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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