St. Lucie County Social Studies Scope & Sequence Documents, Grades … · 2013. 7. 16. · St....

St. Lucie Public Schools

St. Lucie County Social Studies Scope & Sequence Documents, Grades 6-12

2109310/20 10th Grade World History 2013-2014

The St. Lucie County Scope & Sequence, Suggested Pacing Guide, and Common Core State Standards Appendix should be used in concert as a teaching and

learning tool in our continuing effort to improve the rigor of instruction and better prepare our students for future learning (including college and career

readiness) and to address skills requirements of the Common Core State Standards for Literacy in History/Social Studies in Grades 6-12.

Instruction should be based on content / skills from the St. Lucie County Public Schools Scope and Sequence, Suggested Pacing Guides, and the Common Core State Standards Appendix. These documents should serve to guide instruction, rather than a textbook or any other specific resource.

Use the Learning Goal and Scale as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction and a purpose for learning all the related content. The same holds true for the target(s) you are focusing on each day. They should be visible and discussed before and after instruction.

Strategies must include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences, and utilizing both individual and cooperative learning (e.g. History Alive/DBQ Project).

Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays such as Document Based Questions (DBQ’s), and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).

Students should conduct extended research projects related to the History Fair (Grades 6, 8, 10, and 11) or Project Citizen (Grade 7).

Social Studies Literacy Strategies should be utilized regularly (Cornell Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G-SPRITE categorization tools).

Assessment should include both formative assessments “for learning,” and summative assessments. Questions should follow Webb’s Depth of Knowledge / Cognitive Complexity and include Level 1 items that involve low order, foundational knowledge/skills; Level 2 items that require students to infer or draw conclusions; and Level 3 items that require more abstract thought or an extension of the information at hand.

Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments). Notebooks provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).

Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc. (Read Marzano’s article “The Case For and Against Homework” available on SHARE).

o Previews involve activating prior knowledge, preparing students for the next topic of instruction. o Process activities relate to content/skills recently learned where students are involved in metacognition.

The Common Core State Standards for Literacy in History/Social Studies are integrated with the Scope and Sequence and are also available on the at www.corestandards.org.

http://www.corestandards.org/

2109310/20 10th

Grade World History – Suggested Pacing Guide


Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks

1 Day August

Rules, Procedures, Pre‐Tests

Establish course content (Syllabus).

Explain class expectations.

Establish rules and procedures.

Conduct pre‐tests and initial evaluations.

Initial Activities.

2 Days (Block) August

Historical Inquiry & Research

Identify the four components of a process paper

Integrate complementary visual and/or audio elements into a project

Identify History Fair categories

Describe the History Fair theme

Determine cause and effect and use timelines to identify the time sequence of events

Identify supporting details, audience, purpose, and author from sources

Form conclusions and sort information for a History Fair topic

Compare interpretations of key events and issues

Organize research for a History Fair topic

Evaluate the validity of sources

Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past

Differentiate between primary and secondary sources

History Fair Annual Theme for 2013-2014:

Rights & Responsibilities in History

History Fair resources are available on Share or from your school’s History Fair coordinator or department chair. Six most common elements for historical analysis: Social, political, religious, intellectual, technological, economic (SPRITE)

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8 Days (Block) September

Review of Ancient Civilizations; Medieval

Europe & Japan

Describe the rise of social classes, changes in the church, development of feudalism, and the idea of private property as a result of the decline of the Western Roman Empire

Identify the achievements of significant rulers of medieval Europe

Summarize how Christian monasteries influenced the education, politics, and economics of medieval Europe

Identify the causes and effects of the Great Famine, The Black Death, The Great Schism, and the Hundred Years War on Western Europe

Describe the role Japan’s physiography played in its economic and political development

Summarize the major cultural, economic, political, and religious developments in medieval Japan

Describe Japan's cultural and economic relationship to China and Korea

Trace the development of medieval culture to the influences of the Greco-Roman, Judeo-Christian, and northern European civilizations

Trace the development of a national identity in England, France, and Spain

Assess the impact of key artistic and intellectual figures of medieval Europe

Identify how English legal and constitutional history led to the rise of modern democratic institutions and procedures

Compare and contrast Japanese feudalism with Western European feudalism during the Middle Ages

Terms to Know: Franks, monk, monastery, convent, Charlemagne, Vikings, feudalism, chivalry, common law, Magna Carta, William the Conqueror, King John, Phillip II Augustus, Phillip IV, habeas corpus, Parliament, Henry IV, Joan of Arc, Hundred Years’ War, guilds, Great Schism, Black Death, Inquisition, anti-Semitism, schism, heresy, vernacular, Chaucer, Thomas Aquinas, Roger Bacon Terms to know for Japan: Samurai, Buddhism, Shogunate, Shinto, Tale of Genji

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2 Days September

Historical Inquiry & Research:

History Fair

Review categories and rules

Refine research expectations

Review primary and secondary sources

Review project timeline and monitor progress

History Fair resources are available on Share or from your school’s History Fair coordinator or department chair. Six most common elements for historical analysis: Social, political, religious, intellectual, technological, economic (SPRITE)


6 Days September-

October

Middle Ages – Byzantine Empire and Introduction

to Renaissance

DBQ: What is the Primary Reason to Study

the Byzantines?

Identify significant physical features, cities, and boundaries of the Byzantine world

Describe the impact of Constantine the Great's establishment of Constantinople and his recognition of Christianity as a legal religion

Explain the ways in which the Byzantine Empire was a continuation of the old Roman Empire

Describe the causes and effects of the Iconoclast controversy of the 8th and 9th centuries and the 11th century Christian schism

Explain the contributions of the Byzantine Empire and the causes for its decline

Assess the impact of Constantine and the contributions of the Byzantine Empire

Evaluate the extent the Byzantine Empire was a continuation of and a departure from the old Roman Empire

Analyze the causes of the decline of the Byzantine Empire

Assess the rise and spread of the Ottoman Empire and its connection to the development of the eastern and western world

Terms to know: Byzantine Empire Constantine, Justinian & Theodora, Great Schism, Patriarch, Justinian, Pope Innocent III, Icon, Iconoclast, Heresy, Excommunication, Mosaic, Justinian Code, Greek Fire, Hagia Sophia, Ottoman Empire Istanbul, Suleiman, janizaries, Safavids, Shah Abbas, Qajars, Tehran Ottoman Turks, Seljuk Turks, The Huns, sultanate

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End of Q1

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5 Days (Block) October

Middle Ages – Rise of Islam and African

Kingdoms

Summarize the major beliefs and principles of Judaism, Christianity, and Islam

Identify the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula

Identify the relationship between Hinduism and Islam

Describe the achievements, contributions, and key figures associated with the Islamic Golden Age

Summarize the European response to Islamic expansion

Identify key significant economic, political, and social characteristics of Ghana, Mali, and Songhai

Assess developments associated with the Islamic Golden Age

Trace the development of Islamic military and cultural expansion

Organize the significant social, political, and economic events in the development of Saharan African kingdoms, Ghana, Mali, Songhai, and East, West, and South Africa

Evaluate the internal and external factors that led to the fall of the empires of Ghana, Mali, and Songhai

Terms to Know: Rise of Islam & Golden Age: Muhammad, Khadijah, Mecca, Bedouins, Kaaba, Quran, mosque, jihad, Shiites, Sunnis, Abu Bakr, Mu’awyah, Caliph, The Moors, Shari’ah, Medina, The Five Pillars African Kingdoms: savanna, plateau, Sahara Desert, Bantu, subsistence farming, Mansa Musa, Ghana, Mali, Zimbabwe, Timbuktu, Mohammed I, Sonni Ali, matrilineal, oral traditions, gold and salt trade, Songhai, Griot, lineage, Ibn Batuta, Caravan, patrilineal

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3 Days (Block) October - November

Mesoamerica & South America

• List important civilizations and rulers of Mesoamerica and South America

• Describe the roles of people in the Maya, Inca, and Aztec societies

• Identify the economic, cultural, and political characteristics of the major pre-Columbian civilizations

• Compare and contrast the economic, political, and cultural features of Mesoamerica and South American civilizations

• Assess the impact of transportation, trade, communication, science, and technology on the preservation and diffusion of Mesoamerica and South American cultures

• Analyze the impact that key Mesoamerican and South American rulers had on their civilizations

Terms to know: Clan, Adobe, Pueblos, Mesoamerica, Hieroglyphs, Tribute, Maize, Quipu, Olmec, Zapotec, Chavin, Maya, Aztec, Inca, Pacal the Great, Moctezuma I, Huayna Capac

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9 Days (Block) November – December

Renaissance & Reformation

DBQ: How Did the

Renaissance Change Man’s View of Man?

• Identify the economic and political features that led to the rise of the Italian city-states

• Describe the influence of Classical, Byzantine, Islamic, and Western European civilization on the Italian city-states

• Identify the major literary, artistic, and technological contributions of key figures during the Renaissance

• Identify characteristics of Renaissance humanism in works of art

• Identify major contributions of key individuals of the Scientific Revolution

• Summarize the religious reforms of key Reformation leaders

• Trace the development of the Scientific Revolution to early thoughts from the Middle Ages and Renaissance

• Analyze how scientific theories and methods of the Scientific Revolution challenged those of the early classical and medieval periods

• Critique the criticisms of the Roman Catholic Church by early religious dissenters and their impact on the Reformation

• Compare and contrast the Roman Catholic Church’s Counter and Catholic Reformation to the Protestant Reformation

Terms to know: Renaissance Medicis, Humanism, Machiavelli, Leonardo Da Vinci, Gutenberg, Erasmus, Thomas Moore, William Shakespeare, Fleming, Michelangelo, fresco, city-state, urban society, secular Reformation Indulgences, predestination, reformation, Martin Luther, Henry VIII, John Calvin, Huguenots, Ninety Five theses, Counter-Reformation, Ignatius of Loyola, Council of Trent, Jesuits, salvation

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1 Day November

& 2 Days December

History Fair Follow up

Monitor Progress

Check topic focus, sources, annotated bibliography


End of 1st Semester

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6 Days (Block) January

Age of Exploration

DBQ: Exploration or Reformation:

Consequences of the Printing Press

Identify the causes that led to the Age of Exploration

Describe the major voyages and sponsors during the Age of Exploration

Identify the political, social, and economic development of colonies in the Americas by major European countries

Summarize the origins, development, impact, and practice of forced labor in East Africa, West Africa, Europe, Southwest Asia, and the Americas during the 13th through 17th centuries

Identify the characteristics of absolute monarchy and constitutional monarchy

Assess the impact of the Columbian Exchange between Europe, Africa, Asia, and the Americas

Analyze the push/pull factors contributing to human migration in the New World

Compare and contrast the causes and effects of constitutional monarchy in England and absolute monarchy in France, Spain, and Russia

Terms to know: conquistador, mercantilism, balance of trade, triangular trade, Columbian exchange, Middle Passage, Treaty of Torsedillas, Christopher Columbus, Vasco de Gama, Henry Cortes, Ferdinand Magellan, spice trade, encomienda system, Dutch East India Company, natural rights, bureaucracy, absolutism, Louis XIV, Charles I, Elizabeth I, Ivan IV, Peter I


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6 Days January- February

Enlightenment, American and French Revolutions

DBQ: The Reign of

Terror: Was It Justified?

Describe the key parts of The Scientific Revolution

Summarize major causes of the Enlightenment and its philosophical ideas

Identify the causes and effects of the American and French Revolutions

Describe Napoleon’s rise to power

Examine how the French Revolution influenced the Haitian Revolution

Identify key figures of 19th century Latin American and Caribbean independence movements

Evaluate the impact of Enlightenment ideals on economic, political, and religious thought

Assess the impact of the Enlightenment on the American and French Revolutions

Compare and contrast the American, French, and Haitian Revolutions

Trace the development of Napoleon’s rise to power

Critique the major influences during the French Revolution (i.e. Jacobins, The Directory, National Assembly)

Terms to know: scientific revolution, Galileo, scientific method, John Locke, Voltaire, Rousseau, Baron de Montesquieu, Seven Years’ War, The Three Estates, Declaration of the Rights of Man, Reign of Terror, Jacobins, National Assembly, The Directory, Napoleonic code, Waterloo, Congress of Vienna, social contract, Toussaint L’Ouverture, Simon Bolívar, Jose de San Martín, Monroe Doctrine


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7 Days (Block) February –

March

Industrial Revolution Describe the agricultural and technological innovations that led to industrialization

Describe the social, political, and economic effects of the Industrial Revolution

Summarize the causes, key events, and effects of the unification of Italy and Germany

Examine the goals of imperialism and how it is linked to colonization

Describe the causes and effects of colonization

Identify major events in China during the 19th and early 20th centuries related to imperialism

Categorize the agricultural and technological innovations that led to industrialization in Great Britain

Trace the development of the Industrial Revolution in Europe, the United States, and Japan

Evaluate the results of the unification of Italy and Germany

Analyze the causes and effects of imperialism

Compare and contrast the philosophies of capitalism, socialism, and communism

Assess the influence of 19th and early 20th century social and political reform movements in Africa, Asia, Europe, the United States, the Caribbean, and Latin America

Organize the key features of imperialism and connect them to events in late 19th and early 20th century China

Terms to know: factors of production, factory system, cottage industry, Meiji Restoration, sphere of influence, assimilation, Boxer Rebellion, Sino-Japanese War, Russo-Japanese War, socialism, utopia, Karl Marx, communism, proletariat, capitalism, Friedrich Engels, Declaration of Rights of Woman, emancipation, Social Darwinism


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7 Days March

World War I; Great Depression

DBQ: What Were the Underlying Causes of

World War I?

Explain the causes of World War I

Show the significant events of World War I on a timeline

Identify the central and allied powers

List the concessions Germany agreed to in the Treaty of Versailles

Examine the causes of the Great Depression

Categorize the important causes of World War I

Analyze the new developments in warfare during World War I

Assess post-World War I Europe and determine the political, social, and economic events that led to the economic crisis of the 1920’s and the Great Depression

Evaluate how governments responded to the Great Depression

Form conclusions based on economic data from the Great Depression

Terms to know: Archduke Francis Ferdinand, militarism, nationalism, alliance, conscription, mobilization, propaganda, contraband, war of attrition, central powers, allied powers, U-Boat, Woodrow Wilson, Zimmermann Telegram, trench warfare, stalemate, “total war”, Mensheviks, Bolsheviks, Lenin, armistice, reparations, Wilson’s 14 Points, Paris Peace Conference, League of Nations, mandate, treaty of Versailles, influenza pandemic, Black Tuesday, Great Depression, The New Deal, FDR, Maginot Line, Ramsey McDonald, Irish Republican Army, The Easter Rising, The Weimar Republic

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End of Q3

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7 Days April

World War II Explain the causes of the alliances formed in Europe

Summarize the characteristics of fascism and communism

Identify reasons for the rise of authoritarian governments in Germany, Italy, Spain, and the Soviet Union

Describe how civil rights were restricted in the Soviet Union, Nazi Germany, and occupied territories

Examine the roots of anti-Semitism and the dehumanization of Jews and other victims of the Holocaust

Describe the conditions within Germany that allowed the Holocaust to develop

Identify the effects of World War II on the global world

Describe the causes and effects of post-World War II economic and demographic changes

Compare and contrast fascism and communism

Analyze the restriction of individual rights and the use of mass terror against populations in the Soviet Union, Nazi Germany, and occupied territories

Assess the wartime strategies and post-war plans of the Allied leaders

Evaluate the causes and key events of World War II

Evaluate the causes and effects of President Truman’s decision to drop the atomic bombs on Japan

Assess the effects of World War II including economic and demographic changes

Terms to Know: appeasement, Mussolini, Stalin, Hitler, Franco, fascism, Nazi Party, Reichstag, authoritarianism, Spanish Civil War, Munich Conference, Churchill, Blitzkrieg, De Gaulle, Pearl Harbor, isolationism, final solution, Holocaust, FDR, kamikaze, island hopping, atomic bomb, Hiroshima, Nagasaki, Marshall Plan, Yalta, Potsdam, Bretton Woods Conference, Truman Doctrine, concentration camp, Atlantic Charter, Operation Overlord, Nuremberg Trials

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6 Days April – May

Cold War Identify the US-aligned and Soviet-aligned nations of Europe

Summarize characteristics and key developments of the early Cold War

Describe and the fall of republican China and the rise of communist China

Identify the issues surrounding the establishment of the modern state of Israel and its effect on the Arab/Israeli conflict

Examine the effects of the arms race between the United States and Soviet Union

Describe the causes and effects of twentieth century nationalist conflicts

Describe the causes of the proxy wars in Africa, Asia, Latin America, and the Middle East

Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe

Compare and contrast maps of pre- and post-World War II to determine the effects of economic and demographic changes

Draw conclusions about the effects of the proxy wars in Africa, Asia, Latin America, and Middle East

Compare and contrast post-war independence movements and democratic reforms in Africa, Asia, and the Caribbean

Evaluate the decline and fall of communism in the Soviet Union and Eastern Europe

Terms to Know:

containment, cold war, NATO, Warsaw Pact, Berlin Wall, proxy war, Khrushchev, Mao Zedong, Cuban Missile Crisis, arms race, satellite state, domino theory, The Cultural Revolution, the Gang of Four, Bay of Pigs, Space Race, Iron Curtain, Korean War, Sputnik I, Pinochet, Fidel Castro, Batista, Juan Peron, Eva Peron, sphere of influence, Prague Spring, Duvalier, Salvador Allende, détente, Helsinki Accords, Palestine, Suez Crisis, Six-Day War, Yom Kippur War, Camp David Accord, Vietnam War, Dien Bien Phu, Paris Peace Conference


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7 Days May

20th

/ 21st

Century Developments

Describe the significant scientific figures and breakthroughs of the 20th century

Describe the social and economic effects of pandemics on the world

Explain why trade blocks such as the European Union and NAFTA developed

Explain the goals of nationalist leaders and the effect of their policies on their nations

Explain the impact of religious fundamentalism in the last half of the 20th century

Examine the successes and failures of democratic reform movements in Africa, Asia, the Caribbean, and Latin America

Identify incidents of international terrorism

Predict the impact that new scientific breakthroughs will have on modern life in the 21th century

Assess the rise of trade blocks such as the European Union and NAFTA

Evaluate the impact of increased globalization in the 20th and 21st centuries

Evaluate the impact of religious fundamentalism in the last half of the 20th century

Compare and contrast nationalist leaders and the impact of their rule on their nations

Evaluate the response of the world to incidents of international terrorism

Terms to Know:

Tiananmen Square Massacre, Ronald Reagan, Gorbachev, Perestroika, Glasnost, Yugoslavia, Bosnia, Rwanda, Cambodia, Darfur, Kosovo, NAFTA, Apartheid, Nelson Mandela, Hutu, Tutsi, Kleptocracy, EU, Deng Xiaoping, African Union, Free Trade, Third World, Maastricht Treaty, 1989 Revolutions, ethnic cleansing, terrorist cells, dirty bomb, Al Qaeda, 9/11

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Skills benchmarks that should be embedded in content units as applicable throughout the year.


Year *Geography – To be embedded as

applicable throughout the year

• Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions.

• Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place.

• Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.

• Analyze geographic information from a variety of sources including primary sources, atlases, computer, and digital sources, Geographic Information Systems (GIS), and a broad variety of maps.

• Identify the physical characteristics and the human characteristics that define and differentiate regions.

• Describe the factors and processes that contribute to the differences between developing and developed regions of the world.

• 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.

• Use geographic terms and tools to analyze case studies of how selected regions change over time.

• Use geographic terms and tools to analyze case studies of debates over how human actions modify a selected region.

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• Use geographic terms to locate and describe major ecosystems of Earth.

• Use geographic terms and tools to explain how weather and climate influence the natural character of a place.

• Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in Florida, the United States, and the world.

• Use geographic terms and tools to explain how the Earth's internal changes and external changes influence the character of places.

• Use geographic terms and tools to explain how hydrology influences the physical character of a place.

• Interpret population growth and other demographic data for any given place.

• Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places.

• Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas.

• Use geographic terms and tools to analyze case studies of issues in globalization.

• Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers.

• Use geographic terms and tools to predict the effect of a change in a specific characteristic of a place on the human population of that place.

• Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world.

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• Use geographic concepts to analyze spatial phenomena and to discuss economic, political, and social factors that define and interpret space.

• Use political maps to describe the change in boundaries and governments within continents over time.

• Analyze case studies of how the Earth's physical systems affect humans.

• Analyze case studies of how changes in the physical environment of a place can increase or diminish its capacity to support human activity.

• Analyze case studies of the effects of human use of technology on the environment of places.

• Analyze case studies of how humans impact the diversity and productivity of ecosystems.

• Use geographic terms and tools to analyze case studies of policies and programs for resource use and management.

• Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.

• Use appropriate maps and other graphic representations to analyze geographic problems and changes over time.

• Develop databases about specific places and provide a simple analysis about their importance.

• Formulate hypotheses and test geographic models that demonstrate complex relationships between physical and cultural phenomena.

• Translate narratives about places and events into graphic representations.

• Develop criteria for assessing issues relating to human spatial organization and environmental stability to identify solutions.

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Year *Humanities – To be embedded as


• Relate works in the arts (architecture, dance, music, theatre, and visual arts) of varying styles and genre according to the periods in which they were created.

• Describe how historical events, social context, and culture impact forms, techniques, and purposes of works in the arts, including the relationship between a government and its citizens.

• Relate works in the arts to various cultures. • Explain philosophical beliefs as they relate to

works in the arts. • Examine artistic response to social issues and

new ideas in various cultures. • Analyze how current events are explained by

artistic and cultural trends of the past. • Know terminology of art forms (narthex, apse,

triforium of Gothic cathedral) within cultures and use appropriately in oral and written references.

• Identify specific characteristics of works within various art forms (architecture, dance, film, literature, music, theatre, and visual arts).

• Classify styles, forms, types, and genres within art forms.

• Apply various types of critical analysis (contextual, formal, and intuitive criticism) to works in the arts, including the types and use of symbolism within art forms and their philosophical implications.

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Year *Humanities – To be embedded as


• Examine the effects that works in the arts have on groups, individuals, and cultures.

• Describe how historical, social, cultural, and physical settings influence an audience's aesthetic response.

• Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture.

• Identify social, moral, ethical, religious, and legal issues arising from technological and scientific developments, and examine their influence on works of arts within a culture.

• Identify contributions made by various world cultures through trade and communication, and form a hypothesis on future contributions and changes.

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St. Lucie County Social Studies Scope & Sequence Documents, Grades … · 2013. 7. 16. · St....

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