Livingston County Curriculum Document

SUBJECT: World Civilization Grade: 10

Big Idea: Big Idea: Historical PerspectiveHistory is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

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

Duration(amount of

time)Core Content

4.1 (DOK)

Program of Studies (POS)Skills and Concepts

Essential Questions Critical Vocabulary Introduced (I)Reinforce

d ( R)Mastered (M)

Assessments(Include dates for

GRADE, GMADE and

Thinklink testing

Resources(Include field trips and books required

to be read)

August1 week

SS-HS-2.1.1Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives

SS-H-CS-S-1Students will demonstrate an understanding of the nature of culture: a) analyze cultural

elements of diverse groups in the United States (Reconstruction to

How do belief systems, knowledge, technology, and behavior patterns define cultures and

Social institutionsBelief systemsKnowledgeTechnologyBehavior patternsFamilyReligion

R,M Create-A-Culture Project

Create-A-Culture Project materials

and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2

SS-HS-2.2.1Students 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).

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-2Students 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)

help explain historical perspectives and events in the modern world?

EducationGovernmentEconomyCultural diversity

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August2 weeks

SS-HS-4.1.1Students will use a

SS-H-G-S-2Students will investigate

How do geographic

DeforestationModifications

M Geography Test

What is Geography

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-4.1.2Students will explain how mental maps, the mental image a person has of an area including knowledge of features and spatial relationships, become

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

factors influence climate, culture, the economy, and world events?

Pull factor Push factorUrbanSuburban RuralData

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Geography Open Response

Poster/teaching materials

more complex as experience, study and the media bring new geographic information.

SS-HS-4.1.3Students 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.

SS-HS-4.2.2Students 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

a) analyze the distribution of physical and human features on Earth's surface

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-G-S-1Students 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

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SS-HS-4.3.1Students 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

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-G-S-2Students 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):

b) 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

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SS-HS-4.3.2Students 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

SS-HS-4.4.1Students will explain how humans develop strategies (e.g., transportation, communication, technology) to overcome limits of their physical environment.

c) 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-G-S-4Students 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

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

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SS-HS-4.4.2Students 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

the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods)

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September4 weeks

SS-HS-5.1.1Students 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

SS-H-HP-S-1Students 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,

How did the Renaissance signal the rebirth of classical culture?

How did the Reformation impact society and politics in Europe?

RenaissanceHumanismIndividualismArtArtifactArchitectureSecularismReformationReformPrinting press

R Renaissance and Reformation Test

Renaissance Art Open Response

World History Textbook

History Through Art: The Renaissance VHS

world (1500 A.D. to present) and United States History (Reconstruction to present).

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

SS-HS-5.3.1Students 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

nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history)

examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected)

SS-H-HP-S-4Students 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

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SS-HS-2.1.1Students 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

Greco-Roman philosophies) impacted people’s perspectives during the Renaissance and Reformation

SS-H-CS-S-5Students 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)

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October4 weeks

SS-HS-5.1.1Students 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

SS-H-HP-S-1Students 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):

b) investigate and analyze perceptions and perspectives (e.g., gender, race, region,

How did the Age of Exploration lay the groundwork for a global economy?

How did exploration and the Columbian Exchange affect how people

Cause and effectGlobalizationAbsolute MonarchyScarcityWantCompetitionConflictDiscriminationGenocideInterdependenceNorthwest PassageColumbian Exchange

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Absolute Rulers Test

Open Response Questions

Christopher Columbus Writing

World History Textbook

Video Clips

One Day Play: Trial of Atahualpa

Columbus’ Magnificent Voyage

events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).

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

SS-HS-5.3.2Students 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

ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history)

examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected)

SS-H-HP-S-4Students 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):

b) analyze how new ideas and technologies of the Age of Exploration by Europeans brought great wealth to the absolute

behaved in relation to groups and their environment?

Astrolabe

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SS-HS-2.3.1Students 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-3.1.1Students will give examples of and explain how scarcity of resources necessitates choices

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

SS-H-CS-S-3Students 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-E-S-1Students will demonstrate an understanding of the nature of limited resources and scarcity in the modern world (1500

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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

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

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

describe how economic institutions (e.g., corporations, labor unions, banks, stock markets, cooperatives, partnerships) help to deal with scarcity

SS-H-G-S-4Students 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):

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a) describe human strategies (e.g., transportation, communication, technology) used to overcome limits of the physical environment

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)

November/December7 weeks

SS-HS-5.1.1Students 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

SS-H-HP-S-1Students 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):

c) investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age,

How did advances in technology and new ideas shape the modern world?

How did an Age of Revolution help contribute to the current social, political, and economic status of the

Scientific methodHeliocentric theoryGeocentric theoryEnlightenmentphilosophes Political corruption Separation of powersNatural lawsNatural rightsSocial contractRevolutionDivine rightEstates General

R Scientific Revolution and Enlightenment Test

French Revolution Test

Industrial Revolution Test

History Alive: French Revolution, Industrial Revolution

World History Textbook

Video Clips

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

DOK 3

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

SS-HS-5.3.3Students 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

economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history)

examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected)

SS-H-HP-S-4Students 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):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

world today?

How did the ideas of the Enlightenment lead to the Age of Revolution?

How did the reign of Napoleon help increase nationalism in Europe?

DemocracyDeclaration of IndependenceDeclaration of the Rights of Man and the CitizenReign of TerrorNationalismIndustrialismPartnershipProductionNatural resourcesCapitalismSocialismUrbanizationRomanticismRealismMarxismSuffrage

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SS-HS-1.1.1Students 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-1.1.2Students 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

SS-HS-1.2.2Students will interpret the principles of

long-range impacts on the modern world

SS-H-GC-S-1Students 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-5Students will analyze and synthesize a

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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

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

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January/February8 weeks

SS-HS-5.1.1Students 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 3SS-HS-5.1.2Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3

SS-HS-5.3.4Students will analyze how nationalism,

SS-H-HP-S-1Students 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):

d) 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)

examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected)

SS-H-HP-S-4Students will research issues or interpret

How did nationalism, militarism, and imperialism lead to global conflicts?

How did two centuries of conflict impact the world socially, politically, and economically?

AllianceDictatorshipCongress of ViennaGenocideUnificationMilitarismNationalismImperialismResourcesColonialismBolsheviksCommunismTreaty of VersaillesFourteen PointsLeague of NationsTotalitarianFascismNazismHolocaustEthnic groupAppeasementIsolationismUnited Nations

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Nationalism Test

Imperialism Test

Imperialism Poster Project

World War I Test

World War II Test

History Alive:Imperialism

WWI Video Clips

World History Textbook

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-2.3.2Students 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

accounts of historical events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts):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)

SS-H-CS-S-4Students 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

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the United States (Reconstruction to present). DOK 2

SS-HS-3.2.1Students 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-3.2.2Students will describe economic institutions such as corporations, labor unions, banks, stock markets, cooperatives and partnerships.

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

present)

SS-H-E-S-2Students 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-E-S-3Students 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-H-E-S-5Students will investigate the production, distribution, and consumption of goods and services:

a) analyze changing relationships between and

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in the world. DOK 2

among business, labor and government (e.g., unions, anti-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

describe how different factors (e.g., new knowledge, technological change, investments in capital goods and human capital/resources) have increased productivity in the world

March/April7 weeks

SS-HS-5.1.1Students 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

SS-H-HP-S-1Students 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):

e) investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group,

How did the Cold War impact the world socially, politically, and economically?

How did the Cold War contribute to the development of new technology?

Cold WarCommunismSuperpowerDétenteMarshall PlanTruman DoctrineDomino TheoryBerlin BlockadeBerlin AirliftBerlin WallNATOWarsaw Pact Korean War

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Formation of New Nations Test

The Most … Historical Significance Writing

Video Clips

World History Textbook

Land of Demons Documentary

world (1500 A.D. to present) and United States History (Reconstruction to present).

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

SS-HS-5.3.5Students 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

nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history)

examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected)

SS-H-HP-S-4Students 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):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

How has the formation of new nations in Africa, Asia, Eastern Europe, and the Middle East impacted the global community?

Vietnam WarUnited NationsApartheidEthnic cleansingEconomic sanctions

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SS-HS-5.2.7Students 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

formation of new nations in Africa, Asia, Eastern Europe, and the Middle East

SS-H-HP-S-3Students 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) 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

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superpower)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)

May3 weeks

SS-HS-5.1.1Students 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 3SS-HS-5.1.2

SS-H-HP-S-1Students 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):

f) 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

How has the global community overcome challenges of the past and adapted to the problems of today?

Global warmingAlternative fuelsGlobalizationFree TradeHomeland securityHumanitarianNatural disasterTalibanStereotypeTerrorism

R Problems and Challenges Test

Video Clips

An Inconvenient Truth DVD

World History Textbook

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

SS-HS-5.3.6Students 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,

modern world (world civilizations, U.S. history)

examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected)

SS-H-HP-S-4Students 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):

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

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SS-HS-3.4.3Students 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

(e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances,

SS-H-E-S-6Students 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):analyze how economies of nations around the world (e.g., China, India, Japan) affect and are affected by American

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SS-HS-4.2.1Students 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-4.2.3Students will explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and

economic policies

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

c) analyze the distribution of physical and human features on Earth's surface

d) 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-G-S-2Students will investigate regions of the Earth’s surface using information from print and non-print sources (e.g., books, films, periodicals,

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dirty; rural areas are poor).

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 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

explain how cultural differences and perspectives sometimes result in conflicts in the

SS-HS-4.2.4Students 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).

modern world (1500 A.D. to present) and United States (Reconstruction to present)

SS-H-G-S-2Students 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 characteristics (e.g., interstate highways, urban centers, workforce) of regions in terms

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of human activityc) 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)