World Civilization Curriculum Map - Home - Bowling … Civilization Curriculum Map.pdf · Divine...

DRAFT Bowling Green Independent School District Combined Curriculum Document

Social Studies – High School – World Civilization

1

Big Idea: Government and Civics Academic Expectations 2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations. 2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.

Program of Studies: Understandings

Program of Studies: Skills and Concepts

Related Core Content for Assessment

Student Target Vocabulary Resources

SS-H-GC-U-1 Students will understand that people form governments to establish order, provide security and accomplish common goals. Governments in the world vary in terms of their sources of power, purposes and effectiveness.

SS-H-GC-S-1 Students will demonstrate an understanding (e.g., illustrate, write, model, present, debate) of the nature of government: a) compare purposes and sources of power of various forms of government in the world, and analyze their effectiveness in establishing order, providing security and accomplishing goals b) examine conflicts within and among different governments and analyze their impacts on historical or current events SS-H-GC-S-5 Students will analyze and synthesize a variety of information from print and non-print sources (e.g., books, documents, articles, interviews, Internet, film, media) to research issues, perspectives and solutions to problems

SS-HS-1.1.1 Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals.

DOK 3 SS-HS-1.1.2 Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution).

DOK 2

I can explain why governments exist, and where their power comes from. I can compare and contrast differing forms of government, and how they serve their people. I can explain why people find it necessary to change their government. I can use various historical documents and materials to gather and analyze information on different forms of government.

Monarchy Democracy Republic Divine Right Theory Revolution Charter Constitution Power Constituents Rights Liberties Freedom

Textbook Primary Source Documents United Streaming Student Handouts

SS-H-GC-U-2 Students will understand that the Government of the United States, established by the Constitution, embodies the purposes, values and principles (e.g., liberty, justice, individual human dignity, the rules of law) of American representative democracy.

SS-H-GC-S-2 Students will examine issues related to the intent of the Constitution of the United States and its amendments: a) explain the principles of

limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection of minority rights, separation of powers) and how effective these principles are in protecting individual rights and promoting the "common good”

SS-HS-1.2.2 Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection of minority rights, separation of powers) and evaluate how these principles protect individual rights and promote the "common good.”

DOK 3



2

SS-H-GC-S-5 Students will analyze and synthesize a variety of information from print and non-print sources (e.g., books, documents, articles, interviews, Internet, film, media) to research issues, perspectives and solutions to problems

SS-H-GC-U-3 Students will understand that the Constitution of the United States establishes a government of limited powers that are shared among different levels and branches. The provisions of the U.S. Constitution have allowed our government to change over time to meet the changing needs of our society.

SS-H-GC-S-2 Students will examine issues related to the intent of the Constitution of the United States and its amendments: a) analyze how powers of government are distributed and shared among levels and branches, and how this distribution of powers works to protect the "common good" (e.g., Congress legislates on behalf of the people, the President represents the people as a nation, the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution) SS-H-GC-S-5 Students will analyze and synthesize a variety of information from print and non-print sources (e.g., books, documents, articles, interviews, Internet, film, media) to research issues, perspectives and solutions to problems

SS-HS-1.2.1 Students will analyze how powers of government are distributed and shared among levels and branches and evaluate how this distribution of powers protects the "common good" (e.g., Congress legislates on behalf of the people; the President represents the people as a nation; the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution).

DOK 3 SS-HS-1.2.2 Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection of minority rights, separation of powers) and evaluate how these principles protect individual rights and promote the "common good.”

DOK 3

SS-H-GC-U-4 Students will understand that all citizens of the United States have certain rights and responsibilities as members of a democratic society.

SS-H-GC-S-1 Students will demonstrate an understanding (e.g., illustrate, write, model, present, debate) of the nature of government: a) examine ways that democratic governments do or do not preserve and protect the rights and liberties of their constituents (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution)

SS-HS-1.3.1 Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be in conflict (e.g., slander, libel) with the rights of another.

DOK 2 SS-HS-1.3.2 Students will explain how the rights of an individual (e.g., Freedom of information Act,



3

SS-H-GC-S-3 Students will investigate the rights of individuals (e.g., Freedom of Information Act, free speech, civic responsibilities in solving global issues) to explain how those rights can sometimes be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, search and seizure), the rights of others (e.g., slander, libel), and civic responsibilities (e.g., personal belief/responsibility versus civic responsibility) SS-H-GC-S-4 Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces) SS-H-GC-S-5 Students will analyze and synthesize a variety of information from print and non-print sources (e.g., books, documents, articles, interviews, Internet, film, media) to research issues, perspectives and solutions to problems

privacy) may, at times, be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, search and seizure).

DOK 2 SS-HS-1.3.3 Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces).

DOK 3

SS-H-GC-U-5 Students will understand that individual rights in a democracy may, at times, be in conflict with others’ individual rights, as well as with the responsibility of government to protect the “common good.”

SS-H-GC-S-1 Students will demonstrate an understanding (e.g., illustrate, write, model, present, debate) of the nature of government: a) examine ways that democratic governments do or do not preserve and protect the rights and liberties of their constituents (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S.

SS-HS-1.3.1 Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be in conflict (e.g., slander, libel) with the rights of another.

DOK 2 SS-HS-1.3.2 Students will explain how the rights of an individual (e.g., Freedom of information Act,

`



4

Constitution) SS-H-GC-S-3 Students will investigate the rights of individuals (e.g., Freedom of Information Act, free speech, civic responsibilities in solving global issues) to explain how those rights can sometimes be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, search and seizure), the rights of others (e.g., slander, libel), and civic responsibilities (e.g., personal belief/responsibility versus civic responsibility) SS-H-GC-S-5 Students will analyze and synthesize a variety of information from print and non-print sources (e.g., books, documents, articles, interviews, Internet, film, media) to research issues, perspectives and solutions to problems

privacy) may, at times, be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, search and seizure).

DOK 2

SS-H-GC-U-6 Students will understand that the United States does not exist in isolation; its democratic form of government has played and continues to play a considerable role in our interconnected world.

SS-H-GC-S-1 Students will demonstrate an understanding (e.g., illustrate, write, model, present, debate) of the nature of government: a) examine ways that democratic governments do or do not preserve and protect the rights and liberties of their constituents (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution) b) compare purposes and sources of power of various forms of government in the world, and analyze their effectiveness in establishing order, providing security and accomplishing goals c) evaluate the

SS-HS-1.1.3 Students will evaluate how the U.S. government's response to contemporary issues and societal problems (e.g., education, welfare system, health insurance, childcare, crime) reflects the needs, wants and demands of its citizens (e.g., individuals, political action committees, special interest groups, political parties).



5

relationship between and among the U.S. government's response to contemporary issues and societal problems (e.g., education, welfare system, health insurance, childcare, crime) and the needs, wants and demands of its citizens (e.g., individuals, political action committees, special interest groups, political parties) d) examine conflicts within and among different governments and analyze their impacts on historical or current events SS-H-GC-S-5 Students will analyze and synthesize a variety of information from print and non-print sources (e.g., books, documents, articles, interviews, Internet, film, media) to research issues, perspectives and solutions to problems

SS-H-GC-U-7 Students will understand that the level of individual civic engagement in a democracy can impact the government’s effectiveness.

SS-H-GC-S-4 Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces) SS-H-GC-S-5 Students will analyze and synthesize a variety of information from print and non-print sources (e.g., books, documents, articles, interviews, Internet, film, media) to research issues, perspectives and solutions to problems

SS-HS-1.3.3 Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces).

DOK 3



6

SS-H-GC-U-8 Students will understand that the development and ongoing functions of a political system (e.g., elections, political parties, campaigns, political identity and culture, the role of the media) is necessary for a democratic form of government to be effective.

SS-H-GC-S-1 Students will demonstrate an understanding (e.g., illustrate, write, model, present, debate) of the nature of government: a) evaluate the relationship between and among the U.S. government's response to contemporary issues and societal problems (e.g., education, welfare system, health insurance, childcare, crime) and the needs, wants and demands of its citizens (e.g., individuals, political action committees, special interest groups, political parties) SS-H-GC-S-5 Students will analyze and synthesize a variety of information from print and non-print sources (e.g., books, documents, articles, interviews, Internet, film, media) to research issues, perspectives and solutions to problems

SS-HS-1.3.3 Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces).

DOK 3



7

Big Idea: Cultures and Societies Academic Expectations 2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. 2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world





SS-H-CS-U-1 Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group. Through a society’s culture, individuals learn the relationships, structures, patterns and processes to be members of the society.

SS-H-CS-S-1 Students will demonstrate an understanding of the nature of culture: a) analyze cultural elements of diverse groups in the United States (Reconstruction to present) b) describe how belief systems, knowledge, technology, and behavior patterns define cultures c) analyze historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present) in terms of how they have affected and been affected by cultural issues and elements SS-H-CS-S-5 Students will compare examples of cultural elements (e.g., beliefs, customs/traditions, languages, skills, literature, the arts) of diverse groups today to those of the past, using information from a variety of print and non-print sources (e.g., autobiographies, biographies, documentaries, news media, artifacts)

SS-HS-2.1.1 Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

DOK 2

I can describe or explain how religious beliefs, technology,

and behavior patterns define world cultures.

Monotheism

Polytheism

Theocracy

Natural Resources

Patriarch

Matriarch

Religious Texts

Cultural Conflict

Migrations

Transparencies

Textbook

Power Point Presentations

United Streaming

Student Handouts

DVD Selections

Internet Resources

SS-H-CS-U-2 Students will understand that social institutions (e.g., government, economy, education, religion, family) respond to human needs, structure society, and influence behavior within different cultures.

SS-H-CS-S-2 Students will describe and compare how various human needs are met through interactions with and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present)

SS-HS-2.2.1 Students will explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).

I will be able to relate

how government, economy, education, religion, and family

affect human needs, structure society and

influence human behavior

Rule of Law

Social Contract

Resources

Religious Beliefs

Social Heirarchy



8

SS-H-CS-U-3 Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture.

SS-H-CS-S-3 Students will explain or give examples of how communications between groups can be influenced by cultural differences; explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) developed as cultures emerged in the modern world (1500 A.D. to present) and in the United States (Reconstruction to present) SS-H-CS-S-4 Students will describe how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present)

SS-HS-2.3.1 Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).

DOK 2 SS-HS-2.3.2 Students will explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).

DOK 2

I will be able to explain the reasons why

conflict and competition developed among emerging world

cultures.

I will be able to explain and give examples of how compromise and

cooperation influenced peace studies, treaties,

and conflict resolutions in world

affairs.

Slave Trade

Natural Resources

Imperialism

Economic Imperialism

Colonialism

Religion

Diet of Worms

Council of Trent

Tennis Court Oath

Treaty of Paris

Kellogg-Briand Pact

League of Nations

United Nations

SS-H-CS-U-4 Students will understand that culture affects how people in a society behave in relation to groups and their environment.

SS-H-CS-S-3 Students will explain or give examples of how communications between groups can be influenced by cultural differences; explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) developed as cultures emerged in the modern world (1500 A.D. to present) and in the United States (Reconstruction to present) SS-H-CS-S-4 Students will describe how compromise and cooperation are characteristics that influence interaction (e.g., peace studies,

SS-HS-2.3.1 Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).

DOK 2 SS-HS-2.3.2 Students will explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to

I will be able to describe or explain how stereotypes,

prejudice, discrimination, and

genocide affect world cultures.

I will be able to explain and give examples of how compromise and

cooperation influenced peace studies, treaties,

and conflict resolutions in world affairs and the U.S.

Stereotypes

Prejudice

Discrimination

Genocide

Human Rights

Terrorism

Holocaust

Baltic Wars

Pogroms

Krystallnacht



9

treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) SS-H-CS-S-5 Students will compare examples of cultural elements (e.g., beliefs, customs/traditions, languages, skills, literature, the arts) of diverse groups today to those of the past, using information from a variety of print and non-print sources (e.g., autobiographies, biographies, documentaries, news media, artifacts)

present) and the United States (Reconstruction to present).

DOK 2

SS-H-CS-U-5 Students will understand that a variety of factors promote cultural diversity in a society, a nation, and the world.



DOK 2

I can describe or explain how religious beliefs, technology,

and behavior patterns define world cultures

Renaissance

Reformation

Age of Exploration

Age of Reason

Enlightenment

Age of Revolution

Industrial Revolution

Age of Imperialism

World War I

World War II

Cold War

Terrorism



10

SS-H-CS-U-6 Students will understand that an appreciation of the diverse nature of cultures is essential in our global society.



DOK 2

I will be able to recognize and explain

the role of cultural diversity and religious toleration in a global

society

Prejudice

Discrimination

Pogrom

Holocaust

Cultural Mores

Cultural Traditions

Renaissance

Reformation

Enlightenment

Age of Revolution


Age of Imperialism

World War I

World War II

Cold War

Terrorism



11

Big Idea: Economics Academic Expectations 2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.





SS-H-Ec-U-1 Students will understand that the basic economic problem confronting individuals, societies and governments is scarcity; as a result of scarcity, economic choices and decisions must be made.

SS-H-Ec-S-1 Students will demonstrate an understanding of the nature of limited resources and scarcity in the modern world (1500 A.D. to present) and the United States (Reconstruction to present): a) explain how scarcity of resources necessitates choices at both the personal and societal levels, and explain the impact of those choices b) explain how governments with limited budgets consider revenues, costs and opportunity when planning expenditures c) describe how economic institutions (e.g., corporations, labor unions, banks, stock markets, cooperatives, partnerships) help to deal with scarcity

SS-HS-3.1.1 Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices.

DOK 2

I will be able to give examples of and explain

how scarcity of resources necessitates choices in the modern

world.

Scarcity

Supply and Demand

Natural Resources

Economic Markets

Corporations

Labor Unions

Stock Markets

Banks

Cooperatives

Surplus

Deficit

Trade Balance

SS-H-Ec-U-2 Students will understand that economic systems are created by individuals, societies and governments to achieve broad goals (e.g., security, growth, freedom, efficiency, equity).

SS-H-Ec-S-2 Students will compare and contrast economic systems (e.g., traditional, command, market, mixed), and evaluate their effectiveness in achieving broad social goals (e.g., freedom, efficiency, equity, security) SS-H-Ec-S-3 Students will analyze free enterprise systems, and explain strategies for maximizing profits based on different roles in the economy (e.g., producers, entrepreneurs, workers, savers and investors)

SS-HS-3.2.1 Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2 SS-HS-3.2.2 Students will describe economic institutions such as corporations, labor unions, banks, stock markets, cooperatives and partnerships. SS-HS-3.2.3 Students will explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role

I will be able to compare and contrast economic systems in the modern

world.

I will be able to explain how a free enterprise system works and the

role of individuals within the free

enterprise system.

Capitalism

Socialism

Marxism

Communism

Command Economy

Tariffs

Taxation

Inflation

Price Controls

Free Enterprise/Markets

Wealth of Nations

Profit



12

in the economy (e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investors try to maximize return).

DOK 2

Stock Market

Banking Speculation Investment

SS-H-Ec-U-3 Students will understand that markets (e.g., local, national, global) are institutional arrangements that enable buyers and sellers to exchange goods and services.

SS-H-Ec-S-4 Students will describe relationships between and among markets (e.g., local, national, global) and exchange of goods and services: a) explain factors that influence the supply and demand of products (e.g., supply—technology, cost of inputs, number of sellers; demand—income, utility, price of similar products, consumers' preferences) b) describe how financial and non-financial incentives influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions) c) explain or model cause-effect relationships between the level of competition in a market and the number of buyers and sellers d) research laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) and analyze their purposes and effects in the United States and in the global marketplace

SS-HS-3.3.1 Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply—technology, cost of inputs, number of sellers: demand—income, utility, price of similar products, consumers' preferences).

DOK 2 SS-HS-3.3.2 Students will describe how specific financial and non-financial incentives often influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions). SS-HS-3.3.3 Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers. SS-HS-3.3.4 Students will explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States and in the global marketplace.

I will be able to explain

or describe how 20th century economic and

political trends affected the West.

I will be able to give an

example of the developments that have

shaped the economy, government, and

society of the West

Welfare State

Recession

Service Industry

European Union

Deficit Surplus

NAFTA

Supply and Demand

Consumerism

Factory System

Assembly Line

Scarcity

Cottage Industry

Monopolies

Corporations

Anti-Trust Laws

SS-H-Ec-U-4 Students will understand that all societies deal with questions about production, distribution and consumption.

SS-H-Ec-S-5 Students will investigate the production, distribution, and consumption of goods and services: a) analyze changing relationships between and among business, labor and government (e.g., unions, anti-

SS-HS-3.4.1 Students will analyze the changing relationships among business, labor and government (e.g., unions, anti-trust laws, tariff policy, price controls, subsidies, tax incentives) and how each has affected production, distribution and consumption in the United

I will be able to apply

concepts to a business enterprise

understanding management, initiative,

and risk.

OPEC

Oil Crisis

Unions

Anti-Trust Laws

Tariff Policies

Price Controls



13

trust laws, tariff policy, price controls, subsidies, tax incentives), and examine the effects of those changing relationships on production, distribution and consumption in the United States b) describe how different factors (e.g., new knowledge, technological change, investments in capital goods and human capital/resources) have increased productivity in the world

States or the world. DOK 3 SS-HS-3.4.2 Students will describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources have increased productivity in the world.

DOK 2

I will be able to explain how technological change and investments in capital goods and human capital resources increase productivity.

Consumption

Business

Labor

Production

Unions

Anti-Trust Laws

Tariff Policy

Price Controls

Subsidies

Tax Incentives

Capital

Investment

Resources

Supply and Demand

SS-H-Ec-U-5 Students will understand that a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) affect individuals, societies and governments.

SS-H-Ec-S-4 Students will describe relationships between and among markets (e.g., local, national, global) and exchange of goods and services: a) explain factors that influence the supply and demand of products (e.g., supply—technology, cost of inputs, number of sellers; demand—income, utility, price of similar products, consumers' preferences) b) describe how financial and non-financial incentives

SS-HS-3.3.1 Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply—technology, cost of inputs, number of sellers: demand—income, utility, price of similar products, consumers' preferences).

DOK 2

I will be able to explain how numerous factors influence supply and demand for products

(e.g. supply, technology, cost of inputs, number of sellers, demand,

income, price of similar products and consumer

preferences.)

Consumption

Business

Labor

Production

Unions

Anti-Trust Laws

Tariff Policy

Price Controls

Subsidies



14

influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions) c) explain or model cause-effect relationships between the level of competition in a market and the number of buyers and sellers d) research laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) and analyze their purposes and effects in the United States and in the global marketplace

Tax Incentives

Capital

Investment

Resources

Supply and Demand

SS-H-Ec-U-6 Students will understand that our global economy provides for a level of interdependence among individuals, societies and governments of the world.

SS-H-Ec-S-4 Students will describe relationships between and among markets (e.g., local, national, global) and exchange of goods and services: a) explain factors that influence the supply and demand of products (e.g., supply—technology, cost of inputs, number of sellers; demand—income, utility, price of similar products, consumers' preferences) d) research laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) and analyze their purposes and effects in the United States and in the global marketplace SS-H-Ec-S-6 Students will explain results and issues related to interdependence of personal, national and international economic activities (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present): a) analyze how

SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).

DOK 2


the concept of the global economy and

global interdependence among individuals,

societies, and governments of the

world.

Global Economy

Interdependence

Society

Local Market

National Market

Global Market

Supply and Demand

Utility

Income

Price Controlls

Tariff

Global Marketplace

Economic Sanctions

Environmentalism

Humanitarian

North America Free Trade

Agreement (NAFTA)



15

economies of nations around the world (e.g., China, India, Japan) affect and are affected by American economic policies

SS-H-Ec-U-7 Students will understand that the United States Government and its policies play a major role in the performance of the U.S. economy at both the national and international levels.

SS-H-Ec-S-4 Students will describe relationships between and among markets (e.g., local, national, global) and exchange of goods and services: a) research laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) and analyze their purposes and effects in the United States and in the global marketplace SS-H-Ec-S-6 Students will explain results and issues related to interdependence of personal, national and international economic activities (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present): a) analyze how economies of nations around the world (e.g., China, India, Japan) affect and are affected by American economic policies

SS-HS-3.1.2 Students will explain how governments have limited budgets, so they must compare revenues to costs and consider opportunity cost when planning public projects. SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).

DOK 2

I will be able to explain how U.S. Economic

Policies affect the U.S. in the global economy and interdependence.

Global Economy

Interdependence

Society

Local Market

National Market

Global Market

Supply and Demand

Utility

Income

Price Controls

Tariff

Global Marketplace

Economic Sanctions

Environmentalism

Humanitarian

North America Free Trade Agreement (NAFTA)

SS-H-Ec-U-8 Students will understand that in a global economy, interdependence results in economic conditions and policies in one nation affecting economic conditions in other nations.

SS-H-Ec-S-6 Students will explain results and issues related to interdependence of personal, national and international economic activities (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present): a) analyze how economies of nations around

SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).

DOK 2


how economic conditions and policies

in one nation affect economic conditions in

other nations.

Natural Resources

Colonialism

Economic Imperialism

Oil Crisis

Economic Sanctions

League of Nations

United Nations



16

the world (e.g., China, India, Japan) affect and are affected by American economic policies



17

Big Idea: Geography Academic Expectations 2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations





SS-H-Ge-U-1 Students will understand that patterns emerge as humans move, settle and interact on Earth’s surface, and can be identified by examining the location of physical and human characteristics, how they are arranged, and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

SS-H-Ge-S-1 Students will use a variety of geographic tools (e.g., maps, globes, charts, graphs, photographs, models, data bases, satellite images): a) analyze the distribution of physical and human features on Earth's surface b) interpret patterns and develop rationales for the location and distribution of Earth's human features (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) SS-H-Ge-S-2 Students will investigate regions of the Earth’s surface using information from print and non-print sources (e.g., books, films, periodicals, Internet, geographic tools, news media): a) analyze pros and cons of physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions in terms of human activity b) explain how cultural differences and perspectives sometimes result in conflicts in the modern world (1500 A.D. to present) and United States (Reconstruction to present) SS-H-Ge-S-3 Students will describe movement and settlement patterns in the modern world (1500 A.D. to present) and United States (Reconstruction to present): a) analyze the causes of

SS-HS-4.3.1 Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

DOK 3 SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface.

DOK 3

I will be able to make connections to the

development of civilization as it relates to the Five Themes of

Geography.

I will be able to recognize and explain various types of maps.

I will be able to recognize and interpret various types of charts and graphs

Location

Place

Human Environment Interaction

Movement

Regions

Natural Resources

Push-Pull Factors

Climate

Economic Opportunity

Physical Map

Political Map

Robinson Projection

Mercator Projection

Interrupted Projection

Pie Charts

Bar Graphs

Comparison Study Charts

Population Charts

Movement Pattern Charts

Human Interaction with Environment

Satellite Images



18

movement and settlement (e.g., famines, military conflicts, climate, economic opportunity) and their impacts in different places and at different times in history b) explain how technology has facilitated the movement of goods, services and populations, increased economic interdependence, and influenced development of centers of economic activity (e.g., cities, interstate highways, airports, rivers, railroads, computers, telecommunications)

SS-H-Ge-U-2 Students will understand that regions help us to see the Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups. People vary in how they organize, interpret and use information about places and regions.

SS-H-Ge-S-1 Students will use a variety of geographic tools (e.g., maps, globes, charts, graphs, photographs, models, data bases, satellite images): a) analyze the distribution of physical and human features on Earth's surface b) interpret patterns and develop rationales for the location and distribution of Earth's human features (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) SS-H-Ge-S-2 Students will investigate regions of the Earth’s surface using information from print and non-print sources (e.g., books, films, periodicals, Internet, geographic tools, news media): a) interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region) b) analyze pros and cons of physical (e.g., climate,

SS-HS-4.2.1 Students will interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region). SS-HS-4.2.2 Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place.

DOK 2 SS-HS-4.2.3 Students will explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor). SS-HS-4.2.4 Students will explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

I will be able to describe and explain issues,

problems, purposes, patterns, sources,

reasons, cause and effect, and multiple causation of how

regions create advantages and

disadvantages for human activities in a

specific place.

Climate

Mountains

Rivers

Urban Centers

Work Force

Highway Systems

Cultural Diffusion

Water Supply

Arable Land

Language



19

mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions in terms of human activity c) evaluate reasons for stereotypes (e.g., all cities are dangerous and dirty; rural areas are poor) associated with places or regions d) explain how cultural differences and perspectives sometimes result in conflicts in the modern world (1500 A.D. to present) and United States (Reconstruction to present)

SS-H-Ge-U-3 Students will understand that human actions modify the physical environment and, in turn, the physical environment limits or promotes human activities.

SS-H-Ge-S-4 Students will investigate interactions among human activities and the physical environment in the modern world (1500 A.D. to present) and United States (Reconstruction to present): a) describe human strategies (e.g., transportation, communication, technology) used to overcome limits of the physical environment b) interpret and analyze possible global effects (e.g., global warming, destruction of the rainforest, acid rain) of human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods)

SS-HS-4.4.1 Students will explain how humans develop strategies (e.g., transportation, communication, technology) to overcome limits of their physical environment. SS-HS-4.4.2 Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

DOK 2 SS-HS-4.4.3 Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation).

I will be able to describe and explain issues and problems that affect the physical environment. I will be able to evaluate and propose solutions to environmental problems.

Natural Resources

Oil

Water

Land

Deforestation

Mining

Natural Disasters

Earthquake

Tsunami

Flood

Acid Rain

Global Warming

Destruction of Rain Forest

Conservation

SS-H-Ge-U-4 Students will understand that human and physical features of the Earth's surface can be identified by absolute and relative location.

SS-H-Ge-S-1 Students will use a variety of geographic tools (e.g., maps, globes, charts, graphs, photographs, models, data bases, satellite images):

SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and



20

a) analyze the distribution of physical and human features on Earth's surface b) interpret patterns and develop rationales for the location and distribution of Earth's human features (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion)

analyze the reasons for the distribution of physical and human features on Earth's surface.

DOK 3

SS-H-Ge-U-5 Students will understand that the use of maps, geographic tools, and mental maps helps interpret information, analyze patterns and spatial data, predict consequences and find/propose solutions to world problems.

SS-H-Ge-S-1 Students will use a variety of geographic tools (e.g., maps, globes, charts, graphs, photographs, models, data bases, satellite images): a) analyze the distribution of physical and human features on Earth's surface b) interpret patterns and develop rationales for the location and distribution of Earth's human features (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion)

SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface.

DOK 3 SS-HS-4.1.2 Students will explain how mental maps, the mental image a person has of an area including knowledge of features and spatial relationships, become more complex as experience, study and the media bring new geographic information. SS-HS-4.1.3 Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) on which the location and distribution of Earth's human features is based.

I will be able to recognize and explain

the use of representations of Earth

and databases to analyze the distribution of physical and human

features on Earth’s surface.

I will be able to explain how the mental image a person has of an area

becomes more complex with new information.

I will be able to explain how the location and distribution of human

features on Earth’s surface are based on

reasoning and patterns.

Location

Place

Human Environment Interaction

Movement

Regions

Natural Resources

Push-Pull Factors

Climate

Economic Opportunity

Physical Map

Political Map

Robinson Projection

Mercator Projection

Interrupted Projection

Pie Charts

Bar Graphs

Comparison Study Charts

Population Charts

Movement Pattern Charts



21

Human Interaction with Environment

Satellite Images

SS-H-Ge-U-6 Students will understand that citizens in an interdependent global community impact their physical environments through the use of land and other resources.

SS-H-Ge-S-4 Students will investigate interactions among human activities and the physical environment in the modern world (1500 A.D. to present) and United States (Reconstruction to present): a) describe human strategies (e.g., transportation, communication, technology) used to overcome limits of the physical environment b) interpret and analyze possible global effects (e.g., global warming, destruction of the rainforest, acid rain) of human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods)

SS-HS-4.4.2 Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

DOK 2 SS-HS-4.3.2 Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels and influenced development of centers of economic activity. DOK 2

I will be able to describe and explain issues and problems that affect the physical environment. I will be able to evaluate and propose solutions

to environmental problems.

I will be able to explain how technology has

facilitated the movement of goods and

services around the world.

I will be able to explain how technology has increased economic

interdependence around the world.

Urbanization Natural Resources

Oil

Water

Land

Deforestation

Mining

Natural Disasters

Earthquake

Tsunami

Flood

Acid Rain

Global Warming


Conservation

SS-H-Ge-U-7 Students will understand that environmental changes and physical and human geographic factors have influenced world economic, political, and social conditions.

SS-H-Ge-S-2 Students will investigate regions of the Earth’s surface using information from print and non-print sources (e.g., books, films, periodicals, Internet, geographic tools, news media): a) interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region) b) analyze pros and cons of physical (e.g., climate, mountains, rivers) and human

SS-HS-4.2.4 Students will explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present).



22

characteristics (e.g., interstate highways, urban centers, workforce) of regions in terms of human activity c) evaluate reasons for stereotypes (e.g., all cities are dangerous and dirty; rural areas are poor) associated with places or regions d) explain how cultural differences and perspectives sometimes result in conflicts in the modern world (1500 A.D. to present) and United States (Reconstruction to present) SS-H-Ge-S-4 Students will investigate interactions among human activities and the physical environment in the modern world (1500 A.D. to present) and United States (Reconstruction to present): a) describe human strategies (e.g., transportation, communication, technology) used to overcome limits of the physical environment b) interpret and analyze possible global effects (e.g., global warming, destruction of the rainforest, acid rain) of human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods)

SS-H-Ge-U-8 Students will understand that many of the important issues facing societies involve the consequences of interactions between human and physical systems. Complex interrelationships between societies and their physical environments influence conditions locally, regionally

SS-H-Ge-S-4 Students will investigate interactions among human activities and the physical environment in the modern world (1500 A.D. to present) and United States (Reconstruction to present): a) describe human strategies (e.g., transportation, communication, technology)

SS-HS-4.4.2 Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of

I will be able to describe and explain issues and problems that affect the physical environment. I will be able to evaluate and propose solutions

to environmental problems.

Urbanization Natural Resources

Oil

Water

Land

Deforestation

Mining



23

and globally. used to overcome limits of the physical environment b) interpret and analyze possible global effects (e.g., global warming, destruction of the rainforest, acid rain) of human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods)

the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

DOK 2 SS-HS-4.3.2 Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels and influenced development of centers of economic activity. DOK 2

Natural Disasters

Earthquake

Tsunami

Flood

Acid Rain

Global Warming


Conservation



24

Big Idea: Historical Perspective Academic Expectations 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.





All of the following Understandings are grouped together in this document to reflect the conceptual nature of historical perspective. Each specific era in both U.S. and World will include the following Understandings: SS-H-HP-U-1 Students will understand that history is an account of human activities that is interpretive in nature, and a variety of tools (e.g., primary and secondary sources, data, artifacts) are needed to analyze historical events. SS-H-HP-U-2 Students will understand that history is a series of connected events shaped by multiple cause-effect relationships, tying past to present. SS-H-HP-U-3 Students will understand that geography and natural resources have a significant impact on historical perspectives and events. SS-H-HP-U-4 Students will understand that advances in research, science and technology have a significant impact on historical events, American society, and the global community.

SS-H-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, maps, data): a) investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history) b) examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected)

SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).

DOK 3 SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.

DOK 3

I will be able to analyze and interpret primary

and secondary sources of human activities and events that take place in

the world during chronological decades

and centuries.

I will be able to recognize that

interpretations of history are subject to

change as new information is

uncovered.

I will be able to analyze and interpret how

primary sources allow individuals to

experience history from the perspectives of people who lived it.

Renaissance

Reformation

Age of Exploration

Age of Reason

Enlightenment

Age of Revolution


Age of Imperialism

World War I

World War II

Cold War

Terrorism



25

SS-H-HP-U-US1 Students will understand that U.S. History can be analyzed by examining significant eras (Reconstruction, Industrialization, Progressive Movement, World War I, Great Depression and the New Deal, World War II, Cold War, Contemporary United States) to develop chronological understanding and recognize cause-and-effect relationships and multiple causation.

SS-H-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, maps, data): a) investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history) b) examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected) SS-H-HP-S-2 Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War), and evaluate the impact of these efforts SS-H-HP-S-3 Students will research issues or interpret accounts of historical events in U.S. history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): a) compare, contrast and evaluate the approaches and effectiveness of Reconstruction programs b) explain how the rise of big business, factories, mechanized farming, and the labor movement have impacted the lives of Americans c) examine the impact of



DOK 3 SS-HS-5.2.1 Students will compare and contrast the ways in which various Reconstruction plans were approached and evaluate the outcomes of Reconstruction.

DOK 2 SS-HS-5.2.2 Students will explain how the rise of big business, factories, mechanized farming and the labor movement impacted the lives of Americans.

DOK 2 SS-HS-5.2.3 Students will explain the impact of massive immigration (e.g., new social patterns, conflicts in ideas about national unity amid growing cultural diversity) after the Civil War.

DOK 2 SS-HS-5.2.4 Students will explain and evaluate the impact of significant social, political and economic changes during the Progressive Movement (e.g., industrial capitalism, urbanization, political corruption, initiation of reforms),



26

massive immigration (e.g., new social patterns, conflicts in ideas about national unity amid growing cultural diversity) after the Civil War d) explain and evaluate the impact of significant social, political and economic changes (e.g., imperialism to isolationism, industrial capitalism, urbanization, political corruption, initiation of reforms) during the Progressive Movement, World War I and the Twenties e) evaluate how the Great Depression, New Deal policies, and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (emergence of the U.S. as economic and political superpower) f) analyze economic growth in America after WWII (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties, and conflicts over political issues (e.g., McCarthyism, U.S. involvement in Vietnam)

World War I (e.g., imperialism to isolationism, nationalism) and the Twenties (e.g., economic prosperity, consumerism, women’s suffrage).

DOK 3 SS-HS-5.2.5 Students will evaluate how the Great Depression, New Deal policies and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (e.g., emergence of the U.S. as economic and political superpower).

DOK 3 SS-HS-5.2.6 Students will explain and give examples of how after WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties (e.g., desegregation, Civil Rights Acts) and conflict over political issues (e.g., McCarthyism, U.S. involvement in Vietnam).

DOK 3 SS-HS-5.2.7 Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War) and evaluate the impact of these efforts.

DOK 3 All of the following Understandings are grouped together in this document to reflect the conceptual nature of historical perspective. Each specific era in U.S. will include the following

SS-H-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, maps, data): a) investigate and

SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status,



27

Understandings: SS-H-HP-U-US2 Students will understand that U.S. History has been impacted by significant individuals and groups. SS-H-HP-U-US3 Students will understand that each era in the history of the United States has social, political and economic characteristics. SS-H-HP-U-US4 Students will understand that the role of the United States in the global community has evolved into that of a world power.

analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history) b) examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected) SS-H-HP-S-2 Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War), and evaluate the impact of these efforts SS-H-HP-S-3 Students will research issues or interpret accounts of historical events in U.S. history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): a) compare, contrast and evaluate the approaches and effectiveness of Reconstruction programs b) explain how the rise of big business, factories, mechanized farming, and the labor movement have impacted the lives of Americans c) examine the impact of massive immigration (e.g., new social patterns, conflicts in ideas about national unity amid growing cultural diversity) after the Civil War d) explain and evaluate the impact of significant social, political and economic changes (e.g., imperialism to isolationism, industrial

religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).


DOK 3 SS-HS-5.2.1 Students will compare and contrast the ways in which various Reconstruction plans were approached and evaluate the outcomes of Reconstruction.

DOK 2 SS-HS-5.2.2 Students will explain how the rise of big business, factories, mechanized farming and the labor movement impacted the lives of Americans.

DOK 2 SS-HS-5.2.3 Students will explain the impact of massive immigration (e.g., new social patterns, conflicts in ideas about national unity amid growing cultural diversity) after the Civil War.

DOK 2 SS-HS-5.2.4 Students will explain and evaluate the impact of significant social, political and economic changes during the Progressive Movement (e.g., industrial capitalism, urbanization, political corruption, initiation of reforms), World War I (e.g., imperialism to isolationism, nationalism) and the Twenties (e.g., economic prosperity, consumerism, women’s suffrage).

DOK 3 SS-HS-5.2.5 Students will evaluate how the Great Depression, New Deal



28

capitalism, urbanization, political corruption, initiation of reforms) during the Progressive Movement, World War I and the Twenties e) evaluate how the Great Depression, New Deal policies, and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (emergence of the U.S. as economic and political superpower) f) analyze economic growth in America after WWII (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties, and conflicts over political issues (e.g., McCarthyism, U.S. involvement in Vietnam)

policies and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (e.g., emergence of the U.S. as economic and political superpower).

DOK 3 SS-HS-5.2.6 Students will explain and give examples of how after WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties (e.g., desegregation, Civil Rights Acts) and conflict over political issues (e.g., McCarthyism, U.S. involvement in Vietnam).

DOK 3 SS-HS-5.2.7 Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War) and evaluate the impact of these efforts.

DOK 3



29

SS-H-HP-U-WC1 Students will understand that world civilizations (e.g., African, Asian, European, Latin American, Middle Eastern) can be analyzed by examining significant eras (Renaissance, Reformation, Age of Exploration, Age of Revolution, Nationalism and Imperialism, Technological Age, 21st Century) to develop chronological understanding and recognize cause-effect relationships and multiple causation.

SS-H-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, maps, data): a) investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history) b) examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected) SS-H-HP-S-2 Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War), and evaluate the impact of these efforts SS-H-HP-S-4 Students will research issues or interpret accounts of historical events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): a) explain how ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories, rediscovery of Greco-Roman philosophies) impacted people’s perspectives during the Renaissance and Reformation b) analyze how new ideas and technologies of the



DOK 3 SS-HS-5.3.1 Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories) and to question their place in the universe during the Renaissance and Reformation.

DOK 2 SS-HS-5.3.2 Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world.

DOK 2 SS-HS-5.3.3 Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g.,

I will be able to analyze, using a variety of tools,

historical eras to develop chronological

understanding and recognize cause and effect relationships in

the areas of Africa, Asia, Europe, Latin

America, and the Middle East.

I will be able to make connections of the

historical past to the present.

I can recognize and explain how humans used humanism, art, architecture, literature, and political theories to question the status quo during the Renaissance and Reformation.

I can analyze primary and secondary sources and draw conclusions of how technology led

to an Age of Exploration.

I can analyze similarities and differences in issues and problems to explain the consequences of the Age of Exploration. I can make connections

Slave Trade

Colonialism

Imperialism

Age of Exploration

Renaissance

Reformation

Age of Exploration

Age of Reason

Enlightenment

Age of Revolution


Age of Imperialism

World War I

World War II

Cold War

Terrorism

Humanism Humanities

Patron Vernacular

Utopian Indulgences

Predestination Theocracy

Heliocentric Scientific Method

Hypothesis

Circumnavigate Plantation Monopoly Sovereign

Textbook

Transparencies


Primary Source Documents

United Streaming

Student Handouts

DVD Selection

Internet Resources



30

Age of Exploration by Europeans brought great wealth to the absolute monarchies and resulted in political, economic and social changes (e.g., disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world c) investigate how political, social and cultural revolutions (e.g., French, Industrial, Bolshevik, Chinese) brought about changes in science, thought, government, or industry and had long-range impacts on the modern world d) examine how nationalism, militarism, expansionism and imperialism led to conflicts (e.g., World War I, Japanese aggression in China and the Pacific, European imperialism in Africa, World War II) and the rise of totalitarian governments (e.g., Communism in Russia, Fascism in Italy, Nazism in Germany) e) analyze the impact of the rise of both the United States and the Soviet Union to superpower status following World War II, development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe, and the Middle East f) examine how countries around the world have addressed the challenges of rapid social, political and economic changes during the second half of the 20th century (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy)

Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and evaluate the long range impact of these changes on the modern world.

DOK 3 SS-HS-5.3.4 Students will analyze how nationalism, militarism and imperialism led to world conflicts and the rise of totalitarian governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism, World War II).

DOK 3 SS-HS-5.3.5 Students will explain the rise of both the United States and the Soviet Union to superpower status following World War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe and the Middle East, and evaluate the impact of these events on the global community.

DOK 3 SS-HS-5.3.6 Students will explain how the second half of the 20th century was characterized by rapid social, political and economic changes that created new challenges (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy) in countries around the world, and give examples of how countries have addressed these challenges.

DOK 2

to how the Age of Revolution impacted change in the modern world in the areas of Science, Economics and Government. I can use concepts and evidence to justify why Nationalism, Militarism, and Imperialism led to World Conflicts during the late 19th and early 20th centuries. I can recognize and explain causes and effects of the Cold War as it relates to the United States and the USSR. I can describe the progression and consequences of the Cold War. I can reason and draw conclusions on how the Cold War impacted the Global Community. I can clarify and explain major social, political, and economic changes during the second half of the 20th century in nation and around the World I can give examples of how countries have addressed these challenges and problems.

Conquistador Alliance

Encomienda Revenue Compact

Triangular Trade Middle Passage

Inflation Capitalism

Entrepreneur Mercantilism

Tariff

French Revolution American Revolution Industrial Revolution Scientific Revolution

Age of Napoleon Congress of Vienna

Nationalism Militarism

Imperialism Communism

Totalitarianism Alliance System

Franco-Prussian War Russo-Japanese War Bolshevik Revolution

World War I &II Holocaust

Super Powers Détente

Containment Iron Curtain

Demilitarized Zone 38th Parallel

Domino Theory Korean War Vietnam War

Glasnost Perestroika Solidarity

Partition Non-Alignment

Autocracy Human Rights Globalization

Terrorism

Transparencies

Textbook


Primary Sources

United Streaming

Student Handouts

DVD Selections

Internet Resources



31

Ethnic Cleansing Apartheid

Development Green Revolution Fundamentalism

Urbanization Endangered Species

Surplus Deficit

Outsourcing Protectionism Sustainability

All of the following Understandings are grouped together in this document to reflect the conceptual nature of historical perspective. Each specific era in World will include the following Understandings: SS-H-HP-U-WC2 Students will understand that world civilizations share common characteristics (e.g., government, belief system, economy) and have been impacted by significant individuals and groups. SS-H-HP-U-WC3 Students will understand that each era in the history of the world has social, political and economic characteristics. SS-H-HP-U-WC4 Students will understand that an increasingly interdependent world provides challenges and opportunities.

SS-H-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, maps, data): a) investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history) b) examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected) SS-H-HP-S-2 Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War), and evaluate the impact of these efforts SS-H-HP-S-4 Students will research issues or interpret accounts of historical



DOK 3 SS-HS-5.3.1 Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories) and to question their place in the universe during the Renaissance and Reformation.

DOK 2 SS-HS-5.3.2 Students will explain and give examples of how new ideas and

I will be able to analyze, using a variety of tools,

historical eras to develop chronological

understanding and recognize cause and effect relationships in

the areas of Africa, Asia, Europe, Latin

America, and the Middle East.

I will be able to make connections of the historical past to the present.

I will be able to explain how during the Renaissance and Reformation, humans began to rediscover the ideas of the Classical Age to question their place in the Universe.

I will be able to explain how new ideas and

technologies led to an age of exploration by

Renaissance

Reformation

Age of Exploration

Age of Reason

Enlightenment

Age of Revolution


Age of Imperialism

World War I

World War II

Cold War

Terrorism

Humanism

Astronomy

Scientific Method

Mathematics

Utopian

Indulgence



32

events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): a) explain how ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories, rediscovery of Greco-Roman philosophies) impacted people’s perspectives during the Renaissance and Reformation b) analyze how new ideas and technologies of the Age of Exploration by Europeans brought great wealth to the absolute monarchies and resulted in political, economic and social changes (e.g., disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world c) investigate how political, social and cultural revolutions (e.g., French, Industrial, Bolshevik, Chinese) brought about changes in science, thought, government, or industry and had long-range impacts on the modern world d) examine how nationalism, militarism, expansionism and imperialism led to conflicts (e.g., World War I, Japanese aggression in China and the Pacific, European imperialism in Africa, World War II) and the rise of totalitarian governments (e.g., Communism in Russia, Fascism in Italy, Nazism in Germany) e) analyze the impact of the rise of both the United States and the Soviet Union to superpower status following World War II, development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe, and the Middle

technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world.

DOK 2 SS-HS-5.3.3 Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g., Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and evaluate the long range impact of these changes on the modern world.

DOK 3 SS-HS-5.3.4 Students will analyze how nationalism, militarism and imperialism led to world conflicts and the rise of totalitarian governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism, World War II).

DOK 3 SS-HS-5.3.5 Students will explain the rise of both the United States and the Soviet Union to superpower status following World War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe and the Middle East, and evaluate the impact of these events on the global community.

DOK 3 SS-HS-5.3.6 Students will explain how the second half of the 20th century was characterized by rapid

Europeans that brought great wealth to the

Absolute Monarchies and significant changes to other regions of the

world.

I will be able to recognize and analyze

how the Age of Revolution brought about changes in

science, philosophy, government and

industry that shaped the modern world.

I will be able to recognize and explain how nationalism, militarism, and imperialism led to world conflicts, economic booms and busts, and the rise of totalitarian governments. I will be able to use concepts and evidence to explain how the United States and the Soviet Union emerged as world superpowers after World War II. I will be able to recognize and explain the development of the Cold War, its progression, and effect on nations of the World. I will be able to describe and explain issues, problems, and solutions of rapid social, political,

Theocracy

Predestination

Divine Right of Kings

Absolute Monarch

Spanish Armada

Balance of Power

Limited Monarchy

Capitalism

Factory System

Urbanization

Labor Unions

Socialism

Means of Production

Scientific Method

Social Welfare

Anarchy

Colony

Protectorate

Sphere of Influence

Missionaries

Iron Curtain

Berlin Airlift

Containment

Domino Theory

Korean War

Berlin Wall



33

East f) examine how countries around the world have addressed the challenges of rapid social, political and economic changes during the second half of the 20th century (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy)

social, political and economic changes that created new challenges (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy) in countries around the world, and give examples of how countries have addressed these challenges.

DOK 2

and economic changes facing nations of the late 20th century.

Vietnam War

Cold War

Globalization

Diminishing Natural

Resources

Human Rights

Technological and scientific advances

Shifting political alliances

World Civilization Curriculum Map - Home - Bowling … Civilization Curriculum Map.pdf · Divine...

Documents

Transcript of World Civilization Curriculum Map - Home - Bowling … Civilization Curriculum Map.pdf · Divine...