Download SOCIAL STUDIES – WORLD HISTORY Unit of Study: Beginnings of

SOCIAL STUDIES – WORLD HISTORY
Unit of Study: Beginnings of the Cold War
Fourth Grading Period – Unit 1
Enduring Understandings (Big Ideas)
 At the end of World War II, two major world powers emerged.
 The Cold War centered on the struggle for global influence and power between the
United States and the Soviet Union.
 The years from 1945-1991 are collectively known as the Cold War.
Essential Questions
 Why would two nations have the power to bring the world to the brink of another
international conflict?
Knowledge and Skills
TEKS (Standards)
TEKS WH.1 History. The student understands traditional historical points of
reference in world history. The student is expected to
 WH.1a identify the major eras in world history and describe their defining
characteristics.
 WH.1b identify changes that resulted from important turning points in world
history such as the development of farming; the Mongol invasions; the
development of cities; the European age of exploration and colonization; the
scientific and industrial revolutions; the political revolutions of the 18th, 19th,
and 20th centuries; and the world wars of the 20th century.
 WH.1c apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
TEKS WH.2 History. The student understands how the present relates to the
past. The student is expected to
 WH.2a identify elements in a contemporary situation that parallel a historical
situation.
TEKS WH.8 History. The student understands causes and effects of major
political revolutions since the 17th century. The student is expected to
 WH.8d summarize the significant events related to the spread and fall of
communism, including worldwide political and economic effects.
TEKS WH.9 History. The student understands the impact of totalitarianism in the
20th century. The student is expected to
 WH.9a identify and explain causes and effects of World Wars I and II,
including the rise of nazism/ fascism in Germany, Italy, and Japan; the rise of
communism in the Soviet Union; and the Cold War.
 WH.9b analyze the nature of totalitarian regimes in China, Nazi Germany, and
the Soviet Union.
TEKS WH.10 History. The student understands the influence of significant
individuals of the 20th century. The student is expected to
CURRICULUM OVERVIEW
Unit Rationale
It is important for students to comprehend the political, economic and social
ramifications of the Cold War in order to better understand modern conflicts and issues.
Lessons for this Unit
 Lesson 1: Introduction to the Cold War
Guiding Questions
 What were the social, economic and political causes of the Cold War?
 Why would governments from different nations be affected by the positioning of the
Soviet Union and the United States?
 How did the Cold War cause other conflicts?
TEKS Specificity (Intended Outcomes)
Given information on the Cold War and using my social studies knowledge I
can…
 Identify the Cold War as a major era and describe its defining characteristics.
 Identify the changes that resulted from the Cold War.
 Apply absolute and relative chronology through the sequencing of significant
individuals, and events during the Cold War era.
 Identify elements in a contemporary situation that parallel a historical situation that
occurred during the Cold War.
 Summarize the significant events related to the spread and fall of communism,
including worldwide political and economic effects.
 Identify and explain the causes and effects of the Cold War.
 Analyze the nature of the totalitarian regimes in China and the Soviet Union.
 Analyze the influence of significant individuals from the Cold War era including:
o Winston Churchill
o Mao Zedong
 Analyze the influence of significant leaders such as Mohandas Gandhi on events
of the 20th century.
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 1 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Knowledge and Skills
TEKS (Standards)
TEKS Specificity (Intended Outcomes)
 WH.10a analyze the influence of significant individuals such as Winston
Churchill, Adolf Hitler, Vladimir Lenin, Mao Zedong, and Woodrow Wilson on
political events of the 20th century.
 WH.10b analyze the influence of significant social and/or religious leaders
such as Mohandas Gandhi, Pope John Paul II, Mother Theresa, and
Desmond Tutu on events of the 20th century.
TEKS WH.14 Economics. The student understands the historic origins of
contemporary economic systems. The student is expected to
 WH.14A identify the historic origins of the economic systems of capitalism and
socialism.
 WH.14B identify the historic origins of the political and economic system of
communism.
 WH.14C compare the relationships between and among contemporary
countries with differing economic systems.
TEKS WH.15 Government. The student understands the historical antecedents of
contemporary political systems. The student is expected to
 WH.15a explain the impact of parliamentary and constitutional systems of
government on significant world political developments.
 WH.15b define and give examples of different political systems, past and
present.
 WH.15c explain the impact of American political ideas on significant world
political developments.
 WH.15d apply knowledge of political systems to make decisions about
contemporary issues and events.
TEKS WH.17 Citizenship. The student understands the significance of political
choices and decisions made by individuals, groups, and nations throughout
history. The student is expected to
 WH.17a evaluate political choices and decisions that individuals, groups, and
nations have made in the past, taking into account historical context, and
apply this knowledge to the analysis of choices and decisions faced by
contemporary societies.
 WH.17b describe the different roles of citizens and noncitizens in historical
cultures, especially as the roles pertain to civic participation.
TEKS WH.18 Citizenship. The student understands the historical development of
significant legal and political concepts, including ideas about rights, republicanism,
constitutionalism, and democracy. The student is expected to
 WH.18c identify examples of political, economic, and social oppression and
violations of human rights throughout history, including slavery, the Holocaust,
other examples of genocide, and politically-motivated mass murders in
Cambodia, China, and the Soviet Union;
 WH.18d assess the degree to which human rights and democratic ideals and
practices have been advanced throughout the world during the 20th century.
TEKS WH.19 Culture. The student understands the history and relevance of
major religious and philosophical traditions. The student is expected to
 WH.19b identify examples of religious influence in historic and contemporary
world events.
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 2 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Knowledge and Skills
TEKS (Standards)
TEKS WH.23 Science, technology, and society. The student understands how
major scientific and mathematical discoveries and technological innovations have
affected societies throughout history. The student is expected to
 WH.23a give examples of major mathematical and scientific discoveries and
technological innovations that occurred at different periods in history and
describe the changes produced by these discoveries and innovations.
TEKS WH.24 Science, technology, and society. The student understands
connections between major developments in science and technology and the
growth of industrial economies and societies in the 18th, 19th, and 20th centuries.
The student is expected to
 WH.24b describe the connection between scientific discoveries and
technological innovations and new patterns of social and cultural life in the
20th century, such as developments in transportation and communication that
affected social mobility.
TEKS WH 11 Geography. The student uses geographic skills and tools to collect,
analyze, and interpret data. The student is expected to
 WH.11a create thematic maps, graphs, charts, models, and databases
representing various aspects of world history; and
 WH.11b pose and answer questions about geographic distributions and
patterns in world history shown on maps, graphs, charts, models, and
databases.
TEKS WH.25 Social studies skills. The student applies critical-thinking skills to
organize and use information acquired from a variety of sources including
electronic technology. The student is expected to
 WH.25b locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies, interviews, and
artifacts to acquire information.
 WH.25c analyze information by sequencing, categorizing, identifying causeand-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing inferences
and conclusions.
 WH.25d explain and apply different methods that historians use to interpret
the past, including the use of primary and secondary sources, points of view,
frames of reference, and historical context.
 WH.25e use the process of historical inquiry to research, interpret, and use
multiple sources of evidence.
 WH.25g identify bias in written, oral, and visual material.
 WH.25i use appropriate mathematical skills to interpret social studies
information such as maps and graphs.
TEKS WH.26 Social studies skills. The student communicates in written, oral,
and visual forms. The student is expected to
 WH.26a use social studies terminology correctly.
 WH.26b use standard grammar, spelling, sentence structure, and
punctuation.
TEKS Specificity (Intended Outcomes)
I can use my social studies skills to collect, analyze and interpret information from a
variety of sources in world history.
Including, but not limited to:
 Create thematic maps, charts, models and databases.
 Pose and answer questions about geographic distributions and patterns shown on
maps, graphs, models, and databases.
 Interpret historical and contemporary maps to explain geographical influence on
historical events.
 Use primary and secondary sources to interpret historical information.
 Use reading, writing and math skills to interpret historical information.
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 3 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
ELPS Student Expectations
ELPS Specificity (Intended Outcomes)
 ELPS C.1H develop and expand repertoire of learning strategies such as
reasoning inductively or deductively, looking for patterns in language, and
analyzing sayings and expressions commensurate with grade-level learning
expectations.
 ELPS C.3G express opinions, ideas, and feelings ranging from
communicating single words and short phrases to participating in extended
discussions on a variety of social and grade-appropriate academic topics.
 ELPS C.4I demonstrate English comprehension and expand reading skills by
employing basic reading skills such as demonstrating understanding of
supporting ideas and details in text and graphic sources, summarizing text,
and distinguishing main ideas from details commensurate with content area
needs.
I can…
 develop and expand learning strategies that I use such as reasoning inductively or
deductively, looking for patterns in language, and analyzing sayings and
expressions for World History.
 express opinions, ideas, and feelings ranging from communicating single words
and short phrases to participating in extended discussions on a variety of World
History topics.
 employ basic reading skills such as demonstrating understanding of supporting
ideas and details in text and graphic sources, summarizing text, and distinguishing
main ideas from details commensurate with social studies needs.
College & Career Readiness Student Expectations
 CCRS I.B1 Examine how and why historians divide the past into eras.
 CCRS I.B2 Identify and evaluate sources and patterns of change and
continuity across time and place.
 CCRS 1.B3 Analyze causes and effects of major political, economic, and
social changes in U.S. and world history.
 CCRS 1.C1 Evaluate different governmental systems and functions.
 CCRS 1.C2 Evaluate changes in the functions and structures of government
across time.
College & Career Readiness (Intended Outcomes)
I can…
 Examine how and why historians divide the past into eras.
 Identify and evaluate sources and patterns of change and continuity across time
and place.
 Analyze causes and effects of major political, economic, and social changes in
world history.
 Evaluate different governmental systems and functions.
 Evaluate changes in the functions and structures of government across time.
Evidence of Learning (Summative Assessment)
 Given information on the Cold War, the student will analyze the political, economic and social impact of the Cold War with 90% accuracy.
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 4 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
SOCIAL STUDIES – WORLD HISTORY
Lesson 1: Introduction to the Cold War (1945 – 1953)
Fourth Grading Period – Unit 1
Guiding Questions
CURRICULUM GUIDE
Essential Pre-Requisite Skills
 What were the political, economic and social causes of the Cold War?
 What role did international alliances play during the Cold War?


Causes and Effects of the Cold War (Grade 5 – Grade 9)
International Organizations (Grade 6 – Grade 9)
The Teaching Plan
Instructional Model and Teacher Directions
The teacher will…
Hook
 Discuss the agreements that were reached during World War II concerning political
borders post World War II. (Tehran Conference, Yalta Conference and Potsdam
Conference)
 Demonstrate how to create a map demonstrating how to illustrate the agreements made
between the three nations. (You can also use the Beginnings of the Cold War
PowerPoint http://www.pptpalooza.net/PPTs/AHAP/BeginningofColdWar.ppt)
 Conduct a discussion on whether or not it was “fair” for three nations to divide the world
into zones of influence.
Guided Practice
 Discuss how after World War II, two major superpowers emerged as world leaders.
 Demonstrate how to create a compare and contrast chart to show the political and
economic differences between the United States and the Soviet Union.
 Discuss how the following items increased tensions between the United States and the
Soviet Union:
o Truman Doctrine
o Marshall Plan
o Berlin Airlift
 Distribute copies of Winston Churchill’s Iron Curtain speech and demonstrate how to
summarize important discussion points from a primary source.
 Using various online sources to demonstrate political cartoons based on Churchill’s
speech.
o Source 1
o Source 2
o Source 3
 Discuss the reasons for the formation of NATO and the Warsaw Pact.
 Model how to create a multiple causes – singular effect graphic organizer.
 Discuss how Communism started in China and how it differs from Communism in the
Soviet Union.
 Demonstrate how to create a compare and contrast foldable.
 Discuss the causes and effects of the Korean War.
 Demonstrate how to create a timeline.




Learning Model and Student Directions
So students can…
Create a chart showing the agreements that were reached during
the following conferences:
o Tehran Conference
o Yalta Conference
o Potsdam Conference
On a map, demonstrate the regions that were affected by the three
major conferences of World War II.
In the interactive notebook, reflect on whether or not it was right for
three nations to divide up the world into spheres of influence.
Create an illustrated compare and contrast chart showing the
political and economic differences between the United States and
the Soviet Union
 On the back of the compare and contrast chart, create a graphic
organizer discussing the following events and how each of the
created tension between the United States and the Soviet Union:
o Truman Doctrine
o Marshall Plan
o Berlin Airlift
 Use the political cartoon analysis process to determine the point of
view from each of the cartoonists.
 Create a multiple cause – multiple effect graphic organizer
demonstrating the reasons for the formation of NATO and the
Warsaw Pact.
 On the back of the Graphic Organizer, answer the question, “Given
the past conflicts that have occurred due to alliance systems, why
are nations going back to them?”
 Create a compare and contrast foldable showing the similarities
and differences of Communism in China and in the Soviet Union.
Include visuals such as leaders and cultural references.
 With a partner, create a timeline showing the main events
surrounding the Korean War as well as the causes and effects of
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 5 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Independent Practice
 Review the main events, people and issues that surround the Cold War from the end of
World War II to the end of the Korean War.
 Demonstrate how to create a graphical informational booklet that demonstrates the
salient points of the Cold War.
 Review the guiding questions from this lesson.
the war.
 With a partner, create an informative booklet outlining the main
people, places and events of the Cold War from 1945 – 1953.
 Answer the guiding questions from this lesson in the interactive
notebook.
Vocabulary (Pertinent to the learning – specific)
TAKS / EOC Vocabulary
Resources
Textbook
 Containment
 Acquiring
 Gather
 Chapter 31, Section 5 – Chapter 37
 Satellite
 Analyze
 Generalization
(Summarized) World History: Connections to
 Containment
 Answer
 Implement
Today, Prentice Hall
 Truman Doctrine
 Apply
 Infer
 Marshall Plan
 Asking
 Interpret
 Divided Germany
 Assess
 List
 Berlin Airlift
 Attribute
 Map
 NATO
 Choose
 Obtain
 Warsaw Pact
 Communicating
 Organize
Korean War
 Compare
 Plan
 Consider
 Predict
 Construct
 Prepare
 Contrast
 Present
 Defend
 Relate
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 Solve
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 Take Action
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 Explain
 Use
 Evaluate
Beyond the Books
 Cold War Lesson Ideas - http://worldhistoryforusall.sdsu.edu/eras/era9.php
 Churchill and Stalin (AP Readings) http://www.yale.edu/yup/pdf/097697_2.pdf
 Tehran Conference - http://avalon.law.yale.edu/wwii/tehran.asp
 Yalta Conference - http://avalon.law.yale.edu/wwii/yalta.asp
 Potsdam Conference - http://avalon.law.yale.edu/20th_century/decade17.asp
Differentiation
What do you do for students who need more support?
ELPS Objectives addressed in this lesson
 ELPS C.1H develop and expand repertoire of learning strategies such as
 Make an illustrated foldable that explains the key events and individuals related to the
Cold War from 1945 to the end of the Korean War.
reasoning inductively or deductively, looking for patterns in language, and
analyzing sayings and expressions commensurate with grade-level learning
 Create a collage to compare and contrast Communism as practiced in the Eastern Bloc
expectations.
nations versus Democracy as practiced in the “Western” Nations.
 ELPS C.3G express opinions, ideas, and feelings ranging from
communicating single words and short phrases to participating in extended
discussions on a variety of social and grade-appropriate academic topics.
 ELPS C.4I demonstrate English comprehension and expand reading skills by
employing basic reading skills such as demonstrating understanding of
supporting ideas and details in text and graphic sources, summarizing text,
and distinguishing main ideas from details commensurate with content area
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 6 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
56!
TXXLELA-M-Sci-SS-July
8/7/06
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Page 125
needs.
College Readiness objectives addressed in this lesson
 CCRS 1.B3 Analyze causes and effects of major political, economic, and
social changes in U.S. and world history.
 CCRS 1.C1 Evaluate different governmental systems and functions.
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What do you do for students who master the learning quickly?
 Write a policy review that explains the U.S. policy of containment by examining the key
events, policies, and individuals related to the Cold War from 1945 to 1960.
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SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 7 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Social Studies – World History
Fourth Grading Period – Unit 2
CURRICULUM GUIDE
TAKS Review and Preview (13 Days)
Essential Questions
Essential Pre-requisite Skills
 What were the major events and issues that affected world history and what were their
effects?
 What were the major geographical influences on world history and what were their
effects?
 What where the major social and economic issues and events that affected on world
history and what where their effects?
 What were the major political influences on world history and what were their effects?
 How can social studies skills be used to analyze social studies information?
 Using social studies skills to interpret and analyze information. (Grade 1 –
Grade 9)
 Understanding political, social, and economic issues surrounding a historical
event. (Grade 1 – Grade 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
See your campus TAKS Review Plan for details on processes and the 10th Grade TAKS RAP
Resource CD for lessons and strategies
See the Student Review Guide on the TAKS RAP Resource CD
Vocabulary:
See the 10th Grade TAKS RAP Resource CD for vocabulary lists, lessons, and strategies.
Resources:
 SAISD Social Studies Resource Center
 SAISD TAKS RAP CD
Evidence of Learning
Differentiation
What do you do for students who need further support?
See the 10th Grade TAKS RAP Resource CD for
vocabulary lists, lessons, and strategies.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Released TAKS Test Questions (See Resource CD)
What do you do for students who master the learning
quickly?
See the 10th Grade TAKS RAP Resource CD for
vocabulary lists, lessons, and strategies.
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 8 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
SOCIAL STUDIES – WORLD HISTORY
Unit of Study: The Cold War: 1950s - 1991
Fourth Grading Period – Unit 3
Enduring Understandings (Big Ideas)
 At the end of World War II, two major world powers emerged.
 The Cold War centered on the struggle for global influence and power between the
United States and the Soviet Union.
 The years from 1945-1991 are collectively known as the Cold War.
CURRICULUM OVERVIEW
Unit Rationale
It is important for students to comprehend the political, economic and social
ramifications of the Cold War in order to better understand modern conflicts and issues.
Lessons for this Unit


Lesson 1: The Cold War: 1950s – 1973
Lesson 2: The Cold War: 1973 - 1991


What were the social, economic and political causes of the Cold War?
Why would governments from different nations be affected by the positioning
of the Soviet Union and the United States?
How did the Cold War cause other conflicts?
Essential Questions
 Why would two nations have the power to bring the world to the brink of another
international conflict?
 Justify whether or not the ending of the Cold War was an accident.
Knowledge and Skills
TEKS (Standards)
TEKS WH.1 History. The student understands traditional historical points of
reference in world history. The student is expected to
 WH.1a identify the major eras in world history and describe their defining
characteristics.
 WH.1b identify changes that resulted from important turning points in world
history such as the development of farming; the Mongol invasions; the
development of cities; the European age of exploration and colonization; the
scientific and industrial revolutions; the political revolutions of the 18th, 19th,
and 20th centuries; and the world wars of the 20th century.
 WH.1c apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
TEKS WH.2 History. The student understands how the present relates to the
past. The student is expected to
 WH.2a identify elements in a contemporary situation that parallel a historical
situation.
TEKS WH.8 History. The student understands causes and effects of major
political revolutions since the 17th century. The student is expected to
 WH.8d summarize the significant events related to the spread and fall of
communism, including worldwide political and economic effects.
TEKS WH.9 History. The student understands the impact of totalitarianism in the
20th century. The student is expected to
 WH.9a identify and explain causes and effects of World Wars I and II,
including the rise of nazism/ fascism in Germany, Italy, and Japan; the rise of
communism in the Soviet Union; and the Cold War.
 WH.9b analyze the nature of totalitarian regimes in China, Nazi Germany, and
the Soviet Union.
TEKS WH.10 History. The student understands the influence of significant
individuals of the 20th century. The student is expected to
Guiding Questions

TEKS Specificity (Intended Outcomes)
Given information on the Cold War and using my social studies knowledge I
can…
 Identify the Cold War as a major era and describe its defining characteristics.
 Identify the changes that resulted from the Cold War.
 Apply absolute and relative chronology through the sequencing of significant
individuals, and events during the Cold War era.
 Identify elements in a contemporary situation that parallel a historical situation that
occurred during the Cold War.
 Summarize the significant events related to the spread and fall of communism,
including worldwide political and economic effects.
 Identify and explain the causes and effects of the Cold War.
 Analyze the nature of the totalitarian regimes in China and the Soviet Union.
 Analyze the influence of significant individuals from the Cold War era including:
o Winston Churchill
o Mao Zedong
 Analyze the influence of significant leaders such as Mohandas Gandhi on events
of the 20th century.
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 9 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Knowledge and Skills
TEKS (Standards)
TEKS Specificity (Intended Outcomes)
 WH.10a analyze the influence of significant individuals such as Winston
Churchill, Adolf Hitler, Vladimir Lenin, Mao Zedong, and Woodrow Wilson on
political events of the 20th century.
 WH.10b analyze the influence of significant social and/or religious leaders
such as Mohandas Gandhi, Pope John Paul II, Mother Theresa, and
Desmond Tutu on events of the 20th century.
TEKS WH.14 Economics. The student understands the historic origins of
contemporary economic systems. The student is expected to
 WH.14A identify the historic origins of the economic systems of capitalism and
socialism.
 WH.14B identify the historic origins of the political and economic system of
communism.
 WH.14C compare the relationships between and among contemporary
countries with differing economic systems.
TEKS WH.15 Government. The student understands the historical antecedents of
contemporary political systems. The student is expected to
 WH.15a explain the impact of parliamentary and constitutional systems of
government on significant world political developments.
 WH.15b define and give examples of different political systems, past and
present.
 WH.15c explain the impact of American political ideas on significant world
political developments.
 WH.15d apply knowledge of political systems to make decisions about
contemporary issues and events.
TEKS WH.17 Citizenship. The student understands the significance of political
choices and decisions made by individuals, groups, and nations throughout
history. The student is expected to
 WH.17a evaluate political choices and decisions that individuals, groups, and
nations have made in the past, taking into account historical context, and
apply this knowledge to the analysis of choices and decisions faced by
contemporary societies.
 WH.17b describe the different roles of citizens and noncitizens in historical
cultures, especially as the roles pertain to civic participation.
TEKS WH.18 Citizenship. The student understands the historical development of
significant legal and political concepts, including ideas about rights, republicanism,
constitutionalism, and democracy. The student is expected to
 WH.18c identify examples of political, economic, and social oppression and
violations of human rights throughout history, including slavery, the Holocaust,
other examples of genocide, and politically-motivated mass murders in
Cambodia, China, and the Soviet Union;
 WH.18d assess the degree to which human rights and democratic ideals and
practices have been advanced throughout the world during the 20th century.
TEKS WH.19 Culture. The student understands the history and relevance of
major religious and philosophical traditions. The student is expected to
 WH.19b identify examples of religious influence in historic and contemporary
world events.
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 10 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Knowledge and SKills
TEKS (Standards)
TEKS WH.20 Culture. The student understands the relationship between the arts
and the times during which they were created. The student is expected to
 WH.20a identify significant examples of art and architecture that demonstrate
an artistic ideal or visual principle from selected cultures;
 WH.20b analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
 WH.20c identify examples of art, music, and literature that transcend the
cultures in which they were created and convey universal themes.
TEKS WH.21 Culture. The student understands the roles of women, children, and
families in different historical cultures. The student is expected to
 WH.21a analyze the specific roles of women, children, and families in different
historical cultures.
 WH.21b describe the political, economic, and cultural influence of women in
different historical cultures.
TEKS WH.24 Science, technology, and society. The student understands
connections between major developments in science and technology and the
growth of industrial economies and societies in the 18th, 19th, and 20th centuries.
The student is expected to
 WH.23b describe the connection between scientific discoveries and
technological innovations and new patterns of social and cultural life in the
20th century, such as developments in transportation and communication that
affected social mobility.
TEKS WH 11 Geography. The student uses geographic skills and tools to collect,
analyze, and interpret data. The student is expected to
 WH.11a create thematic maps, graphs, charts, models, and databases
representing various aspects of world history; and
 WH.11b pose and answer questions about geographic distributions and
patterns in world history shown on maps, graphs, charts, models, and
databases.
TEKS WH.25 Social studies skills. The student applies critical-thinking skills to
organize and use information acquired from a variety of sources including
electronic technology. The student is expected to
 WH.25b locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies, interviews, and
artifacts to acquire information.
 WH.25c analyze information by sequencing, categorizing, identifying causeand-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing inferences
and conclusions.
 WH.25d explain and apply different methods that historians use to interpret
the past, including the use of primary and secondary sources, points of view,
frames of reference, and historical context.
 WH.25g identify bias in written, oral, and visual material.
 WH.25i use appropriate mathematical skills to interpret social studies
information such as maps and graphs.
TEKS Specificity (Intended Outcomes)
I can use my social studies skills to collect, analyze and interpret information from a
variety of sources in world history.
Including, but not limited to:
 Create thematic maps, charts, models and databases.
 Pose and answer questions about geographic distributions and patterns shown on
maps, graphs, models, and databases.
 Interpret historical and contemporary maps to explain geographical influence on
historical events.
 Use primary and secondary sources to interpret historical information.
 Use reading, writing and math skills to interpret historical information.
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 11 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Knowledge and Skills
TEKS (Standards)
TEKS WH.26 Social studies skills. The student communicates in written, oral,
and visual forms. The student is expected to
 WH.26a use social studies terminology correctly.
 WH.26b use standard grammar, spelling, sentence structure, and
punctuation.
 WH.26c interpret and create databases, research outlines, bibliographies, and
visuals including graphs, charts, timelines, and maps
 WH.26d transfer information from one medium to another, including written to
visual and statistical to written or visual, using computer software as
appropriate.
TEKS WH.27 Social studies skills. The student uses problem-solving and
decision-making skills, working independently and with others, in a variety of
settings. The student is expected to
 WH.27a use a problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the
effectiveness of the solution.
 WH.27b use a decision-making process to identify a situation that requires a
decision, gather information, identify options, predict consequences, and take
action to implement a decision.
TEKS Specificity (Intended Outcomes)
I can use my social studies skills to collect, analyze and interpret information from a
variety of sources in world history.
Including, but not limited to:
 Create thematic maps, charts, models and databases.
 Pose and answer questions about geographic distributions and patterns shown on
maps, graphs, models, and databases.
 Interpret historical and contemporary maps to explain geographical influence on
historical events.
 Use primary and secondary sources to interpret historical information.
 Use reading, writing and math skills to interpret historical information.
ELPS Student Expectations
ELPS Specificity (Intended Outcomes)
 ELPS C.1H develop and expand repertoire of learning strategies such as
reasoning inductively or deductively, looking for patterns in language, and
analyzing sayings and expressions commensurate with grade-level learning
expectations.
 ELPS C.3G express opinions, ideas, and feelings ranging from
communicating single words and short phrases to participating in extended
discussions on a variety of social and grade-appropriate academic topics.
 ELPS C.4I demonstrate English comprehension and expand reading skills by
employing basic reading skills such as demonstrating understanding of
supporting ideas and details in text and graphic sources, summarizing text,
and distinguishing main ideas from details commensurate with content area
needs.
I can…
 develop and expand learning strategies that I use such as reasoning inductively or
deductively, looking for patterns in language, and analyzing sayings and
expressions for World History.
 express opinions, ideas, and feelings ranging from communicating single words
and short phrases to participating in extended discussions on a variety of World
History topics.
 employ basic reading skills such as demonstrating understanding of supporting
ideas and details in text and graphic sources, summarizing text, and distinguishing
main ideas from details commensurate with social studies needs.
College & Career Readiness Student Expectations
 CCRS III.A1 Distinguish spatial patterns of human communities that exist
between or within contemporary political boundaries.
 CCRS III.A2 Connect regional or local developments to global ones.
 CCRS III.B1 Apply social studies methodologies to compare societies and
cultures.
 CCRS IV.D2 Recognize and evaluate counter-arguments.
College & Career Readiness (Intended Outcomes)
I can…
 Distinguish spatial patterns of human communities that exist between or within
contemporary political boundaries.
 Connect regional or local developments to global ones.
 Apply social studies methodologies to compare societies and cultures.
 Recognize and evaluate counter-arguments.
Evidence of Learning (Summative Assessment)
 Given information on the Cold War, the student will evaluate the political, economic and social effects of the Cold War with 90% accuracy.
 Given information on the Cold War, the student will analyze the causes of the ending of the Cold War with 90% accuracy.
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 12 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
SOCIAL STUDIES – WORLD HISTORY
Lesson 1: Cold War 1950s - 1973
Fourth Grading Period – Unit 3
Guiding Questions
CURRICULUM GUIDE
Essential Pre-Requisite Skills
 How did the Cold War between the United States and the Soviet Union intensify
during this time period?
 Why did the Independence movements in Africa gain strength during the 1960s?
 Causes and Effects of the Cold War (Grade 5 – Grade 9)
 International Organizations (Grade 6 – Grade 9)
 International Conflicts (Grade 6 – Grade 9)
The Teaching Plan
Instructional Model and Teacher Directions
The teacher will…
Hook
 Show students a picture of the Berlin Wall as seen from a Guard Tower in East Berlin.
 Use the visual discovery process and have students predict where they think this
picture is from.
 Show students a cross-section of the Berlin Wall.
 Have students discuss in pairs the kinds of security measures they see in crossing
from West Germany into East Germany.
Guided Practice
 (Cold War) Discuss the following events that took place from 1953 – 1973:
o 1953 – Death of Joseph Stalin
o 1955 – Warsaw Pact formed in response to NATO
o 1957 – Sputnik launched to orbit
o 1959 – Fidel Castro gains control of Cuba
o 1961 – Bay of Pigs Invasion
o 1961 – Berlin Wall goes up
o 1962 – Cuban Missile Crisis
o 1964 – Gulf of Tonkin incident
o 1965 – 150,000 American troops are dispatched to Vietnam
o 1973 – U.S. pulls out of Vietnam
 Model how to create a ten-panel timeline.
 Model how to determine the effects of historical events.
 (African Independence Movements) Discuss the following topics relating to African
Independence Movements:
o Locations of African Independence Movements.
o The status of selected modern African nations.
 (Independence Movements in the Middle East) Discuss the following topics relating to
Middle Eastern independence Movements)
o Locations of Middle Eastern Independence Movements.
o The status of selected modern Middle Eastern nations.
 (Independence Movements in Asia) Discuss the following topics relating to
independence movements in Asia.
o Locations of Asian Independence Movements.
o The status of selected modern Asian nations.
Independent Practice
 Conduct the DBQ Project lesson The Geography of the Cod War: What was
Containment?




Learning Model and Student Directions
So students can…
With a partner, write out responses to the following questions to the first
picture:
o What do you see in the picture?
o Where do you think this picture was taken from?
o What do you think this picture is about?
With a partner, answer the question, “Why would East Germany build a
wall, making it impossible to get out of the country?
Using a ten-panel timeline, write one event per panel:
o 1953 – Death of Joseph Stalin
o 1955 – Warsaw Pact formed in response to NATO
o 1957 – Sputnik launched to orbit
o 1959 – Fidel Castro gains control of Cuba
o 1961 – Bay of Pigs Invasion
o 1961 – Berlin Wall goes up
o 1962 – Cuban Missile Crisis
o 1964 – Gulf of Tonkin incident
o 1965 – 150,000 American troops are dispatched to
Vietnam
o 1973 – U.S. pulls out of Vietnam
On the back of each event, write out the effect(s) of the event.
 Using a blank outline map of Africa, label each of the nations that
became independent during this era.
 On the back of the map, describe the status of selected African nations.
 Using a blank outline map of Asia, label each of the nations that
became independent during this era.
 On the back of the map, describe the status of selected Asian Eastern
nations.
 Using a blank outline map of the Middle East, label each of the nations
that became independent during this era.
 On the back of the map, describe the status of selected Asian nations.
 See Lesson Guide for Details
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 13 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
 Review the guiding questions from this lesson.
 Answer the guiding questions from this lesson in the interactive
notebook.
Vocabulary (Pertinent to the learning – specific)
TAKS / EOC Vocabulary
Resources
 Acquiring
 Gather
 Chapter 32, Section 5 – Chapter 37 (Summarized)
World History: Connections to Today, Prentice Hall
 Analyze
 Generalization
 Answer
 Implement
 Apply
 Infer
 Asking
 Interpret
 Assess
 List
 Attribute
 Map
 Choose
 Obtain
 Communicating
 Organize
 Compare
 Plan
 Consider
 Predict
 Construct
 Prepare
 Contrast
 Present
 Defend
 Relate
 Describe
 Solve
 Design
 Take Action
 Develop
 Theorize
 Draw
 Trace
 Explain
 Use
 Evaluate
Differentiation
What do you do for students who need more support?
ELPS Objectives addressed in this lesson
 ELPS C.1H develop and expand repertoire of learning strategies such as reasoning

inductively or deductively, looking for patterns in language, and analyzing sayings
and expressions commensurate with grade-level learning expectations.
 ELPS C.3G express opinions, ideas, and feelings ranging from communicating
single words and short phrases to participating in extended discussions on a variety
of social and grade-appropriate academic topics.
What do you do for students who master the learning quickly?
College Readiness objectives addressed in this lesson
 CCRS III.A1 Distinguish spatial patterns of human communities that exist between
 Conduct the DBQ Project lesson, How Did Colonialism Affect Kenya?
or within contemporary political boundaries.
 CCRS III.A2 Connect regional or local developments to global ones.
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 14 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Evidence of Learning
Formative Mini Assessments
1. Which of the following was the intended goal of the
Bay of Pigs invasion?
A. to locate the Soviet nuclear missile sites within
Cuba
B. to remove Fidel Castro as the revolutionary
leader of Cuba
C. to stop the flood of refugees from Cuba to the
United States
D. to persuade Fidel Castro to cut Cuba's ties
with the Soviet Union
TAKS
2. What crime was the subject of the Julius and Ethel
Rosenberg trial?
A. passing atomic secrets to the Soviet Union
B. plotting to overthrow the United States government
C. lying to the House Un-American Activities
Committee
D. recruiting Communist sympathizers to spy for the
Soviet Union
College Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Part A Use the political cartoons below to complete the tasks.
Identify two symbols used in this cartoon, and tell what each of
them stands for. Describe the U.S. foreign policy goal
illustrated by this cartoon. Discuss the cartoonist's perspective
toward that policy. Identify the central symbol used in this
cartoon, and tell what it stands for. Describe the Soviet foreign
4. Identify the central symbol used in this cartoon, and te
policy goal illustrated by this cartoon. List three U.S. policies or
stands
actions in the early
Coldfor.
War period that Stalin may have
considered "U.S. aggressions."
5. the
Describe
the in
Soviet
goalyou
illustrated by th
Part B: Using
information
theseforeign
cartoonspolicy
and what
learned in this unit, you will now write a short essay analyzing
one of the policies
actions
you
listed inorPart
A from
an Cold War
6. Listorthree
U.S.
policies
actions
in both
the early
American and aStalin
Sovietmay
pointhave
of view.
considered "U.S. aggressions."
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 15 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
SOCIAL STUDIES – WORLD HISTORY
Lesson 2: The Cold War 1973 - 1991
Fourth Grading Period – Unit 3
Guiding Questions
CURRICULUM GUIDE
Essential Pre-Requisite Skills
The Teaching Plan
Instructional Model and Teacher Directions
The teacher will…
Learning Model and Student Directions
So students can…

Hook

 Guided Practice









Independent Practice


Extension

Vocabulary (Pertinent to the learning – specific)































TAKS / EOC Vocabulary
Acquiring
 Gather
Analyze
 Generalization
Answer
 Implement
Apply
 Infer
Asking
 Interpret
Assess
 List
Attribute
 Map
Choose
 Obtain
Communicating
 Organize
Compare
 Plan
Consider
 Predict
Construct
 Prepare
Contrast
 Present
Defend
 Relate
Describe
 Solve
Design
 Take Action
Develop
 Theorize
Draw
 Trace
Explain
 Use
Resources
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 16 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
 Evaluate
Beyond the Books
What do you do for students who need more support?
What do you do for students who master the learning quickly?
Differentiation
ELPS Objectives addressed in this lesson
College Readiness objectives addressed in this lesson
Evidence of Learning
Formative Mini Assessments
TAKS
College Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 17 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
SOCIAL STUDIES – WORLD HISTORY
Unit of Study: The Modern Era (1992-Now)
Fourth Grading Period – Unit 4
Enduring Understandings (Big Ideas)
CURRICULUM OVERVIEW
Unit Rationale
Lessons for this Unit
 Lesson 1: The Modern World
Essential Questions
TEKS (Standards)
Guiding Questions
TEKS Specificity (Intended Outcomes)
TEKS WH.1 History. The student understands traditional historical points of
reference in world history. The student is expected to
 WH.1a identify the major eras in world history and describe their defining
characteristics.
 WH.1b identify changes that resulted from important turning points in world
history such as the development of farming; the Mongol invasions; the
development of cities; the European age of exploration and colonization; the
scientific and industrial revolutions; the political revolutions of the 18th, 19th, and
20th centuries; and the world wars of the 20th century.
 WH.1c apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
TEKS WH.2 History. The student understands how the present relates to the past.
The student is expected to
 WH.2a identify elements in a contemporary situation that parallel a historical
situation.
 WH.2b describe variables in a contemporary situation that could result in
different outcomes.
TEKS WH.8 History. The student understands causes and effects of major political
revolutions since the 17th century. The student is expected to
 WH.8d summarize the significant events related to the spread and fall of
communism, including worldwide political and economic effects.
TEKS WH.10 History. The student understands the influence of significant
individuals of the 20th century. The student is expected to
 WH.10b analyze the influence of significant social and/or religious leaders such
as Mohandas Gandhi, Pope John Paul II, Mother Theresa, and Desmond Tutu
on events of the 20th century.
TEKS WH.15 Government. The student understands the historical antecedents of
contemporary political systems. The student is expected to
 WH.15a explain the impact of parliamentary and constitutional systems of
government on significant world political developments.
 WH.15b define and give examples of different political systems, past and
present.
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 18 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
TEKS (Standards)
TEKS Specificity (Intended Outcomes)
 WH.15c explain the impact of American political ideas on significant world
political developments.
 WH.15d apply knowledge of political systems to make decisions about
contemporary issues and events.
TEKS WH.17 Citizenship. The student understands the significance of political
choices and decisions made by individuals, groups, and nations throughout history.
The student is expected to
 WH.17a evaluate political choices and decisions that individuals, groups, and
nations have made in the past, taking into account historical context, and apply
this knowledge to the analysis of choices and decisions faced by contemporary
societies.
 WH.17b describe the different roles of citizens and noncitizens in historical
cultures, especially as the roles pertain to civic participation.
TEKS WH.18 Citizenship. The student understands the historical development of
significant legal and political concepts, including ideas about rights, republicanism,
constitutionalism, and democracy. The student is expected to
 WH.18c identify examples of political, economic, and social oppression and
violations of human rights throughout history, including slavery, the Holocaust,
other examples of genocide, and politically-motivated mass murders in
Cambodia, China, and the Soviet Union.
 WH.18d assess the degree to which human rights and democratic ideals and
practices have been advanced throughout the world during the 20th century.
TEKS WH.19 Culture. The student understands the history and relevance of major
religious and philosophical traditions. The student is expected to
 WH.19b identify examples of religious influence in historic and contemporary
world events.
TEKS WH.23 Science, technology, and society. The student understands how
major scientific and mathematical discoveries and technological innovations have
affected societies throughout history. The student is expected to
 WH.23a give examples of major mathematical and scientific discoveries and
technological innovations that occurred at different periods in history and
describe the changes produced by these discoveries and innovations.
TEKS WH.24 Science, technology, and society. The student understands
connections between major developments in science and technology and the growth
of industrial economies and societies in the 18th, 19th, and 20th centuries. The
student is expected to
 WH.23b describe the connection between scientific discoveries and
technological innovations and new patterns of social and cultural life in the 20th
century, such as developments in transportation and communication that
affected social mobility.
TEKS WH 11 Geography. The student uses geographic skills and tools to collect,
analyze, and interpret data. The student is expected to
 WH.11a create thematic maps, graphs, charts, models, and databases
representing various aspects of world history; and
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 19 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
TEKS (Standards)
TEKS Specificity (Intended Outcomes)
 WH.11b pose and answer questions about geographic distributions and patterns in
world history shown on maps, graphs, charts, models, and databases.
TEKS WH.25 Social studies skills. The student applies critical-thinking skills to
organize and use information acquired from a variety of sources including electronic
technology. The student is expected to
 WH.25b locate and use primary and secondary sources such as computer software,
databases, media and news services, biographies, interviews, and artifacts to
acquire information.
 WH.25c analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing,
making generalizations and predictions, and drawing inferences and conclusions.
 WH.25d explain and apply different methods that historians use to interpret the past,
including the use of primary and secondary sources, points of view, frames of
reference, and historical context.
 WH.25e use the process of historical inquiry to research, interpret, and use multiple
sources of evidence.
 WH.25g identify bias in written, oral, and visual material.
 WH.25i support a point of view on a social studies issue or event.
 WH.25i use appropriate mathematical skills to interpret social studies.
TEKS WH.26 Social studies skills. The student communicates in written, oral, and
visual forms. The student is expected to
 WH.26a use social studies terminology correctly.
 WH.26b use standard grammar, spelling, sentence structure, and punctuation.
 WH.26c interpret and create databases, research outlines, bibliographies, and
visuals including graphs, charts, timelines, and maps
 WH.26d transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
TEKS WH.27 Social studies skills. The student uses problem-solving and decisionmaking skills, working independently and with others, in a variety of settings. The student
is expected to
 WH.27a use a problem-solving process to identify a problem, gather information, list
and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution.
 WH.27b use a decision-making process to identify a situation that requires a
decision, gather information, identify options, predict consequences, and take action
to implement a decision.
ELPS Student Expectations
ELPS Specificity (Intended Outcomes)
 ELPS C.1H develop and expand repertoire of learning strategies such as reasoning
inductively or deductively, looking for patterns in language, and analyzing sayings
and expressions commensurate with grade-level learning expectations.
 ELPS C.3G express opinions, ideas, and feelings ranging from communicating
single words and short phrases to participating in extended discussions on a variety
of social and grade-appropriate academic topics.
 ELPS C.4I demonstrate English comprehension and expand reading skills by
employing basic reading skills such as demonstrating understanding of supporting
ideas and details in text and graphic sources, summarizing text, and distinguishing
I can…
 develop and expand learning strategies that I use such as reasoning
inductively or deductively, looking for patterns in language, and analyzing
sayings and expressions for World History.
 express opinions, ideas, and feelings ranging from communicating single
words and short phrases to participating in extended discussions on a variety
of World History topics.
 employ basic reading skills such as demonstrating understanding of supporting
ideas and details in text and graphic sources, summarizing text, and
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 20 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
main ideas from details commensurate with content area needs.
College & Career Readiness Student Expectations
 CCRS III.A1 Distinguish spatial patterns of human communities that exist between or
within contemporary political boundaries.
 CCRS III.A2 Connect regional or local developments to global ones.
 CCRS III.B1 Apply social studies methodologies to compare societies and cultures.
 CCRS IV.D2 Recognize and evaluate counter-arguments.
distinguishing main ideas from details commensurate with social studies
needs.
College & Career Readiness (Intended Outcomes)
I can…
 Distinguish spatial patterns of human communities that exist between or within
contemporary political boundaries.
 Connect regional or local developments to global ones.
 Apply social studies methodologies to compare societies and cultures.
 Recognize and evaluate counter-arguments.
Evidence of Learning (Summative Assessment)
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 21 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
SOCIAL STUDIES – WORLD HISTORY
Lesson 1: The Modern Era
Fourth Grading Period – Unit 4
Guiding Questions
CURRICULUM GUIDE
Essential Pre-Requisite Skills
The Teaching Plan
Instructional Model and Teacher Directions
The teacher will…
Learning Model and Student Directions
So students can…
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Hook
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Guided Practice
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Independent Practice
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Extension
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Vocabulary (Pertinent to the learning – specific)
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TAKS / EOC Vocabulary
Acquiring
 Gather
Analyze
 Generalization
Answer
 Implement
Apply
 Infer
Asking
 Interpret
Assess
 List
Attribute
 Map
Choose
 Obtain
Communicating
 Organize
Compare
 Plan
Consider
 Predict
Construct
 Prepare
Contrast
 Present
Defend
 Relate
Describe
 Solve
Design
 Take Action
Develop
 Theorize
Draw
 Trace
Resources
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 22 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
 Explain
 Evaluate
 Use
Beyond the Books
What do you do for students who need more support?
What do you do for students who master the learning quickly?
Differentiation
ELPS Objectives addressed in this lesson
College Readiness objectives addressed in this lesson
Evidence of Learning
Formative Mini Assessments
TAKS
College Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
SAISD © 2010 – 2011 – Fourth Grading Period
Social Studies – World History
Page 23 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.