France, and England in
the Americas.
another.
Mercantilism- a system of
political and economic policy,
evolving with the modern
national state and seeking to
secure a nation's political and
economic supremacy in its
rivalry with other states.
According to this system, money
was regarded as a store of
SS.912.W.4.14: Recognize the
practice of slavery and other forms
of forced labor experienced during
the 13th through 17th centuries in
East Africa, West Africa, Europe,
Southwest Asia, and the Americas.
Essential Content & Understanding:
• Silk roads across Asia to the Mediterranean basin
• Maritime routes across the Indian Ocean
• Trans-Saharan routes across North Africa
• Northern European links with the Black Sea
• Western European sea and river trade
• South China Sea and lands of Southeast Asia
Essential Questions:
Why are regional trading patterns important?
What technological developments made European
exploration possible?
Why were Europeans interested in discovering new
lands and markets?
Importance of trade patterns
• Exchange of products and ideas
Why did nations place such importance on
mercantilism?
Advancements exchanged along trade routes
• Paper, compass, silk, porcelain (China)
• Textiles, numeral system (India and Middle East)
• Scientific transfer—Medicine, astronomy, Mathematics
How did the expansion of European empires into the
Americas and Africa affect the religion in those areas?
What was the effect of European migration and
settlement on the Americas and Africa?
Essential Understandings
By 1500, regional trade patterns had developed that linked Africa, the Why were the Spanish able to conquer the powerful
Middle East, Asia, and Europe.
Aztec and Inca empires?
By 1500 A.D., technological and scientific advancements had been
exchanged among cultures of the world.
Factors contributing to the European discovery of lands in the
SS.912.W.4.15: Explain the origins, Western Hemisphere
• Demand for gold, spices, and natural resources in Europe
developments, and impact of the
What was the impact of the Columbian Exchange
between European and indigenous cultures?
What was the triangular trade?
What was the impact of precious metal exports from the
Americas?
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 5. Age of Exploration and Encounter
Time Allowed:
(Weeks)
Traditional: 2 weeks
Block: 1 week
wealth, and the goal of a state
was the accumulation of
precious metals, by exporting
the largest possible quantity of
its products and importing as
little as possible, thus
establishing a favorable balance
of trade.
trans-Atlantic slave trade between
West Africa and the Americas.
• Support for the diffusion of Christianity
• Political and economic competition between European empires
• Innovations in navigational arts (European and Islamic origins)
• Pioneering role of Prince Henry the Navigator
SS.912.G.2.2-Describe the factors
and processes that contribute to the
differences between developed and Establishment of overseas empires and decimation of indigenous
developing regions of the world.
populations
• Portugal—Vasco da Gama
Additional Reoccurring Standards • Spain—Christopher Columbus, Hernando Cortez, Francisco Pizarro,
Ferdinand Magellan
Balance of trade- the
• England—Francis Drake
difference between the values of
• France—Jacques Cartier
exports and imports of a
country, said to be favorable or
unfavorable as exports are
greater or less than imports.
Means of diffusion of Christianity
• Migration of colonists to new lands
• Influence of Catholics and Protestants, who carried their faith,
language, and cultures to new lands
• Conversion of indigenous peoples
Americas
• Expansion of overseas territorial claims and European emigration to
North and South America
• Demise of Aztec, Maya, and Inca Empires
• Legacy of a rigid class system and dictatorial rule in Latin America
• Forced migration of some Africans into slavery
• Colonies’ imitation of the culture and social patterns of their parent
country
Africa
• European trading posts along the coast
• Trade in slaves, gold, and other products
Columbian Exchange
• Western Hemisphere agricultural products such as corn, potatoes,
and tobacco changed European lifestyles.
• European horses and cattle changed the lifestyles of American
Indians (First Americans).
How did Africa become involved in foreign trade?
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 5. Age of Exploration and Encounter
Time Allowed:
(Weeks)
Traditional: 2 weeks
Block: 1 week
• European diseases like smallpox killed many American Indians (First Resources/Links:
Americans).
Haiku Learning - AP World
World History Practice Test
Impact of the Columbian Exchange
• Shortage of labor to grow cash crops led to the use of African slaves. World History for All
History World
• Slavery was based on race.
World History Matters
• European plantation system in the Caribbean and the Americas
Federal Resources for Education Excellence
destroyed indigenous economics and damaged the environment.
Discovery Education
History Channel
Export of precious metals
World History Archives
• Gold and silver (exported to Europe and Asia)
U.S. Holocaust Memorial Museum
• Impact on indigenous empires of the Americas
Times (Around the World)
• Impact on Spain and international trade
African exports
• Slaves (triangular trade)
• Raw materials
African imports
• Manufactured goods from Europe, Asia, and the Americas
• New food products (corn, peanuts)
Essential Understandings
• The expanding economies of European states stimulated increased
trade with markets in Asia.
• With the loss of Constantinople in 1453, European nations fronting
the Atlantic sought new maritime routes for trade.
• Europeans migrated to new colonies in the Americas, creating new
cultural and social patterns.
• The discovery of the Americas by Europeans resulted in an exchange
of products and resources between the Eastern and Western
Hemispheres.
• The triangular trade linked Europe, Africa, and the Americas. Slaves,
sugar, and rum were traded.
• The European nations established a trade pattern known as the
triangular trade and exported precious metals from the Americas.
• The exportation of slaves and demand for imported goods began to
alter traditional economic patterns in Africa.
• Europeans established trading posts and colonies in Africa and Asia.
Teachers will complete 4 DBQs within a full year
course.
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 6. Absolutism, Enlightenment and Revolutions
Instructional Focus
Benchmarks
Annually Assessed
Benchmark(s): N/A
EduSoft Mini-Assessment(s):
N/A
Date Range: N/A
Item Specification Notes:
Content Limits: N/A
Attributes/Stimulus: N/A
Key Vocabulary:
Social contract-the voluntary
agreement among individuals
by which, according to any of
various theories, as of Hobbes,
Locke, or Rousseau, organized
society is brought into being
and invested with the right to
secure mutual protection and
welfare or to regulate the
(Weeks)
Traditional: 2.5
weeks
Block: 1 week
Learning Goal: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth
centuries.
Objectives:
Students will analyze the importance of the Scientific Revolution.
Students will compare new scientific discoveries during the Scientific Revolution.
Students will compare the different absolute monarchies of this time period.
Students will analyze the effects of the Glorious Revolution and the development of rights for the English.
Students will compare different ideas and thinkers during the Enlightenment.
a)Literature b) technology c)philosophy d) art
Students will analyze the causes of the French Revolution.
Students will define the key events of the French Revolution.
Students will compare the revolutions in the Americas.
Students will be able to critique Napoleon and the decisions he made.
Benchmarks/Standards
Essential Content & Understanding:
Essential Questions:
Supporting LAFS and MAFS Standards
Importance of the Scientific Revolution
• Emphasis on reason and systematic observation of nature
• Formulation of the scientific method
• Expansion of scientific knowledge
Why did some European begin to question the
medieval Christian worldview, and how did they
finally shatter it?
SS.912.W.4.5: Describe how ideas from
Rationalism- the principle or the Middle Ages and Renaissance led to
habit of accepting reason as the the Scientific Revolution.
supreme authority in matters of
SS.912.W.4.6: Describe how scientific
opinion, belief, or conduct.
theories and methods of the Scientific
Deism-belief in the existence of Revolution challenged those of the early
classical and medieval periods.
a God on the evidence of
reason and nature only, with
rejection of supernatural
revelation
Time Allowed:
SS.912.W.4.10: Identify the major
contributions of individuals associated
with the Scientific Revolution.
SS.912.W.1.1-Use timelines to establish
cause and effect relationships of historical
events.
SS.912.W.5.1: Compare the causes and
effects of the development of
constitutional monarchy in England with
those of the development of absolute
monarchy in France, Spain, and Russia.
Individuals of the Scientific Revolution
• Johannes Kepler – used new mathematics to prove Copernicus’s
heliocentric theory
• Galileo – used telescope to prove Kepler and Copernicus correct;
calculated acceleration, law of inertia; condemned by Catholic Church
• Antoni van Leeuwenhock – microscope
• Francis Bacon – rejected deductive reasoning and believed only
experimental data could be foundation of knowledge
• Rene Descartes – believed in questioning all ideas before accepting
them as knowledge
• Sir Isaac Newton – laws of motion and Gravity
Essential Understandings
With its emphasis on reasoned observation and systematic
measurement, the scientific revolution changed the way people
viewed the world and their place in it.
Characteristics of absolute monarchies
• Centralization of power
What is the scientific method, and how did it affect
the European worldview?
How did some Europeans justify absolutism?
What effect did the absolute monarchs have on the
countries of continental Europe?
Why did absolutism fail in England?
How did the English Civil War and the Glorious
Revolution promote the development of the rights
of Englishmen?
What was the Enlightenment?
How did philosophers of the Enlightenment
influence thinking on political issues?
How did the Enlightenment affect common
conceptions about the role of women?
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 6. Absolutism, Enlightenment and Revolutions
SS.912.W.5.2: Identify major causes of the • Concept of rule by divine right
Enlightenment.
Absolute monarchs
Bourgeoisie- the middle
SS.912.W.5.3: Summarize the major ideas • Louis XIV—France, Palace of Versailles as a symbol of royal power
classes
of Enlightenment philosophers.
• Frederick the Great—Prussia, emphasis on military power
• Peter the Great—Russia, westernization of Russia
Philosophy- the rational
SS.912.W.5.4: Evaluate the impact of
investigation of the truths and
Enlightenment ideals on the development Essential Understandings
principles of being, knowledge, of economic, political, and religious
The Age of Absolutism takes its name from a series of European
or conduct.
structures in the Western world.
monarchs who increased the power of their central governments.
Time Allowed:
(Weeks)
Traditional: 2.5
weeks
Block: 1 week
relations among its members.
Succession-the right, act, or
process, by which one person
succeeds to the office, rank,
estate, or the like, of another.
SS.912.W.5.5: Analyze the extent to
which the Enlightenment impacted the
American and French Revolutions.
SS.912.W.5.6: Summarize the important
causes, events, and effects of the French
Divine right-the doctrine that
Revolution including the rise and rule of
the right of rule derives directly Napoleon.
from God, not from the consent
of the people.
SS.912.W.5.7: Describe the causes and
effects of 19th Latin American and
Caribbean independence movements led
by people including Bolivar, de San
Martin, and L' Ouverture.
Additional Reoccurring Standards
Development of the rights of Englishmen
• Oliver Cromwell and the execution of Charles I
• The restoration of Charles II
• Development of political parties/factions
• Glorious Revolution (William and Mary)
• Increase of parliamentary power over royal power
• English Bill of Rights of 1689
How did the Enlightenment promote revolution in
the American colonies?
How did the struggle for power in Europe
contribute to the founding of the United States?
Who were some artists, philosophers, and writers
of the period?
What improved technologies and institutions were
important to European economies?
How did Enlightenment ideas play a role in France’s
revolutionary government?
How effective were the revolutionaries in
reforming the French government?
How did the French and American Revolutions
Essential Understandings
influence Latin American independence
Political democracy rests on the principle that government derives
movements?
power from the consent of the governed. The foundations of English
freedoms included the jury trial, the Magna Carta, and common law.
What was the legacy of Napoleon?
The English Civil War and the Glorious Revolution prompted further
development of the rights of Englishmen.
What was the significance of the Congress of
Vienna?
The Enlightenment
• Applied reason to the human world, not just the natural world
How did nationalism and democracy influence
• Stimulated religious tolerance
national revolutions?
• Fueled democratic revolutions around the World
Enlightenment thinkers and their ideas
• Thomas Hobbes’ Leviathan—The state must have central authority
to manage behavior.
• John Locke’s Two Treatises on Government—People are sovereign;
monarchs are not chosen by God.
• Montesquieu’s The Spirit of Laws—The best form of government
includes a separation of powers.
• Jean-Jacques Rousseau’s The Social Contract—Government is a
contract between rulers and the people.
• Voltaire—Religious toleration should triumph over religious
How did liberal revolutions affect Europe?
Resources/Links:
Haiku Learning - AP World
World History Practice Test
World History for All
History World
World History Matters
Federal Resources for Education Excellence
Discovery Education
History Channel
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 6. Absolutism, Enlightenment and Revolutions
Time Allowed:
(Weeks)
Traditional: 2.5
weeks
Block: 1 week
fanaticism; separation of church and state
• Mary Wollstonecraft – believe Enlightenment principles should be
extended to women
World History Archives
U.S. Holocaust Memorial Museum
Times (Around the World)
Influence of the Enlightenment
• Political philosophies of the Enlightenment fueled revolution in the
Americas and France.
• Thomas Jefferson’s Declaration of Independence incorporated
Enlightenment ideas.
• The Constitution of the United States of America and Bill of Rights
incorporated Enlightenment ideas.
Teachers will complete 4 DBQs within a full year
course.
Essential Understandings
Enlightenment thinkers believed that human progress was possible
through the application of scientific knowledge and reason to issues
of law and government.
Enlightenment ideas influenced the leaders of the American
Revolution and the writing of the Declaration of Independence.
Representative artists, philosophers, and writers
• Johann Sebastian Bach— Composer
• Wolfgang Amadeus Mozart— Composer
• Eugène Delacroix—Painter
• Voltaire—Philosopher
• Miguel de Cervantes—Novelist
New forms of art and literature
• Paintings depicted classical subjects, public events, natural scenes,
and living people (portraits).
• New forms of literature evolved—the novel (e.g., Cervantes’ Don
Quixote).
Technologies
• All-weather roads improved year- round transport and trade.
• New designs in farm tools increased productivity (agricultural
revolution).
• Improvements in ship design lowered the cost of transport.
Essential Understandings
The Enlightenment brought a new emphasis on order and balance in
the arts as artists borrowed heavily from classical Greece and
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 6. Absolutism, Enlightenment and Revolutions
Rome, and new forms of literature were established.
Causes of the French Revolution
• Influence of Enlightenment ideas
• Influence of the American Revolution
Events of the French Revolution
• Storming of the Bastille
• Reign of Terror
Outcomes of the French Revolution
• End of the absolute monarchy of Louis XVI
• Rise of Napoleon
Influence of the American and French
Revolutions on the Americas
• Independence came to French, Spanish, and Portuguese colonies
• Toussaint L’Ouverture—Haiti
• Simon Bolivar—South America
Essential Understandings
The ideas of the Enlightenment and French participation in the
American Revolution influenced the French people to view their
government in new ways. They overthrew the absolute monarchy,
and a new government was established. These ideas and examples of
the American and French Revolutions influenced the people of Latin
America to establish independent nations.
Legacy of Napoleon
• Unsuccessful attempt to unify Europe under French domination
• Napoleonic Code
• Awakened feelings of national pride and growth of nationalism
Legacy of the Congress of Vienna
• “Balance of power” doctrine
• Restoration of monarchies
• New political map of Europe
• New political philosophies (liberalism, conservatism)
Essential Understandings
The French Revolution left a powerful legacy for world history:
secular society, nationalism, and democratic ideas.
Time Allowed:
(Weeks)
Traditional: 2.5
weeks
Block: 1 week
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 6. Absolutism, Enlightenment and Revolutions
Napoleon’s attempt to unify Europe under French domination was
unsuccessful.
The Congress of Vienna attempted to restore Europe as it had been
before the French Revolution and Napoleonic conquests. National
pride, economic competition, and democratic ideals stimulated the
growth of nationalism.
The terms of the Congress of Vienna led to widespread discontent in
Europe. Unsuccessful revolutions of 1848 increased nationalistic
tensions.
In contrast to continental Europe, Great Britain expanded political
rights through legislative means and made slavery illegal in the
British Empire.
Essential Understandings
The rise of nationalism was a powerful force behind European
politics during the nineteenth century.
Widespread demands for political rights led to revolutions and
legislative actions in Europe.
Time Allowed:
(Weeks)
Traditional: 2.5
weeks
Block: 1 week
2014-2015 Curriculum Blueprint
Topic/Idea: 7.
Instructional Focus Benchmarks
19th
Grade: 9-12
Course: World History
Century Industrialism, Nationalism, and Imperialism
Time Allowed:
(Weeks)
Traditional:2.5
weeks
Block: 1.5
Learning Goal: The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century.
Annually Assessed Benchmark(s): N/A Objectives:
Students will compare the unifications of Italy and Germany.
EduSoft Mini-Assessment(s): N/A
Students will analyze the origins of the Industrial Revolution.
Students will compare capitalism and socialism.
Date Range: N/A
Students will analyze the social effects of the Industrial Revolution.
Students will critique the hardships of factory work during the Industrial Revolution.
Item Specification Notes:
Students will define imperialism.
Content Limits: N/A
Students will compare imperialized areas.
Students will analyze but the short-term and long-term effects of imperialism.
Attributes/Stimulus: N/A
Benchmarks/Standards
Essential Content & Understanding:
Essential Questions:
Key Vocabulary:
Supporting LAFS and MAFS Standards
How did Italy achieve unity?
Estate- a social or political class;
specifically : one of the great classes (as
the nobility, the clergy, and the
commons) formerly vested with distinct
political powers
SS.912.W.6.1: Describe the agricultural and
technological innovations that led to
industrialization in Great Britain and its
subsequent spread to continental Europe, the
United States, and Japan.
Unification of Italy
• Count Cavour unified Northern Italy.
• Giuseppe Garibaldi joined southern Italy to northern
Italy.
• The Papal States (including Rome) became the last to
join Italy.
Unification of Germany
• Otto von Bismarck led Prussia in the unification of
Germany through war and by appealing to nationalist
feelings.
• Bismarck’s actions were seen as an example of
Realpolitik, which justifies all means to achieve and
hold power.
• The Franco-Prussian War led to the creation of the
German state.
Why did the spread of industrialism to Europe
and the United States accelerate colonialism and
imperialism?
Faction-a group or clique within a larger SS.912.W.6.2: Summarize the social and
economic effects of the Industrial Revolution.
group, party, government, organization,
or the like
SS.912.W.6.3: Compare the philosophies of
capitalism, socialism, and communism as
Papal-of or pertaining to the pope or the described by Adam Smith, Robert Owen, and
papacy
Karl Marx.
Consulate-the position, work, authority, SS.912.W.6.4: Describe the 19th and early 20th
century social and political reforms and reform Essential Understandings
or term of service of a consul.
movements and their effects in Africa, Asia,
Italy and Germany became nation-states long after the
Europe, the United States, the Caribbean, and
Bureaucracy-the body of officials and
rest of Europe.
Latin America.
administrators, especially of a
government or government department.
Capitalism-an economic system in
which investment in and ownership of
the means of production, distribution,
How did Bismarck unite Germany?
Why did the Industrial Revolution originate in
England?
What was the role of capitalism and market
competition in the Industrial Revolution?
What were some theories opposed to capitalism?
How did the Industrial Revolution impact the
lives of women, children, and the family?
How did the Industrial Revolution produce
changes in culture and society?
Origins of the Industrial Revolution
SS.912.W.6.5: Summarize the causes, key
• Began in Great Britain – Why? Geographic advantages, How did the Industrial Revolution affect slavery?
events, and effects of the unification of Italy and
availability of iron ore and coal, stable political system,
Germany.
How did many workers respond to
large overseas empire, growing global demand for
industrialization?
manufactured goods, Britain’s ability to adopt old
SS.912.W.6.6: Analyze the causes and effects of
2014-2015 Curriculum Blueprint
Topic/Idea: 7.
and exchange of wealth is made and
maintained chiefly by private individuals
or corporations, especially as contrasted
to cooperatively or state-owned means of
wealth.
imperialism.
19th
Grade: 9-12
Course: World History
Century Industrialism, Nationalism, and Imperialism
methods from around the world for new uses.
SS.912.W.6.7: Identify major events in China
The Commercialization of Agriculture
during the 19th and early 20th centuries related • Developed in Britain in early 1700s due to
to imperialism.
European expansion overseas, introduction of new
American crops.
• Introduction of crop rotation and seed drill led to an
Additional Reoccurring Standards
Socialism-a theory or system of social
increase in crops and wealth – led to enclosure
organization that advocates the vesting of
movement.
• Agriculture, like trade, became a commercial
the ownership and control of the means
enterprise. Availability of more food = an everof production and distribution, of capital,
increasing pop.
land, etc., in the community as a whole.
Communism-a system of social
organization in which all economic and
social activity is controlled by a
totalitarian state dominated by a single
and self-perpetuating political party.
Suffrage-the right to vote, especially in a
political election.
Liberalism-a political or social
philosophy advocating the freedom of the
individual, parliamentary systems of
government, nonviolent modification of
political, social, or economic institutions
to assure unrestricted development in all
spheres of human endeavor, and
governmental guarantees of individual
rights and civil liberties.
Natural selection-the process by
which forms of life having traits that
better enable them to adapt to specific
environmental pressures, as predators,
changes in climate, or competition for
food or mates, will tend to survive and
reproduce in greater numbers than
Essential Understandings
Development of new technologies and methods of
economic organization led Europeans into the
Industrial Revolution. Mechanical power replaced
muscle power as the primary energy source, which
gave rise to a new way of life in western Europe and
America.
Capitalism
• Adam Smith’s Wealth of Nations
• Role of market competition and entrepreneurial
abilities
• Impact on standard of living and the growth
of the middle class
• Dissatisfaction with poor working conditions
and the unequal distribution of wealth in society
Socialism and communism
• Karl Marx’s Communist Manifesto (written with
Friedrich Engels) and Das Capital
• Response to the injustices of capitalism
• Importance of redistribution of wealth to the
Communists
Essential Understandings
Capitalism and market competition fueled the
Industrial Revolution. Wealth increased the
standard of living for some. Social dislocations
associated with capitalism produced a range of
Time Allowed:
(Weeks)
Traditional:2.5
weeks
Block: 1.5
Why did European countries participate in
imperialism and a race for colonies?
How were these motives justified?
How might nations use military strength to gain
an unequal trade advantage with other nations?
How effective were the responses of colonized
peoples towards European imperialism?
Resources/Links:
Haiku Learning - AP World
World History Practice Test
World History for All
History World
World History Matters
Federal Resources for Education Excellence
Discovery Education
History Channel
World History Archives
U.S. Holocaust Memorial Museum
Times (Around the World)
Teachers will complete 4 DBQs within a full
year course.
DBQ Option: Female Mill Workers in England and
Japan: How similar were there experiences?
2014-2015 Curriculum Blueprint
Topic/Idea: 7.
others of their kind, thus ensuring the
perpetuation of those favorable traits in
succeeding generations.
Realism-the tendency to view or
represent things as they really are.
Proletariat-the class of wage earners,
especially those who earn their living by
manual labor or who are dependent for
support on daily or casual employment;
the working class.
19th
Grade: 9-12
Course: World History
Century Industrialism, Nationalism, and Imperialism
economic and political ideas, including socialism and
communism.
The nature of work in the factory system
• Family-based cottage industries displaced by the
factory system
• Harsh working conditions with men competing with
women and children for wages
• Child labor that kept costs of production low
and profits high
• Owners of mines and factories who exercised
considerable control over the lives of their laborers
Impact of the Industrial Revolution on slavery
• The cotton gin increased demand for slave labor on
American plantations.
• The United States and Britain outlawed the slave
trade and then slavery.
Social effects of the Industrial Revolution
• Women and children entering the workplace as cheap
labor
• Introduction of reforms to end child labor
• Expansion of education
• Women’s increased demands for suffrage
The rise of labor unions
• Encouraged worker-organized strikes to increase
wages and improve working conditions
• Lobbied for laws to improve the lives of workers,
including women and children
• Wanted worker rights and collective bargaining
between labor and management
Essential Understandings
Agricultural economies were based on the family unit.
The Industrial Revolution had a significant impact on
the structure and function of the family.
The Industrial Revolution placed new demands on the
labor of men, women, and children. Workers organized
labor unions to fight for improved working conditions
Time Allowed:
(Weeks)
Traditional:2.5
weeks
Block: 1.5
2014-2015 Curriculum Blueprint
Topic/Idea: 7.
19th
Grade: 9-12
Course: World History
Century Industrialism, Nationalism, and Imperialism
and workers’ rights.
Nationalism motivated European nations to compete
for colonial possessions. European economic, military,
and political power forced colonized countries to trade
on European terms. Industrially produced goods
flooded colonial markets and displaced their traditional
industries. Colonized peoples resisted European
domination and responded in diverse ways to Western
influences.
Forms of imperialism
• Colonies and Protectorates
• Spheres of influence
Imperialism in Africa and Asia
• European domination
• European conflicts carried to the colonies
• Christian missionary efforts
• Spheres of influence in China
• Suez Canal
• East India Company’s domination of Indian states
• American opening of Japan to trade
• Berlin Conference, 1884-85
• Opium War
• Taiping Rebellion
• Boxer Rebellion
Responses of colonized peoples
• Armed conflicts (Events leading to the Boxer
Rebellion in China)
• Meiji Restoration and westernization in Japan
• Rise of nationalism (first Indian nationalist party
founded in the mid-1800s)
Time Allowed:
(Weeks)
Traditional:2.5
weeks
Block: 1.5
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 8. World War I and Its Aftermath
Time Allowed:
(Weeks)
Traditional: 2.5 weeks
Block: 1 week
Instructional Focus Benchmarks Learning Goal: The student will demonstrate knowledge of the worldwide impact of World War I.
Annually Assessed Benchmark(s): Objectives:
N/A
Students will explain the causes of WWI.
a) Alliances b) imperialism c) militarism d) nationalism
EduSoft Mini-Assessment(s): N/A Students will analyze the major events of WWI.
Students will identify major leaders of the war.
Date Range: N/A
Students will explain the outcomes and major effects of the war.
Citing causes and consequences of the Russian Revolution.
Item Specification Notes:
Students will analyze the aftermath of WWI.
a) Rise of communism b) Great depression c) Rise of Stalin, Hitler, Mussolini and Hirohito
Content Limits: N/A
Attributes/Stimulus: N/A
Benchmarks/Standards
Essential Content & Understanding:
Supporting LAFS and MAFS Standards
Causes of World War I
• Alliances that divided Europe into competing camps
Key Vocabulary
SS.912.W.7.1: Analyze the causes of
• Nationalistic feelings
World War I including the formation of • Diplomatic failures
Imperialism-the policy of extending European alliances and the roles of
• Imperialism
the rule or authority of an empire or imperialism, nationalism, and
• Competition over colonies
nation over foreign countries, or of militarism.
• Militarism
acquiring and holding colonies and
SS.912.W.7.2: Describe the changing Major events
dependencies.
nature of warfare during World War I. • Assassination of Austria’s Archduke Ferdinand
• United States enters war
Protectorate-the relation of a
SS.912.W.7.3: Summarize significant • Russia leaves the war
strong state toward a weaker state effects of World War I.
or territory that it protects and
Major leaders
partly controls.
SS.912.W.7.4: Describe the causes and • Woodrow Wilson
effects of the German economic crisis • Kaiser Wilhelm II
Indemnity-protection or security
of the 1920s and the global depression
of the 1930s, and analyze how
against damage or loss.
Essential Understandings
governments responded to the Great Industrial nations in Europe needed natural resources and markets to
Depression.
Conscription-compulsory
expand their economies.
enrollment of persons for military or
Additional Reoccurring Standards These nations competed to control Africa and Asia to secure their
naval service; draft.
economic and political success.
Mobilization-to organize or adapt
(industries, transportation facilities,
etc.) for service to the government in
Imperialism spread economic, political, and social philosophies of
Europe throughout the world.
Essential Questions:
Why did conflict in the Balkans spread to the rest
of Europe in 1914?
What were the major events that shaped the
course of the war?
Who were the major leaders?
What were the most significant global effects of
World War I?
What were the aims and motives of the victorious
powers in drawing up the Treaty of Versailles?
Was the Treaty a fair one? Was the German
response justified?
What were the main causes of the Russian
Revolution?
Why did the Bolsheviks succeed?
What was the League of Nations and why did it
fail?
How was the mandate system structured and
what was its purpose?
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 8. World War I and Its Aftermath
time of war.
Propaganda-information, ideas, or
rumors deliberately spread widely
to help or harm a person, group,
movement, institution, nation, etc.
Armistice-a temporary suspension
of hostilities by agreement of the
warring parties; truce
Reparation-compensation in
money, material, labor, etc., payable
by a defeated country to another
country or to an individual for loss
suffered during or as a result of war.
Mandate-an authoritative order or
command
Depression-an economic condition
characterized by substantial and
protracted unemployment, low
output and investment
Collective bargaining-the process
by which wages, hours, rules, and
working conditions are negotiated
and agreed upon by a union with an
employer for all the employees
collectively whom it represents.
Deficit-a lack or shortage
Fascism-a governmental system led
by a dictator having complete power,
forcibly suppressing opposition and
criticism, regimenting all industry,
commerce, etc., and emphasizing an
Resistance to imperialism took many forms including armed conflict
and intellectual movements.
World War I (1914-1918) was caused by competition among
industrial nations in Europe and a failure of diplomacy.
Outcomes and global effects
• Colonies’ participation in the war, which increased demands for
independence
• End of the Russian Imperial, Ottoman, German, and AustroHungarian empires
• Enormous cost of the war in lives, property, and social disruption
Time Allowed:
(Weeks)
Traditional: 2.5 weeks
Block: 1 week
What problems might have arisen from such a
system?
How and why did the world economy collapse?
How did the effects of the depression change the
world?
How effective were the responses to the
depression by the Western democracies?
Why did dictatorial governments emerge in
Germany, Italy, Japan, and the U.S.S.R. after World
Treaty of Versailles
• Forced Germany to accept guilt for war and loss of territory and pay War I?
reparations
How did these regimes affect the world following
• Limited the German military
World War I?
Essential Understandings
Why did various countries around the world
The war transformed European and American life, wrecked the
economies of Europe, and planted the seeds for a second world war. embrace totalitarianism in the 1920s and 1930s?
Causes of 1917 revolutions
• Defeat in war with Japan in 1905
• Landless peasantry
• Incompetence of Tsar Nicholas II
• Military defeats and high casualties in World War I
Rise of communism
• Bolshevik Revolution and civil war
• Vladimir Lenin’s New Economic Policy
• Lenin’s successor—Joseph Stalin
Essential Understandings
Tsarist Russia entered World War I as an absolute monarchy with
sharp class divisions between the nobility and peasants. The
grievances of workers and peasants were not resolved by the Tsar.
Inadequate administration in World War I led to revolution and an
unsuccessful provisional government. A second revolution by the
Bolsheviks created the communist state that ultimately became the
U.S.S.R.
Resources/Links:
Haiku Learning - AP World
World History Practice Test
World History for All
History World
World History Matters
Federal Resources for Education Excellence
Discovery Education
History Channel
World History Archives
U.S. Holocaust Memorial Museum
Times (Around the World)
Teachers will complete 4 DBQs within a full
year course.
DBQ Option: What were the Underlying Causes of
World War I?
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 8. World War I and Its Aftermath
aggressive nationalism and often
racism.
Totalitarianism-absolute control by
the state or a governing branch of a
highly centralized institution.
League of Nations
• International cooperative organization
• Established to prevent future wars
• United States not a member
• Failure of League because it did not have power to enforce its
decisions
The mandate system
• The system was created to administer the colonies of defeated
powers on a temporary basis.
• France and Great Britain became mandatory powers in the Middle
East.
Essential Understandings
After World War I, international organizations and agreements were
established to avoid future conflicts.
Causes of worldwide depression
• German reparations
• Expansion of production capacities and dominance of the United
States in the global economy
• High protective tariffs
• Excessive expansion of credit
• Stock Market Crash (1929)
Impact of world depression
• High unemployment in industrial countries
• Bank failures and collapse of credit
• Collapse of prices in world trade
• Nazi Party’s growing importance in Germany; Nazi Party’s blame of
European Jews for economic collapse
Essential Understandings
A period of uneven prosperity in the decade following World War I
(1920s) was followed by worldwide depression in the 1930s.
Depression weakened Western democracies, making it difficult for
them to challenge the threat of totalitarianism.
U.S.S.R. during the Interwar Period—Joseph Stalin
• Entrenchment of communism
• Stalin’s policies (five-year plans, collectivization of farms, state
industrialization, secret police)
Time Allowed:
(Weeks)
Traditional: 2.5 weeks
Block: 1 week
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 8. World War I and Its Aftermath
• Great Purge
Germany during the Interwar Period—Adolf Hitler
• Inflation and depression
• Democratic government weakened
• Anti-Semitism
• Extreme nationalism
• National Socialism (Nazism)
• German occupation of nearby countries
Italy during the Interwar Period—Benito Mussolini
• Rise of fascism
• Ambition to restore the glory of Rome
• Invasion of Ethiopia
Japan during the Interwar Period—Hirohito and Hideki Tojo
• Militarism
• Industrialization of Japan, leading to drive for raw materials
• Invasion of Korea, Manchuria, and the rest of China
Essential Understandings
Economic dislocations following World War I led to unstable political
conditions. Worldwide depression in the 1930s provided
opportunities for the rise of dictators in the Soviet Union, Germany,
Italy, and Japan.
A communist dictatorship was established by Vladimir Lenin and
continued by Joseph Stalin in the Soviet Union.
The Treaty of Versailles worsened economic and political conditions
in Europe and led to the rise of totalitarian regimes in Italy and
Germany. Japan emerged as a world power after World War I and
conducted aggressive imperialistic policies in Asia.
Time Allowed:
(Weeks)
Traditional: 2.5 weeks
Block: 1 week
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
(Weeks)
Topic/Idea: 9. World War II: World View
Instructional Focus Benchmarks
Annually Assessed Benchmark(s): N/A
EduSoft Mini-Assessment(s): N/A
Date Range: N/A
Item Specification Notes:
Content Limits: N/A
Attributes/Stimulus: N/A
Traditional: 2.5 weeks
Block: 1 week
Learning Goal: The student will demonstrate knowledge of the worldwide impact of World War II.
Objectives:
Identify the causes of WWII.
Describe the major events of WWII.
Identify the key leaders during WWII.
Analyze how Hitler was appeased during the build-up before WWII.
Describe genocide and why it happens.
Describe the elements leading to the Holocaust.
Compare examples of genocide throughout history.
Analyze the efforts of reconstruction in Germany.
Analyze the efforts of reconstruction in Japan.
Benchmarks/Standards
Essential Content & Understanding:
Supporting LAFS and MAFS Standards
Economic and political causes of World War
II
SS.912.W.7.5: Describe the rise of authoritarian • Aggression by totalitarian powers (Germany,
Demilitarized-to deprive of military character; governments in the Soviet Union, Italy,
Italy, Japan)
free from militarism.
Germany, and Spain, and analyze the policies
• Nationalism
and main ideas of Vladimir Lenin, Joseph Stalin, • Failures of the Treaty of Versailles
Appeasement-to bring to a state of peace, quiet, Benito Mussolini, Adolf Hitler, and Francisco
• Weakness of the League of Nations
Franco.
ease, calm, or contentment; pacify; soothe
• Appeasement
• Tendencies towards isolationism and
Sanction-a provision of a law enacting a penalty SS.912.W.7.6: Analyze the restriction of
pacifism in Europe and the United States
individual rights and the use of mass terror
for disobedience or a reward for obedience.
against populations in the Soviet Union, Nazi
Major events of the war (1939-1945)
• German invasion of Poland
Partisan-an adherent or supporter of a person, Germany, and occupied territories.
• Fall of France
group, party, or cause, especially a person who
SS.912.W.7.7: Trace the causes and key events • Battle of Britain
shows a biased, emotional allegiance.
related to World War II.
• German invasion of the Soviet Union
• Japanese attack on Pearl Harbor
Genocide-the deliberate and systematic
SS.912.W.7.8: Explain the causes, events, and
• D-Day (Allied invasion of Europe)
extermination of a national, racial, political, or
effects of the Holocaust (1933-1945) including • Atomic bombs dropped on Hiroshima and
its roots in the long tradition of anti-Semitism, Nagasaki
cultural group.
19th century ideas about race and nation, and
Nazi dehumanization of the Jews and other
Major leaders of the war
victims.
• Franklin D. Roosevelt—U.S. President
Key Vocabulary:
Time Allowed:
SS.912.W.7.9: Identify the wartime strategy
and post-war plans of the Allied leaders.
• Harry Truman—U.S. President after death of
President Roosevelt
• Dwight D. Eisenhower—U.S. general
• Douglas MacArthur—U.S. general
Essential Questions:
What were the causes of World War II?
Europe, Asia and the Pacific between 1939 and
1943?
How did the war develop in Europe, Africa, Asia
and the Pacific between 1943 and 1945?
Was dropping the atomic bomb necessary?
Who were the major leaders of World War II and
what role did they play in the war effort?
Why did the Holocaust occur?
What are other examples of genocides in the
twentieth century?
What were the outcomes of World War II?
What were the war crimes trials?
What were the international cooperative
organizations created after World War II?
How did the Allies promote reconstruction of the
defeated powers?
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
(Weeks)
Topic/Idea: 9. World War II: World View
SS.912.W.7.10: Summarize the causes and
effects of President Truman's decision to drop
the atomic bombs on Japan.
• George Marshall—U.S. general
• Winston Churchill—British prime minister
• Joseph Stalin—Soviet dictator
• Adolf Hitler—Nazi dictator of Germany
• Hideki Tojo—Japanese general
• Hirohito—Emperor of Japan
Additional Reoccurring Standards
Elements leading to the Holocaust
• Totalitarianism combined with nationalism
• History of anti-Semitism
• Defeat in World War I and economic
depression blamed on German Jews
• Hitler’s belief in the master race
• Final solution—Extermination camps, gas
Chambers
Time Allowed:
Traditional: 2.5 weeks
Block: 1 week
Resources/Links:
Haiku Learning - AP World
World History Practice Test
World History for All
SS.912.W.7.11: Describe the effects of World
History World
War II.
World History Matters
Federal Resources for Education Excellence
SS.912.W.9.3- Explain cultural, historical, and Essential Understandings
economic factors and governmental policies
Many economic and political causes led toward Discovery Education
History Channel
that created the opportunities for ethnic
World War II. Major theaters of war included
World History Archives
cleansing or genocide in Cambodia, the Balkans, Africa, Europe, Asia, and the Pacific Islands.
U.S. Holocaust Memorial Museum
Rwanda and Darfur, and describe various
Leadership was essential to the Allied victory.
Times (Around the World)
governmental and non-governmental
responses to them.
Terms to know
• Genocide: The systematic and purposeful
Teachers will complete 4 DBQs within a full
SS.912.W.9.2- Describe the causes and effects destruction of a racial, political, religious, or
year course.
of twentieth century nationalist conflicts.
cultural group.
Examples of other genocides
• Armenians by leaders of the Ottoman Empire
• Peasants, government and military leaders,
and members of the elite in the Soviet Union
by Joseph Stalin
• The educated, artists, technicians, former
government officials, monks, and minorities
by Pol Pot in Cambodia
• Tutsi minority by Hutu in Rwanda
• Muslims and Croats by Bosnian Serbs in
former Yugoslavia
Essential Understandings
There had been a climate of hatred against
Jews in Europe and Russia for centuries.
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 9. World War II: World View
Various instances of genocide have occurred
throughout the twentieth century.
Outcomes of World War II
• European powers’ loss of empires
• Establishment of two major powers in the
world: The United States and the U.S.S.R.
• War crimes trials
• Division of Europe—Iron Curtain
• Establishment of the United Nations
• Marshall Plan
• Formation of North Atlantic Treaty
Organization (NATO) and Warsaw Pact
Efforts for reconstruction of Germany
• Democratic government installed in West
Germany and West Berlin
• Germany and Berlin divided among the four
Allied powers
• Emergence of West Germany as economic
power in postwar Europe
Efforts for reconstruction of Japan
• U.S. occupation of Japan under MacArthur’s
administration
• Democracy and economic development
• Elimination of Japanese offensive military
capabilities; United States’ guarantee of
Japan’s security
• Emergence of Japan as dominant economy
in Asia
Essential Understandings
The outcomes of World War II included the war
crimes trials, the division of Europe, plans to
rebuild Germany and Japan, and the
establishment of international cooperative
organizations.
Time Allowed:
(Weeks)
Traditional: 2.5 weeks
Block: 1 week
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 10. The Cold War
Instructional Focus Benchmarks
Annually Assessed Benchmark(s): N/A
EduSoft Mini-Assessment(s): N/A
Date Range: N/A
Item Specification Notes:
Content Limits: N/A
Attributes/Stimulus: N/A
Containment-an act or policy of restricting the
territorial growth or ideological influence of
another, especially a hostile nation.
Bloc-a group of nations that share common
interests and usually act in concert in
international affairs
Welfare state-a group of nations that share
common interests and usually act in concert in
international affairs
Traditional: 2.5 weeks
Block: 1 week
Learning Goal: The student will demonstrate knowledge of major events and outcomes of the Cold War.
Objectives:
Students will identify the causes of the Cold War.
Students will critique what life was like during the Cold War.
Students will compare conflicts that occurred during the Cold War.
Students will describe the Korean War.
Students will describe the Vietnam War.
Students will critique the decisions that were made during the Cuban Missile Crisis.
Students will analyze how effective containment was.
Students will identify the reasons for the collapse of communism in the Soviet Union.
Students will analyze the effects of the Cold War on Asia.
Students will analyze how the United States became a sole superpower.
Benchmarks/Standards
Key Vocabulary:
Time Allowed:
(Weeks)
Essential Content & Understanding:
Supporting LAFS and MAFS Standards
Beginning of the Cold War (1945-1948)
• The Yalta Conference and the Soviet control of Eastern
SS.912.W.8.1: Identify the United States Europe
and Soviet aligned states of Europe, and • Rivalry between the United States and the U.S.S.R.
contrast their political and economic
• Democracy and the free enterprise system v. dictatorship
characteristics.
and communism
• President Truman and the Policy of Containment
SS.912.W.8.2: Describe characteristics • Eastern Europe—Soviet satellite nations; the Iron Curtain
of the early Cold War.
SS.912.W.8.3: Summarize key
developments in post-war China.
SS.912.W.8.4: Summarize the causes
and effects of the arms race and proxy
Satellite states- is a political term that refers to wars in Africa, Asia, Latin America, and
the Middle East.
a country which is formally independent, but
under heavy influence or control by another
SS.912.W.8.5: Identify the factors that
country.
led to the decline and fall of communism
in the Soviet Union and Eastern Europe.
Détente-a relaxing of tension, especially
Additional Reoccurring Standards
between nations, as by negotiations or
agreements.
Characteristics of the Cold War (1948-1989)
• North Atlantic Treaty Organization (NATO) v. the Warsaw
Pact
• Korean Conflict
• Vietnam War
• Berlin and significance of Berlin Wall
• Cuban Missile Crisis
• Nuclear weapons and the theory of Deterrence
Collapse of Communism in the Soviet Union and Eastern
Europe (1989-)
• Soviet economic collapse
• Nationalism in Warsaw Pact countries
• Tearing down of Berlin Wall
• Breakup of U.S.S.R.
• Expansion of NATO
Essential Questions:
When did the Cold War begin?
Who was to blame?
What was the key turning point of the Cold
War?
Who won the Cold War?
What was the impact of nuclear weapons?
What were the causes and consequences of
the collapse of the Soviet Union?
How might changes at the center of an empire
affect regions on the empire’s fringes?
How was the People’s Republic of China
established?
How effective were Mao’s Great Leap
Forward and Cultural Revolution?
Why were the Soviet Union and China unable
to maintain strong ties?
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 10. The Cold War
Essential Understandings
Competition between the United States and the U.S.S.R. laid
the foundation for the Cold War. The Cold War influenced
the policies of the United States and the U.S.S.R. towards
other nations and conflicts around the world. The presence
of nuclear weapons influenced patterns of conflict and
cooperation since 1945. Communism failed as an economic
system in the Soviet Union and elsewhere.
Terms to know
• Containment: Policy for preventing the expansion of
communism
Conflicts and revolutionary movements in China
• Division of China into two nations at the end of the
Chinese civil war
• Chiang Kai-shek (Jiang Jieshi)—Nationalist China (island
of Taiwan)
• Mao Tse-tung (Mao Zedong)—Communist China
(mainland China)
• Continuing conflict between the two Chinas
• Communist China’s participation in Korean Conflict
Conflicts and revolutionary movements in
Vietnam
• Role of French Imperialism
• Leadership of Ho Chi Minh
• Vietnam as a divided nation
• Influence of policy of containment
• The United States and the Vietnam War
• Vietnam as a reunited communist country Today
Essential Understandings
Japanese occupation of European colonies in Asia
heightened demands for independence after World War II.
After World War II, the United States pursued a policy of
containment against communism. This policy included the
development of regional alliances against Soviet and
Chinese aggression. The Cold War led to armed conflict in
Korea and Vietnam.
Time Allowed:
(Weeks)
Traditional: 2.5 weeks
Block: 1 week
Did the U.S. policy of containment exacerbate
regional conflicts or prevent a much wider
conflict?
Resources/Links:
Haiku Learning - AP World
World History Practice Test
World History for All
History World
World History Matters
Federal Resources for Education Excellence
Discovery Education
History Channel
World History Archives
U.S. Holocaust Memorial Museum
Times (Around the World)
Teachers will complete 4 DBQs within a full
year course.
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 11. Independence Movements in the Second Half of the 20th Century
Instructional Focus Benchmarks
Time Allowed:
(Weeks)
Traditional: 2.5 weeks
Block: 1 week
Learning Goal: The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and
development efforts.
Annually Assessed Benchmark(s): N/A
EduSoft Mini-Assessment(s): N/A
Date Range: N/A
Item Specification Notes:
Content Limits: N/A
Attributes/Stimulus: N/A
Objectives:
Students will analyze the events and effects of the Indian Independence movement.
Students will identify the steps Gandhi took to ensure independence.
Students will analyze the events and effects of the independence movement in Africa.
Students will compare ethnic and religious conflicts.
a) Middle East b) Northern Ireland c) Balkans d) Africa e) Asia
Benchmarks/Standards
Essential Content & Understanding:
Supporting LAFS and MAFS Standards
Regional setting for the Indian independence
movement
SS.912.W.8.6: Explain the 20th century
• Indian sub-continent
Key Vocabulary:
background for the establishment of the modern • British India
state of Israel in 1948 and the ongoing military • India
and political conflicts between Israel and the
• Pakistan (former West Pakistan)
Apartheid-any system or practice that separates
Arab-Muslim world.
• Bangladesh (former East Pakistan)
people according to race, caste, etc.
• Sri Lanka (former Ceylon)
SS.912.W.8.7: Compare post-war independence
Civil-disobedience-the refusal to obey certain movements in African, Asian, and Caribbean
Evolution of the Indian independence
laws or governmental demands for the purpose countries.
movement
of influencing legislation or government policy,
• British rule in India
SS.912.W.8.8: Describe the rise and goals of
characterized by the employment of such
• Leadership of Mohandas Gandhi
nonviolent techniques as boycotting, picketing, nationalist leaders in the post-war era and the • Role of civil disobedience and passive
impact of their rule on their
resistance
and nonpayment of taxes.
societies.
• Political division along Hindu-Muslim lines,
SS.912.W.8.9: Analyze the successes and
failures of democratic reform movements in
Africa, Asia, the Caribbean, and Latin America.
SS.912.W.8.10: Explain the impact of religious
fundamentalism in the last half of the 20th
century, and identify related events and forces
in the Middle East over the last several decades.
Additional Reoccurring Standards
Pakistan/India
Essential Questions:
What effects did decolonization have on the
Indian subcontinent?
How would you describe India’s foreign policy
during the Cold War?
What path did most British colonies in Africa
follow to independence?
How did French efforts to maintain a unified
African empire affect decolonization?
What was the struggle like in Belgium and
Portuguese African colonies?
What were the results of the United Nations’
decision to end the mandate system in terms of
states created (locations) and their subsequent
problems?
Essential Understandings
British policies and the demand for self-rule led
to the rise of the Indian independence
What caused the Suez Crisis?
movement, resulting in the creation of new
states in the Indian sub-continent.
Resources/Links:
The independence movement in Africa
• Right to self-determination (U.N. charter)
• Peaceful and violent revolutions after World
War II
• Pride in African cultures and heritage
• Resentment toward imperial rule and
Haiku Learning - AP World
World History Practice Test
World History for All
History World
World History Matters
Federal Resources for Education Excellence
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 11. Independence Movements in the Second Half of the 20th Century
economic exploitation
• Loss of colonies by Great Britain, France,
Belgium, and Portugal Influence of
superpower rivalry during the Cold War
Examples of independence movements and
subsequent development efforts
• West Africa—Peaceful transition
• Algeria—War for Independence from
France
• Kenya (Britain)—Violent struggle under
leadership of Kenyatta
• South Africa—Black South Africans’ struggle
against apartheid
Essential Understandings
The charter of the United Nations guaranteed
colonial populations the right to self
determination.
Independence movements in Africa challenged
European imperialism.
Mandates in the Middle East
• Established by the League of Nations
• Granted independence after World War II
• Resulted in Middle East conflicts created by
religious differences
French Mandates in the Middle East
• Syria
• Lebanon
British Mandates in the Middle East
• Jordan
• Palestine (part became independent as the
State of Israel)
Essential Understandings
The mandate system established after World
War I was phased out after World War II. With
the end of the mandates, new states were
created in the Middle East.
Time Allowed:
(Weeks)
Traditional: 2.5 weeks
Block: 1 week
Discovery Education
History Channel
World History Archives
U.S. Holocaust Memorial Museum
Times (Around the World)
Teachers will complete 4 DBQs within a full
year course.
DBQ Option: Gandhi, King, and Mandela: What
Made Non-Violence Work?
DBQ Option: How did Colonialism affect Kenya?
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 12. Cultural, Economic and Social Conditions in the Contemporary
World
Instructional Focus Benchmarks
Time Allowed:
(Weeks)
Traditional: 2 weeks
Block: 1 week
Learning Goal: The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the
contemporary World.
Annually Assessed Benchmark(s): N/A
EduSoft Mini-Assessment(s): N/A
Date Range: N/A
Item Specification Notes:
Content Limits: N/A
Attributes/Stimulus: N/A
Key Vocabulary:
Ethnicity-ethnic traits, background, allegiance,
or association.
Terrorism-the use of violence and threats to
intimidate or coerce, especially for political
purposes.
Interdependence-the quality or condition of
being interdependent, or mutually reliant on
each other
Objectives:
Students will identify conflicts based on ethnicity and religion.
Students will indentify the impact of new technologies.
Students will compare developed and developing nations.
Students will analyze the environmental factors affecting society.
Students will analyze the social challenges of society.
Benchmarks/Standards
Essential Content & Understanding:
Essential Questions:
Supporting LAFS and MAFS Standards
Migrations of refugees and others
• Refugees as an issue in international conflicts
• Migrations of “guest workers” to European
Cities
How does the developing world compare with the
developed world in terms of economic, social, and
population characteristics?
SS.912.W.9.1: Identify major scientific figures
and breakthroughs of the 20th century, and
assess their impact on contemporary life.
Ethnic and religious conflicts
SS.912.W.9.2: Describe the causes and effects of • Middle East
post-World War II economic and demographic • Northern Ireland
changes.
• Balkans
• Africa
SS.912.W.9.3: Explain cultural, historical, and • Asia
economic factors and governmental policies
that created the opportunities for ethnic
Impact of new technologies
cleansing or genocide in Cambodia, the Balkans, • Widespread but unequal access to
Rwanda, and Darfur, and describe various
computers and instantaneous
governmental and non-governmental responses communications
to them.
• Genetic engineering and bioethics
Economic sanctions-any actions taken by one SS.912.W.9.4: Describe the causes and effects of
nation or group of nations to harm the economy twentieth century nationalist conflicts.
of another nation or group, often to force a
SS.912.W.9.5: Assess the social and economic
political change
impact of pandemics on a global scale,
Refugee-a person who flees for refuge or safety, particularly within the developing and underdeveloped world.
especially to a foreign country, as in time of
political upheaval, war, etc.
Essential Understandings
Both developed and developing nations face
many challenges. These include migrations,
ethnic and religious conflict, and new
technologies.
Contrasts between developed and
developing nations
• Geographic locations of major developed
and developing countries
What impact are economic development and
rapid population growth having on the
environment?
What are the links between economic
development and political freedom?
How is economic interdependence changing the
world?
Resources/Links:
Haiku Learning - AP World
World History Practice Test
World History for All
History World
World History Matters
Federal Resources for Education Excellence
Discovery Education
History Channel
World History Archives
U.S. Holocaust Memorial Museum
Times (Around the World)
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 12. Cultural, Economic and Social Conditions in the Contemporary
World
SS.912.W.9.6: Analyze the rise of regional trade
blocs such as the European Union and NAFTA,
and predict the impact of increased
globalization in the 20th and 21st centuries.
• Economic conditions
• Social conditions (literacy, access to health
care)
• Population size and rate of growth
SS.912.W.9.7: Describe the impact of and global Factors affecting environment and society
response to international terrorism.
• Economic development
• Rapid population growth
Environmental challenges
Additional Reoccurring Standards
• Pollution
• Loss of habitat
• Ozone depletion
Social challenges
• Poverty
• Poor health
• Illiteracy
• Famine
• Migration
Relationship between economic and political
freedom
Free market economies produce rising
standards of living and an expanding middle
class, which produces growing demands for
political freedoms and individual rights. Recent
examples include Taiwan and South Korea.
Essential Understandings
Developed and developing nations are
characterized by different levels of economic
development, population characteristics, and
social conditions.
Economic development and the rapid growth
of population are having an impact on the
environment.
Sound economic conditions contribute to a
stable democracy, and political freedom helps
foster economic development.
Time Allowed:
(Weeks)
Traditional: 2 weeks
Block: 1 week
Teachers will complete 4 DBQs within a full
year course.
2014-2015 Curriculum Blueprint
Grade: 9-12
Course: World History
Topic/Idea: 12. Cultural, Economic and Social Conditions in the Contemporary
World
Time Allowed:
(Weeks)
Traditional: 2 weeks
Block: 1 week
Economic interdependence
• Role of rapid transportation,
communication, and computer networks
• Rise and influence of multinational
corporations
• Changing role of international boundaries
• Regional integration (European Union)
• Trade agreements—North American Free
Trade Agreement (NAFTA), World Trade
Organization (WTO)
• International organizations— United Nations
(UN), International Monetary Fund (IMF)
Essential Understandings
The countries of the world are increasingly
dependent on each other for raw materials,
markets, and financial resources, although there
is still a difference between the developed and
developing nations.
Geography and Humanities Reoccurring Standards
SS.912.G.1.1: Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions.
SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions.
SS.912.G.4.1: Interpret population growth and other demographic data for any given place.
SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe
any given place.
SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world.
SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places.
SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.
SS.912.G.2.3: 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.
SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time.
SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture.
SS.912.H.1.3: Relate works in the arts to various cultures.
Supporting LAFS and MAFS Standards
LAFS.910.WHST.1.1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships
among the claim(s), counterclaims, reasons, and evidence.
LAFS.910.WHST.1.1b: 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.
LAFS.910.WHST.1.1c: Use words, phrases, and clauses 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.
LAFS.910.WHST.1.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
LAFS.910.WHST.1.1e: Provide a concluding statement or section that follows from or supports the argument presented.
LAFS.910.WHST.1.2a: Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
LAFS.910.WHST.1.2b: 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.
LAFS.910.WHST.1.2c: Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and
concepts.
LAFS.910.WHST.1.2d: Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context
as well as to the expertise of likely readers.
LAFS.910.WHST.1.2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
LAFS.910.WHST.1.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the
significance of the topic).
MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt.
They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their
progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their
graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs
or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to
help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves,
“Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures
and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use
counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible
arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible
arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct
Supporting LAFS and MAFS Standards
arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or
made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others,
decide whether they make sense, and ask useful questions to clarify or improve the arguments.
MAFS.K12.MP.5.1: Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a
protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools
appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations.
For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by
strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of
varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external
mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen
their understanding of concepts.
MAFS.K12.MP.6.1: Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the
meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to
clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the
problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine
claims and make explicit use of definitions.
LAFS.910.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LAFS.910.RH.1.2: 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.
LAFS.910.RH.1.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
LAFS.910.RH.2.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social
science.
LAFS.910.RH.2.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
LAFS.910.RH.2.6: 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.
LAFS.910.RH.3.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
LAFS.910.RH.3.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.
LAFS.910.RH.3.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
LAFS.910.RH.4.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
Supporting LAFS and MAFS Standards
LAFS.910.WHST.1.1: Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among 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 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.
LAFS.910.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), 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. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the
expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the
topic).
LAFS.910.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.5: 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.
LAFS.910.WHST.2.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to
link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.3.7: 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.
LAFS.910.WHST.3.8: 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.
LAFS.910.WHST.3.9: Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.4.10: 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.