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Modern World History
Grade 10
Course Outline and Pacing
Semester 1:
Unit 1:
Connecting
Hemispheres
Chapters 1, 2, 3 & 4
Enduring Understanding:
Essential Questions:
Students will understand cultural expansion and its
impact on other cultures.
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
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
Unit 2:
Absolutism to
Revolution
Chapters 5, 6, 7 & 8
Enduring Understandings:
Essential Questions:
Students will understand that there are many
political and social factors that lead to revolution.
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


Unit 3:
Industrial Revolution
Chapter 9, 10 ,11, 12
What are the causes and implications of expansion?
What impact did European and Muslim expansion have on other
regions of the world?
How is the US impacted by cultural expansion? (tie into current
events/US)
How do individuals impact a community? (tie to individual
experiences)
What are the causes and implications of different revolutions?
How did the spread of ideas impact the world?
How has the U.S. been impacted by revolution and impacted other
revolutions? (note to teachers: Not expected to teach details of the
American Revolution)
How can individuals promote change? (tie to individual experiences
including difficulties and consequences)
Enduring Understandings:
Essential Questions:
Students will understand how industrialization
impacts societies and creates a demand for new
markets, sources of labor, and natural resources.




What are the causes and implications of industrialization and
imperialism?
What are the multiple perspectives of imperialism? (the colonizer
and the colonized)
How has the U.S. been impacted by industrialization and/or
imperialism? (tie to current events/U.S.)
How can an individual utilize technology to benefit their community?
Modern World History
Grade 10
Semester 2
Unit 4:
The World at War
Chapter 13,14, 15 and16
Enduring Understandings
Essential Questions
Students will understand that there are many
political and social factors that lead to aggression.




Unit 5:
Perspectives on the
Present
Chapter 17, 18, 19, 20
What are the causes and implications of war and genocide?
How should the world community respond to war and genocide?
How is the US impacted by global conflicts? (tie into current
events/US)
How does aggression impact the decisions and actions of individuals
within a society? (tie to individual experiences)
Enduring Understanding
Essential Questions
Since WWII there have been significant changes
and conflicts that continue to impact the growing
interdependence of our world.





What are the causes and implications of the Cold War?
What are the relationships among colonization, independence and
globalization?
How has the US been impacted by the Cold War and globalization?
How does globalization cause problems and allow individuals to
collaborate to solve them?
What is the responsibility of individuals to impact the future of their
community?
Modern World History
Grade 10
Calendar:
Semester 1
Unit 1 Connecting Hemispheres
Resources: (What resources are needed for instruction?)
Resources we have:
Resources we need:
Chapter 1, 2, 3 and 4
Resource to teach Crusades (like videos)
Patterns of Interaction DVD - Geography of
Resources to teach Middle Ages
Food, Epidemics
Refer to Skill Builder Handbook
Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need
to understand that…)
Students will understand that…
Students will understand cultural expansion and its impact on other cultures.
Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such
questions as…)




What are the causes and implications of expansion?
What impact did European and Muslim expansion have on other regions of the world?
How is the US impacted by cultural expansion? (tie into current events/US)
How do individuals impact a community? (tie to individual experiences)
Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand,
students will need to…)
Knowledge - Students will know…
Renaissance (Ch1)
Reformation (Ch2)
Cultural Blending (Muslim) (Ch2)
Technology (Ch 3)
Exploration (Ch 3)
Isolationism (Ch 3)
Mercantilism (Ch 4)
Columbia Exchange (Ch4)
Slavery (Ch 4)
Colonization (Ch 4)
Conquistador (Conqueror, Conquests) (Ch 4)
Established Goals: (What State GLE’s will be addressed in this unit?)
Geography:
GLE 3.3.1
GLE 3.2.2
GLE 3.2.3
GLE 3.1.2
Understands how the geography of expansion and encounter has shaped global politics and economics in
the past or present.
Understands and analyzes examples of ethnocentrism.
Understands the causes and effects of voluntary and involuntary migration in world in the past or present.
Identifies major world regions and understands their cultural roots.
History:
4.2 – All GLEs
Modern World History
Grade 10
Unit 1 Connecting Hemispheres
Calendar:
Semester 1
Social Studies Skills Sample Lessons/Activities: (The following lessons/activities are samples from the United
States Government: Democracy in Action text that address the Social Studies Skills. Teachers may use these lessons, other
lessons or develop their own lessons to meet the Social Studies Skills GLEs.)
Social Studies EALR 5: Social Studies Skills. The student understands and applies reasoning skills to
conduct research, deliberate, form and evaluate positions through the process of reading, writing, and
communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
Analyzes consequences of positions on an issue or event.
GLE 5.1.1
Samples Lessons/Activities:
Primary Source: The Prince and History Makers: Niccolo Machiavelli
Primary Source: Report on the English Reformation
History Makers: Elizabeth I
Evaluates the precision of a position on an issue or event.
GLE 5.1.2
Samples Lessons/Activities:
Primary Source: The Courtier
History Makers: Shah Jahan
Primary Source: The Journals of Matteo Ricci
Component 5.2: Uses inquiry-based research.
Creates and uses research questions that are tied to an essential question to focus inquiry on an idea, issue,
GLE 5.2.1
or event.
Samples Lessons/Activities:
Primary Source: A Conference with Elizabeth I
Primary Source: Suleyman the Magnificent
Primary Source: The Life of Olaudah Equiano
The Columbia Exchange: Connect to Today (Modern World History, p. 138)
Evaluates the validity, reliability, and credibility of sources when researching an issue or event.
GLE 5.2.2
Samples Lessons/Activities:
Primary Source: Akbar
Primary Source: Exploration of Cape Verde
Science and Technology: A Revolution in Cartography
Primary Source: The Journal of Christopher Columbus
Component 5.3: Deliberates public issues.
Evaluates one’s own viewpoint and the viewpoints of others in the context of a discussion
GLE 5.3.1
Samples Lessons/Activities:
Different Perspectives: The Legacy of Columbus (Modern World History, p. 126)
Native Americans Respond: Critical Thinking (Modern World History TE, p. 130)
Methods of Governing (Modern World History TE, p. 144-145)
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an
appropriate manner to a meaningful audience.
Evaluates multiple reasons or factors to develop a position paper or presentation
GLE 5.4.1
Samples Lessons/Activities:
Connections Across Time and Cultures: How to Treat the Conquered
History Makers: Hernando Cortes
Government Support of the Arts (Modern World History TE, p. 39)
GLE 5.4.2
Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or
presentation.
Modern World History
Grade 10
Calendar:
Semester 1
Unit 2 Absolutism to Revolution
Resources: (What resources are needed for instruction?)
Resources we have:
Resources we need:
Chapters 5 – 8
Patterns of Interaction DVD – Struggling
Toward Democracy
Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need
to understand that…)
Students will understand that…
Students will understand that there are many political and social factors that lead to revolution.
Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such
questions as…)




What are the causes and implications of different revolutions?
How did the spread of ideas impact the world?
How has the U.S. been impacted by revolution and impacted other revolutions? (note to teachers:
Not expected to teach details of the American Revolution)
How can individuals promote change? (tie to individual experiences including difficulties and
consequences)
Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand,
students will need to…)
Knowledge - Students will know…
Skills - Students will be able to…
Revolution
Absolutism (Ch 5)
Westernization (Ch 5)
Scientific Method (Ch 6)
Enlightenment (Ch 6)
Nationalism (Ch 8)
Washington State Classroom based assessment –
student focus on all GLE’s in Social Studies Skills
EALR 5.
Established Goals: (What State GLE’s will be addressed in this unit?)
Civics:
GLE 1.2.3
Evaluates the impact of various forms of government on people in the past or present.
Economics:
GLE 2.4.1
Analyzes and evaluates how people across the world have addressed issues involved with the distribution of
resources and sustainability in the past and present.
History:
GLE 4.1.2
GLE 4.2.1
GLE 4.2.2
GLE 4.3.2
GLE 4.4.1
Understand how the following themes and developments help to define eras in world history:
Age of revolution (1750 - 1917).
Analyzes how individuals and movements have shaped World History (1450-present).
Analyzes how cultures and cultural groups have shaped world history (1450-present).
Analyzes the multiple causal factors of conflicts in world history (1450 – present).
Analyzes how an understanding of world history can help us prevent problems today.
Modern World History
Grade 10
Unit 2 Absolutism to Revolution
Calendar:
Semester 1
Social Studies Skills Sample Lessons/Activities: (The following lessons/activities are samples from the United
States Government: Democracy in Action text that address the Social Studies Skills. Teachers may use these lessons, other
lessons or develop their own lessons to meet the Social Studies Skills GLEs.)
Social Studies EALR 5: Social Studies Skills. The student understands and applies reasoning skills to
conduct research, deliberate, form and evaluate positions through the process of reading, writing, and
communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
Analyzes consequences of positions on an issue or event.
GLE 5.1.1
Samples Lessons/Activities:
History Makers: Maria Theresa
Primary Source: Peter the Great’s Reforms
History Makers: Marie Antoinette
Primary Source: Napoleon’s Proclamation at Austerlitz
Evaluates the precision of a position on an issue or event.
GLE 5.1.2
Samples Lessons/Activities:
History Makers: William of Orange
Primary Source: Declaration of the Rights of Man and of the Citizen
History Makers: Maximilien Robespierre
Primary Source: Proclamation of 1813
Component 5.2: Uses inquiry-based research.
Creates and uses research questions that are tied to an essential question to focus inquiry on an idea, issue,
GLE 5.2.1
or event.
Samples Lessons/Activities:
Primary Source: English Bill of Rights
Primary Source: Declaration of the Rights of Man and of the Citizen
Literature Selection: All Souls’ Rising
Evaluates the validity, reliability, and credibility of sources when researching an issue or event.
GLE 5.2.2
Samples Lessons/Activities:
History Makers: Nicolaus Copernicus
Primary Source: Proclamation of 1860
Component 5.3: Deliberates public issues.
Evaluates one’s own viewpoint and the viewpoints of others in the context of a discussion
GLE 5.3.1
Samples Lessons/Activities:
Literature Selection: The Recantation of Galileo Galilei
Primary Source: The Declaration of Independence
History Makers: Simon Bolivar
Primary Source: Nationalist Speech
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an
appropriate manner to a meaningful audience.
Evaluates multiple reasons or factors to develop a position paper or presentation
GLE 5.4.1
Samples Lessons/Activities:
Connection Across Time and Cultures: Comparing Revolutions in America and France
Case Study 8: Moving to Democracy (Argentine and South Africa)
GLE 5.4.2
Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or
presentation.
Modern World History
Grade 10
Unit 3 Industrial Revolution
Calendar:
Semester 1
Resources: (What resources are needed for instruction?)
Resources we have:
Resources we need:
Chapter 9, 10 ,11, 12
Economics Lessons
Patterns of Interaction DVD – Technology
Transforms an Age
Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need
to understand that…)
Students will understand that…
Students will understand how industrialization impacts societies and creates a demand for new markets,
sources of labor, and natural resources.
Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such
questions as…)




What are the causes and implications of industrialization and imperialism?
What are the multiple perspectives of imperialism? (the colonizer and the colonized)
How has the U.S. been impacted by industrialization and/or imperialism? (tie to current events/U.S.)
How can an individual utilize technology to benefit their community?
Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand,
students will need to…)
Knowledge - Students will know…
Capitalism
Laissez faire
Industrial Revolution (mid-1700’s - early 1900’s) (Ch 9)
Industrialization (Ch 9)
Imperialism (Ch 11)
Colony
Social Darwinism
Modernization?
Skills - Students will be able to…
Modern World History
Grade 10
Established Goals: (What State GLE’s will be addressed in this unit?)
Civics:
GLE 1.3.1
Analyzes the relationships and tensions between national interests and international issues in world in the
past or present.
Economics:
GLE 2.1.1
GLE 2.2.1
GLE 2.2.2
Analyzes how the costs and benefits of economic choices have shaped events in world in the past or
present.
Understands and analyzes how planned and market economies have shaped the production, distribution, and
consumption of goods, services, and resources around the world in the past or present.
Analyzes how and why countries have specialized in the production of particular goods and services in the
past or present.
Geography:
GLE 3.2.1
GLE 3.2.2
GLE 3.2.3
GLE 3.3.1
Analyzes and evaluates human interaction with the environment across the world in the past or present.
Understands and analyzes examples of ethnocentrism.
Understands the causes and effects of voluntary and involuntary migration in world in the past or present.
Understands how the geography of expansion and encounter has shaped global politics and economics in
the past or present.
History:
GLE 4.1.2
GLE 4.2.2
GLE 4.3.1
GLE 4.3.2
GLE 4.4.1
Understand how the following themes and developments help to define eras in world history:
Age of revolution (1750 - 1917).
Analyzes how cultures and cultural groups have shaped world history (1450-present).
Analyzes and interprets historical materials from a variety of perspectives in world history (1450- present).
Analyzes the multiple causal factors of conflicts in world history (1450 – present).
Analyzes how an understanding of world history can help us prevent problems today.
Modern World History
Grade 10
Unit 3 Industrial Revolution
Calendar:
Semester 1
Social Studies Skills Sample Lessons/Activities: (The following lessons/activities are samples from the United
States Government: Democracy in Action text that address the Social Studies Skills. Teachers may use these lessons, other
lessons or develop their own lessons to meet the Social Studies Skills GLEs.)
Social Studies EALR 5: Social Studies Skills. The student understands and applies reasoning skills to
conduct research, deliberate, form and evaluate positions through the process of reading, writing, and
communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
Analyzes consequences of positions on an issue or event.
GLE 5.1.1
Samples Lessons/Activities:
Literature Selection: Mary Barton
History Makers: Emmeline Pankhurst
Primary Source: Irish Petition to Emigrate, 1847
History Makers: Cixi
Evaluates the precision of a position on an issue or event.
GLE 5.1.2
Samples Lessons/Activities:
Primary Source: Life in a New England Factory
Primary Source: The Wealth of Nations
History Makers: Henri de Saint-Simon
Primary Source: British Contract with an African King
Primary Source: Letter to Queen Victoria
Component 5.2: Uses inquiry-based research.
Creates and uses research questions that are tied to an essential question to focus inquiry on an idea, issue,
GLE 5.2.1
or event.
Samples Lessons/Activities:
Primary Source: Testimony on Child Labor in Britain
Literature Selection: The Burial
Primary Source: Letter Opposing the English
Primary Source: Building the Panama Canal
Evaluates the validity, reliability, and credibility of sources when researching an issue or event.
GLE 5.2.2
Samples Lessons/Activities:
Primary Source: Liverpool to Manchester Railway
Literature Selection: Easter 1916
Primary Source: Railroad Poster
Component 5.3: Deliberates public issues.
Evaluates one’s own viewpoint and the viewpoints of others in the context of a discussion
GLE 5.3.1
Samples Lessons/Activities:
Primary Source: Letter From Menelik II
History Makers: Menelik II
History Makers: Mongkut
Primary Source: In Favor of Imperialism
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an
appropriate manner to a meaningful audience.
Evaluates multiple reasons or factors to develop a position paper or presentation
GLE 5.4.1
Samples Lessons/Activities:
Case Study 1: Colonialism and Imperialism (India and Britain)
Case Study 4: Post-Colonial Challenges (Ghana and South Africa) (also recommended for Unit 5)
GLE 5.4.2
Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or
presentation.
Modern World History
Grade 10
Calendar:
Semester 2
Unit 4 The World at War
Resources: (What resources are needed for instruction?)
Resources we have:
Resources we need:
Chapter 13,14, 15 and16
Patterns of Interaction DVD – Arming for War
Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need
to understand that…)
Students will understand that…
Students will understand that there are many political and social factors that lead to aggression.
Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such
questions as…)




What are the causes and implications of war and genocide?
How should the world community respond to war and genocide?
How is the US impacted by global conflicts? (tie into current events/US)
How does aggression impact the decisions and actions of individuals within a society? (tie to
individual experiences)
Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand,
students will need to…)
Knowledge - Students will know…
Nationalism (13, 14)
Imperialism (13)
Militarism (13)
Propaganda (13,16)
Treaty of Versailles (13)
Technology/Tactics (13,16)
Russian and/or Chinese Revolutions (14)
Totalitarianism (14)
Communism (14)
Isolationism (15)
Worldwide Depression (15)
Fascism (15)
Holocaust (16)
Genocide
Modern World History
Grade 10
Established Goals: (What State GLE’s will be addressed in this unit?)
Civics:
GLE 1.2.3
GLE 1.3.1
Evaluates the impact of various forms of government on people in the past or present.
Analyzes the relationships and tensions between national interests and international issues in world in the
past or present.
Economics:
GLE 2.2.1
Understands and analyzes how planned and market economies have shaped the production, distribution, and
consumption of goods, services, and resources around the world in the past or present.
Geography:
GLE 3.2.2
GLE 3.2.3
GLE 3.3.1
Understands and analyzes examples of ethnocentrism.
Understands the causes and effects of voluntary and involuntary migration in world in the past or present.
Understands how the geography of expansion and encounter has shaped global politics and economics in
the past or present.
History:
GLE 4.1.2
GLE 4.2.1
GLE 4.3.2
GLE 4.4.1
Understand how the following themes and developments help to define eras in world history:
International conflicts (1870-Present).
Analyzes how individuals and movements have shaped World History (1450-present).
Analyzes the multiple causal factors of conflicts in world history (1450 – present).
Analyzes how an understanding of world history can help us prevent problems today.
Modern World History
Grade 10
Unit 4 The World at War
Calendar:
Semester 2
Social Studies Skills Sample Lessons/Activities: (The following lessons/activities are samples from the United
States Government: Democracy in Action text that address the Social Studies Skills. Teachers may use these lessons, other
lessons or develop their own lessons to meet the Social Studies Skills GLEs.)
Social Studies EALR 5: Social Studies Skills. The student understands and applies reasoning skills to
conduct research, deliberate, form and evaluate positions through the process of reading, writing, and
communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
Analyzes consequences of positions on an issue or event.
GLE 5.1.1
Samples Lessons/Activities:
History Makers: Vladimir Lenin
Primary Source: The Need for Progress
History Makers: Francisco Franco
Evaluates the precision of a position on an issue or event.
GLE 5.1.2
Samples Lessons/Activities:
Primary Source: The Peasants of Hunan
History Makers: Jiang Jieshi
Connections Across Time and Cultures: Absolutism and Fascism
Component 5.2: Uses inquiry-based research.
Creates and uses research questions that are tied to an essential question to focus inquiry on an idea, issue,
GLE 5.2.1
or event.
Samples Lessons/Activities:
Primary Source: Poison Gas
Primary Source: The Zimmerman Note
Primary Source: Hind Swaraj (Indian Home Rule)
Evaluates the validity, reliability, and credibility of sources when researching an issue or event.
GLE 5.2.2
Samples Lessons/Activities:
Primary Source: Signing of the Treaty of Versailles
Primary Source: Kristallnacht
Primary Source: Berlin Diary
History through Art: Propaganda (Modern World History, p. 446-447)
Component 5.3: Deliberates public issues.
Evaluates one’s own viewpoint and the viewpoints of others in the context of a discussion
GLE 5.3.1
Samples Lessons/Activities:
Primary Source: Hiroshima
Interact with History: Should you always support an ally? (Modern World History, p. 406)
Interact with History: How do you resist oppressive rule? (Modern World History, p. 432)
Interact with History: Under what circumstances is war justified? (Modern World History, p. 490)
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an
appropriate manner to a meaningful audience.
Evaluates multiple reasons or factors to develop a position paper or presentation
GLE 5.4.1
Samples Lessons/Activities:
Case Study 6: Resurgence of Nationalism (Ukraine and Yugoslavia)
Primary Source: Bloody Sunday
GLE 5.4.2
Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or
presentation.
Modern World History
Grade 10
Calendar:
Semester 2
Unit 5 Perspectives on the Present
Resources: (What resources are needed for instruction?)
Resources we have:
Resources we need:
Chapter 17, 18, 19, 20
P of I DVD Cultural Crossroads
World Religion Appendix
Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need
to understand that…)
Students will understand that…
Since WWII there have been significant changes and conflicts that continue to impact the growing
interdependence of our world.
Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such
questions as…)





What are the causes and implications of the Cold War?
What are the relationships among colonization, independence and globalization?
How has the US been impacted by the Cold War and globalization?
How does globalization cause problems and allow individuals to collaborate to solve them?
What is the responsibility of individuals to impact the future of their community?
Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand,
students will need to…)
Knowledge - Students will know…
United Nations
Cold War
Imperialism
Nationalism
Decolonization/Independence
Ethnic Cleansing/Genocide
Declaration of Human Rights
Terrorism
Global Economy
 Developed Nations
 Less-developed Nation
Globalization
 Free Trade
 Distribution of Wealth
 Cultural Blending
Established Goals: (What State GLE’s will be addressed in this unit?)
Civics:
GLE 1.3.1
GLE 1.2.3
Analyzes the relationships and tensions between national interests and international issues in world in the
past or present.
Evaluates the impact of various forms of government on people in the past or present.
Economics:
GLE 2.2.1
GLE 2.3.1
GLE 2.4.1
Understands and analyzes how planned and market economies have shaped the production, distribution, and
consumption of goods, services, and resources around the world in the past or present.
Analyzes the costs and benefits of government trade policies from around the world in the past or present.
Analyzes and evaluates how people across the world have addressed issues involved with the distribution of
resources and sustainability in the past and present.
History:
GLE 4.2.3
GLE 4.4.1
Analyzes and evaluates how technology and ideas have shaped world history (1450- present).
Analyzes how an understanding of world history can help us prevent problems today.
Modern World History
Grade 10
Unit 5 Perspectives on the Present
Calendar:
Semester 2
Social Studies Skills Sample Lessons/Activities: (The following lessons/activities are samples from the United
States Government: Democracy in Action text that address the Social Studies Skills. Teachers may use these lessons, other
lessons or develop their own lessons to meet the Social Studies Skills GLEs.)
Social Studies EALR 5: Social Studies Skills. The student understands and applies reasoning skills to
conduct research, deliberate, form and evaluate positions through the process of reading, writing, and
communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
Analyzes consequences of positions on an issue or event.
GLE 5.1.1
Samples Lessons/Activities:
History Makers: Ruholla Khomeini
History Makers: Jomo Kenyatta
History Makers: Juan and Eva Peron
Literature Selection: Paper
Evaluates the precision of a position on an issue or event.
GLE 5.1.2
Samples Lessons/Activities:
History Makers: Ho Chi Minh
Primary Source: The Balfour Declaration
History Makers: Golda Meir
Component 5.2: Uses inquiry-based research.
Creates and uses research questions that are tied to an essential question to focus inquiry on an idea, issue,
GLE 5.2.1
or event.
Samples Lessons/Activities:
Primary Source: Farewell Without Tears
Literature Selection: Poems from the Négritude Movement
Primary Source: The Road to Manjaca
Case Study 3: The Fall of Communism (Russia and Germany)
Evaluates the validity, reliability, and credibility of sources when researching an issue or event.
GLE 5.2.2
Samples Lessons/Activities:
Literature Selection: The Year of Living Dangerously
Component 5.3: Deliberates public issues.
Evaluates one’s own viewpoint and the viewpoints of others in the context of a discussion
GLE 5.3.1
Samples Lessons/Activities:
Primary Source: Inaugural Address
History Makers: Nelson Mandela
Primary Source: The Universal Declaration of Human Rights
History Makers: Kofi Annan
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an
appropriate manner to a meaningful audience.
Evaluates multiple reasons or factors to develop a position paper or presentation
GLE 5.4.1
Samples Lessons/Activities:
Case Study 2: World Powers (Soviet Union and China)
Literature Selection: Brazil
Case Study 4: Post-Colonial Challenges (Ghana and South Africa) (also recommended for Unit 3)
Case Study 10: Nation-building and Diversity (Afghanistan and Indonesia)
GLE 5.4.2
Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or
presentation.