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Curriculum Map Modern World History Grade 10

Unit I Geography, Greece & Rome, Middle Ages Duration: 4 weeks

Enduring Understandings:

Geography has helped to shape the modern world.

Being a citizen in a globally interdependent world requires an understanding of world history.

The cultures of Greece and Rome set the standard for Western Civilization.

The decline of the Roman Empire led to a time of political, economic, social, and religious change.

Essential Questions

How has geography helped influence world history?

Why should a student study world history?

How did Greece and Rome set the standard for Western Civilization?

What changes occurred in Europe as a result of the collapse of the Roman Empire?

PA Academic Standards Pennsylvania State Social

Studies Standards

Content (Main Topics &

Themes) Skills (Competencies) Assessments

CC.8.5.9-10.A. Cite specific

textual evidence to support analysis

of primary and secondary sources,

attending to such features as the

date and origin of the information.

CC.8.5.9-10.B. Determine the

central ideas or information of a

primary or secondary source;

provide an accurate summary of

how key events or ideas develop

over the course of the text.

CC.8.5.9-10.C. Analyze in detail a

series of events described in a text;

determine whether earlier events

caused later ones or simply

preceded them.

CC.8.5.9-10.D. Determine the

meaning of words and phrases as

they are used in a text, including

vocabulary describing political,

social, or economic aspects of

history/social science.

CC.8.5.9-10.E. Analyze how a text

uses structure to emphasize key

points or advance an explanation or

analysis.

CC.8.6.9-10.C Produce clear and

coherent writing in which the

development, organization, and

style are appropriate to task,

purpose, and audience.

8.1.9.A: Compare patterns of

continuity and change over

time, applying context of

events.

8.1.12.A: Evaluate patterns of

continuity and rates of change

over time, applying context of

events.

8.4.9.C:

Analyze how continuity and

change have impacted world

history.

Belief systems and

religions

Commerce and

industry

Technology

Politics and

government

Physical and human

geography

Social organization

Five Themes of

Geography

. Location

2. Place

3. Human /

Environment

interaction

4. Movement

5. Regions

Political/Physical

Features of continents:

Europe - Alps,

Mediterranean Sea, Ural

Mts, Northern European

Plain, Balkan Peninsula,

England, Spain, Portugal,

France, Germany, Italy,

Turkey, Russia, Greece,

Austria

Asia-China, Japan, India,

Philippines, Arabian

Peninsula, Indian Sub-

continent, Pacific Ocean,

Persian Gulf, Indian

Ocean, Himalayas, Spice

Islands (Indonesian

Archipelago)

Africa-Egypt, Morocco,

Nigeria, S. Africa, Sahara

Desert, Nile River, Cape

of Good Hope, Congo

Basin, Suez Canal

Americas-Canada,

Mexico, Cuba, Quebec,

Argentina, Brazil, Peru,

Chile, Colombia,

Venezuela, Haiti, U.S.,

Atlantic Ocean, Andes

Mountains, Amazon

Basin, Panama Canal,

Caribbean Sea

Identify the five themes of

geography to explain how

they impacted the

development of

civilizations. (why people

settled where they did)

Locate key physical and

political places on a map of

the world that are

significant to world history.

Possible assessments:

Definitions of the five

themes of geography

Identification of countries

on current maps

Identify places on a blank

map.

Quiz/Test may include:

Definitions

Matching

Open-ended

questions

Map Identification



development, organization, and style

are appropriate to task, purpose, and

audience.

CC.8.6.9-10.H Draw evidence from

informational texts to support analysis,

reflection, and research.

8.4.9.D: Analyze how conflict and

cooperation among groups and

organizations have influenced the

history and development of the

world.

Classical Greece

Measurement of time

Identification of

contributions of ancient

Greece and Rome to

political, economic and

cultural systems of the

modern world:

democracy.

Catholicism and Islam

Tenets and structure of

the two belief systems.

Feudalism and Manor

System in Europe

Effect of Crusades

Explain the contributions of

classical civilizations (Greece

and Rome) to political,

economic, and cultural

systems of the modern

world—democracy.

Evaluate how the collapse of

classical civilization leads to

conflict and cooperation, and

the emergence of new

political, economic, and

cultural systems.

Open-ended responses to

prompts on a variety of topics.

Teacher visual check of notes

and quizzes requiring recall and

application of course material

where students use their notes

to respond.

Quiz/Test may include:

Definitions

Matching

Open-ended

questions

Curriculum Map

Modern Word History Grade 10

Unit II Renaissance & Islam Duration: 4 weeks


1. The Renaissance was the rebirth of Classical learning and culture.

2. European contact with the Islamic world helped to return Classical culture to Europe.

3. The Renaissance began in Italy and eventually spread to Northern Europe.

4. The Renaissance values had a lasting effect on European politics, culture, religion, and economics.

Essential Questions

1. How was the Renaissance a rebirth of Classical Culture?

2. How did European contact with the Islamic world lead to the Renaissance?

3. How did individual artists and authors reflect and spread the new Renaissance values?


Studies Standards


Themes)

Skills (Competencies) Assessments


textual evidence to support

analysis of primary and

secondary sources, attending to

such features as the date and

origin of the information.







CC.8.5.9-10.C. Analyze in detail

a series of events described in a

text; determine whether earlier

events caused later ones or

simply preceded them.







CC.8.5.9-10.E. Analyze how a

text uses structure to emphasize

key points or advance an

explanation or analysis.






CC.8.6.9-10.H Draw evidence

from informational texts to

support analysis, reflection, and

research.

8.1.9.A: Compare patterns

of continuity and change

over time, applying

context of events.

8.1.12.A: Evaluate

patterns of continuity and

rates of change over time,

applying context of events.

8.4.9/12.C: Analyze and evaluate how

continuity and change

have impacted world

history.

Belief systems and

religions

Commerce and

industry

Technology

Politics and

government

Physical and human

geography

Social organization

8.4.12.B: Evaluate the

importance of historical

documents, artifacts, and

sites which are critical to

world history.

Vocabulary for Unit 2

Renaissance, Qu’ran, Allah,

Islam

Renaissance

Renaissance values (humanism,

skepticism, individualism, well-

roundedness, secularism,

classicism)

Why did the Renaissance

begin in Italy?

The Medici family and the

increasing influence of the

Middle Class

Elements of Renaissance Art

Machiavelli (the Prince)

Northern Renaissance

Invention of Printing Press and

Spread of Literacy

Ottoman Empire

Suleiman

Geographic Expansion of the

Ottoman Empire

Ottoman Empire as a World

Power

Islam spreads

Identify the Renaissance

values and be able to

recognize them in examples of

Renaissance art and literature.

Analyze and evaluate the

unique geographic, political,

and economic features of the

Italian peninsula which

contributed to the

development of the Italian

Renaissance.

Compare and evaluate the

changing nature of the

Renaissance as it spreads

beyond Italy.

Identify the characteristics of

Islam and its influence on

world history as manifested

through the emergence of the

Ottoman Empire.

Tests and quizzes may include:

Multiple choice

Definitions

Open-ended questions

Essay

Illustrations

Maps

Possible Assessments:

Homework

Descriptive writing

Informal observation during

classwork

Paragraphs in response to a variety

of open-ended prompts.

Transfer Task: Renaissance Art

Using a painting they haven’t

studied, open-ended response

applying values and elements

Curriculum Map


Unit III Reformation Duration: 4 weeks


1. The Roman Catholic Church becomes politically, economically, and culturally powerful in Europe.

2. As a result of this new power, the Catholic Church abuses its power.

3. Martin Luther protests over abuses in the Catholic Church led to the reformation

4. The Reformation led to the creation of new Christian denominations and a reform movement within the Catholic Church.

Essential Questions

1. How did the Catholic Church become a dominant figure in European society?

2. How did the Catholic Church abuse its power?

3. What role did Martin Luther play in starting the Protestant Reformation?

4. How did Christians and Europe respond to the Protestant Reformation?

PA Academic Standards Pennsylvania State

Social Studies

Standards

Content (Main Topics & Themes) Skills (Competencies) Assessments




secondary sources, attending to

such features as the date and








CC.8.5.9-10.C. Analyze in detail

a series of events described in a

text; determine whether earlier









CC.8.5.9-10.E. Analyze how a

text uses structure to emphasize

key points or advance an







CC.8.6.9-10.H Draw evidence

from informational texts to

support analysis, reflection, and

research.

Pennsylvania State

Standards

8.1.9.A: Compare


change over time,

applying context of

events.

8.1.12.A: Evaluate



applying context of

events.

8.4.9./12C: Analyze and evaluate

how continuity and

change have impacted

world history.

Belief systems

and religions

Commerce and

industry

Technology

Politics and

government

Reformation

Reformation, Indulgences,

Counter Reformation

(Catholic Reformation), 95

Theses, Calvinism, Jesuits

Causes and Impact of

Reformation

Luther, Calvin, Henry VIII,

Ignatius of Loyola

Council of Trent

Religious divisions caused

conflicts with the creation of

new sects

Identify the term

Reformation and explain why

there was a need for change

in the Christian church.

(Causes of Reformation)

Identify the key reformers

and compare and contrast

their beliefs.

Evaluate how the

Reformation impacts the

political, economic, religious,

and social structure of

Europe and the world.

Possible Assessments may

include:

Homework

Graphic organizers

Definitions

Informal observation


Multiple choice

Definitions


Essay

Illustrations

Curriculum Map


Unit IV Exploration / Scientific Revolution Duration: 6 weeks


1. The three motivations for Western European exploration were: to spread Christianity, create new trade routes, and achieve fame

(God, Gold and Glory).

2. Advances in sailing technology enabled Europeans to explore other parts of the world.

3. European explorations had both positive and negative effects on the established cultures of the Americas, Africa, and Asia.

4. European exploration was an important step towards the global interaction existing in the world today.

5. The Scientific Revolution began when scientists began to question accepted beliefs and make new theories based on

experimentation.

Essential Questions

1. What were the three main motives for Western European exploration?

2. What technological advancements were developed to enable European exploration?

3. What were the positive and negative effects of European exploration on the Americas, Africa, and Asia?

4. How did European exploration lead to a global economy?

5. What new scientific theories were developed by questioning existing beliefs?


Studies Standards


Themes)

Skills (Competencies) Assessments

CC.8.5.9-10.A. Cite

specific textual evidence

to support analysis of

primary and secondary

sources, attending to such

features as the date and


CC.8.5.9-10.B. Determine

the central ideas or

information of a primary

or secondary source;

provide an accurate

summary of how key

events or ideas develop


CC.8.5.9-10.C. Analyze in

detail a series of events

described in a text;

determine whether earlier



CC.8.5.9-10.D. Determine

the meaning of words and

phrases as they are used in

a text, including

vocabulary describing

political, social, or

economic aspects of


CC.8.5.9-10.E. Analyze

how a text uses structure

to emphasize key points or

advance an explanation or

analysis.

CC.8.6.9-10.C Produce

clear and coherent writing

in which the development,

organization, and style are

appropriate to task,


CC.8.5.9-10.F Integrate

quantitative or technical

analysis (e.g., charts,

research data) with



over time, applying

context of events.

8.1.12.A: Evaluate



applying context of events.

6.3.12.D: Evaluate the role

that governments play in

international trade.

7.3.9.A: Explain the

human characteristics of

places and regions using

the following criteria.

Population

Culture

Settlement

Economic

activities

Political activities

6.4.9.B: Explain how trade

contributes to economic

interdependence.

6.2.12.A: Evaluate the

flow of goods and services

in an international

economy.

6.1.12.D: Predict how

changes in incentives may

affect the choices made by

individuals, businesses,

communities, and nations.

6.5.12.B: Evaluate how

changes in technology

alter productivity.

Exploration

Triangle Trade, mercantilism,

Closed door policy, caravel,

astrolabe, compass, conquistadors

Causes of Exploration

Technological advances

Contributions of various explorers

European competition for power in

North America and in South

America

Aztecs and Incas(advanced

civilization)

Columbian Exchange

Commercial Revolution

Slave Trade

Positive and negative effects of

exploration globally (North

America, India, Africa, Asia, and

Latin America)

Ming/Qing Dynasty

Exploration (Zheng He)

Isolationism in China

Agriculture based society

Japan

Tokugawa Shogunate and Japan’s

closed door policy

Japanese feudalism

Explain why Europeans had an

interest in exploration what

technological advances made it

possible.

Identify key explorers and their

contributions and explain how

this leads to competition among

European nations.

Analyze the positive and

negative effects of the Age of

Exploration on the world by

demonstrating an understanding

of the following:

Aztecs and Incas

African slave trade

Columbian exchange

Commercial

Revolution

Contact with the Ming

and Qing dynasty in

China

Tokugawa Shoganate

in Japan


include:

Definitions and context for

key vocabulary

Exploration Maps

Graphic organizers

Chart reading/completion

Essay


Homework

Maps (physical and

political features)

Projects

Tests and quizzes may

include:

Multiple choice

Definitions

Matching


Short answer

Essay

Map Identification

qualitative analysis in print

or digital text.







CC.8.6.9-10.H Draw

evidence from

informational texts to

support analysis,


Science

Scientific Method

Heliocentric / Geocentric

Theories

Copernicus, Galileo and

Newton

Science versus the Church

Explain how growing

skepticism and secularism leads

to the Scientific Revolution.

Analyze how individuals

questioned previously accepted

beliefs about nature and the

universe.

Curriculum Map


Unit V Age of Absolutism & Enlightenment Duration: 3 weeks


1. France and Russia developed into an absolute monarchy, while England developed into a limited monarchy.

2. A revolution in intellectual activity changed Europeans’ view of government and society.

Essential Questions

1. Why did France and Russia develop into an absolute monarchy, while England developed into a limited monarchy?

2. What changes were made in Europeans’ view of government and society?


Social Studies

Standards





secondary sources, attending

to such features as the date

and origin of the

information.



information of a primary or

secondary source; provide

an accurate summary of how

key events or ideas develop










phrases as they are used in a

text, including vocabulary

describing political, social,

or economic aspects of



how a text uses structure to

emphasize key points or

advance an explanation or

analysis.

CC.8.6.9-10.C Produce clear

and coherent writing in

which the development,


appropriate to task, purpose,

and audience.

. CC.8.6.9-10.H Draw

evidence from informational

texts to support analysis,

reflection, and research..

8.1.9.A: Compare

patterns of continuity

and change over time,

applying context of

events.

8.1.12.A: Evaluate

patterns of continuity

and rates of change

over time, applying

context of events.


role groups and

individuals played in

the social, political,

cultural, and economic

development

throughout world

history.

5.1.12.B: Employ

historical examples and

political philosophy to

evaluate the major

arguments advanced for

the necessity of

government.

Vocabulary:

Glorious Revolution, Absolutism,

Divine Right, Enlightenment,

natural rights, separation of

powers, laissez faire, philosophes

Absolute Monarchy vs. Limited

Monarchy

King Louis XIV as an example of

divine right

Peter the Great (absolute

authority)

England’s transition towards a

limited monarchy

English Bill of Rights

Contributions of Enlightenment

thinkers

(Locke, Montesquieu, Rousseau,

Hobbes, Voltaire, Adam Smith)

Natural Rights / Social Contract

Enlightened Despotism

Identify the key individuals in

the development of Absolute

Monarchies.

Evaluate the advantages and

disadvantages of an Absolute

Monarchy vs. Limited

Monarchy.

Identify and explain the key

milestones in the development of

a Limited Monarchy in England.

Identify the key individuals in the

Enlightenment and analyze their

contributions to the cultural,

social, political, and economic

changes associated with the Age

of Reason.

Possible Assessments may include:

Definitions and context for

key vocabulary

Graphic organizers

Chart reading/completion

Essay


Homework


Multiple choice

Definitions

Matching


Short answer

Essay

.

Midterm Review

Write paragraphs with topic

sentence underlined and three

supporting details

Practice writing prompt (ex:

Humanism / Renaissance)

Curriculum Map


Unit VI French Revolution & Latin America Duration: 4 weeks

Enduring Understandings: 1. Economic, political and social inequalities in France led to the French Revolution.

2. A series of revolutionary governments attempted, but failed to address the inequalities in France.

3. Napoleon rises to power and stabilizes France and spreads the revolution across Europe.

4. The spread of the French Revolution led to increased nationalism in Europe and revolutions in Latin America.

Essential Questions 1. What were the economic, political, and social causes of the French Revolution?

2. Why did the revolutionary governments fail in their attempt to address problems in France?

3. What role did Napoleon play in the French Revolution?

4. What effect did the French Revolution have on Europe and Latin America?


Social Studies

Standards


CC.8.5.9-10.A. Cite

specific textual evidence

to support analysis of

primary and secondary

sources, attending to such





information of a primary

or secondary source;

provide an accurate

summary of how key

events or ideas develop






events caused later ones

or simply preceded them.



phrases as they are used in

a text, including



economic aspects of



how a text uses structure

to emphasize key points

or advance an explanation

or analysis.







CC.8.5.9-10.G Integrate







world history.

8.4.9/12.C: Analyze and

evaluate how continuity

and change have

impacted the world

today.

Politics and

government

Social

organization

5.2.12.B: Examine the

causes of conflicts in

society and evaluate

techniques to address

those conflicts.

5.3.12.D: Evaluate the

roles of political parties,

interest groups, and

mass media in politics

and public policy.

5.1.12.F: Evaluate the

role of nationalism in

uniting and dividing

citizens.

6.3.12.C: Evaluate the

social, political, and

economic costs/benefits

of potential changes to

taxation policies.

Revolution in France and Latin

America

Bastille, Absolute Monarchy,

Estates, bourgeoisie, National

Assembly, Reign of Terror,

Guillotine,

Causes of French Revolution

(political, social and economic)

Phases of French Revolution

Rise, accomplishments and

decline of Napoleon Bonaparte

Congress of Vienna attempted to

restore order, establish peace,

create a balance of power and

strengthen conservatism.

Revolution in Latin America

Enlightenment ideas and events in

Europe and the United States

influence Latin American

Revolution

Social inequalities influence cause

and outcome of the independence

movements.

Social, political and economic

inequalities persist.

Identify and explain the political,

social, and economic causes of the

French Revolution.

Analyze the phases of the French

Revolution including the rise,

accomplishments, and decline of

Napoleon Bonaparte.

Evaluate the effects of the French

Revolution and the goals of the

Congress of Vienna in restoring a

balance of power in Europe.

Evaluate how social inequalities and

Enlightenment ideas influenced the

Latin American Revolution.

Analyze the outcomes of the

independence movements in Latin

America and their effectiveness in

ending social, political, and

economic inequalities.


include:

Definitions and context

for key vocabulary

Graphic organizers

Chart

reading/completion

Essay


Homework

Illustrations

Timeline


include:

Multiple choice

Definitions

Matching

Open-ended

questions

Short answer

Essay

.

research data) with

qualitative analysis in

print or digital text.

CC.8.6.9-10.H Draw

evidence from


support analysis,


Curriculum Map


Unit VII The Industrial Revolution Duration: 3 weeks

Enduring Understandings

1. The Industrial Revolution began in England.

2. Industrialization changed the way people lived and worked, introducing a variety of problems.

3. Philosophers and reformers struggled to address the new problems facing an industrialized Europe.

Essential Questions

1. Why did the Industrial Revolution begin in England?

2. What changes in the way people lived and worked were created by the Industrial Revolution? What new problems were created by

industrialization?

3. What new ideas about politics, economics and society were developed to address the new world created by the Industrial Revolution?

PA Academic

Standards

Pennsylvania State

Social Studies Standards


CC.8.5.9-10.A. Cite

specific textual

evidence to support

analysis of primary

and secondary

sources, attending to

such features as the

date and origin of the

information.

CC.8.5.9-10.B. Determine the central

ideas or information

of a primary or

secondary source;

provide an accurate

summary of how key

events or ideas

develop over the

course of the text.


series of events


determine whether

earlier events caused

later ones or simply



and change have impacted

world history.

Technology

Commerce and

industry

6.1.12.C: Analyze the

opportunity cost of

decisions made by

individuals, businesses,

communities, and nations.


comparative advantage of

nations in the production

of goods and services.





world history.

8.4.12.A: Evaluate the role

groups or individuals

played in the social,

political, cultural, and

economic development

Vocabulary:

Industrial Revolution, cottage/domestic

industry, industrialization, urbanization

Factors of Production (natural resources,

large labor force, entrepreneurs, foreign

markets, social mobility, stable government)

2. An agricultural revolution led to a

population explosion that caused a greater

demand for goods. (enclosure movement)

The greater demand for goods led to a new

model of production (factory system).

3. New methods and technology in

agriculture (enclosure movement) and

demand for factory workers led to

urbanization.

4. Great Britain (England) was the first

country to industrialize. It had all of the

factors of production.

5. New inventions led to more effective

methods of production. Examples include,

but are not limited to, the following:

Analyze how the Agricultural

Revolution and the demand

for goods results in a change

from an agricultural-based

economic system to the

emergence of the factory

system.

Identify and explain the

factors of production and

evaluate why England was

the first country to

industrialize.

Identify the new inventions

that helped create more

effective methods of

production.

Demonstrate an

understanding of the social,

cultural, economic, and

political changes that were

brought about by the

Industrial Revolution.

Possible Assessments

may include:

Definitions and

context for key

vocabulary

Graphic organizers

Chart

reading/completion

Essay

Open-ended

questions

Homework


include:

Multiple choice

Definitions

Matching

Open-ended

questions

Short answer

Essay

preceded them.


meaning of words

and phrases as they

are used in a text,

including vocabulary

describing political,

social, or economic

aspects of



uses structure to

emphasize key points

or advance an

explanation or

analysis.


coherent writing in

which the

development,

organization, and

style are appropriate

to task, purpose, and

audience.

CC.8.6.9-10.H Draw

evidence from


support analysis,

reflection, and

research.

CC.8.6.9-10.E Use

technology, including

the Internet, to

produce, publish, and

update individual or

shared writing

products, taking

advantage of

technology’s capacity

to link to other

information and to

display information

flexibly and

throughout world history.

7.3.12.A: Analyze the

human characteristics of

places and regions using

the following criteria:

Population

Settlement

Economic

activities

6.2.9.G: Compare and

contrast various economic

systems.

a. seed drill

b. cotton gin

c. steam engine

d. spinning jenny

e. Bessemer Process

6. The industrial revolution led to significant

social and economic changes. Examples may

include, but are not limited to:

a. working conditions/wages

b. child labor

c. changing class structure

d. pollution

e. education

f. role of women

g. living conditions

h. urbanization

i. crime/disease

j. abolition of slavery movement

7. Theorists/reformers addressed the

problems of the Industrial Revolution and

came up with models for change. Examples

may include, but are not limited to:

a. Marx

b. Bentham

c. Darwin

d. Mill

e. Ricardo

f. Malthus

g. Smith

8. New artistic movements coincided with

the Industrial Revolution.

a. Romanticism

b. Realism

c. Impressionism

d. Neo-Classicism

9. The degree of industrialization among

nations led to global economic and political

consequences.

Transfer tasks:

Letter to the Czar

dynamically

Curriculum Map


Unit VIII Imperialism Duration: 3 weeks


The Industrial Revolution caused the new Imperialism.

Europeans came to dominate the world through a combination of technological, ideological, political and economic factors.

The new Imperialism had both positive and negative influences on the native populations.

Essential Questions

Why did the Industrial Revolution cause the new Imperialism?

What factors led to European domination of Africa, Asia, and the Middle East?

What impact did Europeans have on their conquered peoples and territories?

PA Academic

Standards

Pennsylvania State Social

Studies Standards

Content Skills Assessment

CC.8.5.9-10.A. Cite

specific textual

evidence to support

analysis of primary

and secondary

sources, attending to

such features as the

date and origin of the

information.


ideas or information

of a primary or

secondary source;

provide an accurate

summary of how key

events or ideas

develop over the

course of the text.


series of events


determine whether



preceded them.

6.2.12.A: Evaluate the flow

of goods and services in an

international economy.

8.4.12.C: Evaluate how

continuity and change have

impacted the world today.

Politics and

government

Commerce and

industry

Technology

Social organization


groups and individuals





Imperialism and Nationalism

1. Vocab:

Colonies

Nationalism

White Man’s

Burden/Ideological

Racism

Imperialism

Sphere of Influence

Boxer Rebellion

2. Causes of New Imperialism

3. Partition of Africa (Berlin

Conference)

4. Ottoman Empire / Austrian-

Hungarian

Empire’s struggle with

nationalism

5. The social, economic and

political impact of colonial

governments on China and

India

Explain how the Industrial

Revolution caused a need for

the establishment of colonies as

a cheap source of raw materials

and markets for excess goods.

Evaluate the forms and effects

of Imperialism as practice in

Africa, the Ottoman Empire,

India, China, and Japan.


may include:

Definitions and

context for key

vocabulary

Graphic organizers

Chart

reading/completion

Essay

Open-ended

questions

Homework

Map work


include:

Multiple choice

Definitions

Matching

Open-ended

questions Short answer

Essay

Maps


meaning of words and

phrases as they are

used in a text,



social, or economic

aspects of



uses structure to


or advance an

explanation or

analysis.


coherent writing in

which the

development,

organization, and

style are appropriate

to task, purpose, and

audience.

CC.8.5.9-10.F Compare the point of

view of two or more

authors for how they

treat the same or

similar topics,

including which

details they include

and emphasize in

their respective

accounts.

CC.8.6.9-10.H Draw

evidence from


support analysis,

reflection, and

research.

Sepoy Mutiny

Opium Wars

6. China Nationalists and

Communists struggle for

power.

7. Gandhi leads a campaign of

civil disobedience pushing for

independence from Britain.

8. Japan becomes an imperial

power

9. Mexico experiences a

revolution

Curriculum Map


Course/ Subject: Unit IX World War I Duration: 3 weeks


The four indirect causes (militarism, alliances, imperialism, and nationalism) of WWI led to increased tensions in Europe

The Industrial Revolution caused the First World War to be the first total war.

Long-term social unrest in Russia led to a revolution which led to the first communist nation.

The Treaty of Versailles failed to address the causes of the Great War and led to the Second World War.

Essential Questions

How did the indirect causes lead to the First World War?

What impact did the Industrial Revolution have on the First World War?

What were the causes and results of the Russian Revolution in 1917?

How did the Treaty of Versailles lead to the Second World War?

PA Academic

Standards

Pennsylvania State Social

Studies Standards


CC.8.5.9-10.A. Cite

specific textual

evidence to support


secondary sources,

attending to such


origin of the

information.


ideas or information of

a primary or secondary

source; provide an

accurate summary of

how key events or

ideas develop over the

course of the text.


series of events


determine whether


5.1.12.F: Evaluate the role

of nationalism in uniting

and dividing citizens.


continuity and change have

impacted the world.

Politics and

government

8.4.9.D: Analyze how

conflict and cooperation

among groups and

organizations have

influenced the history and

development of the world.



over time applying context

of events.


government agencies

create, amend, and enforce

regulations.



World War I

1. Vocab:

Militarism, Alliances, Imperialism,

Nationalism, Armistice, Reparations,

Trench Warfare, Bolshevik,

Propaganda, Allied Powers, Central

Powers, global war, total war,

unrestricted submarine warfare,

mandates

2. The four indirect causes

(militarism, alliances, imperialism,

and nationalism) of WWI led to

increased tensions in Europe.

Militarism led to an arms race

European nations created a system

of secret alliances (Triple Entente

[Fr., Eng. and Rus] and the Triple

Alliance [Ger., Aust-Hung., Italy]

European nations competed for

colonies and territories in Africa

and Asia

Nationalism led to conflict in the

Identify and explain the four

indirect causes and the direct

cause for the outbreak of WWI in

Europe.

Explain the new industrial

technology of warfare and its

impact on the Eastern and

Western fronts.

Analyze the reasons that caused

Russia to withdraw from the war

(Russian Revolution), and the

U.S. to enter the war on the side

of the Allies.

Evaluate the short and long term

effects of the Treaty of Versailles,

and how they lead to WWII.


include:

Definitions and

context for key

vocabulary

Graphic organizers

Chart

reading/completion

Essay

Open-ended

questions

Homework

Map work


include:

Multiple choice

Definitions

Matching

Open-ended


Essay

Maps


preceded them.

CC.8.5.9-10.D. Determine the meaning

of words and phrases

as they are used in a

text, including



economic aspects of



uses structure to


or advance an


CC.8.6.9-10.C.

Produce clear and

coherent writing in

which the

development,

organization, and style

are appropriate to task,


CC.8.5.9-10.G Integrate



research data) with

qualitative analysis in

print or digital text.

CC.8.6.9-10.H. Draw

evidence from


support analysis,




world history.

6.3.12.B: Assess the

government’s goal in

regulating and stabilizing

the state and national

economy.







Balkans/ “powder keg”.

3. The assassination of Franz

Ferdinand by the Serbian

nationalistic group, the Black

Hand, led to the outbreak of WWI.

4. The Central Powers and the Allies

engaged in two major areas of

conflict, the Eastern and Western

Front.

5. Industrialization and new

technology led to trench warfare

and a stalemate on the Western

Front.

6. WWI spread to several continents

and required the full resources of

many governments.

7. The 1917 revolutions in Russia

resulted in the creation of the first

communist state.

8. In 1918 Russia signed the treaty of

Brest-Litovsk which allowed

Russia to pull out of the war and

Germany to focus on the Western

Front.

9. In 1917 the United States declared

war on the Central Powers.

10. In November of 1918, the Allies

and the Central Powers signed an

armistice.

11. The Paris Peace Conference led to

the signing of the Treaty of

Versailles.

12. The provisions of the treaty forced

Germany (Weimar Republic) to

accept full responsibility and pay

reparations for war damages.

13. Treaties ending WWI led to anger

and resentment.

Curriculum Map


Unit X The Interwar Years/WWII Duration: 4 weeks

Enduring Understandings

The Great Depression leads to the failure of democracy and the rise of Fascist Dictators.

The Fascist nations’ actions caused WWII.

Nazi Germany attempted to eradicate the Jewish population of Europe.

Essential Questions

What caused the Great Depression and how did it lead to the failure of Western Democracies?

How did Fascist nations lead the world into WWII?

What were the causes and results of the Holocaust?

PA Academic

Standards

Pennsylvania State

Social Studies Standards


CC.8.5.9-10.A. Cite

specific textual

evidence to support


secondary sources,

attending to such


origin of the

information.


ideas or information of

a primary or secondary

source; provide an

accurate summary of

how key events or ideas

develop over the course

of the text.


series of events


determine whether



preceded them.

CC.8.5.9-10.D. Determine the meaning



and change have impacted

the world today.

Politics and

government

Commerce and

industry

5.1.12.F: Evaluate the role

of nationalism in uniting

and dividing citizens.

8.4.9D: Analyze how

conflict and cooperation

among groups and

organizations have

influenced the history and

development of the world.

8.4.9.A: Compare the role






World War II

1. Vocab:

Great Depression

Totalitarianism

Genocide

Appeasement

Fascism

Nuremberg Laws/Anti-Semitism

Blitzkrieg

Inflation

National Socialist Workers Party (Nazi)

Communism

Holocaust

Civil disobedience

2. The Indirect Causes of World War II

The Great Depression causes

economic collapse throughout

Western countries

German resentment to the Treaty

of Versailles

Militarism

Rise of Fascism and Dictators

(Mussolini, Hitler, and Stalin)

Appeasement of Hitler

3. Eight Steps to World War II

Identify and explain the

indirect causes and the direct

cause for the outbreak of

WWII in Europe.

Identify the two sides and

significant leaders of WWII.

Evaluate the major battles of

Britain, Stalingrad, and D-Day

as turning points of WWII.

Explain how Fascist ideology

leads to genocide.

Evaluate and analyze the

significant events of the

Holocaust.

Explain the events leading up

to V-E and V-J day.


may include:

Definitions and

context for key

vocabulary

Graphic

organizers

Essay

Open-ended

questions

Homework

Map work

Tests and quizzes

may include:

Multiple

choice

Definitions

Matching

Open-ended


Essay

Maps

of words and phrases as

they are used in a text,



social, or economic

aspects of history/social

science.


uses structure to


or advance an


CC.8.6.9-10.C. Produce

clear and coherent

writing in which the

development,

organization, and style

are appropriate to task,


CC.8.5.9-10.F Compare the point of

view of two or more

authors for how they

treat the same or similar

topics, including which

details they include and

emphasize in their

respective accounts.

CC.8.5.9-10.H Assess

the extent to which the

reasoning and evidence

in a text support the

author’s claims.

CC.8.6.9-10.H Draw

evidence from


support analysis,


1. 1933 – Hitler becomes dictator

2. March 1936- German

reoccupation of the Rhineland

3. March 1938- Annexation of

Austria (Anschluss)

4. Summer 1938- German

occupation of the Sudetenland

(Munich Conference)

5. 1938- Annexation of

Czechoslovakia

6. Hitler occupies the Polish

Corridor

7. March 1939- Hitler demanded

Danzig

8. Sept. 1, 1939- German invasion

of Poland

4. Holocaust

Nuremberg Laws strip German

Jews of citizenship and legal

status

Kristallnacht- Nazi’s physically

attack Jews and their property

Establishment of ghettos and

concentration camps

1942- The Final Solution to the

Jewish Question (6 million Jews

murdered, 11-12 million total)

5. The Allies (UK, USSR, US) and Axis

(Germany, Italy, Japan) engage in a

global, total war.

6. Major Battles (Britain, Stalingrad, D-

Day)

7. Priority 1 of Allied Powers was defeat of

Germany; Priority 2 defeat of Japan

8. V-E Day

9. Use of atomic weapons bought an end to

World War II

10. Conferences between Stalin, Roosevelt,

Churchill, and Truman led to increased

tensions between Soviet Union, U.S. and

Britain.

curriculum map modern world history grade 10 unit i ... grade... · curriculum map modern world...

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