Download 11 - Rlsms.com

[SOCIAL STUDIES: GRADE 11] December 14, 2007
Eleventh Grade
1
[SOCIAL STUDIES: GRADE 11] December 14, 2007
Eleventh Grade Summary
Strand
Standard
History
History
3
3
History
3
History
3
Total
Topic
Pre-Modern Times, Pre 1500 C.E.
Origins of Global Interdependence in
Early Modern Times, 1500 C.E. to
1800 C.E.
Age of Revolution, Industry, and
Empire, 1750 C.E. to 1914 C.E.
The Twentieth Century, 1914 C.E. to
1989 C.E.
Number of
Elements
1
3
3
4
11
2
[SOCIAL STUDIES: GRADE 11] December 14, 2007
Topic: Pre-Modern Times, Pre 1500 C.E.
Strand: History
Standard 3: WORLD HISTORY—Understand important historical events from
classical civilization through the present.
Grade 11
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 examine the relationship between cultural traditions and the larger societies in
the cases of Confucianism in China, Buddhism in Asia, Christianity in Europe,
Hinduism in India, and Islam in the Muslim world (i.e., write a peace
settlement between Palestine and Israel that will be sent to the President)
Level 3.5
Level 3.0
11.3.1
While engaged in tasks involving pre-modern times (pre 1500 C.E.) the
student will:
 describe the cultural traditions in the cases of Confucianism in China,
Buddhism in Asia, Christianity in Europe, Hinduism in India, and Islam in the
Muslim world (describe the interrelationship between cultural traditions and
their societies)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes and recalls specific terminology, events, people, and locations,
such as:
o cultural traditions
o societies
o Confucianism
o Buddhism
o Christianity
o Hinduism
o Islam
o Judaism
o Asia and the Middle East
 performs basic processes such as:
o identifying major key beliefs of major world belief systems (e.g., Islam,
Judaism, Christianity, Hinduism, Buddhism, and Confucianism)
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
3
[SOCIAL STUDIES: GRADE 11] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
4
[SOCIAL STUDIES: GRADE 11] December 14, 2007
Topic: Origins of Global Interdependence in Early Modern Times, 1500 C.E. to
1800 C.E.
Strand: History
Standard 3: WORLD HISTORY—Understand important historical events from
classical civilization through the present.
Grade 11
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 examine the impact of the exploratory and commercial expeditions in the 15th
and 16th century, including the voyages of Zheng He, Vasco da Gama,
Christopher Columbus, Ferdinand Magellan, James Cook, and European
voyages to North America (i.e., write a proposal to NASA to continue or
discontinue space exploration)
 evaluate the effects of global exchanges between Europe and the Americas,
Asia, or Africa, including the spread of food crops and diseases, the exchange
of trade goods, and migrations of peoples (forced and voluntary) (evaluate
how different regions involved in a global exchange in early modern times
were affected (e.g., impact of smallpox in the Americas and the Atlantic Slave
Trade))
 examine the major developments in European cultural and intellectual history,
including the Renaissance, Reformation, Enlightenment, or Scientific
Revolution (evaluate the impact of an important historical figure from the
Renaissance, Reformation, Enlightenment, or Scientific Revolution)
Level 3.5
Level 3.0
11.3.3
11.3.4
11.3.6
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
While engaged in tasks involving origins of global interdependence in early
modern times (1500 C.E. to 1800 C.E.) the student will:
 explain the impact of the exploratory and commercial expeditions in the 15th
and 16th century, including the voyages of Zheng He, Vasco da Gama,
Christopher Columbus, Ferdinand Magellan, James Cook, and European
voyages to North America (explain changing relationships between world
regions in early modern times (e.g., Europe to Asia and the Americas)
 explain the effects of global exchanges in the Americas, Europe, Asia, and
Africa, including the exchange of trade goods and migrations of peoples
(forced and voluntary) (explain how different regions involved in a global
exchange in early modern times were affected (e.g., Atlantic Slave Trade)
 describe the major developments in European cultural and intellectual history,
including the Renaissance, Reformation, Enlightenment, and Scientific
Revolution (describe the impact of the Renaissance, Reformation, and
Scientific Revolution on the Enlightenment)
The student exhibits no major errors or omissions.
Level 2.5
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
5
[SOCIAL STUDIES: GRADE 11] December 14, 2007
Level 2.0
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes and recalls specific terminology, events, people, and locations,
such as:
o Vasco da Gama, Christopher Columbus, and Ferdinand Magellan
o Triangular Trade including the Atlantic Slave Trade
o Europe, North America, Asia, India, oceans (Pacific, Atlantic, Caribbean
Sea)
o Renaissance, Reformation, Enlightenment, and Scientific Revolution
 performs basic processes such as:
o describing the exploratory expeditions of major 15th and 16th century
explorers (e.g., Vasco da Gama, Christopher Columbus, and Ferdinand
Magellan)
o explaining the effects of global exchanges in the Americas and Europe
such as the exchange of trade goods and migrations of peoples (forced and
voluntary)
o recalling and identifying key ideas/developments in European cultural and
intellectual history such as the Renaissance, Reformation, Enlightenment,
and Scientific Revolution
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
6
[SOCIAL STUDIES: GRADE 11] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
7
[SOCIAL STUDIES: GRADE 11] December 14, 2007
Topic: Age of Revolution, Industry, and Empire, 1750 C.E. to 1914 C.E.
Strand: History
Standard 3: WORLD HISTORY—Understand important historical events from
classical civilization through the present.
Grade 11
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 Compare the causes and effects of three of the early modern democratic
revolutions, including the American Revolution, French Revolution, Haitian
Revolution, and South American revolutions
 Analyze the socio-economic impact of the industrial revolution (i.e., create a
3-D model with a written description of a new invention for the Information
Revolution and how it would impact people socially and economically)
 Compare the ideological and economic interests that drove European,
American, or Japanese imperialism in Africa, Asia, and the Pacific (compare
the causes and effects of European, American, and Japanese imperialism in
Africa, Asia, and the Pacific)
Level 3.5
Level 3.0
11.3.7
11.3.8
11.3.9
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
While engaged in tasks involving the age of revolution, industry, and empire
(1750 C.E. to 1914 C.E.) the student will:
 compare the causes and effects of two of the early modern democratic
revolutions, including the American Revolution, French Revolution, Haitian
Revolution, and South American revolutions (compare the French Revolution
with the American, Haitian, or South American revolutions )
 describe the socio-economic impact of the industrial revolution (describe the
global effects of inventions (e.g., steam engine) and the role of women or
children (e.g., in the factory system) during the industrial revolution)
 explain the ideological and economic interests that drove European, American,
and Japanese imperialism in Africa, Asia, and the Pacific (explain the causes
and effects of European, American, and Japanese imperialism in Africa, Asia,
and the Pacific)
The student exhibits no major errors or omissions.
Level 2.5
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
8
[SOCIAL STUDIES: GRADE 11] December 14, 2007
Level 2.0
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes and recalls specific terminology, events, people, and locations,
such as:
o revolution
o Agricultural Revolution
o Industrial Revolution
o factory system
o labor reform
o imperialism
o motives for imperialism (political, economic, religious, militarism)
o Europe, America, Japan, Africa, Pacific region
 performs basic processes such as:
o identifying the causes and effects of early modern democratic revolutions
such as the American Revolution and French Revolution
o identifying the socio-economic impact of the industrial revolution
o identifying the ideological and economic interests that drove European,
American, and Japanese imperialism in Africa, Asia, and the Pacific
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
9
[SOCIAL STUDIES: GRADE 11] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
10
[SOCIAL STUDIES: GRADE 11] December 14, 2007
Topic: The Twentieth Century, 1914 C.E. to 1989 C.E.
Strand: History
Standard 3: WORLD HISTORY—Understand important historical events from
classical civilization through the present.
Grade 11
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 Evaluate the necessity of WWI, and evaluate the effort and success of the
establishment of the League of Nations to prevent future wars
 Examine the effects of the Great Depression and the rise of fascist and
communist governments in contributing to the outbreak of WWII (e.g.,
economic and political effects of WWII, and the aggressions of Hitler and
Mussolini)
 Evaluate the significant events and turning points of WWII, i.e., the German
invasion of Poland, Japanese bombing of Pearl Harbor, D-Day, the American
bombing of Japan, the Rape of Nanjing, or the Holocaust
 Compare the causes and effects of two revolutionary movements from 19451989 (e.g., Chinese communist revolution, Algerian revolution, and the Cuban
revolution)
Level 3.5
Level 3.0
11.3.10
11.3.11
11.3.12
11.3.15
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
While engaged in tasks involving the Twentieth Century (1914 C.E. to 1989
C.E.) the student will:
 describe the role of secret alliances and nationalism in triggering the outbreak
of World War I and the effort to prevent future wars by the establishment of
the League of Nations (describe how secret alliances and nationalism helped
to cause World War I and how the establishment of the League of Nations was
an effort to prevent future wars)
 explain the rise of fascist governments, emergence of communism, and the
global effects of the Great Depression (explain tensions and conflicts of the
interwar years)
 explain the significant events, technological developments, and turning points
of World War II, including the German invasion of Poland, Japanese bombing
of Pearl Harbor, D-Day, the American bombing of Japan, the Rape of
Nanjing, and the Holocaust (explain the causes, events, and atrocities of
World War II)
 describe revolutionary movements from 1945-1989, including the Chinese
communist revolution, the Algerian revolution, and the Cuban revolution
(describe the causes and global effects of the revolutionary movements in
China, Algeria, and Cuba)
The student exhibits no major errors or omissions.
Level 2.5
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
11
[SOCIAL STUDIES: GRADE 11] December 14, 2007
Level 2.0
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes and recalls specific terminology, events, people, and locations,
such as:
o Militarism, Alliance, Imperialism, Nationalism
o World War I
o League of Nations
o Europe, Middle East, Japan, Hawaii
o fascism
o Communism
o economic depression
o World War II
o appeasement
o Japan perspective of bombing of Pearl Harbor
o genocide
o Holocaust
 performs basic processes such as:
o describing the role of secret alliances or nationalism in triggering the
outbreak of World War I and the establishment of the League of Nations
o explaining the rise of fascist governments or the emergence of
communism
o identifying three of the significant events of World War II such as the
German invasion of Poland, Japanese bombing of Pearl Harbor, D-Day,
American bombing of Japan, the Rape of Nanjing, and the Holocaust
o describing one of the revolutionary movements from 1945 -1989 (e.g.,
Chinese communist revolution, the Algerian revolution, or Cuban
revolution)
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
12