Curriculum Map Modern World History Grade 10 Unit I Geography, Greece & Rome, Middle Ages

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 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. Pennsylvania State Social Studies Standards 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 Content (Main Topics & Themes) 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 Subcontinent, 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 Skills (Competencies) 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. Assessments 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 Americas-Canada, Mexico, Cuba, Quebec, Argentina, Brazil, Peru, Chile, Colombia, Venezuela, Haiti, U.S., Atlantic Ocean, Andes Mountains, Amazon Basin, Panama Canal, Caribbean Sea

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. 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 Enduring Understandings: 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?

PA Academic 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. 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. Pennsylvania State Social Studies Standards 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. Content (Main Topics & Themes) Vocabulary for Unit 2 Renaissance, Qu ran, Allah, Islam Renaissance Renaissance values (humanism, skepticism, individualism, wellroundedness, 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 Skills (Competencies) 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. Assessments 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 CC.8.6.9-10.H Draw evidence from informational texts to support analysis, reflection, and research.

Curriculum Map Modern Word History Grade 10 Unit III Reformation Duration: 4 weeks Enduring Understandings: 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?

Curriculum Map Modern Word History Grade 10 Unit IV Exploration / Scientific Revolution Duration: 6 weeks Enduring Understandings: 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?

PA Academic 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. 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. CC.8.5.9-10.F Integrate quantitative or technical analysis (e.g., charts, research data) with Pennsylvania State Social Studies Standards 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. 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. Content (Main Topics & Themes) 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 Skills (Competencies) 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 Assessments Possible Assessments may include: Definitions and context for key vocabulary Exploration Maps Graphic organizers Chart reading/completion Essay Open-ended questions Homework Maps (physical and political features) Projects Tests and quizzes may include: Multiple choice Definitions Matching Open-ended questions Short answer Essay Map Identification

qualitative analysis in print or digital text. 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. CC.8.6.9-10.H Draw evidence from informational texts to support analysis, reflection, and research. 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 Modern Word History Grade 10 Unit V Age of Absolutism & Enlightenment Duration: 3 weeks Enduring Understandings: 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?

PA Academic 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. 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.. CC.8.6.9-10.H Draw evidence from informational texts to support analysis, reflection, and research.. Pennsylvania State Social Studies Standards 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. 8.4.12.A: Evaluate the 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. Content (Main Topics & Themes) Skills (Competencies) Assessments 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 Open-ended questions Homework Tests and quizzes may include: Multiple choice Definitions Matching Open-ended questions Short answer Essay

Midterm Review Write paragraphs with topic sentence underlined and three supporting details Practice writing prompt (ex: Humanism / Renaissance)

Curriculum Map Modern Word History Grade 10 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?

PA Academic 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. 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. CC.8.5.9-10.G Integrate quantitative or technical analysis (e.g., charts, Pennsylvania State Social Studies Standards 8.4.12.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to 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. Content (Main Topics & Themes) Skills (Competencies) Assessments 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. Possible Assessments may include:. Definitions and context for key vocabulary Graphic organizers Chart reading/completion Essay Open-ended questions Homework Illustrations Timeline Tests and quizzes may 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 informational texts to support analysis, reflection, and research.

Curriculum Map Modern Word History Grade 10 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 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 Pennsylvania State Social Studies Standards 8.4.9/12.C: Analyze and evaluate how continuity 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. 6.4.12.A: Evaluate the comparative advantage of nations in the production of goods and services. 8.4.12.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history. 8.4.12.A: Evaluate the role groups or individuals played in the social, political, cultural, and economic development Content (Main Topics & Themes) Skills (Competencies) Assessments 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 Tests and quizzes may include: Multiple choice Definitions Matching Open-ended questions Short answer Essay

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. CC.8.6.9-10.H Draw evidence from informational texts to 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

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Curriculum Map Modern Word History Grade 10 Unit VIII Imperialism Duration: 3 weeks Enduring Understandings: 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 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. Pennsylvania State Social Studies Standards 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 8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world history. Imperialism and Nationalism Content Skills Assessment 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. Possible Assessments may include: Definitions and context for key vocabulary Graphic organizers Chart reading/completion Essay Open-ended questions Homework Map work Tests and quizzes may include: Multiple choice Definitions Matching Open-ended questions Short answer Essay Maps

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. 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 informational texts to 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 Modern Word History Grade 10 Course/ Subject: Unit IX World War I Duration: 3 weeks Enduring Understandings: 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 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 Pennsylvania State Social Studies Standards 5.1.12.F: Evaluate the role of nationalism in uniting and dividing citizens. 8.4.12.C: Evaluate how 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. 8.1.9.A: Compare patterns of continuity and change over time applying context of events. 5.3.12.C: Evaluate how government agencies create, amend, and enforce regulations. 8.4.12.B: Evaluate the importance of historical World War I Content Skills Assessment 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. Possible Assessments may include: Definitions and context for key vocabulary Graphic organizers Chart reading/completion Essay Open-ended questions Homework Map work Tests and quizzes may include: Multiple choice Definitions Matching Open-ended questions Short answer Essay Maps

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. CC.8.5.9-10.G Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CC.8.6.9-10.H. Draw evidence from informational texts to support analysis, reflection, and research. documents, artifacts, and sites which are critical to world history. 6.3.12.B: Assess the government s goal in regulating and stabilizing the state and national economy. 8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world history. 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

Modern Word History Grade 10 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 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 Pennsylvania State Social Studies Standards 8.4.9/12.C: Analyze and evaluate how continuity 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 groups and individuals played in the social, political, cultural, and economic development throughout world history. Content Skills Assessment 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. Possible Assessments 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 questions Short answer Essay Maps

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. 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 informational texts to support analysis, reflection, and research. 4. Holocaust 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 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.