Download 20th Century World History: Grade 9 Des Moines Public Schools

20th Century World History: Grade 9
Des Moines Public Schools
2016-17
CURRICULUM GUIDE
The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and
assessment correlates for the school year. This document is intended to be used in conjunction with the District Assessments and
classroom assessments to scaffold our students in mastery of the Iowa Core State Standards.
20th Century World History: Grade 9
Schools: East, Hoover, Lincoln, North and Roosevelt
1 year – 1.0 credit
Our unique 20th Century World History course is a change not only in what we teach, but in how we teach world history. This course is a focused
study of the world in the 20th Century for all ninth-graders. 20th Century World History focuses on key issues, events and people of the 20th
Century and helps students build the connections into the past to understand why things came to be that way. This course will be an in-depth
look at historical themes from a global perspective. This course will include instructional units on imperialism, world wars, the post-colonial
world, conflict and genocide.
The 20th Century History course provides students with an opportunity to develop skills such as, but not limited to, interpreting primary sources,
developing academic vocabulary related to topics and eras studied, making connections between history and geography, establishing an
historical context for topics, people and events studied by organizing information gathered from secondary sources, connecting historical topics,
people and events to the present day, and extending their learning through additional resources provided by instructor. The course concludes
with a synthesis project in which students have guided choice to investigate a historical topic from the 20 th Century.
Link to 9th Grade Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo
Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html
1
Unit
Content and Skill
Standards
Unit 1
Imperialism
5 weeks
Iowa Core Standards:
9-12.H.3, 9-12.H.5, 9-12.H.6,
9-12.H.7, RH.9-12.4
Content Topics



Common Core
English/Language Arts
Standards in History and
Social Sciences: RH.9-10.1,
RH.9-10.2, RH.9-10.8, W.910.2
Unit 2
Iowa Core Standards:
World War I 9-12.H.1, 9-12.H.8, RH.96 weeks
12.4
Common Core
English/Language Arts
Standards in History and
Social Sciences: RH.9-10.1,
RH.9-10.2, RH.9-10.8, W.910.2
Unit 3
Interwar
Years and
World War
II
7 weeks
Iowa Core Standards:
9-12.H.2, 9-12.H.4, RH.912.4
Common Core
English/Language Arts
Standards in History and
Social Sciences: RH.9-10.1,
RH.9-10.2, RH.9-10.8, W.910.2






Unit
History Imperialism
(Historical Analysis)
Source Analysis
Writing informative
text
Unit 4
The Cold
War
6 weeks
History World War I
(Chronology &
Consequence)
Source Analysis
Writing informative
text
Unit 5
20th Century
Crises
6 weeks
History World War II
(Historical Change)
Source Analysis
Writing informative
text
Unit 6
Globalization
and
Synthesis
Project
6 weeks
Content and Skill
Standards
Content Topics
Iowa Core Standards:
9-12.H.3, 9-12.H.5, 9-12.H.6,
9-12.H.7, RH.9-12.4

Common Core
English/Language Arts
Standards in History and
Social Sciences: RH.9-10.9,
W.9-10.2

Iowa Core Standards:
9-12.H.2, 9-12.H.4, RH.912.4

Common Core
English/Language Arts
Standards in History and
Social Sciences: RH.9-10.9,
W.9-10.2

Iowa Core Standards:
9-12.H.1, 9-12.H.8, RH.912.4




Common Core
English/Language Arts
Standards in History and
Social Sciences: RH.9-10.9,
W.9-10.2

History Cold War
(Historical Analysis)
Analyzing Multiple
Sources (DBQ)
Writing informative
text
History 20th Cent Crises
(Historical Change)
Analyzing Multiple
Sources (DBQ)
Writing informative
text
History Contemporary
Themes (Chronology &
Consequence)
Analyzing Multiple
Sources (DBQ)
Writing informative
text
2
Standards-Referenced Grading Basics
The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic
scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A,
B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the
task measured the A item at Level 3.
Topic
Evidence shows the student can...
The common core state
Score
standard code is located
on each scale.
Demonstrate all learning targets from Level 2, Level 3,
and Level 4
4.0
Demonstrate all learning targets from Level 2 and
Level 3 with partial success at Level 4
3.5
Demonstrate all learning targets from Level 2 and
Level 3
3.0
Demonstrate all Level 2 learning targets and some of
the Level 3 learning targets
2.5
Demonstrate all learning targets from Level 2 but
none of the learning targets from Level 3
2.0
When the time comes to identify the Topic Score for a topic, the teacher looks at all of
the pieces of the Body of Evidence for that topic. The table to the right describes what
Topic Score a student receives based on what the Body of Evidence shows. The scores
listed on this table are the only valid scores that may be entered into the Topic Score
assignment in a grade book.
Demonstrate some of the Level 2 learning targets and
none of the Level 3 learning targets
1.5
Demonstrate none of the learning targets from Level 2
or Level 3
1.0
DMPS Grading Resources: grading.dmschools.org
*Students who demonstrate success at Level 3 learning targets but
not Level 2 learning targets are the students for whom additional
investigation and multiple opportunities are most vital.
The Learning Goal is the
complete Level 3 of the
scale.
Each lettered bullet point
represents one Learning
Target.
Produce no evidence appropriate to the learning
targets at any level
0
3
Unit 1: Imperialism
Is imperialism ever justified? 5 weeks
Enduring Understandings
Students think about the effects of power and its use in
different parts of the world. The conditions of competition
between powers that motivate those with more power to
take from those with less.
The themes that characterize this period are among the
driving forces of history. They continue to influence the
events of the modern world. Through the lens of imperialism,
students explore how power and control were used to
manipulate the less developed nations of the world.
Imperialists reaped political and economic gains, while those
who were colonized lost even more.
During the 1800s, some nations sought to add to their
empires by expanding into other countries with the use of
force. The results of such imperialism were negative for less
developed countries. Fierce nationalism, civil unrest, and
revolution were often the results.
Suggested Texts and Resources
Modern World History – Holt
Chapter 9: Industrial Revolution
*optional/may be of interest
Chapter 10. Age of Democracy and Progress *optional/may be of interest
Chapter 11: Age of Imperialism
Chapter 12: Transformations Around the Globe
TCI History Alive! World Connections: Chapter 1 and Chapter 17
Primary Sources
“White Man’s Burden,” Berlin Conference, Letters from Gandhi
RAFT (speech, letter, political cartoon, posters)
DBQ Project
DBQ: What was the driving force behind European imperialism in Africa?
Choices Curriculum
Choices Curriculum: Congo
Choices Curriculum: India and Pakistan
NBC Learn Unit 1 Imperialism Resources
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html
Link to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo
4
Scales
Topic
History
Imperialism
Historical Analysis
9-12.H.3, 9-12.H.5
9-12.H.6, 9-12.H.7
Source Analysis
RH.9-10.1
RH.9-10.2
RH.9-10.8
Writing
Informative Text
4
In addition to meeting the
learning goal, the student
demonstrates in-depth
inferences and applications that
go beyond the goal.
Example:
Is imperialism ever justified?
Take a stand and support your
position using specific examples
from history.
3
2
Discuss the motives/causes for imperialism, using two Knowledge of concepts such as:
specific examples.
-Causes and motives for imperialism
(political and economic competition)
Explain the ways in which methods of control were
-Methods of control used by
used by imperialists.
imperialists (forms of rule)
-Impacts of imperialism
Describe the effects of imperialism on the people, the
politics, and the economy of a specific country or
Specific vocabulary such as:
region.
ethnicity, culture, language, ethnocentrism, prejudice, discrimination,
racism, cultural diffusion,
industrialization, imperialism
In addition to meeting the
learning goal, the response
includes the use of extended,
content-specific vocabulary or
makes connections to prior
learning and/or current events.
Accurately determines the central idea by citing
evidence, addressing the historical context, and
explaining the author’s point of view.
Determines the central idea by citing
evidence, but fails to accurately
address historical context and/or
author’s point of view.
Writes informative text that
demonstrates a depth of
knowledge by going above and
beyond the grade level
expectation. The student digs
deeper into the content by
connecting the writing to
previous learning or to
contemporary issues.
Writes informative text.
 Introduce a topic (sentence or a full
paragraph);
 Organize ideas and concepts (chronologically
or thematically);
 Develop the topic with relevant facts,
evidence and accurate examples that are
appropriate to the topic.
 Provide a concluding statement that supports
the information or explanation presented.
Writes informative text.
A level 2 writing sample fails to meet
the level 3 standard in one or more
areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
A level 1.5 writing sample fails to meet
the level 3 standard in two areas.
5
Unit 2: World War I
Was World War I inevitable? Was the Treaty of Versailles a fair and effective settlement for lasting world peace?
Enduring Understandings
The first half of the 20th century was one of the most violent
periods in world history. Students explore rivalries among
European powers that led to a system of military alliances
that, sparked by a political assassination, draws Europe and
other regions into World War I. The themes that are played
out in World War I continue to characterize the development
of the modern world – as science and technology in particular
exert an increasingly important influence.
6 weeks
Suggested Texts and Resources
Modern World History – Holt
Chapter 13: The Great War
Chapter 14: Revolution and Nationalism *optional/may be of interest
TCI History Alive! World Connections
Chapter 19 and Chapter 20
Primary vs. Secondary Sources
http://wwar1.blogspot.com/
http://www.firstworldwar.com/posters/index.htm
EyeWitnesstoHistory.com
http://www.pbs.org/greatwar/
RAFT (speech, letter, political cartoon, posters)
DBQ Project
DBQ: What was the underlying cause of World War I?
DBQ: How did the Versailles Treaty help cause World War II?
NBC Learn Unit 2 WWI Resources
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html
Link to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo
6
Scales
Topic
4
3
History
World War I
In addition to meeting the
learning goal, the student
demonstrates in-depth
inferences and applications that
go beyond the goal.
Summarize three causes of World War I.
Determine how these causes led to world war.
Example:
Evaluate whether or not World
War I was inevitable using
specific examples from history.
In addition to meeting the
learning goal, the response
includes the use of extended,
content-specific vocabulary or
makes connections to prior
learning and/or current events.
Describe, using examples, the political, social,
and economic impacts of World War I.
Writes informative text that
demonstrates a depth of
knowledge by going above and
beyond the grade level
expectation. The student digs
deeper into the content by
connecting the writing to
previous learning or to
contemporary issues.
Writes informative text.
 Introduce a topic (sentence or a full
paragraph);
 Organize ideas and concepts
(chronologically or thematically);
 Develop the topic with relevant facts,
evidence and accurate examples that
are appropriate to the topic.
 Provide a concluding statement that
supports the information or
explanation presented.
Chronology &
Consequence
9-12.H.1
9-12.H.8
Source Analysis
RH.9-10.1
RH.9-10.2
RH.9-10.8
Writing
Informative
Text
Explain the ways in which new technology or
strategies impacted World War I.
Accurately determines the central idea by citing
evidence, addressing the historical context, and
explaining the author’s point of view.
2
Knowledge of concepts such as:
-causes for WWI; describe changes in
technology/war; effects of WWI
Specific vocabulary such as:
-militarism, alliances, nationalism, imperialism,
assassination (Franz Ferdinand); Central v. Allied
Powers (Triple Entente v. Triple Alliance); trench
warfare; Treaty of Versailles; League of Nations,
total war
Determines the central idea by citing evidence, but
fails to accurately address historical context and/or
author’s point of view.
Writes informative text.
A level 2 writing sample fails to meet the level 3
standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
A level 1.5 writing sample fails to meet the level 3
standard in two areas.
7
Unit 3: The Interwar Years and World War 2
Was World War II preventable?
Enduring Understandings
Students explore themes of nationalism, revolution, and
militarism in the study of World War II. The Great War ignited
the Russian Revolution of 1917, which replaces czarist rule
with the first Communist government.
New ideas in science, technology, and the arts emerge in the
postwar period. In response to aggression by fascist Italy and
Nazi Germany, Britain and France pursue a policy of
appeasement, while the United States follows a path of
isolationism. Student examine how roles of aggressive
ideology, nationalism, and powerful weapons led to World
War II. These themes and traits continue to shape politics
today.
7 weeks
Suggested Texts and Resources
Modern World History – Holt
Chapter 14: Revolution and Nationalism *optional/may be of interest
Chapter 15: Years of Crisis
Chapter 16: World War II
TCI History Alive! World Connections
Chapter 23
Chapter 24
Primary vs. Secondary Sources
http://avalon.law.yale.edu/subject_menus/wwii.asp
http://www.fordham.edu/halsall/mod/modsbook45.asp
RAFT (speech, letter, political cartoon, posters)
Web Quest (Dowler, Roosevelt)
DBQ Project
DBQ: How did the Versailles Treaty help cause World War II?
NBC Learn Unit 3 The Interwar Years and WWII Resources
NBC Learn WWII Collection
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html
Link to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo
8
Scales
Topic
History
World War II
Historical
Change
9-12.H.2
9-12.H.4
Source Analysis
RH.9-10.1
RH.9-10.2
RH.9-10.8
Writing
Informative
Text
4
In addition to meeting the learning goal,
the student demonstrates in-depth
inferences and applications that go
beyond the goal.
Was World War II preventable?
Use specific examples from history to
help support your argument.
3
Summarize the causes of World War II.
Explain the impact of key battles and
turning points in World War II, providing at
least two examples.
Describe the political, social, and economic
effects of World War II.
In addition to meeting the learning goal,
the response includes the use of
extended, content-specific vocabulary or
makes connections to prior learning
and/or current events.
Accurately determines the central idea by
citing evidence, addressing the historical
context, and explaining the author’s point
of view.
Writes informative text that
demonstrates a depth of knowledge by
going above and beyond the grade level
expectation. The student digs deeper into
the content by connecting the writing to
previous learning or to contemporary
issues.
Writes informative text.
 Introduce a topic (sentence or a full
paragraph);
 Organize ideas and concepts
(chronologically or thematically);
 Develop the topic with relevant
facts, evidence and accurate
examples that are appropriate to
the topic.
 Provide a concluding statement
that supports the information or
explanation presented.
2
Knowledge of concepts such as:
communism, fascism, totalitarianism,
democracy; global depression; causes of
WWII; Axis and Allied Powers, methods and
strategies of war, effects of WWII
Specific vocabulary/events/leaders such as:
Adolf Hitler, J. Stalin, Tojo, Roosevelt,
Chamberlain, Churchill, appeasement,
blitzkrieg, Pearl Harbor, Stalingrad, D-Day,
Midway, atomic bomb, United Nations
Determines the central idea by citing
evidence, but fails to accurately address
historical context and/or author’s point of
view.
Writes informative text.
A level 2 writing sample fails to meet the
level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
A level 1.5 writing sample fails to meet the
level 3 standard in two areas.
9
Unit 4: The Cold War
In what ways did the Cold War change the world? 6 weeks
Enduring Understandings
Students examine political, social, and economic changes
occurring around the globe after World War II.
The rivalry between the USSR and United States sits at center
stage. With much of Europe and parts of Asia in ruins after
World War II, the United States and USSR emerge as rival
superpowers. Their political and military confrontations
dominate world affairs for the next 40 years.
Historical themes of power and authority, revolution, and
science and technology are explored by students during this
time period. Advances in science, communications, and
technology improve life for many people and help create a
global economy.
Suggested Texts and Resources
Modern World History – Holt
Chapter 17: Restructuring the Postwar World
Chapter 18: The Colonies Become New Nations *optional/may be of interest
TCI History Alive! World Connections
Chapter 26
Chapter 27
DBQ Project
DBQ: The Soviet Union: What should textbooks emphasize?
NBC Learn The Cold War Resources
NBC Learn The Beginning of the Cold War Collection
RAFT (speech, letter, political cartoon, posters)
http://sheg.stanford.edu/?q=node/41
http://avalon.law.yale.edu/subject_menus/coldwar.asp
HTTP://LIBRARY.THINKQUEST.ORG/11046/DAYS/INDEX.HTML
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html
Link to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo
10
Scales
Topic
History
Cold War
Historical Analysis
9-12.H.3, 9-12.H.5
9-12.H.6, 9-12.H.7
Analyzing
Multiple Sources
(DBQ)
RH.9-10.9
Writing
Informative Text
4
In addition to meeting the learning
goal, the student demonstrates indepth inferences and applications
that go beyond the goal.
Example: How did the struggle
between communism and
democracy change the world?
Evaluate which factor was most
important in the Cold War conflict:
the political beliefs, advancements
in technology, etc. Defend your
position with evidence and
examples from history.
3
Compare and contrast forms of government:
communism and democracy.
Summarize the goals of the USSR and the US.
Be sure to include terms such as sphere of
influence, satellite state, and containment.
Explain the ways in which technology played a
role during the Cold War.
Trace the development of a proxy war.
2
Knowledge of concepts such as:
-Cold War players and their goals
-communism, democracy (as political
ideology and characteristics of each
system)
-spread of communism vs containment
-Marshall Plan, Truman Doctrine, NATO,
Warsaw Pact
Specific vocabulary such as:
-containment, satellite state, iron curtain,
spheres of influence, deterrents, arms
race, space race, proxy war
In addition to meeting the learning
goal, the response includes prior
knowledge or outside information
to enhance the position and
recognizes and responds to the
opposing viewpoint (counter claim).
Uses at least three documents on the same
topic to take a stand on an issue (thesis).
Accurately uses evidence from three or more
sources to explain and support the position
(claim).
Attempts to use more than one document
on the same topic to take a stand on an
issue (thesis). Evidence used from the
sources to explain and support the
position (claim) may have some
misconceptions or inaccuracies.
Writes informative text that
demonstrates a depth of knowledge
by going above and beyond the
grade level expectation. The student
digs deeper into the content by
connecting the writing to previous
learning or to contemporary issues.
Writes informative text.
 Introduce a topic (sentence or a full
paragraph);
 Organize ideas and concepts
(chronologically or thematically);
 Develop the topic with relevant facts,
evidence and accurate examples that
are appropriate to the topic.
 Provide a concluding statement that
supports the information or
explanation presented.
Writes informative text.
A level 2 writing sample fails to meet the
level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
A level 1.5 writing sample fails to meet the
level 3 standard in two areas.
11
Unit 5: 20th Century Crises: Conflict and Genocide
Who has the responsibility in shaping and resolving 20th century crises? 6 weeks
Enduring Understandings
Students will explore themes of conflict and genocide in the
20th Century. An emphasis of students’ study will be placed on
examining ethnic hostilities, racism, and power that led to
violent conflict and mass murder in different regions of the
world.
Suggested Texts and Resources
Modern World History – Holt
Chapter 18: The Colonies Become New Nations
Chapter 19: Struggles for Democracy
TCI History Alive! World Connections
Chapter 28 and Chapter 29
Graphic Organizer: 8 Stages of Genocide
Project: 8 Stages of Genocide
NBC Learn Unit 5 20th Century Crises: Conflict and Genocide Resources
Holocaust
Holocaust Museum Web Site
EBSCO point/counterpoint
Holocaust: Echoes and Reflections Curriculum
Choices Curriculum: The Holocaust
Rwanda
Choices Curriculum: Rwanda
Center for Human Rights hr.org
Film: “Sometimes in April”
Film: “Hotel Rwanda”/ Guided Notes/ Discussion Questions
Arab/Israeli “The Six Day War” Article
Heartland AEA Resources
SIRS Researcher on www.iowaaeaonline.org
Learn 360 http://www.learn360.com/index.aspx
Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html
Link to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo
12
Scales
Topic
4
History
20th Cent
Crises
In addition to meeting the learning goal,
the student demonstrates in-depth
inferences and applications that go
beyond the goal.
Historical
Change
9-12.H.2
9-12.H.4
Analyzing
Multiple
Sources
(DBQ)
Example: Investigate a historical or
current genocide or conflict and take a
position on the global response (or lack
thereof).
3
Analyze the causes and effects of a 20th Century
genocide.
Analyze the causes and effects of a 20th Century
conflict.
Critique the responses of the world community to
a specific example of genocide or conflict.
2
Basic knowledge & concepts such as:
causes and effects of conflict
identify the 8 stages of genocide
genocide examples: Holocaust and
Rwanda
conflict example: Israel/Palestine
Vocabulary such as:
majority group, minority group,
genocide, United Nations
In addition to meeting the learning goal,
the response includes prior knowledge
or outside information to enhance the
position and recognizes and responds to
the opposing viewpoint (counter claim).
Uses at least three documents on the same topic
to take a stand on an issue (thesis). Accurately
uses evidence from three or more sources to
explain and support the position (claim).
Attempts to use more than one
document on the same topic to take a
stand on an issue (thesis). Evidence used
from the sources to explain and support
the position (claim) may have some
misconceptions or inaccuracies.
Writes informative text that
demonstrates a depth of knowledge by
going above and beyond the grade level
expectation. The student digs deeper
into the content by connecting the
writing to previous learning or to
contemporary issues.
Writes informative text.
 Introduce a topic (sentence or a full
paragraph);
 Organize ideas and concepts
(chronologically or thematically);
 Develop the topic with relevant facts,
evidence and accurate examples that are
appropriate to the topic.
 Provide a concluding statement that
supports the information or explanation
presented.
Writes informative text.
A level 2 writing sample fails to meet the
level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
A level 1.5 writing sample fails to meet
the level 3 standard in two areas.
RH.9-10.9
Writing
Informative
Text
13
Unit 6: Globalization and Synthesis Project
Why is it important to interpret the past? Why does 20th century world history matter to me?
Enduring Understandings
Students synthesize their learning in 20th Century World
History. This project offers students an opportunity to identify
a theme for historical inquiry, research primary and secondary
sources, and demonstrate their understanding and skill in
history.
6 weeks
Suggested Texts and Resources
Modern World History – Holt
Chapter 20: Global Interdependence
-Case Study 9/11
TCI History Alive! World Connections
Chapter 30
Choices Curriculum
International Trade: Competition and Cooperation in a Globalized World
Heartland AEA Resources
NBC Learn http://nbclearn.com
Newsela
http://newsela.com/
Learn 360 http://www.learn360.com/index.aspx
Research Sites: Compiled for each concept (see our resources folder)
Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html
Link to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo
14
Scales
Topic
4
In addition to meeting the learning
goal, the student demonstrates inHistory
Contemporary depth inferences and applications
that go beyond the goal.
Themes
Chronology &
Consequence
9-12.H.1
9-12.H.8
Analyzing
Multiple
Sources (DBQ)
RH.9-10.9
Writing
Informative
Text
3
Interpret how the identified three concepts are
still applicable and relevant to the present day.
2
Basic knowledge & concepts such as: Identify
and describe at least three concepts from
20th Century World History.
Concepts: imperialism, militarism,
nationalism, alliances, technology, global
depression/recession, forms of government
(democracy, communism, totalitarianism),
causes of conflict, results of conflict,
genocide
Example: Justify which of the
identified concepts you believe will
have the greatest impact during your
lifetime.
In addition to meeting the learning
goal, the response includes prior
knowledge or outside information to
enhance the position and recognizes
and responds to the opposing
viewpoint (counter claim).
Uses at least three documents on the same topic
to take a stand on an issue (thesis). Accurately
uses evidence from three or more sources to
explain and support the position (claim).
Attempts to use more than one document on
the same topic to take a stand on an issue
(thesis). Evidence used from the sources to
explain and support the position (claim) may
have some misconceptions or inaccuracies.
Writes informative text that
demonstrates a depth of knowledge
by going above and beyond the grade
level expectation. The student digs
deeper into the content by
connecting the writing to previous
learning or to contemporary issues.
Writes informative text.
 Introduce a topic (sentence or a full
paragraph);
 Organize ideas and concepts
(chronologically or thematically);
 Develop the topic with relevant facts,
evidence and accurate examples that
are appropriate to the topic.
 Provide a concluding statement that
supports the information or explanation
presented.
Writes informative text.
A level 2 writing sample fails to meet the
level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
A level 1.5 writing sample fails to meet the
level 3 standard in two areas.
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