Lakewood City Schools Social Studies Standards … grade... · Web viewPeople in Societies Standard...

Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade

Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century Ninth grade students continue the study of world history. This study incorporates each of the seven standards. As students study historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government. Students gain a deeper understanding of the role of citizens and continue to develop their research

History Standard Western Europe Enlightenment & Revolution 1750 - 1820 Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA.Explain connections between the ideas of the Enlightenmentand changes in the relationshipsbetween citizens and their governments

Enlightenment Ideas1. Explain how Enlightenment ideas produced

enduring effects on political, economic and cultural institutions, including challenges to religious authority, monarchy and absolutism

2. Explain connections among Enlightenment

ideas, the American Revolution, the French Revolution and Latin American wars for independence

I can… Define the term enlightenment Place the Enlightenment

in historical perspective Identify major

Enlightenment thinkers and ideas

Define the terms monarchy and absolutism

Explain natural rights Explain the idea laissez-

faire Explain the impact of the

enlightenment Explain secular education

and its impact on society

Define the term revolution List three advantages of

representative government Identify the importance of

travel on the spreading of ideas

Define natural rights Explain the impact of the

printed word on the spreading of ideas

Define constitutional government

ResourceHistory Alive: W. Europe in Modern World 1. 1Challenge of Ruling:

Forming a Government 1.2.Debating the Ideal Form of Government:

A. meeting of the minds1.3.Experiencing the Fervor of the French Revolution

1.4. Creating a Storybook about the French RevolutionCenter for learningBook 2Lessons 29-41Vocabulary: Absolutism, AlliancesAllies, Enlightenment, Social ContractClass conflict,

Chap 22 – 22.1-3Chap 23 – 23.1-4Chap 24 – 24.2-5 <>

Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade1


Government Standard Western Europe Enlightenment & Revolution 1750 - 1820 Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels in order to Understand That people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.

9th Benchmarks

Grade Level Indicators Clear Learning Targets Strategies/Resources

B. Analyze the differences among various forms of government to determine how power is acquired and used.

Systems of Government1. Explain how various systems of

governments acquire, use and justify their power.

2. Analyze the purposes, structures and functions of various systems of government including:a. Absolute monarchies; b. Constitutional monarchies;c. Parliamentary

democracies;d. Presidential democracies;e. Dictatorships;f. Theocracies.

I can… define constitutional monarchy define parliamentary democracy identify ways ordinary citizens can

participate in absolute monarchies identify ways ordinary citizens can

participate in constitutional monarchies

identify ways ordinary citizens can participate in parliamentary democracies

identify limits on ordinary people in absolute monarchies

identify limits on ordinary people in constitutional monarchies

identify limits on ordinary people in parliamentary democracies

ResourceHistory Alive: W. Europe in Modern World 1.1 Challenge of Ruling: Forming

a Government 2.Debating the Ideal Form of Government a Meeting of the Minds1.3.Experiencing the Fervor of the French Revolution

1.4. Creating a Storybook about the French Revolution

Center For LearningBook 2Lesson 31,32

Vocabulary:Absolute monarchy, constitutional monarchiesDictatorships, parliamentary democracies

Chap 22 – 22.1-3Chap 23 – 23.1-4Chap 24 – 24.2-5 <>


2


Citizenship Rights and Responsibilities Standard Western Europe Enlightenment & Revolution 1750 – 1820 Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and The American democratic system

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA. Analyze ways people achieve

governmental change, including political action, social protest and revolution.

1. Analyze and evaluate the influence of various forms of citizen action on public policy including:a. The French Revolution;b. The international movement to

abolish the slave trade and slavery;

2. Describe and compare opportunities for citizen participation under different systems of government including:a. Absolute monarchies;b. Constitutional monarchies;c. Parliamentary democracies;

I can… Identify the members

of the 3rd Estate Explain how the 3rd

Estate their own form of government

Explain the significance of the Storming of the Bastille

Describe the Reign of Terror

Describe how abolitionists pressed the government for changes in laws

define absolute monarchy define constitutional

monarchy define parliamentary

democracy identify ways ordinary

citizens can participate in absolute monarchies

identify ways ordinary citizens can participate in constitutional monarchies



ResourceHistory Alive: W. Europe in Modern World

1.2.Debating the Ideal Form of Government:

meeting of the minds

1.3.Experiencing the Fervor of the French Revolution

1. 4.Creating a Storybook about the French RevolutionCenter for LearningBook 2Lesson 35-41

Vocabulary:Learning Outcomes:Facing History:Chap 22 – 22.1-3Chap 23 – 23.1-4Chap 24 – 24.2-5 <>

3



compare what ordinary citizens can legally do in absolute monarchies, constitutional monarchies and parliamentary democracies

identify which system of government allows citizens to: criticize the government, access unbiased information, enjoy basic rights like free speech, thought and religion, and freedom from imprisonment without a trial and participate in free elections

<>


Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century Ninth grade students continue the study of world history. This study incorporates each of the seven standards. As students study

4

historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government. Students gain a deeper understanding of the role of citizens and continue to develop their research

Geography Standard Western Europe Industrialization Mid 1700’s – Late 1800’s Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity And explain the interactions that occur in an increasingly interdependent world

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/Resources

A. Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time.B. Analyze geographic changes brought about by human activity using appropriate maps and other C. Analyze the patterns and processes of movement of people, products and ideas

. .

Places and Regions1. Interpret data to make comparisons between and

among countries and regions including

a. Birth rates; b. Death rates;

c. Infant mortality rates; d. Education levels e. Per capita Gross Domestic Product (GDP).

2. Explain how differing points of view play a role in conflicts over territory and resources working conditions, Emigration, exploitation3.

I can… Define the terms birth and

death rates Define Gross Domestic

Product Read graphs to identify

raising or lowering in rates Make a connection between

education and death/birth rates

Make inferences related to GDP and infant mortality

Identify major locations for specific natural resources

Analyze how resources impact political decisions

Explain the causes of the war with Mexico

Explain the causes of the Boer War

Explain the continued struggle between India and Pakistan over control of Kashmir

Locate all seven continents on a map

Explain the causes of the Opium War

History Alive: W. Europe & ModernWorld2.1The Rise of Industrialism2.1Investigating the Effects of Industrialism2.3 Painting, music, and literature ofthe industrial EraVocabulary:technologies, textiles Union Movement, working class,geographic dataChap 25 – 25.1-4

5

3.Explain how political and economic conditions, resources geographic locations and

cultures have contributed to cooperation and conflict.

Human Environmental Interaction4. Explain the causes and consequences of urbanization including economic development, population growth and environmental change.

Explain the Impact of the Berlin Conference

List all major contributors to the building of the Suez Canal

Explain the importance of the Suez Canal

Explain the global coalition which led to the coalition forces victory in the Gulf War

Define urbanization and migration

List three reasons why people would move to cities

Compare urban life to rural life

Name the five most industrialized countries in the 1800’s.

Create a graph indicating population growth

Identify five new jobs specifically created for city life

Identify new city services of the 1800’s

Explain the negative impact to the environment that urban development can cause


List three reasons why

6

Movement5. Analyze the social, political, economic and environmental factors that have contributed to human migration now and in the past.

people would move to cities Compare urban life to rural

life Name the five most

industrialized countries in the 1800’s.





.



7

Economics Standard Western Europe Industrialization Mid 1700’s – Late 1800’s Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make choices as producersConsumers, savers, investors, workers, and citizens in an interdependent world 9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA. Compare how different economic

systems answer the fundamental questions of what goods and services to produce, how to produce them and who will consume them

B. Explain how the U.S. government provides public services, redistributes income, regulates the economic activity, and promotes economic growth and stability

Markets1. Describe costs and benefits of trade with regard to: a. Standard of living b. Productive capacity c. Usage of productive resources d. Infrastructure

2. Explain how changing methods of production and a country’s productive resources affect how it answers the fundamental economic questions of what to produce, how to produce, and for whom to produce

3 Analyze characteristics of traditional market, command and mixed economies with regard to: a. Private property b. Freedom of enterprise c. Competition and consumer choice

I can… define infrastructure, standard of

living, productive capacity, productive resources

explain how trade increases the variety of goods available and hence raises the standard of living

describe how trade (especially free trade) impacts employment rates

explain how specialization and interdependence maximize the productive capacity of a nation and efficient utilization of productive resources

describe the costs of infrastructure needed for trade

compare hand and machine labor define industrialization and mass

production explain how mechanization

increases production describe how natural resources

limit or encourage production

Describe the characteristics of a traditional economy

List the characteristics of a market economy

List the characteristics of a command economy

Center for LearningBook 3Lesson 10, 11VocabularyMarket Economy, mixed economyProductive capacity, free tradePrivate property, capitalism, tariffsLaissez-faire, means of production

8

d. The role of governmentGovernment and Economy4. Analyze the economic costs and benefits of protectionism, tariffs, quotas and blockades on international trade

List the characteristics of a mixed economy

Identify the economies that favor private property and those that do not

Describe the impact that freedom of enterprise has on an economy

Compare the levels of competition and consumer choice in different types of economies

List the advantages and disadvantages of government legislation on market economies versus a command economy



9

History Standard Western Europe/The Great War Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesD. Connect developments related to WWI with the onset of WWII

20th Century Conflict WW I7. Analyze the causes and effects of World War I with emphasis on:a. Militarism, imperialism, nationalism and alliances; b. The global scope, outcomes and human costs of the war; c. The role of new technologies and practices including d. the use of poison gas, trench warfare, machine guns,

airplanes, submarines and tane. The Treaty of Versailles and the League of Nations

9. Assess the global impact of post-World War I economic, social and political turmoil including A. Disarmament B. World wide depressionC. Rise of Militaristic and totalitarian states in Europe

I can…

List the major provisions of the Treaty of Versailles

Define disarmament Explain Article 231 of the Treat

of Versailles “war guilt” Define civil disobedience Explain the importance of mass

communication to the spread of democratic ideals

Connect the cost of WWI to the global depression of the 1920’s

Define the term inflation Explain the economic impact of

high unemployment and overproduction

Identify Stalin, Mussolini, and Hitler

History Alive: W. Europe & mod worldThe World Wars4.1 The First World War: European Tensions Ignited4.2World War II Events:

Predicting European Responses 4.3Recounting Stories of

Resistance From the Holocaust4.4Artistic Reactions to War and the Modern World Culminating Project: 5.1 Designing a Museum to Evaluate European ModernizationCenter for LearningBook 3Lesson 36, 37, 39, 40Chap 29 – 29.14Chap 31 – 31.1-4

Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth GradeScope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century

Ninth grade students continue the study of world history. This study incorporates each of the seven standards. As students study historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government. Students gain a deeper understanding of the role of citizens and continue to develop their research

History Standard Western Europe/ WarII Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the

10

United States and the world9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesD. Connect developments related to World War I with the onset of World War II.

20th Century Conflict10. Analyze the causes of World War II including

a. Appeasement; b. Axis expansion; c. The role of the Allies.

11. Analyze the consequences of World War II including:

a. Atomic weapons;b. Civilian and military losses;c. The Holocaust and its impact;d. Refugees and poverty;e. The United Nations;

I can… Define the term appeasement List the results of the Munich Conference Identify the participants of the Munich

Conference Explain the Soviet and German Non-aggression

Pact Describe Italy’s invasion of Ethiopia Describe Japan’s invasion of Manchuria and

China Define lebensraum List, in chronological order the expansion of

Germany under Hitler Define isolationism Identify members of the Axis Powers Differentiate between the goals of the Allies and

the goals of the Axis Powers prior to WWII

Define, genocide, Holocaust, refuge Explain effects the use of atomic weapons had

on the world after WWII Explain impact of the Holocaust Europe and the

world Explain the problem Jewish refugees faced

trying to resettle after the war Explain how & why the United Nations was

created Explain the problems the creation of Israel

caused in the Middle east and the world

Chap 29 – 29.14 Chap 31 – 31.1-4

Center For LearningBook 4Lesson 6 - 13

Vocabulary

<>



People in Societies Standard Western Europe/WWII Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community

11

And diversity within local, national, regional and global setting


A. Analyze the influence of different cultural perspectives on the actions of groups.

B. Analyze the consequences of

oppression, discrimination and conflict between cultures

Cultures 1. Analyze examples of how people in different cultures view events from different perspectives including:

c. Reunification of Germany

In Interaction

2. 2. Analyze the results of political, economic, and social oppression and the violation of human rights including:

a. The exploitation of indigenous peoples;

b. The Holocaust and other acts of genocide, including

those that have occurred in, Bosnia.

I can…

Define Zionism Explain the real and symbolic

impact of the Berlin Wall Explain the impact of the

media on world events and perspectives

Define the term human rights Define the term indigenous

peoples Describe England’s treatment

of the people of India during the 1800’s

Explain the Holocaust Identify the groups of people

targeted during the Holocaust Define the term genocide Compare and contrast the

acts of genocide in Armenia, Rwanda, Bosnia, and Iraq

Chap 29 – 29.14 Chap 31 – 31.1-4

ReCenter for LearningBook 4 Lesson 2, 13Vocabulary:



People in Societies Standard Western Europe/WWII Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community And diversity within local, national, regional and global settings


12

B. Analyze the ways that contacts Between people of different Cultures result in the exchanges Of cultural practices

Diffusion3. Explain how advances in

communication and transportation have impacted:a. Globalization;b. Cooperation and conflict;c. The environment;d. Collective security;e. Popular culture;f. Political systems;g. Religion.

I can… define globalization explain how improved

communication makes mutual defense possible

describe the function of the United Nations.

explain how communication and transportation encourage the spread

of religion and political ideology.

Explain how improved Communications makes mutual defense possible

Chap 22 – 22.1-3 Chap 23 – 23.1-4 Chap 24 – 24.2-5

Center for LearningBook 3Lesson 20,21

Vocabulary

<>



Citizenship Rights and Responsibilities Standard Western Europe/WWII Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and The American democratic system

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA. Analyze ways people achieve

governmental change, including 3. Analyze how governments and other groups have used propaganda to influence public opinion and

I can… Chap 22 – 22.1-3 Chap 23 – 23.1-4

13

political action, social protest and revolution.

behavior. Define propaganda Identify and explain three

examples of propaganda Define Soviet Socialism Explain the purpose of

Hitler’s youth groups Explain how mass

communication assisted in the effectiveness of propaganda

Explain the function of various propaganda messages on the behavior of the general public, such as …Heil HitlerAmerica; Love it or Leave itWeapons of Mass DestructionFrom Each According to his Ability, To Each According to his Needs

Analyze the effect of propaganda on public opinion by comparing PETA and the United Dairy Association’s techniques

Chap 24 – 24.2-5

Resources:

Vocabulary:

<>

Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade ( fix descriptions )Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century

Ninth Ninth grade students continue the study of world history. This study incorporates each of the seven standards. As students study historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government. Students gain a deeper understanding of the role of citizens and continue to develop their research

History Soviet Union And Cold War Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesD. Connect

developments related to World War I with the onset

20th CenturyConflict8. Analyze the causes and

consequences of the Russian Revolution including:

I can… Define: Stalinization, détente, brinkmanship, SALT

Treaty Explain the causes and consequences of the arms

Chap30 sect. 1.0, 2.0Chap33 sect. 1.0, 4.0,5.0Chap35 sect. 3.0, 4.0 History Alive: Rise & Fall of

14

of World War II. a. The lack of economic, political and social reforms under the tsars;

b. The impact of World War I;c. The emergence of Lenin, Stalin

and the Bolsheviks;d. The rise of communism in

Russia.

9. Assess the global impact of post-World War I economic, social and political turmoil including:a. Disarmament; b. Worldwide depression;c. Colonial rebellion;d. Rise of militarist and totalitarian states in Europe and Asia

12. Analyze the impact of conflicting political and economic ideologies after World War II that resulted in the Cold War including:

a. Soviet expansion in Eastern Europe;

b. The division of Germany;

c. The emergence of NATO and the Warsaw Pact;

build-up between the US and USSR Identify areas of ethnic unrest in the Soviet satellites

and those that succeeded Identify the global decline of communism and

where communism still exists after the Fall of Communism

List the major provisions of the Treaty of Versailles

Define disarmament Explain Article 231 of the Treat of

Versailles “war guilt” Define civil disobedience Explain the importance of mass

communication to the spread of democratic ideals

Connect the cost of WWI to the global depression of the 1920’s

Define the term inflation Explain the economic impact of high

unemployment and overproduction Identify Stalin, Mussolini, and Hitler

Define: ideology, Cold War, command economy, (communism), free market (capitalism), satellite nation, containment

Explain why USSR created satellite nations Explain how Germany was divided after

WWII

Explain how the policy of containment led to creation of NATO

Explain the warsaw pact and why it was created

I can… describe the economic pressures created by an arms race, and the neglect of the consumer sector.

the Soviet UnionInteractive theatre: A Day in the Life ofTsarist Russia 1.2Rock, Paper, Scissors: UnderstandingMarxist theory 1.3The Russian Revolution: The SovietUnion under Stalin 1.4Creating Visual Representation ofRussia’s City of Steel 2.1The Purges under Stalin 2.2

Vocabulary:Appeasement, atomic weapons, Bolsheviks, Cold war, dictatorships, ideologies, Soviet,Technologies, totalitarian, tsars, sphere of Influence, proletariat purges, containment, détente,Satellite

<>

15

14. Explain the causes and consequences of the fall of the Soviet Union and the end of the Cold War including: a The arms build-up; b Ethnic unrest in the Soviet Union; c Independence movements in former

Soviet satellites;

define Soviet satellite explain the divisive effect of ethnic diversity, nationalism and the desire for independence among the Soviet Union’s ethnic groups. describe how citizen protest led to

Independence from the U.S.S.R. describe how success in one Soviet satellite

Inspired others to revolt.



People in Societies Soviet Union And Cold WarStudents use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/Resources

16

A. Analyze the influence of different cultural perspectives on the actions of groups.

Cultures1. Analyze examples of how

people in different cultures view events from different perspectives including:

c. Reunification of Germany;

I can… Define Zionism Explain the real and symbolic

impact of the Berlin WallExplain the impact of the media on world events and perspectives

Chap30 sect. 1.0, 2.0Chap33 sect. 1.0, 4.0,5.0Chap35 sect. 3.0, 4.0

History Alive: Rise & Fall of the Soviet UnionThe Roots of the Cold War 3.1Exploring Events of the Cold War 3.2

Vocabulary:oppression/violation of human rightsreunification, diversity

<>



Geography Soviet Union And Cold WarStudents use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/Resources

17

A. Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time.

Places and Regions3. Explain how political and economic conditions, resources, geographic locations and cultures have contributed to cooperation and conflict

I can… Define Zionism Explain the real and symbolic impact of

the Berlin Wall Explain the impact of the media on world events and perspectives


History Alive: Rise and Fall of the Soviet UnionMapping Russia’s physical and Ethnic Diversity 1.1

Vocabulary:

<>



Economics Soviet Union And Cold WarStudents use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/Resources

18

A. Compare how different economic systems answer the fundamental economic questions of what goods and services to produce, how to produce them, and who will consume them.

Markets3. Analyze characteristics of

traditional, market, command and mixed economies with regard to:a. Private property; b. Freedom of enterprise;c. Competition and consumer

choice; d. The role of government

I can… Describe the characteristics of

a traditional economy List the characteristics of a

market economy List the characteristics of a

command economy List the characteristics of a

mixed economy Identify the economies that

favor private property and those that do not





History Alive: Rise & Fall of the Soviet UnionThe Unraveling of the Soviet Economy 4.2

Vocabulary:command economy, freedom of enterprise, market economy, mixed economies, private property,

<>



Government Soviet Union And Cold WarStudents use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/Resources

19


Systems of Government

2. Analyze the purposes, structures and functions of various systems of government including:d. Presidential democracies;e. Dictatorships;

I can… Define Presidential democracies identify ways ordinary citizens can

interact in a dictatorship


Resources:

Vocabulary:dictatorships, regimes

<>



Citizenship Rights and Responsibilities Soviet Union And Cold WarStudents use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/Resources

20

A. Analyze ways people achieve governmental change, including political action, social protest and revolution

B. Explain how individual rights are relative, not absolute, and describe the balance between individual rights, the rights of others, and the common good.

Participation1. Analyze and evaluate the influence of

various forms of citizen action on public policy including:

c. The Russian Revolution; e. The fall of communism in Europe

2. Describe and compare opportunities for citizen participation under different systems of government including:

d. Presidential democracies;e. Dictatorships;

I can… Define: Proletariat,

soviets,communism Identify; Bloody Sunday,

October Revolution Explain role of the

individual in the government

List way outside ideas influenced the fall of communism

Explain why people lost fear of the Communist Party


History Alive: Rise & Fall of the Soviet UnionInvestigating Perspectives on Soviet DailyLife. 2.3Creating a Visual Metaphor to Evaluate theSoviet Era 5.1

Vocabulary:citizen action, propaganda

<>



History Asia Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


21

C. Analyze the reasons that countries gained control of territory through imperialism and the impact on

people living in the territory that was controlled

Imperialism4. Describe the political, economic, and social roots of imperialism.

5. Analyze the perspectives of the colonizers and the colonized concerning:

a. Indigenous language; b. Natural resources; c. Labor;d. Political systems;e. Religion.

6. Explain the global impact of imperialism including:

a. Modernization of Japan;b. Political and social reform in

China

I can… define imperialism analyze political motives for

imperialism, including the prestige of empire and glory of military conquest

analyze economic motives including the need for raw materials for the European Industrial Revolution and the need for markets for European manufactured goods

analyze social motives including the desire to spread European ideology and religion.

explain the colonized point of view regarding the loss of their language, religion and culture.

explain the colonized point of view regarding the exploitation of their natural resources for European industries and their labor for European profit.

explain the colonized point of view regarding loss of political control

explain the colonizers point of view regarding colonial governments and the reduction of warfare in the colonies

explain the colonizers point of view regarding the introduction of global languages and new religions and culture.

explain the colonizers point of view regarding the availability of European goods in the colonies and jobs.

describe how Japan modernized to avoid European imperial conquest.

describe how China tried to reform to avoid European

Chap27 sect. 5.0Chap33 sect. 3.0Chap34 sect. 2.0

Center For learningBook 3Lesson 16, 31,32, 33

Vocabulary:indigenous languages, exploitation, imperialism(roots of), nationalism, cultural institutions, political institutions,

22

conquest. explain how political change in

China was a response to European imperialism.



History Sub-unit South East Asia/Korea Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


23

D. Connect developments related to World War I with the onset of World War II.

20th CenturyConflict

12. Examine social, economic and political struggles resulting from colonialism and imperialism including:

a. Independence movements in Indochina.

b. Rise of dictatorships in former colonies.

13. Examine regional and ethnic conflict in the post-Cold War era including:

b. Ethnic strife in Asia.

I can…

Define colonialism Define imperialism Define dictatorship Explain the impact of cash crops on the

economy of Southeast Asia Explain the impact of imperialism on

traditional Indian cultures Understand how imperialism

made it easy for dictators to take power


Center for LearningBook 3Lesson 17

Vocabulary:indigenous languages, exploitation, independencemovements, dictatorships, reform, (political &social), ethnic unrest/conflict/strife, nationalism, cultural institutions, political institutions,



Geography Sub-unit South East Asia/Korea Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

24

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA. Analyze the cultural, physical,economic and political characteristics that define regions and describe reasons that regions change over time

Places and Regions

2. Explain how differing points of view play a role in conflicts over territory and resources.

3. Explain how political and economic conditions, resources, geographic locations and cultures have contributed to cooperation and conflict.

I can… Identify major locations

for specific natural resources





Define Zionism Explain the real and

symbolic impact of the Berlin Wall

Explain the impact of the media on world events and perspectives


Resources:

Vocabulary:human migration, perspectives, reform (political & social)



Government Sub-unit South East Asia/Korea Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

25

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesB. Analyze the differences

among various forms of government to determine how power is acquired and used.

Systems of Government1. Explain how various systems of

governments acquire, use and justify their power.

2. Analyze the purposes, structures and functions of various systems of government including:

c. Parliamentary democracies;

d. Presidential democracies;e. Dictatorships;

f. Theocracy

I can… Define presidential democracy define parliamentary democracy identify ways ordinary citizens can







define Theocracy


Resources:

Vocabulary:absolute monarchies, dictatorshipspresidential democracies, theocracies



Citizenship Rights and Responsibilities Sub-unit South East Asia/Korea Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

26

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA. Analyze ways people

achieve governmental change, including political action, social protest and revolution.

Participation2. Describe and compare opportunities for

citizen participation under different systems of government including:

c. Parliamentary democracies;

d. Presidential democracies;e. Dictatorships;f. Theocracies.

3. Analyze how governments and other groups have used propaganda to influence public opinion and behavior.

I can… define absolute monarchy define constitutional monarchy define parliamentary democracy identify ways ordinary citizens can








identify which system of government allows citizens to: criticize the government, access unbias information, enjoy basic rights like free speech, thought and religion, and freedom from imprisonment without a trial and participate in free elections

Define propaganda Identify and explain three

examples of propaganda Define Soviet Socialism Explain the purpose of Hitler’s

youth groups Explain how mass



Vocabulary:citizen action, influence, public policy/opinion, absolute monarchies, dictatorships, presidential democracies, theocracies, conservative, police powers

27

Explain the function of various propaganda messages on the behavior of the general public, such as …Heil HitlerAmerica; Love it or Leave itWeapons of Mass DestructionFrom Each According to his Ability, To Each According to his Needs




Social Studies Skills and Methods Sub-unit South East Asia/Korea Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


28

A. Evaluate the reliability and credibility of sources.

Thinking and Organizing1. Detect bias and propaganda in primary and secondary sources of information.2. Evaluate the credibility of sources for:

a. Logical fallacies;b. Consistency of arguments;c. Unstated assumptions;d. Bias

3. Analyze the reliability of sources for: a. Accurate use of facts;b. Adequate support of statements;c. Date of publication.

I can… 1. Define credibility2. Explain the difference between a credible and a non-credible source3. Define logical fallacies4. Recognize and list the logical fallacies in a source5. Define consistency of arguments6. Recognize the difference between consistent and inconsistent arguments in a source7. Define unstated assumptions8. Recognize the difference between stated and unstated assumptions in a source9. Define bias10. Recognize the difference between biased and unbiased statements in a source

1. Define reliability2. Use facts to support the argument in a source3. Identify facts that are inappropriate to a source4. Determine whether or not the writer’s statements have been supported5. Determine a source’s reliability based on its date of publication


Resources:

Vocabulary:assumptions, bias, consistency, thesislogical fallacies, primary/secondary sources, fact vs. opinion, reliability ofviews, supporting facts



History Sub-unit China/Japan Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

29

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesC. Analyze the reasons

that countries gained control of territory through imperialism and the impact on people living in the territory that was controlled.


Imperialism5. Analyze the perspectives of the colonizers and the colonized concerning:

a. Indigenous language; b. Natural resources; c. Labor;d. Political systems;

e. Religion.

6. Explain the global impact of imperialism including:

a. Modernization of Japan; b. Political and social reform in

China

20th Century Conflict11. Analyze the consequences of World War II including:

f. Atomic weapons;g. Civilian and military losses;

I can… explain the colonized point of view

regarding the loss of their language, religion and culture.






describe how Japan modernized to avoid European imperial conquest.

describe how China tried to reform to avoid European conquest.

explain how political change in China was a response to European imperialism.

Chap 28 sect 1.0, 2.0Chap 30 sect. 3.0Chap 33 sect. 2.0Chap35 sect. 5.0

History Alive: Communist Chine &Modern JapanExploring Continuity and Change In China Through Art 1.2Shifting Winds of Communist Policies 1.3Adept at Adapting: Japan’s Genius Over Time 2.1The Rise of Modern Japan 2.2

Center for Learning:Book 3Lesson 32

Vocabulary:

30

12. Analyze the impact of conflicting political and economic ideologies after World War II that resulted in the Cold War including:

d.The Chinese Communist Revolution.


b. Rise of dictatorships in former colonies.



History Sub-unit China/Japan Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


31


20th Century Conflict

14. Explain the causes and consequences of the fall of the Soviet Union and the end of the Cold War including:

d. Global decline of communism.


b. Ethnic strife in Asia.

I can…

Explain the causes of the China/Tibet conflict


Resources:

Vocabulary:



Peoples in Societies Sub-unit South China/Japan Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


32

B. Analyze the consequences of oppression, discrimination and conflict between cultures

C. Analyze the ways that contacts between people of different cultures result in exchanges of cultural practices.

Interaction2. Analyze the results of political,

economic, and social oppression and the violation of human rights including:a. The exploitation of indigenous

peoples;

Diffusion

3. Explain how advances in communication and transportation have impacted:h. Globalization;i. Cooperation and conflict;j. The environment;k. Collective security;l. Popular culture;m. Political systems;n. Religion.

I can… Define the term human rights Define the term indigenous

peoples Explain the Holocaust Define the term genocide Compare and contrast the acts

of genocide in Armenia, Rwanda, Bosnia, and Iraq

define globalization explain how the internet and satellite

communication has made the world more global

explain how instant communication has made it easier to cooperate globally

explain how environmental problems have become global in nature (global warming, Chernobyl, oil spills)

explain how improved communication makes mutual defense possible

explain how the internet and television spread popular culture

explain how communication and transportation encourage the spread of religion and political ideology.


Resources:

Vocabulary:



Geography Sub-unit China/Japan Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


33

A. Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time

Places and Regions

3. Explain how political and economic conditions, resources, geographic locations and cultures have contributed to cooperation and conflict

I can… Define Zionism Explain the real and symbolic

impact of the Berlin Wall Explain the impact of the

media on world events and perspectives


History Alive: Communist Chine &Modern JapanLiu Ling: Writing Journals about Life ina Chinese Village 1.5

Vocabulary:infant mortality, gross domestic product(GDP)urbanization, agrarian society



Economics Sub-unit China/Japan Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


34

A. Compare how different economic systems answer the fundamental economic questions of what goods and services to produce, how to produce them, and who will consume them

Markets

2. Explain how changing methods of production and a country's productive resources affect how it answers the fundamental economic questions of what to produce, how to produce, and for whom to produce.

3. Analyze characteristics of traditional, market, command and mixed economies with regard to:f. Private property; g. Freedom of enterprise;h. Competition and consumer choice;i. The role of government

Government and the Economy4. Analyze the economic costs and benefits of protectionism, tariffs, quotas and blockades on international trade

I can…

compare hand and machine labor

define industrialization and mass production

explain how mechanization increases production

describe how natural resources limit or encourage production









Define the term protectionism Define the term tariffs Define the term quotas Define the term blockades Explain the Gross Domestic

Product Explain the impact of a trade

imbalance List one cost and one benefit


Center for Learing:Book 3Lesson 32

Vocabulary:command economy, infrastructure (of trade), standard of living, tariffs

35

on a country’s economy from imposing a tariff

List one cost and one benefit on a country’s economy from setting quotas

List one cost and one benefit on a country’s economy from practicing a policy of protectionism

List one cost and one benefit on a country’s economy from establishing a blockade on international trade



Government Sub-unit China/Japan Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


36


Systems of Government

1. Explain how various systems of governments acquire, use and justify their power.

2. Analyze the purposes, structures and functions of various systems of government including:g. Absolute monarchies;

e. Dictatorships; f. Theocracies.

I can…

can… define constitutional monarchy define parliamentary democracy identify ways ordinary citizens can








Resources

Vocabulary:absolute monarchies, dictatorshipspresidential democracies, theocracies



Citizenship Rights and Responsibilities Sub-unit China/Japan Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


37

A. Analyze ways people achieve governmental change, including political action, social protest and revolution.

Participation

2. Describe and compare opportunities for citizen participation under different systems of government including:d. Absolute monarchies;e. Constitutional monarchies;f. Theocracies.











Define propaganda Identify and explain three

examples of propaganda Define Soviet Socialism Explain the purpose of Hitler’s

youth groups Explain how mass


Explain the function of various propaganda messages on the


Resources:

Vocabulary: citizen action, propaganda, slavery, suffrage

38

behavior of the general public, such as …Heil HitlerAmerica; Love it or Leave itWeapons of Mass DestructionFrom Each According to his Ability, To Each According to his Needs




Social studies skills Sub-unit China/Japan Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA. Evaluate the reliability and credibility of sources.

B. Use data and evidence to support or refute a thesis.

Thinking and Organizing1. Detect bias and propaganda in primary

and secondary sources of information.

2. Evaluate the credibility of sources for:

I can… 1. Define bias2. Define propaganda3. I can explain the difference between a primary and secondary source of information

1. Define credibility2. Explain the difference between a


Resources:

39

a. Logical fallacies; b. Consistency of arguments;

f. Unstated assumptions;g. Bias.

3. Analyze the reliability of sources for: a. Accurate use of facts; b. Adequate support of statements; c. Date of publication

credible and a non-credible source3. Define logical fallacies4. Recognize and list the logical fallacies in a source5. Define consistency of arguments6. Recognize the difference between consistent and inconsistent arguments in a source7. Define unstated assumptions8. Recognize the difference between stated and unstated assumptions in a source9. Define bias10. Recognize the difference between biased and unbiased statements in a source


Vocabulary:



History India Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesC. Analyze the reasons that

countries gained control of territory through imperialism and the impact on people living in the territory that was controlled.


f. Indigenous language; g. Natural resources; h. Labor;i. Political systems;j. Religion.

I can… explain the colonized point

of view regarding the loss of their language, religion and culture.

explain the colonized point of view regarding the exploitation of their natural


Center for LearningBook 3Lessons 14

40

D. Connect developments related to World War I with the onset of World War II

20th Century Conflict9. Assess the global impact of post-World War I

economic, social and political turmoil including: b. Worldwide depression; c. Colonial rebellion;

13. Examine social, economic and political struggles resulting from colonialism and

imperialism including:g. Independence movements in

India.

resources for European industries and their labor for European profit.





Define: colonialism, imperialism, dictatorship

Explain the impact of Imperialism on traditionalAfrican cultures

Explain how the division of territory in Africa led to conflict

Vocabulary:colonialism, colonized, culturalinstitutions, exploitation, ideologies modernization, poverty

41



Peoples in Society India Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA. Analyze the influence of different cultural perspectives on the actions of group

B. Analyze the consequences of oppression, discrimination and conflict between cultures.


Cultures1. Analyze examples of how people in

different cultures view events from different perspectives including:b. Partition of India and Pakistan;


economic, and social oppression and the violation of human rights including:b. The exploitation of indigenous

peoples;


communication and transportation have impacted:o. Globalization;p. Cooperation and conflict;q. The environment;r. Collective security;s. Popular culture;t. Political systems;u. Religion.

I can… Define Zionism Explain the Balfour

Declaration Differentiate between

Palestinians and Israelis Locate India on a map Explain the differences

between Hindus and Muslims

Define the term apartheid






explain how the internet and

Chap27 sect. 4.0Chap30 sect. 4.0

Chap34 sect. 1.0

Vocabulary:exploitation, indigenous people, culturaldiffusion

42

television spread popular culture




Geography India Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


43

A. Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time

B. Analyze geographic changes brought about by human activity using appropriate maps and other geographic data.

Places and Regions1. Interpret data to make

comparisons between and among countries and regions including:a. Birth rates;b. Death rates;c. Infant mortality rates;d. Education levels;e. Per capita Gross Domestic

Product (GDP).



Movement5. Analyze the social, political,

economic and environmental factors that have contributed to human migration now and in the past.

I can… Define the terms birth and death

rates Define Gross Domestic Product Read graphs to identify raising or

lowering in rates Make a connection between

education and death/birth rates Make inferences related to GDP

and infant mortality

Define Zionism Explain the real and symbolic

impact of the Berlin Wall Explain the impact of the media on

world events and perspectives


Chap34 sect. 1.0

Resources:

Vocabulary:human migration, infant mortality, urbanization



Economics India Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


44


Markets1. Describe costs and benefits of trade with regard to:

a. Standard of living; b. Productive capacity;c. Usage of productive resourced. Infrastructure.


3. Analyze characteristics of traditional, market, command and mixed economies with regard to:j. Private property; k. Freedom of enterprise;l. Competition and consumer

choice;m. The role of government

I can… define infrastructure, standard of

living, productive capacity, productive resources

describe how trade increases the variety of goods available and hence raises the standard of living




compare hand and machine labor define industrialization and mass

production explain how mechanization

increases production describe how natural resources

limit or encourage production





Identify the economies that favor private property and those that do


Chap34 sect. 1.0

Resources:

Vocabulary:infrastructure (of trade), protectionism,

45

not Describe the impact that freedom

of enterprise has on an economy Compare the levels of competition

and consumer choice in different types of economies




Government India Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


46



2. Analyze the purposes, structures and functions of various systems of government including:h. Absolute monarchies; i. Constitutional monarchies;j. Parliamentary democracies;k. Presidential democracies;l. Dictatorships;m. Theocracies.

I can…

Define presidential democracy define parliamentary democracy identify ways ordinary citizens can







define Theocracy


Chap34 sect. 1.0

Resources:

Vocabulary:absolute monarchy, constitutionalmonarchies, dictatorships, parliamentary democracies



Citizenship Rights and Responsibilities India Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

47

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA. Analyze ways people

achieve governmental change, including political action, social protest and revolution.

B. Explain how individual rights are relative, not absolute, and describe the balance between individual rights, the rights of others, and the common good

Participation1. Describe the ways in which

government policy has been shaped and set by the influence of political parties, interest groups, lobbyists, the media and public opinion with emphasis on:d. Military policy;

:

2. Describe and compare opportunities for citizen participation under different systems of government including:h. Absolute monarchies;i. Constitutional monarchies;j. Parliamentary democracies;k. Presidential democracies;l. Dictatorships;m. Theocracies.


I can… Define civil disobedience,

colonialism, boycott Identify steps in the rise of

Nationalist Movement List civil disobedience and

boycott events that the people participated in

define absolute monarchy constitutional, monarchy, parliamentary democracy

identify ways ordinary citizens can participate in absolute monarchies

in constitutional monarchies identify ways ordinary citizens can

participate in parliamentary democracies

identify limits on ordinary people in absolute monarchies constitutional monarchies





Chap34 sect. 1.0

Resources:

Vocabulary:

48



Social Studies Skills India Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


49

A. Evaluate the reliability and credibility of sources.

B. Use data and evidence to support or refute a thesis.

Thinking and Organizing1. Detect bias and propaganda in

primary and secondary sources of information.

2. Evaluate the credibility of sources for:

e. Logical fallacies;f. Consistency of arguments;g. Unstated assumptions;h. Bias.

3. Analyze the reliability of sources for:

d. Accurate use of facts;e. Adequate support of

statements;f. Date of publication.

I can… 1. Define bias2. Define propaganda3. I can explain the difference between a primary and secondary source of information

1. Define credibility2. Explain the difference between a credible and a non-credible source3. Define logical fallacies4. Recognize and list the logical fallacies in a source5. Define consistency of arguments6. Recognize the difference between consistent and inconsistent arguments in a source7. Define unstated assumptions8. Recognize the difference between stated and unstated assumptions in a source9. Define bias10. Recognize the difference between biased and unbiased statements in a source


Chap27 sect. 1.0, 2.0Chap34 sect. 3.0

Chap35 sect. 2.0

Resources:

Vocabulary:



History Africa Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


50

C. Analyze the reasons that countries gained control of territory through imperialism and the impact on people living in the territory that was controlled.



k. Indigenous language; l. Natural resources; m. Labor;n. Political systems;o. Religion.

6. Explain the global impact of imperialism including: c. Exploitation of African resources.

20th Century Conflict7. Analyze the causes and effects of World War I with emphasis on:

a. Militarism, imperialism, nationalism and

I can… explain the colonized

point of view regarding the loss of their language, religion and culture.






Explain how Europeans took natural resources from Africa for European profit

Chap27 sect. 1.0, 2.0Chap34 sect. 3.0Chap35 sect. 2.0

History Alive: Modern AfricaThe Scramble for Territory 3.1Construct a Timeline ofAfrican History 2.2

Center for Learning:Book 3Lesson 28

Vocabulary:colonialism, olonizationpersistent conflict, refugeesalliances, allies,

51

alliances;

9. Assess the global impact of post-World War I economic, social and political turmoil including:

e. Worldwide depression; b. Colonial rebellion;


h. Independence movements in Africa.

i. Rise of dictatorships in former colonies.


a. Ethnic strife in, Africa.

Define genocide Locate areas of

genocide – Rwanda and Darfur

Explain why tribal fighting existed in Rwanda

Explain the background of the conflict in Darfur



Peoples in Society Africa Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

52

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA.Analyze the influence of different cultural perspectives on the actions of group




different cultures view events from different perspectives including:d. End of apartheid in South Africa.


economic, and social oppression and the violation of human rights including:c. The exploitation of indigenous

peoples;d. Acts of genocide, including those

that have occurred in, Rwanda.


communication and transportation have impacted:v. Globalization;w. Cooperation and conflict;x. The environment;y. Collective security;z. Popular culture;aa. Political systems;bb. Religion.

I can… Define Zionism

Explain the Balfour Declaration Explain the differences between

Hindus and Muslims Define the term apartheid Identify Nelson Mandela Explain the impact of the media

on world events and perspectives









Chap35 sect. 2.0

History Alive: Modern Africa1. Creating Illustrated spoke Diagram of Pre-Colonial Nigeria 2.1 2. Facing Colonialism: How would You

Respond? 2.23. A Conference on Independence:

Planning Nigeria’s Future. 2.34. Understanding the System of

Apartheid. 3.15. Discovering the Roots of Apartheid in South African History 3.26. Writing Songs of Resistance to

Apartheid. 3.3

Vocabulary:apartheid, exploitation, genocide, oppression/violation of civil rightscultural diffusion,

53



Geography Africa Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA. Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time.

Places and Regions1. Interpret data to make comparisons

between and among countries and regions including:f. Birth rates;g. Death rates;h. Infant mortality rates;i. Education levels;j. Per capita Gross Domestic

Product (GDP).



I can… Define the terms birth and

death rates Define Gross Domestic

Product Read graphs to identify raising

or lowering in rates Make a connection between

education and death/birth ratesMake inferences related to GDP and infant mortality

Identify major locations for specific natural resources





Locate all seven continents on a map

Explain the causes of the Opium War


Chap35 sect. 2.0

Vocabulary:infant mortality, gross domestic product(GDP)urbanization, agrarian society

54

Human Environmental Interaction4. Explain the causes and consequences of urbanization including economic development, population growth and environmental change.

Movement5. Analyze the social, political,

economic and environmental factors that have contributed to human migration now and in the past.

Explain the Impact of the Berlin Conference

List all major contributors to the building of the Suez Canal

Explain the importance of the Suez Canal

Explain the global coalition which led to the coalition forces victory in the Gulf War


List three reasons why people would move to cities

Compare urban life to rural life Name the five most

industrialized countries in the 1800’s.





55



Economics Africa Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA. Compare how different

economic systems answer the fundamental economic questions of what goods and services to produce, how to produce them, and who will consume them.


e. Standard of living; f. Productive capacity;g. Usage of productive resourceh. Infrastructure.


I can… define infrastructure, standard

of living, productive capacity, productive resources

describe how trade increases the variety of goods available and hence raises the standard of living




compare hand and machine labor

define industrialization and mass production

explain how mechanization increases production

describe how natural resources limit or encourage production


Chap35 sect. 2.0

Resources:

Vocabulary:command economy, infrastructure (of trade), standard of living, tariffs

56

3. Analyze characteristics of traditional, market, command and mixed economies with regard to:n. Private property; o. Freedom of enterprise;p. Competition and consumer

choice;q. The role of government.











Government Africa Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community

57

and diversity within local, national, regional and global settings9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/Resources



2. Analyze the purposes, structures and functions of various systems of government including:n. Absolute monarchies; o. Constitutional monarchies;p. Parliamentary democracies;q. Presidential democracies;r. Dictatorships;s. Theocracies.

I can…

Define presidential democracy define parliamentary democracy identify ways ordinary citizens can


participate in constitutional monarchies identify ways ordinary citizens can

participate in parliamentary democracies identify limits on ordinary people in absolute

monarchies identify limits on ordinary people in

constitutional monarchies identify limits on ordinary people in

parliamentary democracies define Theocracy


Chap35 sect. 2.0

Resources

Vocabulary:absolute monarchies, dictatorships presidential democracies, theocracies



Citizenship Rights and Responsibilities Africa Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community

58



Participation1. Analyze and evaluate the influence of

various forms of citizen action on public policy including:b. The international movement to abolish the slave trade and slavery; f. The end of apartheid

2. Describe and compare opportunities for citizen participation under different systems of government including:n. Absolute monarchies;o. Constitutional monarchies;p. Parliamentary democracies;q. Presidential democracies;r. Dictatorships;s. Theocracies.

I can… Define apartheid Explain why and how

South Africa was pressured to stop apartheid

Explain the reasons for the riots is Soweto

List the ways the African people gained the right to vote

define absolute monarchy define constitutional monarchy define parliamentary democracy identify ways ordinary citizens can










Chap35 sect. 2.0

Resources

Vocabulary:abolish slavery/trade, citizen action,propaganda, slavery, suffrage

59




Social Studies Skills Africa Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA. Evaluate the reliability and credibility of sources.

B. Use data and evidence to support

Thinking and Organizing1. Detect bias and propaganda in

primary and secondary sources of information.

2. Evaluate the credibility of sources for: i. Logical fallacies;j. Consistency of arguments;k. Unstated assumptions;l. Bias.

I can… 1. Define bias2. Define propaganda3. I can explain the difference between a

primary and secondary source of information

1. Define credibility2. Explain the difference between a credible and a non-credible source3. Define logical fallacies4. Recognize and list the logical fallacies in a source5. Define consistency of arguments6. Recognize the difference between consistent and inconsistent arguments


Chap35 sect. 2.0

History Alive: Modern AfricaA Book about Africa: What Everyone Should now 5.1

Vocabulary:assumptions, bias, consistency, thesislogical fallacies, primary/secondary sources, fact vs. opinion, reliability of

60

or refute a thesis.

3. Analyze the reliability of sources for: g. Accurate use of facts;h. Adequate support of statements;i. Date of publication.

in a source7. Define unstated assumptions8. Recognize the difference between stated and unstated assumptions in a source9. Define bias10. Recognize the difference between biased and unbiased statements in a source


views, supporting facts



History Middle East Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesC. Analyze the reasons

that countries gained control of territory through imperialism and the impact on people living in the territory that was controlled.

Imperialism

5. Analyze the perspectives of the colonizers and the colonized concerning:

p. Indigenous language; q. Natural resources; r. Labor;s. Political systems;t. Religion.

I can…




explain the colonizers point of view

Chap27 sect. 3.0Chap30 sect. 4.0Chap33 sect. 4.0Chap34 sect. 4.0

History Alive: Modern Middle EastConstruct a Bimeline of Middle Eastern History 1.3Determining borders: The lLgacy of Colonialism 2.1Key Events in the Formation of States 2.2Jews & Palestinians: Two Claims to

61


20th Century Conflict

11. Analyze the consequences of World War II including: f. The establishment of the state of Israel.

13. Examine social, economic and political struggles resulting from colonialism and imperialism including: b. Rise of dictatorships in former

colonies.

15. Examine regional and ethnic conflict in the post- Cold War era including: a. Persistent conflict in the Middle East;

regarding colonial governments and the reduction of warfare in the colonies



Identify Menachim Begin, Anwar Sadat, Hosni Mubarak, Camp David Accords, PLO, Yasser Arafat

Explain the plan of “trading land for peace” Explain The steps leading to the Infatada Explain why the lack of a Palestinian

homeland is continuing to cause unrest between Israel and Palestine

Palestine 3.1United Nations Responses to the Arab-IsraeliConflict 3.2Attending a Conference on the Israeli-Palestinian Conflict 3.3

Vocabulary:allies, disarmament, exploitation, militarism/militarist/military, persistent conflict, refugees,

62



Peoples in Society Middle East Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community and diversity within local, national, regional and global settings


63

A. Analyze the influence of different cultural perspectives on the actions of group




different cultures view events from different perspectives including:a. Creation of the state of Israel; b. Partition of India and

Pakistan;


economic, and social oppression and the violation of human rights including:e. The exploitation of indigenous

peoples;f. Acts of genocide, including

those that have occurred in Armenia and Iraq.


communication and transportation have impacted:cc. Globalization;dd. Cooperation and conflict;ee. The environment;ff. Collective security;gg. Popular culture;hh. Political systems;ii. Religion.

I can… Locate Israel on a map Define Zionism Explain the Balfour Declaration Differentiate between Palestinians

and Israelis Locate India and Palestine on a

map Explain the differences between

Hindus and Muslims Explain the impact of the media on

world events and perspectives









Chap34 sect. 4.0

Resources:

Vocabulary:collective security, cooperation vs. conflict, oppression/violation of human rights,



Geography Middle East Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community

64


A. Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time.

Places and Regions1. Interpret data to make comparisons

between and among countries and regions including:k. Birth rates;l. Death rates;m. Infant mortality rates;n. Education levels;o. Per capita Gross Domestic

Product (GDP).



I can…

(Add newly created “I Can” statements that are the Clear Learning Targets in this column, based on the grade level indicator listed to the left.)

MUST DO


Chap34 sect. 4.0

Resources:

Vocabulary:



Economics Middle East Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community

65



B. Explain how the U.S. government provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability.


i. Standard of living; j. Productive capacity;k. Usage of productive resourcel. Infrastructure.

3. Analyze characteristics of traditional, market, command and mixed economies with regard to:r. Private property; s. Freedom of enterprise;t. Competition and consumer

choice;u. The role of government.

Government and the Economy4. Analyze the economic costs and

benefits of protectionism, tariffs, quotas and blockades on international trade.

I can…


MUST DO


Chap34 sect. 4.0

Resources:

Vocabulary:mommand economy, freedom of enterprise, Market economy, mixed economies, privateproperty, protectionism



Government Middle East Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community

66




2. Analyze the purposes, structures and functions of various systems of government including:t. Absolute monarchies; u. Constitutional monarchies;v. Parliamentary democracies;w. Presidential democracies;x. Dictatorships;y. Theocracies.

I can…


MUST DO


Chap34 sect. 4.0

Resources:

Vocabulary:



Citizenship Rights and Responsibilities Middle East Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community

67



Participation2. Describe and compare

opportunities for citizen participation under different systems of government including:t. Absolute monarchies;u. Constitutional monarchies;v. Parliamentary democracies;w. Presidential democracies;x. Dictatorships;y. Theocracies.




participate in constitutional monarchies identify ways ordinary citizens can

participate in parliamentary democracies





identify which system of government allows citizens to: criticize the government, access unbiased information, enjoy basic rights like free speech, thought and religion, and freedom from imprisonment without a trial and participate in free elections

Chap27 sect. 3.0Chap30 sect. 4.0Chap33 sect. 4.0Chap34 sect. 4.0

History Alive: Modern Middle EastAnalyzing Propaganda Posters from the IranianRevolution 2.4

Vocabulary:influences, propaganda



History Latin America Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community

68


A. Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their governments.

C. Analyze the reasons that countries gained control of territory through imperialism and the impact on people living in the territory that was controlled.


Enlightenment Ideas

1. Explain how Enlightenment ideas produced enduring effects on political, economic and cultural institutions, including challenges to religious authority, monarchy and absolutism.

2. Explain connections among Enlightenment ideas, the American Revolution, the French Revolution and Latin American wars for independence.


u. Indigenous language; v. Natural resources; w. Labor;

I can… Define the term enlightenment Place the Enlightenment in

historical perspective Identify major Enlightenment

thinkers and ideas Define the terms monarchy and

absolutism Explain natural rights Explain the idea laissez-faire Explain the impact of the

enlightenment Explain secular education and

its impact on society

Define the term revolution List three advantages of representative

government Identify the importance of travel on

the spreading of ideas Define natural rights Explain the impact of the printed word

on the spreading of ideas Define constitutional government




History Alive: Modern Latin AmericaThe History of Modern Mexico through Murals 2.2

Center for LearningBook 3Lesson 3

Vocabulary:colonialism, colonized, dictatorships, exploitationindigenous languages, labor, imperialism, nationalism, natural resources, poverty, workingclass, revolution

69

x. Political systems;y. Religion.

20th Century Conflict16. Examine social, economic and

political struggles resulting from colonialism and imperialism including:

b. Rise of dictatorships in former

colonies.







Peoples in Society Latin America Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community

70

and diversity within local, national, regional and global settings9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesB. Analyze the consequences of

oppression, discrimination andconflict between cultures


economic, and social oppression and the violation of human rights including:g. The exploitation of indigenous

peoples;

I can…



History Alive: Modern Latin AmericaMapping the Physiographic Features of LatinAmerica 1.2

Vocabulary:collective security, exploitation, globalizationoppression/violation of human rights



Geography Latin America Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community

71


A. Analyze the cultural, physical, economic

and political characteristics that define regions and describe reasons that regions change over time.

Places and Regions



I can…



History Alive: Modern Latin AmericGraphing & Interpreting Demographic Data 1.3Forming Pyramids from the Past to Present 2.1A Conference on the Fate of the BrazilianRainforest 3.1Write a Proposal for Resource Use in theRainforest 3.2

Vocabulary:



72

People in Societies Standard Globalization Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community And diversity within local, national, regional and global settings

9th Benchmarks Grade Level Indicators Clear Learning Targets Strategies/ResourcesA Analyze the influence of different cultural perspectives on the actions of groupsB Analyze the consequences of oppression, discrimination and

conflict between culturesC Analyze the ways that contacts between people of different cultures result in exchanges of cultural practices.

Diffusion3. Explain how advances in communication and transportation have impacted: a. Globalization; b. Cooperation and conflict c. The environment d. Collective security e. Popular culture f. Political systems g. Religion

I can… define globalization explain how the internet and satellite







Chap 29 – 29.14 Chap 31 – 31.1-4 Resources: Vocabulary:

73

Lakewood City Schools Social Studies Standards … grade... · Web viewPeople in Societies Standard...

Documents

Transcript of Lakewood City Schools Social Studies Standards … grade... · Web viewPeople in Societies Standard...