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Muskingum Valley ESC Standards-Based Social Studies Course of Study GRADE 10 – AMERICAN HISTORY WORLD WAR I UNIT LEARNING TARGETS ENDURING UNDERSTANDINGS: 1. World War I, its causes and conclusion (including the United States becoming a world power and communism) led to, or can be traced directly to World War II, the Cold war, Civil rights, and most conflicts of the 20th and 21st centuries. 2. The government can limit its citizen’s rights if national security appears to be threatened. ESSENTIAL QUESTIONS: 1. What were two provisions of the Treaty of Versailles? 2. How did the Treaty of Versailles lead to WWII? 3. Why are individual rights not absolute in the US? 4. How were Japanese-American citizen’s rights limited? Benchmarks History D: Connect developments related to World War I with the onset of World War II. _____________ Citizenship B: Explain how individual rights are relative, not absolute, and describe the balance between individual rights, the rights of others and the common good Grade Level Indicators and Sub-Indicators a.10.6 Trace the development of the United States as a world power with emphasis on: a. the decision to enter into World War I; b. President Wilson's Fourteen Points; c. the Treaty of Versailles; d. the decision of the United States not to participate in the League of Nations. _________________________________ f.10.4 Analyze instances in which the rights of individuals were restricted including; a. conscientious objectors in World War I. b. immigrants during the Red Scare, c. intellectuals and artists during the McCarthy Era, d. African-Americans during the civil rights movement. Key Vocabulary imperialism nationalism alliance system militarism 14 points Treaty of Versailles League of Nations conscientious objector clear and present danger national security mobilization armistice reparations self determination neutrality Resources To access links, hold down the control key (CTRL) and click on the picture. _____________ To access links, hold down the control key (CTRL) and click on the picture. Bolded = Power Indicators 304 Muskingum Valley ESC Standards-Based Social Studies Course of Study f.10.3 Explain the considerations and criteria commonly used in determining what limits should be placed on specific rights including: a. clear and present danger; b. compelling government interest; c. national security; d. libel or slander; e. public safety; f. equal opportunity. diplomacy ratification Schenck vs U.S. clear and present danger Espionage and Sedition Acts national security libel slander public safety equal opportunity Red Scare conscientious objectors Bolded = Power Indicators 305