Download california content standards: grade 10

Palm Springs Unified School District
World History Course Guide
2013 – 2014
WORLD HISTORY
Table of Contents
Preface - Important Note to Teachers………………………………………………….....3
Using the Released Test Questions.....................................................................................4
Purpose and Use of Pacing Guide………………………………………………………...5
National Educational Technology Standards Grades Pre-K - 12........................................6
California Standards Test (CST) Blueprint…………………………………………….…8
California Content Standards at a Glance…………………………………………....…..14
California Content Standards Unpacked………………………………………………...16
Instructional Segments…………………………………………………………….…......29
CST Blueprint Color-Coded by Instructional Segments…………...................................34
Benchmark Exams at a Glance………………………….…………………………....….39
Vocabulary by Instructional Segments……………….………………………………….40
Vocabulary by Instructional Segments in Spanish..….…………………………….........41
Pacing Guide……………………………………………………………………………..42
Please direct any questions or comments to:
Sandi Enochs
Coordinator, Assessment and Data Analysis
[email protected]
(760) 416-6066
2
IMPORTANT!
THIS PACING GUIDE IS INTENDED TO BE FLEXIBLE!!!!
Although a Pacing Guide has been created with a suggested order for teaching the textbook lessons,
site grade level teams may change the order of the lessons being taught WITHIN an Instructional
Segment. The only requirement is that all lessons within each Instructional Segment be completed
(and standards mastered) prior to that Instructional Segment’s Closing Date.
The Instructional Segment’s Closing Date is the absolute last date by which the Assessment must be
administered and results entered into OARS. These are OARS deadline dates, not just dates by
which the exams must be administered to your students. Feel free to administer the Assessment any
time prior to this date.
Please note: Benchmark Exam #3 has been replaced with a CST Mirror Test. During the time between
the administration of the CST Mirror Test and the administration of the actual CST teachers will
continue to teach new content while providing interventions as indicated by the results of the CST
Mirror Test. This Course Guide is NOT suggesting that all content be taught prior to the CST Mirror
Test administration date.
Throughout this document, Key Standards are highlighted in bold print. For the most part they
represent the “A” or “High Emphasis” standards, as designated by the California Department of
Education CST Blueprint for World History.
A Scope and Sequence of the National Educational Technology Standards, Grades Pre-K - 12, has
been added to all Course Guides. It clearly identifies the Technology Standards that should be
integrated into all subject areas at the appropriate grade levels.
The Textbook column of the Pacing Guide refers to our adopted textbook, World History: Modern
Times, by Glencoe. It lists the chapter number followed by the section number. 2.3 indicates chapter 2
section 3.
The two far right columns (Other Resources and # of Days) on the Pacing Guide have been
intentionally left blank, for the most part. These columns are intended to be used by teachers when
planning individually or collaboratively. However, occasionally, under the Other Resources column
HA! is listed. This refers to History Alive!, an activity and standards based, supplemental curriculum
developed by Teacher’s Curriculum Institute (TCI) of Palo Alto, CA.
The column entitled RTQ’s references the specific Released Test Question(s) that align to the lesson
being taught at that point in time. If you need a copy of the World History STAR Released Test
Questions, you may download them from the CDE website:
http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqhssworld.pdf
Please see the following page for some suggestions of how to use the RTQ’s.
3
Using the Released Test Questions throughout the School Year
It is highly recommended that you use the Released Test Questions as a wrap-up of instruction on a
particular standard. Close the lesson with “Now let’s see how the state might test this concept (or
standard)”. After the students have answered the question(s) and selected their responses, thoroughly
review the question and answer choices with them. Discover how many (and which) students
answered the question(s) correctly. Then have a frank and open discussion about the distracters and
why each student chose a particular distracter




Did they totally not understand the concept (standard)?
Did they not know a particular vocabulary word (academic or content-specific)?
Did they miss a step in the process of solving the problem?
Did they not finish solving the problem, because one of the distracters was the answer they
received when they were only part-way through solving the problem?
 Did they arrive at a perfectly good answer, but it was not the answer to the problem?
Try and discover all errors and misconceptions now, so that they can be corrected immediately and
not continue throughout the school year.
Please keep in mind that most standards encompass several (if not many) concepts, as evidenced by
the Unpacked Standards in your Course Guide. These Released Test Questions may only assess some
of these concepts. That does not mean that these are the only aspects of the standard that will be
tested on the CST. These are the questions that CDE chose to release at this point in time. This is not
necessarily an indication of which concepts to stress or an indication of which part of the standard
will be tested. You may need to generate or find additional questions to assess the other portions of
the standard.
These questions (and the students’ responses to the questions) should be a focus of your PLC
collaborative discussions. They will generate a wealth of information to be shared by the team. Here
are some facts quoted from Robert Marzano’s book Classroom Assessment and Grading that Work
(pp.5 – 6):
 When students receive feedback on a classroom assessment that simply tells them whether
their answers are correct or incorrect, learning is negatively influenced.
 When students are provided with the correct answer, learning is influenced in a positive
direction. This practice is associated with a gain of 8.5 percentile points in student
achievement.
 Providing students with explanations as to why their responses are correct or incorrect is
associated with a gain of 20 percentile points in student achievement.
 Asking students to continue responding to an assessment until they correctly answer the items
is associated with a gain of 20 percentile points.
 Displaying assessment results graphically can go a long way to helping students take control
of their own learning. However, this practice can also help teachers more accurately judge
students’ levels of understanding and skill. It is associated with a gain of 26 percentile points
in student achievement.
 Teachers within a school or a district should have rigorous and uniform ways of interpreting
the results of classroom assessments. If the interpretation of assessment results is done by a
set of rules, student achievement is enhanced by 32 percentile points.
4
Purpose and Use of this Pacing Guide
1. PSUSD teachers created and revised the original World History Pacing Guide and the
Benchmark assessments that were aligned to that document. However, this pacing guide is a
work in progress and will be revised, along with the Benchmark assessments, each year.
2. Emphasis for 2013-2014:
a. More emphasis is being placed on the Key Standards, which are now more closely
aligned with the CST high impact standards.
b. There are four common Instructional Segments, reconfigured to accommodate CST
review and testing.
c. Instructional Segment assessment data will provide teachers with information to
improve and drive instruction through team and department collaboration.
d. The assessment data may be used to provide information to assist with grading, but
should not be the only data used in determining grades.
3. Course Guide Format:
a. A scope and sequence of the National Educational Technology Standards has been
included to assist with the integration of the appropriate technology standards into
World History lessons.
b. The CST Blueprint from the California Department of Education has been reproduced
for this document. It lists all the World History standards and indicates the relative
importance of the standards as tested on the CST.
c. Immediately following this official document is an “At a Glance” version of the
standards, which provides a two-page abbreviated summary of the standards.
d. The next section, CA Content Standards Unpacked, restates the standards, followed by
a listing of the individual skills and/or objectives encompassed by each standard. This
may be utilized as a checklist, to check off all components of each standard as they are
mastered. Teachers may even reproduce this section as a checklist for students to keep
in their notebook to keep track of their individual progress.
e. The Pacing Guide is separated into four Instructional Segments. An overview of the
four Instructional Segments is placed at the beginning of the next section. Each
Instructional Segment includes the Main Topics, the Standards and Essential Skills
that must be taught prior to the Instructional Segment Closing Date.
f. The next section contains a color-coded version of the CA Content Standards, aligning
each standard with the Instructional Segment where it is taught.
g. This is followed by a new Benchmark Exams at a Glance page. This chart lists the
CA content standards tested on each Benchmark Exam, along with the number of
questions per standard on each assessment.
h. The CA content standards (with correlated textbook sections) to be mastered before
each benchmark exam are clearly shown on the pacing guide. This pacing guide
focuses on the textbook lessons needed to teach the World History CA content
standards and includes an alignment to the Released Test Questions. The lessons that
are outside of this scope have been omitted. Other lessons have been included, but
with a note stating that they are optional. Feel free to omit these lessons if time is
limited.
5
National Educational Technology Standards Grades Pre-K – 12
Scope and Sequence (H = Help / I = Introduce / D = Develop / IU = Independent Use)
Integration and Projects
PK K 1 2 3 4 5
Create developmentally appropriate multimedia
products with support from teachers or student
H
partners
Use technology resources for problem solving,
communication, & illustration of thoughts, ideas
H
& stories
Work responsibly, independently & as part of a
group in developing projects
Use teacher-created rubric for assessment of
project
Use technology for individual & collaborative
writing, communication & publishing activities to
create knowledge products for audiences inside &
outside the classroom.
Determine when technology is useful & select the
appropriate tools & technology resources to
address a variety of tasks & problems
Use information literacy skills to research &
evaluate the accuracy, relevance, appropriateness,
comprehensiveness & bias of information sources
concerning real-world problems
Save, find & retrieve work in different formats via
email, network & online sources for project work
Develop & use student-created rubrics for
assessment
Take on specific role & manage different group
activities & rotation strategies as part of a project
Develop essential & subsidiary questions as part
of projects
Properly cite all information sources
Design, develop, publish & present real-world
products using technology resources that
demonstrate & communicate curriculum concepts
to audiences inside & outside the classroom
Select appropriate technology tools for research,
information analysis, problem-solving &
decision-making in content learning as part of
project-based learning
Compile projects in electronic portfolio
6
7
8
9 10 11 12
H I D D D IU IU IU IU IU IU IU IU
H I D D D D IU IU IU IU IU IU IU
H I D D D IU IU IU IU IU IU IU
H I D D D D IU IU IU IU IU IU
H H I D D D IU IU IU IU IU IU
H H H I D D D IU IU IU IU IU
H H H I
D D D IU IU IU IU
H H H I
D D D IU IU IU IU
H H H I
D D D IU IU IU IU
H H H
I
D D D IU IU IU
H H H
I
D D D IU IU IU
H H H
I
D D D IU IU IU
H H H
I
D D D D IU
H H H
I
D D D D IU
H H H
I
D D D D
6
National Educational Technology Standards Grades Pre-K – 12
Scope and Sequence ( H = Help / I = Introduce / D = Develop / IU = Independent Use)
Social & Ethical Use
Understand and follow rules & procedures for
technology use
Work cooperatively & collaboratively with
others when using technology in the classroom
Demonstrate positive social & ethical behaviors
when using technology
Practice responsible use of technology systems
& software
Discuss responsible use of technology &
information & describe consequences of
inappropriate use
Demonstrate knowledge of current changes in
information technologies & the effect those
changes have on the workplace & society
Exhibit legal & ethical behaviors when using
information & technology & discuss
consequences of misuse
Understand & follow proper use of copyrighted
material & use netiquette when using email
Cite resources properly
Identify capabilities & limitations of emerging
technology resources & assess the potential of
these systems & services to address personal,
lifelong learning, & workplace needs
Access & use primary & secondary sources of
information for an activity
Demonstrate & advocate for legal & ethical
behaviors among peers, family & community
regarding the use of technology & information
PK K 1 2 3 4
5
6
7
8
9 10 11 12
H
I D D D IU IU IU IU IU IU IU IU IU
H
I D D D IU IU IU IU IU IU IU IU IU
H H I D D D IU IU IU IU IU IU IU IU
H H I D D
D
IU IU IU IU IU IU IU
H H H I D
D
D IU IU IU IU IU IU
H H H I
D
D
D IU IU IU IU IU
H H H H
I
D
D D IU IU IU IU
H H H
H
I
D D D IU IU IU
H H H
H
I
D D D IU IU IU
H H
H
H
I
D D D IU IU
H
H
H
I
D D D IU IU
H
H
H
I
D D D IU
7
CALIFORNIA STANDARDS TEST
WORLD HISTORY
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: GRADE 10
# of
Items
%
WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Students in grade ten study major turning points that shaped the modern world,
from the late eighteenth century through the present, including the cause and
course of the two world wars. They trace the rise of democratic ideas and develop
an understanding of the historical roots of current world issues, especially as they
pertain to international relations. They extrapolate from the American experience
that democratic ideals are often achieved at a high price, remain vulnerable, and
are not practiced everywhere in the world. Students develop an understanding of
current world issues and relate them to their historical, geographic, political,
economic, and cultural contexts. Students consider multiple accounts of events in
order to understand international relations from a variety of perspectives.
60
100%
13
22%
Reporting Cluster 1 – DEVELOPMENT OF MODERN POLITICAL THOUGHT
10.1 Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western
political thought.
1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views
of law, reason and faith, and duties of the individual.
2. Trace the development of the Western political ideas of the rule of law and
illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle's
Politics.
3. Consider the influence of the U.S. Constitution on political systems in the
contemporary world.
10.2 Students compare and contrast the Glorious Revolution of England, the
American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual liberty.
1. Compare the major ideas of philosophers and their effect on the democratic
revolutions in England, the United States, France, and Latin America (e.g., John
Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas
Jefferson, James Madison).
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the
American Declaration of Independence (1776), the French Declaration of the Rights
of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
3. Understand the unique character of the American Revolution, its spread to other parts
of the world, and its continuing significance to other nations.
4. Explain how the ideology of the French Revolution led France to develop from
constitutional monarchy to democratic despotism to the Napoleonic empire.
5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a
generation under the Congress of Vienna and Concert of Europe until the
Revolutions of 1848.
* Standard not ranked for emphasis.
** Emphasis: A=high; B=medium; C=low.
© California Department of Education
5
*
*
*
8
A**
A**
*
A**
*
8
CALIFORNIA STANDARDS TEST
WORLD HISTORY
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: GRADE 10
Reporting Cluster 2 – INDUSTRIAL EXPANSION AND IMPERIALISM
10.3 Students analyze the effects of the Industrial Revolution in England, France,
Germany, Japan and the United States.
1. Analyze why England was the first country to industrialize.
2. Examine how scientific and technological changes and new forms of energy brought
about massive social, economic, and cultural change (e.g., the inventions and
discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas
Edison).
3. Describe the growth of population, rural to urban migration, and growth of cities
associated with the Industrial Revolution.
4. Trace the evolution of work and labor, including the demise of the slave trade and the
effects of immigration, mining and manufacturing, division of labor, and the union
movement.
5. Understand the connections among natural resources, entrepreneurship, labor, and
capital in an industrial economy.
6. Analyze the emergence of capitalism as a dominant economic pattern and the
responses to it, including Utopianism, Social Democracy, Socialism, and
Communism.
7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of
William Blake and William Wordsworth), social criticism (e.g., the novels of Charles
Dickens), and the move away from Classicism in Europe.
10.4 Students analyze patterns of global change in the era of New Imperialism in at
least two of the following regions or countries: Africa, Southeast Asia, China,
India, Latin America and the Philippines.
1. Describe the rise of industrial economies and their link to imperialism and
colonialism (e.g., the role played by national security and strategic advantage; moral
issues raised by the search for national hegemony, Social Darwinism, and the
missionary impulse; material issues such as land, resources, and technology).
2. Discuss the locations of the colonial rule of such nations as England, France,
Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United
States.
3. Explain imperialism from the perspective of the colonizers and the colonized and the
varied immediate and long-term responses by the people under colonial rule.
4. Describe the independence struggles of the colonized regions of the world, including
the role of leaders, such as Sun Yat-sen in China, and the role of ideology and
religion.
* Standard not ranked for emphasis.
** Emphasis: A=high; B=medium; C=low.
© California Department of Education
# of
Items
%
10
16.5%
7
A**
*
*
*
*
A**
*
3
A**
*
A**
*
9
CALIFORNIA STANDARDS TEST
WORLD HISTORY
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: GRADE 10
Reporting Cluster 3 – CAUSES AND EFFECTS OF THE FIRST WORLD
WAR
10.5 Students analyze the causes and course of the First World War.
1. Analyze the arguments for entering into war presented by leaders from all sides of the
Great War and the role of political and economic rivalries, ethnic and ideological
conflicts, domestic discontent and disorder, and propaganda and nationalism in
mobilizing civilian population in support of "total war."
2. Examine the principal theaters of battle, major turning points, and the importance of
geographic factors in military decisions and outcomes (e.g., topography, waterways,
distance, climate).
3. Explain how the Russian Revolution and the entry of the United States affected the
course and outcome of the war.
4. Understand the nature of the war and its human costs (military and civilian) on all
sides of the conflict, including how colonial peoples contributed to the war effort.
5. Discuss human rights violations and genocide, including the Ottoman government's
actions against Armenian citizens.
10.6 Students analyze the effects of the First World War.
1. Analyze the aims and negotiating roles of world leaders, the terms and influence of
the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and
effects of United States's rejection of the League of Nations on world politics.
2. Describe the effects of the war and resulting peace treaties on population movement,
the international economy, and shifts in the geographic and political borders of
Europe and the Middle East.
3. Understand the widespread disillusionment with prewar institutions, authorities, and
values that resulted in a void that was later filled by totalitarians.
4. Discuss the influence of World War I on literature, art, and intellectual life in the
West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest
Hemingway).
Reporting Cluster 4 – CAUSES AND EFFECTS OF THE SECOND WORLD
WAR
10.7 Students analyze the rise of totalitarian governments after the First World
War.
1. Understand the causes and consequences of the Russian Revolution, including
Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag).
2. Trace Stalin's rise to power in the Soviet Union and the connection between
economic policies, political policies, the absence of a free press, and systematic
violations of human rights (e.g., the Terror Famine in Ukraine).
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and
Communist) in Germany, Italy, and the Soviet Union, noting their common and
dissimilar traits.
* Standard not ranked for emphasis.
** Emphasis: A=high; B=medium; C=low.
© California Department of Education
# of
Items
%
14
23%
7
*
*
*
*
*
7
A**
*
*
*
13
22%
6
*
*
*
10
CALIFORNIA STANDARDS TEST
WORLD HISTORY
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: GRADE 10
10.8 Students analyze the causes and consequences of World War II.
1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including
the 1937 Rape of Nanking and other atrocities in China and the Stalin-Hitler Pact of
1939.
2. Understand the role of appeasement, nonintervention (isolationism), and the domestic
distractions in Europe and the United States prior to the outbreak of World War II.
3. Identify and locate the Allied and Axis powers on a map and discuss the major
turning points of the war, the principal theaters of conflict, key strategic decisions,
and the resulting war conferences and political resolutions, with emphasis on the
importance of geographic factors.
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston
Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito
Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
5. Analyze the Nazi policy of pursuing racial purity, especially against the European
Jews; its transformation into the Final Solution and the Holocaust resulted in the
murder of six million Jewish civilians.
6. Discuss the human costs of the war, with particular attention to the civilian and
military losses in Russia, Germany, Britain, United States, China and Japan.
Reporting Cluster 5 – INTERNATIONAL DEVELOPMENTS IN THE POSTWORLD WAR II ERA
10.9 Students analyze the international developments in the post-World War II
world.
1. Compare the economic and military power shifts caused by the war, including the
Yalta Pact, the development of nuclear weapons, Soviet control over Eastern
European nations, and the economic recoveries of Germany and Japan.
2. Analyze the causes of the Cold War, with the free world on one side and Soviet client
states on the other, including competition for influence in such places as Egypt, the
Congo, Vietnam, and Chile.
3. Understand the importance of the Truman Doctrine and Marshall Plan, which
established the pattern for America's postwar policy of supplying economic and
military aid to prevent the spread of Communism and the resulting economic and
political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam
War), Cuba, and Africa.
4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent
political and economic upheavals in China (e.g., the Great Leap Forward, the
Cultural Revolution, and the Tiananmen Square uprising).
5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968)
and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites
sought freedom from Soviet control.
6. Understand how the forces of nationalism developed in the Middle East, how the
Holocaust affected world opinion regarding the need for a Jewish state, and the
significance and effects of the location and establishment of Israel on world affairs.
* Standard not ranked for emphasis.
** Emphasis: A=high; B=medium; C=low.
© California Department of Education
# of
Items
%
7
A**
*
*
*
A**
*
10
16.5%
8
B**
A**
A**
B**
B**
A**
11
CALIFORNIA STANDARDS TEST
WORLD HISTORY
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: GRADE 10
7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of
the command economy, burdens of military commitments, and growing resistance to
Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.
8. Discuss the establishment and work of the United Nations and the purposes and
functions of the Warsaw Pact, SEATO, and NATO, and the Organization of
American States.
10.10 Students analyze instances of nation-building in the contemporary world in
two of the following regions or countries: the Middle East, Africa, Mexico and
other parts of Latin America, and China.
1. Understand the challenges in the regions, including the geopolitical, cultural, military,
and economic significance and the international relationships in which they are
involved.
2. Describe the recent history of the regions, including the political divisions and
systems, key leaders, religious issues, natural features, resources, and population
patterns.
3. Discuss the important trends in the region today and whether they appear to serve the
cause of individual freedom and democracy.
10.11 Students analyze the integration of countries into the world economy and the
information, technological, and communications revolutions (e.g., television,
satellites, computers).
* Standard not ranked for emphasis.
** Emphasis: A=high; B=medium; C=low.
© California Department of Education
# of
Items
%
*
B**
1
*
*
*
1
12
CALIFORNIA STANDARDS TEST
WORLD HISTORY
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: GRADE 10
HISTORY AND SOCIAL SCIENCE ANALYSIS SKILLS (Grade 10)***
CHRONOLOGICAL AND SPATIAL THINKING
1. Students compare the present with the past, evaluating the consequences of past
events and decisions and determining the lessons that were learned.
2. Students analyze how change happens at different rates at different times; understand
that some aspects can change while others remain the same; and understand that
change is complicated and affects not only technology and politics but also values
and beliefs.
3. Students use a variety of maps and documents to interpret human movement,
including major patterns of domestic and international migration, changing
environmental preferences and settlement patterns, the frictions that develop between
population groups, and the diffusion of ideas, technological innovations, and goods.
4. Students relate current events to the physical and human characteristics of places and
regions.
HISTORICAL RESEARCH, EVIDENCE, AND POINT OF VIEW
1. Students distinguish valid arguments from fallacious arguments in historical
interpretations.
2. Students identify bias and prejudice in historical interpretations.
3. Students evaluate major debates among historians concerning alternative
interpretations of the past, including an analysis of authors' use of evidence and the
distinctions between sound generalizations and misleading oversimplifications.
4. Students construct and test hypotheses; collect, evaluate, and employ information
from multiple primary and secondary sources; and apply it in oral and written
presentations.
HISTORICAL INTERPRETATION
1. Students show the connections, causal and otherwise, between particular historical
events and larger social, economic, and political trends and developments.
2. Students recognize the complexity of historical causes and effects, including the
limitations of determining cause and effect.
3. Students interpret past events and issues within the context in which an event
unfolded rather than solely in terms of present day norms and values.
4. Students understand the meaning, implication, and impact of historical events while
recognizing that events could have taken other directions.
5. Students analyze human modifications of a landscape, and examine the resulting
environmental policy issues.
6. Students conduct cost/benefit analyses and apply basic economic indicators to
analyze the aggregate economic behavior of the U.S. economy.
* Standard not ranked for emphasis.
** Emphasis: A=high; B=medium; C=low.
© California Department of Education
# of
Items
%
15
25%
13
# CST
Items
World History Standards at a Glance
60
5
*
*
*
8
A
STD
10.1
10.1.1
10.1.2
10.1.3
10.2
10.2.1
A
10.2.2
*
A
*
7
A
*
*
*
*
10.2.3
10.2.4
10.2.5
10.3
10.3.1
10.3.2
10.3.3
10.3.4
10.3.5
A
*
3
A
*
A
*
7
*
*
*
*
*
7
A
*
*
*
10.3.6
10.3.7
10.4
10.4.1
10.4.2
10.4.3
10.4.4
10.5
10.5.1
10.5.2
10.5.3
10.5.4
10.5.5
10.6
10.6.1
10.6.2
10.6.3
10.6.4
Standard
Ancient Greek and Roman philosophy, Judaism, and Christianity
Judeo-Christian and Greco-Roman law, reason and faith, duties of the individual
Western political ideas of the rule of law and illegitimacy of tyranny
U.S. Constitution and political systems in the contemporary world
Glorious Revolution of England, American Revolution, French Revolution
Philosophers and their effect on democratic revolutions
Magna Carta, English Bill of Rights, American Declaration of Independence, French
Declaration of the Rights of Man and the Citizen, U.S. Bill of Rights
American Revolution and its continuing significance to other nations
Ideology of the French Revolution
Nationalism in Europe, Congress of Vienna, Concert of Europe, Revolutions of 1848
Industrial Revolution in England, France, Germany, Japan, United States
England was the first country to industrialize
Scientific/technological changes brought about social, economic, cultural changes
Growth associated with the Industrial Revolution
Evolution of work and labor, and the union movement
Natural resources, entrepreneurship, labor, and capital in an industrial economy
Capitalism, Utopianism, Social Democracy, Socialism, and Communism
Romanticism in art/literature, social criticism, move away from Classicism in Europe
Imperialism: Africa/Southeast Asia/China/India/Latin America/Philippines
Industrial economies and their link to imperialism and colonialism
Colonial rule of European countries, Japan, Russia, and the United States
Imperialism from the perspective of the colonizers and the colonized
Independence struggles of the colonized regions of the world
Causes and course of the First World War
Arguments for entering into war presented by leaders from all sides
Theaters of battle, turning points, geographic factors in military decisions/outcomes
Russian Revolution and entry of the United States affect on course/outcome of the war
The nature of the war and its human costs
Human rights violations and genocide
Effects of the First World War
Treaty of Versailles, Wilson's Fourteen Points, U.S. rejection of the League of Nations
Effects of the war and resulting peace
Disillusionment with prewar institutions, authorities, and values
Influence of World War I on literature, art, and intellectual life in the West
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
14
# CST
Items
World History Standards at a Glance
6
*
*
*
7
A
*
*
*
10.7
10.7.1
10.7.2
10.7.3
10.8
10.8.1
10.8.2
10.8.3
10.8.4
Rise of totalitarian governments after the First World War
Causes and consequences of the Russian Revolution
Stalin's rise to power in the Soviet Union
Rise, aggression, human costs of totalitarian regimes in Germany, Italy, Soviet Union
Causes and consequences of World War II
German, Italian, and Japanese drives for empire in the 1930s
Appeasement, nonintervention, domestic distractions in Europe/U.S. prior to WWII
Allied and Axis powers and the importance of geographic factors on the war
Political, diplomatic, and military leaders during the war
A
*
8
B
A
A
B
A
A
*
B
1
*
*
*
10.8.5
10.8.6
10.9
10.9.1
10.9.2
10.9.3
10.9.4
10.9.5
10.9.6
10.9.7
10.9.8
10.10
10.10.1
10.10.2
10.10.3
1
10.11
Nazi policy of pursuing racial purity, the Final Solution and the Holocaust
Human costs of the war in Russia, Germany, Britain, United States, China and Japan
International developments in the post-World War II world
Economic and military power shifts caused by the war
Causes of the Cold War; competition for influence in Egypt, the Congo, Vietnam, Chile
Truman Doctrine and Marshall Plan to prevent the spread of Communism
Chinese Civil War and the rise of Mao Tse-tung
Uprisings in Poland, Hungary, Czechoslovakia; their resurgence in the 1970s and 1980s
Development of nationalism in the Middle East and the establishment of Israel
Collapse of the Soviet Union
United Nations, Warsaw Pact, SEATO, NATO, Organization of American States
Nation-building in Middle East, Africa, Mexico, Latin America, China
Geopolitical, cultural, military, and economic challenges in the regions
Recent history of the regions
Important trends in the region today; individual freedom and democracy
Integration of countries into the world economy; information, technological, and
communications revolutions
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
15
WORLD HISTORY
CA CONTENT STANDARDS UNPACKED
STD
60
(100%)
13
(22%)
STANDARD
Cluster 1
10.1
# CST
Items
DEVELOPMENT OF MODERN POLITICAL THOUGHT
Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
5
(8.5%)
Students relate the moral and ethical principles in ancient Greek philosophy to the development of Western
political thought.
Students relate the moral and ethical principles in ancient Roman philosophy to the development of Western
political thought.
Students relate the moral and ethical principles in Judaism to the development of Western political thought.
Students relate the moral and ethical principles in Christianity to the development of Western political
thought.
10.1.1
Analyze the similarities and differences in Judeo-Christian and Greco-Roman views
of law, reason and faith, and duties of the individual.
*
Analyze the similarities in Judeo-Christian and Greco-Roman views of law.
Analyze the differences in Judeo-Christian and Greco-Roman views of law.
Analyze the similarities in Judeo-Christian and Greco-Roman views of reason and faith.
Analyze the differences in Judeo-Christian and Greco-Roman views of reason and faith.
Analyze the similarities in Judeo-Christian and Greco-Roman views of duties of the individual.
Analyze the differences in Judeo-Christian and Greco-Roman views of duties of the individual.
10.1.2
Trace the development of the Western political ideas of the rule of law and
illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle's Politics.
*
Trace the development of the Western political ideas of the rule of law, using selections from Plato’s
Republic
Trace the development of the Western political ideas of the rule of law, using selections from Aristotle's
Politics.
Trace the development of the Western political ideas of the illegitimacy of tyranny, using selections from
Plato’s Republic.
Trace the development of the Western political ideas of the illegitimacy of tyranny, using selections from
Aristotle's Politics.
10.1.3
Consider the influence of the U.S. Constitution on political systems in the
contemporary world.
*
Consider the influence of the U.S. Constitution on political systems in the contemporary world.
10.2
Students compare and contrast the Glorious Revolution of England, the American
Revolution, and the French Revolution and their enduring effects worldwide on the
political expectations for self-government and individual liberty.
Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French
Revolution.
Students compare and contrast their enduring effects worldwide on the political expectations for selfgovernment.
Students compare and contrast their enduring effects worldwide on the political expectations for individual
liberty.
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
16
8
(13.5%)
WORLD HISTORY
CA CONTENT STANDARDS UNPACKED
# CST
Items
Compare the major ideas of philosophers and their effect on the democratic
revolutions in England, the United States, France, and Latin America (e.g., John
10.2.1
Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas
Jefferson, James Madison).
A
Compare the major ideas of philosophers (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques
Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
Compare their effect on the democratic revolution in the United States.
Compare their effect on the democratic revolution in England.
Compare their effect on the democratic revolution in France.
Compare their effect on the democratic revolutions in Latin America.
List the principles of the Magna Carta, the English Bill of Rights (1689), the
10.2.2 American Declaration of Independence (1776), the French Declaration of the Rights of
Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
A
List the principles of the Magna Carta.
List the principles of the English Bill of Rights (1689).
List the principles of the American Declaration of Independence (1776).
List the principles of the French Declaration of the Rights of Man and the Citizen (1789).
List the principles of the U.S. Bill of Rights (1791).
10.2.3
Understand the unique character of the American Revolution, its spread to other
parts of the world, and its continuing significance to other nations.
*
Understand the unique character of the American Revolution.
Understand its spread to other parts of the world.
Understand its continuing significance to other nations.
10.2.4
Explain how the ideology of the French Revolution led France to develop from
constitutional monarchy to democratic despotism to the Napoleonic empire.
A
Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to
democratic despotism.
Explain how the ideology of the French Revolution led France to develop from democratic despotism to the
Napoleonic empire.
Discuss how nationalism spread across Europe with Napoleon but was repressed for a
10.2.5 generation under the Congress of Vienna and Concert of Europe until the Revolutions
of 1848.
*
Discuss how nationalism spread across Europe with Napoleon.
Discuss how nationalism was repressed under the Congress of Vienna.
Discuss how nationalism was repressed under the Concert of Europe.
Discuss how nationalism was repressed until the Revolutions of 1848.
Cluster 2
10.3
10
(16.5%)
7
(11.5%)
INDUSTRIAL EXPANSION AND IMPERIALISM
Students analyze the effects of the Industrial Revolution in England, France,
Germany, Japan and the United States.
Students analyze the effects of the Industrial Revolution in England.
Students analyze the effects of the Industrial Revolution in France.
Students analyze the effects of the Industrial Revolution in Germany.
Students analyze the effects of the Industrial Revolution in Japan.
Students analyze the effects of the Industrial Revolution in the United States.
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
17
WORLD HISTORY
CA CONTENT STANDARDS UNPACKED
10.3.1
# CST
Items
Analyze why England was the first country to industrialize.
A
Analyze why England was the first country to industrialize.
Examine how scientific and technological changes and new forms of energy brought
about massive social, economic, and cultural change (e.g., the inventions and
10.3.2
discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas
Edison).
*
Examine how scientific changes (e.g. Louis Pasteur, Thomas Edison) brought about massive social change.
Examine how technological changes (e.g. James Watt, Eli Whitney, Henry Bessemer) brought about massive
social change.
Examine how new forms of energy (e.g. James Watt) brought about massive social change.
Examine how scientific changes (e.g. Louis Pasteur, Thomas Edison) brought about massive economic
change.
Examine how technological changes (e.g. James Watt, Eli Whitney, Henry Bessemer) brought about massive
economic change.
Examine how new forms of energy (e.g. James Watt) brought about massive economic change.
Examine how scientific changes (e.g. Louis Pasteur, Thomas Edison) brought about massive cultural change.
Examine how technological changes (e.g. James Watt, Eli Whitney, Henry Bessemer) brought about massive
cultural change.
Examine how new forms of energy (e.g. James Watt) brought about massive cultural change.
10.3.3
Describe the growth of population, rural to urban migration, and growth of cities
associated with the Industrial Revolution.
*
Describe the growth of population associated with the Industrial Revolution.
Describe rural to urban migration associated with the Industrial Revolution.
Describe the growth of cities associated with the Industrial Revolution.
Trace the evolution of work and labor, including the demise of the slave trade and the
10.3.4 effects of immigration, mining and manufacturing, division of labor, and the union
movement.
*
Trace the evolution of work and labor, including the demise of the slave trade.
Trace the evolution of work and labor, including the effects of immigration.
Trace the evolution of work and labor, including the effects of mining and manufacturing.
Trace the evolution of work and labor, including the effects of division of labor.
Trace the evolution of work and labor, including the effects of the union movement.
10.3.5
Understand the connections among natural resources, entrepreneurship, labor, and
capital in an industrial economy.
*
Understand the connections among natural resources, entrepreneurship, labor, and capitals in an industrial
society.
10.3.6
Analyze the emergence of capitalism as a dominant economic pattern and the
responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
Analyze the emergence of capitalism as a dominant economic pattern
Analyze the responses to it, including Utopianism.
Analyze the responses to it, including Social Democracy.
Analyze the responses to it, including Socialism.
Analyze the responses to it, including Communism.
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
18
A
WORLD HISTORY
CA CONTENT STANDARDS UNPACKED
# CST
Items
Describe the emergence of Romanticism in art and literature (e.g., the poetry of
10.3.7 William Blake and William Wordsworth), social criticism (e.g., the novels of Charles
Dickens), and the move away from Classicism in Europe.
*
Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William
Wordsworth).
Describe the emergence of social criticism (e.g., the novels of Charles Dickens).
Describe the move away from Classicism in Europe.
10.4
Students analyze patterns of global change in the era of New Imperialism in at least
two of the following regions or countries: Africa, Southeast Asia, China, India, Latin
America and the Philippines.
3
(5%)
Students analyze patterns of global change in the era of New Imperialism in Africa.
Students analyze patterns of global change in the era of New Imperialism in Southeast Asia.
Students analyze patterns of global change in the era of New Imperialism in China.
Students analyze patterns of global change in the era of New Imperialism in India.
Students analyze patterns of global change in the era of New Imperialism in Latin America.
Students analyze patterns of global change in the era of New Imperialism in Philippines.
(Choose at least two)
Describe the rise of industrial economies and their link to imperialism and colonialism
(e.g., the role played by national security and strategic advantage; moral issues raised
10.4.1
by the search for national hegemony, Social Darwinism, and the missionary impulse;
material issues such as land, resources, and technology).
A
Describe the rise of industrial economies.
Describe their link to imperialism and colonialism (e.g., the role played by national security and strategic
advantage).
Describe their link to imperialism and colonialism (e.g., moral issues raised by the search for national
hegemony, Social Darwinism, and the missionary impulse).
Describe their link to imperialism and colonialism (e.g., material issues such as land, resources, and
technology).
Discuss the locations of the colonial rule of such nations as England, France,
10.4.2 Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United
States.
*
Discuss the locations of the colonial rule of England.
Discuss the locations of the colonial rule of France.
Discuss the locations of the colonial rule of Germany.
Discuss the locations of the colonial rule of Italy.
Discuss the locations of the colonial rule of Japan.
Discuss the locations of the colonial rule of the Netherlands.
Discuss the locations of the colonial rule of Russia.
Discuss the locations of the colonial rule of Spain.
Discuss the locations of the colonial rule of Portugal.
Discuss the locations of the colonial rule of the United States.
10.4.3
Explain imperialism from the perspective of the colonizers and the colonized and the
varied immediate and long-term responses by the people under colonial rule.
Explain imperialism from the perspective of the colonizers.
Explain imperialism from the perspective of the colonized.
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
19
A
WORLD HISTORY
CA CONTENT STANDARDS UNPACKED
# CST
Items
Explain the varied immediate responses by the people under colonial rule.
Explain the varied long-term responses by the people under colonial rule.
10.4.4
Describe the independence struggles of the colonized regions of the world, including
the role of leaders, such as Sun Yat-sen in China, and the role of ideology and religion.
*
Describe the independence struggles of the colonized regions of the world, including the role of leaders, such
as Sun Yat-sen in China, and the role of ideology and religion.
Describe the role of leaders, such as Sun Yat-sen in China.
Describe the role of ideology and religion.
Cluster 3
10.5
14
(23%)
7
(11.5%)
CAUSES AND EFFECTS OF THE FIRST WORLD WAR
Students analyze the causes and course of the First World War.
Students analyze the causes of the First World War.
Students analyze the course of the First World War.
Analyze the arguments for entering into war presented by leaders from all sides of the
Great War and the role of political and economic rivalries, ethnic and ideological
10.5.1
conflicts, domestic discontent and disorder, and propaganda and nationalism in
mobilizing civilian population in support of "total war."
*
Analyze the arguments for entering into war presented by leaders from all sides of the Great War.
Analyze the role of political and economic rivalries.
Analyze the role of ethnic and ideological conflicts.
Analyze the role of domestic discontent and disorder.
Analyze the role of propaganda and nationalism in mobilizing civilian population in support of "total war."
Examine the principal theaters of battle, major turning points, and the importance of
10.5.2 geographic factors in military decisions and outcomes (e.g., topography, waterways,
distance, climate).
*
Examine the principal theaters of battle.
Examine the major turning points.
Examine the importance of geographic factors in military decisions (e.g., topography, waterways, distance,
climate).
Examine the importance of geographic factors in military outcomes (e.g., topography, waterways, distance,
climate).
10.5.3
Explain how the Russian Revolution and the entry of the United States affected the
course and outcome of the war.
*
Explain how the Russian Revolution affected the course of the war.
Explain how the Russian Revolution affected the outcome of the war.
Explain how the entry of the United States affected the course and outcome of the war.
Explain how the entry of the United States affected the outcome of the war.
10.5.4
Understand the nature of the war and its human costs (military and civilian) on all
sides of the conflict, including how colonial peoples contributed to the war effort.
*
Understand the nature of the war.
Understand its human costs (military and civilian) on all sides of the conflict.
Understand how colonial peoples contributed to the war effort.
10.5.5
Discuss human rights violations and genocide, including the Ottoman government's
actions against Armenian citizens.
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
20
*
WORLD HISTORY
CA CONTENT STANDARDS UNPACKED
# CST
Items
Discuss human rights violations, including the Ottoman government's actions against Armenian citizens.
Discuss genocide, including the Ottoman government's actions against Armenian citizens.
10.6
7
(11.5%)
Students analyze the effects of the First World War.
Students analyze the effects of the First World War.
Analyze the aims and negotiating roles of world leaders, the terms and influence of
10.6.1 the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and
effects of United States' rejection of the League of Nations on world politics.
A
Analyze the aims and negotiating roles of world leaders.
Analyze the terms and influence of the Treaty of Versailles.
Analyze the terms and influence of Woodrow Wilson's Fourteen Points.
Analyze the causes and effects of United States' rejection of the League of Nations on world politics.
Describe the effects of the war and resulting peace treaties on population movement,
10.6.2 the international economy, and shifts in the geographic and political borders of
Europe and the Middle East.
*
Describe the effects of the war on population movement
Describe the effects of the war on the international economy
Describe the effects of the resulting peace treaties on population movement
Describe the effects of the resulting peace treaties on the international economy
Describe the effects of the resulting peace treaties on shifts in the geographic and political borders of Europe
Describe the effects of the resulting peace treaties on shifts in the geographic and political borders of the
Middle East.
10.6.3
Understand the widespread disillusionment with prewar institutions, authorities, and
values that resulted in a void that was later filled by totalitarians.
*
Understand the widespread disillusionment with prewar institutions
Understand the widespread disillusionment with prewar authorities
Understand the widespread disillusionment with prewar values
Understand the widespread disillusionment resulted in a void that was later filled by totalitarians.
Discuss the influence of World War I on literature, art, and intellectual life in the
10.6.4 West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest
Hemingway).
*
Discuss the influence of World War I on literature (e.g. the "lost generation" of Gertrude Stein, Ernest
Hemingway).
Discuss the influence of World War I on art (e.g. Pablo Picasso).
Discuss the influence of World War I on intellectual life in the West.
Cluster 4
10.7
13
(22%)
6
(10%)
CAUSES AND EFFECTS OF THE SECOND WORLD WAR
Students analyze the rise of totalitarian governments after the First World War.
Students analyze the rise of totalitarian governments after the First World War.
10.7.1
Understand the causes and consequences of the Russian Revolution, including Lenin's
use of totalitarian means to seize and maintain control (e.g., the Gulag).
Understand the causes of the Russian Revolution.
Understand the consequences of the Russian Revolution.
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
21
*
WORLD HISTORY
CA CONTENT STANDARDS UNPACKED
# CST
Items
Understand Lenin’s use of totalitarian means to seize and maintain control (e.g. the Gulag).
Trace Stalin's rise to power in the Soviet Union and the connection between economic
10.7.2 policies, political policies, the absence of a free press, and systematic violations of
human rights (e.g., the Terror Famine in Ukraine).
*
Trace Stalin's rise to power in the Soviet Union.
Trace its connection to economic policies.
Trace its connection to political policies.
Trace its connection to the absence of a free press.
Trace its connection to systematic violations of human rights.
Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and
10.7.3 Communist) in Germany, Italy, and the Soviet Union, noting their common and
dissimilar traits.
*
Analyze the rise of totalitarian regimes (Fascist) in Germany.
Analyze the rise of totalitarian regimes (Fascist) in Italy.
Analyze the rise of totalitarian regimes (Communist) in the Soviet Union.
Analyze the aggression of totalitarian regimes (Fascist) in Germany.
Analyze the aggression of totalitarian regimes (Fascist) in Italy.
Analyze the aggression of totalitarian regimes (Communist) in the Soviet Union.
Analyze the human costs of totalitarian regimes (Fascist) in Germany.
Analyze the human costs of totalitarian regimes (Fascist) in Italy.
Analyze the human costs of totalitarian regimes (Communist) in the Soviet Union.
Analyze their common and dissimilar traits.
10.8
7
(12%)
Students analyze the causes and consequences of World War II.
Students analyze the causes of World War II.
Students analyze the consequences of World War II.
Compare the German, Italian, and Japanese drives for empire in the 1930s, including
10.8.1 the 1937 Rape of Nanking and other atrocities in China and the Stalin-Hitler Pact of
1939.
A
Compare the German, Italian, and Japanese drives for empire in the 1930s.
Compare the 1937 Rape of Nanking and other atrocities in China.
Compare the Stalin-Hitler Pact of 1939.
10.8.2
Understand the role of appeasement, nonintervention (isolationism), and the domestic
distractions in Europe and the United States prior to the outbreak of World War II.
*
Understand the role of appeasement in Europe prior to the outbreak of World War II.
Understand the role of nonintervention (isolationism) in Europe prior to the outbreak of World War II.
Understand the role of domestic distractions in Europe prior to the outbreak of World War II.
Understand the role of nonintervention (isolationism) in the United States prior to the outbreak of World War
II.
Understand the role of domestic distractions in the United States prior to the outbreak of World War II.
Identify and locate the Allied and Axis powers on a map and discuss the major
turning points of the war, the principal theaters of conflict, key strategic decisions,
10.8.3
and the resulting war conferences and political resolutions, with emphasis on the
importance of geographic factors.
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
22
*
WORLD HISTORY
CA CONTENT STANDARDS UNPACKED
# CST
Items
Identify and locate the Allied and Axis powers on a map.
Discuss the major turning points of the war with emphasis on the importance of geographic factors.
Discuss the principal theaters of conflict with emphasis on the importance of geographic factors.
Discuss the key strategic decisions with emphasis on the importance of geographic factors.
Discuss the resulting war conferences and political resolutions with emphasis on the importance of
geographic factors.
Describe the political, diplomatic, and military leaders during the war (e.g., Winston
10.8.4 Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito
Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
*
Describe the political leaders during the war (e.g. Winston Churchill, Franklin Delano Roosevelt, Emperor
Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin).
Describe military leaders during the war (e.g. Douglas MacArthur, Dwight Eisenhower).
Analyze the Nazi policy of pursuing racial purity, especially against the European
10.8.5 Jews; its transformation into the Final Solution and the Holocaust resulted in the
murder of six million Jewish civilians.
A
Analyze the Nazi policy of pursuing racial purity, especially against the European Jews
Analyze its transformation into the Final Solution.
Analyze how the Holocaust resulted in the murder of six million Jewish civilians.
10.8.6
Discuss the human costs of the war, with particular attention to the civilian and
military losses in Russia, Germany, Britain, United States, China and Japan.
*
Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia.
Discuss the human costs of the war, with particular attention to the civilian and military losses in Germany.
Discuss the human costs of the war, with particular attention to the civilian and military losses in Britain.
Discuss the human costs of the war, with particular attention to the civilian and military losses in the United
States.
Discuss the human costs of the war, with particular attention to the civilian and military losses in China.
Discuss the human costs of the war, with particular attention to the civilian and military losses in Japan.
Cluster 5
10.9
INTERNATIONAL DEVELOPMENTS IN THE POST-WORLD WAR II ERA
Students analyze the international developments in the post-World War II world.
10
(16.5%)
8
(13.5%)
Students analyze the international developments in the post-World War II world.
Compare the economic and military power shifts caused by the war, including the
10.9.1 Yalta Pact, the development of nuclear weapons, Soviet control over Eastern
European nations, and the economic recoveries of Germany and Japan.
B
Compare the economic and military power shifts caused by the war including the Yalta Pact.
Compare the economic and military power shifts caused by the war including the development of nuclear
weapons.
Compare the economic and military power shifts caused by the war including Soviet control over Eastern
European nations.
Compare the economic and military power shifts caused by the war including the economic recoveries of
Germany and Japan.
Analyze the causes of the Cold War, with the free world on one side and Soviet client
10.9.2 states on the other, including competition for influence in such places as Egypt, the
Congo, Vietnam, and Chile.
Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other.
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
23
A
WORLD HISTORY
CA CONTENT STANDARDS UNPACKED
# CST
Items
Analyze competition for influence in Egypt.
Analyze competition for influence in the Congo.
Analyze competition for influence in Vietnam.
Analyze competition for influence in Chile.
Understand the importance of the Truman Doctrine and Marshall Plan, which
established the pattern for America's postwar policy of supplying economic and
10.9.3 military aid to prevent the spread of Communism and the resulting economic and
political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam
War), Cuba, and Africa.
A
Understand the importance of the Truman Doctrine.
Understand the importance of the Marshall Plan.
Understand the pattern for America's postwar policy of supplying economic and military aid to prevent the
spread of Communism.
Understand the resulting economic and political competition in Africa.
Understand the resulting economic and political competition in Cuba.
Understand the resulting economic and political competition in Southeast Asia (i.e., the Korean War, Vietnam
War).
Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political
10.9.4 and economic upheavals in China (e.g., the Great Leap Forward, the Cultural
Revolution, and the Tiananmen Square uprising).
B
Analyze the Chinese Civil War.
Analyze the rise of Mao Tse-tung.
Analyze the subsequent political upheavals in China (e.g., the Cultural Revolution, and the Tiananmen Square
uprising).
Analyze the subsequent economic upheavals in China (e.g., the Great Leap Forward).
Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968)
10.9.5 and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites
sought freedom from Soviet control.
A
Describe the uprisings in Poland (1952).
Describe the uprisings in Hungary (1956).
Describe the uprisings in Czechoslovakia (1968).
Describe Hungary’s resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from
Soviet control.
Describe Poland’s resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from
Soviet control.
Describe Czechoslovakia’s resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom
from Soviet control.
Understand how the forces of nationalism developed in the Middle East, how the
10.9.6 Holocaust affected world opinion regarding the need for a Jewish state, and the
significance and effects of the location and establishment of Israel on world affairs.
A
Understand how the forces of nationalism developed in the Middle East.
Understand how the Holocaust affected world opinion regarding the need for a Jewish state.
Understand the significance and effects of the location and establishment of Israel on world affairs.
Analyze the reasons for the collapse of the Soviet Union, including the weakness of the
10.9.7 command economy, burdens of military commitments, and growing resistance to
Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
24
*
WORLD HISTORY
CA CONTENT STANDARDS UNPACKED
# CST
Items
Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy.
Analyze the reasons for the collapse of the Soviet Union, including the burdens of military commitments.
Analyze the reasons for the collapse of the Soviet Union, including the growing resistance to Soviet rule by
dissidents in satellite states and the non-Russian Soviet republics.
Discuss the establishment and work of the United Nations and the purposes and
10.9.8 functions of the Warsaw Pact, SEATO, and NATO, and the Organization of
American States.
B
Discuss the establishment and work of the United Nations.
Discuss purposes and functions of the Warsaw Pact.
Discuss purposes and functions of SEATO.
Discuss purposes and functions of NATO.
Discuss purposes and functions of the Organization of American States.
10.10
Students analyze instances of nation-building in the contemporary world in two of the
following regions or countries: the Middle East, Africa, Mexico and other parts of
Latin America, and China.
1
(1.5%)
Students analyze instances of nation-building in the contemporary world in two of the following regions or
countries.
Analyze the Middle East.
Analyze Africa.
Analyze Mexico and other parts of Latin America.
Analyze China.
Understand the challenges in the regions, including the geopolitical, cultural, military,
10.10.1 and economic significance and the international relationships in which they are
involved.
*
Understand the geopolitical challenges in the regions.
Understand the cultural challenges in the regions.
Understand the military challenges in the regions.
Understand the economic significance of the regions.
Understand the international relationships in which they are involved.
Describe the recent history of the regions, including the political divisions and
10.10.2 systems, key leaders, religious issues, natural features, resources, and population
patterns.
*
Describe the recent history of the regions.
Describe the political divisions and systems of the regions.
Describe the key leaders of the regions.
Describe the religious issues of the regions.
Describe the natural features of the regions.
Describe the resources of the regions.
Describe the population patterns of the regions.
10.10.3
Discuss the important trends in the region today and whether they appear to serve the
cause of individual freedom and democracy.
Discuss the important trends in the region today.
Discuss whether they appear to serve the cause of individual freedom and democracy.
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
25
*
10.11
WORLD HISTORY
CA CONTENT STANDARDS UNPACKED
# CST
Items
Students analyze the integration of countries into the world economy and the
information, technological, and communications revolutions (e.g., television, satellites,
computers).
1
(1.5%)
Students analyze the integration of countries into the world economy.
Students analyze the information revolutions.
Students analyze the technological revolutions.
Students analyze the communications revolutions.
HISTORY AND SOCIAL SCIENCE ANALYSIS SKILLS
CHRONOLOGICAL AND SPATIAL THINKING
Embed
1. Students compare the present with the past, evaluating the consequences of past events
and decisions and determining the lessons that were learned.
Students compare the present with the past.
Students evaluate the consequences of past events.
Students evaluate the consequences of past decisions.
Students determine the lessons that were learned.
2. Students analyze how change happens at different rates at different times; understand
that some aspects can change while others remain the same; and understand that change
is complicated and affects not only technology and politics but also values and beliefs.
Students analyze how change happens at different rates at different times.
Students understand that some aspects can change while others remain the same
Students understand that change is complicated.
Students understand that change affects not only technology and politics but also values and beliefs.
3. Students use a variety of maps and documents to interpret human movement, including
major patterns of domestic and international migration, changing environmental
preferences and settlement patterns, the frictions that develop between population
groups, and the diffusion of ideas, technological innovations, and goods.
Students use a variety of maps to interpret human movement.
Students use a variety of documents to interpret human movement.
Students use a variety of maps to interpret major patterns of domestic migration.
Students use a variety of documents to interpret major patterns of domestic migration.
Students use a variety of maps to interpret major patterns of international migration.
Students use a variety of documents to interpret major patterns of international migration.
Students use a variety of maps to interpret changing environmental preferences.
Students use a variety of documents to interpret changing environmental preferences.
Students use a variety of maps to interpret changing settlement patterns.
Students use a variety of documents to interpret changing settlement patterns.
Students use a variety of maps to interpret the frictions that develop between population groups.
Students use a variety of documents to interpret the frictions that develop between population groups.
Students use a variety of maps to interpret the diffusion of ideas.
Students use a variety of documents to interpret the diffusion of ideas.
Students use a variety of maps to interpret the diffusion of technological innovations.
Students use a variety of documents to interpret the diffusion of technological innovations.
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
26
WORLD HISTORY
CA CONTENT STANDARDS UNPACKED
# CST
Items
Students use a variety of maps to interpret the diffusion of goods..
Students use a variety of documents to interpret the diffusion of goods.
4. Students relate current events to the physical and human characteristics of places and
regions.
Students relate current events to the physical characteristics of places and regions.
Students relate current events to the human characteristics of places and regions.
HISTORICAL RESEARCH, EVIDENCE, AND POINT OF VIEW
1. Students distinguish valid arguments from fallacious arguments in historical
interpretations.
Students distinguish valid arguments from fallacious arguments in historical interpretations.
2. Students identify bias and prejudice in historical interpretations.
Students identify bias in historical interpretations.
Students identify prejudice in historical interpretations.
3. Students evaluate major debates among historians concerning alternative interpretations
of the past, including an analysis of authors' use of evidence and the distinctions between
sound generalizations and misleading oversimplifications.
Students evaluate major debates among historians concerning alternative interpretations of the past.
Students analyze the authors' use of evidence
Students analyze the distinctions between sound generalizations and misleading oversimplifications.
4. Students construct and test hypotheses; collect, evaluate, and employ information from
multiple primary and secondary sources; and apply it in oral and written presentations.
Students construct hypotheses.
Students test hypotheses.
Students collect information from multiple primary and secondary sources.
Students evaluate information from multiple primary and secondary sources.
Students employ information from multiple primary and secondary sources.
Students apply it in oral presentations.
Students apply it in written presentations.
HISTORICAL INTERPRETATION
1. Students show the connections, causal and otherwise, between particular historical events
and larger social, economic, and political trends and developments.
Students show the connections, causal and otherwise, between particular historical events and larger social
trends.
Students show the connections, causal and otherwise, between particular historical events and larger social
developments.
Students show the connections, causal and otherwise, between particular historical events and larger
economic trends.
Students show the connections, causal and otherwise, between particular historical events and larger
economic developments.
Students show the connections, causal and otherwise, between particular historical events and larger
political trends.
Students show the connections, causal and otherwise, between particular historical events and larger
political developments.
2. Students recognize the complexity of historical causes and effects, including the
limitations of determining cause and effect.
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
27
WORLD HISTORY
CA CONTENT STANDARDS UNPACKED
# CST
Items
Students recognize the complexity of historical causes and effects.
Students recognize the limitations of determining cause and effect.
3. Students interpret past events and issues within the context in which an event unfolded
rather than solely in terms of present day norms and values.
Students interpret past events within the context in which an event unfolded rather than solely in terms of
present day norms and values.
Students interpret past issues within the context in which an event unfolded rather than solely in terms of
present day norms and values.
4. Students understand the meaning, implication, and impact of historical events while
recognizing that events could have taken other directions.
Students understand the meaning of historical events while recognizing that events could have taken other
directions.
Students understand the implication of historical events while recognizing that events could have taken
other directions.
Students understand the impact of historical events while recognizing that events could have taken other
directions.
5. Students analyze human modifications of a landscape, and examine the resulting
environmental policy issues.
Students analyze human modifications of a landscape.
* Standard not ranked for emphasis.
Emphasis: A=high; B=medium; C=low.
28
Instructional Segment 1 – World History
Benchmark Exam 1 Closing Date: October 25, 2013
Main Topics



Rise of the Rule of Law
The Enlightenment
Age of Revolution
Standards














10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy,
in Judaism, and in Christianity to the development of Western political thought.
10.1.1 Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law,
reason and faith, and duties of the individual.
10.1.2 Trace the development of the Western political ideas of the rule of law and illegitimacy
of tyranny, using selections from Plato’s Republic and Aristotle's Politics.
10.1.3 Consider the influence of the U.S. Constitution on political systems in the contemporary
world.
10.2 Students compare and contrast the Glorious Revolution of England, the American
Revolution, and the French Revolution and their enduring effects worldwide on the political
expectations for self-government and individual liberty.
10.2.1 Compare the major ideas of philosophers and their effect on the democratic
revolutions in England, the United States, France, and Latin America (e.g., John Locke,
Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson,
James Madison).
10.2.2 List the principles of the Magna Carta, the English Bill of Rights (1689), the American
Declaration of Independence (1776), the French Declaration of the Rights of Man and the
Citizen (1789), and the U.S. Bill of Rights (1791).
10.2.3 Understand the unique character of the American Revolution, its spread to other parts of the
world, and its continuing significance to other nations.
10.2.4 Explain how the ideology of the French Revolution led France to develop from
constitutional monarchy to democratic despotism to the Napoleonic empire.
10.2.5 Discuss how nationalism spread across Europe with Napoleon but was repressed for a
generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
Essential Skills
Compare and contrast the Glorious Revolution, American Revolution, and French Revolution.
Compare the major ideas of philosophers and their effect on the democratic revolutions in England,
the United States, France, and Latin America.
List the principles of the Magna Carta, the English Bill of Rights, the American Declaration of
Independence, the French Declaration of the Rights of Man and the Citizen, and the U.S. Bill of
Rights.
Explain how the ideology of the French Revolution led France to develop from constitutional
monarchy to democratic despotism to the Napoleonic empire.
29
Instructional Segment 2 – World History
Benchmark Exam 2 Closing Date: January 17, 2014
Main Topics


Industrial Revolution
European Imperialism
Standards


















10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany,
Japan and the United States.
10.3.1 Analyze why England was the first country to industrialize.
10.3.2 Examine how scientific and technological changes and new forms of energy brought
about massive social, economic, and cultural change (e.g., the inventions and discoveries of
James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
10.3.3 Describe the growth of population, rural to urban migration, and growth of cities
associated with the Industrial Revolution.
10.3.4 Trace the evolution of work and labor, including the demise of the slave trade and the effects
of immigration, mining and manufacturing, division of labor, and the union movement.
10.3.5 Understand the connections among natural resources, entrepreneurship, labor, and capital in
an industrial economy.
10.3.6 Analyze the emergence of capitalism as a dominant economic pattern and the responses
to it, including Utopianism, Social Democracy, Socialism, and Communism.
10.3.7 Describe the emergence of Romanticism in art and literature (e.g., the poetry of William
Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the
move away from Classicism in Europe.
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two
of the following regions or countries: Africa, Southeast Asia, China, India, Latin America and
the Philippines.
10.4.1 Describe the rise of industrial economies and their link to imperialism and colonialism
(e.g., the role played by national security and strategic advantage; moral issues raised by the
search for national hegemony, Social Darwinism, and the missionary impulse; material issues
such as land, resources, and technology).
10.4.2 Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy,
Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
10.4.3 Explain imperialism from the perspective of the colonizers and the colonized and the
varied immediate and long-term responses by the people under colonial rule.
10.4.4 Describe the independence struggles of the colonized regions of the world, including the role
of leaders, such as Sun Yat-sen in China, and the role of ideology and religion.
Essential Skills
Analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United
States.
Analyze the emergence of capitalism as a dominant economic pattern.
Analyze patterns of global change in the era of New Imperialism.
Describe the rise of industrial economies and their link to imperialism and colonialism
Explain imperialism from the perspective of the colonizers and the colonized
30
Instructional Segment 3 – World History
CST Mirror Test Closing Date: April 4, 2014
Please Note: It is not imperative that this entire Instructional Segment be
completed before the administration of the CST Mirror Test. However, it
MUST be completed before the administration of the actual CST.
Main Topics




World War I
Rise of Mid-Century Dictators
World War II
The Cold War
Standards














10.5 Students analyze the causes and course of the First World War.
10.5.1 Analyze the arguments for entering into war presented by leaders from all sides of the
Great War and the role of political and economic rivalries, ethnic and ideological conflicts,
domestic discontent and disorder, and propaganda and nationalism in mobilizing civilian
population in support of "total war."
10.5.2 Examine the principal theaters of battle, major turning points, and the importance of
geographic factors in military decisions and outcomes (e.g., topography, waterways, distance,
climate).
10.5.3 Explain how the Russian Revolution and the entry of the United States affected the course
and outcome of the war.
10.5.4 Understand the nature of the war and its human costs (military and civilian) on all
sides of the conflict, including how colonial peoples contributed to the war effort.
10.5.5 Discuss human rights violations and genocide, including the Ottoman government's
actions against Armenian citizens.
10.6 Students analyze the effects of the First World War.
10.6.1 Analyze the aims and negotiating roles of world leaders, the terms and influence of the
Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of
United States' rejection of the League of Nations on world politics.
10.6.2 Describe the effects of the war and resulting peace treaties on population movement, the
international economy, and shifts in the geographic and political borders of Europe and the Middle
East.
10.6.3 Understand the widespread disillusionment with prewar institutions, authorities, and values
that resulted in a void that was later filled by totalitarians.
10.6.4 Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g.,
Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway).
10.7 Students analyze the rise of totalitarian governments after the First World War.
10.7.1 Understand the causes and consequences of the Russian Revolution, including Lenin's
use of totalitarian means to seize and maintain control (e.g., the Gulag).
10.7.2 Trace Stalin's rise to power in the Soviet Union and the connection between economic
policies, political policies, the absence of a free press, and systematic violations of human rights
(e.g., the Terror Famine in Ukraine).
31






















10.7.3 Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and
Communist) in Germany, Italy, and the Soviet Union, noting their common and dissimilar
traits.
10.8 Students analyze the causes and consequences of World War II.
10.8.1 Compare the German, Italian, and Japanese drives for empire in the 1930s, including
the 1937 Rape of Nanking and other atrocities in China and the Stalin-Hitler Pact of 1939.
10.8.2 Understand the role of appeasement, nonintervention (isolationism), and the domestic
distractions in Europe and the United States prior to the outbreak of World War II.
10.8.3 Identify and locate the Allied and Axis powers on a map and discuss the major turning
points of the war, the principal theaters of conflict, key strategic decisions, and the resulting
war conferences and political resolutions, with emphasis on the importance of geographic
factors.
10.8.4 Describe the political, diplomatic, and military leaders during the war (e.g., Winston
Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph
Stalin, Douglas MacArthur, Dwight Eisenhower).
10.8.5 Analyze the Nazi policy of pursuing racial purity, especially against the European
Jews; its transformation into the Final Solution and the Holocaust resulted in the murder of
six million Jewish civilians.
10.8.6 Discuss the human costs of the war, with particular attention to the civilian and military
losses in Russia, Germany, Britain, United States, China and Japan.
10.9 Students analyze the international developments in the post-World War II world.
10.9.1 Compare the economic and military power shifts caused by the war, including the
Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European
nations, and the economic recoveries of Germany and Japan.
10.9.2 Analyze the causes of the Cold War, with the free world on one side and Soviet client
states on the other, including competition for influence in such places as Egypt, the Congo,
Vietnam, and Chile.
10.9.3 Understand the importance of the Truman Doctrine and Marshall Plan, which
established the pattern for America's postwar policy of supplying economic and military aid
to prevent the spread of Communism and the resulting economic and political competition in
arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
Essential Skills
Analyze the causes and course of the First World War.
Analyze the effects of the First World War.
Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of
Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of United States'
rejection of the League of Nations on world politics.
Analyze the rise of totalitarian governments after the First World War.
Analyze the causes and consequences of World War II.
Compare the German, Italian, and Japanese drives for empire in the 1930s.
Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its
transformation into the Final Solution and the Holocaust.
Compare the economic and military power shifts caused by the war.
Analyze the causes of the Cold War.
Understand the importance of the Truman Doctrine and Marshall Plan and the resulting economic
and political competition in arenas such as Southeast Asia, Cuba, and Africa.
32
Instructional Segment 4 – World History
Site-Based End of Year Assessments/Projects Closing Date: June 13, 2014
Main Topics



The Cold War (continued)
Modern Nation Building
Technological Revolution
Standards










10.9.4 Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political
and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution,
and the Tiananmen Square uprising).
10.9.5 Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968)
and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought
freedom from Soviet control.
10.9.6 Understand how the forces of nationalism developed in the Middle East, how the
Holocaust affected world opinion regarding the need for a Jewish state, and the significance
and effects of the location and establishment of Israel on world affairs.
10.9.7 Analyze the reasons for the collapse of the Soviet Union, including the weakness of the
command economy, burdens of military commitments, and growing resistance to Soviet rule
by dissidents in satellite states and the non-Russian Soviet republics.
10.9.8 Discuss the establishment and work of the United Nations and the purposes and
functions of the Warsaw Pact, SEATO, and NATO, and the Organization of American States.
10.10 Students analyze instances of nation-building in the contemporary world in two of the
following regions or countries: the Middle East, Africa, Mexico and other parts of Latin
America, and China.
10.10.1 Understand the challenges in the regions, including the geopolitical, cultural, military,
and economic significance and the international relationships in which they are involved.
10.10.2 Describe the recent history of the regions, including the political divisions and systems, key
leaders, religious issues, natural features, resources, and population patterns.
10.10.3 Discuss the important trends in the region today and whether they appear to serve the cause
of individual freedom and democracy.
10.11 Students analyze the integration of countries into the world economy and the
information, technological, and communications revolutions (e.g., television, satellites,
computers).
Essential Skills




Analyze the Chinese Civil War, the rise of Mao Tse-tung.
Analyze the reasons for the collapse of the Soviet Union.
Understand how the forces of nationalism developed in the Middle East.
Understand the significance and effects of the location and establishment of Israel on world affairs.
33
CALIFORNIA STANDARDS TEST
WORLD HISTORY
(Blueprint adopted by the State Board of Education 10/02)
INSTRUCTIONAL SEGMENT 1
INSTRUCTIONAL SEGMENT 3
INSTRUCTIONAL SEGMENT 2
INSTRUCTIONAL SEGMENT 4
CALIFORNIA CONTENT STANDARDS: GRADE 10
# of
Items
%
WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Students in grade ten study major turning points that shaped the modern world,
from the late eighteenth century through the present, including the cause and
course of the two world wars. They trace the rise of democratic ideas and develop
an understanding of the historical roots of current world issues, especially as they
pertain to international relations. They extrapolate from the American experience
that democratic ideals are often achieved at a high price, remain vulnerable, and
are not practiced everywhere in the world. Students develop an understanding of
current world issues and relate them to their historical, geographic, political,
economic, and cultural contexts. Students consider multiple accounts of events in
order to understand international relations from a variety of perspectives.
60
100%
13
22%
Reporting Cluster 1 – DEVELOPMENT OF MODERN POLITICAL THOUGHT
10.1 Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western
political thought.
1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views
of law, reason and faith, and duties of the individual.
2. Trace the development of the Western political ideas of the rule of law and
illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle's
Politics.
3. Consider the influence of the U.S. Constitution on political systems in the
contemporary world.
10.2 Students compare and contrast the Glorious Revolution of England, the
American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual liberty.
1. Compare the major ideas of philosophers and their effect on the democratic
revolutions in England, the United States, France, and Latin America (e.g., John
Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar,
Thomas Jefferson, James Madison).
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the
American Declaration of Independence (1776), the French Declaration of the Rights
of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
3. Understand the unique character of the American Revolution, its spread to other
parts of the world, and its continuing significance to other nations.
4. Explain how the ideology of the French Revolution led France to develop from
constitutional monarchy to democratic despotism to the Napoleonic empire.
5. Discuss how nationalism spread across Europe with Napoleon but was repressed for
a generation under the Congress of Vienna and Concert of Europe until the
Revolutions of 1848.
* Standard not ranked for emphasis.
** Emphasis: A=high; B=medium; C=low.
© California Department of Education
5
*
*
*
8
A**
A**
*
A**
*
34
CALIFORNIA STANDARDS TEST
WORLD HISTORY
(Blueprint adopted by the State Board of Education 10/02)
INSTRUCTIONAL SEGMENT 1
INSTRUCTIONAL SEGMENT 3
INSTRUCTIONAL SEGMENT 2
INSTRUCTIONAL SEGMENT 4
CALIFORNIA CONTENT STANDARDS: GRADE 10
Reporting Cluster 2 – INDUSTRIAL EXPANSION AND IMPERIALISM
10.3 Students analyze the effects of the Industrial Revolution in England, France,
Germany, Japan and the United States.
1. Analyze why England was the first country to industrialize.
2. Examine how scientific and technological changes and new forms of energy brought
about massive social, economic, and cultural change (e.g., the inventions and
discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas
Edison).
3. Describe the growth of population, rural to urban migration, and growth of cities
associated with the Industrial Revolution.
4. Trace the evolution of work and labor, including the demise of the slave trade and
the effects of immigration, mining and manufacturing, division of labor, and the
union movement.
5. Understand the connections among natural resources, entrepreneurship, labor, and
capital in an industrial economy.
6. Analyze the emergence of capitalism as a dominant economic pattern and the
responses to it, including Utopianism, Social Democracy, Socialism, and
Communism.
7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of
William Blake and William Wordsworth), social criticism (e.g., the novels of
Charles Dickens), and the move away from Classicism in Europe.
10.4 Students analyze patterns of global change in the era of New Imperialism in
at least two of the following regions or countries: Africa, Southeast Asia, China,
India, Latin America and the Philippines.
1. Describe the rise of industrial economies and their link to imperialism and
colonialism (e.g., the role played by national security and strategic advantage; moral
issues raised by the search for national hegemony, Social Darwinism, and the
missionary impulse; material issues such as land, resources, and technology).
2. Discuss the locations of the colonial rule of such nations as England, France,
Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United
States.
3. Explain imperialism from the perspective of the colonizers and the colonized and the
varied immediate and long-term responses by the people under colonial rule.
4. Describe the independence struggles of the colonized regions of the world, including
the role of leaders, such as Sun Yat-sen in China, and the role of ideology and
religion.
* Standard not ranked for emphasis.
** Emphasis: A=high; B=medium; C=low.
© California Department of Education
# of
Items
%
10
16.5%
7
A**
*
*
*
*
A**
*
3
A**
*
A**
*
35
CALIFORNIA STANDARDS TEST
WORLD HISTORY
(Blueprint adopted by the State Board of Education 10/02)
INSTRUCTIONAL SEGMENT 1
INSTRUCTIONAL SEGMENT 3
INSTRUCTIONAL SEGMENT 2
INSTRUCTIONAL SEGMENT 4
CALIFORNIA CONTENT STANDARDS: GRADE 10
Reporting Cluster 3 – CAUSES AND EFFECTS OF THE FIRST WORLD
WAR
10.5 Students analyze the causes and course of the First World War.
1. Analyze the arguments for entering into war presented by leaders from all sides of the
Great War and the role of political and economic rivalries, ethnic and ideological
conflicts, domestic discontent and disorder, and propaganda and nationalism in
mobilizing civilian population in support of "total war."
2. Examine the principal theaters of battle, major turning points, and the importance of
geographic factors in military decisions and outcomes (e.g., topography, waterways,
distance, climate).
3. Explain how the Russian Revolution and the entry of the United States affected the
course and outcome of the war.
4. Understand the nature of the war and its human costs (military and civilian) on all
sides of the conflict, including how colonial peoples contributed to the war effort.
5. Discuss human rights violations and genocide, including the Ottoman government's
actions against Armenian citizens.
10.6 Students analyze the effects of the First World War.
1. Analyze the aims and negotiating roles of world leaders, the terms and influence of
the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and
effects of United States's rejection of the League of Nations on world politics.
2. Describe the effects of the war and resulting peace treaties on population movement,
the international economy, and shifts in the geographic and political borders of
Europe and the Middle East.
3. Understand the widespread disillusionment with prewar institutions, authorities, and
values that resulted in a void that was later filled by totalitarians.
4. Discuss the influence of World War I on literature, art, and intellectual life in the
West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest
Hemingway).
# of
Items
%
14
23%
7
*
*
*
*
*
7
A**
*
*
*
Reporting Cluster 4 – CAUSES AND EFFECTS OF THE SECOND WORLD
WAR
13
10.7 Students analyze the rise of totalitarian governments after the First World
War.
6
1. Understand the causes and consequences of the Russian Revolution, including
Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag).
*
2. Trace Stalin's rise to power in the Soviet Union and the connection between
economic policies, political policies, the absence of a free press, and systematic
violations of human rights (e.g., the Terror Famine in Ukraine).
*
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and
Communist) in Germany, Italy, and the Soviet Union, noting their common and
dissimilar traits.
*
* Standard not ranked for emphasis.
** Emphasis: A=high; B=medium; C=low.
© California Department of Education
22%
36
CALIFORNIA STANDARDS TEST
WORLD HISTORY
(Blueprint adopted by the State Board of Education 10/02)
INSTRUCTIONAL SEGMENT 1
INSTRUCTIONAL SEGMENT 3
INSTRUCTIONAL SEGMENT 2
INSTRUCTIONAL SEGMENT 4
CALIFORNIA CONTENT STANDARDS: GRADE 10
10.8 Students analyze the causes and consequences of World War II.
1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including
the 1937 Rape of Nanking and other atrocities in China and the Stalin-Hitler Pact of
1939.
2. Understand the role of appeasement, nonintervention (isolationism), and the domestic
distractions in Europe and the United States prior to the outbreak of World War II.
3. Identify and locate the Allied and Axis powers on a map and discuss the major
turning points of the war, the principal theaters of conflict, key strategic decisions,
and the resulting war conferences and political resolutions, with emphasis on the
importance of geographic factors.
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston
Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito
Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
5. Analyze the Nazi policy of pursuing racial purity, especially against the European
Jews; its transformation into the Final Solution and the Holocaust resulted in the
murder of six million Jewish civilians.
6. Discuss the human costs of the war, with particular attention to the civilian and
military losses in Russia, Germany, Britain, United States, China and Japan.
Reporting Cluster 5 – INTERNATIONAL DEVELOPMENTS IN THE POSTWORLD WAR II ERA
10.9 Students analyze the international developments in the post-World War II
world.
1. Compare the economic and military power shifts caused by the war, including the
Yalta Pact, the development of nuclear weapons, Soviet control over Eastern
European nations, and the economic recoveries of Germany and Japan.
2. Analyze the causes of the Cold War, with the free world on one side and Soviet client
states on the other, including competition for influence in such places as Egypt, the
Congo, Vietnam, and Chile.
3. Understand the importance of the Truman Doctrine and Marshall Plan, which
established the pattern for America's postwar policy of supplying economic and
military aid to prevent the spread of Communism and the resulting economic and
political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam
War), Cuba, and Africa.
4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent
political and economic upheavals in China (e.g., the Great Leap Forward, the
Cultural Revolution, and the Tiananmen Square uprising).
5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968)
and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites
sought freedom from Soviet control.
* Standard not ranked for emphasis.
** Emphasis: A=high; B=medium; C=low.
© California Department of Education
# of
Items
%
7
A**
*
*
*
A**
*
10
16.5%
8
B**
A**
A**
B**
B**
37
CALIFORNIA STANDARDS TEST
WORLD HISTORY
(Blueprint adopted by the State Board of Education 10/02)
INSTRUCTIONAL SEGMENT 1
INSTRUCTIONAL SEGMENT 3
INSTRUCTIONAL SEGMENT 2
INSTRUCTIONAL SEGMENT 4
CALIFORNIA CONTENT STANDARDS: GRADE 10
6. Understand how the forces of nationalism developed in the Middle East, how the
Holocaust affected world opinion regarding the need for a Jewish state, and the
significance and effects of the location and establishment of Israel on world affairs.
7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of
the command economy, burdens of military commitments, and growing resistance to
Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.
8. Discuss the establishment and work of the United Nations and the purposes and
functions of the Warsaw Pact, SEATO, and NATO, and the Organization of
American States.
10.10 Students analyze instances of nation-building in the contemporary world in
two of the following regions or countries: the Middle East, Africa, Mexico and
other parts of Latin America, and China.
1. Understand the challenges in the regions, including the geopolitical, cultural, military,
and economic significance and the international relationships in which they are
involved.
2. Describe the recent history of the regions, including the political divisions and
systems, key leaders, religious issues, natural features, resources, and population
patterns.
3. Discuss the important trends in the region today and whether they appear to serve the
cause of individual freedom and democracy.
10.11 Students analyze the integration of countries into the world economy and the
information, technological, and communications revolutions (e.g., television,
satellites, computers).
* Standard not ranked for emphasis.
** Emphasis: A=high; B=medium; C=low.
© California Department of Education
# of
Items
%
A**
*
B**
1
*
*
*
1
38
WORLD HISTORY BENCHMARK EXAMS AT A GLANCE
Benchmark Exam 1 Deadline: October 25, 2013
# of
Items
3
4
3
4
5
3
4
STD
STANDARD
10.1.1 Ancient philosophies
10.1.2 Rule of law; illegitimacy of tyranny
10.1.3 U.S. Constitution
10.2.1 Philosophers
10.2.2+ Important early documents
10.2.3 American Revolution
10.2.4 The French Revolution
Benchmark Exam 2 Deadline: January 17, 2014
# of
Items
STD
2
2
3
2
4
3
2
2
2
6
8
5
10.1.2
10.2.1
10.2.2
10.2.4
10.3.1
10.3.2
10.3.3
10.3.4
10.3.5
10.3.6
10.4.1+
10.4.3
+One
STANDARD
Rule of law; illegitimacy of tyranny
Philosophers
Important early documents
The French Revolution
Industrial Revolution in England
Scientific/technological changes
Industrial Revolution growth
Work, labor, the union movement
An industrial economy
Capitalism
Industrial economies
Imperialism
of the questions for this standard is an open-ended, constructed response question.
39
WORLD HISTORY VOCABULARY
INSTRUCTIONAL SEGMENT 1
Amendment
Autocracy
Bias
Checks and balances
Christian-Judeo
Civil war
Conspicuous consumption
Constitution
Democracy
Direct Democracy
Enlightenment
Greco-Roman
Impartial
Inalienable rights
Independence
Legislature
Liberty
Limited government
Monarchy
Natural laws
Nobility
Oligarchy
Parliament
Paternalism
Representation
Republic
Revolution
Separation of powers
Social contact
Treaty
Tyranny
INSTRUCTIONAL SEGMENT 2
Alliance
Annex
Capitalism
Casualty
Colonialism
Communism
Diplomacy
Direct rule
Ethnic group
Export
Foreign policy
Free market
Ideology
Immigration
Imperialism
Import
Indirect rule
Industrialization
Interdependence
Labor union
Laissez faire
Nationalism
Oppress
Prosperity
Reform
Socialist
Sphere of Influence
Status quo
Strike
Vaccine
INSTRUCTIONAL SEGMENT 3
Appeasement
Armistice
Arms race
Atomic bomb
Atrocity
Authoritarian
Blitzkrieg
Cold War
Collaborator
Concentration camp
Containment
Death camp
Détente
Dictator
Fascism
Final Solution
Genocide
Gestapo
Holocaust
Inflation
Iron Curtain
Isolationism
Kristallnacht
Marshall Plan
Mechanized war
Militarism
Military intervention
Mobilize
Nazi-Soviet Pact
Nazi
New Deal
INSTRUCTIONAL SEGMENT 4
Apartheid
Buddhism
Chemical agent
Confucianism
Ethnic cleansing
Glasnost
Hinduism
Human Rights
Islam
Maoism
Muslim
NATO
Neo-Nazis
Perestroika
Sanction
SEATO
Taoism
Terrorism
United Nations
Warsaw Pact
INSTRUCTIONAL SEGMENT 3
Propaganda
Purge
Quota
Reparations
Stalinism
Total war
Totalitarian
Truman Doctrine
40
WORLD HISTORY VOCABULARY IN SPANISH
INSTRUCTIONAL SEGMENT 1
Enmienda
Autocracia
Inclinación
Control y balances
Judeo Cristiano
Guerra civil
Consumo conspicuo (evidente)
Constitución
Democracia
Democracia directa
Iluminación
Greco Romano
Imparcial
Derechos Inalienables
Independencia
Legislatura
Libertad
Gobierno limitado
Monarquía
Leyes naturales
Nobleza
Oligarquía
Parlamento
Paternalismo
Representación
República
Revolución
Separación de los poderes
Contacto social
Tratado
Tiranía
INSTRUCTIONAL SEGMENT 2
Alianza
Anexo
Capitalismo
Muerte
Colonialismo
Comunismo
Diplomacia
Dominio directo
Grupo étnico
Exportar
Póliza extranjera
Mercado libre
Ideología
Inmigración
Imperialismo
Importar
Dominio indirecto
Industrialización
Dependencia mutua
Sindicato
Faire del Laissez
Nacionalismo
Oprimir
Prosperidad
Reforma
Socialista
Esfera de influencia
Status quo
Huelga
Vacuna
INSTRUCTIONAL SEGMENT 3
Apaciguamiento
Armisticio
Carrera armamentista
Bomba atómica
Atrocidad
Autoritario
Guerra relámpago
Guerra fría
Colaborador
Campo de concentración
Contención
Campo de muerte
Disminución
Dictador
Fascismo
Solución final
Genocidio
Gestapo
Holocausto
Inflación
Cortina de hierro
Aislacionismo
Kristallnacht
Plan de Marshall
Guerra mecanizada
Militarismo
Intervención militar
Movilizar
Pacto del Nazi-Soviet
Nazi
Nuevo pacto
INSTRUCTIONAL SEGMENT 4
Segregación racial
Budismo
Agente químico
Confucianismo
Purificación étnica
Glasnost
Hinduismo
Derechos humanos
Islam
Maoísmo
Musulmanes
NATO
Neo-Nazismo
Perestroika
Sanción
SEATO
Taoísmo
Terrorismo
Naciones Unidas
Pacto de Varsovia
INSTRUCTIONAL SEGMENT 3
Propaganda
Purgar
Cuota
Reparaciones
Stalinism
Guerra total
Estado Totalitario
Doctrina de Truman
41
#CST
Items
STD
WORLD HISTORY PACING GUIDE 2013-2014
Textbook
RTQ’s
Other
# of
Resources Days
VOCABULARY LIST 1
INSTRUCTIONAL SEGMENT 1
THE WORLD BEFORE MODERN TIMES
5
*
10.1
10.1.2
Students relate the moral and ethical principles in ancient Greek and
Roman philosophy, in Judaism, and in Christianity to the development of
Western political thought.
The first civilizations (optional)
Trace the development of the Western political ideas of the rule of law and
illegitimacy of tyranny, using selections from Plato’s Republic and
Aristotle's Politics.
The civilizations of the Greeks
*
10.1.1
10.1.3
8
10.2
A
10.2.1
A
10.2.2
2, 3, 4, 5
Consider the influence of the U.S. Constitution on political systems in the
contemporary world.
Students compare and contrast the Glorious Revolution of England, the
American Revolution, and the French Revolution and their enduring
effects worldwide on the political expectations for self-government and
individual liberty.
Compare the major ideas of philosophers and their effect on the
democratic revolutions in England, the United States, France, and Latin
America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques
Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
List the principles of the Magna Carta, the English Bill of Rights (1689),
the American Declaration of Independence (1776), the French Declaration
of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights
(1791).
HA! Modern
Europe & the
Western World
1.2
Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.
Rome and the rise of Christianity (optional)
*
1.1
1
1.3
6, 7
8, 9
HA! Modern
Europe & the
Western World
10, 11, 12, 13
42
#CST
Items
STD
WORLD HISTORY PACING GUIDE 2013-2014
*
10.2.3
Understand the unique character of the American Revolution, its spread to
other parts of the world, and its continuing significance to other nations.
A
*
10.2.4
10.2.5
Textbook
Other
# of
Resources Days
14, 15, 16
The Glorious Revolution
2.1
The Enlightenment
2.2
The American Revolution
2.3
Explain how the ideology of the French Revolution led France to develop
from constitutional monarchy to democratic despotism to the Napoleonic
empire.
The French Revolution begins
3.1
Radical revolution and reaction
3.2
The age of Napoleon
3.3
17, 18, 19
Discuss how nationalism spread across Europe with Napoleon but was
repressed for a generation under the Congress of Vienna and Concert of
Europe until the Revolutions of 1848.
HA! Modern
Europe & the
Western World
20
The age of Napoleon (optional)
3.3
Reaction and revolution
4.2
National unification and national state (optional)
4.3
Benchmark Exam 1 Closing Date: October 25, 2013
RTQ’s
VOCABULARY LIST 1
BENCHMARK EXAM 1 DATA ANALYSIS AND INTERVENTIONS
43
#CST
Items
STD
WORLD HISTORY PACING GUIDE 2013-2014
Textbook
INSTRUCTIONAL SEGMENT 2
RTQ’s
Other
# of
Resources Days
VOCABULARY LIST 2
INDUSTRIALIZATION AND NATIONALISM
7
10.3
A
10.3.1
*
10.3.2
Students analyze the effects of the Industrial Revolution in England,
France, Germany, Japan and the United States.
Examine how scientific and technological changes and new forms of
energy brought about massive social, economic, and cultural change (e.g.,
the inventions and discoveries of James Watt, Eli Whitney, Henry
Bessemer, Louis Pasteur, Thomas Edison).
The Industrial revolution
pp. 283-284
The second industrial revolution
pp. 296-298
Scientific discoveries
Radio and movies (optional)
10.3.3
The emergence of mass society
*
10.3.4
23, 24
HA! Modern
Europe & the
Western World
25
HA! Modern
Europe & the
Western World
pp. 320-321
pg. 487
4.1
pp. 302-305
Trace the evolution of work and labor, including the demise of the slave trade
and the effects of immigration, mining and manufacturing, division of labor,
and the union movement.
The industrial revolution (optional)
HA! Modern
Europe & the
Western World
pg. 316
Describe the growth of population, rural to urban migration, and growth
of cities associated with the Industrial Revolution.
The industrial revolution
22
4.1
New age of science
The second industrial revolution in the United States (optional)
*
21
Analyze why England was the first country to industrialize.
4.1
44
#CST
Items
STD
WORLD HISTORY PACING GUIDE 2013-2014
Organizing the working class
pp. 299-300
Social structure of mass society (optional)
pp. 304-307
European control over West Africa (optional)
*
A
*
10.3.5
10.3.6
10.3.7
Textbook
Other
# of
Resources Days
pg. 343
Understand the connections among natural resources, entrepreneurship, labor,
and capital in an industrial economy.
The Industrial revolution
4.1
The growth of industrial prosperity
5.1
Social structure of mass society (optional)
pp. 304-305
The Latin American economy (optional)
pp. 521-523
Analyze the emergence of capitalism as a dominant economic pattern and
the responses to it, including Utopianism, Social Democracy, Socialism,
and Communism.
Social impact in Europe
pp. 260-261
Organizing the working class
pp. 299-300
Describe the emergence of Romanticism in art and literature (e.g., the poetry of
William Blake and William Wordsworth), social criticism (e.g., the novels of
Charles Dickens), and the move away from Classicism in Europe.
Romanticism and realism (optional)
RTQ’s
26, 27, 28
HA! Modern
Europe & the
Western World
29, 30
HA! Modern
Europe & the
Western World
4.4
EUROPIAN IMPERIALISM
7
10.3
3
10.4
Students analyze the effects of the Industrial Revolution in England,
France, Germany, Japan and the United States.
Students analyze patterns of global change in the era of New Imperialism
in at least two of the following regions or countries: Africa, Southeast
Asia, China, India, Latin America and the Philippines.
45
#CST
Items
A
*
STD
WORLD HISTORY PACING GUIDE 2013-2014
Describe the rise of industrial economies and their link to imperialism
and colonialism (e.g., the role played by national security and strategic
10.4.1 advantage; moral issues raised by the search for national hegemony,
Social Darwinism, the missionary impulse; material issues such as land,
resources, technology).
The national state and democracy
10.4.2
Textbook
31, 32
pp. 321-323
Women’s suffrage
pp. 326-327
Colonial rule in southeast Asia
6.1
Empire building in Africa
6.2
National building in Latin America
6.4
Revolution in China
7.2
Rise of modern Japan
7.3
Nationalism in Africa and Asia
10.2
Nationalism in Latin America
10.4
Discuss the locations of the colonial rule of such nations as England, France,
Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the
United States.
HA! Modern
Europe & the
Western World
HA! Communist
China &
Modern Japan
33
Colonial rule in southeast Asia (optional)
6.1
Empire building in Africa (optional)
6.2
National building in Latin America (optional)
Other
# of
Resources Days
5.3
Social Darwinism and anti-Semitism
Colonial rule in India
RTQ’s
HA! Modern
Europe & the
Western World
pp. 356-357
6.4
46
#CST
Items
STD
WORLD HISTORY PACING GUIDE 2013-2014
The decline of the Qing Dynasty
7.1
Japan joins the imperialist nations
pp. 401-402
Nationalism in Africa and Asia (optional)
A
*
10.4.3
10.4.4
Textbook
6.1
Empire building in Africa
6.2
British rule in India
6.3
The decline of the Qing Dynasty
7.1
Revolution in China
7.3
Describe the independence struggles of the colonized regions of the world,
including the role of leaders, such as Sun Yat-sen in China, and the role of
ideology and religion.
Resistance to colonial rule
pp. 340-341
Empire building in South Africa (optional)
pp. 347-349
British rule in India
6.3
The fall of the Qing
pp. 388-390
Nationalism in Africa and Asia
Nationalists and communists (optional)
Benchmark Exam 2 Closing Date: January 17, 2014
Other
# of
Resources Days
10.2
Explain imperialism from the perspective of the colonizers and the
colonized and the varied immediate and long-term responses by the
people under colonial rule.
Colonial rule in southeast Asia
An end to isolationism
RTQ’s
34
HA! Modern
Europe & the
Western World
35, 36, 37
HA! Communist
China &
Modern Japan
pg. 397
10.2
pg. 515
VOCABULARY LIST 2
BENCHMARK EXAM 2 DATA ANALYSIS AND INTERVENTIONS
47
#CST
Items
STD
WORLD HISTORY PACING GUIDE 2013-2014
Textbook
INSTRUCTIONAL SEGMENT #3
RTQ’s
Other
# of
Resources Days
VOCABULARY LIST 3
Please Note: It is not imperative that this entire Instructional Segment be completed before the
administration of the CST Mirror Test. However, it MUST be completed before the administration of
the actual CST.
WORLD WAR I
7
*
10.5
10.5.1
Students analyze the causes and course of the First World War.
Analyze the arguments for entering into war presented by leaders from
all sides of the Great War and the role of political and economic rivalries,
ethnic and ideological conflicts, domestic discontent and disorder, and
propaganda and nationalism in mobilizing civilian population in support
of "total war."
International rivalries
10.5.2
8.1
The War
8.2
The War
The last year of the war (optional)
*
10.5.3
pp. 450-451
Examine the principal theaters of battle, major turning points, and the
importance of geographic factors in military decisions and outcomes (e.g.,
topography, waterways, distance, climate).
The outbreak of war (optional)
Explain how the Russian Revolution and the entry of the United States
affected the course and outcome of the war.
HA! Modern
Europe & the
Western World
pp. 317-318
The road to World War I
The causes of World War I
*
38, 39, 40,
41, 42
43, 44
pp. 424-425
8.2
pp. 448-449
45, 46
HA! The Rise
and Fall of the
Soviet Union
48
#CST
Items
STD
WORLD HISTORY PACING GUIDE 2013-2014
The last year of the war (optional)
*
10.5.4
Understand the nature of the war and its human costs (military and
civilian) on all sides of the conflict, including how colonial peoples
contributed to the war effort.
Focus on every day life
Movements towards independence in Africa
*
7
A
10.5.5
10.6
10.6.1
Discuss human rights violations and genocide, including the Ottoman
government’s actions against Armenian citizens.
Decline and fall of the Ottoman Empire
Analyze the aims and negotiating roles of world leaders, the terms and
influence of the Treaty of Versailles and Woodrow Wilson's Fourteen
Points, and the causes and effects of United States' rejection of the
League of Nations on world politics.
International peacekeeping
Uneasy peace, uncertain security
10.6.2
10.6.3
Other
# of
Resources Days
pp. 448-449
47
HA! Modern
Europe & the
Western World
pp. 438-439
pg. 508
pg. 502-504
48, 49, 50, 51
pg. 414
8.4
pp. 464-465
Describe the effects of the war and resulting peace treaties on population
movement, the international economy, and shifts in the geographic and
political borders of Europe and the Middle East.
52, 53, 54
The home front: the impact of total war (optional)
pp. 435-437
The new order and the Holocaust
pp. 551-553
Nationalism in the Middle East
*
RTQ’s
Students analyze the effects of the First World War.
End of the War
*
Textbook
Understand the widespread disillusionment with prewar institutions,
authorities, and values that resulted in a void that was later filled by
totalitarians.
10.1
55, 56
49
#CST
Items
STD
WORLD HISTORY PACING GUIDE 2013-2014
The futile search for stability
9.1
The rise of dictatorial regimes
9.2
Cultural and intellectual trends (optional)
*
10.6.4
Textbook
RTQ’s
Other
# of
Resources Days
pp. 488-491
Discuss the influence of World War I on literature, art, and intellectual life in
the West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest
Hemingway).
57
Cultural and intellectual trends (optional)
pp. 488-491
Culture in Latin America
pp. 524-525
RISE OF MID-CENTURY DICTATORS
6
10.7
*
10.7.1
*
10.7.2
*
10.7.3
Students analyze the rise of totalitarian governments after the First
World War.
Understand the causes and consequences of the Russian Revolution,
including Lenin's use of totalitarian means to seize and maintain control
(e.g., the Gulag).
Trace Stalin's rise to power in the Soviet Union and the connection between
economic policies, political policies, the absence of a free press, and
systematic violations of human rights (e.g., the Terror Famine in Ukraine).
58, 59, 60
61, 62, 63
The Russian Revolution
8.3
The rise of dictatorial regimes
9.2
Analyze the rise, aggression, and human costs of totalitarian regimes
(Fascist and Communist) in Germany, Italy, and the Soviet Union, noting
their common and dissimilar traits.
The rise of dictatorial regimes
9.2
Hitler and Nazi Germany
9.3
Paths to war
11.1
HA! The Rise
and Fall of the
Soviet Union
64, 65
50
#CST
Items
STD
WORLD HISTORY PACING GUIDE 2013-2014
Textbook
RTQ’s
Other
# of
Resources Days
WORLD WAR II
7
10.8
A
10.8.1
Students analyze the causes and consequences of World War II.
Compare the German, Italian, and Japanese drives for empire in the
1930s, including the 1937 Rape of Nanking and other atrocities in China
and the Stalin-Hitler Pact of 1939.
Nationalism in Africa and Asia
Paths to war
*
10.8.2
*
10.8.3
*
10.8.4
66, 67
pp. 511-514
11.1
Understand the role of appeasement, nonintervention (isolationism), and
the domestic distractions in Europe and the United States prior to the
outbreak of World War II.
The futile search for stability
9.1
Paths to war
11.1
The course of World War II
11.2
68
Identify and locate the Allied and Axis powers on a map and discuss the
major turning points of the war, the principal theaters of conflict, key
strategic decisions, and the resulting war conferences and political
resolutions, with emphasis on the importance of geographic factors.
Describe the political, diplomatic, and military leaders during the war (e.g.,
Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf
Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight
Eisenhower).
HA! Modern
Europe & the
Western World
HA! Modern
69, 70, 71, 72 Europe & the
Western World
73
The course of World War II
11.2
The home front and the aftermath of the war
11.4
Europe at war
pg. 543
New alliances
pg. 537
51
#CST
Items
STD
A
10.8.5
WORLD HISTORY PACING GUIDE 2013-2014
Analyze the Nazi policy of pursuing racial purity, especially against the
European Jews; its transformation into the Final Solution and the
Holocaust resulted in the murder of six million Jewish civilians.
The Nazi state
The New order and the Holocaust
*
10.8.6
Textbook
pp. 481-483
11.3
74
The course of World War II
11.2
The New order and the Holocaust
11.3
A sober victory
Other
# of
Resources Days
HA! Modern
Europe & the
Western World
Discuss the human costs of the war, with particular attention to the civilian
and military losses in Russia, Germany, Britain, United States, China and
Japan.
Frontline civilians
RTQ’s
pp. 562-563
pg. 582
THE COLD WAR
8
10.9
B
10.9.1
Students analyze the international developments in the post-World War
II world.
Compare the economic and military power shifts caused by the war,
including the Yalta Pact, the development of nuclear weapons, Soviet
control over Eastern European nations, and the economic recoveries of
Germany and Japan.
The mobilization of peoples pp. 559, 561
Western Europe and North America
75, 76, 77
HA! Modern
Europe & the
Western World
12.3
The Cuban revolution
pp. 660-661
Japan and the Pacific
16.3
52
#CST
Items
STD
A
10.9.2
WORLD HISTORY PACING GUIDE 2013-2014
Analyze the causes of the Cold War, with the free world on one side and
Soviet client states on the other, including competition for influence in
such places as Egypt, the Congo, Vietnam, and Chile.
Development of the Cold War
The transition to independence
A
10.9.3
Textbook
RTQ’s
Other
# of
Resources Days
78, 79, 80
12.1
pg. 678
Understand the importance of the Truman Doctrine and Marshall Plan,
which established the pattern for America's postwar policy of supplying
economic and military aid to prevent the spread of Communism and the
resulting economic and political competition in arenas such as Southeast
Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
Development of the Cold War
12.1
Western Europe and North America
12.3
Communist China
16.1
Independent states in South and Southeast Asia
16.2
81, 82, 83
HA! The Rise
and Fall of the
Soviet Union
Please Note: It is not imperative that this entire Instructional Segment be completed before the
administration of the CST Mirror Test. However, it MUST be completed before the administration of
the actual CST.
CST MIRROR TEST DEADLINE: April 4, 2014
CST MIRROR TEST DATA ANALYSIS AND INTERVENTIONS
53
#CST
Items
STD
WORLD HISTORY PACING GUIDE 2013-2014
Textbook
INSTRUCTINAL SEGMENT #4
RTQ’s
Other
# of
Resources Days
VOCABULARY LIST 4
THE COLD WAR (Continued)
B
A
10.9.4
10.9.5
Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the
subsequent political and economic upheavals in China (e.g., the Great
Leap Forward, the Cultural Revolution, and the Tiananmen Square
uprising).
Revolutionary chaos in China
10.3
Communist China
16.1
Describe the uprisings in Poland (1952), Hungary (1956), and
Czechoslovakia (1968) and those countries' resurgence in the 1970s and
1980s as people in Soviet satellites sought freedom from Soviet control.
Development of the Cold War
12.1
Eastern Europe
13.2
Russian political thinkers
A
*
10.9.6
10.9.7
HA! Communist
China &
Modern Japan
Understand how the forces of nationalism developed in the Middle East,
how the Holocaust affected world opinion regarding the need for a
Jewish state, and the significance and effects of the location and
establishment of Israel on world affairs.
Conflict in the Middle East
84, 85
HA! The Rise
and Fall of the
Soviet Union
86
HA! Modern
Middle East
pp. 640-641
15.2
Analyze the reasons for the collapse of the Soviet Union, including the
weakness of the command economy, burdens of military commitments,
and growing resistance to Soviet rule by dissidents in satellite states and
the non-Russian Soviet republics.
The Soviet Union and Eastern Europe
12.2
Decline of the Soviet Union
13.1
HA! The Rise
and Fall of the
Soviet Union
54
#CST
Items
STD
WORLD HISTORY PACING GUIDE 2013-2014
Eastern Europe
Russian political thinkers
B
10.9.8
Textbook
RTQ’s
Other
# of
Resources Days
13.2
pp. 640-641
Discuss the establishment and work of the United Nations and the
purposes and functions of the Warsaw Pact, SEATO, and NATO, and the
Organization of American States.
87, 88
Development of the Cold War
12.1
Western Europe and North America
12.3
Global visions
17.2
HA! The Rise
and Fall of the
Soviet Union
MODERN NATION BUILDING
1
*
*
*
Students analyze instances of nation-building in the contemporary world
10.10 in two of the following regions or countries: the Middle East, Africa,
Mexico and other parts of Latin America, and China.
Understand the challenges in the regions, including the geopolitical, cultural,
10.10.1 military, and economic significance and the international relationships in
which they are involved.
Describe the recent history of the regions, including the political divisions and
10.10.2 systems, key leaders, religious issues, natural features, resources, and
population patterns.
Discuss the important trends in the region today and whether they appear to
10.10.3
serve the cause of individual freedom and democracy.
Latin America
Africa
Middle East
89
90
14.1 – 14.3
15.1
15.2, 15.3
HA! Modern
Latin America
HA! Modern
Africa
HA! Modern
Middle East
55
#CST
Items
STD
WORLD HISTORY PACING GUIDE 2013-2014
Textbook
China
16.1
The challenges of our world
17.1
The world in conflict
RTQ’s
Other
# of
Resources Days
HA! Communist
China &
Modern Japan
pp. 754-755
TECHNOLOGICAL REVOLUTION
1
10.11
Students analyze the integration of countries into the world economy and
the information, technological, and communications revolutions (e.g.,
television, satellites, computers).
The growth of industrial prosperity
5.1
Europe and the United States
13.3
Western society and culture
13.4
The challenges of our world
17.1
SITE-BASED END OF YEAR ASSESSMENTS/PROJECTS CLOSING DATE: JUNE 13, 2014
END OF YEAR DATA ANALYSIS
56