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Parsippany-Troy Hills School District
SST114 – World History Honors
A Course Outline for Social Studies
Approved by the Board of Education
______November 13, 2014______
Developed:2005
Revised:July 2014
Approved:November 2014
Table of Contents
STATEMENT OF PURPOSE .............................................................................................................................................................. 4
THE LIVING CURRICULUM .............................................................................................................................................................. 5
AFFIRMATIVE ACTION ................................................................................................................................................................... 5
GENERAL GOALS ............................................................................................................................................................................ 6
EVALUATION/ASSESSMENT ........................................................................................................................................................... 9
GRADING PROCEDURES ................................................................................................................................................................. 9
COURSE PROFICIENCIES ............................................................................................................................................................... 10
I.
II.
III.
IV.
V.
VI.
RENEWAL AND CHANGE (15TH- 16TH CENTURIES) – SUGGESTED TIMEFRAMES – 45 DAYS .................................................................... 12
NEW ECONOMIC AND POLITICAL INSTITUTIONS (16TH – 19TH CENTURY) – SUGGESTED TIMEFRAME: 45 DAYS ...................................... 15
STRUGGLE FOR WESTERN SUPREMACY (1850 – 1914) – SUGGESTED TIMEFRAME – 25 DAYS .............................................................. 18
THE WORLD IN TURMOIL (1914 – 1945) – SUGGESTED TIMEFRAME – 10 DAYS ................................................................................... 20
A DIVIDED WORLD: THE COLD WAR (20TH CENTURY) – SUGGESTED TIMEFRAME – 10 DAYS .............................................................. 23
A NEW WORLD ORDER (21ST CENTURY) – SUGGESTED TIMEFRAME – 30 DAYS ................................................................................... 26
BIBLIOGRAPHY ............................................................................................................................................................................ 29
APPENDIX A
SAMPLE AUTHENTIC ASSESSMENT ........................................................................................................................................... 32
Sample Authentic Assessment ..................................................................................................................................................... 33
AUTHENTIC ASSESSMENT RUBRIC ................................................................................................................................................ 34
Response Level ....................................................................................................................................................................................... 34
Levels of Performance ................................................................................................................................................................ 34
Generally accurate, complete and clear .................................................................................................................................................. 34
Partially accurate, complete, and clear ................................................................................................................................................... 34
Minimally accurate, complete, and clear................................................................................................................................................. 34
Not accurate, complete, and clear ........................................................................................................................................................... 34
●
No part of the task is completed with any success. .......................................................................................................................... 34
APPENDIX B NEW JERSEY CORE CURRICULUM CONTENT STANDARDS ........................................................................................................... 37
FOR SOCIAL STUDIES ........................................................................................................................................................................................... 37
APPENDIX C NEW JERSEY CORE CURRICULUM CONTENT STANDARDS .......................................................................................................... 62
FOR TECHNOLOGY ............................................................................................................................................................................................... 62
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS .............................................................................................................. 63
FOR TECHNOLOGICAL LITERACY ................................................................................................................................................... 63
APPENDIX D COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS .......................................................................................................... 78
HISTORY/SOCIAL STUDIES GRADES 9-10 ............................................................................................................................................................. 78
Key Ideas and Details ............................................................................................................................................................................... 79
Craft and Structure .................................................................................................................................................................................. 79
Integration of Knowledge and Ideas ......................................................................................................................................................... 79
Range of Reading and Level of Text Complexity ........................................................................................................................................ 79
NOTE: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative
elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able
to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can
replicate them and (possibly) reach the same results. ....................................................................................................................................... 81
STATEMENT OF PURPOSE
The World History Honors curriculum is designed to provide Grade 9 students with a rigorous and challenging approach to the study
of the political, social, economic, and cultural traditions of the world from the Renaissance period through modern world history.
Students will examine primary and secondary sources, conduct research, compare historical narratives, and use critical thinking skills
to interpret historical events. Literacy skills will be utilized extensively along with oral communication skills. Students will be
encouraged to make relevant connections between the past and the present.
On-going assessments were designed to improve literacy skills that are vital to the Partnership for Assessment of Readiness for College
and Careers (PARCC) as well as afford students an opportunity to take a hands on approach to learning. These assessments will be
evaluated using specified criteria that require rigorous application by the student demonstrating learning and understanding of
historical events. Requirements include summer reading, integrative essays, and position and research papers. Additional readings,
which include substantial primary and secondary source evaluation and analysis, will be used to enhance the curricula. The honors
course is also designed to prepare students for the Pre-Advanced Placement program in United States History, with an emphasis on
document analysis, thesis and argument development, and critical reading. These activities will be differentiated based upon their
needs and at the discretion of the teacher.
This course is aligned with the New Jersey Core Curriculum Content Standards for Social Studies, the New Jersey Core Curriculum
Content Standards for Technological Literacy, and the English Language Arts Standards History/Social Studies Grades 9-10 Common
Core Standards.
THE LIVING CURRICULUM
Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments
can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as
implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.
AFFIRMATIVE ACTION
During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex,
race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as
applied to the content, the texts and the instruction inherent in this course.
GENERAL GOALS
UNIT
ESSENTIAL QUESTIONS
Unit I – A Renewal and 
Change in Europe (15 -16
Century) – 45 days

th
th
How and why did the world change after
1492?
What was the significance of the economic,
political, and cultural interrelations among
peoples of Africa, Europe, Asia and the
Americas, 1500‐1750?
ENDURING UNDERSTANDINGS




Unit II – New Economic and 
Political Institutions (16 19 Century) – 45 days

th
th
How did new ideas and technology change
the world?
What were the social consequences of the
new industrialism for the working classes?


STANDARDS
The interrelations among people of the
world occurred with much greater frequency
and impact.
Large Eurasian empires were possible due to the
military power and surplus of money provided
by the military and fiscal revolution.
The encounters between Africans, Asians, the
Americas
and
Europeans
were
not
equally beneficial.
Europe was transformed through changes in
religious theory, increasing military power, and
scientific thinking.
6.2
8.1
RH.9-10
WHST.9-10
The agricultural and industrial revolutions
changed the distribution of wealth and poverty
in the world.
The industrial revolution created important
demographic, political, and social changes,
including the eventual death of the cottage
industries.
6.2
8.1
RH.9-10
WHST.9-10
UNIT
ESSENTIAL QUESTIONS
Unit IV – The World in 
Turmoil (1914-1945) – 25
Days


ENDURING UNDERSTANDINGS
How did the post WWI era lead to the rise of 
new political philosophies and conflict?
How did WWI and the ensuing peace treaties
change the political structure of Europe and 
the European Economy?
What strengths and weaknesses

characterized the Treaty of Versailles?

Unit V – A Divided World:
The Cold War (1945-1989) –
10 days



How do the political, economic, and social
differences among western eastern nations
impact the world?
What were the steps in the outbreak and
development of the Cold War, & what led to
confrontation and conflict between the
USSR & the West?
To what extent were cold war tensions
reflected in Europe and the United States
socially, culturally, and artistically?




STANDARDS
Twentieth century conflicts were caused by the
complicated interaction of economics, alliances,
nationalism and imperialism.
Military technology changed considerably
during WWI.
Although the Treaty of Versailles ended WWI,
flaws in the treaty set the stage for the coming
of WWII.
Communism and Fascism are vastly different
systems, even though they appear alike at first
glance.
6.2
8.1
RH.9-10
WHST.9-10
The Cold War resulted from a variety of conflicts
between the US and USSR which began even
before WWII was finished.
The Cold War created cultural and social
turbulence in Europe.
Cold War tensions eventually led both Eastern
and Western Europeans to seek ways to
separate themselves from the influence of the
superpowers.
The existence of nuclear weapons added a new
dimension to post-war conflicts and diplomacy.
6.2
8.1
RH.9-10
WHST.9-10
UNIT
ESSENTIAL QUESTIONS
Unit VI – A New World 
Order (21 Century) – 30
days

st

ENDURING UNDERSTANDINGS
How can the inhabitants of the world meet 
the challenges of a global community?
How has terrorism affected the world?

Why does Genocide continue to occur
throughout the world?


Terrorism is a tool used by various people to try
and bring about change.
One man’s freedom fighter is another man’s
terrorist.
Genocides are avoidable. Each event was the
result of government decisions, compliance of
citizens, and the lack of interference from other
nations.
Genocides bring out the very best (e.g., sacrifice
to help the suffering of humanity) and the very
worst of humanity, (e.g., no reaction to the
suffering of humanity).
STANDARDS
6.2
6.3
8.1
RH.9-10
WHST.9-10
EVALUATION/ASSESSMENT
Social Studies Grading Procedures
Grades 9-12
Substantial assessments
Daily (short-term) assessments
70%
30%
May include, but not limited to, the following: May include, but not limited to, the following:
Tests, Exams
Long-term projects
Extended written assessments
Quizzes
Homework
Classwork
These categories may include a variety of assessments suitable for all learners.
GRADING PROCEDURES
Final Grade – Full Year Course
Full Year Course
Quarterly Exams
 Quarterly exams shall count as 4% in
 Each marking period shall count as
marking periods 1 and 3
20% of the final grade
 Quarterly exams shall count as 6% in
marking periods 2 and 4
PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS
COURSE PROFICIENCIES
Course: SST114
Title: World History Honors – Grade 9
In accordance with district policy as mandated by the New Jersey Administrative Code and the New Jersey Core
Curriculum Content Standards, the following are proficiencies required for the successful completion of the above
named course.
The student will:
1. analyze the geographical & political boundaries of the world in the 15th century.
2. identify & describe the political, social, & economic characteristics of the significant dynasties and empires of the world at the
time; East Asia – China, Japan, Korea, India, Southwest Asia, Persia, Ottoman, Africa, Europe, the Americas.
3. assess the changes the Renaissance & Reformation had on Europeans’ world view.
4. analyze the importance of the individual and the changes brought about in the Renaissance.
5. assess the cultural diffusion that occurred between Europeans, Africans, Asians, and Americans as a result of exploration and
colonization.
6. evaluate the political and economic impact of exploration & colonization on Europe, Africa, Asia, and the Americas.
7. evaluate the religious and cultural changes on the world as the result of Renaissance & Exploration.
8. examine how the Scientific Revolution & Enlightenment altered Europe’s world view and political structure.
9. evaluate Revolution as a means for inducing change.
10. compare & contrast significant political revolutions during the 16 th – 19th Centuries.
11. examine how industrialization in Europe challenged traditional agrarian values.
12. analyze the inherent factors necessary for the emergence of industrial areas.
13. evaluate the beneficial & detrimental effects of the Industrial Revolution on the world.
14. explain how nationalism can lead to the rise & decline of nation states.
15. analyze the way various advances enabled one nation to dominate another.
16. define imperialism and compare and contrast its impact through the 16 – 20th Centuries.
17. analyze the impact of imperialism on the occupied nation and the occupying nation.
Proficiencies (continued)
18. describe the political and ideological philosophies that impacted the 20 th Century, including fascism & communism/socialism
both politically, socially, and economically.
19. identify the causes and effects of WWI and WWII.
20. evaluate the impact that WWI and WWII had on the world.
21. identify the role geography played before, during, and after WWI and WWII both politically and militarily.
22. analyze the impact of technology (communication, transportation, weaponry) and propaganda during WWI and WWII.
23. identify how women’s roles changed in the post war era.
24. analyze the political, social, and economic outcomes of WWII, leading to and during the Cold War.
25. analyze the impact of communism in various areas of the world; Europe, Asia, Latin America.
26. judge the effectiveness of the transition from colonized to independent nations: Middle East, Africa, and Asia.
27. analyze the rise of modern nation states in Asia including China, Japan, and Korea.
28. compare and identify the rise of nationalism and the inspirational leaders associated with the movement in China, Turkey, and
India.
29. describe the political, social, and economic outcomes of post WWII Latin America.
30. analyze the impact of the creation and existence of Israel in world geo-politics.
31. compare and contrast free market capitalism, western European democratic socialism, and Soviet communism.
32. assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple
perspectives.
33. demonstrate the effects of technology, communication, and global interactions on the individual and our perception of
humaneness.
34. describe historical examples of prejudice and genocide based on religious and cultural differences (i.e. Bosnia, Africa, Europe,
Middle East, Asia).
35. compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or
genocide and describe the long-term consequences of genocide of all involved.
36. evaluate the impact of terrorism on the world stability and the prospect of peace.
37. examine and describe the various ways the world leaders have dealt with terrorism.
38. analyze the trends in the direction of a global economy and culture.
39. analyze and discuss current global problems.
I.
RENEWAL AND CHANGE (15 - 16 CENTURIES) – SUGGESTED TIMEFRAMES – 45 DAYS
TH
TH
Essential Questions:
How and why did the world change after 1492? What was the significance of the economic, political, and cultural
interrelations among peoples of Africa, Europe, Asia and the Americas, 1500‐1750?
Enduring Understandings:
The interrelations among people of the world occurred with much greater frequency and impact. Large Eurasian
empires were possible due to the military power and surplus of money provided by the military and fiscal revolution.
The encounters between Africans, Asians, the Americas and Europeans were not equally beneficial. Europe was
transformed through changes in religious theory, increasing military power, and scientific thinking.
RENEWAL AND CHANGE (15TH- 16TH CENTURIES)
PROFICIENCY / OBJECTIVE
STANDARDS
The student will be able to:
1.
2.
identify and describe the
political, social, and economic
characteristics of the
significant dynasties and
empires of the world at the
time: East Asia –China, Japan,
Korea; Southwest Asia – India,
Persia, Ottoman; Africa;
Europe; The Americas. (1, 2)
assess the changes the
Renaissance and Reformation
had on Europe’s world view.
(3)
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
Students will:
6.2.12.C.1.a
6.2.12.A.1.a
6.2.12.C.1.b
6.2.12.C.1.c
6.2.12.C.1.e
6.2.12.C.1.d
RH.9-10.2
WHST.9-10.110
6.2.12.D.2.a
6.2.12.D.2.b
6.2.12.D.2.d
6.2.12.B.1.a
6.2.12.B.1.b
RH.9-10.3, 6
WHST.9-10.1-5
8.1.12.E.2
 analyze the geographical and political boundaries of
the world in the 15th century through the use the
Internet and various programs and apps to identify the
geographical and political boundaries of the world.
Teacher observation
 in an Art Coffee-House activity, analyze techniques
and styles of artwork and follow up with a creative
story about the piece.
Teacher-generated
rubric
 answer the following in an essay: which
dynasty/empire do you feel made the most significant
contributions? East Asia, Southwest Asia, Africa,
Europe, or the Americas? Explain your answer.
 Students create a Facebook page for various
Renaissance men and their contributions reflected
change of the time period.
Teacher-generated
rubric
 answer the following in a journal: What impact did the
Renaissance and Reformation have on Europe’s world
view and politics?
Teacher-generated
rubric
Teacher observation
of analysis and class
discussion
have students use iPads
http://www.timemaps.com/
- Free interactive World
History Atlas,
http://geacron.com/homeen/
Students may use their iPad
and multimedia resources,
including the Internet, for
research
RENEWAL AND CHANGE (15TH- 16TH CENTURIES)
PROFICIENCY / OBJECTIVE
STANDARDS
SUGGESTED ACTIVITY
The student will be able to:
Students will:
2. Continued
 use the Internet to examine art work which illustrates
new techniques of the Renaissance and compare to
that of Middle Ages and create a short video using
Movie-maker or I-Movie®.
 Using the interactive textbook use the 95-Theses
primary source to define vocabulary that decodes the
context clues on each theses (PARCC).
3.
analyze the importance of the
individual and the changes
brought about in the
Renaissance. (4)
assess the cultural diffusion
that occurred between
Europeans, Africans, Asians,
and Americans as a result of
exploration and colonization.
(5)
5. evaluate the political and
economic impact of
exploration and colonization
on Europe, Africa, Asia and the
Americas. (6)
4.
6.2.12.D.2.c
6.2.12.D.2.e
6.2.12.B.2.b
6.2.12.B.2.a
RH.9-10.5
WHST.9-10.1-5
6.2.12.D.1.a
6.2.12.D.1.d
RH.9-10.3
6.2.12.C.2.a
6.2.12.D.1.e
6.2.12.D.1.c
RH.9-10.2
WHST.9-10.110
8.1.12.A.5
8.1.12.E.2
EVALUATION/
ASSESSMENT
Movie-maker or IMovie® presentation
of art work, its
relevance to time
period and its impact
on other artists
Teacher observation
Completed vocabulary
list
Classroom discussion
 participate in class discussion evaluating the reasons
why the Renaissance began in Italy.
Teacher observation
and monitoring
 participate in a gallery walk of Renaissance art and
identify influences from Eastern and Greek and Roman
cultures.
Teacher-created rubric
Peer evaluation
 answer the following in an essay: is Martin Luther a
revolutionary or a reformer, explain?
 participate in a Jigsaw activity to identify and analyze
different countries motives for and impact of
exploration.
 answer the following question for homework: Which
economic system do you think was more fiscally
responsible for a country a barter system or a
monetary system
TEACHER
NOTES
Refer to sample PARCC
activities on SharePoint in
social studies section
Teacher-created rubric
Teacher observation
and monitoring
Completed journal
entry and peer
evaluation
Students may use their iPad
and multimedia resources,
including the Internet, for
research
RENEWAL AND CHANGE (15TH- 16TH CENTURIES)
PROFICIENCY / OBJECTIVE
STANDARDS
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
The student will be able to:
Students will:
5. Continued
 conduct research and answer the following in an
essay: Did the slave trade have more benefits or
drawbacks for the New World?
Teacher-created rubric
 answer the following in an essay: Can the institution
of slavery lead to a cultural genocide?
 participate in a primary source analysis after reading:
The Prince by Niccolo Machiavelli and answer the
following in a journal entry: What kinds of historical
examples does Machiavelli use to express his
thoughts? How does his choice of examples reflect the
principles of the Renaissance?
Teacher-created rubric
 create an illustrated children’s book that identifies and
examines the impact of exploration on Asia, Europe,
Africa, and the Americas.
Teacher-generated
rubric
 view “The Mission” and discuss the European
influence on South Americans.
Teacher observation
Movie analysis packet
 answer the following in a journal based upon “The
Mission:” Based on the movie, how do the church,
state, and Indigenous peoples interact?
Teacher-created rubric
 create tombstones for significant scientific thinkers
Teacher-created rubric
Peer evaluation
6.
evaluate the religious and
cultural changes on the
world as the result of
Renaissance and
Exploration. (7)
6.2.12.B.2.b
6.2.12.D.1.f
RH.9-10.1
WHST.9-10.110
8.1.12.A.5
which will highlight their accomplishments and follow
up with PARCC type questions
Teacher evaluation of
analysis, teachercreated rubric
TEACHER
NOTES
II.
NEW ECONOMIC AND POLITICAL INSTITUTIONS (16TH – 19TH CENTURY) – SUGGESTED TIMEFRAME: 45 DAYS
Essential Questions:
How did new ideas and technology change the world? How did new ideas and technology change the world? What
were the social consequences of the new industrialism for the working classes?
Enduring Understandings:
The agricultural and industrial revolutions changed the distribution of wealth and poverty in the world. The industrial
revolution created important demographic, political, and social changes, including the eventual death of the cottage
industries.
NEW ECONOMIC AND POLITICAL INSTITUTIONS (16TH – 19TH CENTURY)
PROFICIENCY / OBJECTIVE
STANDARDS
The student will be able to:
7.
examine how the Scientific
Revolution and Enlightenment
altered Europe’s world view
and political structure. (8)
8.
evaluate Revolution as a
means for inducing change. (9)
9.
compare and contrast
significant political revolutions
during the 16th - 19th centuries.
(10)
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
Students will:
6.2.12.A.2.a
6.2.12.A.2.b
6.2.12.A.2.c
RH.9-10.5
8.1.12.E.2
6.2.12.A.3.b
6.2.12.A.3.c
6.2.12.A.3.d
6.2.12.B.3.c
6.2.12.D.3.a
RH.9-10.9
6.2.12.A.3.b
6.2.12.A.3.c
6.2.12.A.3.d
6.2.12.B.3.c
RH.9-10.7
RH.9-10.3
RH.9-10.8
WHST.9-10.110
8.1.12.E.2
8.1.12.A.5
 in written form, outline the views of significant
Enlightenment thinkers such as Voltaire, Locke,
Montesquieu, Rosseau, and Wollstonecraft and
compare the impact each had on the American and
French revolutionaries (PARCC)
Teacher observation of
student analysis
Completed outline
 “write an inductee speech into the Science Hall of
Fame.”
 listen to and examine the lyrics of the Beatles song
“Revolution” and put into context with 18th/19th
century revolutionaries.
Teacher –created rubric
 read and research various sources to create a multimedia presentation that will compare and contrast the
different political revolutions.
Teacher –created rubric
 view segments of the History Channel’s The French
Revolution and determine the cause and effects.
Movie analysis charts
and summaries
 answer the following in an essay: What effects did the
French Revolution have on Europe and the World?
 participate in a meeting of the Estates General – Are
you a moderate, radical or loyal to the crown?
Teacher –created rubric
Students may use their
iPad and multimedia
resources, including the
Internet, for research
Teacher observation of
student analysis and
connections
Students may use their
iPad and multimedia
resources, including the
Internet, for research
NEW ECONOMIC AND POLITICAL INSTITUTIONS (16TH – 19TH CENTURY)
PROFICIENCY / OBJECTIVE
STANDARDS
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
The student will be able to:
Students will:
9. Continued
 write a letter to an absolute monarch explaining why
this system is best or needs to be abolished.
Teacher-created rubric
 create a political cartoon depicting an event from the
French Revolution.
 Using the interactive textbook use the Communist
Manifesto document to identify the structure of each
paragraph (Evidence, Conclusion, Transitional
Paragraph) to answer the prompt - “What are the
effects of modern industry and the factory system?”
(PARCC)
Teacher-created rubric
 answer the following in a journal entry: How did
industrialization affect European agriculture?
Teacher-created rubric
10. examine how industrialization
in Europe challenged
traditional agrarian values.
(11)
11. analyze the inherent factors
necessary for the emergence
of industrial areas. (12)
6.2.12.A.3.e
6.2.12.A.3.f
6.2.12.B.3.b
6.2.12.C.3.a
6.2.12.C.3.b
6.2.12.C.3.c
6.2.12.C.3.d
6.2.12.C.3.e
6.2.12.C.3.f
6.2.12.D.3.b
RH.9-10.3
WHST.9-10.110
6.2.12.A.3.e
6.2.12.A.3.f
6.2.12.B.3.b
6.2.12.C.3.a
6.2.12.C.3.b
6.2.12.C.3.c
6.2.12.C.3.d
6.2.12.C.3.e
6.2.12.C.3.f
6.2.12.D.3.b
RH.9-10.3
WHST.9-10.110
8.1.12.E.2
8.1.12.F.5
 create a PowerPoint® or Prezi presentation examining
absolute monarchs and/or Enlightenment thinkers and
how their actions lead to the emergence of industry.
 answer the following in an essay: what factors led to
the industrialization of Europe?
Teacher-created rubric
outlining requirements
for the interview
Scored using specified
criteria on a rubric
Teacher-created rubric
TEACHER
NOTES
Refer to PARCC samples
on SharePoint under
Social Studies
Students may use their
iPad and multimedia
resources, including the
Internet, for research
NEW ECONOMIC AND POLITICAL INSTITUTIONS (16TH – 19TH CENTURY)
PROFICIENCY / OBJECTIVE
STANDARDS
The student will be able to:
12. evaluate the beneficial and
detrimental effects of the
Industrial Revolution on the
world. (13)
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
Students will:
6.2.12.A.3.e
6.2.12.A.3.f
6.2.12.B.3.b
6.2.12.C.3.a
6.2.12.C.3.b
6.2.12.C.3.c
6.2.12.C.3.d
6.2.12.C.3.e
6.2.12.C.3.f
6.2.12.D.3.b
RH.9-10.9
WHST.9-10.1,
2
 Using primary sources from both factory workers and
factory owners - split the class into workers and
owners and debate the benefits and problems of child
labor.
Teacher-created rubric
Written analysis
 Create a presentation detailing the “then and now” of
industrialization.
Teacher-created rubric
TEACHER
NOTES
III.
STRUGGLE FOR WESTERN SUPREMACY (1850 – 1914) – SUGGESTED TIMEFRAME – 25 DAYS
Essential Questions:
How does the development of nationalism impact people, nations, and empires? How did imperialism affect the
cultural, social, political, and economic climate of societies?
Enduring Understandings:
Imperialism transforms the political, economic, and cultural systems of both imperial countries and those colonized.
Nationalism unifies some nations and devastates others.
STRUGGLE FOR WESTERN SUPREMACY (1850 – 1914)
PROFICIENCY / OBJECTIVE
STANDARDS
The student will be able to:
13. explain how nationalism can
lead to the rise and decline of
nation states. (14)
14. analyze the ways various
advances enabled one nation
to dominate another. (15)
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
Students will:
6.2.12.A.1.a
6.2.12.B.1.a
6.2.12.B.1.b
6.2.12.C.1.a
6.2.12.C.1.b
6.2.12.C.1.c
6.2.12.C.1.d
6.2.12.C.1.e
RH.9-10.10
WHST.9-10.110
8.1.12.E.2
 research and write an essay outlining reasons for and
the effects of imperialism in Africa, Asia, Latin
America, and the Middle East.
Teacher-created rubric
 Using primary and secondary sources compare and
contrast the process of unification for Germany and
Italy. (PARCC)
Teacher-created rubric
Refer to Facts on File for
sources and textbook cd
Utilize research
simulation approach
6.2.12.B.1.a
6.2.12.B.1.b
6.2.12.C.1.a
6.2.12.C.1.b
6.2.12.C.1.c
6.2.12.C.1.d
6.2.12.C.1.e
6.2.12.D.1.a
6.2.12.D.1.b
6.2.12.D.1.c
6.2.12.D.1.d
6.2.12.D.1.e
6.2.12.D.1.f
RH.9-10.8
8.1.12.E.2
 participate in a class debate on whether a powerful
nation has the right to colonize the weaker nation.
Teacher-created rubric
Students may use their
iPad and multimedia
resources, including the
Internet, for research
STRUGGLE FOR WESTERN SUPREMACY (1850 – 1914)
PROFICIENCY / OBJECTIVE
STANDARDS
The student will be able to:
15. define imperialism and
compare and contrast its
impact through the 16th – 20th
centuries. (16)
16. analyze the impact of
imperialism on the occupied
nation and the occupying
nation. (17)
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
Students will:
6.2.12.A.3.a
6.2.12.A.3.b
6.2.12.A.3.c
6.2.12.A.3.d
6.2.12.A.3.g
6.2.12.B.3.a
6.2.12.B.3.b
6.2.12.B.3.c
6.2.12.C.3.c
6.2.12.C.3.d
6.2.12.C.3.e
6.2.12.C.3.f
6.2.12.D.3.c
6.2.12.D.3.d
6.2.12.D.3.e
RH.9-10.9
WHST.9-10.15
6.2.12.B.3.a
6.2.12.B.3.b
6.2.12.B.3.c
RH.9-10.1
WHST.9-10.110
8.1.12.A.5
 create an original political cartoon satirizing
imperialistic actions of the Europeans.
Teacher-created rubric
 write a speech which advocates the independence of
nations during the 1840s.
Teacher-created rubric
Peer evaluation
 research and write a paper outlining the causes,
methods and results of the Latin revolutions.
Teacher observation
Teacher-created rubric
Students may use their
iPad and multimedia
resources, including the
Internet, for research
IV.
THE WORLD IN TURMOIL (1914 – 1945) – SUGGESTED TIMEFRAME – 10 DAYS
Essential Questions:
How did the post WWI era lead to the rise of new political philosophies and conflict? How did WWI and the ensuing
peace treaties change the political structure of Europe and the European Economy? What strengths and weaknesses
characterized the Treaty of Versailles?
Enduring Understandings:
Twentieth century conflicts were caused by the complicated interaction of economics, alliances, nationalism and
imperialism. Military technology changed considerably during WWI. Although the Treaty of Versailles ended WWI,
flaws in the treaty set the stage for the coming of WWII.
THE WORLD IN TURMOIL (1914 – 1945)
PROFICIENCY / OBJECTIVE
STANDARDS
The student will be able to:
17. describe the political and
ideological philosophies that
impacted the 20th century
including fascism and
communism/socialism both
politically, culturally, and
economically. (18)
18. identify the causes and effects
of WWI and WWII. (19)
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
Students may use their
iPad and multimedia
resources, including the
Internet, for research
Students will:
6.2.12.A.4.a
6.2.12.D.4.h
6.2.12.C.4.a
RH.9-10.1
RH.9-10.2
RH.9-10.4
WHST.9-10.15, 7-10
8.1.12.E.2
8.1.12.A.5
 research and complete a DBQ based on the political
and ideological philosophies that impacted the 20th
century (Follow research simulation method).
Completed timeline
Teacher-created rubric
 research and debate on what caused many European
nations to fall to totalitarianism - and how totalitarian
governments differ from constitutional governments.
Teacher-created rubric
Written response
6.2.12.D.4.a
6.2.12.D.4.b
6.2.12.D.4.c
6.2.12.D.4.d
6.2.12.D.4.e
6.2.12.C.4.c
RH.9-10.2
RH.9-10.4
WHST.9-10.110
8.1.12.E.2
 design and create propaganda posters for the wars.
Written analysis
 complete research and graphic organizer highlighting
the causes and effects of both wars.
Completed graphic
organizer
 assess the provisions of the armistice and in a journal
entry: Analyze differences between the two sides
regarding those provisions.
Written response
Teacher-created rubric
 conduct a simulation activity to create a new Treaty
of Versailles with representatives from the U.S., Great
Britain, France and Italy - but also add Germany and
the Soviet Union.
Teacher observation
and monitoring of
analytical and
persuasive skills
Students may use their
iPad and multimedia
resources, including the
Internet, for research
Use multiple resources
from each country’s role
in the war and analyze
the condition they were
left in
THE WORLD IN TURMOIL (1914 – 1945)
PROFICIENCY / OBJECTIVE
STANDARDS
The student will be able to:
19. evaluate the impact that WWI
and WWII had on the world.
(20)
20. Identify the role geography
played before, during, and
after WWI and WWII both
politically and militarily. (21)
21. analyze the impact of
technology (communication,
transportation, weaponry) and
propaganda during WWI and
WWII. (22)
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
Students will:
6.2.12.D.4.j
6.2.12.B.4.d
6.2.12.D.4.f
6.2.12.D.4.k
6.2.12.D.4.l
RH.9-10.5
6.2.12.B.4.a
6.2.12.B.4.b
6.2.12.B.4.c
RH.9-10.6
8.1.12.E.2
8.1.12.A.5
6.2.12.C.4.b
6.2.12.C.4.d
6.2.12.D.4.g
RH.9-10.8
RH.9-10.9
WHST.9-10.110
8.1.A.A.2
8.1.A.F.1
 create a map to highlight and analyze geographical
change in the post-war world.
Teacher observation
and monitoring of map
skills
 research and compare how countries rebounded
from their involvement in both wars geographically,
culturally, and politically.
Student-centered
discussion
 answer the following homework prompt: What
motivation did imperialized nations have to fight for
their parent country in war?
Written response
 assess the economic impact of both wars on the
various European economies through written
response or class discussion.
 using a map, highlight the non-European countries
who were involved in the war, and analyze what
made them become involved.
Student-centered
discussion OR
Written response
Teacher observation
 using eyewitness accounts of WWII battles compare
how geography and climate impacted those battles.
(e.g. D-Day, Battle of the Bulge, Kasserine Pass)
Teacher-created rubric
 analyze the geography of Europe and the advantages
Germany had to expand through class discussion.
 recreate trench warfare using desks to create barrier
trenches with “no man’s land” in the middle and
paper as bombs and poison gas. Enhance with
readings of All Quiet on the Western Front and slide
photos.
Teacher observation
Use interactive map with
textbook
Teacher observation
and monitoring
Online text has
interactive trench
warfare map
THE WORLD IN TURMOIL (1914 – 1945)
PROFICIENCY / OBJECTIVE
STANDARDS
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
The student will be able to:
Students will:
21. Continued
 create a propaganda war poster for WWII on the rise
of various authoritarian regimes and utilize the gallery
walk method for peer and teacher evaluation.
Scored using specified
criteria and rubrics
 track the evolution of military technology from WWI
to WWII and today and determine how this has
impacted military action throughout time.
Presentation or written
response
 research and answer the following in a DBQ essay:
What effect did technology have on the two world
wars? (Follow research simulation activity method.)
Teacher-created
rubrics
TEACHER
NOTES
Students may use their
iPad and multimedia
resources, including the
Internet, for research
Students may use their
iPad and multimedia
resources, including the
Internet, for research
V.
A DIVIDED WORLD: THE COLD WAR (20TH CENTURY) – SUGGESTED TIMEFRAME – 10 DAYS
Essential Questions:
How do the political, economic, and social differences among western eastern nations impact the world? What were
the steps in the outbreak and development of the Cold War, & what led to confrontation and conflict between the
USSR & the West? To what extent were cold war tensions reflected in Europe and the United States socially,
culturally, and artistically?
Enduring Understandings:
The Cold War resulted from a variety of conflicts between the US and USSR which began even before WWII was
finished. The Cold War created cultural and social turbulence in Europe. Cold War tensions eventually led both
Eastern and Western Europeans to seek ways to separate themselves from the influence of the superpowers. The
existence of nuclear weapons added a new dimension to post-war conflicts and diplomacy.
A DIVIDED WORLD: THE COLD WAR (20TH CENTURY)
PROFICIENCY / OBJECTIVE
The student will be able to:
22. identify how women’s roles
changed in the post war era.
(23)
23. analyze the political, social,
and economic outcomes of
WWII leading to, and during,
the Cold War. (24)
EVALUATION/
ASSESSMENT
TEACHER
NOTES
 research and create a multimedia presentation
identifying the role of women in the post-war era in
the U.S., Europe, and Asia.
Teacher-created rubric
Students may use their
iPad and multimedia
resources, including the
Internet, for research
 create a map that highlights the new nations created
in post-WWII and analyze the differences between
those areas controlled by communism and those that
were not.
Teacher monitoring of
map skills
Class discussion
 participate in a class discussion that will evaluate the
effectiveness of either of the following: NATO, the UN
and the EU in this era. (Concluding statements can be
written in a journal entry.)
Teaching monitoring
and observation
 research and analyze the conflicts that arose from
boundary disputes post WWII.
Journal response
STANDARDS
SUGGESTED ACTIVITY
Students will:
6.2.12.D.4.j
6.2.12.D.5.d
RH.9-10.4
8.1.A.F.1
6.2.12.A.5.a
6.2.12.A.5.b
6.2.12.B.5.a
6.2.12.B.5.b
6.2.12.B.5.c
6.2.12.B.5.e
6.2.12.C.5.a
6.2.12.C.5.f
RH.9-10.7
RH.9-10.5
8.1.12.F.1
Students may use their
iPad and multimedia
resources, including the
Internet, for research
A DIVIDED WORLD: THE COLD WAR (20TH CENTURY)
PROFICIENCY / OBJECTIVE
STANDARDS
The student will be able to:
24. analyze the impact of
communism in various areas
of the world, Europe, Asia and
Latin America. (25)
25. judge the effectiveness of the
transition from colonized to
independent nations. (Middle
East, Africa, and Asia) (26)
26. analyze the rise of modern
nation states in Asia including
China, Japan, and Korea. (27)
27. compare and identify the rise
of nationalism and the
inspirational leaders
associated with the movement
in China, Turkey, and India.
(28)
28. describe the political, social
and economic outcomes of
post-WWII Latin America. (29)
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
Students will:
6.2.12.C.5.e
6.2.12.B.5.a
RH.9-10.8
RH.9-10.10
WHST.9-10.110
8.1.A.F.1
 using a Venn diagram, compare and contrast the ideas
of communism between Mao and Lenin.
Completed Venn
diagram
 conduct research and answer the following in a DBQ:
How did communism affect various areas of the
world? (Research simulation activity)
Teacher-created rubric
6.2.12.D.5.a
6.2.12.A.5.c
6.2.12.A.5.d
6.2.12.C.5.d
RH.9-10.9
RH.9-10.7
8.1.12.F.1
 create a Venn diagram on the decolonization in
African nations comparing peaceful decolonization to
that of violence in order to achieve independence.
Completed Venn
diagram
 Create a digital presentation on significant leaders in
each country’s independence movement.
Teacher-created rubric
6.2.12.D.5.a
6.2.12.B.5.d
RH.9-10.7
 create a graphic organizer and bar graph showcasing
various aspects and changes in population, economy,
and government.
Teacher-created rubric
6.2.12.A.4.b
6.2.12.D.5.b
RH.9-10.2
WHST.9-10.9
8.1.A.12.F.1
 create an illustrated timeline highlighting how people
and events led to the rise of nationalism in each
country.
Teacher-created rubric
 conduct a class debate using the prompt: How should
oppressive rule be resisted - with violent or nonviolent
action (Mao vs. Gandhi)?
Teacher observation
 in a journal like response, answer the following: How
did WWI provide an atmosphere for political change in
India and southwest Asia?
 complete research and an essay focusing on the
political, social, and economic outcomes for postWWII Latin America.
Written response
Peer evaluation
6.2.12.D.5.a
RH.9-10.4
WHST.9-10.110
Teacher-created rubric
Students may use their
iPad and multimedia
resources, including the
Internet, for research
Students may use their
iPad and multimedia
resources, including the
Internet, for research
Students can use
Keynote and / or
Numbers to create
graphs
Students may use their
iPad and multimedia
resources, including the
Internet, for research
A DIVIDED WORLD: THE COLD WAR (20TH CENTURY)
PROFICIENCY / OBJECTIVE
STANDARDS
The student will be able to:
29. analyze the impact of the
creation and existence of
Israel in world geo-politics.
(30)
30. compare and contrast free
market capitalism, Western
European democratic
socialism, and Soviet
communism. (31)
31. assess the impact of the
international arms race, the
space race, and nuclear
proliferation on international
politics from multiple
perspectives. (32)
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
Students will:
6.2.12.C.5.d
6.2.12.B.5.d
RH.9-10.1
WHST.9-10.110
8.1.A.12.F.1
8.1.A.12.A.2
6.2.12.C.5.b
RH.9-10.4
WHST.9 - 10.1,
10.6, 10.8
8.1.A.12.F.1
6.2.12.B.5.b
6.2.12.C.5.c
RH.9-10.8
WHST.9 - 10.2,
10.7
 research and complete an essay on the impact the
creation of Israel had on the world with a focus on
world geography and politics.
Completed research
guide
Teacher observation
Teacher-created rubric
 participate in a class debate where students provide
specific evidence on which economic system is the
most effective for a country.
Teacher-created rubric
and monitoring of
analytical skills
 research and write a college letter of recommendation
for either Lenin or Marx.
 listen to the song, “We Didn’t Start the Fire,” and
identify the global issues that existed during the Cold
War time period.
Written response
 research and elaborate in written form on the idea of
“brinkmanship” and how it lead to the increase of
arms between the U.S. and USSR.
Written response
Teacher observation
Utilize the iPad to view
various maps
Follow up by answering
a PARCC-type question
http://www.parcconline.
org/sites/parcc/files/Gra
de9SampleItemSet.pdf
VI.
A NEW WORLD ORDER (21ST CENTURY) – SUGGESTED TIMEFRAME – 30 DAYS
Essential Questions:
How can the inhabitants of the world meet the challenges of a global community? How has terrorism affected the
world? Why does Genocide continue to occur throughout the world?
Enduring Understandings:
Terrorism is a tool used by various people to try and bring about change. One man’s freedom fighter is another man’s
terrorist. Genocides are avoidable. Each event was the result of government decisions, compliance of citizens, and
the lack of interference from other nations. Genocides bring out the very best (e.g., sacrifice to help the suffering of
humanity) and the very worst of humanity, (e.g., no reaction to the suffering of humanity).
A NEW WORLD ORDER (21ST CENTURY)
PROFICIENCY / OBJECTIVE
STANDARDS
The student will be able to:
32. demonstrate the effects of
technology, communication,
and global interactions on the
individual and our perception
of humaneness. (33)
33. describe historical examples of
prejudice and genocide based
on religious and cultural
differences (i.e., Bosnia,
Africa, Europe, Middle East,
Asia). (34)
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
Students will:
6.2.12.D.5.c
6.2.12.C.6.d
RH.9-10.8
WHST.9-10.110
8.1.12.C.1
8.1.12.F.1
6.2.12.A.4.c
6.2.12.A.4.d
6.2.12.A.5.d
6.2.12.A.5.e
6.2.12.D.4.i
RH.9-10.9
8.1.12.F.1
 research a developing nation and answer the
following in an essay: What role does technology,
communication, and global interactions have on a
developing nation?
Written analysis
 using information from interviews of people across
generations and newspaper articles do a research
simulation activity answering “Has technology
improved or diminished social interaction with
people?” (PARCC)
 study a different act of genocide in small groups and
share their findings with the class in a multi-media
presentation.
Teacher-created rubric
 create a map highlighting various worldwide
genocides in the 20th and 21st centuries - highlight
the perpetrator, target, and outcome and answer the
following question: What role does peer pressure take
in the continued existence of genocide?
Completed map
Written response
Teacher-created rubric
Students may use their
iPad and multimedia
resources, including the
Internet, for research
Students may use their
iPad and multimedia
resources, including the
Internet, for research
A NEW WORLD ORDER (21ST CENTURY)
PROFICIENCY / OBJECTIVE
STANDARDS
The student will be able to:
34. compare and contrast the
actions of individuals as
perpetrators, bystanders, and
rescuers during events of
persecution or genocide, and
describe the long-term
consequences of genocide for
all involved. (35)
35. evaluate the impact of
terrorism on the world
stability and the prospect of
peace. (36)
36. describe the various ways the
world leaders have dealt with
terrorism. (37)
37. analyze the trends in the
direction of a global economy
and culture. (38)
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
Students will:
6.2.12.A.4.c
6.2.12.A.4.d
6.2.12.A.5.d
6.2.12.A.5.e
6.2.12.D.4.i
RH.9-10.9
 jigsaw activity incorporating primary sources
comparing the roles of perpetrators, bystanders, and
rescuers in genocides of the 20th century, utilize
PARCC reading comprehension strategies.
Teacher observation
6.2.12.A.6.c
6.3.12.C.1
6.3.12.D.1
RH.9-10.3
WHST.9-10.110
8.1.12.F.1
8.1.12.D.1
6.2.12.A.6.d
6.3.12.C.1
RH.9-10.9
WHST.9-10.110
 create a newspaper that shows various acts of
terrorism from the 20th and 21st centuries.
Teacher-created
guidelines and rubric
 participate in a debate focusing on the various
approaches world leaders could have taken to combat
terrorism, followed by an essay arguing which
approach was most effective. Essay will include
specific vocabulary aligned with the unit of study.
Teacher-created
guidelines and rubric
6.2.12.C.5.g
6.2.12.B.6.a
6.2.12.C.6.a
6.2.12.C.6.b
6.2.12.C.6.c
6.3.12.B.1
6.3.12.A.1
RH.9-10.4
WHST.9-10.15
8.1.12.C.1
 create a collage of photographs, with written
explanations from various forms of media, that
illustrate the global economy.
Criteria on teachercreated
guidelines/rubric
 analyze contemporary music’s reflection of global
concerns and write an essay comparing and
contrasting two songs of their choice.
Written lyrics and
analysis
 survey where items in the classroom were made and
map the locations to see how globalization has
impacted the world economy.
Teacher-created
guidelines and rubric
Refer to SharePoint
PARCC activities
http://sharepoint.pthsd.
k12.nj.us/ci/socialstudie
s/default.aspx
Refer to SharePoint
PARCC activities
http://sharepoint.pthsd.
k12.nj.us/ci/socialstudie
s/default.aspx
(vocabulary activities)
A NEW WORLD ORDER (21ST CENTURY)
PROFICIENCY / OBJECTIVE
STANDARDS
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
The student will be able to:
Students will:
37. Continued
 research and evaluate efforts of organizations aimed
to solve social inequalities.
Completed research
packet
 propose a new and more effective organization aimed
at solving social inequalities.
 participate in a roundtable discussion between Osama
Bin Laden, Barack Obama, George W. Bush, Sinn Fein
Leader Gerry Adams, King Abdullah of Jordan,
Netanyahu of Israel, and Mahmoud Ahmadinejad of
Iran.
Teacher-created rubric
Peer evaluation
Teacher-guided
discussion
 write an essay responding to the following: In your
opinion, which leader has been most ineffective and
why?
Teacher-created rubric
 utilizing current events, compare and contrast how
two countries are addressing the same social
inequality.
Teacher-created rubric
38. analyze current global
problems. (39)
6.2.12.C.5.g
6.2.12.D.6.a
6.2.12.A.6.a
6.2.12.A.6.b
6.3.12.A.2
6.3.12.B.1
6.3.12.C.1
RH.9-10.6
WHST.9-10.110
8.1.12.F.1
8.1.12.C.1
TEACHER
NOTES
BIBLIOGRAPHY
TEXTBOOKS
Beck, Roger B., Linda Black, Larry S. Krieger, Phillip C. Naylor, and Dahia Ibo Shabaka. World History: Patterns of Interaction. N.p.: Houghton
Mifflin Harcourt, 2012.
Duiker, William J. & Jackson J. Spielvogel. World History Vol. II – Since 1400. California. Thomson Wadsworth, 2004.
SOURCES
Ellis, Elisabeth Gaynor & Anthony Esler. World History: Connections To Today. New Jersey. Prentice Hall, 2003.
Holt, Reinhart and Winston. World History and Geography – Document Based Questions and Activities. New York. Holt, Reinhart and Winston.
Machiavelli, Niccolo. The Prince. NAL, 1952.
Marx, Karl. Communist Manifesto. New York: W.W. Norton, 1988.
More, Sir Thomas. Utopia. New York: W.W. Norton, 1975.
Remarque, Erich Maria. All Quiet on the Western Front. New York: Fawcett, 1975.
Stone, Irving. The Agony and the Ecstasy. New York: Doubleday, 1961.
Tuchman, Barbara. A Distant Mirror; The Calamitous 14th Century. Knopf: 1978.
Willis, Connie. Doomsday.
Crichton, Michael Timeline
PRIMARY & SECONDARY SOURCES
Kishlansky, Mark A. Sources of World History – Readings for World Civilization Vol. II 2nd Edition. New York. West/Wadsworth. 1999.
Kovacs, Mary Anne, Kenneth S. Lambert, & James W. Lane. The Center For Learning – Book IV. Brown Publishing, USA. 1993.
Lane, James. W, Robert F. Miltner, Myrna J. Warren. The Center For Learning – Book II. 1992, USA.
Miltner, Robert F, Jeanette Quinn & Myrna J. Warren. The Center For Learning – Book I. 1993, USA.
Stearns, Peter N, Stephen S. Gosch & Erwin P. Grieshaber. Documents in World History Vol. II The Modern Centuries; from 1500 –
Present. New York. 2003.
RESOURCES
Movies/DVD’s
Joffe, Roland. (1986). The Mission. Warner Studios.
Lapping Associates, Brian. The 50 Years War: Israel and the Arabs. WGBH Educational Foundation for PBS. Boston, MA. 1999.
Music
Lennon, John & Paul McCartney. “Revolution.” (1973). Beatles’ Greatest Hits, Vol. II., 1967-1970.
Joel, Billy “We Didn’t Start the Fire” (1989). Storm Front.
WEB SITES
Unit I – Renewal & Change (15th – 16th Centuries)
Asia/Africa/India Studies
Halsall, P. (July 14, 1998). Internet East Asian History Sourcebook. 5/18/05. Online Reference Book.
http://www.fordham.edu/halsall/eastasia/eastasiasbook.html
Web Sites
Unit I – Renewal & Change (15th – 16th Centuries) (continued)
Native American Studies
Smithsonian Museum, National Museum of the American Indian. (2005). http://www.nmai.si.eduhttp://www.nmai.si.edu
http://www.nmai.si.edu
Medieval Period
Halsall, P. (January 8, 2000). Internet Medieval Sourcebook. 5/18/05, Online Reference Book for Medieval Studies;
http://www.fordham.edu/halsall/sbook.html
Renaissance/Exploration/Protestant Reformation
Halsall, P. (January 8, 2000). Internet Medieval Sourcebook. 5/18/05, Online Reference Book for Medieval Studies;
http://www.fordham.edu/halsall/sbook.html
African Slave Trade
Fung, K. (2005). Sulair: Africa South of the Sahara. Board of Trustees of the Leland Stanford University.
http://www-sul.stanford.edu/depts/ssrg/africa/history/hislavery.html
Unit II – New Economic & Political Institutions (16th – 19th Century)
Scientific Revolution/Absolutism/French Revolution/Enlightenment/Industrial Revolution
Halsall, P. (2001). Internet Modern History Sourcebook. Online Reference Book. http://www.fordham.edu/halsall/mod/modsbook.html
Unit III – Struggle for Western Supremacy (1850 – 1914)
Nationalism/Imperialism
Halsall, P. (2001). Internet Modern History Sourcebook. Online Reference Book. http://www.fordham.edu/halsall/mod/modsbook.html
Lloyd, Jim. (July, 1999). Advanced Placement European History Fresno Unified School District.
http://www.fresno.k12.ca.us/schools/s090/lloyd/European_History_index.htm
Unit IV – The World in Turmoil (1914 – 1945)
World War II
British Broadcasting System. (May 18, 2005) World War Two. http://www.bbc.co.uk/history/war/wwtwo/
United States Holocaust Memorial Museum. (Revisited 2005). http://www.ushmn.org
Political Cartoons
Cagle, Daryl. (2003). Pro Cartoonists Index Homepage. (Revisited 2003). http://www.politicalcartoons.com
Unit V – A Divided World: The Cold War
Unit VI - A New World Order (The 21st Century)
United States Holocaust Memorial Museum. (Revisited 2005). http://www.ushmn.org
United Nations. Revisited 2005. http://www.un.org/english /
General Information
Facts on File. (2005). http:// www.fofweb.com
Discovery Education - http://www.discoveryeducation.com/ (Streaming Plus)
PARCC samples https://www.parcconline.org/sites/parcc/files/Grade11SampleItems.pdf
PARCC reference http://sharepoint.pthsd.k12.nj.us/ci/socialstudies/Lists/Announcements/DispForm.aspx?ID=63&Source=http%3A%2F%2Fsharepoint%2Epthsd%
2Ek12%2Enj%2Eus%2Fci%2Fsocialstudies%2Fdefault%2Easpx
APPENDIX A
SAMPLE AUTHENTIC ASSESSMENT
Sample Authentic Assessment
Instructions: Your class has just been chosen to design a unique memorial for one of the following World War II events: Japanese Attack on Pearl
Harbor, D-Day Invasion, the bombings of Hiroshima and Nagasaki, the massacre of Nanjing/Nanking and the Holocaust. Your group, of at least
two students, but no more than four, will be proposing your memorial to your U.S. Senators, in hopes that your memorial will be built in
Trenton, NJ. Your project must be in a multimedia format and your speech must be persuasive.
The following must be included in your presentation:
1. an artistic rendering of the memorial,
(You may choose to create a 3-D model, which is acceptable.)
2. a description of the event, including an explanation of why you chose it,
3. a map identifying where the original event occurred,
4. a persuasive speech and letter that will be given to your classmates and U.S. Senators,
5. a works cited page identifying the resources that were used, including pictures.
AUTHENTIC ASSESSMENT RUBRIC
Response Level
Expert
Practitioner
Emerging
Novice
Levels of Performance
Generally accurate, complete and clear
● All or most parts of the task are successfully completed; the intents of all parts of the task are addressed with appropriate
strategies and procedures.
● There is evidence that the student has a clear understanding of key concepts and procedures.
● Student work and explanations are clear.
● Additional illustrations or information, if present, enhance communication.
● Answers for all parts are correct or reasonable.
Partially accurate, complete, and clear
● Some parts of the task are successfully completed; other parts are attempted and their intents addressed, but they are not
successfully completed.
● There is evidence that the student has partial understanding of key concepts and procedures.
● Some student work and explanations are clear, but it is necessary to make inferences to understand the response.
● Additional illustrations or information, if present, may not enhance communication significantly.
● Answers for some parts are correct, but partially correct or incorrect for others.
Minimally accurate, complete, and clear
● A part (or parts) of the task is (are) addressed with minimal success, while other parts are omitted or incorrect.
● There is minimal or limited evidence that the student understands concepts and procedures.
● Student work and explanations may be difficult to follow, and it is necessary to fill in the gaps to understand the
response.
● Additional illustrations or information, if present, do not enhance communication and may be irrelevant.
● Answers to most parts are incorrect.
Not accurate, complete, and clear
● No part of the task is completed with any success.
● There is little, if any, evidence that the student understands key concepts and procedures.
● Student work and explanations are very difficult to follow and may be incomprehensible.
● Any additional illustrations, if present, do not enhance communication and are irrelevant.
● Answers to all parts are incorrect.
Example of an Oral Speech Summative Assessment Rubric
Expectations
Introduction
Will provide the audience
with a clear understanding
of the topic.
Beginning
Opening does not grab the
attention of the audience
Developing
Opening grabs the attention of
the audience
Proficient
Opening grabs the attention of the
audience
Accomplished
Opening grabs the attention of the
audience
The main point of the speech
is not explained with clarity
Identifies the topic and includes
a thesis
Identifies the topic and includes a
thesis
Clearly identifies the topic and
includes a thesis
Drama was used
Drama used somewhat effectively
Drama used effectively
Some evidence of rehearsal of
speech
Completely prepared, has rehearsed
speech
Completely prepared, has obviously
rehearsed speech
Eye contact established with
audience some of the time
Eye contact established with
audience virtually most of the time
Eye contact established with
audience virtually all of the time
Speaks neither too quickly nor
too slowly
Speaks neither too quickly nor too
slowly
Speaks neither too quickly nor too
slowly
Body language conveys
enthusiasm & confidence most
of the time
Body language conveys enthusiasm
& confidence
Body language conveys enthusiasm
& confidence
Speaks clearly most of the time
with almost no mispronounced
words
Speaks clearly most of the time with
almost no mispronounced words
Does not read from notes most of
the time
Speaks clearly all of the time with
no mispronounced words
Lacks a variety of resources to
support writer’s
ideas/points/position
Resources used to support some
of the writer’s
ideas/points/position
A variety of resources are used to
support the writer’s ideas/
points/position
Supporting evidence is not
topic relevant
Supporting evidence is not
always topic relevant
Supporting evidence is topic
relevant and supports the thesis
Research does not support the
theses
Thesis need more supporting
evidence
Researched evidence adds substance
to assigned topic
Lack of rehearsal evident
Quality of Delivery
The student will be able to
talk informatively and
interestingly about their
assigned topic, without
stumbling over words and
content.
More eye contact needed
Speaks too quickly or too
slowly at times
Reads from notes most of the
time
Does not speak clearly most of
the time
Content & Purpose
Evidence that the student
has thoroughly researched
the topic in order to
support the thesis with
evidence and substance.
Does not read from notes
Gestures enhance message
A variety of resources are used to
thoroughly support the writer’s
ideas/ points/position
Supporting evidence is topic
relevant and effectively supports
the thesis effectively
Researched evidence adds
substance to assigned topic
Expectations
Closing
Beginning
Closure is not evident
Did not summarize the main
points of the speech
Developing
Closure is evident by unifying
the most of the speech &
reminding audience of the
significance of the topic
Proficient
Closure is evident by unifying the
speech & reminding audience of the
significance of the topic
Accomplished
Closure is evident by unifying the
entire speech & reminding audience
of the significance & relevancy of
the topic
Memorable
Not memorable
Somewhat memorable
Summarized points and
brought the audience back to
your original argument
Memorable
Summarized some of the main
points and brought the audience
back to your original argument
Summarized main points and
brought the audience back to your
original argument
Provided further food for thought
for the audience
Grade:_______
Feedback & Guidance:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
APPENDIX B NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
FOR SOCIAL STUDIES
New Jersey Core Curriculum Content Standards
for
Social Studies
INTRODUCTION
Social Studies
The digital age has transformed social studies education, allowing 21st-century learners to transcend the limits of time and place and
experience historic events virtually. By expanding their learning networks through online collaboration with experts and other
students from around the world, New Jersey social studies students develop an increased depth of understanding of our global
society. At the same time, their understanding of the fundamental principles and values of American democracy and citizenship
provides the conceptual framework that allows them to make informed decisions about local, national, and international issues and
challenges.
Mission: Social studies education provides learners with the knowledge, skills, and perspectives needed to become active, informed
citizens and contributing members of local, state, national, and global communities in the digital age.
Vision: An education in social studies fosters a population that:
• Is civic minded, globally aware, and socially responsible.
• Exemplifies fundamental values of American citizenship through active participation in local and global communities.
• Makes informed decisions about local, state, national, and global events based on inquiry and analysis.
• Considers multiple perspectives, values diversity, and promotes cultural understanding.
• Recognizes the implications of an interconnected global economy.
• Appreciates the global dynamics between people, places, and resources.
• Utilizes emerging technologies to communicate and collaborate on career and personal matters with citizens of other world
regions.
Intent and Spirit of the Social Studies Standards
All students receive social studies instruction from Preschool through grade 12. The challenges of the 21st century are complex, have
global implications, and are connected to people, places, and events of the past. The study of social studies focuses on deep
understanding of concepts that enable students to think critically and systematically about local, regional, national, and global
issues.
Authentic learning experiences that enable students to apply content knowledge, develop citizenship skills, and collaborate with
students from around the world prepare New Jersey students for the 21st-century workplace. The natural integration of technology
in social studies education allows students to overcome geographic borders, apply scientific and mathematical analysis to historical
questions and contemporary issues, appreciate cultural diversity, and experience events through the examination of primary
sources.
The New Jersey social studies standards and indicators reflect national and state standards and other documents published by the
National Center for History Education, National Council for Social Studies, National Council for Geographic Education, Center for Civic
Education, National Council on Economic Education, Mid-Continent Research on Education and Learning, National Assessment of
Educational Progress, and the Partnership for 21st Century Skills.2
Social studies instruction occurs throughout the P-12 spectrum:
 At the Preschool level, students participate in interdisciplinary activities that promote cultural awareness, sensitivity to
individual differences, and respect for diversity.
 In grades K-4, students learn fundamental concepts about government, citizenship, geography, economics, and history. The
focus of instruction is on developing an understanding of core democratic values, the rights and responsibilities of American
citizens, and how key people and events contributed to the development of the American heritage. Exploration of cultural
universals enables students to realize how the availability of resources, the changing environment, and innovation impact
everyday life.
 In grades 5-8, students build upon K-4 foundational content. Through instruction in U.S. History and World History/Global
Studies, they begin to analyze the implications of government structures and economic policies for individuals, communities,
nations, and global relationships. The study of migratory patterns and belief systems that in the past led to cooperation and
conflict among groups of people enable students to realize the significance of cultural transmission in today’s global society.

Relevant activities that help students connect content knowledge to current issues and that promote service learning empower
students to become civic-minded and socially active.
In grades 9-12, students continue to study U.S. History and World History/Global Studies. They consider historical viewpoints
in order to analyze the role of the individual in society and the significance of fundamental documents to basic human rights.
Socratic discussion groups and debate activities enable students to develop sound reasoning and effective communication
skills. Opportunities to collaborate with students from around the world and experts in the field, and to develop innovative
solutions to real world problems on the local, national, and global levels, mirror the 21st-century workplace and allow students
to practice important career skills. By the end of grade 12, students have a heightened understanding of the cause-and-effect
relationship between past and present events, recognize patterns of interactions, and understand the impact of events in an
interconnected world.
Revised Standards
The 2014 Social Studies Standards provide the foundation for creating local curricula and developing meaningful assessments. Minor
revisions were made to the 2009 Social Studies Standards for one of the following four reasons - to provide clarity, increase
accuracy, adjust pedagogical expectations or to address grammatical issues. The revisions that were made are intended to clarify the
document and do not reflect major changes to the standards. In addition, several new skills were added to the Skills Table to reflect
the expectations of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and
Technical Subjects.
The Role of Essential Questions
Key essential questions recur throughout the study of history. They provoke inquiry and lead to deeper understanding of the big
ideas that enable students to better comprehend how the past connects to the present. The essential questions created for this
project, which follow, were used to frame content goals and to inform the development of the cumulative progress indicators.
A. Civics, Government, and Human Rights
 How do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the
common good?

How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom,
individual responsibility, equality, and respect for human dignity?
B. Geography, People, and the Environment
 How do physical geography, human geography, and the human environment interact to influence or determine the
development of cultures, societies, and nations?
C. Economics, Innovation, and Technology
 How can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce
resources? What are the possible consequences of these decisions for individuals, groups, and societies?

How have scientific and technological developments over the course of history changed the way people live and
economies and governments function?
D. History, Culture, and Perspectives
 How do our interpretations of past events inform our understanding of cause and effect, and continuity and change,
and how do they influence our beliefs and decisions about current public policy issues?

How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and
challenging public actions and decisions in a diverse and interdependent world?
Organization of the Standards
The organization and content of the 2009 social studies standards reflects N.J.A.C. 6A:8-5.1(a)1.iv., which requires at least 15 credits
in social studies, including satisfaction of N.J.S.A. 18A:35-1 and 2; five credits in world history; and the integration of civics,
economics, geography, and global studies content in all courses.
 Standard 6.1 U.S. History: America in the World applies to grades P-12; at the P and K-4 levels, content is organized by
strand only; at the 5-8 and 9-12 levels, content organized by era and strand.

Standard 6.2 World History/Global Studies applies only to grades 5-12; at both the 5-8 and 9-12 levels, content
organized by era and strand.

Standard 6.3 Active Citizenship in the 21st Century applies to grades P-12; at all levels (P, K-4, 5-8, and 9-12) content is
organized by strand only.
Standard
6.1 U.S. History: America in the World
6.2 World History/Global Studies
6.3 Active Citizenship in the 21st
Century
Grade Level
Organization
P-4
By strand only
5-8
By era and strand
9-12
By era and strand
5-8
By era and strand
8-12
By era and strand
P-4
By strand only
5-8
By strand only
9-12
By strand only
The organizational scheme of the social studies standards highlights the interrelationship among government/civics, economics, and
geography during each time period throughout history. (For a full listing of the eras studied, see the Social Studies Timeframe Table.)
In addition, the integration of social studies content and skills is essential for understanding and for developing habits of mind that
are necessary for students to become informed citizens and contributing members of society. Thus, four key social studies skills
(chronological thinking, spatial thinking, critical thinking, and presentational skills) have been identified and elaborated for the three
K-12 grade clusters (K-4, 5-8, 9-12). These skills should be systematically integrated into instruction and assessed in conjunction with
content. (See the Social Studies Skills Table).
Coding of Indicators
For standards 6.1, grades P-4, and for standard 6.3, all grades, each indicator code should be interpreted as follows:
6.1.
4.
A.
1




standard
number
grade
strand
indicator
For standards 6.1 and 6.2, grades 5-12, the inclusion of the era (see the Social Studies Timeframe Table) impacts the coding of each
indicator as follows:
6.1.
8.
A.
1. a



 
standard
grade strand era indicator
number
References
Achieve, Inc. (2004). Measuring Up 2004: A Report on Social Studies Standards for New Jersey. Washington, DC: Author.
Asia Society. (2008). Going global: Preparing U.S. students for an interconnected world. New York: Author.
Center for Civic Education. (1994). National standards for civics and government. Calabasas, CA: Author.
Checkley, K. (2008). Priorities in practice: The essentials of social studies, Grades K-8. Alexandria, Virginia: Association for Supervision
and Curriculum Development.
Lee, J., & Weiss, A. R. (2007). The Nation’s report card: U.S. history 2006 (NCES 2007–474). Washington, DC: U.S. Department of
Education, National Center for Education Statistics.
Kendall, J. S., & Marzano, R. J. (2004). (1993). Content knowledge: A compendium of standards and benchmarks for K-12 education:
Grades K-4, history (4th ed.). Denver, CO: Mid-Continent Research for Education and Learning. Kendall, J. S., & Marzano, R. J.
(2004). Content knowledge: A compendium of standards and benchmarks for K-12 education: U.S. history (4th ed.). Denver,
CO: Mid-Continent Research for Education and Learning.
Kendall, J. S., & Marzano, R. J. (2004). Content knowledge: A compendium of standards and benchmarks for K-12 education: World
history (4th ed.). Denver, CO: Mid-Continent Research for Education and Learning. Michigan Dept. of Education. (2007).
Grade level expectations: Social Studies, Grades K-8. Lansing, MI: Author.
Michigan Dept. of Education. (2007). High school content expectations: Social studies. Lansing, MI: Author. National Council for
Economic Education. (2000). National content standards in economics. New York: Author.
National Council for Geographic Education. (1994). National geography standards. Washington, DC: Author.
National Council for the Social Studies (NCSS). (2013). The college, career, and civic life (c3) framework for social studies state
standards: guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: NCSS.
National Center for History in the Schools. (1996). National history standards. Los Angeles: Author. Online:
http://nchs.ucla.edu/standards/
National Council for the Social Studies. (1994). Expectations of excellence: Curriculum standards for social studies. Washington, DC:
Author.
National Council for the Social Studies. (2008). Expectations of Excellence: Curriculum standards for social studies (draft). Silver
Spring, MD: Author.
National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Common core state standards
for English Language Arts & Literacy in History/Social Studies, Science & Technical Subjects. Washington, D.C.: National
Governors Association Center for Best Practices, Council of Chief State School Officers.
New Jersey State Department of Education. (2009). New Jersey core curriculum content standards. Trenton, NJ: Author.
New Jersey State Department of Education. (2008). Standards clarification project. Trenton, NJ: Author. Online:
http://www.nj.gov/education/aps/njscp
New Jersey State Department of Education. (2004). Core curriculum content standards. Trenton, NJ: Author.
New Jersey State Department of Education. (1996). New Jersey core curriculum content standards. Trenton, NJ: Author.
Partnership for 21st Century Skills. (2007). The intellectual and policy foundations of the 21st Century Skills Framework. Tucson, AZ:
Author.
San Diego State University & National Center for History in the Schools. The big eras. On (website): World history for us all:
http://worldhistoryforusall.sdsu.edu/
State of Washington Office of Superintendent of Public Instruction. (2008). Social studies. Olympia, WA: Author.
Task Force on Standards for Teaching and Learning in the Social Studies. (2008). A vision of powerful teaching and learning in the
social studies: Building social understanding and civic efficacy. Silver Spring, MD: National Council for the Social Studies.
Online: http://www.socialstudies.org/positions/powerful
Woyshner, C. A. (2003). Social studies. Alexandria, Virginia: Association for Supervision and Curriculum Development.
2014 New Jersey Core Curriculum Content Standards - Social Studies
Content Area
Standard
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
Era
The Emergence of the First Global Age (1350-1770)
By the end of grade 12
Grade Level
Content Statement
Strand
Indicator #
Indicator
1. The Emergence of the A. Civics,
6.2.12.A.1.a Compare and contrast the motivations for and methods by which various
First Global Age: Global Government,
empires (e.g., Ming, Qing, Spanish, Mughal, Ottoman) expanded, and assess
Interactions and
why some were more effective than others in maintaining control of their
and Human
Colonialism
empires.
Rights
6.2.12.B.1.a
Explain major changes in world political boundaries between 1450 and 1770,
B. Geography,
The methods of and
and assess the extent of European political and military control in Africa, Asia,
People, and the
motivations for exploration Environment
and the Americas by the mid-18th century.
and conquest resulted in
6.2.12.B.1.b Determine the role of natural resources, climate, and topography in European
increased global
exploration, colonization, and settlement patterns.
interactions, differing
6.2.12.C.1.a Compare and contrast the economic policies of China and Japan, and determine
C. Economics,
patterns of trade,
the impact these policies had on growth, the desire for colonies, and the relative
Innovation, and
colonization, and conflict
positions of China and Japan within the emerging global economy.
Technology
among nations.
6.2.12.C.1.b Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to
Europe to America, and determine the impact trade on the New World’s
Colonization was inspired
economy and society.
by the desire to have access
6.2.12.C.1.c
Assess the role of mercantilism in stimulating European expansion through
to resources and markets,
trade, conquest, and colonization.
often at the expense of the
indigenous culture,
6.2.12.C.1.d Determine the effects of increased global trade and the importation of gold and
population, and
silver from the New World on inflation in Europe, Southwest Asia, and Africa.
environment.
6.2.12.C.1.e Determine the extent to which various technologies, (e.g., printing, the marine
compass, cannonry, Arabic numerals) derived from Europe’s interactions with
Islam and Asia provided the necessary tools for European exploration and
conquest.
Content Area
Standard
Era
Grade Level
Content Statement
Content Area
Standard
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
The Emergence of the First Global Age (1350-1770)
By the end of grade 12
Strand
Indicator #
Indicator
6.2.12.D.1.a Assess the political, social, and economic impact of the Columbian Exchange
D. History,
(e.g., plants, animals, ideas, pathogens) on Europeans and Native Americans.
Culture, and
Perspectives
6.2.12.D.1.b Compare slavery practices and other forms of coerced labor or social bondage
common in East Africa, West Africa, Southwest Asia, Europe, and the
Americas.
6.2.12.D.1.c Analyze various motivations for the Atlantic slave trade and the impact on
Europeans, Africans, and Americans.
6.2.12.D.1.d Explain how the new social stratification created by voluntary and coerced
interactions among Native Americans, Africans, and Europeans in Spanish
colonies laid the foundation for conflict.
6.2.12.D.1.e Assess the impact of economic, political, and social policies and practices
regarding African slaves, indigenous peoples, and Europeans in the Spanish and
Portuguese colonies.
6.2.12.D.1.f Analyze the political, cultural, and moral role of Catholic and Protestant
Christianity in the European colonies.
Era
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700)
Grade Level
Content Statement
By the end of grade 12
Strand
Indicator #
Indicator
2. Renaissance,
Reformation, Scientific
Revolution, and
Enlightenment
Ideas developed during the
Renaissance, Scientific
Revolution, Reformation,
and Enlightenment led to
political, economic, and
cultural changes that have
had a lasting impact.
Content Area
Standard
Era
Grade Level
Content Statement
3. Age of Revolutions:
Political and Industrial
A. Civics,
Government,
and Human
Rights
B. Geography,
People, and the
Environment
C. Economics,
Innovation, and
Technology
D. History,
Culture, and
Perspectives
6.2.12.A.2.a Compare the principle ideas of the Enlightenment in Europe (e.g., political,
social, gender, education) with similar ideas in Asia and the Muslim empires of
the Middle East and North Africa.
6.2.12.A.2.b Determine the reasons for, and the consequences of, the rise of powerful,
centralized nation states in Europe (i.e., the French absolute monarchy and the
English limited monarchy).
6.2.12.B.2.a Relate the division of European regions during this time period into those that
remained Catholic and those that became Protestant to the practice of religion
in the New World.
6.2.12.C.2.a Relate the development of more modern banking and financial systems to
European economic influence in the world.
6.2.12.D.2.a Determine the factors that led to the Renaissance, the significance of the
location of the Italian city-states as the center of the Renaissance, and the
impact on the arts.
6.2.12.D.2.b Determine the factors that led to the Reformation and the impact on European
politics.
6.2.12.D.2.c Justify how innovations from Asian and Islamic civilizations, as well as from
ancient Greek and Roman culture, laid the foundation for the Renaissance.
6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on
how humans viewed themselves and how they viewed their physical and
spiritual worlds.
6.2.12.D.2.e Assess the impact of the printing press and other technologies developed on the
dissemination of ideas.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
Age of Revolutions (1750-1914)
By the end of grade 12
Strand
Indicator #
Indicator
6.2.12.A.3. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural
A. Civics,
a
rights, democracy, nationalism) became driving forces for reforms and
Government,
Content Area
Standard
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
Era
Age of Revolutions (1750-1914)
By the end of grade 12
Grade Level
Content Statement
Strand
Indicator #
Indicator
Revolutions, Imperialism, and Human
revolutions, their influence on Latin American independence movements, and
Reform, and Global
evaluate their impact on government, society, and economic opportunities.
Rights
Impact
6.2.12.A.3. Relate the responses of various governments to pressure for self-government or
Discontent with prevailing
b
self-determination to subsequent reform or revolution.
economic, political, and
social conditions was the
6.2.12.A.3. Analyze the relationship between industrialization and the rise of democratic
impetus for change, which
c
and social reforms, including the expansion of parliamentary government.
resulted in revolution or
reform.
6.2.12.A.3. Compare and contrast the struggles for women’s suffrage and workers’ rights in
d
Europe and North America, and evaluate the degree to which each movement
The Industrial Revolution
achieved its goals.
was a consequence of
technological innovation
6.2.12.A.3. Analyze the motives for and methods by which European nations, Japan, and
and expanding economic
e
the United States expanded their imperialistic practices in Africa and Asia
activity and markets,
during this era, and evaluate the impact of these actions on their relations.
resulting in massive
population movement,
6.2.12.B.3.a Assess the impact of imperialism by comparing and contrasting the political
B. Geography,
urbanization, and the
boundaries of the world in 1815 and 1914.
People,
and
the
development of complex
Environment
economic systems.
6.2.12.B.3. Relate the role of geography to the spread of independence movements in Latin
b
America.
Industrialized nations
embarked on a competitive
C. Economics,
Innovation, and
Technology
6.2.12.C.3.a Analyze interrelationships among the “agricultural revolution,” population
growth, industrialization, specialization of labor, and patterns of land-holding.
6.2.12.C.3. Analyze interrelationships among the Industrial Revolution, nationalism,
b
competition for global markets, imperialism, and natural resources.
Content Area
Standard
Era
Grade Level
Content Statement
race for global resources
and markets, resulting in
the establishment of
political and economic
control over large regions
of the world that had a
lasting impact.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
Age of Revolutions (1750-1914)
By the end of grade 12
Strand
Indicator #
Indicator
6.2.12.C.3.c Compare the characteristics of capitalism, communism, and socialism to
determine why each system emerged in different world regions.
6.2.12.C.3. Determine how, and the extent to which, scientific and technological changes,
d
transportation, and new forms of energy brought about massive social,
economic, and cultural changes.
D. History,
Culture, and
Perspectives
6.2.12.C.3.e Compare the impact of imperialism on economic development in Africa, Asia,
and Latin America regarding barriers or opportunities for future development
and political independence.
6.2.12.D.3. Explain how individuals and groups promoted revolutionary actions and
a
brought about change during this time period.
6.2.12.D.3. Explain how industrialization and urbanization affected class structure, family
b
life, the daily lives of men, women, and children, and the environment.
6.2.12.D.3. Compare and contrast China’s and Japan’s views of and responses to
c
imperialism, and determine the effects of imperialism on the development and
prosperity of each country in the 20th century.
6.2.12.D.3. Analyze the extent to which racism was both a cause and consequence of
d
imperialism, and evaluate the impact of imperialism from multiple
perspectives.
Content Area
Standard
Era
Grade Level
Content Statement
Content Area
Standard
Era
Grade Level
Content Statement
4. A Half-Century of Crisis
and Achievement: The
Era of the Great Wars
Nationalism, imperialism,
industrialization, and
militarism contributed to
an increase in economic
and military competition
among European nations,
the Ottoman Empire, and
Japan, and led to World
War I.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
Age of Revolutions (1750-1914)
By the end of grade 12
Strand
Indicator #
Indicator
6.2.12.D.3. Analyze the impact of the policies of different European colonizers on
e
indigenous societies, and explain the responses of these societies to
imperialistic rule.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about
how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills
enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
A Half-Century of Crisis and Achievement (1900-1945)
By the end of grade 12
Strand
Indicator #
Indicator
A. Civics,
Government,
and Human
Rights
B. Geography,
People, and
the
Environment
6.2.12.A.4.a
6.2.12.A.4.b
6.2.12.A.4.c
6.2.12.A.4.d
6.2.12.B.4.a
6.2.12.B.4.b
6.2.12.B.4.c
Explain the differences between socialism, communism, and fascism and explain the
reasons for their spread in Europe and Asia.
Compare the rise of nationalism in China, Turkey, and India.
Analyze the motivations, causes, and consequences of the genocides of Armenians,
Roma (gypsies), and Jews, as well as the mass exterminations of Ukrainians and
Chinese.
Assess government responses to incidents of ethnic cleansing and genocide.
Determine the geographic impact of World War I by comparing and contrasting the
political boundaries of the world in 1914 and 1939.
Determine how geography impacted military strategies and major turning points
during World War II.
Explain how the disintegration of the Ottoman empire and the mandate system led to
the creation of new nations in the Middle East.
Content Area
Standard
Era
Grade Level
Content Statement
The failure of the Treaty
of Versailles, the impact
of the global depression,
and the expansionist
policies and actions of
Axis nations are viewed
as major factors that
resulted in World War II.
World Wars I and II were
"total wars" in which
nations mobilized entire
populations and
economies and employed
new military tactics that
resulted in
unprecedented death and
destruction, as well as
drastic changes in
political boundaries.
World Wars I and II
challenged economic and
political power structures
and gave rise to a new
balance of power in the
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about
how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills
enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
A Half-Century of Crisis and Achievement (1900-1945)
By the end of grade 12
Strand
Indicator #
Indicator
6.2.12.B.4.d
C. Economics,
Innovation,
and
Technology
6.2.12.C.4.a
6.2.12.C.4.b
6.2.12.C.4.c
6.2.12.C.4.d
D. History,
Culture, and
Perspectives
6.2.12.D.4.a
6.2.12.D.4.b
6.2.12.D.4.c
6.2.12.D.4.d
6.2.12.D.4.e
Explain the intended and unintended consequences of new national boundaries
established by the treaties that ended World War II.
Analyze government responses to the Great Depression and their consequences,
including the growth of fascist, socialist, and communist movements and the effects
on capitalist economic theory and practice.
Compare and contrast World Wars I and II in terms of technological innovations (i.e.,
industrial production, scientific research, war tactics) and social impact (i.e., national
mobilization, loss of life, and destruction of property).
Assess the short- and long-term demographic, social, economic, and environmental
consequences of the violence and destruction of the two World Wars.
Analyze the ways in which new forms of communication, transportation, and
weaponry affected relationships between governments and their citizens and
bolstered the power of new authoritarian regimes during this period.
Analyze the extent to which nationalism, industrialization, territory disputes,
imperialism, militarism, and alliances led to World War I.
Analyze the Treaty of Versailles and the League of Nations from the perspectives of
different nations.
Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and
Cuba), and determine the impact on global politics.
Analyze the extent to which the legacy of World War I, the global depression, ethnic
and ideological conflicts, imperialism, and traditional political or economic rivalries
caused World War II.
Compare how Allied countries responded to the expansionist actions of Germany and
Italy.
Content Area
Standard
Era
Grade Level
Content Statement
world.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about
how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills
enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
A Half-Century of Crisis and Achievement (1900-1945)
By the end of grade 12
Strand
Indicator #
Indicator
Economic, technological,
and military power and
bureaucracies have been
used by nations to
deliberately and
systematically destroy
ethnic/racial, political,
and cultural groups.
6.2.12.D.4.f
6.2.12.D.4.g
6.2.12.D.4.h
6.2.12.D.4.i
6.2.12.D.4.j
6.2.12.D.4.k
Content Area
Standard
Era
Grade Level
Content Statement
5. The 20th Century Since
1945: Challenges for the
Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis
Powers in both World Wars.
Analyze the role of racial bias, nationalism, and propaganda in mobilizing civilian
populations in support of “total war”.
Assess the extent to which world war, depression, nationalist ideology, communism,
and liberal democratic ideals contributed to the emergence of movements for
national self-rule or sovereignty in Africa and Asia.
Compare and contrast the actions of individuals as perpetrators, bystanders, and
rescuers during events of persecution or genocide, and describe the long-term
consequences of genocide for all involved.
Analyze how the social, economic, and political roles of women were transformed
during this time period.
Assess the cultural impact of World War I, the Great Depression, and World War II by
analyzing the values and social ideas in the arts.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
The 20th Century Since 1945 (1945-Today)
By the end of grade 12
Strand
Indicator #
Indicator
6.2.12.A.5.a
Explain how and why differences in ideologies and policies between
the United States and the USSR resulted in a cold war, the formation
Content Area
Standard
Era
Grade Level
Content Statement
Modern World
Decolonization, the
emergence of new
independent nations, and
competing ideologies
changed the political
landscape and national
identities of those
involved, and sometimes
included military
confrontations and
violations of human rights.
International migration
and scientific and
technological
improvements in the
second half of the 20th
century resulted in an
increasingly global
economy and society that
are challenged by limited
natural resources.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
The 20th Century Since 1945 (1945-Today)
By the end of grade 12
Strand
Indicator #
Indicator
A. Civics,
Government, and
Human Rights
6.2.12.A.5.b
6.2.12.A.5.c
6.2.12.A.5.d
6.2.12.A.5.e
B. Geography,
People, and the
Environment
6.2.12.B.5.a
6.2.12.B.5.b
6.2.12.B.5.c
of new alliances (e.g., NATO, SEATO, Warsaw Pact), and periodic
military clashes (e.g., Korean War, conflicts in the Middle East).
Analyze the structure and goals of the United Nations and evaluate
the organization’s ability to solve or mediate international conflicts.
Explain how World War II led to aspirations for self-determination,
and compare and contrast the methods used by African and Asian
countries to achieve independence.
Analyze the causes and consequences of mass killings (e.g.,
Cambodia, Rwanda, Bosnia-Herzegovina, Somalia, Sudan), and
evaluate the responsibilities of the world community in response to
such events.
Assess the progress of human and civil rights around the world since
the 1948 U.N. Declaration of Human Rights.
Determine the impact of geography on decisions made by the Soviet
Union and the United States to expand and protect their spheres of
influence.
Analyze the reasons for the Cold War and the collapse of the Soviet
Union, and evaluate the impact of these events on changing national
boundaries in Eastern Europe and Asia.
Determine the impact of migration on the way of life (e.g., social,
economic, and political structures) in countries of origin and in
adopted countries.
Content Area
Standard
Era
Grade Level
Content Statement
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
The 20th Century Since 1945 (1945-Today)
By the end of grade 12
Strand
Indicator #
Indicator
6.2.12.B.5.d
6.2.12.B.5.e
C. Economics,
Innovation, and
Technology
6.2.12.C.5.a
6.2.12.C.5.b
6.2.12.C.5.c
6.2.12.C.5.d
6.2.12.C.5.e
6.2.12.C.5.f
6.2.12.C.5.g
D. History, Culture,
and Perspectives
6.2.12.D.5.a
Analyze post-independence struggles in South Asia, including the
struggle over the partitioning of the subcontinent into India and
Pakistan, as well as later tensions over Kashmir.
Assess the role of boundary disputes and limited natural resources as
sources of conflict.
Explain how and why Western European countries and Japan
achieved rapid economic recovery after World War II.
Compare and contrast free market capitalism, Western European
democratic socialism, and Soviet communism.
Assess the impact of the international arms race, the space race, and
nuclear proliferation on international politics from multiple
perspectives.
Determine the challenges faced by developing nations in their efforts
to compete in a global economy.
Assess the reasons for and consequences of the growth of
communism and shift toward a market economy in China.
Assess the impact of the European Union on member nations and
other nations.
Evaluate the role of the petroleum industry in world politics, the
global economy, and the environment.
Relate the lingering effects of colonialism to the efforts of Latin
American, African, and Asian nations to build stable economies and
national identities.
Content Area
Standard
Era
Grade Level
Content Statement
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
The 20th Century Since 1945 (1945-Today)
By the end of grade 12
Strand
Indicator #
Indicator
6.2.12.D.5.b
6.2.12.D.5.c
6.2.12.D.5.d
Content Area
Standard
Assess the impact of Gandhi’s methods of civil disobedience and
passive resistance in India, and determine how his methods were
later used by people from other countries.
Assess the influence of television, the Internet, and other forms of
electronic communication on the creation and diffusion of cultural
and political information, worldwide.
Analyze how feminist movements and social conditions have
affected the lives of women in different parts of the world, and
evaluate women’s progress toward social equality, economic
equality, and political equality in various countries.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
Era
Contemporary Issues
By the end of grade 12
Grade Level
Content Statement
Strand
Indicator #
Indicator
6. Contemporary Issues
6.2.12.A.6.a
Evaluate the role of international cooperation and multinational
A. Civics,
organizations in attempting to solve global issues.
Government, and
Technological innovation, Human Rights
6.2.12.A.6.b
Analyze the relationships and tensions between national sovereignty
economic interdependence,
and global interest in matters such as territory, economic development,
changes in population
use of natural resources, and human rights.
growth, migratory patterns,
and the development,
Content Area
Standard
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
Era
Contemporary Issues
By the end of grade 12
Grade Level
Content Statement
Strand
Indicator #
Indicator
distribution, and use of
6.2.12.A.6.c
Analyze why terrorist movements have proliferated, and evaluate their
natural resources offer
impact on governments, individuals, and societies.
challenges and
6.2.12.A.6.d
Assess the effectiveness of responses by governments and international
opportunities that transcend
organizations to tensions resulting from ethnic, territorial, religious,
regional and national
and/or nationalist differences.
borders.
6.2.12.B.6.a
Determine the global impact of increased population growth,
B. Geography,
migration, and changes in urban-rural populations on natural resources
People, and the
and land use.
Environment
6.2.12.C.6.a
Evaluate efforts of governmental, nongovernmental, and international
C. Economics,
organizations to address economic imbalances and social inequalities.
Innovation, and
Technology
6.2.12.C.6.b
Compare and contrast demographic trends in industrialized and
developing nations, and evaluate the potential impact of these trends on
the economy, political stability, and use of resources.
6.2.12.C.6.c
Assess the role government monetary policies, central banks,
international investment, and exchange rates play in maintaining stable
regional and global economies.
6.2.12.C.6.d
Determine how the availability of scientific, technological, and
medical advances impacts the quality of life in different countries.
D. History, Culture,
and Perspectives
6.2.12.D.6.a
Assess the role of increased personal and business electronic
communications in creating a “global” culture, and evaluate the impact
on traditional cultures and values.
Content Area
Standard
Grade Level
Content Statement
Active citizens in the 21st century:
 Determine the credibility and value of






information, while also considering
context, point of view, and multiple
perspectives.
Analyze sources of prejudice and
discrimination and propose solutions
to eliminate them.
Collaboratively evaluate possible
solutions to problems and conflicts
that arise in an interconnected world.
Critically analyze information, make
ethical judgments, and responsibly
address controversial issues.
Communicate through rational and
persuasive written and oral arguments
to present solutions to controversial
issues.
Make informed and reasoned
decisions and accept responsibility for
the consequences of their actions
and/or inactions.
Take actions that result in a more just
and equitable society.
Social Studies
6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active,
informed citizens who value diversity and promote cultural understanding by working
collaboratively to address the challenges that are inherent in living in an interconnected world.
By the end of grade 12
Strand
Indicator #
Indicator
A. Civics,
Government,
and Human
Rights
6.3.12.A.1
B.
Geography,
People and
the
Environment
C. Economics,
Innovation,
and
Technology
6.3.12.B.1
D. History,
Culture, and
Perspectives
6.3.12.D.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.2
Develop a plan for public accountability and transparency in
government related to a particular issue(s) and share the plan
with appropriate government officials.
Compare current case studies involving slavery, child labor, or
other unfair labor practices in the United States with those of
other nations, and evaluate the extent to which such
problems are universal.
Collaborate with students from other countries to develop
possible solutions to an issue of environmental justice, and
present those solutions to relevant national and international
governmental and/or nongovernmental organizations.
Participate in a simulated meeting (e.g., President's Council,
World Bank, International Monetary Fund (IMF)), research
evidence from multiple sources about an economic problem,
(e.g., inflation, unemployment, deficit), and develop a plan of
action.
Analyze the impact of current governmental practices and
laws affecting national security and/or individual civil rights/
privacy.
Analyze a current foreign policy issue by considering current
and historical perspectives, examining strategies, and
presenting possible actions.
Content Area
Standard
Grade Level
Content Statement
Social Studies
6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active,
informed citizens who value diversity and promote cultural understanding by working
collaboratively to address the challenges that are inherent in living in an interconnected world.
By the end of grade 12
Strand
Indicator #
Indicator
Social Studies Timeframe Table
Note: The numbering of time periods (in Content Statements and coded CPI numbers) sometimes reflects the
overall era and sometimes reflects a time period within an era, as indicated below.
Standard
Standard 6.1
U.S. History:
America in the
World
Grades 5-8
Three Worlds Meet (Beginnings to 1620)
1. Three Worlds Meet
Colonization and Settlement (1585-1763)
2. Colonization and Settlement
Revolution and the New Nation (17541820s)
Grades 9-12
Colonization and Settlement (1585-1763)*
1. Colonization and Settlement
Revolution and the New Nation (1754-1820s)
2. Revolution and the New Nation
Expansion and Reform (1801-1861)
3. Expansion and Reform
3. Revolution and the New Nation
Civil War and Reconstruction (1850-1877)
Expansion and Reform (1801-1861)
4. Civil War and Reconstruction
4. Expansion and Reform
Civil War and Reconstruction (1850-1877)
5. Civil War and Reconstruction
The Development of the Industrial United
States (1870-1900)
5. The Development of the Industrial
United States
The Emergence of Modern America (18901930)



6. Progressive Reforms
7. World War I
8. Roaring Twenties
The Great Depression and World War II (19291945)
9. The Great Depression
10. New Deal
11. World War II
Postwar United States (1945 to early 1970s)
12. Cold War
13. Civil Rights and Social Change
Contemporary United States (1970-Today)
Standard 6.2
World History/
Global Studies
The Beginnings of Human Society
14. Domestic Policies
15. International Policies
16. Interconnected Global Society
The Emergence of the First Global Age (13501770)
1. Paleolithic and Neolithic Ages
1. Global Interactions and Colonialism
Early Civilizations and the Emergence of
Pastoral Peoples (4000-1000 BCE)
2. Ancient River Valley Civilizations
Renaissance, Reformation, Scientific
Revolution, and Enlightenment (1350-1700)
The Classical Civilizations of the
Mediterranean World, India, and China
(1000 BCE-600 CE)
3. The Classical Civilizations of the
Mediterranean World, India, and
China
Expanding Exchanges and Encounters
(500 CE-1450 CE)
4. Expanding Exchanges and
Encounters
2. Renaissance, Reformation, Scientific
Revolution, and Enlightenment
Age of Revolutions (1750-1914)
3. Political and Industrial Revolutions,
Imperialism, Reform, and Global
Impact
A Half-Century of Crisis and Achievement
(1900-1945)
4. The Era of the Great Wars
The 20th Century Since 1945 (1945-Today)
5. Challenges for the Modern World
Contemporary Issues
6. Contemporary Issues
APPENDIX C
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
FOR TECHNOLOGY
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
FOR TECHNOLOGICAL LITERACY
2014 NEW JERSEY CORE CURRICULUM CONTENT STANDARDS – TECHNOLOGY
Content Area
Standard
Strand
Grade
Level
Bands
6-8
Technology
8.1 educational Technology: ALL students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaborate and to create and
communicate knowledge.
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology
concepts, systems and operations.
Content Statement
Indicator
Indicator
Students will:
Understand and use technology systems.
8.1.8.A.1
Select and use applications effectively
and productively.
8.1.8.A.2
8.1.8.A.3
8.1.8.A.4
8.1.8.A.5
9-12
Understand and use technology systems.
8.1.12.A.1
Demonstrate knowledge of a real world problem using digital
tools.
Create a document (e.g. newsletter, reports, personalized
learning plan, business letters or flyers) using one or more
digital applications to be critiqued by professionals for
usability.
Use and/or develop a simulation that provides an
environment to solve a real world problem or theory.
Graph and calculate data within a spreadsheet and present a
summary of the results.
Create a database query, sort and create a report and
describe the process, and explain the report results.
Create a personal digital portfolio which reflects personal and
academic interests, achievements, and career aspirations by
using a variety of digital tools and resources.
Select and use applications effectively
and productively.
8.1.12.A.2
8.1.12.A.3
8.1.12.A.4
8.1.12.A.5
Produce and edit a multi-page digital document for a
commercial or professional audience and present it to peers
and/or professionals in that related for review.
Collaborate in online courses, learning communities, social
networks or virtual worlds to discuss a resolution to a
problem or issue.
Construct a spreadsheet workbook with multiple worksheets,
rename tabs to reflect the data on the worksheet, and use
mathematical or logical functions, charts and data from all
worksheets to convey the results.
Create a report from a relational database consisting of at
least two tables and describe the process, and explain the
report results.
Content Area
Standard
Strand
Grade
Level
Bands
Technology
8.1 educational Technology: ALL students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaborate and to create and
communicate knowledge.
B. Creativity and Innovation: Students demonstrate a creative thinking, construct knowledge and
develop innovative products and process using technology.
Content Statement
Indicator
Indicator
Students will:
Apply existing knowledge to generate
new ideas, products, or processes.
6-8
9-12
Create original works as a means of
personal or group expression.
8.1.8.B.1
8.1.12.B.2
Synthesize and publish information about a local or global
issue or event (ex. telecollaborative project, blog, school
web).
Apply previous content knowledge by creating and piloting a
digital learning game or tutorial.
Content Area
Standard
Strand
Grade
Level
Bands
Technology
8.1 Educational Technology: ALL students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaborate and to create and
communicate knowledge.
C. Communication and Collaboration: Students use digital media and environments to communicate
and work collaboratively, including at a distance, to support individual learning and contribute to the
learning of others.
Content Statement
Indicator
Indicator
Students will:
Interact, collaborate, and publish with
peers, experts, or others by employing a
variety of digital environments and
media.
6-8
9-12
8.1.8.C.1
Communicate information and ideas to
multiple audiences using a variety of
media and formats.
Develop cultural understanding and
global awareness by engaging with
learners of other cultures.
Contribute to project teams to produce
original works or solve problems.
8.1.12.C.1
Collaborate to develop and publish work that provides
perspectives on a global problem for discussions with learners
from other countries.
Develop an innovative solution to a real world problem or
issue in collaboration with peers and experts,, and present
ideas for feedback through social media or in an online
community.
Content Area
Standard
Technology
8.1 Educational Technology: ALL students will use digital tools to access, manage, evaluate, and
synthesize information to solve problems individually and collaborate and to create and communicate
knowledge.
Strand
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior.
Grade Content Statement
Indicator
Indicator
Level
Students will:
Bands
6-8
Advocate and practice safe, legal, and
8.1.8.D.1
Understand and model appropriate online behaviors related
responsible use of information and
to cyber safety, cyber bullying, cyber security, and cyber
technology.
ethics including appropriate use of social media.
Demonstrate personal responsibility for
8.1.8.D.2
Demonstrate the application of appropriate citations to digital
lifelong learning.
content.
8.1.8.D.3
Demonstrate an understanding of fair use and Creative
Commons to intellectual property.
Exhibit leadership for digital citizenship.
8.1.8.D.4
Assess the credibility and accuracy of digital content.
8.1.8.D.5
Understand appropriate uses for social media and the
negative consequences of misuse.
9-12
Advocate and practice safe, legal, and
8.1.12.D.1 Demonstrate appropriate application of copyright, fair use
responsible use of information and
and/or Creative Commons to an original work.
technology.
Demonstrate personal responsibility for
8.1.12.D.2 Evaluate consequences of unauthorized electronic access
lifelong learning.
(e.g., hacking) and disclosure, and on dissemination of
personal information.
8.1.12.D.3 Compare and contrast policies on filtering and censorship
both locally and globally.
Exhibit leadership for digital citizenship.
8.1.12.D.4 Research and understand the positive and negative impact of
one’s digital footprint.
8.1.12.D.5
Analyze the capabilities and limitations of current and
emerging technology resources and assess their potential to
address personal, social, lifelong learning, and career needs.
Content Area
Standard
Technology
8.1 Educational Technology: ALL students will use digital tools to access, manage, evaluate, and
synthesize information to solve problems individually and collaborate and to create and communicate
knowledge.
Strand
E. Research and Information Fluency: Students apply digital tools to gather, evaluate and use
information.
Grade Content Statement
Indicator
Indicator
Level
Students will:
Bands
6-8
Plan strategies to guide inquiry.
8.1.8.E.1
Effectively use a variety of search tools and filters in
professional public databases to find information to solve a
Locate, organize, analyze, evaluate,
real world problem.
synthesize, and ethically use information
from a variety of sources and media.
Evaluate and select information sources
and digital tools based on the
appropriateness for specific tasks.
9-12
Process data and report results.
Plan strategies to guide inquiry.
Locate, organize, analyze, evaluate,
synthesize, and ethically use information
from a variety of sources and media.
8.1.12.E.1
8.1.12.E.2
Produce a position statement about a real world problem by
developing a systematic plan of investigation with peers and
experts synthesizing information from multiple sources.
Research and evaluate the impact on society of the unethical
use of digital tools and present your research to peers.
Evaluate and select information sources
and digital tools based on the
appropriateness for specific tasks.
Process data and report results.
Content Area
Technology
Standard
8.1 Educational Technology: ALL students will use digital tools to access, manage, evaluate, and
synthesize information to solve problems individually and collaborate and to create and communicate
knowledge.
Strand
F. Research and Information Fluency: Students apply digital tools to gather, evaluate and use
information.
Grade Content Statement
Indicator
Indicator
Level
Students will:
Bands
6-8
Identify and define authentic problems
8.1.8.F.1
Explore a local issue, by using digital tools to collect and
and significant questions for investigation.
analyze data to identify a solution and make an informed
decision.
Plan and manage activities to develop a
solution or complete a project.
Collect and analyze data to identify
solutions and/or make informed decisions.
9-12
Use multiple processes and diverse
perspectives to explore alternative
solutions.
Identify and define authentic problems
and significant questions for investigation.
Plan and manage activities to develop a
solution or complete a project.
8.1.12.F.1
Evaluate the strengths and limitations of emerging
technologies and their impact on educational, career,
personal and/or social needs.
Collect and analyze data to identify
solutions and/or make informed decisions.
Use multiple processes and diverse
perspectives to explore alternative
solutions.
2014 NEW JERSEY CORE CURRICULUM CONTENT STANDARDS – TECHNOLOGY
Content Area
Standard
Strand
Grade
Level
Bands
6-8
Technology
8.2 educational Technology: ALL students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaborate and to create and
communicate knowledge.
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology
concepts, systems and operations.
Content Statement
Indicator
Indicator
Students will:
The characteristics and scope of
technology.
8.2.8.A.1
The core concepts of technology.
8.2.8.A.2
8.2.8.A.3
The relationships among technologies
8.2.8.A.4
and the connections between technology
and other fields of study.
8.2.8.A.5
Research a product that was designed for a specific demand
and identify how the product has changed to meet new
demands (i.e. telephone for communication – smart phone
for mobility needs.)
Examine a system, consider how each part relates to other
parts, and discuss a part to redesign to improve the system.
Investigate a malfunction in any part of a system and identify
its impacts.
Redesign an existing product that impacts the environment to
lessen its impact(s) on the environment.
Describe how resources such as material, energy, information,
time, tools, people and capital contribute to a technological
product or system.
9-12
The characteristics and scope of
technology.
8.2.12.A.1
The core concepts of technology.
8.2.12.A.2
The relationships among technologies
8.1.12.A.3
and the connections between technology
and other fields of study.
Propose an innovation to meet future demands supported by
an analysis of the potential full costs, benefits, trade-offs and
risks, relate to the use of the innovation.
Analyze a current technology and the resources used, to
identify the trade-offs in terms of availability, cost, desirability
and waste.
Research and present information on an existing technological
product that has been repurposed for a different function.
2014 NEW JERSEY CORE CURRICULUM CONTENT STANDARDS – TECHNOLOGY
Content Area
Standard
Strand
Grade
Level
Bands
6-8
Technology
8.2 Technology Education, Engineering, Design, and Computational Thinking – Programming: ALL
students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the individual,
global society, and the environment.
B. Technology Operations and Concepts: Knowledge and understanding of human, cultural and
society values are fundamental when designing technology systems and products in the global
society.
Content Statement
Indicator
Indicator
Students will:
The cultural, social, economic and
political effects of technology.
8.2.8.B.1
8.2.8.B.2
The effects of technology on the
environment.
8.2.8.B.3
8.2.8.B.4
The role of society in the development
and use of technology.
8.2.8.B.5
8.2.8.B.6
The influence of technology on history.
8.2.8.B.7
Evaluate the history and impact of sustainability on the
development of a designed product or system over time and
present results to peers.
Identify the desired and undesired consequences from the
use of a product or system.
Research and analyze the ethical issues of a product or system
on the environment and report findings for review by peers
and/or experts.
Research examples of how humans can devise technologies to
reduce the negative consequences of other technologies and
present your findings.
Identify new technologies resulting from the demands, values,
and interests of individuals, businesses, industries and
societies.
Compare and contrast the different types of intellectual
property including copyrights, patents and trademarks.
Analyze the historical impact of waste and demonstrate how a
product is upcycled, reused or remanufactured into a new
product.
9-12
The cultural, social, economic and
political effects of technology.
8.2.12.B.1
The effects of technology on the
environment.
8.2.12.B.2
The role of society in the development
and use of technology.
The influence of technology on history.
8.2.12.B.3
8.2.12.B.4
B.2.12.B.5
Research and analyze the impact of the design constraints
(specifications and limits) for a product or technology driven
by a cultural, social, economic or political needs and publish
for review.
Evaluate ethical considerations regarding the sustainability of
environmental resources that are used for the design,
creation and maintenance of a chosen product.
Analyze ethical and unethical practices around intellectual
property rights as influenced by human wants and/or needs.
Investigate a technology used in a given period of history, e.g.,
stone age, industrial revolution or information age, and
identify their impact and how they may have changed to meet
human needs and wants.
Research the historical tensions between environmental and
economic considerations as driven by human needs and
wants in the development of a technological product, and
present the competing viewpoints to peers for review.
Content Area
Standard
Strand
Grade
Level
Bands
6-8
Technology
8.2 Technology Education, Engineering, Design, and Computational Thinking – Programming: ALL
students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the individual,
global society, and the environment.
C. Design: The design process is a systematic approach to solving problems.
Content Statement
Indicator
Indicator
Students will:
The attributes of design.
8.2.8.C.1
8.2.8.C.2
Explain how different teams/groups can contribute to the
overall design of a product.
Explain the need for optimization in a design process.
8.2.8.C.3
The application of engineering design.
8.2.8.C.4
8.2.8.C.5
The role of troubleshooting, research and 8.2.8.C.6
development, invention and innovation
and experimentation in problem solving.
8.2.8.C.7
8.2.8.C.8
9-12
The attributes of design.
8.2.12.C.1
8.2.12.C.2
The application of engineering design.
8.2.12.C.3
8.2.12.C.4
8.2.12.C.5
Evaluate the function, value, and aesthetics of a technological
product or system, from the perspective of the user and the
producer.
Identify the steps in the design process that would be used to
solve a designated problem.
Explain the interdependence of a subsystem that operates as
part of a system.
Collaborate to examine a malfunctioning system and identify
the step-by-step process used to troubleshoot, evaluate and
test options to repair the product, presenting the better
solution.
Collaborate with peers and experts in the field to research
and develop a product using the design process, data analysis
and trends, and maintain a design log with annotated
sketches to record the developmental cycle.
Develop a proposal for a chosen solution that include models
(physical, graphical or mathematical) to communicate the
solution to peers.
Explain how open source technologies follow the design
process.
Analyze a product and how it has changed or might change
over time to meet human needs and wants.
Analyze a product or system for factors such as safety,
reliability, economic considerations, quality control,
environmental concerns, manufacturability, maintenance and
repair, and human factors engineering (ergonomics).
Explain and identify interdependent systems and their
functions.
Create scaled engineering drawings of products both manually
and digitally with materials and measurements labeled.
The role of troubleshooting, research and 8.2.12.C.6
development, invention and innovations
and experimentation in problem solving. 8.2.12.C.7
Research an existing product, reverse engineer and redesign it
to improve form and function.
Use a design process to devise a technological product or
system that addresses a global problem, provide research,
identify trade-offs and constraints, and document the process
through drawings that include data and materials.
Content Area
Standard
Strand
Grade
Level
Bands
6-8
Technology
8.2 Technology Education, Engineering, Design, and Computational Thinking – Programming: ALL
students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the individual,
global society, and the environment.
D. Abilities: Collaborate and apply a design process to solve a simple problem from everyday
experiences.
Content Statement
Indicator
Indicator
Students will:
Apply the design process.
8.2.8.D.1
8.2.8.D.2
8.2.8.D.3
Use and maintain technological products
and systems.
8.2.8.D.4
Assess the impact of products and
systems.
8.2.8.D.5
8.2.8.D.6
Design and create a product that addresses a real world
problem using a design process under specific constraints.
Identify the design constraints and trade-offs involved in
designing a prototype (e.g., how the prototype might fail and
how it might be improved) by completing a design problem
and reporting results in a multimedia presentation, design
portfolio or engineering notebook.
Build a prototype that meets a STEM-based design challenge
using science, engineering, and math principles that validate a
solution.
Research and publish the steps for using and maintaining a
product or system and incorporate diagrams or images
throughout to enhance user comprehension.
Explain the impact of resource selection and the production
process in the development of a common or technological
product or system.
Identify and explain how the resources and processes used in
the production of a current technological product can be
modified to have a more positive impact on the environment.
9-12
Apply the design process.
8.2.12.D.1
8.2.12.D.2
Use and maintain technological products
and systems.
8.2.12.D.3
Assess the impact of products and
systems.
8.2.12.D.4
8.2.12.D.5
8.2.12.D.6
Design and create a prototype to sole a real world problem
using a design process, identify constraints addressed during
the creation of the prototype, identify trade-offs made, and
present the solution for peer review.
Write a feasibility study of a product to include: economic,
market, technical, financial, and management factors, and
provide recommendations for implementation.
Determine and use the appropriate resources [e.g., CNC
(Computer Numerical Control) equipment, 3D printers, CAD
software] in the design, development and creation of a
technological product or system.
Assess the impacts of emerging technologies on developing
countries.
Explain how material processing impacts the quality of
engineered and fabricated products.
Synthesize data, analyze trends and draw conclusions
regarding the effect of a technology on the individual, society,
or the environment and publish conclusions.
Content Area
Standard
Strand
Grade
Level
Bands
9-12
Technology
8.2 Technology Education, Engineering, Design, and Computational Thinking – Programming: ALL
students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the individual,
global society, and the environment.
E. Computational Thinking: Computational thinking builds and enhances problem solving, allowing
students to move beyond using knowledge to creating knowledge.
Content Statement
Indicator
Indicator
Students will:
8.2.12.E.1
Demonstrate an understanding of the problem-solving
capacity of computers in our world.
Computational thinking and computer
programming as tools used in design and
engineering.
8.2.12.E.2
8.2.12.E.3
8.2.12.E.4
Analyze the relationships between internal and external
computer components.
Use a programming language to solve problems or accomplish
a task (e.g., robotic functions, website designs, applications,
and games).
Use appropriate terms in conversation (e.g., troubleshooting,
peripherals, diagnostic software, GUI, abstraction, variables,
data types and conditional statements).
APPENDIX D
COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS
HISTORY/SOCIAL STUDIES GRADES 9-10
2010 ENGLISH LANGUAGE ARTS STANDARDS HISTORY/SOCIAL STUDIES GRADES 9-10
COMMON CORE STANDARDS
Key Ideas and Details
●
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date
and origin of the information.
●
RH.9-10.2. 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.
●
RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply
preceded them.
Craft and Structure
●
RH.9-10.4. 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.
●
RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
●
RH.9-10.6. 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.
Integration of Knowledge and Ideas
●
RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
●
RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
●
RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
●
RH.9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band
independently and proficiently.
English Language Arts Standards » Writing » Grades 9-10
Text Types and Purposes
●
WHST.9-10.1. Write arguments focused on discipline-specific content.
●
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.
●
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.
●
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.
●
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they
are writing.
●
Provide a concluding statement or section that follows from or supports the argument presented.
●
WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or
technical processes.
●
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.
●
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.
●
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships
among ideas and concepts.
●
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.
●
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they
are writing.
●
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).
●
WHST.9-10.3. (See note; not applicable as a separate requirement)
Production and Distribution of Writing
●
WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
●
WHST.9-10.5. 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.
●
WHST.9-10.6. 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.
Research to Build and Present Knowledge
●
WHST.9-10.7. 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.
●
WHST.9-10.8. 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.
●
WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
●
WHST.9-10.10. 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.
NOTE: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative
elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to
write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate
them and (possibly) reach the same results.