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SOCIAL STUDIES
SS22—World History/Geography
World History SS22–Suggested Teaching Timeline
First Semester
Historical Research
Skills
Geography Skills
Language Arts
Connection
Early Civilizations
Ancient Greece
Ancient Rome
August Second Semester
September October 3 weeks
4 weeks
3 weeks
January February March April May 2 weeks
2 weeks
2 weeks The World in
Transition
Renaissance
2 weeks
November December 3 weeks
Reformation
Exploration
Science and
Enlightenment
Revolutions
Industrial Revolution
Imperialism
1 week
World War I
Between the Wars
through World War II
The Cold War
2 weeks
2 weeks
The Contemporary
World
*Historical Research Skills, Geography Skills, and Language Arts Connections are to be taught throughout entire course.
**Amount of days suggested to teach each unit are approximate. 1.5 weeks
2 weeks
1.5 weeks weeks
2 weeks
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
1
SOCIAL STUDIES
SS22—World History/Geography
Course #:
SS-22
Course Name: World History/Geography
Prerequisites: None
Grade Level:
09
Level of Difficulty: Medium
# of Credits: 1 (Two semesters)
The following Social Studies performance objectives are integrated throughout the entire course:
HISTORICAL RESEARCH SKILLS
S2C1
S2C1
PO 1
PO 2
S2C1
S2C1
S2C1
PO 3
PO 4
PO 5
S2C1
S2C1
PO 6
PO 7
S2C9
PO 5
Interpret historical data displayed in maps, graphs, tables, charts, and geologic timescales.
Distinguish among dating methods that yield calendar ages (e.g., dendrochronology), numerical ages (e.g., radiocarbon), correlated
ages (e.g., volcanic ash), and relative ages (e.g., geologic time).
Formulate questions that can be answered by historical study and research.
Construct graphs, tables, timelines, charts, and narratives to interpret historical data.
Evaluate primary and secondary sources for:
a. authors’ main points
b. purpose and perspective
c. facts vs. opinions
d. different points of view on the same historical event (e.g., Geography Concept 6 – geographical perspective can be different
from economic perspective)
e. credibility and validity
Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.
Compare present events with past events:
a. cause and effect
b. change over time
c. different points of view
Connect current events with historical events and issues using information from class discussions and various resources (e.g.,
newspapers, magazines, television, Internet, books, maps).
GEOGRAPHY SKILLS
S4C1
S4C1
S4C1
S4C1
S4C2
PO 1
PO 2
PO 3
PO 4
PO 1
S4C2
PO 3
S4C2
PO 4
Construct maps using appropriate elements (i.e., date, orientation, grid, scale, title, author, index, legend, situation).
Interpret maps and images (e.g., political, physical, relief, thematic, Geographic Information Systems [GIS], Landsat).
Use appropriate maps and other graphic representations to analyze geographic problems and changes over time.
Use an atlas to access information.
Identify the characteristics that define a region:
a. physical processes such as climate, terrain, and resources
b. human processes such as religion, political organization, economy, and demographics
Examine geographic issues (e.g., drought in Sahel, migration patterns, desertification of Aral Sea, spread of religions such as Islam,
conflicts in Northern Ireland/Ireland, Jerusalem, Tibet) in places and world regions.
Analyze the differing political, religious, economic, demographic, and historical ways of viewing places and regions
(Geography skills are continued on the next page.)
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
2
SOCIAL STUDIES
SS22—World History/Geography
GEOGRAPHY SKILLS
(continued)
S4C3
PO 3
S4C3
S4C4
S4C4
PO 4
PO 6
PO 8
S4C5
S4C6
PO 7
PO 3
Analyze how earth’s internal changes (e.g., earthquakes, volcanic activity, folding, faulting) and external changes (e.g., geochemical,
water and carbon cycles, erosion, deposition) influence the character of places. Connect with: Science Strand 6 Concepts 1, 2
Analyze how hydrology (e.g., quality, reclamation, conservation) influences the natural character of a place.
Analyze factors (e.g., social, biotic, abiotic)that affect human population.
Explain how ideas, customs, and innovations (e.g., religion, language, political philosophy, technological advances, higher education,
economic principles) are spread through cultural diffusion.
Predict how a change in an environmental factor (e.g., extinction of species, volcanic eruptions) can affect an ecosystem.
Analyze how geography influences historical events and movements (e.g., Trail of Tears, Cuban Missile Crisis, location of terrorist
camps, pursuit of Pancho Villa, Mao’s long march, Hannibal crossing the Alps, Silk Road).
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
3
SOCIAL STUDIES
SS22—World History/Geography
ARIZONA COLLEGE AND CAREER READY STANDARDS FOR HISTORY AND SOCIAL STUDIES
The following standards define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career
Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad
standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
College and Career Readiness ANCHOR STANDARDS for Reading
9-10 RH GRADE SPECIFIC STANDARDS
Key Ideas and Details
CCR. 1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
9-10.RH.1. Cite specific textual evidence to support analysis of primary
and secondary sources, attending to such features as the date and origin
of the information.
CCR. 2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
9-10.RH.2. Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of how key events or
ideas develop over the course of the text.
CCR. 3. Analyze how and why individuals, events, or ideas develop and
interact over the course of a text.
9-10.RH.3. Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply preceded
them.
Craft and Structure
CCR. 4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
9-10.RH.4. Determine the meaning of words and phrases as they are
used in a text, including vocabulary describing political, social, or
economic aspects of history/social studies.
CCR. 5. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
9-10.RH.5. Analyze how a text uses structure to emphasize key points
or advance an explanation or analysis.
CCR. 6. Assess how point of view or purpose shapes the content and
style of a text.
9-10.RH.6. Compare the point of view of two or more authors for how
they treat the same or similar topics, including which details they include
and emphasize in their respective accounts.
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
4
SOCIAL STUDIES
SS22—World History/Geography
ARIZONA COLLEGE AND CAREER READY STANDARDS FOR HISTORY AND SOCIAL STUDIES
College and Career Readiness ANCHOR STANDARDS for Reading
9-10 RH GRADE SPECIFIC STANDARDS
Integration of Knowledge and Ideas
CCR. 7. Integrate and evaluate content presented in diverse formats and
media, including visually and quantitatively, as well as in words.*
9-10.RH.7. Integrate quantitative or technical analysis (e.g., charts,
research data) with qualitative analysis in print or digital text.
CCR. 8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9-10.RH.8. Assess the extent to which the reasoning and evidence in a
text support the author’s claims.
CCR. 9. Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the authors
take.
9-10.RH.9. Compare and contrast treatments of the same topic in
several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCR. 10. Read and comprehend complex literary and informational texts
independently and proficiently 9-10.RH.10. By the end of grade 10, read and comprehend
science/technical texts in the grades 9–10 text complexity band
independently and proficiently.
AZ.9-10.RH.10a. By the end of grade 9, read and comprehend
informational and functional text, including history/social studies,
science, and technical texts, in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end of the range. By
the end of grade 10, read and comprehend literary nonfiction at the
high end of the grades 9–10 text complexity band independently and
proficiently.
AZ.9-10.RH.10b. By the end of grade 10, read and comprehend
informational and functional text, including history/social studies,
science, and technical texts, at the high end of the grades 9–10 text
complexity band independently and proficiently.
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
5
SOCIAL STUDIES
SS22—World History/Geography
ARIZONA COLLEGE AND CAREER READY STANDARDS FOR HISTORY AND SOCIAL STUDIES
The following standards define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career
Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad
standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
College and Career Readiness ANCHOR STANDARDS for Writing
9-10 WHST GRADE SPECIFIC STANDARDS
Text Types and Purposes
CCR. 1. Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
9-10.WHST.1. Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and
evidence.
b.
Develop claim(s) and counterclaims fairly, supplying data and
evidence for each while pointing out the strengths and limitations of
both claim(s) and counterclaims in a discipline-appropriate form and in
a manner that anticipates the audience’s knowledge level and
concerns.
c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
are writing.
e. Provide a concluding statement or section that follows from or
supports the argument presented.
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
6
SOCIAL STUDIES
SS22—World History/Geography
ARIZONA COLLEGE AND CAREER READY STANDARDS FOR HISTORY AND SOCIAL STUDIES
College and Career Readiness ANCHOR STANDARDS for Writing
9-10 WHST GRADE SPECIFIC STANDARDS
Text Types and Purposes
CCR. 2. Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
9-10.WHST.2. Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g. ,figures, tables), and multimedia when useful
to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major
sections of the text, create cohesion, and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the
complexity of the topic and convey a style appropriate to the discipline
and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
are writing.
f.
Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
7
SOCIAL STUDIES
SS22—World History/Geography
ARIZONA COLLEGE AND CAREER READY STANDARDS FOR HISTORY AND SOCIAL STUDIES
College and Career Readiness ANCHOR STANDARDS for Writing
9-10 WHST GRADE SPECIFIC STANDARDS
Text Types and Purposes
CCR. 3. Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details and wellstructured event sequences.
9-10.WHST.3. Students’ narrative skills continue to grow in these grades. The
Standards require that students be able to incorporate narrative elements
effectively into arguments and informative/explanatory texts. In history/social
studies, students must be able to incorporate narrative accounts into their
analyses of individuals or events of historical import. In science and technical
subjects, students must be able to write precise enough descriptions of the
step-by-step procedures they use in their investigations or technical work that
others can replicate them and (possibly) reach the same results.
Production and Distribution of Writing
CCR. 4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
9-10.WHST.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
AZ9-10.WHST.4 a. Produce clear and coherent functional writing (e.g.,
formal letters, envelopes, procedures, labels, timelines, graphs/tables,
experiments, maps, captions, charts, diagrams, sidebar, flow charts) in which
the development, organization, and style are appropriate to task, purpose,
and audience.
CCR. 5. Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
9-10.WHST.5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience.
CCR. 6. Use technology, including the Internet, to produce and
publish writing and to interact and collaborate with others.
9-10.WHST.6. Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and
dynamically.
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
8
SOCIAL STUDIES
SS22—World History/Geography
ARIZONA COLLEGE AND CAREER READY STANDARDS FOR HISTORY AND SOCIAL STUDIES
College and Career Readiness ANCHOR STANDARDS for Writing
9-10 WHST GRADE SPECIFIC STANDARDS
Research to Build and Present Knowledge
CCR. 7. Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of the
subject under investigation.
9-10.WHST.7. Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under investigation.
CCR. 8. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
9-10.WHST.8. Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the usefulness of
each source in answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and following
a standard format for citation.
CCR. 9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
9-10.WHST.9. Draw evidence from informational texts to support analysis,
reflection, and research.
Range of Writing
CCR. 10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and
audiences. 9-10.WHST.10. Write routinely over extended time frames (time for reflection
and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
9
SOCIAL STUDIES
SS22—World History/Geography
Early Civilizations
Students should know and be able to…
Priority Performance Objective
S2C2-PO1:
Describe the development of early prehistoric and early
historic people, their agriculture, and settlements. (i.e.,
Hammurabi, characteristics of civilization, early river
civilizations including Mesopotamia, China, Egypt, and
India).
Linking Performance Objective
S4C5-PO1:
Analyze how the Earth’s natural systems (e.g.
earthquakes, tsunamis, periodic droughts,
river civilizations) affect humans.
S2C2-PO2:
Analyze the development and historical significance of
Hinduism, Judaism, Buddhism, Christianity, and Islam
(i.e, polytheism, monotheism).
a. Hinduism (i.e., no founder, caste system, karma,
reincarnation, Vedas)
b. Judaism (i.e., Abraham, Ten Commandments, Torah)
c. Buddhism (i.e., Siddhartha Gautama, Four Noble
Truths, Eightfold Path, Sutras)
d. Christianity (i.e., Jesus, Ten Commandments,
Resurrection, Bible)
e. Islam (i.e., Muhammad, Five Pillars, Qur’an)
S2C2-PO4:
Analyze the enduring Chinese contributions and their
impact on other civilizations:
a. development of concepts of government and
citizenship (e.g., Confucianism, empire)
b. scientific, mathematical, and technical advances
(e.g., roads, aqueducts, Silk Route, art, architecture,
math and philosophy)
c. cultural advancements in art, architecture,
literature, theater, and philosophy
S2C3-PO3:
Compare (Explain) the development of empires
(e.g., Han) throughout the world.
Vocabulary/Concept
• prehistoric
• civilization
• Early River
civilizations
• Hammurabi
• Mesopotamia
•
•
•
•
India
China
Egypt
prehistory
•
•
•
•
•
•
•
•
•
•
•
•
polytheism
monotheism
reincarnation
karma
resurrection
Abraham
Siddhartha
Jesus
Muhammad
Judaism
Hinduism
Buddism
•
•
•
•
•
•
Christianity
Islam
Torah
Vedas
Caste System
Ten
Commandments
Eightfold Path
Four Noble
Truths
Five Pillars
Qur’an
Bible
Sutras
•
•
•
•
empire
Confucianism
Han
cultural diffusion
•
•
•
•
•
•
Suggested
Activities
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
10
SOCIAL STUDIES
SS22—World History/Geography
Ancient Greece
Students should know and be able to…
Priority Performance Objective
S2C2-PO3:
Analyze the enduring Greek contributions and their
impact on later civilization:
a. development of concepts of government and
citizenship (i.e., democracy, city states, Persian and
Peloponnesian War)
b. scientific and cultural advancements (i.e., Socrates,
Plato, Aristotle, art and architecture, literature and
theater, mathematics, and philosophy, Homer,
Olympics)
Linking Performance Objective
S4C2-PO5:
Examine how the geographic characteristics of
a place affect the economics and culture (i.e.,
no navigable rivers, mountains, seas and islands).
S2C3-PO3:
Compare the development of empires (e.g.,
Alexander, Han) throughout the world.
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities
democracy
city-state
Greek citizenship
Plato
Socrates
Aristotle
Alexander the Great
Homer
art
literature
mathematics
philosophy
architecture
theater
economic structure of
Greece
physical geography
of Greece
Persian Wars
Peloponnesian Wars
Socratic Method
Pythagoras
Hellenism
Parthenon
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
11
SOCIAL STUDIES
SS22—World History/Geography
Ancient Rome
Students should know and be able to…
Priority Performance Objective
S2C2-PO3:
Analyze the enduring Greek and Roman contributions
and their impact on later civilization:
a. development of concepts of government and
citizenship, (i.e., republics, veto, codification of law,
development of empire, Julius Caesar, Augustus,
Constantine)
b. scientific and cultural advancements (i.e., network
of roads, aqueducts, architecture, Julius Caesar,
Augustus, Constantine)
Linking Performance Objective
S2C3-PO3:
Compare the development of empires (e.g.,
Alexander, Roman, Han) throughout the world.
S2C2-PO2:
Analyze the development and historical
significance of Christianity (i.e. Paul,
missionaries, Constantine, Jesus Christ).
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities
Paul
Jesus Christ
Julius Caesar
codification of law
Roman Empire
Augustus
Christianity
Roman citizenship
Constantine
republics
veto
networks of roads
aqueducts
architecture
missionary
Pax Romana
civil service
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
12
SOCIAL STUDIES
SS22—World History/Geography
The World in Transition
Students should know and be able to…
Priority Performance Objective
Linking Performance Objective
Vocabulary/Concept
S2C3-PO1:
Contrast the fall of Rome with the development of the
Byzantine and Arab Empires (e.g., religion, culture,
language, governmental structure).
a. reasons for the fall of Rome
b. Justinian
c. split of Christianity into the Orthodox and Catholic
Churches.
d. Dark Ages as compared to advanced empires
elsewhere
S2C3-PO3:
Compare the development of empires (e.g.,
Alexander, Roman, Han, Ottoman) throughout
the world.
•
•
•
•
•
•
•
•
•
•
S2C3-PO4:
Describe the interaction of European and Asian
th
th
civilizations from the 12 to the 16 centuries:
a. Effects of the Crusades (i.e., increase in trade,
religious intolerance, weakens feudalism, increase in
power of King, rise in education, decrease power of
Pope)
b. commerce and the Silk Road
c. impact on culture
d. causes (i.e., rats, fleas, trade, poor sanitation) and
effects (i.e., killed one-third of population, helped end
feudalism) of the plague
S2C3-PO2:
Compare feudalism in Europe and Japan and
its connection with religious and cultural
institutions.
•
•
•
•
•
Suggested Activities
Pope
Dark Ages
Germanic Tribes
Silk Road
Fall of Rome
Byzantine Empire
Ottoman Empire
Arab Empire
Justinian
Eastern Orthodox
Church
• Roman Catholic
Church
• Magna Carta
feudalism
biotic
crusades
plague
cultural diffusion
S4C4-PO6:
Analyze factors (e.g., biotic) that affect human
populations (i.e., role of disease).
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
13
SOCIAL STUDIES
SS22—World History/Geography
Renaissance
Students should know and be able to…
Priority Performance Objective
S2C4-PO1:
Analyze the results of Renaissance thoughts and
theories:
a. rediscovery of Greek and Roman ideas (i.e.,
classical)
b. humanism and its emphasis on individual potential
and achievements
c. innovations in the arts and sciences (i.e.,
Michelangelo [Sistine Chapel Ceiling, David, Pieta], da
Vinci [Mona Lisa, Last Supper], Raphael [School of
Athens], perspective, Machiavelli [The Prince], patrons
of the arts).
Linking Performance Objective
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested
Activities
patron
classical
Renaissance
Sistine Chapel ceiling
David (p. 478 image)
Pieta
Mona Lisa (p. 478
image)
Last Supper (p 286
image)
School of Athens (p.
479 image)
The Prince
Michelangelo
da Vinci
Machiavelli
Raphael
perspective
humanism
Florence
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
14
SOCIAL STUDIES
SS22—World History/Geography
Reformation
Students should know and be able to…
Priority Performance Objective
S2C4-PO2:
Explain how the ideas of the Protestant Reformation
and the Catholic Reformation (e.g., secular authority,
individualism, migration, literacy and vernacular, the
arts) affected society.
a. Inquisition
b. impact of printing press
c. Henry VIII
d. Martin Luther
e. John Calvin
f. creation of new Protestant denominations
Linking Performance Objective
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities
printing press
denomination
vernacular
Inquisition
secular
Henry VIII
John Calvin
Martin Luther
reformation
protestant
indulgences
predestination
Anglican church
Catholic Reformation
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
15
SOCIAL STUDIES
SS22—World History/Geography
Exploration
Students should know and be able to…
Priority Performance Objective
S2C5-PO1:
Describe the religious, economic, social, and political
interactions among civilizations that resulted from
early exploration:
a. reasons for European exploration (i.e., God, glory,
gold)
b. impact of expansion and colonization on Europe
c. impact of expansion and colonization on Africa,
the Americas, and Asia
d. role of disease in conquest (i.e., small pox)
e. role of trade
f. navigational technology (i.e., astrolabe, caravel,
compass)
g. impact and ramifications of slavery and
international slave trade
h. contrasting motivations and methods for
colonization
i. individuals (i.e., Prince Henry the Navigator,
Columbus, Vasco da Gama)
Linking Performance Objective
S4C4-PO2:
Analyze push/pull factors that contribute to
human migration.
S4C4-PO7:
Predict the effect of a change in a specific
factor (e.g., social, biotic) on a human
population.
S2C3-PO3:
Compare the development of empires (e.g.,
Incan/Inkan, Spanish, Spanish Armada, Aztecs,
conquistador) throughout the world.
Vocabulary/Concept
Suggested Activities
• Columbus
• Vasco da Gama
• Prince Henry the
Navigator
• Gold, God, Glory
• small pox
• slave trade
• Spanish Armada
• Aztec Empire
• Incan/Inkan Empire
• conquistador
• caravel
• astrolabe
• compass
S4C5-PO5
Analyze how humans impact the diversity and
productivity of ecosystems (e.g., invading nonnative plants and animals).
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
16
SOCIAL STUDIES
SS22—World History/Geography
Science and Enlightenment
Students should know and be able to…
Priority Performance Objective
Analyze the enduring contributions of the Scientific
Revolution and Enlightenment.
Linking Performance Objective
Vocabulary/Concept
S2C4-PO1:
Analyze the results of Renaissance thoughts
and theories:
a. scientific approach to the natural world
b Middle Eastern contributions (e.g.,
mathematics, science)
S2C6-PO1:
Contrast the development of representative,
limited government in England with the
development and continuation of absolute
monarchies in other European nations:
a. absolute monarchies (e.g., Louis XIV, Peter
the Great, Philip II)
b. the Magna Carta, the English Bill of Rights,
and parliamentary government
c. ideas of John Locke – natural rights, social
contract, ideas behind Declaration of
Independence
d. Montesquieu – separation of powers
e. Voltaire – freedom of speech and religion
f. Rousseau – social contract
g. Hobbes – social contract
S2C6-PO2:
Explain how new ideas and people (i.e.,
Heliocentrism, Scientific Method, Newton’s
Laws, Galileo, Copernicus) changed the way
people understood the world.
S2C6-PO3:
Explain how Enlightenment ideas influenced
political thought and social change:
a. Deism
b. role of women (e.g., Wollstonecraft)
c. political thought (e.g., how it influenced the
American Revolution)
d. social change (e.g., music composers)
• absolute monarchy
• Parliamentary
Government
• limited monarchy
• monarchy
• separation of powers
• social contract
• Magna Carta
• English Bill of Rights
• Deism
• Enlightenment
• Newton’s Laws
• Geocentric
• Heliocentrism
• scientific method
• Voltaire
• Montesquieu
• Hobbes
• Rousseau
• Locke
• Galileo
• Copernicus
• Wollstonecraft
Suggested Activities
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
17
SOCIAL STUDIES
SS22—World History/Geography
Revolutions
Students should know and be able to…
Priority Performance Objective
Analyze the effects of the global spread of Enlightenment
ideas in Europe and Latin America.
Linking Performance Objective
S2C6-PO4:
Analyze the developments of the French
Revolution and rule of Napoleon:
a. Reign of Terror (i.e., Robespierre, guillotine)
b. rise of Napoleon (i.e., Napoleonic Code, coup
d’etat)
c. spread of nationalism in Europe and Latin
America
d. defeat of Napoleon (i.e., exile, Waterloo,
Hundred Days) and Congress of Vienna (i.e.,
restructuring of Europe.)
e. causes of French Revolution (i.e., Old Regime,
Three Estates, debt, Fall of Bastille, American
Revolution, Louis XVI, Marie Antoinette,
National Assembly, Tennis Court Oath)
S2C6-PO5:
Explain the revolutionary and independence
movements in Latin America (e.g., Mexico,
Haiti, South America).
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities
Old Regime
Three Estates
Bastille
Reign of Terror
revolution
French Revolution
Waterloo
Congress of Vienna
guillotine
Napoleonic Code
nationalism
coup d’etat
Hundred Days
exile
Louis XVI
Robespierre
Napoleon
Latin America
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
18
SOCIAL STUDIES
SS22—World History/Geography
Industrial Revolution
Students should know and be able to…
Priority Performance Objective
S2C6-PO6:
Analyze the social, political, and economic
development and impact of the Industrial Revolution:
a. the transition from hand-made to machine-made
goods)
b. origins in England’s textile and mining industries
c. the invention of the steam engine
d. urban growth and the social impact of
industrialization – child labor, labor laws, unions,
transportation (railroad), immigration, factory system
e. unequal spread of industrialization to other
countries
f. political and economic theories (nationalism,
anarchism, capitalism [Adam Smith], socialism,
communism [Karl Marx])
Linking Performance Objective
S4C4-PO1:
Interpret population growth and demographics
(e.g., birth and death rates, population growth
rates, doubling time and life expectancy,
carrying capacity).
S4C4-PO5:
Analyze the development, growth and
changing nature of cities.
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities
urbanization
industrialization
child labor
immigration
Adam Smith
Karl Marx
Industrial Revolution
steam engine
unions
anarchism
capitalism
socialism
communism
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
19
SOCIAL STUDIES
SS22—World History/Geography
Imperialism
Students should know and be able to…
Priority Performance Objective
Analyze the causes and effects of Imperialism.
Linking Performance Objective
S2C7-PO1:
Explain the rationale (e.g., need for raw
materials, domination of markets, advent of
national competition, spread of European
culture/religion) for imperialism.
S2C7-PO2:
Trace the development of the British Empire
around the world (e.g., America, Southeast
Asia, South Pacific, India, Africa, the Suez)
Vocabulary/Concept
•
•
•
•
•
•
Suggested Activities
Imperialism
British Empire
Berlin Conference
Open Door Policy
Boxer Rebellion
Japanese imperial
responses
S2C7-PO3:
Describe the division of the world into empires
th
and spheres of influence during the 18 and
th
19 centuries (e.g., British, French, Dutch,
Spanish, American, Belgian).
S2C7-PO4:
Analyze the effects of European and American
colonialism on their colonies (e.g., artificially
drawn boundaries, one-crop economies,
creation of economic dependence, population
relocation, cultural suppression, effects of
Berlin conference).
S2C7-PO5:
Analyze the responses to imperialism (e.g.,
Boxer Rebellion, Sepoy Rebellion, Opium
Wars, Zulu Wars, Open Door Policy) by people
th
under colonial rule at the end of the 19
century.
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
20
SOCIAL STUDIES
SS22—World History/Geography
Imperialism
Students should know and be able to…
Priority Performance Objective
Analyze the causes and effects of Imperialism.
(cont.)
Linking Performance Objective
Vocabulary/Concept
Suggested Activities
S2C7-PO6:
Explain Japanese responses to
European/American imperialism from a closed
door policy to adoption of Euro-American
ideas (i.e., industrialization, imperialism).
S4C2-PO2:
Describe the factors (e.g., demographics,
political systems, economic systems,
resources, culture) that contribute to the
variations between developing and developed
regions. (i.e., Japan industrialized and became
imperialistic)
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
21
SOCIAL STUDIES
SS22—World History/Geography
World War I
Students should know and be able to…
Priority Performance Objective
Analyze aspects of World War I.
Linking Performance Objective
S2C8-PO1:
Examine the causes of World War I:
a. rise of nationalism in Europe
b. unification of Germany and Otto Von
Bismarck’s leadership
c. rise of ethnic and ideological conflicts - the
Balkans, Austria-Hungary, the decline of
the Ottoman Empire
d. Imperialism, militarism, Franz Ferdinand
S2C8-PO2:
Analyze the impact of the changing nature of
warfare in World War I:
a. trench warfare
b. mechanization of war – machine gun,
gasoline, submarine, tanks, chemical
c. American involvement (i.e., Zimmerman
Telegram, unrestricted submarine warfare,
propaganda)
d. Russian withdrawal
Vocabulary/Concept
Suggested Activities
• nationalism
• militarism
• unification of
Germany
• trench warfare
• WWI weapons
• unrestricted
submarine warfare
• propaganda
• Russian Revolution
• Lenin
• communism
• Treaty of Versailles
• League of Nations
• reparations
• isolationism
S2C8-PO3:
Explain the end of World War I and its
aftermath:
a. Russian Revolution (i.e., Lenin, communism)
b. Treaty of Versailles (i.e., League of Nations,
reparations)
c. end of empires (i.e., Austro-Hungarian,
Ottoman, Russian)
d. U.S. isolationism
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
22
SOCIAL STUDIES
SS22—World History/Geography
Between the Wars through World War II
Students should know and be able to…
Priority Performance Objective
Linking Performance Objective
S2C8-PO4:
Examine the period between World War I and World
War II:
a. rise of fascism and dictatorships (i.e., Hitler,
Mussolini, Stalin)
b. postwar economic problems (i.e., worldwide
depression)
c. new alliances (i.e., Axis, Allies, Non-aggression Pact)
d. growth of the Japanese empire
e. challenges to the world order
f. appeasement
S2C8-PO5:
Analyze aspects of World War II:
a. political ideologies (i.e., Totalitarianism,
Democracy)
b. military strategies (i.e., atomic bomb, air warfare,
Russian front, Western and Pacific Fronts,
concentration camps)
c. treatment of civilian populations
d. Holocaust
e. leaders and their contributions (i.e., Churchill,
Roosevelt, Stalin)
Vocabulary/Concept
Suggested Activities
fascism
dictatorship
Hitler
Mussolini
Stalin
Axis Powers
Allies
Non-aggression Pact
of 1939
• Japanese Empire
• appeasement
•
•
•
•
•
•
•
•
S2C8-PO6:
Examine genocide as a manifestation of
th
extreme nationalism in the 20 century (i.e.,
Holocaust).
•
•
•
•
•
atomic bomb
Holocaust
Churchill
Roosevelt
genocide
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
23
SOCIAL STUDIES
SS22—World History/Geography
The Cold War
Students should know and be able to…
Priority Performance Objective
S2C8-PO7:
Analyze the political, economic and cultural impact of
the Cold War:
a. superpowers – Soviet Union, United States and
China
b. division of Europe (i.e., Germany, Berlin Wall,
Marshall Plan, Berlin Airlift, Truman Doctrine)
c. developing world
d. Korean and Vietnam Wars (i.e., Containment,
Domino Theory)
e. political alliances (i.e., Warsaw Pact, NATO)
f. nuclear arms race
Linking Performance Objective
S2C9-PO1:
Explain the fall of the Soviet Union and its
impact on the world (i.e., Gorbachev, Reagan,
Glasnost, Perestroika, fall of Berlin Wall).
Vocabulary/Concept
Suggested Activities
• Soviet Union
• People’s Republic of
China
• East Germany
• West Germany
• Berlin Wall
• Marshall Plan
• Berlin Airlift
• Truman Doctrine
• Korean War
• Vietnam War
• Domino Theory
• NATO
• Warsaw Pact
• nuclear arms race
• fall of the Soviet
Union
• Gorbachev
• Reagan
• fall of Berlin Wall
• Containment
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
24
SOCIAL STUDIES
SS22—World History/Geography
The Contemporary World
Students should know and be able to…
Priority Performance Objective
Linking Performance Objective
Vocabulary/Concept
S2C8-PO8:
Compare independence movements of emerging
nations (e.g., Africa, Asia, Middle East, Latin America).
Identify challenges to forming democratic nations
in Africa.
• independence
movements
S2C9-PO4:
Examine environmental issues from a global
perspective (e.g., pollution, population pressures,
global warming, scarcity of resources).
S4C5-PO4:
Analyze the environmental effects of human
use of technology (e.g., irrigation,
deforestation, overgrazing, global warming,
atmospheric and climate changes, energy
production costs and benefits, water
management) on the environment.
• environmental issues
Suggested
Activities
S4C5-PO6:
Analyze policies and programs for resource
use and management (e.g, the trade-off
between environmental quality and economic
growth in the twentieth century).
S4C4-PO5:
Analyze the development, growth, and
changing nature of cities (e.g., urban sprawl,
suburbs, city revitalization.)
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
25
SOCIAL STUDIES
SS22—World History/Geography
The Contemporary World
Students should know and be able to…
Priority Performance Objective
Linking Performance Objective
Vocabulary/Concept
S4C6-PO2:
Analyze how changing perceptions of places and
environments (e.g., Israeli settlements, role of military
bases) affect the choices of people and institutions.
S2C9-PO2:
Explain the roots of terrorism:
a. background and motives (e.g., extreme
nationalism, religious extremism, lack of
education, economic inequalities)
b. religious conflict (e.g., Northern Ireland,
Chechnya, Southwestern Philippines,
southern Thailand, Kashmir)
c. background of modern Middle East
conflicts (e.g., Israeli-Palestinian conflict,
Persian Gulf conflicts, Afghanistan)
d. economic and political inequities and
cultural insensitivities
e. background of Israeli and Palestinian conflict
f. distinction between Islam and Islamist
radicalism
• terrorism motives
• Persian Gulf
• Israel and the
Palestinian territories
• Northern Ireland
S4C4-PO4:
Analyze issues of globalization (e.g., widespread use
of English, the role of the global media, resistance to
“cultural imperialism,” trade, outsourcing).
S4C4-PO3:
Analyze the effects of migration on places of
origin and destination, including border areas.
(i.e., U.S.-Mexico border)
• Red Cross
• Red Crescent
• multinational
corporations
• globalization
• U.S./Mexico border
• United Nations
S2C9-PO3:
Describe the development of political and
economic interdependence during the second
half of the twentieth century:
a. economics, global wage inequalities
b. technology
c. multinational corporations
d. growth of international governmental
organizations (e.g., World Trade
Organization)
e. growth of non-governmental organizations
(e.g., Red Cross, Red Crescent)
f. role of United Nations
Suggested Activities
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
26
SOCIAL STUDIES
SS22—World History/Geography
The Contemporary World
Students should know and be able to…
Priority Performance Objective
S2C8-PO6:
Examine genocide as a manifestation of extreme
th
st
nationalism in the 20 and 21 century (e.g., Armenia,
Cambodia, Bosnia, Rwanda, Kosovo and Sudan).
Linking Performance Objective
Vocabulary/Concept
Suggested Activities
• genocide
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
27