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Livingston County Curriculum Document SUBJECT: World Civilization Grade: 10 Big Idea: Big Idea: Historical Perspective History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States, and the World. Academic Expectations: 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. Duration Core Content Program of Studies (POS) Higher Order Critical Learning Targets (amount 4.1 (DOK) Skills and Concepts Thinking Vocabulary of time) Questions SS-HS-2.1.1 SS-H-CS-S-1 What is culture? Social I can explain the components of a Aug. Students will explain how belief Students will demonstrate an institutions culture. 1 wk systems, knowledge, understanding of the nature of How does climate Belief systems technology, and behavior culture: shape the Knowledge I can analyze a specific biome and create patterns define cultures and help a) analyze cultural elements development of a Technology a culture that could exist there. to explain historical perspectives of diverse groups in the culture? Behavior and events in the modern world United States patterns (1500 A.D. to present) and (Reconstruction to Family United States (Reconstruction to present) Religion present). b) describe how belief Education DOK 2 systems, knowledge, Government technology, and behavior Economy SS-HS-2.2.1 patterns define cultures Cultural diversity Students will explain how c) analyze historical biome various human needs are met perspectives and events through interaction in and among in the modern world social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). (1500 A.D. to present) and United States (Reconstruction to present) in terms of how they have affected and been affected by cultural issues and elements SS-H-CS-S-2 Students will describe and compare how various human needs are met through interactions with and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) Aug. 2 wks SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3 SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3 SS-HS-5.3.1 Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories) and to question their place in the universe during the Renaissance and Reformation. DOK 2 SS-HS-2.1.1 Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world SS-H-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, maps, data): a) investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history) examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected) SS-H-HP-S-4 Students will research issues or interpret accounts of historical events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): a) explain how ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories, rediscovery of GrecoRoman philosophies) impacted people’s How did the Renaissance signal the rebirth of classical culture? How did the Reformation impact society and politics in Europe? Renaissance Humanism Individualism Art Artifact Architecture Secularism Reformation Reform Printing press I can analyze the origins of the Renaissance. I can describe the political and social structure of Renaissance society. I can analyze the development of the Reformation. I can analyze new ways of thinking about religion that developed during the Reformation. (1500 A.D. to present) and United States (Reconstruction to present). DOK 2 perspectives during the Renaissance and Reformation SS-H-CS-S-5 Students will compare examples of cultural elements (e.g., beliefs, customs/traditions, languages, skills, literature, the arts) of diverse groups today to those of the past, using information from a variety of print and non-print sources (e.g., autobiographies, biographies, documentaries, news media, artifacts) Sept.Oct. 5 wks SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3 SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3 SS-HS-5.3.2 Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world. DOK 2 SS-HS-2.3.1 Students will explain the reasons why conflict and competition SS-H-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, maps, data): b) investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history) examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected) SS-H-HP-S-4 Students will research issues or interpret accounts of historical events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): b) analyze how new ideas and technologies of the Age of Exploration by Europeans brought great wealth to the absolute monarchies and resulted in political, economic and social changes (e.g., disease, religious How did the Age of Exploration create the groundwork for a global economy? How did exploration and the Columbian Exchange affect the way people behaved in relation to other groups and their environment? Cause and effect Globalization Absolute Monarchy Scarcity Want Competition Conflict Discrimination Genocide Interdependence Northwest Passage Columbian Exchange Astrolabe compass I can analyze why the 15th century Europeans began to explore the world. I can trace the development and success of the Portuguese, Spanish, and Dutch Empires. I can write an argumentative essay on the topic is Columbus is a hero or villain. (Writing Plan) I can analyze the impact of European expansion on Africa and Southeast Asia. (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2 SS-HS-3.1.1 Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. DOK 2 SS-HS-4.4.3 Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation). 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. ideas, technologies, new plants/animals, forms of government) to the other regions of the world SS-H-CS-S-3 Students will explain or give examples of how communications between groups can be influenced by cultural differences; explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) developed as cultures emerged in the modern world (1500 A.D. to present) and in the United States (Reconstruction to present) SS-H-E-S-1 Students will demonstrate an understanding of the nature of limited resources and scarcity in the modern world (1500 A.D. to present) and the United States (Reconstruction to present): a) explain how scarcity of resources necessitates choices at both the personal and societal levels, and explain the impact of those choices b) explain how governments with limited budgets consider revenues, costs and opportunity when c) planning expenditures describe how economic b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax 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 and supports the argument presented. 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and institutions (e.g., corporations, labor unions, banks, stock markets, cooperatives, partnerships) help to deal with scarcity SS-H-G-S-4 Students will investigate interactions among human activities and the physical environment in the modern world (1500 A.D. to present) and United States (Reconstruction to present): a) describe human strategies (e.g., transportation, communication, technology) used to overcome limits of the physical environment b) interpret and analyze possible global effects (e.g., global warming, destruction of the rainforest, acid rain) of human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) 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 wellchosen, 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 appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. 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). 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, Oct.2 wks SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3 SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3 SS-HS-5.3.2 Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world. DOK 2 SS-HS-2.3.1 Students will explain the reasons why conflict and competition SS-H-HP-S-4 Students will research issues or interpret accounts of historical events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): c) analyze how new ideas and technologies of the Age of Exploration by Europeans brought great wealth to the absolute monarchies and resulted in political, economic and social changes (e.g., disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world SS-H-CS-S-3 Students will explain or give examples of how communications between groups can be influenced by cultural differences; explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) developed as cultures emerged in the modern world (1500 A.D. to present) and in the United States (Reconstruction to present) What were the political consequences of the Reformation? What were the positive and negative effects of absolutism on the people and countries of Europe? Militant Catholicism Absolutism Limited monarchy I can describe the causes of the French Wars of Religion and how they were resolved. I can identify and describe King Phillip II’s wars to spread Catholicism and increase his power. I can list the causes and results of the Thirty Years War and explain its’ significance. I can analyze absolutism and explain how it was a response to crisis. I can explain why Louis XIV was the best example of an absolute monarchy. I can differentiate between absolute monarchs and those that were not. (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). Nov.Dec 6 wks SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3 SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3 SS-HS-5.3.3 Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g., Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and evaluate the long range impact of these changes on the modern world. DOK 3 SS-HS-1.1.1 Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., SS-H-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, perceptions and perspectives maps, data): a) investigate and analyze (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history) examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected) How did the Scientific Revolution give Europeans a new perspective of Humanities place in the universe? SS-H-HP-S-4 Students will research issues or interpret accounts of historical events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): c).investigate how political, social and cultural revolutions (e.g., How did the ideas of the Enlightenment lead to the Age of Revolution? How did advances in technology and new ideas shape the modern world? How did an Age of Revolution help contribute to the current social, political, and economic status of the world today? How did the reign of Napoleon help increase nationalism in Europe? Scientific method Heliocentric theory Geocentric theory Enlightenment philosophs Political corruption Separation of powers Natural laws Natural rights Social contract Revolution Divine right Estates General Democracy Declaration of Independence Declaration of the Rights of Man and the Citizen Reign of Terror Nationalism Industrialism Partnership Production Natural resources Capitalism Socialism Urbanization Romanticism Realism Marxism Suffrage I can analyze the scientific advances of the 17th century and their impact on society. I can explain how 18th century intellectuals used the ideals of the Scientific Revolution to reexamine all aspects of life. I can explain what kind of government philosophers thought was best. I can explain how 18th century society contributed to the French Revolution. I can describe the role of the Third Estate in the French Revolution. I can analyze how radicals gained control of the French Revolution and the outcome of their actions. I can explain who Napoleon was and how he gained complete control of France. I can analyze Napoleon’s legacy. I can analyze the success of the Congress of Vienna. I can analyze the causes of the political revolutions of 1848. I can analyze the impact of nationalism on Italy, Germany, Austria, Russia, and the Ottoman Empire. I can analyze the causes and effects of the Russian Revolution of 1905. I can analyze the Industrial Revolution monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals. DOK 3 SS-HS-1.1.2 Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution). DOK 2 SS-HS-1.2.2 Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection of minority rights, separation of powers) and evaluate how these principles protect individual rights and promote the "common good.” DOK 3 and identify its causes and effects. Jan. 3 wks SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3 SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3 SS-HS-5.3.4 Students will analyze how nationalism, militarism and imperialism led to world conflicts and the rise of totalitarian governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism, World War II). DOK 3 SS-H-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, maps, data): a) investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history) b) examine multiple people and historical events in the modern world (world civilizations, U.S. history) examine multiple Students will research issues or interpret accounts of historical events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): examine how nationalism, militarism, expansionism and imperialism led to conflicts (e.g., World War I, Japanese aggression in China and the Pacific, European imperialism in Africa, World War II) and the rise How did Imperialism led to conflict. Imperialism Resources Colonialism Sphere of Influence colony I can define Imperialism. I can analyze primary sources and determine the imperial motive they reflect. I can analyze the problems caused by Imperialism in Africa. I can analyze the problems caused by European Imperialism in India. I can analyze the effect western influence had on China. I can analyze the problems caused by American imperialism in Latin America and the Pacific. I can analyze the impact of the “Opening of Japan.” I can analyze how Imperialism led to world conflicts. of totalitarian governments aggression in a) aggression in China and the Pacific, European imperialism in Africa, World War II) and the rise of totalitarian governments (e.g., Communism in Russia, Fascism in Italy, Nazism in Germany) SS-H-CS-S-4 Students will describe how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) SS-H-E-S-2 Students will compare and contrast economic systems (e.g., traditional, command, market, mixed), and evaluate their effectiveness in achieving broad social goals (e.g., freedom, efficiency, equity, security) SS-H-E-S-3 Students will analyze free enterprise systems, and explain strategies for maximizing profits based on different roles in the economy (e.g., producers, entrepreneurs, workers, savers and investors) Jan.March 5 wks SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3 SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3 SS-HS-5.3.4 Students will analyze how nationalism, militarism and imperialism led to world conflicts and the rise of totalitarian governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism, World War II). DOK 3 SS-HS-2.3.2 Students will explain and give examples of how compromise and cooperation are b) aggression in China and the Pacific, European imperialism in Africa, World War II) and the rise of totalitarian governments (e.g., Communism in Russia, Fascism in Italy, Nazism in Germany) SS-H-CS-S-4 Students will describe how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) SS-H-E-S-2 Students will compare and contrast economic systems (e.g., traditional, command, market, mixed), and evaluate their effectiveness in achieving broad social goals (e.g., freedom, efficiency, equity, security) SS-H-E-S-3 Students will analyze free enterprise systems, and explain strategies for maximizing profits based on different roles in the economy (e.g., producers, entrepreneurs, workers, savers and investors) How did nationalism, militarism, and imperialism led to conflict? Why did the policy of appeasement fail to stop Hitler’s aggression? How did two centuries of conflict impact the world socially, politically, and economically? Congress of Vienna Unification Militarism Nationalism Bolsheviks Communism Treaty of Versailles Fourteen Points League of Nations Totalitarian Fascism Nazism Holocaust Ethnic group Appeasement Isolationism United Nations I can analyze the causes of World War I. I can describe the stalemate on the Western Front and events on the other fronts. I can analyze the impact of technology on warfare. I can analyze America’s entry into World War I and the impact it had on the war. I can analyze the Treaty of Versailles and explain how it contributed to future conflicts. I can analyze World War I’s impact on the Russian government. I can analyze how nationalism, militarism, and imperialism led to World War I and the Rise of Totalitarian Governments. I can analyze the global depression after 1929 and explain the economic, social, and political problems it caused. I can describe the characteristics of a totalitarian state. I can analyze the rise of totalitarian states in Italy, Russia, and Spain. I can analyze the nationalist movements after World War I and identify the leaders. characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2 SS-HS-3.2.1 Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2 SS-HS-3.2.2 Students will describe economic institutions such as corporations, labor unions, banks, stock markets, cooperatives and partnerships. SS-HS-3.4.2 Students will describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources have increased productivity in the world. DOK 2 SS-H-E-S-5 Students will investigate the production, distribution, and consumption of goods and services: a) analyze changing relationships between and among business, labor and government (e.g., unions, anti-trust laws, tariff policy, price controls, subsidies, tax incentives), and examine the effects of those changing relationships on production, distribution and consumption in the United States describe how different factors (e.g., new knowledge, technological change, investments in capital goods and human capital/resources) have increased productivity in the world I can explain how the aggressive activities of Germany led to war. I can explain how the aggressive action of Japan led to war. I can analyze allied strategy in the pacific 1943-45. I can evaluate Truman’s decision to drop the bomb. I can analyze Japan’s decision to surrender. I can describe the Holocaust. I can trace the stages of the Holocaust. April 3 wks SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3 SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3 SS-HS-5.3.5 Students will explain the rise of both the United States and the Soviet Union to superpower status following World War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe and the Middle East, and evaluate the impact of these events on the global community. DOK 3 SS-HS-5.2.7 Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., SS-H-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, maps, data): a) investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history) examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected) SS-H-HP-S-4 Students will research issues or interpret accounts of historical events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): c) analyze the impact of the rise of both the United States and the Soviet Union to superpower status following World War II, development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe, and How did the Cold War impact the world socially, politically, and economically? How did the Cold War contribute to the development of new technology? How has the formation of new nations in Africa, Asia, Eastern Europe, and the Middle East impacted the global community? Cold War Communism Superpower Détente Marshall Plan Truman Doctrine Domino Theory Berlin Blockade Berlin Airlift Berlin Wall NATO Warsaw Pact Korean War Vietnam War United Nations Ethnic cleansing Economic sanctions I can analyze the development of the Cold War. I can analyze American attempts to stop the spread of the communism. I can describe the Korean War and assess its success in the containment of communism. I can describe the role technology played in the cold war. I can evaluate the significance of the Cuban Missile Crisis. I can analyze the causes of the Vietnam war. I can compare and contrast the Vietnam and Korean wars. I can compare the calm of the 70’s to the flare up in the Cold War during the 1980’s. I can explain how communism thaws. I can analyze the collapse of communism in Eastern Europe and the Soviet Union. I can analyze the disintegration of Yugoslavia. I can analyze the U.S. involvement in Kosovo. League of Nations, United Nations, Cold War politics, Persian Gulf War) and evaluate the impact of these efforts. DOK 3 the Middle East SS-H-HP-S-3 Students will research issues or interpret accounts of historical events in U.S. history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): e) evaluate how the Great Depression, New Deal policies, and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (emergence of the U.S. as economic and political superpower) f) analyze economic growth in America after WWII (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties, and conflicts over political issues (e.g., McCarthyism, U.S. involvement in Vietnam) May 2 wks SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3 SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3 SS-HS-5.3.6 Students will explain how the second half of the 20th century was characterized by rapid social, political and economic changes that created new challenges (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, SS-H-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, maps, data): b) investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history) examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected) SS-H-HP-S-4 Students will research issues or interpret accounts of historical events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): f) examine how countries around the world have addressed the challenges of rapid social, political and economic changes during the second half of the 20th How did social, political and economic changes challenge the 20th century world? What were the costs and benefits of the technological revolution? What organizations were created to respond to the global challenges of the 20th century? Global warming Alternative fuels Globalization Free Trade Homeland security Humanitarian Natural disaster Taliban Stereotype Terrorism Apartheid I can analyze the social political and economic changes that challenged the 20th Century. I can evaluate the benefits and costs of the technological revolution. I can identify organizations established to respond to global challenges and analyze how they function. national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2 SS-HS-4.2.1 Students will interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region). SS-HS-4.2.3 Students will explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor). SS-HS-4.2.4 Students will explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present). century (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, SS-H-E-S-6 Students will explain results and issues related to interdependence of personal, national and international economic activities (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present): analyze how economies of nations around the world (e.g., China, India, Japan) affect and are affected by American economic policies SS-H-G-S-1 Students will use a variety of geographic tools (e.g., maps, globes, charts, graphs, photographs, models, data bases, satellite images): a) analyze the distribution of physical and human features on Earth's surface b) interpret patterns and develop rationales for the location and distribution of Earth's human features (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) SS-H-G-S-2 Students will investigate regions of the Earth’s surface using information from print and nonprint sources (e.g., books, films, periodicals, Internet, geographic tools, news media): a) interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region) b) analyze pros and cons of physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions in terms of human activity c) evaluate reasons for stereotypes (e.g., all cities are dangerous and dirty; rural areas are poor) associated with places or regions explain how cultural differences and perspectives sometimes result in conflicts in the modern world (1500 A.D. to present) and United States (Reconstruction to present) SS-H-G-S-2 Students will investigate regions of the Earth’s surface using information from print and nonprint sources (e.g., books, films, periodicals, Internet, geographic tools, news media): a) interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region) b) analyze pros and cons of physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions in terms of human activity c) evaluate reasons for stereotypes (e.g., all cities are dangerous and dirty; rural areas are poor) associated with places or regions d) explain how cultural differences and perspectives sometimes result in conflicts in the modern world (1500 A.D. to present) and United States (Reconstruction to present)