Download in the modern world (1500 AD to present)

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)