Post on 06-Nov-2019
Curriculum Map Modern World History Grade 10
Unit I Geography, Greece & Rome, Middle Ages Duration: 4 weeks
Enduring Understandings:
Geography has helped to shape the modern world.
Being a citizen in a globally interdependent world requires an understanding of world history.
The cultures of Greece and Rome set the standard for Western Civilization.
The decline of the Roman Empire led to a time of political, economic, social, and religious change.
Essential Questions
How has geography helped influence world history?
Why should a student study world history?
How did Greece and Rome set the standard for Western Civilization?
What changes occurred in Europe as a result of the collapse of the Roman Empire?
PA Academic Standards Pennsylvania State Social
Studies Standards
Content (Main Topics &
Themes) Skills (Competencies) Assessments
CC.8.5.9-10.A. Cite specific
textual evidence to support analysis
of primary and secondary sources,
attending to such features as the
date and origin of the information.
CC.8.5.9-10.B. Determine the
central ideas or information of a
primary or secondary source;
provide an accurate summary of
how key events or ideas develop
over the course of the text.
CC.8.5.9-10.C. Analyze in detail a
series of events described in a text;
determine whether earlier events
caused later ones or simply
preceded them.
CC.8.5.9-10.D. Determine the
meaning of words and phrases as
they are used in a text, including
vocabulary describing political,
social, or economic aspects of
history/social science.
CC.8.5.9-10.E. Analyze how a text
uses structure to emphasize key
points or advance an explanation or
analysis.
CC.8.6.9-10.C Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
8.1.9.A: Compare patterns of
continuity and change over
time, applying context of
events.
8.1.12.A: Evaluate patterns of
continuity and rates of change
over time, applying context of
events.
8.4.9.C:
Analyze how continuity and
change have impacted world
history.
Belief systems and
religions
Commerce and
industry
Technology
Politics and
government
Physical and human
geography
Social organization
Five Themes of
Geography
. Location
2. Place
3. Human /
Environment
interaction
4. Movement
5. Regions
Political/Physical
Features of continents:
Europe - Alps,
Mediterranean Sea, Ural
Mts, Northern European
Plain, Balkan Peninsula,
England, Spain, Portugal,
France, Germany, Italy,
Turkey, Russia, Greece,
Austria
Asia-China, Japan, India,
Philippines, Arabian
Peninsula, Indian Sub-
continent, Pacific Ocean,
Persian Gulf, Indian
Ocean, Himalayas, Spice
Islands (Indonesian
Archipelago)
Africa-Egypt, Morocco,
Nigeria, S. Africa, Sahara
Desert, Nile River, Cape
of Good Hope, Congo
Basin, Suez Canal
Americas-Canada,
Mexico, Cuba, Quebec,
Argentina, Brazil, Peru,
Chile, Colombia,
Venezuela, Haiti, U.S.,
Atlantic Ocean, Andes
Mountains, Amazon
Basin, Panama Canal,
Caribbean Sea
Identify the five themes of
geography to explain how
they impacted the
development of
civilizations. (why people
settled where they did)
Locate key physical and
political places on a map of
the world that are
significant to world history.
Possible assessments:
Definitions of the five
themes of geography
Identification of countries
on current maps
Identify places on a blank
map.
Quiz/Test may include:
Definitions
Matching
Open-ended
questions
Map Identification
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 Pennsylvania State Social
Studies Standards
Content (Main Topics &
Themes)
Skills (Competencies) Assessments
CC.8.5.9-10.A. Cite specific
textual evidence to support
analysis of primary and
secondary sources, attending to
such features as the date and
origin of the information.
CC.8.5.9-10.B. Determine the
central ideas or information of a
primary or secondary source;
provide an accurate summary of
how key events or ideas develop
over the course of the text.
CC.8.5.9-10.C. Analyze in detail
a series of events described in a
text; determine whether earlier
events caused later ones or
simply preceded them.
CC.8.5.9-10.D. Determine the
meaning of words and phrases as
they are used in a text, including
vocabulary describing political,
social, or economic aspects of
history/social science.
CC.8.5.9-10.E. Analyze how a
text uses structure to emphasize
key points or advance an
explanation or analysis.
CC.8.6.9-10.C Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
CC.8.6.9-10.H Draw evidence
from informational texts to
support analysis, reflection, and
research.
8.1.9.A: Compare patterns
of continuity and change
over time, applying
context of events.
8.1.12.A: Evaluate
patterns of continuity and
rates of change over time,
applying context of events.
8.4.9/12.C: Analyze and evaluate how
continuity and change
have impacted world
history.
Belief systems and
religions
Commerce and
industry
Technology
Politics and
government
Physical and human
geography
Social organization
8.4.12.B: Evaluate the
importance of historical
documents, artifacts, and
sites which are critical to
world history.
Vocabulary for Unit 2
Renaissance, Qu’ran, Allah,
Islam
Renaissance
Renaissance values (humanism,
skepticism, individualism, well-
roundedness, secularism,
classicism)
Why did the Renaissance
begin in Italy?
The Medici family and the
increasing influence of the
Middle Class
Elements of Renaissance Art
Machiavelli (the Prince)
Northern Renaissance
Invention of Printing Press and
Spread of Literacy
Ottoman Empire
Suleiman
Geographic Expansion of the
Ottoman Empire
Ottoman Empire as a World
Power
Islam spreads
Identify the Renaissance
values and be able to
recognize them in examples of
Renaissance art and literature.
Analyze and evaluate the
unique geographic, political,
and economic features of the
Italian peninsula which
contributed to the
development of the Italian
Renaissance.
Compare and evaluate the
changing nature of the
Renaissance as it spreads
beyond Italy.
Identify the characteristics of
Islam and its influence on
world history as manifested
through the emergence of the
Ottoman Empire.
Tests and quizzes may include:
Multiple choice
Definitions
Open-ended questions
Essay
Illustrations
Maps
Possible Assessments:
Homework
Descriptive writing
Informal observation during
classwork
Paragraphs in response to a variety
of open-ended prompts.
Transfer Task: Renaissance Art
Using a painting they haven’t
studied, open-ended response
applying values and elements
Curriculum Map
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?
PA Academic Standards Pennsylvania State
Social Studies
Standards
Content (Main Topics & Themes) Skills (Competencies) Assessments
CC.8.5.9-10.A. Cite specific
textual evidence to support
analysis of primary and
secondary sources, attending to
such features as the date and
origin of the information.
CC.8.5.9-10.B. Determine the
central ideas or information of a
primary or secondary source;
provide an accurate summary of
how key events or ideas develop
over the course of the text.
CC.8.5.9-10.C. Analyze in detail
a series of events described in a
text; determine whether earlier
events caused later ones or
simply preceded them.
CC.8.5.9-10.D. Determine the
meaning of words and phrases as
they are used in a text, including
vocabulary describing political,
social, or economic aspects of
history/social science.
CC.8.5.9-10.E. Analyze how a
text uses structure to emphasize
key points or advance an
explanation or analysis.
CC.8.6.9-10.C Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
CC.8.6.9-10.H Draw evidence
from informational texts to
support analysis, reflection, and
research.
Pennsylvania State
Standards
8.1.9.A: Compare
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./12C: Analyze and evaluate
how continuity and
change have impacted
world history.
Belief systems
and religions
Commerce and
industry
Technology
Politics and
government
Reformation
Reformation, Indulgences,
Counter Reformation
(Catholic Reformation), 95
Theses, Calvinism, Jesuits
Causes and Impact of
Reformation
Luther, Calvin, Henry VIII,
Ignatius of Loyola
Council of Trent
Religious divisions caused
conflicts with the creation of
new sects
Identify the term
Reformation and explain why
there was a need for change
in the Christian church.
(Causes of Reformation)
Identify the key reformers
and compare and contrast
their beliefs.
Evaluate how the
Reformation impacts the
political, economic, religious,
and social structure of
Europe and the world.
Possible Assessments may
include:
Homework
Graphic organizers
Definitions
Informal observation
Tests and quizzes may include:
Multiple choice
Definitions
Open-ended questions
Essay
Illustrations
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 Pennsylvania State Social
Studies Standards
Content (Main Topics &
Themes)
Skills (Competencies) Assessments
CC.8.5.9-10.A. Cite
specific textual evidence
to support analysis of
primary and secondary
sources, attending to such
features as the date and
origin of the information.
CC.8.5.9-10.B. Determine
the central ideas or
information of a primary
or secondary source;
provide an accurate
summary of how key
events or ideas develop
over the course of the text.
CC.8.5.9-10.C. Analyze in
detail a series of events
described in a text;
determine whether earlier
events caused later ones or
simply preceded them.
CC.8.5.9-10.D. Determine
the meaning of words and
phrases as they are used in
a text, including
vocabulary describing
political, social, or
economic aspects of
history/social science.
CC.8.5.9-10.E. Analyze
how a text uses structure
to emphasize key points or
advance an explanation or
analysis.
CC.8.6.9-10.C Produce
clear and coherent writing
in which the development,
organization, and style are
appropriate to task,
purpose, and audience.
CC.8.5.9-10.F Integrate
quantitative or technical
analysis (e.g., charts,
research data) with
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.
Exploration
Triangle Trade, mercantilism,
Closed door policy, caravel,
astrolabe, compass, conquistadors
Causes of Exploration
Technological advances
Contributions of various explorers
European competition for power in
North America and in South
America
Aztecs and Incas(advanced
civilization)
Columbian Exchange
Commercial Revolution
Slave Trade
Positive and negative effects of
exploration globally (North
America, India, Africa, Asia, and
Latin America)
Ming/Qing Dynasty
Exploration (Zheng He)
Isolationism in China
Agriculture based society
Japan
Tokugawa Shogunate and Japan’s
closed door policy
Japanese feudalism
Explain why Europeans had an
interest in exploration what
technological advances made it
possible.
Identify key explorers and their
contributions and explain how
this leads to competition among
European nations.
Analyze the positive and
negative effects of the Age of
Exploration on the world by
demonstrating an understanding
of the following:
Aztecs and Incas
African slave trade
Columbian exchange
Commercial
Revolution
Contact with the Ming
and Qing dynasty in
China
Tokugawa Shoganate
in Japan
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 Pennsylvania State
Social Studies
Standards
Content (Main Topics & Themes) Skills (Competencies) Assessments
CC.8.5.9-10.A. Cite specific
textual evidence to support
analysis of primary and
secondary sources, attending
to such features as the date
and origin of the
information.
CC.8.5.9-10.B. Determine
the central ideas or
information of a primary or
secondary source; provide
an accurate summary of how
key events or ideas develop
over the course of the text.
CC.8.5.9-10.C. Analyze in
detail a series of events
described in a text;
determine whether earlier
events caused later ones or
simply preceded them.
CC.8.5.9-10.D. Determine
the meaning of words and
phrases as they are used in a
text, including vocabulary
describing political, social,
or economic aspects of
history/social science.
CC.8.5.9-10.E. Analyze
how a text uses structure to
emphasize key points or
advance an explanation or
analysis.
CC.8.6.9-10.C Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task, purpose,
and audience.
. CC.8.6.9-10.H Draw
evidence from informational
texts to support analysis,
reflection, and research..
8.1.9.A: Compare
patterns of continuity
and change over time,
applying context of
events.
8.1.12.A: Evaluate
patterns of continuity
and rates of change
over time, applying
context of events.
8.4.12.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.
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 Pennsylvania State
Social Studies
Standards
Content (Main Topics & Themes) Skills (Competencies) Assessments
CC.8.5.9-10.A. Cite
specific textual evidence
to support analysis of
primary and secondary
sources, attending to such
features as the date and
origin of the information.
CC.8.5.9-10.B. Determine
the central ideas or
information of a primary
or secondary source;
provide an accurate
summary of how key
events or ideas develop
over the course of the text.
CC.8.5.9-10.C. Analyze in
detail a series of events
described in a text;
determine whether earlier
events caused later ones
or simply preceded them.
CC.8.5.9-10.D. Determine
the meaning of words and
phrases as they are used in
a text, including
vocabulary describing
political, social, or
economic aspects of
history/social science.
CC.8.5.9-10.E. Analyze
how a text uses structure
to emphasize key points
or advance an explanation
or analysis.
CC.8.6.9-10.C Produce
clear and coherent writing
in which the development,
organization, and style are
appropriate to task,
purpose, and audience.
CC.8.5.9-10.G Integrate
quantitative or technical
analysis (e.g., charts,
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.
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
Pennsylvania State
Social Studies Standards
Content (Main Topics & Themes) Skills (Competencies) Assessments
CC.8.5.9-10.A. Cite
specific textual
evidence to support
analysis of primary
and secondary
sources, attending to
such features as the
date and origin of the
information.
CC.8.5.9-10.B. Determine the central
ideas or information
of a primary or
secondary source;
provide an accurate
summary of how key
events or ideas
develop over the
course of the text.
CC.8.5.9-10.C. Analyze in detail a
series of events
described in a text;
determine whether
earlier events caused
later ones or simply
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
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
dynamically
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
Pennsylvania State Social
Studies Standards
Content Skills Assessment
CC.8.5.9-10.A. Cite
specific textual
evidence to support
analysis of primary
and secondary
sources, attending to
such features as the
date and origin of the
information.
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.
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
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
Pennsylvania State Social
Studies Standards
Content Skills Assessment
CC.8.5.9-10.A. Cite
specific textual
evidence to support
analysis of primary and
secondary sources,
attending to such
features as the date and
origin of the
information.
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
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
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
Pennsylvania State
Social Studies Standards
Content Skills Assessment
CC.8.5.9-10.A. Cite
specific textual
evidence to support
analysis of primary and
secondary sources,
attending to such
features as the date and
origin of the
information.
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
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.
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.
1. 1933 – Hitler becomes dictator
2. March 1936- German
reoccupation of the Rhineland
3. March 1938- Annexation of
Austria (Anschluss)
4. Summer 1938- German
occupation of the Sudetenland
(Munich Conference)
5. 1938- Annexation of
Czechoslovakia
6. Hitler occupies the Polish
Corridor
7. March 1939- Hitler demanded
Danzig
8. Sept. 1, 1939- German invasion
of Poland
4. Holocaust
Nuremberg Laws strip German
Jews of citizenship and legal
status
Kristallnacht- Nazi’s physically
attack Jews and their property
Establishment of ghettos and
concentration camps
1942- The Final Solution to the
Jewish Question (6 million Jews
murdered, 11-12 million total)
5. The Allies (UK, USSR, US) and Axis
(Germany, Italy, Japan) engage in a
global, total war.
6. Major Battles (Britain, Stalingrad, D-
Day)
7. Priority 1 of Allied Powers was defeat of
Germany; Priority 2 defeat of Japan
8. V-E Day
9. Use of atomic weapons bought an end to
World War II
10. Conferences between Stalin, Roosevelt,
Churchill, and Truman led to increased
tensions between Soviet Union, U.S. and
Britain.