2013-2014 curriculum blueprint grade: 9-12 course: world ... · differently than the roman catholic...

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Time Allowed: (Weeks) Traditional: 3 weeks Block: 1.5 weeks 2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History Topic/Idea: 1. The Medieval World Instructional Focus Benchmarks Annually Assessed Benchmark(s): N/A EduSoft Mini- Assessment(s): N/A Date Range: N/A Item Specification Notes: Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary: Feudalism- the legal and social system that evolved in W Europe in the 8th and 9th centuries, in which vassals were protected and maintained by their lords, usually through the granting of fiefs, and were required to serve under them in war Usury-the lending or practice of lending money at an exorbitant interest Monarchy-supreme power or sovereignty held by a single person. Learning Goal: Understand the development of political, social, economic and religious systems in Europe during the Middle Ages. Objectives: Students will analyze why the Roman Empire fell. Students will identify how Germanic tribes divided Western Europe. Students will identify life under feudalism and the manor economy. Students will analyze the importance of the church in medieval society. Students will compare the different factors that led to the growth of modern economy. a) Agricultural improvements b) trade c) guilds d) merchant classes e) towns Students will compare the Byzantine Empire with the Roman Empire. Students will analyze the major events of England, France, Spain and Russia during the Middle Ages. Students will analyze the emergence of Japan and its feudal system. Benchmarks/Standards Supporting Common Core Standards SS.912.W.2.1 : Locate the extent of Byzantine territory at the height of the empire. SS.912.W.2.2 : Describe the impact of Constantine the Great’s establishment of “New Rome” (Constantinople) and his recognition of Christianity as a legal religion. SS.912.W.2.3 : Analyze the extent to which the Byzantine Empire was a continuation of the old Roman Empire and in what ways it was a departure. SS.912.W.2.4 : Identify key figures associated with the Byzantine Empire. SS.912.W.2.5 : Explain the contributions of the Byzantine Empire. SS.912.W.2.6 : Describe the causes and effects of the Iconoclast controversy of the 8 th and 9 th centuries and the 11 th century Christian schism between the churches of Essential Content & Understanding: “Fall” of the Roman Empire Increased pressures on the frontiers from invading tribal peoples, particularly from Central Asia and Eastern Europe (Huns, Lombards, Ostrogoths, Visigoths, Vandals) Migration of Germanic-speaking peoples from the frontier edges into the Empire Gradual disintegration of the political, economic, military and other social institutions of Rome Christianity and the splitting of the Empire into a Western and Eastern half Byzantine Empire Established by Constantine the Great Continued to exist and thrive after the fall of the Western Roman Empire Developed in different ways culturally and socially; attempts to reunite the old Roman Empire abandoned after Justinian Contributions such as mosaics, preservation of classical knowledge, Justinian’s Code Christianity was the official religion, but the Byzantine church developed differently from the Catholic church Iconoclast Movement reaction against the use of icons; schism between western Roman Catholic Church and eastern Orthodox Church Foundations of Early Medieval Society Classical heritage of Rome Christian beliefs Customs of Germanic tribes and Huns The effects of the decline of the Roman Empire (splitting of Empire, Constantine) Influence of the Roman Catholic Church Roman authority declined, while church authority grew. Monasteries preserved Greco-Roman cultural achievements. Higher Order Questions Stems Essential Questions: What led to the fall of the Roman Empire? How was the Byzantine Empire similar and different from the Roman Empire? What was the nature of Byzantine society? Why did the Orthodox Church develop differently than the Roman Catholic Church? What differences can be seen between the Roman Catholic Church and the Orthodox Church? What effects can be seen from the schism between the two churches? How did feudalism and the manor system emerge to shape medieval society? How did the church play a vital role in medieval life? How did the Church provide unity in Europe?

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Page 1: 2013-2014 Curriculum Blueprint Grade: 9-12 Course: World ... · differently than the Roman Catholic Church? What differences can be seen between the ... Samurai and Knights: Were

Time Allowed:

(Weeks)

Traditional: 3 weeks Block: 1.5 weeks

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 1. The Medieval World

Instructional Focus

Benchmarks

Annually Assessed Benchmark(s): N/A EduSoft Mini-Assessment(s): N/A Date Range: N/A Item Specification Notes: Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary: Feudalism- the legal and

social system that evolved

in W Europe in the 8th

and 9th centuries, in

which vassals were

protected and maintained

by their lords, usually

through the granting of

fiefs, and were required to

serve under them in war

Usury-the lending or

practice of lending money

at an exorbitant interest

Monarchy-supreme

power or sovereignty held

by a single person.

Learning Goal: Understand the development of political, social, economic and religious systems in Europe during the Middle Ages. Objectives: Students will analyze why the Roman Empire fell. Students will identify how Germanic tribes divided Western Europe. Students will identify life under feudalism and the manor economy. Students will analyze the importance of the church in medieval society. Students will compare the different factors that led to the growth of modern economy.

a) Agricultural improvements b) trade c) guilds d) merchant classes e) towns Students will compare the Byzantine Empire with the Roman Empire. Students will analyze the major events of England, France, Spain and Russia during the Middle Ages. Students will analyze the emergence of Japan and its feudal system.

Benchmarks/Standards Supporting Common Core Standards

SS.912.W.2.1: Locate the extent of

Byzantine territory at the height of the

empire.

SS.912.W.2.2: Describe the impact of

Constantine the Great’s establishment of

“New Rome” (Constantinople) and his

recognition of Christianity as a legal

religion.

SS.912.W.2.3: Analyze the extent to

which the Byzantine Empire was a

continuation of the old Roman Empire

and in what ways it was a departure.

SS.912.W.2.4: Identify key figures

associated with the Byzantine Empire.

SS.912.W.2.5: Explain the contributions

of the Byzantine Empire.

SS.912.W.2.6: Describe the causes and

effects of the Iconoclast controversy of the

8th and 9th centuries and the 11th century

Christian schism between the churches of

Essential Content & Understanding: “Fall” of the Roman Empire • Increased pressures on the frontiers from invading tribal peoples, particularly from Central Asia and Eastern Europe (Huns, Lombards, Ostrogoths, Visigoths, Vandals) • Migration of Germanic-speaking peoples from the frontier edges into the Empire • Gradual disintegration of the political, economic, military and other social institutions of Rome • Christianity and the splitting of the Empire into a Western and Eastern half Byzantine Empire • Established by Constantine the Great • Continued to exist and thrive after the fall of the Western Roman Empire • Developed in different ways culturally and socially; attempts to reunite the old Roman Empire abandoned after Justinian • Contributions such as mosaics, preservation of classical knowledge, Justinian’s Code • Christianity was the official religion, but the Byzantine church developed differently from the Catholic church • Iconoclast Movement – reaction against the use of icons; schism between western Roman Catholic Church and eastern Orthodox Church Foundations of Early Medieval Society • Classical heritage of Rome • Christian beliefs • Customs of Germanic tribes and Huns • The effects of the decline of the Roman Empire (splitting of Empire, Constantine) Influence of the Roman Catholic Church • Roman authority declined, while church authority grew. • Monasteries preserved Greco-Roman cultural achievements.

Higher Order Questions Stems

Essential Questions: What led to the fall of the Roman Empire?

How was the Byzantine Empire similar and

different from the Roman Empire?

What was the nature of Byzantine society? Why did the Orthodox Church develop differently than the Roman Catholic Church?

What differences can be seen between the

Roman Catholic Church and the Orthodox

Church?

What effects can be seen from the schism

between the two churches?

How did feudalism and the manor system

emerge to shape medieval society?

How did the church play a vital role in

medieval life?

How did the Church provide unity in

Europe?

Page 2: 2013-2014 Curriculum Blueprint Grade: 9-12 Course: World ... · differently than the Roman Catholic Church? What differences can be seen between the ... Samurai and Knights: Were

Time Allowed:

(Weeks)

Traditional: 3 weeks Block: 1.5 weeks

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 1. The Medieval World

Constantinople and Rome.

SS.912.W.2.7: Analyze causes (Justinian’s

Plague, ongoing attacks from the

“barbarians,” the Crusades, and internal

political turmoil) of the decline of the

Byzantine Empire.

SS.912.W.2.8: Describe the rise of the

Ottoman Turks, the conquest of

Constantinople in 1453, and the

subsequent growth of the Ottoman

empire under the sultanate including

Mehmet the Conqueror and Suleyman the

Magnificent.

SS.912.W.2.9: Analyze the impact of the

collapse of the Western Roman Empire on

Europe.

SS.912.W.2.10: Describe the orders of medieval social hierarchy, the changing role of the Church, the emergence of feudalism, and the development of private property as a distinguishing feature of Western Civilization. SS.912.W.2.11: Describe the rise and achievements of significant rulers in medieval Europe. SS.912.W.2.12: Recognize the importance of Christian monasteries and convents as centers of education, charitable and missionary activity, economic productivity, and political power. SS.912.W.2.13: Explain how Western civilization arose from a synthesis of classical Greco-Roman civilization, Judeo-Christian influence, and the cultures of northern European peoples promoting a cultural unity in Europe.

• Missionaries carried Christianity and Latin alphabet to Germanic tribes. • Parish priests served religious and social needs of the people. • Invasions shattered Roman protection over the Empire. Age of Charlemagne • Franks emerged as a force in Western Europe; used military power to expand territory • Pope crowned Charlemagne the Emperor of the Holy Roman Empire in 800 • The alliance between Frankish kings and the Church reestablished Roman culture in Western Europe

Feudal Society • Fiefs, Vassals, Serfs • Feudal obligations Manorial System during the Middle Ages • Rigid class structure • Self-sufficient manors England • William the Conqueror, leader of the Norman Conquest, united most of England • Common law had its beginnings during the reign of Henry II • King John signed the Magna Carta, limiting the King’s power • The Hundred Years’ War between England and France helped define England as a nation France • Hugh Capet established the French throne in Paris, and his dynasty gradually expanded their control over most of France • The Hundred Years’ War between England and France helped define France as a nation • Joan of Arc was a unifying force

Spain • Ferdinand and Isabella unified the country and expelled Muslim Moors • Spanish Empire in the Western Hemisphere expanded under Phillip II Russia • Ivan the Great threw off the rule of the Mongols, centralized power in Moscow, and expanded the Russian nation • Power was centralized in the hands of the tsar • The Orthodox Church influenced unification Areas of Barbaric Settlement • Goths and Saxons from continental Europe to England • Magyars and Huns from Central Asia to Hungary

How did the Franks help reunify the West? How did changes in agriculture and trade

lead to the growth of towns and commerce?

What were the consequences of the struggle for power between kings and nobles in England? How did European nation-state expand their territories and consolidate their power? How did the invasions by the Goths, Saxons, Magyars, Huns and Vikings influence the development of Europe? How and why did Japan develop a decentralized government? How does Japanese feudalism compare with Western European feudalism? How did Chinese culture influence Japan and Korea? Who gained more from the cultural and economic relationships between China, Japan and Korea? What are the key beliefs of Islam? How did this major world religion spread? What effects did the spread of Islam have on Europe, Asia and Africa? How has Islam influenced Western civilization?

What were the effects of the Ottoman invasions of Europe? What were key events and effects of the Crusades?

Page 3: 2013-2014 Curriculum Blueprint Grade: 9-12 Course: World ... · differently than the Roman Catholic Church? What differences can be seen between the ... Samurai and Knights: Were

Time Allowed:

(Weeks)

Traditional: 3 weeks Block: 1.5 weeks

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 1. The Medieval World

SS.912.W.2.14: Describe the causes and effects of the Great Famine of 1315-1316, The Black Death, The Great Schism of 1378, and the Hundred Years War on Western Europe. SS.912.W.2.15: Determine the factors that contributed to the growth of a modern economy. SS.912.W.2.16: Trace the growth and development of national identify in England, France, and Spain. SS.912.W.2.17: Identify key figures, artistic, and intellectual achievements of the medieval period in Western Europe. SS.912.W.2.18: Describe developments in medieval English legal and constitutional history and their importance to the rise of modern democratic institutions and procedures. SS.912.W.2.19: Describe the impact of Japan's physiographic on its economic and political development. SS.912.W.2.20: Summarize the major cultural, economic, political, and religious developments in medieval Japan. SS.912.W.2.21: Compare Japanese feudalism with Western European feudalism during the Middle Ages. SS.912.W.2.22: Describe Japan's cultural and economic relationship to China and Korea. Additional Reoccurring Standards

• Vikings from Scandinavia to Russia Influence of the Barbaric Peoples • Manors with castles provided protection • Invasions disrupted trade, towns declined and feudal system strengthened • Invasions by barbarians disrupted the social, economic and political order of Europe

The Rise of Japanese Civilization • Strongly influenced by geography and location – chain of several thousand islands stretching nearly 1400 miles wedded Japan to the sea. Very mountainous – little farming • Society organized in clans; Shintoism • Koreans introduced Chinese writing into Japan as well as Chinese Buddhism • Heian period (794-1185) – Japanese culture flourished; much of Japanese literature written by women The Emergence of Feudal Japan • Japanese cultural development was influenced by proximity to China. • Shinto and Buddhism coexisted as religious traditions in the Japanese culture. • Characterized by powerless emperor ruled by military leader (shogun) • Adopted policy of isolation to limit foreign influences Shinto • Ethnic religion unique to Japan • Importance of natural features, forces of nature, and ancestors • State religion; worshipping the emperor • Coexistence with Buddhism

How did the Crusades stimulate trade between Europe and the Muslim Empire?

Resources/Links:

Haiku Learning - AP World World History Practice Test World History for All History World World History Matters Federal Resources for Education Excellence Discovery Education History Channel World History Archives U.S. Holocaust Memorial Museum Times (Around the World)

Teachers will complete 4 DBQs within a full year course.

DBQ Option: What is the primary reason to study the Byzantines? DBQ Option: Samurai and Knights: Were the similarities greater than the differences?

Page 4: 2013-2014 Curriculum Blueprint Grade: 9-12 Course: World ... · differently than the Roman Catholic Church? What differences can be seen between the ... Samurai and Knights: Were

Time Allowed: (Weeks)

Traditional: 2.5 weeks

Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 2. Religious Encounters during the Medieval Period

Instructional Focus Benchmarks

Annually Assessed Benchmark(s): N/A EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary: Judaism – the monotheistic religion of the Jews, having its ethical, ceremonial, and legal foundation in the precepts of the Old Testament. Christianity – a monotheistic and Abrahamic relgion based on the life and teachings of Jesus Christ as presented in canonical gospels and other New Testament writing as well as the Old Testament. Islam – the religious faith of Muslims, based on the words and religious systems founded by the prophet Muhammad and taught by the Koran. Hinduism – the common religion of India, based upon the religion of the Aryan settlers. Muslim – a follower of the religion of Islam.

Learning Goal: Analyze the role religion played during the medieval period. Objectives: Students will critique the key beliefs of Islam. Students will analyze causes, events and effects of the Crusades. Students will understand the emergence of Constantinople. Students will analyze the causes and impact of the Black Death.

Benchmarks/Standards Supporting Common Core Standards

SS.912.W.3.1: Discuss significant people and beliefs

associated with Islam.

SS.912.W.3.2: Compare the major beliefs and

principles of Judaism, Christianity, and Islam.

SS.912.W.3.3: Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula. SS.912.W.3.4: Describe the expansion of Islam into India and the relationship between Muslims and Hindus. SS.912.W.3.5: Describe the achievements, contributions, and key figures associated with the Islamic Golden Age. SS.912.W.3.6: Describe key economic, political, and social developments in Islamic history. SS.912.W.3.7: Analyze the causes, key events, and effects of the European response to Islamic expansion beginning in the 7th century. SS.912.W.3.8: Identify important figures associated with the Crusades.

Additional Reoccurring Standards

Essential Content & Understanding: Key Beliefs of Islam • Five Pillars of Faith • Monotheism • Founder is Mohammad • Holy book is the Quran/Koran • Spread by way of missionaries, trade/migration, and conquest • Muslims preserved mathematical and scientific knowledge of the West during the Middle Ages • Created algebra, unique artwork and architecture, poetry, etc. Key Events of Crusades • Pope Urban’s speech • The capture of Jerusalem • Founding of Crusader states • Loss of Jerusalem to Saladin • Sack of Constantinople by western Crusaders Effects of the Crusades • Weakened the Popes and nobles; strengthened monarchs • Stimulated trade throughout the Mediterranean area and the Middle East • Left a legacy of bitterness among Christians, Jews and Muslims • Weakened the Byzantine Empire

Constantinople • Fell to the Ottoman Turks in 1453, ending the Byzantine Empire

Essential Questions:

What are the key beliefs of Islam? How did this major world religion spread? What effects did the spread of Islam have on Europe, Asia and Africa? How has Islam influenced Western civilization?

What were the effects of the Ottoman invasions of Europe? What were key events and effects of the Crusades? How did the Crusades stimulate trade between Europe and the Muslim Empire?

Resources/Links:

Haiku Learning - AP World World History Practice Test World History for All History World World History Matters Federal Resources for Education Excellence Discovery Education History Channel World History Archives U.S. Holocaust Memorial Museum Times (Around the World)

Page 5: 2013-2014 Curriculum Blueprint Grade: 9-12 Course: World ... · differently than the Roman Catholic Church? What differences can be seen between the ... Samurai and Knights: Were

Time Allowed: (Weeks)

Traditional: 2.5 weeks

Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 2. Religious Encounters during the Medieval Period

Crusades – military expeditions undertaken by the Christians of Europe in the 11th, 12th, and 13th centuries for the recovery of the Holy Land from the Muslims.

• Became capital of the Ottoman Empire Economic Effects of the Crusades • Increased demand for Middle Eastern products • Stimulated production of goods to trade in Middle Eastern markets • Encouraged the use of credit and banking Important Economic Concepts • Church rule against usury and the banks’ practice of charging interest helped to secularize northern Italy • Letters of credit served to expand the supply of money and expedite trade • New accounting and bookkeeping practices (use of Arabic numerals) were introduced. • Commercial Revolution Intellectual Effects of the Crusades • Reacquisition of Greek and Roman text • Scholasticism and the beginnings of the scientific method on European civilization • Foundation for the rise of universities in Europe

Impact of the Black Death • Decline in population • Scarcity of labor force • Towns freed from feudal obligations • Decline of church influence • Disruption of trade Essential Understandings • In the fourteenth century, the Black Death (bubonic plague) decimated the population of much of Asia and eventually much of the population of Europe. • Muslims and Christians reacted in widely divergent ways. While society seemed to decline and the power of the church weakened in Europe, Muslim areas seemed to experience less disruption.

Teachers will complete 4 DBQs within a full year course.

DBQ Option: The Black Death: How Different Were the Christian and Muslim Responses? DBQ Option: Why did Islam spread so quickly?

Page 6: 2013-2014 Curriculum Blueprint Grade: 9-12 Course: World ... · differently than the Roman Catholic Church? What differences can be seen between the ... Samurai and Knights: Were

Time Allowed: (Weeks)

Traditional: 2 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 3. Civilizations of Africa and Americas

Instructional Focus Benchmarks

Annually Assessed Benchmark(s): N/A EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary: Maritime-connected with the sea in

relation to navigation, shipping, etc.

Textile-any cloth or goods produced by

weaving, knitting, or felting.

Isolationism-the policy or doctrine of

isolating one's country from the affairs of

other nations by declining to enter into

alliances, foreign economic

commitments, international agreements,

etc., seeking to devote the entire efforts of

one's country to its own advancement

and remain at peace by avoiding foreign

entanglements and responsibilities.

Learning Goal: Understand the culture, economies, governments and important events during the early civilizations of Africa and the Americas. Objectives: Students will describe the different civilizations that developed in Africa. Students will compare different religious backgrounds of African civilizations. Students will analyze major trade patterns that developed in the Eastern Hemisphere. Students will analyze how ideas were spread throughout the Eastern Hemisphere. Students will describe the culture and civilizations of Mesoamerica. Students will compare the civilizations of South America.

Benchmarks/Standards Supporting Common Core Standards

SS.912.W.3.9: Trace the growth of major sub-Saharan African kingdoms and empires. SS.912.W.3.10: Identify key significant economic, political, and social characteristics of Ghana. SS.912.W.3.11: Identify key figures and significant economic, political, and social characteristics associated with Mali. SS.912.W.3.12: Identify key figures and significant economic, political, and social characteristics associated with Songhai. SS.912.W.3.13: Compare economic, political, and social developments in East, West, and South Africa. SS.912.W.3.14: Examine the internal and external factors that led to the fall of the empires of Ghana, Mali, and Songhai. SS.912.W.3.15: Analyze the legacies of the Olmec, Zapotec, and Chavin on later Meso and South American civilizations.

Essential Content & Understanding:

The Mutapa Empire • Numerous Bantu-speaking , pastoral peoples began to develop small kingdoms by the 900s • By 1300s, the Shona people arrived building their kingdom of Great Zimbabwe • King Mutota brought much of the territory surrounding Great Zimbabwe under his control; took the title of Mwene Mutapa • Shona believed Mwene Mutapa was only one able to communicate with spirits; had complete religious authority Sub-Saharan Africa • City states that developed on or near the eastern coast of Africa • Both Christian (Ethiopia)and Muslim • Based on trade • Developed the Swahili language as a way to communicate with Muslim traders. Ghana, Mali and Songhai • Trade-based civilizations that grew up in Western Africa.; traded salt and gold • Developed unique cultures • Mansa Musa and the spread of Islam • Timbuktu was a center of learning and trade • Became a center for slave trading as Europeans arrived.

Major trade patterns of the Eastern Hemisphere from 1000 to 1500 A.D. • Silk roads across Asia to the Mediterranean basin • Maritime routes across the Indian Ocean

Essential Questions:

How did the East African Swahili states represent a blend of several cultures?

What role did the spread of ideas and trade play in the development of empires in Africa from the 1300s to the 1500s?

What led to the “fall” of the Ghana, Mail and

Songhai empires?

What effect did these civilizations have on the expansion of the slave trade outside Africa? Where were the major trade routes in the Eastern Hemisphere from 1000 to 1500 A.D.? How did trade facilitate the diffusion of goods and ideas among different cultures? Was trade good for all parties involved? How were the Aztecs able to build such a powerful empire? How did Andean peoples adapt to their environment? What factors allowed the Inca to control their

Page 7: 2013-2014 Curriculum Blueprint Grade: 9-12 Course: World ... · differently than the Roman Catholic Church? What differences can be seen between the ... Samurai and Knights: Were

Time Allowed: (Weeks)

Traditional: 2 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 3. Civilizations of Africa and Americas

SS.912.W.3.16: Locate major civilizations of Mesoamerica and Andean South America. SS.912.W.3.17: Describe the roles of people in the Maya, Inca, and Aztec societies. SS.912.W.3.18: Compare the key economic, cultural, and political characteristics of the major civilizations of Meso and South America. SS.912.W.3.19: Determine the impact of significant Meso and South American rulers such as Pacal the Great, Montezuma I, and Huayna Capac.

Additional Reoccurring Standards

• Trans-Saharan routes across North Africa • Northern European links with the Black Sea • Western European sea and river trade • South China Sea and lands of Southeast Asia Goods • Gold from West Africa • Spices from lands around the Indian Ocean • Textiles from India, China, the Middle East, and later Europe • Porcelain from China and Persia Technology • Paper from China through the Muslim world to Byzantium and Western Europe • New crops from India (e.g., for making sugar) • Waterwheels and windmills • Navigation—Compass from China, lateen sail from Indian Ocean

Ideas • Spread of religions across the hemisphere – Buddhism from China to Korea and Japan – Hinduism and Buddhism from India to Southeast Asia – Islam into West Africa, Central and Southeast Asia • Printing and paper money from China Shinto • Ethnic religion unique to Japan • Importance of natural features, forces of nature, and ancestors • State religion; worshipping the emperor • Coexistence with Buddhism Essential Understandings During the Medieval Period, several major trading routes developed in the Eastern Hemisphere. These trading routes developed among Europe, Africa, and Asia. Regional trade networks and long-distance trade routes in the Eastern

vast empire?

Page 8: 2013-2014 Curriculum Blueprint Grade: 9-12 Course: World ... · differently than the Roman Catholic Church? What differences can be seen between the ... Samurai and Knights: Were

Time Allowed: (Weeks)

Traditional: 2 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 3. Civilizations of Africa and Americas

Hemisphere aided the diffusion and exchange of technology and culture between Europe, Africa, and Asia. Mesoamerica • Zapotec peoples among the earliest Mesoamericans to develop an urban civilization (Monte Alban, Teotihuacan); Trade and farming an important part of Mesoamerican economy; declined after 700. • Mayans flourished around Yucatan Peninsula from 200-900; developed the only complete writing system in the Americas; refined calendar to track various cycles of time; cities – Tikal, Copan; leaders – Pacal • Toltecs, descendants of nomadic tribes migrated to central Mexico from the north around 900; similar religious beliefs & architecture with Mayans; gone by 1100 • Aztec Empire (1200s – 1500s) – Tenochtitlan; conquered area tribes and forced them to pay tribute; pyramids, causeways and acqueducts; religion aimed at pleasing gods – human sacrifices South America • Nazca culture (370 BC – 450 AD) – coastal desert plain in present-day Peru; agricultural gods demanded sacrifices of human heads and blood; geoglyphs • Moche culture (100-700) and Chimu (1000-1470) emerged to the north of the Nazca • The Inca (1438-1535), the most powerful American empire came from the region of Cuzco high in the Andes Mountains; conquered surrounding lands; religion based on worship of sun and royal ancestors; irrigation canals, roads, terraces, quipus; civil war severely weakened Inca before Spanish arrived Essential Understandings By 1500 A.D., major states and empires had developed in various regions of the world. These civilizations were unique and highly adapted to their individual geographic locations. These civilizations were devastated by the arrival of Europeans in their area.

Resources/Links:

Haiku Learning - AP World World History Practice Test World History for All History World World History Matters Federal Resources for Education Excellence Discovery Education History Channel World History Archives U.S. Holocaust Memorial Museum Times (Around the World)

Teachers will complete 4 DBQs within a full year course.

Page 9: 2013-2014 Curriculum Blueprint Grade: 9-12 Course: World ... · differently than the Roman Catholic Church? What differences can be seen between the ... Samurai and Knights: Were

Time Allowed: (Weeks)

Traditional: 2.5 weeks

Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 4. Renaissance and Reformation

Instructional Focus Benchmarks

Annually Assessed Benchmark(s): N/A EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary: Renaissance- the activity, spirit, or

time of the great revival of art,

literature, and learning in Europe

beginning in the 14th century and

extending to the 17th century,

marking the transition from the

medieval to the modern world.

Reformation-the religious

movement in the 16th century that

had for its object the reform of the

Roman Catholic Church, and that led

to the establishment of the Protestant

churches.

Secular-not pertaining to or

Learning Goal: The student will demonstrate an understanding of the political, cultural, and economic conditions during the Renaissance period. Objectives: Students will describe the meaning of “renaissance.” Students will analyze the contributions of the Renaissance.

a) art b) science c) ideas d) literature Students will critique the importance of the printing press. Students will analyze the impact of the Reformation in Germany. Students will assess the reasons for Henry VIII’s creation of the Anglican Church. Students will compare the Reformations of Germany, England and France. Students will analyze the events of the Catholic Counter-Reformation. Students will analyze the changing cultural, philosophical and traditional ideas that were spread.

Benchmarks/Standards Supporting Common Core Standards

SS.912.W.4.1: Identify the economic and political causes for the rise of the Italian city-states (Florence, Milan, Naples, Rome, Venice). SS.912.W.4.2: Recognize major influences on the architectural, artistic, and literary developments of Renaissance Italy (Classical, Byzantine, Islamic, Western European). SS.912.W.4.3: Identify the major artistic, literary, and technological contributions of individuals during the Renaissance. SS.912.W.4.4: Identify characteristics of Renaissance humanism in works of art. SS.912.W.4.5: Describe how ideas

Essential Content & Understanding:

Renaissance • “Rebirth” of classical knowledge, “birth” of the modern world • Spread of the Renaissance from the Italian city states to northern Europe Contributions of the Renaissance • Accomplishments in the visual arts—Michelangelo, Leonardo da Vinci • Accomplishments in literature (sonnets, plays, essays)—Shakespeare • Accomplishments in intellectual ideas (humanism)—Erasmus Role of the printing press • Growth of literacy was stimulated by the Gutenberg printing press. • The Bible was printed in English, French, and German. Impact of Gutenberg’s Printing Press Reformation in Germany • Princes in Northern Germany converted to Protestantism, ending authority of the Pope in their states. • The Hapsburg family and the authority of the Holy Roman Empire continued to support the Roman Catholic Church. • Conflict between Protestants and Catholics resulted in devastating

Essential Questions:

What caused the Commercial Revolution in Italy in the 1300s and 1400s? What influences inspired Italian humanists? How do advances in science and technology change society? How did Renaissance ideas spread across Europe?

What issues led to the Protestant Reformation? How and why did the Protestant Reformation spread to other parts of Europe? What were the problems and issues that provoked religious reforms in Western Christianity? What were the causes of the wars of religion? What were some of the changing cultural values, traditions, and philosophies during the Reformation?

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Time Allowed: (Weeks)

Traditional: 2.5 weeks

Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 4. Renaissance and Reformation

connected with religion.

from the Middle Ages and Renaissance led to the Scientific Revolution. SS.912.W.4.6: Describe how scientific theories and methods of the Scientific Revolution challenged those of the early classical and medieval periods. SS.912.W.4.7: Identify criticisms of the Roman Catholic Church by individuals such as Wycliffe, Hus and Erasmus and their impact on later reformers. SS.912.W.4.8: Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden and the effects of the Reformation on Europe. SS.912.W.4.9: Analyze the Roman Catholic Church's response to the Protestant Reformation in the forms of the Counter and Catholic Reformation. SS.912.W.4.10: Identify the major contributions of individuals associated with the Scientific Revolution.

Additional Reoccurring Standards

wars (e.g., Thirty Years’ War). Reformation in England • Anglican Church became a national church throughout the British Isles under Elizabeth I. • The Reformation contributed to the rise of capitalism. Reformation in France • Catholic monarchy granted Protestant Huguenots freedom of worship by the Edict of Nantes (later revoked). • Cardinal Richelieu changed the focus of the Thirty Years’ War from a

religious to a political conflict.

Catholic Counter Reformation • Catholic Church mounted a series of reforms and reasserted its authority. • Society of Jesus (The Jesuits) was founded to spread Catholic doctrine around the world. Inquisition was established to reinforce Catholic doctrine. • The Reformation had its roots in theology, but it led to important economic and political changes. Religious differences and hatreds caused war and destruction. Changing cultural values, traditions, and philosophies • Growth of secularism • Growth of individualism • Growth of religious tolerance Essential Understandings New intellectual and artistic ideas that developed during the Renaissance marked the beginning of the modern world. At first the Reformation divided the countries of Europe on religious principles, leading to religious intolerance. Gradually religious toleration emerged, along with democratic thought.

Resources/Links: Haiku Learning - AP World World History Practice Test World History for All History World World History Matters Federal Resources for Education Excellence Discovery Education History Channel World History Archives U.S. Holocaust Memorial Museum Times (Around the World)

Teachers will complete 4 DBQs within a full year course.

DBQ Option: What was the Most Important Consequence of the Printing Press? DBQ Option: How did the Renaissance change man’s view of man?

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Time Allowed: (Weeks)

Traditional: 2 weeks

Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 5. Age of Exploration and Encounter

Instructional Focus

Benchmarks

Annually Assessed Benchmark(s): N/A EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary: Technological- pertaining to

technology; relating to science

and industry.

Indigenous- originating in and

characteristic of a particular

region or country.

Migration- to go from one

country, region, or place to

another.

Mercantilism- a system of political and economic policy, evolving with the modern national state and seeking to secure a nation's political and economic supremacy in its rivalry with other states. According to this system, money was regarded as a store of

Learning Goal: The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world during the period of

exploration.

Objectives:

Students will analyze the importance of trade patterns.

Students will compare the political, economical and cultural effects on European countries as they competed for land and sea.

Students will analyze the exchanges that took place between different cultures.

a) Ideas b) science c) goods d) culture

Students will compare the effects of the Columbian Exchange

Students will critique the diffusion of religion during exploration.

Students will analyze the effects on the Americas during exploration.

Benchmarks/Standards

Supporting Common Core Standards

SS.912.W.4.11: Summarize the causes that led to the Age of Exploration, and identify major voyages and sponsors. SS.912.W.4.12: Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas. SS.912.W.4.13: Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas. SS.912.W.4.14: Recognize the practice of slavery and other forms of forced labor experienced during the 13th through 17th centuries in East Africa, West Africa, Europe, Southwest Asia, and the Americas. SS.912.W.4.15: Explain the origins, developments, and impact of the

Essential Content & Understanding:

Traditional trade patterns linking Europe with Asia and Africa • Silk roads across Asia to the Mediterranean basin • Maritime routes across the Indian Ocean • Trans-Saharan routes across North Africa • Northern European links with the Black Sea • Western European sea and river trade • South China Sea and lands of Southeast Asia Importance of trade patterns • Exchange of products and ideas Advancements exchanged along trade routes • Paper, compass, silk, porcelain (China) • Textiles, numeral system (India and Middle East) • Scientific transfer—Medicine, astronomy, Mathematics Essential Understandings By 1500, regional trade patterns had developed that linked Africa, the Middle East, Asia, and Europe. By 1500 A.D., technological and scientific advancements had been

exchanged among cultures of the world.

Factors contributing to the European discovery of lands in the Western Hemisphere • Demand for gold, spices, and natural resources in Europe

Essential Questions:

Why are regional trading patterns important? What technological developments made European exploration possible? Why were Europeans interested in discovering new lands and markets? Why did nations place such importance on mercantilism?

How did the expansion of European empires into the Americas and Africa affect the religion in those areas? What was the effect of European migration and settlement on the Americas and Africa? Why were the Spanish able to conquer the powerful Aztec and Inca empires?

What was the impact of the Columbian Exchange between European and indigenous cultures?

What was the triangular trade? What was the impact of precious metal exports from the Americas?

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Time Allowed: (Weeks)

Traditional: 2 weeks

Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 5. Age of Exploration and Encounter

wealth, and the goal of a state was the accumulation of precious metals, by exporting the largest possible quantity of its products and importing as little as possible, thus establishing a favorable balance of trade. Balance of trade- the

difference between the values of

exports and imports of a

country, said to be favorable or

unfavorable as exports are

greater or less than imports.

trans-Atlantic slave trade between West Africa and the Americas. SS.912.G.2.2-Describe the factors and processes that contribute to the differences between developed and developing regions of the world. Additional Reoccurring Standards

• Support for the diffusion of Christianity • Political and economic competition between European empires • Innovations in navigational arts (European and Islamic origins) • Pioneering role of Prince Henry the Navigator Establishment of overseas empires and decimation of indigenous populations • Portugal—Vasco da Gama • Spain—Christopher Columbus, Hernando Cortez, Francisco Pizarro, Ferdinand Magellan • England—Francis Drake • France—Jacques Cartier Means of diffusion of Christianity • Migration of colonists to new lands • Influence of Catholics and Protestants, who carried their faith, language, and cultures to new lands • Conversion of indigenous peoples

Americas • Expansion of overseas territorial claims and European emigration to North and South America • Demise of Aztec, Maya, and Inca Empires • Legacy of a rigid class system and dictatorial rule in Latin America • Forced migration of some Africans into slavery • Colonies’ imitation of the culture and social patterns of their parent country Africa • European trading posts along the coast • Trade in slaves, gold, and other products Columbian Exchange • Western Hemisphere agricultural products such as corn, potatoes, and tobacco changed European lifestyles. • European horses and cattle changed the lifestyles of American Indians (First Americans).

How did Africa become involved in foreign trade?

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Time Allowed: (Weeks)

Traditional: 2 weeks

Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 5. Age of Exploration and Encounter

• European diseases like smallpox killed many American Indians (First Americans). Impact of the Columbian Exchange

• Shortage of labor to grow cash crops led to the use of African slaves. • Slavery was based on race. • European plantation system in the Caribbean and the Americas destroyed indigenous economics and damaged the environment. Export of precious metals • Gold and silver (exported to Europe and Asia) • Impact on indigenous empires of the Americas • Impact on Spain and international trade African exports • Slaves (triangular trade) • Raw materials African imports • Manufactured goods from Europe, Asia, and the Americas • New food products (corn, peanuts) Essential Understandings • The expanding economies of European states stimulated increased trade with markets in Asia. • With the loss of Constantinople in 1453, European nations fronting the Atlantic sought new maritime routes for trade. • Europeans migrated to new colonies in the Americas, creating new cultural and social patterns. • The discovery of the Americas by Europeans resulted in an exchange of products and resources between the Eastern and Western Hemispheres. • The triangular trade linked Europe, Africa, and the Americas. Slaves, sugar, and rum were traded. • The European nations established a trade pattern known as the triangular trade and exported precious metals from the Americas. • The exportation of slaves and demand for imported goods began to alter traditional economic patterns in Africa. • Europeans established trading posts and colonies in Africa and Asia.

Resources/Links:

Haiku Learning - AP World World History Practice Test World History for All History World World History Matters Federal Resources for Education Excellence Discovery Education History Channel World History Archives U.S. Holocaust Memorial Museum Times (Around the World)

Teachers will complete 4 DBQs within a full year course.

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Time Allowed: (Weeks)

Traditional: 2.5 weeks

Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 6. Absolutism, Enlightenment and Revolutions

Instructional Focus

Benchmarks

Annually Assessed Benchmark(s): N/A EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary: Rationalism- the principle or

habit of accepting reason as the

supreme authority in matters of

opinion, belief, or conduct.

Deism-belief in the existence of

a God on the evidence of

reason and nature only, with

rejection of supernatural

revelation

Social contract-the voluntary

agreement among individuals

by which, according to any of

various theories, as of Hobbes,

Locke, or Rousseau, organized

society is brought into being

and invested with the right to

secure mutual protection and

welfare or to regulate the

Learning Goal: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth

centuries.

Objectives: Students will analyze the importance of the Scientific Revolution. Students will compare new scientific discoveries during the Scientific Revolution. Students will compare the different absolute monarchies of this time period. Students will analyze the effects of the Glorious Revolution and the development of rights for the English. Students will compare different ideas and thinkers during the Enlightenment.

a)Literature b) technology c)philosophy d) art Students will analyze the causes of the French Revolution. Students will define the key events of the French Revolution. Students will compare the revolutions in the Americas. Students will be able to critique Napoleon and the decisions he made.

Benchmarks/Standards Supporting Common Core Standards

SS.912.W.4.5: Describe how ideas from the Middle Ages and Renaissance led to the Scientific Revolution. SS.912.W.4.6: Describe how scientific theories and methods of the Scientific Revolution challenged those of the early classical and medieval periods. SS.912.W.4.10: Identify the major contributions of individuals associated with the Scientific Revolution. SS.912.W.1.1-Use timelines to establish cause and effect relationships of historical events. SS.912.W.5.1: Compare the causes and effects of the development of constitutional monarchy in England with those of the development of absolute monarchy in France, Spain, and Russia.

Essential Content & Understanding:

Importance of the Scientific Revolution • Emphasis on reason and systematic observation of nature • Formulation of the scientific method • Expansion of scientific knowledge Individuals of the Scientific Revolution • Johannes Kepler – used new mathematics to prove Copernicus’s heliocentric theory • Galileo – used telescope to prove Kepler and Copernicus correct; calculated acceleration, law of inertia; condemned by Catholic Church • Antoni van Leeuwenhock – microscope • Francis Bacon – rejected deductive reasoning and believed only experimental data could be foundation of knowledge • Rene Descartes – believed in questioning all ideas before accepting them as knowledge • Sir Isaac Newton – laws of motion and Gravity Essential Understandings With its emphasis on reasoned observation and systematic measurement, the scientific revolution changed the way people viewed the world and their place in it.

Characteristics of absolute monarchies • Centralization of power

Essential Questions:

Why did some European begin to question the medieval Christian worldview, and how did they finally shatter it? What is the scientific method, and how did it affect the European worldview? How did some Europeans justify absolutism? What effect did the absolute monarchs have on the countries of continental Europe?

Why did absolutism fail in England? How did the English Civil War and the Glorious Revolution promote the development of the rights of Englishmen? What was the Enlightenment? How did philosophers of the Enlightenment influence thinking on political issues? How did the Enlightenment affect common conceptions about the role of women?

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Time Allowed: (Weeks)

Traditional: 2.5 weeks

Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 6. Absolutism, Enlightenment and Revolutions

relations among its members.

Bourgeoisie- the middle

classes

Philosophy- the rational

investigation of the truths and

principles of being, knowledge,

or conduct.

Succession-the right, act, or

process, by which one person

succeeds to the office, rank,

estate, or the like, of another.

Divine right-the doctrine that

the right of rule derives directly

from God, not from the consent

of the people.

SS.912.W.5.2: Identify major causes of the Enlightenment. SS.912.W.5.3: Summarize the major ideas of Enlightenment philosophers. SS.912.W.5.4: Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world. SS.912.W.5.5: Analyze the extent to which the Enlightenment impacted the American and French Revolutions. SS.912.W.5.6: Summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon. SS.912.W.5.7: Describe the causes and effects of 19th Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture. Additional Reoccurring Standards

• Concept of rule by divine right Absolute monarchs • Louis XIV—France, Palace of Versailles as a symbol of royal power • Frederick the Great—Prussia, emphasis on military power • Peter the Great—Russia, westernization of Russia Essential Understandings The Age of Absolutism takes its name from a series of European

monarchs who increased the power of their central governments.

Development of the rights of Englishmen • Oliver Cromwell and the execution of Charles I • The restoration of Charles II • Development of political parties/factions • Glorious Revolution (William and Mary) • Increase of parliamentary power over royal power • English Bill of Rights of 1689 Essential Understandings Political democracy rests on the principle that government derives power from the consent of the governed. The foundations of English freedoms included the jury trial, the Magna Carta, and common law. The English Civil War and the Glorious Revolution prompted further development of the rights of Englishmen.

The Enlightenment • Applied reason to the human world, not just the natural world • Stimulated religious tolerance • Fueled democratic revolutions around the World Enlightenment thinkers and their ideas • Thomas Hobbes’ Leviathan—The state must have central authority to manage behavior. • John Locke’s Two Treatises on Government—People are sovereign; monarchs are not chosen by God. • Montesquieu’s The Spirit of Laws—The best form of government includes a separation of powers. • Jean-Jacques Rousseau’s The Social Contract—Government is a contract between rulers and the people. • Voltaire—Religious toleration should triumph over religious

How did the Enlightenment promote revolution in the American colonies? How did the struggle for power in Europe contribute to the founding of the United States? Who were some artists, philosophers, and writers of the period? What improved technologies and institutions were important to European economies? How did Enlightenment ideas play a role in France’s revolutionary government? How effective were the revolutionaries in reforming the French government? How did the French and American Revolutions influence Latin American independence movements? What was the legacy of Napoleon? What was the significance of the Congress of Vienna? How did nationalism and democracy influence national revolutions? How did liberal revolutions affect Europe?

Resources/Links:

Haiku Learning - AP World World History Practice Test World History for All History World World History Matters Federal Resources for Education Excellence Discovery Education History Channel

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Time Allowed: (Weeks)

Traditional: 2.5 weeks

Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 6. Absolutism, Enlightenment and Revolutions

fanaticism; separation of church and state • Mary Wollstonecraft – believe Enlightenment principles should be extended to women

Influence of the Enlightenment • Political philosophies of the Enlightenment fueled revolution in the Americas and France. • Thomas Jefferson’s Declaration of Independence incorporated Enlightenment ideas. • The Constitution of the United States of America and Bill of Rights incorporated Enlightenment ideas. Essential Understandings Enlightenment thinkers believed that human progress was possible through the application of scientific knowledge and reason to issues of law and government. Enlightenment ideas influenced the leaders of the American Revolution and the writing of the Declaration of Independence.

Representative artists, philosophers, and writers • Johann Sebastian Bach— Composer • Wolfgang Amadeus Mozart— Composer • Eugène Delacroix—Painter • Voltaire—Philosopher • Miguel de Cervantes—Novelist New forms of art and literature • Paintings depicted classical subjects, public events, natural scenes, and living people (portraits). • New forms of literature evolved—the novel (e.g., Cervantes’ Don Quixote). Technologies • All-weather roads improved year- round transport and trade. • New designs in farm tools increased productivity (agricultural revolution). • Improvements in ship design lowered the cost of transport. Essential Understandings The Enlightenment brought a new emphasis on order and balance in the arts as artists borrowed heavily from classical Greece and

World History Archives U.S. Holocaust Memorial Museum Times (Around the World)

Teachers will complete 4 DBQs within a full year course.

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Time Allowed: (Weeks)

Traditional: 2.5 weeks

Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 6. Absolutism, Enlightenment and Revolutions

Rome, and new forms of literature were established.

Causes of the French Revolution • Influence of Enlightenment ideas • Influence of the American Revolution Events of the French Revolution • Storming of the Bastille • Reign of Terror Outcomes of the French Revolution • End of the absolute monarchy of Louis XVI • Rise of Napoleon Influence of the American and French Revolutions on the Americas • Independence came to French, Spanish, and Portuguese colonies • Toussaint L’Ouverture—Haiti • Simon Bolivar—South America Essential Understandings The ideas of the Enlightenment and French participation in the American Revolution influenced the French people to view their government in new ways. They overthrew the absolute monarchy, and a new government was established. These ideas and examples of the American and French Revolutions influenced the people of Latin America to establish independent nations. Legacy of Napoleon • Unsuccessful attempt to unify Europe under French domination • Napoleonic Code • Awakened feelings of national pride and growth of nationalism Legacy of the Congress of Vienna • “Balance of power” doctrine • Restoration of monarchies • New political map of Europe • New political philosophies (liberalism, conservatism) Essential Understandings The French Revolution left a powerful legacy for world history: secular society, nationalism, and democratic ideas.

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Time Allowed: (Weeks)

Traditional: 2.5 weeks

Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 6. Absolutism, Enlightenment and Revolutions

Napoleon’s attempt to unify Europe under French domination was unsuccessful. The Congress of Vienna attempted to restore Europe as it had been before the French Revolution and Napoleonic conquests. National pride, economic competition, and democratic ideals stimulated the growth of nationalism. The terms of the Congress of Vienna led to widespread discontent in Europe. Unsuccessful revolutions of 1848 increased nationalistic tensions. In contrast to continental Europe, Great Britain expanded political rights through legislative means and made slavery illegal in the British Empire. Essential Understandings The rise of nationalism was a powerful force behind European politics during the nineteenth century. Widespread demands for political rights led to revolutions and legislative actions in Europe.

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Time Allowed: (Weeks)

Traditional:2.5 weeks

Block: 1.5

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 7. 19th Century Industrialism, Nationalism, and Imperialism

Instructional Focus Benchmarks

Annually Assessed Benchmark(s): N/A EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary: Estate- a social or political class; specifically : one of the great classes (as the nobility, the clergy, and the commons) formerly vested with distinct political powers Faction-a group or clique within a larger

group, party, government, organization,

or the like

Papal-of or pertaining to the pope or the

papacy

Consulate-the position, work, authority,

or term of service of a consul.

Bureaucracy-the body of officials and

administrators, especially of a

government or government department.

Capitalism-an economic system in

which investment in and ownership of

the means of production, distribution,

Learning Goal: The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century.

Objectives:

Students will compare the unifications of Italy and Germany.

Students will analyze the origins of the Industrial Revolution.

Students will compare capitalism and socialism.

Students will analyze the social effects of the Industrial Revolution.

Students will critique the hardships of factory work during the Industrial Revolution.

Students will define imperialism.

Students will compare imperialized areas.

Students will analyze but the short-term and long-term effects of imperialism.

Benchmarks/Standards Supporting Common Core Standards

SS.912.W.6.1: Describe the agricultural and technological innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and Japan. SS.912.W.6.2: Summarize the social and economic effects of the Industrial Revolution. SS.912.W.6.3: Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx. SS.912.W.6.4: Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America. SS.912.W.6.5: Summarize the causes, key events, and effects of the unification of Italy and Germany. SS.912.W.6.6: Analyze the causes and effects of

Essential Content & Understanding:

Unification of Italy • Count Cavour unified Northern Italy. • Giuseppe Garibaldi joined southern Italy to northern Italy. • The Papal States (including Rome) became the last to join Italy. Unification of Germany • Otto von Bismarck led Prussia in the unification of Germany through war and by appealing to nationalist feelings. • Bismarck’s actions were seen as an example of Realpolitik, which justifies all means to achieve and hold power. • The Franco-Prussian War led to the creation of the German state. Essential Understandings Italy and Germany became nation-states long after the rest of Europe.

Origins of the Industrial Revolution • Began in Great Britain – Why? Geographic advantages, availability of iron ore and coal, stable political system, large overseas empire, growing global demand for manufactured goods, Britain’s ability to adopt old

Essential Questions:

How did Italy achieve unity? How did Bismarck unite Germany?

Why did the Industrial Revolution originate in England? Why did the spread of industrialism to Europe and the United States accelerate colonialism and imperialism?

What was the role of capitalism and market competition in the Industrial Revolution? What were some theories opposed to capitalism? How did the Industrial Revolution impact the lives of women, children, and the family? How did the Industrial Revolution produce changes in culture and society? How did the Industrial Revolution affect slavery? How did many workers respond to industrialization?

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Time Allowed: (Weeks)

Traditional:2.5 weeks

Block: 1.5

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 7. 19th Century Industrialism, Nationalism, and Imperialism

and exchange of wealth is made and

maintained chiefly by private individuals

or corporations, especially as contrasted

to cooperatively or state-owned means of

wealth.

Socialism-a theory or system of social

organization that advocates the vesting of

the ownership and control of the means

of production and distribution, of capital,

land, etc., in the community as a whole.

Communism-a system of social

organization in which all economic and

social activity is controlled by a

totalitarian state dominated by a single

and self-perpetuating political party.

Suffrage-the right to vote, especially in a

political election.

Liberalism-a political or social

philosophy advocating the freedom of the

individual, parliamentary systems of

government, nonviolent modification of

political, social, or economic institutions

to assure unrestricted development in all

spheres of human endeavor, and

governmental guarantees of individual

rights and civil liberties.

Natural selection-the process by

which forms of life having traits that

better enable them to adapt to specific

environmental pressures, as predators,

changes in climate, or competition for

food or mates, will tend to survive and

reproduce in greater numbers than

imperialism. SS.912.W.6.7: Identify major events in China during the 19th and early 20th centuries related to imperialism.

Additional Reoccurring Standards

methods from around the world for new uses. The Commercialization of Agriculture • Developed in Britain in early 1700s due to European expansion overseas, introduction of new American crops. • Introduction of crop rotation and seed drill led to an increase in crops and wealth – led to enclosure movement. • Agriculture, like trade, became a commercial enterprise. Availability of more food = an ever-increasing pop. Essential Understandings Development of new technologies and methods of economic organization led Europeans into the Industrial Revolution. Mechanical power replaced muscle power as the primary energy source, which gave rise to a new way of life in western Europe and America.

Capitalism • Adam Smith’s Wealth of Nations • Role of market competition and entrepreneurial abilities • Impact on standard of living and the growth of the middle class • Dissatisfaction with poor working conditions and the unequal distribution of wealth in society Socialism and communism • Karl Marx’s Communist Manifesto (written with Friedrich Engels) and Das Capital • Response to the injustices of capitalism • Importance of redistribution of wealth to the Communists Essential Understandings Capitalism and market competition fueled the Industrial Revolution. Wealth increased the standard of living for some. Social dislocations associated with capitalism produced a range of

Why did European countries participate in imperialism and a race for colonies? How were these motives justified? How might nations use military strength to gain an unequal trade advantage with other nations? How effective were the responses of colonized peoples towards European imperialism?

Resources/Links:

Haiku Learning - AP World World History Practice Test World History for All History World World History Matters Federal Resources for Education Excellence Discovery Education History Channel World History Archives U.S. Holocaust Memorial Museum Times (Around the World)

Teachers will complete 4 DBQs within a full year course.

DBQ Option: Female Mill Workers in England and Japan: How similar were there experiences?

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Time Allowed: (Weeks)

Traditional:2.5 weeks

Block: 1.5

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 7. 19th Century Industrialism, Nationalism, and Imperialism

others of their kind, thus ensuring the

perpetuation of those favorable traits in

succeeding generations.

Realism-the tendency to view or

represent things as they really are.

Proletariat-the class of wage earners,

especially those who earn their living by

manual labor or who are dependent for

support on daily or casual employment;

the working class.

economic and political ideas, including socialism and communism.

The nature of work in the factory system • Family-based cottage industries displaced by the factory system • Harsh working conditions with men competing with women and children for wages • Child labor that kept costs of production low and profits high • Owners of mines and factories who exercised considerable control over the lives of their laborers Impact of the Industrial Revolution on slavery • The cotton gin increased demand for slave labor on American plantations. • The United States and Britain outlawed the slave trade and then slavery. Social effects of the Industrial Revolution • Women and children entering the workplace as cheap labor • Introduction of reforms to end child labor • Expansion of education • Women’s increased demands for suffrage The rise of labor unions • Encouraged worker-organized strikes to increase wages and improve working conditions • Lobbied for laws to improve the lives of workers, including women and children • Wanted worker rights and collective bargaining between labor and management Essential Understandings Agricultural economies were based on the family unit. The Industrial Revolution had a significant impact on the structure and function of the family. The Industrial Revolution placed new demands on the labor of men, women, and children. Workers organized labor unions to fight for improved working conditions

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Time Allowed: (Weeks)

Traditional:2.5 weeks

Block: 1.5

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 7. 19th Century Industrialism, Nationalism, and Imperialism

and workers’ rights.

Nationalism motivated European nations to compete for colonial possessions. European economic, military, and political power forced colonized countries to trade on European terms. Industrially produced goods flooded colonial markets and displaced their traditional industries. Colonized peoples resisted European domination and responded in diverse ways to Western influences. Forms of imperialism • Colonies and Protectorates • Spheres of influence Imperialism in Africa and Asia • European domination • European conflicts carried to the colonies • Christian missionary efforts • Spheres of influence in China • Suez Canal • East India Company’s domination of Indian states • American opening of Japan to trade • Berlin Conference, 1884-85 • Opium War • Taiping Rebellion • Boxer Rebellion

Responses of colonized peoples • Armed conflicts (Events leading to the Boxer Rebellion in China) • Meiji Restoration and westernization in Japan • Rise of nationalism (first Indian nationalist party founded in the mid-1800s)

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Time Allowed: (Weeks)

Traditional: 2.5 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 8. World War I and Its Aftermath

Instructional Focus Benchmarks

Annually Assessed Benchmark(s): N/A EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary Imperialism-the policy of extending

the rule or authority of an empire or

nation over foreign countries, or of

acquiring and holding colonies and

dependencies.

Protectorate-the relation of a

strong state toward a weaker state

or territory that it protects and

partly controls.

Indemnity-protection or security

against damage or loss.

Conscription-compulsory

enrollment of persons for military or

naval service; draft.

Mobilization-to organize or adapt

(industries, transportation facilities,

etc.) for service to the government in

Learning Goal: The student will demonstrate knowledge of the worldwide impact of World War I.

Objectives:

Students will explain the causes of WWI. a) Alliances b) imperialism c) militarism d) nationalism

Students will analyze the major events of WWI. Students will identify major leaders of the war. Students will explain the outcomes and major effects of the war. Citing causes and consequences of the Russian Revolution. Students will analyze the aftermath of WWI.

a) Rise of communism b) Great depression c) Rise of Stalin, Hitler, Mussolini and Hirohito

Benchmarks/Standards Supporting Common Core Standards

SS.912.W.7.1: Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism. SS.912.W.7.2: Describe the changing nature of warfare during World War I. SS.912.W.7.3: Summarize significant effects of World War I. SS.912.W.7.4: Describe the causes and effects of the German economic crisis of the 1920s and the global depression of the 1930s, and analyze how governments responded to the Great Depression.

Additional Reoccurring Standards

Essential Content & Understanding:

Causes of World War I • Alliances that divided Europe into competing camps • Nationalistic feelings • Diplomatic failures • Imperialism • Competition over colonies • Militarism Major events • Assassination of Austria’s Archduke Ferdinand • United States enters war • Russia leaves the war Major leaders • Woodrow Wilson • Kaiser Wilhelm II Essential Understandings Industrial nations in Europe needed natural resources and markets to expand their economies. These nations competed to control Africa and Asia to secure their economic and political success. Imperialism spread economic, political, and social philosophies of Europe throughout the world.

Essential Questions:

Why did conflict in the Balkans spread to the rest of Europe in 1914? What were the major events that shaped the course of the war?

Who were the major leaders?

What were the most significant global effects of World War I? What were the aims and motives of the victorious powers in drawing up the Treaty of Versailles? Was the Treaty a fair one? Was the German response justified?

What were the main causes of the Russian Revolution? Why did the Bolsheviks succeed? What was the League of Nations and why did it fail? How was the mandate system structured and what was its purpose?

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Time Allowed: (Weeks)

Traditional: 2.5 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 8. World War I and Its Aftermath

time of war.

Propaganda-information, ideas, or

rumors deliberately spread widely

to help or harm a person, group,

movement, institution, nation, etc.

Armistice-a temporary suspension

of hostilities by agreement of the

warring parties; truce

Reparation-compensation in

money, material, labor, etc., payable

by a defeated country to another

country or to an individual for loss

suffered during or as a result of war.

Mandate-an authoritative order or command Depression-an economic condition

characterized by substantial and

protracted unemployment, low

output and investment

Collective bargaining-the process

by which wages, hours, rules, and

working conditions are negotiated

and agreed upon by a union with an

employer for all the employees

collectively whom it represents.

Deficit-a lack or shortage

Fascism-a governmental system led

by a dictator having complete power,

forcibly suppressing opposition and

criticism, regimenting all industry,

commerce, etc., and emphasizing an

Resistance to imperialism took many forms including armed conflict and intellectual movements. World War I (1914-1918) was caused by competition among industrial nations in Europe and a failure of diplomacy.

Outcomes and global effects • Colonies’ participation in the war, which increased demands for independence • End of the Russian Imperial, Ottoman, German, and Austro-Hungarian empires • Enormous cost of the war in lives, property, and social disruption Treaty of Versailles • Forced Germany to accept guilt for war and loss of territory and pay reparations • Limited the German military Essential Understandings The war transformed European and American life, wrecked the economies of Europe, and planted the seeds for a second world war.

Causes of 1917 revolutions • Defeat in war with Japan in 1905 • Landless peasantry • Incompetence of Tsar Nicholas II • Military defeats and high casualties in World War I Rise of communism • Bolshevik Revolution and civil war • Vladimir Lenin’s New Economic Policy • Lenin’s successor—Joseph Stalin Essential Understandings Tsarist Russia entered World War I as an absolute monarchy with sharp class divisions between the nobility and peasants. The grievances of workers and peasants were not resolved by the Tsar. Inadequate administration in World War I led to revolution and an unsuccessful provisional government. A second revolution by the Bolsheviks created the communist state that ultimately became the U.S.S.R.

What problems might have arisen from such a system? How and why did the world economy collapse? How did the effects of the depression change the world? How effective were the responses to the depression by the Western democracies? Why did dictatorial governments emerge in Germany, Italy, Japan, and the U.S.S.R. after World War I? How did these regimes affect the world following World War I? Why did various countries around the world embrace totalitarianism in the 1920s and 1930s?

Resources/Links:

Haiku Learning - AP World World History Practice Test World History for All History World World History Matters Federal Resources for Education Excellence Discovery Education History Channel World History Archives U.S. Holocaust Memorial Museum Times (Around the World)

Teachers will complete 4 DBQs within a full year course.

DBQ Option: What were the Underlying Causes of World War I?

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Time Allowed: (Weeks)

Traditional: 2.5 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 8. World War I and Its Aftermath

aggressive nationalism and often

racism.

Totalitarianism-absolute control by

the state or a governing branch of a

highly centralized institution.

League of Nations • International cooperative organization • Established to prevent future wars • United States not a member • Failure of League because it did not have power to enforce its decisions The mandate system • The system was created to administer the colonies of defeated powers on a temporary basis. • France and Great Britain became mandatory powers in the Middle East. Essential Understandings After World War I, international organizations and agreements were established to avoid future conflicts.

Causes of worldwide depression • German reparations • Expansion of production capacities and dominance of the United States in the global economy • High protective tariffs • Excessive expansion of credit • Stock Market Crash (1929) Impact of world depression • High unemployment in industrial countries • Bank failures and collapse of credit • Collapse of prices in world trade • Nazi Party’s growing importance in Germany; Nazi Party’s blame of European Jews for economic collapse Essential Understandings A period of uneven prosperity in the decade following World War I (1920s) was followed by worldwide depression in the 1930s. Depression weakened Western democracies, making it difficult for them to challenge the threat of totalitarianism.

U.S.S.R. during the Interwar Period—Joseph Stalin • Entrenchment of communism • Stalin’s policies (five-year plans, collectivization of farms, state industrialization, secret police)

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Time Allowed: (Weeks)

Traditional: 2.5 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 8. World War I and Its Aftermath

• Great Purge Germany during the Interwar Period—Adolf Hitler • Inflation and depression • Democratic government weakened • Anti-Semitism • Extreme nationalism • National Socialism (Nazism) • German occupation of nearby countries Italy during the Interwar Period—Benito Mussolini • Rise of fascism • Ambition to restore the glory of Rome • Invasion of Ethiopia Japan during the Interwar Period—Hirohito and Hideki Tojo • Militarism • Industrialization of Japan, leading to drive for raw materials • Invasion of Korea, Manchuria, and the rest of China

Essential Understandings Economic dislocations following World War I led to unstable political conditions. Worldwide depression in the 1930s provided opportunities for the rise of dictators in the Soviet Union, Germany, Italy, and Japan. A communist dictatorship was established by Vladimir Lenin and continued by Joseph Stalin in the Soviet Union. The Treaty of Versailles worsened economic and political conditions in Europe and led to the rise of totalitarian regimes in Italy and Germany. Japan emerged as a world power after World War I and conducted aggressive imperialistic policies in Asia.

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Time Allowed: (Weeks)

Traditional: 2.5 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 9. World War II: World View

Instructional Focus Benchmarks

Annually Assessed Benchmark(s): N/A EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary:

Demilitarized-to deprive of military character;

free from militarism.

Appeasement-to bring to a state of peace, quiet,

ease, calm, or contentment; pacify; soothe

Sanction-a provision of a law enacting a penalty

for disobedience or a reward for obedience.

Partisan-an adherent or supporter of a person,

group, party, or cause, especially a person who

shows a biased, emotional allegiance.

Genocide-the deliberate and systematic

extermination of a national, racial, political, or

cultural group.

Learning Goal: The student will demonstrate knowledge of the worldwide impact of World War II.

Objectives:

Identify the causes of WWII. Describe the major events of WWII. Identify the key leaders during WWII. Analyze how Hitler was appeased during the build-up before WWII. Describe genocide and why it happens. Describe the elements leading to the Holocaust. Compare examples of genocide throughout history. Analyze the efforts of reconstruction in Germany. Analyze the efforts of reconstruction in Japan.

Benchmarks/Standards Supporting Common Core Standards

SS.912.W.7.5: Describe the rise of authoritarian governments in the Soviet Union, Italy, Germany, and Spain, and analyze the policies and main ideas of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Francisco Franco. SS.912.W.7.6: Analyze the restriction of individual rights and the use of mass terror against populations in the Soviet Union, Nazi Germany, and occupied territories. SS.912.W.7.7: Trace the causes and key events related to World War II. SS.912.W.7.8: Explain the causes, events, and effects of the Holocaust (1933-1945) including its roots in the long tradition of anti-Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims. SS.912.W.7.9: Identify the wartime strategy and post-war plans of the Allied leaders.

Essential Content & Understanding:

Economic and political causes of World War II • Aggression by totalitarian powers (Germany, Italy, Japan) • Nationalism • Failures of the Treaty of Versailles • Weakness of the League of Nations • Appeasement • Tendencies towards isolationism and pacifism in Europe and the United States Major events of the war (1939-1945) • German invasion of Poland • Fall of France • Battle of Britain • German invasion of the Soviet Union • Japanese attack on Pearl Harbor • D-Day (Allied invasion of Europe) • Atomic bombs dropped on Hiroshima and Nagasaki Major leaders of the war • Franklin D. Roosevelt—U.S. President • Harry Truman—U.S. President after death of President Roosevelt • Dwight D. Eisenhower—U.S. general • Douglas MacArthur—U.S. general

Essential Questions:

What were the causes of World War II? Europe, Asia and the Pacific between 1939 and 1943? How did the war develop in Europe, Africa, Asia and the Pacific between 1943 and 1945? Was dropping the atomic bomb necessary? Who were the major leaders of World War II and what role did they play in the war effort? Why did the Holocaust occur? What are other examples of genocides in the twentieth century?

What were the outcomes of World War II? What were the war crimes trials? What were the international cooperative organizations created after World War II? How did the Allies promote reconstruction of the defeated powers?

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Time Allowed: (Weeks)

Traditional: 2.5 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 9. World War II: World View

SS.912.W.7.10: Summarize the causes and effects of President Truman's decision to drop the atomic bombs on Japan. SS.912.W.7.11: Describe the effects of World War II.

SS.912.W.9.3- Explain cultural, historical, and economic factors and governmental policies that created the opportunities for ethnic cleansing or genocide in Cambodia, the Balkans, Rwanda and Darfur, and describe various governmental and non-governmental responses to them. SS.912.W.9.2- Describe the causes and effects of twentieth century nationalist conflicts. Additional Reoccurring Standards

• George Marshall—U.S. general

• Winston Churchill—British prime minister • Joseph Stalin—Soviet dictator • Adolf Hitler—Nazi dictator of Germany • Hideki Tojo—Japanese general • Hirohito—Emperor of Japan Essential Understandings Many economic and political causes led toward World War II. Major theaters of war included Africa, Europe, Asia, and the Pacific Islands. Leadership was essential to the Allied victory.

Terms to know • Genocide: The systematic and purposeful destruction of a racial, political, religious, or cultural group. Elements leading to the Holocaust • Totalitarianism combined with nationalism • History of anti-Semitism • Defeat in World War I and economic depression blamed on German Jews • Hitler’s belief in the master race • Final solution—Extermination camps, gas Chambers Examples of other genocides • Armenians by leaders of the Ottoman Empire • Peasants, government and military leaders, and members of the elite in the Soviet Union by Joseph Stalin • The educated, artists, technicians, former government officials, monks, and minorities by Pol Pot in Cambodia • Tutsi minority by Hutu in Rwanda • Muslims and Croats by Bosnian Serbs in former Yugoslavia Essential Understandings There had been a climate of hatred against Jews in Europe and Russia for centuries.

Resources/Links:

Haiku Learning - AP World World History Practice Test World History for All History World World History Matters Federal Resources for Education Excellence Discovery Education History Channel World History Archives U.S. Holocaust Memorial Museum Times (Around the World)

Teachers will complete 4 DBQs within a full year course.

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Time Allowed: (Weeks)

Traditional: 2.5 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 9. World War II: World View

Various instances of genocide have occurred throughout the twentieth century.

Outcomes of World War II • European powers’ loss of empires • Establishment of two major powers in the world: The United States and the U.S.S.R. • War crimes trials • Division of Europe—Iron Curtain • Establishment of the United Nations • Marshall Plan • Formation of North Atlantic Treaty Organization (NATO) and Warsaw Pact Efforts for reconstruction of Germany • Democratic government installed in West Germany and West Berlin • Germany and Berlin divided among the four Allied powers • Emergence of West Germany as economic power in postwar Europe Efforts for reconstruction of Japan • U.S. occupation of Japan under MacArthur’s administration • Democracy and economic development • Elimination of Japanese offensive military capabilities; United States’ guarantee of Japan’s security • Emergence of Japan as dominant economy in Asia

Essential Understandings The outcomes of World War II included the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the establishment of international cooperative organizations.

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Time Allowed: (Weeks)

Traditional: 2.5 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 10. The Cold War

Instructional Focus Benchmarks

Annually Assessed Benchmark(s): N/A EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary:

Containment-an act or policy of restricting the

territorial growth or ideological influence of

another, especially a hostile nation.

Bloc-a group of nations that share common

interests and usually act in concert in

international affairs

Welfare state-a group of nations that share

common interests and usually act in concert in

international affairs

Satellite states- is a political term that refers to

a country which is formally independent, but

under heavy influence or control by another

country.

Détente-a relaxing of tension, especially

between nations, as by negotiations or

agreements.

Learning Goal: The student will demonstrate knowledge of major events and outcomes of the Cold War.

Objectives:

Students will identify the causes of the Cold War.

Students will critique what life was like during the Cold War.

Students will compare conflicts that occurred during the Cold War.

Students will describe the Korean War.

Students will describe the Vietnam War.

Students will critique the decisions that were made during the Cuban Missile Crisis.

Students will analyze how effective containment was.

Students will identify the reasons for the collapse of communism in the Soviet Union.

Students will analyze the effects of the Cold War on Asia.

Students will analyze how the United States became a sole superpower.

Benchmarks/Standards Supporting Common Core Standards

SS.912.W.8.1: Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics. SS.912.W.8.2: Describe characteristics of the early Cold War. SS.912.W.8.3: Summarize key developments in post-war China. SS.912.W.8.4: Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America, and the Middle East. SS.912.W.8.5: Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe.

Additional Reoccurring Standards

Essential Content & Understanding:

Beginning of the Cold War (1945-1948) • The Yalta Conference and the Soviet control of Eastern Europe • Rivalry between the United States and the U.S.S.R. • Democracy and the free enterprise system v. dictatorship and communism • President Truman and the Policy of Containment • Eastern Europe—Soviet satellite nations; the Iron Curtain Characteristics of the Cold War (1948-1989) • North Atlantic Treaty Organization (NATO) v. the Warsaw Pact • Korean Conflict • Vietnam War • Berlin and significance of Berlin Wall • Cuban Missile Crisis • Nuclear weapons and the theory of Deterrence Collapse of Communism in the Soviet Union and Eastern Europe (1989-) • Soviet economic collapse • Nationalism in Warsaw Pact countries • Tearing down of Berlin Wall

• Breakup of U.S.S.R. • Expansion of NATO

Essential Questions:

When did the Cold War begin? Who was to blame? What was the key turning point of the Cold War?

Who won the Cold War?

What was the impact of nuclear weapons?

What were the causes and consequences of the collapse of the Soviet Union? How might changes at the center of an empire affect regions on the empire’s fringes? How was the People’s Republic of China established? How effective were Mao’s Great Leap Forward and Cultural Revolution? Why were the Soviet Union and China unable to maintain strong ties?

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Time Allowed: (Weeks)

Traditional: 2.5 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 10. The Cold War

Essential Understandings Competition between the United States and the U.S.S.R. laid the foundation for the Cold War. The Cold War influenced the policies of the United States and the U.S.S.R. towards other nations and conflicts around the world. The presence of nuclear weapons influenced patterns of conflict and cooperation since 1945. Communism failed as an economic system in the Soviet Union and elsewhere.

Terms to know • Containment: Policy for preventing the expansion of communism Conflicts and revolutionary movements in China • Division of China into two nations at the end of the Chinese civil war • Chiang Kai-shek (Jiang Jieshi)—Nationalist China (island of Taiwan) • Mao Tse-tung (Mao Zedong)—Communist China (mainland China) • Continuing conflict between the two Chinas • Communist China’s participation in Korean Conflict Conflicts and revolutionary movements in Vietnam • Role of French Imperialism • Leadership of Ho Chi Minh • Vietnam as a divided nation • Influence of policy of containment • The United States and the Vietnam War • Vietnam as a reunited communist country Today Essential Understandings Japanese occupation of European colonies in Asia heightened demands for independence after World War II. After World War II, the United States pursued a policy of containment against communism. This policy included the development of regional alliances against Soviet and Chinese aggression. The Cold War led to armed conflict in Korea and Vietnam.

Did the U.S. policy of containment exacerbate regional conflicts or prevent a much wider conflict?

Resources/Links:

Haiku Learning - AP World World History Practice Test World History for All History World World History Matters Federal Resources for Education Excellence Discovery Education History Channel World History Archives U.S. Holocaust Memorial Museum Times (Around the World)

Teachers will complete 4 DBQs within a full year course.

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Time Allowed: (Weeks)

Traditional: 2.5 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 11. Independence Movements in the Second Half of the 20th Century

Instructional Focus Benchmarks

Annually Assessed Benchmark(s): N/A EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary:

Apartheid-any system or practice that separates

people according to race, caste, etc.

Civil-disobedience-the refusal to obey certain

laws or governmental demands for the purpose

of influencing legislation or government policy,

characterized by the employment of such

nonviolent techniques as boycotting, picketing,

and nonpayment of taxes.

Learning Goal: The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts.

Objectives:

Students will analyze the events and effects of the Indian Independence movement.

Students will identify the steps Gandhi took to ensure independence.

Students will analyze the events and effects of the independence movement in Africa.

Students will compare ethnic and religious conflicts.

a) Middle East b) Northern Ireland c) Balkans d) Africa e) Asia

Benchmarks/Standards Supporting Common Core Standards

SS.912.W.8.6: Explain the 20th century background for the establishment of the modern state of Israel in 1948 and the ongoing military and political conflicts between Israel and the Arab-Muslim world. SS.912.W.8.7: Compare post-war independence movements in African, Asian, and Caribbean countries. SS.912.W.8.8: Describe the rise and goals of nationalist leaders in the post-war era and the impact of their rule on their societies. SS.912.W.8.9: Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean, and Latin America. SS.912.W.8.10: Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades.

Additional Reoccurring Standards

Essential Content & Understanding:

Regional setting for the Indian independence movement • Indian sub-continent • British India • India • Pakistan (former West Pakistan) • Bangladesh (former East Pakistan) • Sri Lanka (former Ceylon) Evolution of the Indian independence movement • British rule in India • Leadership of Mohandas Gandhi • Role of civil disobedience and passive resistance • Political division along Hindu-Muslim lines, Pakistan/India Essential Understandings British policies and the demand for self-rule led to the rise of the Indian independence movement, resulting in the creation of new states in the Indian sub-continent.

The independence movement in Africa • Right to self-determination (U.N. charter) • Peaceful and violent revolutions after World War II • Pride in African cultures and heritage • Resentment toward imperial rule and

Essential Questions:

What effects did decolonization have on the Indian subcontinent? How would you describe India’s foreign policy during the Cold War?

What path did most British colonies in Africa follow to independence? How did French efforts to maintain a unified African empire affect decolonization? What was the struggle like in Belgium and Portuguese African colonies? What were the results of the United Nations’ decision to end the mandate system in terms of states created (locations) and their subsequent problems? What caused the Suez Crisis?

Resources/Links:

Haiku Learning - AP World World History Practice Test World History for All History World World History Matters Federal Resources for Education Excellence

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Time Allowed: (Weeks)

Traditional: 2.5 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 11. Independence Movements in the Second Half of the 20th Century

economic exploitation • Loss of colonies by Great Britain, France, Belgium, and Portugal Influence of superpower rivalry during the Cold War Examples of independence movements and subsequent development efforts • West Africa—Peaceful transition • Algeria—War for Independence from France • Kenya (Britain)—Violent struggle under leadership of Kenyatta • South Africa—Black South Africans’ struggle against apartheid Essential Understandings The charter of the United Nations guaranteed colonial populations the right to self determination. Independence movements in Africa challenged European imperialism.

Mandates in the Middle East • Established by the League of Nations • Granted independence after World War II • Resulted in Middle East conflicts created by religious differences French Mandates in the Middle East • Syria • Lebanon British Mandates in the Middle East • Jordan • Palestine (part became independent as the State of Israel) Essential Understandings The mandate system established after World War I was phased out after World War II. With the end of the mandates, new states were created in the Middle East.

Discovery Education History Channel World History Archives U.S. Holocaust Memorial Museum Times (Around the World)

Teachers will complete 4 DBQs within a full year course.

DBQ Option: Gandhi, King, and Mandela: What Made Non-Violence Work? DBQ Option: How did Colonialism affect Kenya?

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Time Allowed: (Weeks)

Traditional: 2 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 12. Cultural, Economic and Social Conditions in the Contemporary

World

Instructional Focus Benchmarks

Annually Assessed Benchmark(s): N/A EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary:

Ethnicity-ethnic traits, background, allegiance,

or association.

Terrorism-the use of violence and threats to

intimidate or coerce, especially for political

purposes.

Interdependence-the quality or condition of

being interdependent, or mutually reliant on

each other

Economic sanctions-any actions taken by one

nation or group of nations to harm the economy

of another nation or group, often to force a

political change

Refugee-a person who flees for refuge or safety,

especially to a foreign country, as in time of

political upheaval, war, etc.

Learning Goal: The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary World.

Objectives:

Students will identify conflicts based on ethnicity and religion.

Students will indentify the impact of new technologies.

Students will compare developed and developing nations.

Students will analyze the environmental factors affecting society.

Students will analyze the social challenges of society.

Benchmarks/Standards Supporting Common Core Standards

SS.912.W.9.1: Identify major scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life. SS.912.W.9.2: Describe the causes and effects of post-World War II economic and demographic changes. SS.912.W.9.3: Explain cultural, historical, and economic factors and governmental policies that created the opportunities for ethnic cleansing or genocide in Cambodia, the Balkans, Rwanda, and Darfur, and describe various governmental and non-governmental responses to them. SS.912.W.9.4: Describe the causes and effects of twentieth century nationalist conflicts. SS.912.W.9.5: Assess the social and economic impact of pandemics on a global scale, particularly within the developing and under-developed world.

Essential Content & Understanding:

Migrations of refugees and others • Refugees as an issue in international conflicts • Migrations of “guest workers” to European Cities Ethnic and religious conflicts • Middle East • Northern Ireland • Balkans • Africa • Asia Impact of new technologies • Widespread but unequal access to computers and instantaneous communications • Genetic engineering and bioethics Essential Understandings Both developed and developing nations face many challenges. These include migrations, ethnic and religious conflict, and new technologies.

Contrasts between developed and developing nations • Geographic locations of major developed and developing countries

Essential Questions:

How does the developing world compare with the developed world in terms of economic, social, and population characteristics?

What impact are economic development and rapid population growth having on the environment?

What are the links between economic development and political freedom?

How is economic interdependence changing the world?

Resources/Links:

Haiku Learning - AP World World History Practice Test World History for All History World World History Matters Federal Resources for Education Excellence Discovery Education History Channel World History Archives U.S. Holocaust Memorial Museum Times (Around the World)

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Time Allowed: (Weeks)

Traditional: 2 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 12. Cultural, Economic and Social Conditions in the Contemporary

World

SS.912.W.9.6: Analyze the rise of regional trade blocs such as the European Union and NAFTA, and predict the impact of increased globalization in the 20th and 21st centuries. SS.912.W.9.7: Describe the impact of and global response to international terrorism.

Additional Reoccurring Standards

• Economic conditions • Social conditions (literacy, access to health care) • Population size and rate of growth Factors affecting environment and society • Economic development • Rapid population growth Environmental challenges • Pollution • Loss of habitat • Ozone depletion Social challenges • Poverty • Poor health • Illiteracy • Famine • Migration

Relationship between economic and political freedom Free market economies produce rising standards of living and an expanding middle class, which produces growing demands for political freedoms and individual rights. Recent examples include Taiwan and South Korea. Essential Understandings Developed and developing nations are characterized by different levels of economic development, population characteristics, and social conditions. Economic development and the rapid growth of population are having an impact on the environment. Sound economic conditions contribute to a stable democracy, and political freedom helps foster economic development.

Teachers will complete 4 DBQs within a full year course.

Page 36: 2013-2014 Curriculum Blueprint Grade: 9-12 Course: World ... · differently than the Roman Catholic Church? What differences can be seen between the ... Samurai and Knights: Were

Time Allowed: (Weeks)

Traditional: 2 weeks Block: 1 week

2013-2014 Curriculum Blueprint Grade: 9-12 Course: World History

Topic/Idea: 12. Cultural, Economic and Social Conditions in the Contemporary

World

Economic interdependence • Role of rapid transportation, communication, and computer networks • Rise and influence of multinational corporations • Changing role of international boundaries • Regional integration (European Union) • Trade agreements—North American Free Trade Agreement (NAFTA), World Trade Organization (WTO) • International organizations— United Nations (UN), International Monetary Fund (IMF) Essential Understandings The countries of the world are increasingly dependent on each other for raw materials, markets, and financial resources, although there is still a difference between the developed and developing nations.

Geography and Humanities Reoccurring Standards

SS.912.G.1.1: Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.H.1.3: Relate works in the arts to various cultures.

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Supporting Common Core Standards

LACC.910.WHST.1.1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. LACC.910.WHST.1.1b: Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. LACC.910.WHST.1.1c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. LACC.910.WHST.1.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LACC.910.WHST.1.1e: Provide a concluding statement or section that follows from or supports the argument presented. LACC.910.WHST.1.2a: Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. LACC.910.WHST.1.2b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. LACC.910.WHST.1.2c: Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. LACC.910.WHST.1.2d: Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. LACC.910.WHST.1.2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LACC.910.WHST.1.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). MACC.K12.MP.1.1: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. MACC.K12.MP.3.1: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct

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Supporting Common Core Standards

arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. MACC.K12.MP.5.1: Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. MACC.K12.MP.6.1: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. LACC.910.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. LACC.910.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. LACC.910.RH.1.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. LACC.910.RH.2.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. LACC.910.RH.2.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. LACC.910.RH.2.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. LACC.910.RH.3.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. LACC.910.RH.3.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims. LACC.910.RH.3.9: Compare and contrast treatments of the same topic in several primary and secondary sources. LACC.910.RH.4.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

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Supporting Common Core Standards

LACC.910.WHST.1.1: Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. LACC.910.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). LACC.910.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LACC.910.WHST.2.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. LACC.910.WHST.2.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. LACC.910.WHST.3.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LACC.910.WHST.3.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. LACC.910.WHST.3.9: Draw evidence from informational texts to support analysis, reflection, and research. LACC.910.WHST.4.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of

discipline-specific tasks, purposes, and audiences.