Download Social Studies Overview for Tenth Grade World History Unit

Social Studies Overview for Tenth Grade World History
Unit
Historical Inquiry
& Research Ongoing
Unit 1: Medieval
Civilizations
(Western Europe,
Byzantine
Empire, and
Eastern Europe)
Standards



SS.912.W.1.1
SS.912.W.1.2
SS.912.W.1.3



SS.912.W.1.4
SS.912.W.1.5
SS.912.W.1.6


















SS.912.W.2.1
SS.912.W.2.2
SS.912.W.2.3
SS.912.W.2.4
SS.912.W.2.5
SS.912.W.2.6
SS.912.W.2.7
SS.912.W.2.9
SS.912.W.2.10
SS.912.W.2.11
SS.912.W.2.12
SS.912.W.2.13
SS.912.W.2.14
SS.912.W.2.15
SS.912.W.2.16
SS.912.W.2.17
SS.912.W.2.18
1003.42b –
Constitution
Day
Resources





Vocabulary

Textbook Chapter 5, page 19.
Textbook Chapter 7, pages 28-30, 3334, 37-44, 47-55
Textbook Chapter 8, pages 56-64, 7682
http://www.learner.org/courses/world
history/units.html
1. Describe developments in medieval
English legal and constitutional history
and their importance to the rise of
modern democratic institutions and
procedures. – Compare the Magna
Carta to the US. Constitution

Sect, messiah, Jesus, feudalism,
vassal, feudal contract, fief,
knight, chivalry, manor, serf,
aristocrat, sacrament, secular,
papal supremacy,
excommunication, friar, Francis
of Assisi, charter, capital,
partnership, tenant farmer,
middle class, guild, apprentice,
journeyman, William the
Conqueror, common law, jury,
King Jogn, Magna Carta, due
process of law, habeas corpus,
Parliament, scholasticism,
Thomas Aquinas, Danta
Alighieri, Geoffrey Chaucer,
Gothic style, illumination

Unit 2: Medieval
Asia




SS.912.W.2.19
SS.912.W.2.20
SS.912.W.2.21
SS.912.W.2.22


Unit 3: Middle
Ages- Rise of
Islam & African
Kingdoms
Unit 4: Americas
Pre and PostExploration






SS.912.W.3.1
SS.912.W.3.2
SS.912.W.3.3
SS.912.W.3.5
SS.912.W.3.6
SS.912.W.3.7








SS.912.W.3.8
SS.912.W.3.9
SS.912.W.3.10
SS.912.W.3.11
SS.912.W.3.12
SS.912.W.3.13
SS.912.W.3.14






SS.912.W.3.15
SS.912.W.3.16
SS.912.W.3.17
SS.912.W.3.18
SS.912.W.3.19




Textbook Chapter 12, pages 33-38,
201-210
Mini DBQ: Samurai and Knights:
Were the Similarities Greater
Than the Differences?
http://www.learner.org/courses/world
history/units.html

archipelago, tsunami, Shinto,
selective borrowing, kana,
samurai, bushido, Zen,
feudalism, vassal, feudal
contract, fief, knight, chivalry,
manor, serf, aristocrat,
Textbook Chapters 8,10, and 11;
pages 69-84, 118-123, 131-136, 160170
Mini DBQ: Why Did Islam Spread
So Quickly?
Mini DBQ: Mansa Musa's Hajj: A
Personal Journal
http://www.learner.org/courses/world
history/units.html

Bedouins, Muhammad, Mecca,
hijra, Medina, Kaaba, Quran,
mosque, hajj, jihad, Sharia,
social mobility, calligraphy, Ibn
Rashid, Ibn Khaldun, Crusades,
Holy Land, Pope Urban II,
Reconquista, Ferdinand and
Isabella, Inquisition, Sahara,
savanna, surplus, commodity,
Ghana, Sundiata, Mali, Mansa
Musa, Songhai, Ethiopia,
Swahili, Great Zimbabwe
Textbook Chapters 6, 14, 15, pages
20-21, 258-283, 284-315
Mini DBQ: The Maya: What Was
Their Most Remarkable
Accomplishment?

tribute, city-state, conquistador,
alliance, Moctezuma, Francisco
Pizarro, immunity, Hernan
Cortes, Tenochtitlan, viceroy,
encomienda, creole, New
France, pilgrims, compact,



SS.912.W.4.11
SS.912.W.4.12
SS.912.W.4.13




SS.912.W.4.14
SS.912.W.4.15

1003.42h –
African
American
History
Unit 5:
Renaissance &
Reformation
SS.912.W.4.1
SS.912.W.4.2
SS.912.W.4.3
SS.912.W.4.4
SS.912.W.4.5
SS.912.W.4.6
SS.912.W.4.7
SS.912.W.4.8
SS.912.W.4.9
SS.912.W.4.10
Unit 6:

SS.912.W.2.8
French and Indian War, Treaty
of Paris, Olaudah Equiano,
triangular trade, Middle
Passage, mutiny, Columbian
Exchange, inflation, price
revolution, capitalism,
entrepreneur, mercantilism,
tariff, Moluccas, Prince Henry,
cartographer, Christopher
Columbus, Line of
Demarcation, Treaty of
Tordasillas, Dutch East India
Company, Philippines, sepoys,
Macao, Manchus, Qing
1. Trans-Atlantic Slave trade and forced
labor systems












Mini DBQ: The Aztecs: Should
Historians Emphasize Agriculture
or Human Sacrifice?
http://www.learner.org/courses/world
history/units.html



Textbook Chapter 13, pages 222-253
Mini DBQ: How Did the
Renaissance Change Man's View
of the World?
Mini DBQ: Exploration or
Reformation: Which Was the
More Important Consequence
of the Printing Press?
http://www.learner.org/courses/world
history/units.html

humanism, humanities,
Petrarch, Florence, perspective,
Leonardo, Michelangelo,
Raphael, Niccolo Machiavelli,
Brunelleschi, Giotto, Johann
Gutenberg, vernacular,
Erasmus, Thomas More,
utopian, Shakespeare, Nicolaus
Copernicus, heliocentric,
Galileo, scientific method,
hypothesis, Isaac Newton,
gravity, calculus, indulgences,
Martin Luther, John Calvin,
predestination, theocracy, Henry
VIII, Council of Trent
Textbook Chapter 10, pages 138-148,

sultan, Delhi, Sikhism, Babur,
Gunpowder
Empires

SS.912.W.3.4



Unit 7:
Enlightenment,
Absolutism, and
Revolutions






SS.912.W.5.1
SS.912.W.5.2
SS.912.W.5.3
SS.912.W.5.4
SS.912.W.5.5
SS.912.W.5.6



Unit 8: Latin
American
Revolutions

Unit 9:

SS.912.W.5.7

SS.912.W.5.7

Chapter 22, page 522
http://www.learner.org/courses/world
history/units.html
Mughal, Akbar, Taj Mahal,
Ottomans, Istanbul, Suleyman,
janizary, Goa, outpost
Textbook Chapter 16 and 17, pages
316-353, 356-415
Mini DBQ:The Enlightenment
Philosophers: What Was Their
Main Idea?
http://www.learner.org/courses/world
history/units.html

natural law, Thomas Hobbes,
John Locke, social contract,
natural right, Montesquieu,
Voltaire, Rousseau, laissez faire,
Adam Smith, salons,
enlightened despot, Peter the
Great, Catherine the Great,
Frederick the Great, George III,
Stamp Act, Thomas Jefferson,
popular sovereignty, Benjamin
Franklin, ancien regime, estate,
bourgeoisie, deficit spending,
Louis XVI, Estates General,
Bastille, Marie Antoinette, sansculotte, republic, Jacobins,
Napoleonic Code, guerilla
warfare, scorched-earth policy,
Congress of Vienna, Concert of
Europe
Textbook Chapter 20, pages 446-469
http://www.learner.org/courses/world
history/units.html
Mini DBQ: Latin American
Independence: Why Did the
Creoles Lead the Fight?

peninsular, creole, mestizo,
mulatto, Simon Bolivar, Father
Miguel Hidalgo, Jose de San
Martin,
Textbook Chapter 19, pages 420-441,

anesthetic, enclosure, James
Industrialization
and Imperialism








SS.912.W.6.1
SS.912.W.6.2
SS.912.W.6.3
SS.912.W.6.4
SS.912.W.6.5
SS.912.W.6.6
SS.912.W.6.7



Unit 10: World
War I; Great
Depression







SS.912.W.7.1
SS.912.W.7.2
SS.912.W.7.3
SS.912.W.7.4
SS.912.W.7.5
SS.912.W.7.9



Chapter 20, pages 446-469, Chapter
21, pages 471-503, Chapter 22, pages
504-518, 524-533, Chapter 24, pages
564-567, 587Mini DBQ: Female Workers in
Japanese Silk Factories:
Did the Costs Outweigh the
Benefits?
Mini DBQ: What Was the Driving
Force Behind European
Imperialism in Africa?
http://www.learner.org/courses/world
history/units.html
Textbook Chapter 26, pages 629-663,
Chapter 28, pages 696-735
Mini DBQ: What Was the
Underlying Cause of World War I?
http://www.learner.org/courses/world
history/units.html
Watt, capital, enterprise,
entrepreneur, putting-out
system, turnpike, Liverpool,
Manchester, urbanization,
tenement, labor union, Thomas
Malthus, utilitarianism,
socialism, means of production,
Robert Owen, Karl Marx,
communism, proletariat, social
democracy, assembly line,
interchangeable parts, stock,
corporation, ideology, universal
manhood suffrage, autonomy,
radicals, Napoleon III, Otto von
Bismarck, chancellor, Kaiser,
Reich, social welfare, Garibaldi,
anarchist, emigration, Alexander
II, Crimean War, emancipation,
pogrom, refugees, imperialism,
protectorate, sphere of
influence, balance of trade, trade
surplus, trade deficit, Opium
War, extraterritoriality, Taiping
Rebellion, Open Door Policy,
Boxer Uprising, Sun Yixian

entente, militarism, Alsace and
Lorraine, ultimatum, mobilize,
neutrality, stalemate, zeppelin,
U-boat, total war, conscription,
Lusitania, propaganda, atrocity,
Fourteen Points, selfdetermination, armistice,
pandemic, reparations, mandate,
proletariat, soviet, Maginot
Line, Kellogg-Briand Pact,
disarmament, Great Depression,
Benito Mussolini, Black Shirts,
totalitarian state, fascism,
command economy, collectives,
Gulag, socialist realism, Joseph
Stalin, Adolph Hitler,
chancellor, Third Reich,
Gestapo, Nuremberg Laws, The
Holocaust
Unit 11: World
War II
Unit 12: Cold War




SS.912.W.7.6
SS.912.W.7.7
SS.912.W.7.8
SS.912.W.7.9

SS.912.W.7.10


SS.912.W.7.11








SS.912.W.8.1
SS.912.W.8.2
SS.912.W.8.3
SS.912.W.8.4
SS.912.W.8.5
SS.912.W.8.6
SS.912.W.8.7
SS.912.W.8.10



Textbook Chapter 29, pages 736-775
Mini DBQ: How Did the Versailles
Treaty Help Cause World War II?
http://www.learner.org/courses/world
history/units.html

appeasement, pacifism,
Neutrality Acts, Axis Powers,
Francisco Franco, Sudetenland,
Nazi-Soviet Pact, blitzkrieg,
concentration camps, Holocaust,
Lend-Lease Act, D-Day, Yalta
Conference, V-E Day,
kamikaze, Manhattan Project,
Hiroshima, Nagasaki, United
Nations

Cold War, Truman Doctrine,
Marshall Plan, National Atlantic
Treaty Organization (NATO),
Warsaw Pact, superpowers,
Ronald Reagan, détente, Fidel
Castro, John F. Kennedy,
Khrushchev, containment,
recession, welfare state,
Holocaust – Compare to genocide in the
late 20th century to present.
1003.42g




Textbook Chapter 30, pages 777-825,
Chapter 31, pages 828-855
http://www.learner.org/courses/world
history/units.html
Mini DBQ: The Soviet Union: What
Should Textbooks Emphasize?
Mini DBQ: What Made Gandhi's
Nonviolent Movement Work?


SS.912.W.9.2
SS.912.W.9.4
European Community, gross
domestic product (GDP),
collectivization, Great Leap
Forward, Cultural Revolution,
38th parallel, Kim Il Sung,
demilitarized zone, Ho Chi
Minh, domino theory, Viet
Cong, Pol Pot, Mikhail
Gorbachev, glasnost,
perestroika, kibbutz, secular,
hejab, Suez Canal, Gamal Abdel
Nasser, Anwar Sadat, theocracy,
partition, Indira Gandhi,
nonalignment

Unit 13: 20th &
21st Century
Developments







SS.912.W.8.7
SS.912.W.8.8
SS.912.W.8.9
SS.912.W.9.1
SS.912.W.9.3
SS.912.W.9.5
SS.912.W.9.6
SS.912.W.9.7

Textbook Chapter 31, pages 826-845,
Chapter 32, pages 856-877, Chapter
33, pages 878-907, Chapter 34, pages
908-943
Mini DBQ: China's One Child
Policy: Was It a Good Idea?
http://www.learner.org/courses/world
history/units.html
autocratic, Ferdinand Marcos,
coup d’etat, Islamist, Katanga,
multiethnic, ethnic cleansing,
Kosovo, apartheid, African
National Congress (ANC),
Nelson Mandela, Desmond
Tutu, Hutus, Tutsies, Darfur,
occupied territories, Yasir
Arafat, Jerusalem, militia,
Saddam Hussein, weapons of
mass destruction (WMDs),
insurgent, Green Revolution,
developing world,
fundamentalists, Tiananmen
Square, one-child policy,
Mother Teresa, Organization of
American States (OAS),
Sandinista, contra, Juan Peron,
European Union, Barack
Obama, Vladimir Putin, Pacific
Rim, globalization, outsourcing,
multinational corporation,
World Trade Organization
(WTO), bloc, epidemic, global
warming, terrorism, al Queda,
Afghanistan, Taliban,
International Space Station
(ISS), biotechnology, genetics
All units must integrate the Language Arts Florida Standards in History/Social Studies with the NGSSS content standards.
http://fldoe.org/core/fileparse.php/12087/urlt/G9-10_LanguageArts_Florida_Standards_Master.pdf
LAFS.910.SL.1.1 LAFS.910.SL.1.2 LAFS.910.SL.1.3 LAFS.910.SL.2.4 LAFS.910.RH.1.1 LAFS.910.RH.1.2 LAFS.910.RH.1.3 LAFS.910.RH.2.4
LAFS.910.RH.2.5 LAFS.910.RH.2.6 LAFS.910.RH.3.7 LAFS.910.RH.3.8 LAFS.910.RH.3.9 LAFS.910.RH.4.10 LAFS.910.WHST.1.1 LAFS.910.WHST.1.2
LAFS.910.WHST.2.4 LAFS.910.WHST.2.5 LAFS.910.WHST.2.6 LAFS.910.WHST.3.7 LAFS.910.WHST.3.8 LAFS.910.WHST.3.9 LAFS.910.WHST.4.10
All units must integrate the Florida Standards for English Language Development.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
ELD.K12.ELL.SS.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of
Social Studies.
Health Literacy Concepts should be integrated as applicable.
HE.912.C.2.4: Evaluate how public health policies and government regulations can influence health promotion and disease prevention
Mathematics Benchmark Guidance: Social Studies instruction should include opportunities for students to interpret and create representations
of historical events and concepts using mathematical tables, charts, and graphs.
http://fldoe.org/core/fileparse.php/12087/urlt/G9-12_Mathematics_Florida_Standards.pdf
Aligned Cluster: MAFS.912.S-ID.1: Summarize, represent and interpret data on a single count or measurement variable. MAFS.912.S-IC.2: Make
inferences and justify conclusions from sample surveys, experiments, and observational studies. MAFS.K12.MP.1.1 MAFS.K12.MP.3.1
MAFS.K12.MP.5.1 MAFS.K12.MP.6.1