Download SOCIAL STUDIES SS28W-1—AA World History/Geography

SOCIAL STUDIES
SS28W-1—AA World History/Geography
Course #:
SS-28W-1
Course Name: AA World History/Geography
Prerequisites: None
Grade Level:
09
Level of Difficulty: High
# of Credits: ½ (One semester)
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, February 12, 2008
1
SOCIAL STUDIES
SS28W-1—AA World History/Geography
GEOGRAPHY SKILLS
(continued)
S4C3
PO 3
S4C3
S4C4
PO 4
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.
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, February 12, 2008
2
SOCIAL STUDIES
SS28W-1—AA World History/Geography
2010 READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6-12
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, February 12, 2008
3
SOCIAL STUDIES
SS28W-1—AA World History/Geography
2010 READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6-12
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, February 12, 2008
4
SOCIAL STUDIES
SS28W-1—AA World History/Geography
2010 WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE and TECHNICAL SUBJECTS 6-12
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, February 12, 2008
5
SOCIAL STUDIES
SS28W-1—AA World History/Geography
2010 WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE and TECHNICAL SUBJECTS 6-12
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, February 12, 2008
6
SOCIAL STUDIES
SS28W-1—AA World History/Geography
2010 WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE and TECHNICAL SUBJECTS 6-12
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, February 12, 2008
7
SOCIAL STUDIES
SS28W-1—AA World History/Geography
2010 WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE and TECHNICAL SUBJECTS 6-12
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, February 12, 2008
8
SOCIAL STUDIES
SS28W-1—AA World History/Geography
World History SS28W - Suggested Teaching Timeline
First Semester SS28W - 1
Historical Research
Skills
August
October
November
December
January
February
March
April
May
3 weeks
2 weeks
2 weeks
Geography Skills
Language Arts
Connection
Early Civilizations
Ancient Greece
Ancient Rome
Second Semester SS28W - 2
September
4 weeks
3 weeks
The World in
Transition
Renaissance
Reformation
Exploration
Science and
Enlightenment
Revolutions
3
weeks
2 weeks
2 weeks
2 weeks
2
weeks
Industrial Revolution
Imperialism
1 week
World War I
Between the Wars
through World War II
The Cold War
1.5 weeks
2
weeks
1.5 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.
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, February 12, 2008
2 weeks
9
SOCIAL STUDIES
SS28W-1—AA World History/Geography
Early Civilizations
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
S2C2-PO1:
S4C5-PO1:
Describe the development of Analyze how the Earth’s
early prehistoric and early
natural systems (e.g.
historic people, their
earthquakes, tsunamis,
agriculture, and settlements. periodic droughts, river
(i.e., Hammurabi,
civilizations) affect
characteristics of civilization,
humans.
early river civilizations
including Mesopotamia, China,
Egypt, and India).
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)
Vocabulary/Concept
•
•
•
•
•
prehistoric
civilization
Early River
civilizations
Hammurabi
Mesopotamia
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
polytheism
monotheism
reincarnation
karma
resurrection
Abraham
Siddhartha
Jesus
Muhammad
Judaism
Hinduism
Buddhism
•
•
•
•
•
India
China
Egypt
prehistory
•
•
Suggested
Readings
The Epic of
Gilgamesh from
ancient Babylonia
Code of
Hammurabi
•
•
•
•
•
•
•
•
•
Christianity
Islam
Torah
Vedas
Caste
System
Ten
Commandm
ents
Eightfold
Path
Four Noble
Truths
Five Pillars
Qur’an
Bible
Sutras
• Excerpts from
Hindu, Buddhist,
Christian, Islamic,
Jewish religious
texts
Humanities
Enrichment
Mesopotamian art
and architecture;
Egyptian painting,
sculpture, and
architecture
360 Quicktime
virtual tours of
places of worshipvarious online
sources
Suggested
Activities
• Film Guns,
Germs, and
Steel,
• Episode 1
“Out of Eden”
• Sample court
cases from
Hammurabi’s
Code (History
Alive)
•
•
•
Guest
speakers for
panel
discussion
comparing
basics of
each.
Student
interviews
with people of
these faiths
Position
paper: What
would be the
long-term
ramifications
of a cast
system of the
social,
political, and
economic
systems of a
country?
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, February 12, 2008
10
SOCIAL STUDIES
SS28W-1—AA World History/Geography
Early Civilizations
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
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
•
•
•
•
empire
Confucianism
Han
cultural diffusion
Suggested
Readings
• Excerpts from the
•
•
•
writings of
Confucius.
Excerpts from the
Analects “Phan
Ku the Creator”
from In the
Beginning told by
Virginia Hamilton
Nieh Cheng from
Records of the
Historian
translated by
Burton Watson
excerpts from
“The Book of
Songs” translated
by Arthur Waley
Humanities
Enrichment
Suggested
Activities
• Create a
“Tabloid
Journal” that
claims the
existence of
other
civilizations
outside of
China
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, February 12, 2008
11
SOCIAL STUDIES
SS28W-1—AA World History/Geography
Ancient Greece
Students should know and be able to…
Priority Performance
Linking Performance
Objective
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)
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
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
democracy
city-state
Greek citizenship
Plato
Socrates
Aristotle
Alexander
Homer
art
literature
mathematics
philosophy
architecture
theater
economic structure of Greece
physical geography of Greece
Persian Wars
Peloponnesian War
Parthenon
Suggested
Readings
• The Odyssey by
Homer
• Excerpts from The
Histories by
Herodotus
• Sophocles
• Mythology
• Orestia trilogy by
Asechuylus
• excerpt from the
Aeneid or the
Underworld
• Thucydides,
excerpts from The
History of the
Peloponnesian
War
Humanities
Enrichment
Art (Geometric,
Archaic, Classical,
Hellenistic styles);
Architecture (Minoan
vs. Mycenaean;
Doric, Ionic,
Corinthian orders)
Suggested
Activities
• Compare
•
Minoan and
Mycenaean
architecture
to show
differences
in societies
Discuss the
ideas of preSocratic
philosophers
like Thales,
Pythagoras,
Heraclitus,
Parmenides,
Zeno of Elea
(paradoxes
of motion),
and
Protagoras
(moral
relativity)
• The Apology by
Plato (perhaps
other dialogues like
the Euthyphro,
Crito, Phaedo, etc.)
• Zeno of Elea’s
paradoxes of
motion
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, February 12, 2008
12
SOCIAL STUDIES
SS28W-1—AA World History/Geography
Ancient Rome
Students should know and be able to…
Priority Performance
Linking Performance
Objective
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)
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
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Paul
Jesus Christ
Julius Caesar
codification of law
Roman Empire
Augustus
Christianity
Roman citizenship
Constantine
republics
veto
networks of roads
aqueducts
architecture
missionary
Suggested Readings
• Treatises on
•
Friendship and Old
Age by Cicero
Carpe Diem by
Horace
Humanities
Enrichment
Architecture (arch,
dome, concrete,
aqueduct, Forum,
Coliseum,
Pantheon)
Suggested
Activities
• Write an
advice
column for
adopting
the
philosophy
that is
promoted in
Carpe Diem
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, February 12, 2008
13
SOCIAL STUDIES
SS28W-1—AA World History/Geography
The World in Transition
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
S2C3-PO1:
S2C3-PO3:
Contrast the fall of Rome
Compare the development
with the development of the
of empires (e.g., Alexander,
Byzantine and Arab Empires Roman, Han, Ottoman)
(e.g., religion, culture,
throughout the world.
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
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
Pope
Dark Ages
Silk Road
Fall of Rome
Byzantine Empire
Ottoman Empire
Arab Empire
Justinian
Eastern Orthodox Church
Roman Catholic Church
Magna Carta
Suggested Readings
• The City of God by
Augustine of Hippo
• “The Call for the
•
•
First Crusade”,
Pope Urban II
“Islamic Science
and Mathematics”
and “On the
Separation of
Mathematics and
Religion” from the
Confessions of AlGhazzali
Excerpts for The
Song of Roland
Humanities
Enrichment
Architecture
(Romanesque,
Gothic); Art
(manuscript
illumination,
Bayeaux Tapestry)
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, February 12, 2008
14
SOCIAL STUDIES
SS28W-1—AA World History/Geography
The World in Transition
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
S2C3-PO4:
S2C3-PO2:
Describe the interaction of
Compare feudalism in
European and Asian
Europe and Japan and its
th
civilizations from the 12 to
connection with religious
th
the 16 centuries:
and cultural institutions.
a. Effects of the Crusades
(i.e., increase in trade,
S4C4-PO6:
religious intolerance,
Analyze factors (e.g., biotic)
weakens feudalism,
that affect human
increase in power of King,
populations (i.e., role of
rise in education, decrease disease).
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
Vocabulary/Concept
•
•
•
•
•
feudalism
biotic
crusades
plague
cultural diffusion
Suggested Readings
Humanities
Enrichment
Suggested
Activities
• The Ecclesiastical
•
•
•
•
•
History of the
English People by
Saint Bede (or
venerable Bede)
Sic et Non by Peter
Abelard
Nibelungenlied
(German epic
poem)
“Canticle of Brother
Sun” by Saint
Francis of Assisi
Two works by
Thomas Aquinas:
- Summa
Theologica
- Summa Contra
Gentiles
Njal’s Saga
(Icelandic Viking
saga)
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, February 12, 2008
15
SOCIAL STUDIES
SS28W-1—AA World History/Geography
Renaissance
Students should know and be able to…
Priority Performance
Linking Performance
Objective
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).
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
patron
classical
Renaissance
Sistine Chapel ceiling
David
Pieta
Mona Lisa
Last Supper
School of Athens
The Prince
Michelangelo
daVinci
Machiavelli
Raphael
perspective
humanism
Suggested Readings
• Romeo and Juliet
by Shakespeare
• Excerpts from The
Decameron by
Giovanni Boccaccio
• Excerpts from
Montaigne’s Essays
• Examples of
Pertatch’s sonnets
• Sonnets by
Shakespeare The
Tempest, Julius
Caesar
• Sonnets by Pierre
de Ronsard
Humanities
Enrichment
Suggested
Activities
Early Renaissance
Art (Giotto, Ghiberti,
Brunelleschi,
Masaccio,
Donatello, Boticelli);
Early Renaissance
Architecture
(Brunelleschi); High
Renaissance Art
(DaVinci,
Michelangelo,
Raphael); High
Renaissance
Architecture
(Michelangelo);
Northern
Renaissance
(VanEyck, Durer,
Bosch, Grunewald
Altdorfer, Bruegel)
• Persuasive
•
•
Essay “Are
the political
practices of
The Prince
applied to
modern day
politicians?”
Write a
sonnet
The MediciGodfathers
of the
Renaissance
PBS (sets
context for
The Prince)
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, February 12, 2008
16
SOCIAL STUDIES
SS28W-1—AA World History/Geography
Reformation
Students should know and be able to…
Priority Performance
Linking Performance
Objective
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
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
printing press
denomination
vernacular
Inquisition
secular
Henry VIII
John Calvin
Martin Luther
reformation
protestant
Catholic Reformation
Suggested
Readings
• Writings of Martin
•
Luther: his defense
of the Diet of
Worms or his
correspondence
with Desiderius
Erasmus
th
95 Theses
Humanities
Enrichment
See Baroque
Suggested
Activities
• Write a letter
•
•
•
to the editor
taking the
position of
either the
Catholic
Church or
Martin
Luther.
Mock trial of
Martin
Luther of the
Catholic
Church
”Luther”
clips
Ann of a
Thousand
Days
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, February 12, 2008
17
SOCIAL STUDIES
SS28W-2—AA World History/Geography
Exploration
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
S2C5-PO1:
S4C4-PO2:
Describe the religious,
Analyze push/pull factors
economic, social, and
that contribute to human
political interactions among
migration.
civilizations that resulted
from early exploration:
S4C4-PO7:
a. reasons for European
Predict the effect of a
exploration (i.e., God,
change in a specific factor
glory, gold)
(e.g., social, biotic) on a
b. impact of expansion and human population.
colonization on Europe
c. impact of expansion and S2C3-PO3:
colonization on Africa,
Compare the development
the Americas, and Asia
of empires (e.g.,
d. role of disease in
Incan/Inkan, Spanish,
conquest (i.e., small pox)
Spanish Armada, Aztecs,
e. role of trade
conquistador) throughout
f. navigational technology
the world.
(i.e., astrolabe, caravel,
compass)
S4C5-PO5
g. impact and ramifications Analyze how humans
of slavery and
impact the diversity and
international slave trade
productivity of ecosystems
h. contrasting motivations
(e.g., invading non-native
and methods for
plants and animals).
colonization
i. individuals (i.e., Henry the
Navigator, Columbus,
Vasco da Gama)
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
•
•
Columbus
Vasco da Gama
Henry the Navigator
Gold, God, Glory
small pox
slave trade
Spanish Armada
Aztec Empire
Incan/Inkan Empire
conquistador
caravel
astrolabe
compass
•
Suggested
Readings
Excerpts from the
firsthand account
of Cortes and the
Aztecs by Bernal
Diaz del Castillo,
Conquest of New
Spain
• Excerpt from
Olaudah Equiano’s
autobiography, The
Life of Gustavus
Vassa
Humanities
Enrichment
Baroque Art (Bernini,
Caravaggio,
Velazquez,
Rembrandt);
Baroque Architecture
(St. Peter’s Square
and Basilica,
Versailles); Baroque
Music (Vivaldi, Bach,
Handel)
Suggested
Activities
• See below
Suggested Activities
• Write an obituary for one of the
European explorers or one of the
leaders of the Native American
populations they encountered
• Write a one week journal entry that
describes your participation in this
historical period and the assigned
role you will be given (explorer, crew
member on ship, native American,
African slave, British merchant, etc.)
Your journal must reflect original
historical research and creativity in
explaining your personal experience
in this historical event.
• “The Mission” edited version
• Selections from “Amistad” edited
version
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, February 12, 2008
10
SOCIAL STUDIES
SS28W-2—AA World History/Geography
Science and Enlightenment
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
Analyze the ending
S2C4-PO1:
contributions of the Scientific
Analyze the results of
Revolution and
Renaissance thoughts and
Enlightenment.
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
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
absolute monarchy
Parliamentary Government
limited government
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
Readings
Candide by
Voltaire
“What is
Enlightenment?”
by, Kant
“A Political Theory
against Royal
Absolutism” by,
Montesquieu
Excerpts from
Descartes’, Locke,
Milton
Excerpts from “The
Vindication of the
Rights of Women”
by
Wollenstonecraft
Excerpts from Two
Treaties on
Government by
Locke
Excerpts from The
Social Contract by
Rousseau
Humanities
Enrichment
Neoclassical Art
(David Houdon);
Neoclassical
Architecture
(Soufflot, Jefferson);
[Viennese] Classical
Music (invention of
piano and symphony
orchestra, Haydn,
Mozart, early
Beethoven)
Suggested
Activities
• Pretend you
are a
journalist in
Europe and
create an
interview
with the
European
philosophers
on the day.
• Pretend you
are a
member of
the
monarchy in
a country in
Europe and
write a
Letter to the
Editor
refuting the
new ideas of
the
philosophers
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, February 12, 2008
11
SOCIAL STUDIES
SS28W-2—AA World History/Geography
Science and Enlightenment
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
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)
Vocabulary/Concept
Suggested
Readings
Humanities
Enrichment
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, February 12, 2008
12
SOCIAL STUDIES
SS28W-2—AA World History/Geography
Revolutions
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
Analyze the effects of the
S2C6-PO4:
global spread of
Analyze the developments
Enlightenment ideas in
of the French Revolution
Europe and Latin America.
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
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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 American
•
Suggested
Readings
The Count of
Monte Cristo by
Alexandre Dumas
• “A Constitution for
Venezuela” by
Simon Bolivar
• Excerpts from: The
Declaration of
Independence
(US), The Bill of
Rights to the US
Constitution,
Declaration of
Rights of Man and
of the Citizen, A
Tale of Two Cities
Humanities
Enrichment
See neoclassical
Suggested
Activities
•Write a personal
Declaration of
Independence
including rights,
responsibilities,
and
relinquishments
•Create (and
perform) a song,
rap or speech
that inspires
people in one or
the countries
we’ve studied the
revolt
•Mock trial: Put
one of the
European
monarchs on trial
•History Channel:
The French
Revolution
• “Five Men”
Zbignew Herber
• “Russia 1812” from
The Expiation by
Victor Hugo
• “Tennis Court Oath
(June 20, 1789)”
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, February 12, 2008
13
SOCIAL STUDIES
SS28W-2—AA World History/Geography
Industrial Revolution
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
S2C6-PO6:
S4C4-PO1:
Analyze the social, political,
Interpret population
and economic development
growth and demographics
and impact of the Industrial
(e.g., birth and death rates,
Revolution:
population growth rates,
a. the transition from handdoubling time and life
made to machine-made
expectancy, carrying
goods)
capacity).
b. origins in England’s
textile and mining
S4C4-PO5:
industries
Analyze the development,
c. the invention of the steam
growth and changing
engine
nature of cities.
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])
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
•
•
urban growth
industrialization
child labor
immigration
Adam Smith
Karl Marx
Industrial Revolution
steam engine
unions
anarchism
capitalism
socialism
communism
•
•
•
•
Suggested
Readings
Excerpts from the
writings of Adam
Smith, Marx,
Goethe, Bronte
Excerpts from: A
Modest Proposal
Oliver Swift
Great Expectations
by Dickens
The Gospel of
Wealth, by
Carnegie
Humanities
Enrichment
Romantic Art
(Delacroix, Turner,
Goya); Romantic
Music (late
Beethoven, Chopin,
Brahms, Grieg,
Tchaikovsky)
Suggested
Activities
• Create a
commercial
to entice
people to
come to a
growing city
to work in a
factory – or
not to
migrate
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, February 12, 2008
14
SOCIAL STUDIES
SS28W-2—AA World History/Geography
Imperialism
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
Analyze the causes and effects S2C7-PO1:
of Imperialism.
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)
S2C7-PO3:
Describe the division of
the world into empires and
spheres of influence
th
th
during the 18 and 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, onecrop economies, creation
of economic dependence,
population relocation,
cultural suppression,
effects of Berlin conference).
Vocabulary/Concept
•
•
•
•
Imperialism
British Empire
Berlin Conference
Open Door Policy
Suggested Readings
• “The White Man’s
Burden” by Rudyard
Kipling
• “The Man Who
Would Be King” by
Rudyard Kipling
• Excerpts from
Ibsen, Nietzsche,
Conrad
• Monroe Doctrine
• The Threat of Japan
by Theodore
Roosevelt
• The American AntiImperialist League
Platform
Humanities
Enrichment
Impressionism and
Post-Impressionism
(Monet, Renoir,
Rodin, van Gogh,
Cezanne); Opera
(Wagner, Rossini,
Verdi, Puccini)
Suggested
Activities
• Pretend you
are a British
business
person who
works for
the East
India
Trading
Company –
create a
scrapbook
of journal
entries and
pictures of
at least
three
different
regions or
countries
you have
visited in
your work.
• King Leopold’s
Soliloquy
• Excerpts from the
writings of Cecil
Rhodes
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, February 12, 2008
15
SOCIAL STUDIES
SS28W-2—AA World History/Geography
Imperialism
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
S2C7-PO5:
Analyze the responses to
imperialism (e.g., Boxer
Rebellion, Sepoy
Rebellion, Opium Wars,
Vocabulary/Concept
Suggested Readings
Humanities
Enrichment
Suggested
Activities
Zulu Wars, Open Door
Policy) by people under
colonial rule at the end of
th
the 19 century.
Analyze the causes and effects
of Imperialism.
(cont.)
S2C7-PO6:
Explain Japanese
responses to
European/American
imperialism from a closed
door policy to adoption of
Euro-American ideas (i.e.,
industrialization,
imperialism).
•
Japanese imperial responses
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, February 12, 2008
16
SOCIAL STUDIES
SS28W-2—AA World History/Geography
World War I
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
Analyze aspects of
S2C8-PO1:
World War I.
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, AustriaHungary, 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 Note,
unrestricted submarine
warfare, propaganda)
d. Russian withdrawal
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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
•
•
•
•
•
Suggested
Readings
Animal Farm by
George Orwell
Short Story from
Kafka such as “The
Hunger Artist”
Excerpts from ”The
Horror of Battle”,
WWI A
Frenchman’s
Recollections –
Francois Carlotti,
“The Perversion of
Technology: War n
No Man’s Land”
from All Quiet on
the Western Front
“The Bolshevik
Seizure of Power,
NovemberDecember 1917)
Humanities
Enrichment
Surrealism (Dali)
Suggested
Activities
•
•
Students write
letters home
from the
trenches in
World War I
from multiple
perspectives
to multiple
recipients
(from
Allied/Central
power soldier
to
friend/mother,
etc.)
explaining
their situation
Write a script
for a talk
show (and
perform it)
with
representative
s from
countries on
al sides of
WWI to
discuss their
reasons for
going to war,
as well as
their
experiences
during it.
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, February 12, 2008
17
SOCIAL STUDIES
SS28W-2—AA World History/Geography
World War I
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
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
Vocabulary/Concept
•
•
•
•
Suggested
Readings
“Roupen of
Sassoun,
Eyewitness to
Armenia’s
Genocide” from the
Treatment of
Armenians in the
Ottoman Empire’s
Documents
Presented to
Viscount Grey of
Fallodon,
Secretary of State
for Foreign Affairs.
Wilson’s “14
Points”
Lenin – “The State
in Revolution”
Humanities
Enrichment
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, February 12, 2008
18
SOCIAL STUDIES
SS28W-2—AA World History/Geography
Between the Wars through World War II
Students should know and be able to…
Priority Performance
Linking Performance
Objective
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
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
fascism
dictatorship
Hitler
Mussolini
Stalin
Axis Powers
Allies
Non-aggression Pact of 1939
Japanese Empire
appeasement
•
•
•
•
•
•
•
•
•
Suggested
Readings
Short stories of
Isak Dinesen
Excerpts from:
“Neutrality Act of
1935”
“The Atlantic
Charter”
“Garden Hose”
speech by FDR
“Give us the Tools”
speech by Winston
Churchill
Night by Elie
Wiesel
Hiroshima by John
Hersey
excerpts from Elie
Wiesel’s Nobel
Prize Acceptance
Speech
Chamberlain’s,
“Peace in Our
Time” speech
•
Humanities
Enrichment
Picasso’s
Guernica,
Gershwin
• Examples of US,
German, and
Japanese
propaganda
posters
Suggested
Activities
• Debate the
use of the
atomic
bomb to end
WWII
• Write and
create a
telecast that
covers all
fronts of
WWII before
the war
breaks our,
at two
different
points in the
war, and at
the end of
the war.
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, February 12, 2008
19
SOCIAL STUDIES
SS28W-2—AA World History/Geography
Between the Wars through World War II
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
S2C8-PO5:
S2C8-PO6:
Analyze aspects of World
Examine genocide as a
War II:
manifestation of extreme
th
a. political ideologies (i.e.,
nationalism in the 20
Totalitarianism,
century (i.e., Holocaust).
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
•
•
•
•
•
atomic bomb
Holocaust
Churchill
Roosevelt
genocide
•
Suggested
Readings
If This is a Man by
Primo Levi
Humanities
Enrichment
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, February 12, 2008
20
SOCIAL STUDIES
SS28W-2—AA World History/Geography
The Cold War
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
S2C8-PO7:
S2C9-PO1:
Analyze the political,
Explain the fall of the
economic and cultural
Soviet Union and its impact
impact of the Cold War:
on the world (i.e.,
a. superpowers – Soviet
Gorbachev, Reagan,
Union, United States and Glasnost, Perestroika, fall of
China
Berlin Wall).
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
Vocabulary/Concept
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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
Suggested Readings
•
Humanities
Enrichment
None listed
Suggested Readings
• Declaration of Independence of the
Democratic Republic of Vietnam by Ho Chi
Minh
• Excerpts from: Red Scarf Girl: A Memoir of
the Cultural Revolution by Ji Li Jiang
• Cranes by Hwang Sunwon
• Thoughts of Hanoi by Nguyen Thi Vinh
• To America: Personal Reflections of an
Historian by Stephen Ambrose – Chapter
10
• “Perestroika” by Mikahail Gorbavech
• An American Prisoner of War from James
B. Stockdale
• A Vietnam Experience: Views of a Viet
Cong Official from Truong Nhu Tang
• “Myth of a Liberator
• Churchill and his “Iron Curtain” speech
• Havel – “Power or the Powerless”
Suggested
Activities
• Persuasive
Essay:
“Was the
Marshall
Plan good
policy?
Why or Why
not?”
• Write a
series of
letters that
are
exchanged
between
pen pals in
the US and
Soviet
Union in the
1960’s
about how
each
country
sees the
other.
• Atomic
Café: video
clips
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, February 12, 2008
21
SOCIAL STUDIES
SS28W-2—AA World History/Geography
The Contemporary World
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
S2C8-PO8:
Compare independence
movements of emerging
nations (e.g., Africa, Asia,
Middle East, Latin America).
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.
Vocabulary/Concept
•
independence movements
•
environmental issues
Suggested
Readings
Enrichment
Activities
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).
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, February 12, 2008
22
SOCIAL STUDIES
SS28W-2—AA World History/Geography
The Contemporary World
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
S4C6-PO2:
S2C9-PO2:
Analyze how changing
Explain the roots of
perceptions of places and
terrorism:
environments (e.g., Israeli
a. background and motives
settlements, role of military
(e.g., extreme nationalism,
bases) affect the choices of
religious extremism, lack
people and institutions.
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
Vocabulary/Concept
•
•
•
•
terrorism motives
Israel
Persian Gulf
Northern Ireland
•
•
•
•
•
Suggested
Readings
Saddam Speaks
on the Gulf Crisis:
A Collection of
Documents (Tel
Aviv, 1992)
“The Balfour
Declaration, 1947
UN Partition Plan”
“Palestinian
Declaration of
Independence”
Algiers, November
15, 1988
The Journal of
Palestinian Studies
Examples of
narrative pieces
from The Lemon
Tree by Sandy
Tolan
Humanities
Enrichment
Suggested
Activities
• Write a
series of
letters
between an
Israeli
teenager
and a
Palestinian
teenager
that tries to
explain to
the other the
point of view
of their
nation or
territory of
the conflict.
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, February 12, 2008
23
SOCIAL STUDIES
SS28W-2—AA World History/Geography
The Contemporary World
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
S4C4-PO4:
S4C4-PO3:
Analyze issues of
Analyze the effects of
globalization (e.g.,
migration on places of origin
widespread use of English,
and destination, including
the role of the global media,
border areas. (i.e., U.S.resistance to “cultural
Mexico border)
imperialism,” trade,
S2C9-PO3:
outsourcing).
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 nongovernmental
organizations (e.g., Red
Cross, Red Crescent)
f. role of United Nations
Vocabulary/Concept
•
•
•
•
•
•
Red Cross
Red Crescent
multinational corporations
globalization
U.S./Mexico border
United Nations
Suggested
Readings
Humanities
Enrichment
Suggested
Activities
Persuasive
Debate or
Essay: Should
Western
Nations donate
funds to
developing
countries in
Africa?
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, February 12, 2008
24
SOCIAL STUDIES
SS28W-2—AA World History/Geography
The Contemporary World
Students should know and be able to…
Priority Performance
Linking Performance
Objective
Objective
S2C8-PO6:
Examine genocide as a
manifestation of extreme
th
nationalism in the 20 and
st
21 century (e.g., Armenia,
Cambodia, Bosnia, Rwanda,
Kosovo and Sudan).
Vocabulary/Concept
•
genocide
•
•
•
Suggested
Readings
Excerpts from:
Rwanda and
Genocide in the
Twentieth Century
by Alison
Marschner
BosniaHeregovina:
Genocide Ethnic
Cleansing in
Northwestern
Bosnia (Zagreb:
Croatian
Information Centre,
1993)
Excerpts from
America in the Age
of Genocide
Humanities
Enrichment
Suggested
Activities
• UNHCR
activities for
teenagers
• Create a five
minute
documentar
y script to
tell the story
of a family
involved in a
modern
conflict or
genocide
• Small Steps
activity
• clips from
“Hotel
Rwanda”
edited.
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, February 12, 2008
25