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SAUSD Common Core Aligned Curriculum Map: Social Studies World History Grade 10 Semester 1

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These curriculum maps are designed to address CCSS Literacy outcomes. The overarching focus for all curriculum maps is building student’s content knowledge and literacy skills as they develop knowledge about the world.

Each unit provides several weeks of instruction. Each unit also includes various formative and summative assessments.

Taken as a whole, this curriculum map is designed to give teachers recommendations and some concrete strategies to address the shifts required by CCSS.

Building knowledge through content-‐rich nonfiction

SAUSD’s approach emphasizes effective literacy instruction integrated with content knowledge to engage students and promote inquiry. The texts are sequenced around a topic leading to the big idea and essential questions in order to provide a clear and explicit purpose for instruction.

• Curriculum includes a rich variety of texts, including literature, nonfiction, media, primary sources, visuals.

• Curriculum is based in part on what resources teachers likely already have, but also includes additional authentic texts needed to craft a coherent learning progression within and among grade levels.

• The curriculum includes literacy standards, but these enhance rather than replace the currently adopted content area standards in Science and Social Science.

Reading, writing, and speaking grounded in evidence from text, both literary and informational

SAUSD’s approach emphasizes working with evidence, including students self-‐assessing, learning to ask strong text-‐dependent strategic questions as they read. It emphasizes performance tasks that require students to cite textual evidence, to revise and reflect on their own writing as well as their peers’ writing. It emphasizes students building expertise about a topic and often sharing that expertise with classmates or a wider audience.

• Throughout instruction, students are asked to return to the text through sequenced, rich, and rigorous evidence based questioning, discussions, and varied, engaging tasks.

• Students write routinely, including a balance of on-‐demand and process writing. Students will draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms.

• All end-‐of-‐unit performance tasks directly build on the reading students have been doing in the unit. Many are designed to build students’ engagement by asking them to do a more real-‐world task.

• Performance tasks may include narratives, but emphasize informative and argumentative writing.


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Regular practice with complex text and its academic language

SAUSD’s approach emphasizes active reading of complex texts by all students. Students will read a progression of complex texts and focus on building academic language and syntax in context.

• Texts are chosen to reflect a variety of factors: Lexile level, complexity of the topic/concept, the appropriateness of the text given the specific literacy standard or task.

• Texts cultivate students’ interests, are relevant to their culture, and engage them in reading, writing, and speaking.

• Curriculum directly address supports for meeting the needs of a wide range of learners in order for every student to become a more proficient and independent reader.

• Curriculum emphasizes academic and domain specific vocabulary as well as other words ELLs or other struggling readers might not know

• Curriculum strongly emphasize teaching students how to figure out words in context. • Students are expected to do regular independent reading to build on concepts and ideas in each unit.

Research shows that students must read a high volume of text at their reading level in order to build a strong vocabulary.


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How to Read this Document

• The purpose of this document is to provide a high-‐level summary of each unit and name the standards each unit addresses.

• First, read each module overview paragraph. This describes the purpose for the unit the connections with previous and subsequent units.

• On the map, note the titles across the year: These show the progression of literacy skills. • Note the distinction between standards “across units” vs. “central to this unit.”

o Standards labeled “across units” are foundational to the CCSS shifts, and therefore are taught early and reinforced through the year.

o Standards “central to this unit” are the focus for that specific unit. o Standards formally assessed are in bold.

• Text: Bold indicates the core text(s) for the unit.

Grade: 11 Fall Semester Unit 1 Becoming a Close Reader and Writing to Learn: The Development of Western Political Thought

Students read and interpret a variety of primary and secondary sources. Students use the information learned from the textbook and supplementary sources to answer an explanatory question and source based question. Key Content Standards: 10.1, 10.2 Key Literacy Standards: Reading: 9-‐10.1, 2, 3, 4 Writing: 9-‐10: 1,2,3,9 Listening and Speaking: 1,6 Builds on Prior Knowledge: Students review and build upon themes and content learned in seventh and eighth grade. Students review the democratic contributions of the ancient Greeks, Romans, Jews and Christians. Students connect the themes from the ancient world to the re-‐emergence of democratic ideas and revolutions of the 1700 and 1800s. Students study the impact of these revolutions on nationalism. They also learn how these revolutions influenced the spread of democratic ideas around the world. Central Texts: Textbook: McDougal Littell World History: Patterns of Interaction California: Student Edition Grade 10 Modern World History 2006 by Houghton Mifflin Harcourt, Linda Black, Larry S. Krieger Introduction: The Rise of Democratic Ideas pgs 2-‐29 Unit Two: Absolutism to Revolution pgs 150-‐277


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Primary and Secondary Sources: Caricature of the three estates: a peasant carrying a nobleman and a clergyman. Anonymous, 18th century. Réunion des Musées Nationaux/ Art Resource, NY Johnson, David, and Anne Wohlcke. The French Revolution and Citizenship. 1. Irvine: Humanities Out There, 2005.

Unit 2 Gathering Evidence and Speaking to Others: The Effects of the Industrial Revolution

1) Students learn that the Industrial Revolution was a result of rapid advancements in technology, medicine, and urbanization. These changes had a profound effect on the economic, social and political systems. These effects also created both short and long term positive and negative consequences.

2) Students use information learned from the textbook and supplementary sources to answer a comparative question about how life changed for people during the Industrial Revolution. Students prepare an oral debate where they make an argument and support their claim with specific textual evidence from their learning. Their debate will demonstrate an appropriate structure that emphasizes key points and analysis of the topic. In order to prepare students must identify the point of view from both sides, understand the text and be able to create an argument. The argument must be coherent and organized. Students reflect, revise and edit when necessary and incorporate multiple sources to support their argument. Students work in small groups to discuss and develop ideas before presenting their finding in structured manner. Their language demonstrates command of language and understanding of audience.

Key Standards: 10.3 Literacy Standards: Reading: 9-‐10: 1, 2, 3, 4, 5,6,7,8,9,10 Writing: 9-‐20: 1,4,5,8,9 Listening and Speaking: 9-‐10:1,3,4,6

Builds on Prior Knowledge: Students continue to read text and analyze sources to understand content. Central Texts: Textbook: McDougal Littell World History: Patterns of Interaction California: Student Edition Grade 10 Modern World History 2006 by Houghton Mifflin Harcourt, Linda Black, Larry S. Krieger. Unit Three: Industrialism and the Race for Empire: pgs 278-‐307 Primary and Secondary Sources: College Entrance Examination Board. AP European History Document Based Question. 1. USA: College Board, 2002. 2-‐9. Johnson, David, and Anne Wohlcke. The World the Industrial Revolution Made 1750-‐1914. 1. Irvine: Humanities Out There, 2003.


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Unit 3 Considering Perspectives and supporting opinions: Global Change in the era of New Imperialism Students learn that imperialism was one consequence of the Industrial Revolution. Students learn that Industrial nations used their power to control the native people in a variety of ways. They read sources from both the colonized and colonizer and learn to interpret point of view and bias. Students use these points of view to create an argument with supporting evidence. Key Standards: 10.4 Key Literacy Standards: Reading: 9-‐10: 1, 2, 3, 4, 5, 6 Writing: 9-‐10: 1,2,4,5,8,9 Listening and Speaking: 9-‐10 1,6 Builds on Prior Knowledge: Students continue to read text and analyze sources to understand content. Central Texts: Textbook: McDougal Littell World History: Patterns of Interaction California: Student Edition Grade 10 Modern World History 2006 by Houghton Mifflin Harcourt, Linda Black, Larry S. Krieger. Unit Three: Industrialism and the Race for Empire: The Age of Imperialism pgs 336-‐401 Primary & Secondary Sources: The British Library. Victoria Terminus, Bombay, 1888, The London Times: 1881, 1910, 1911. Rosenfeld, Alan. New Imperialism: Africa. 1. Irvine: Humanities Out There, 2005.

Unit 4 Considering Perspectives and Reading Closely for Textual Details: Causes and course of World War I Students learn that World War I was one of the outcomes that resulted from the competition of acquiring colonies during New Imperialism. Students analyze both quantitative and qualitative primary and secondary sources to help determine the cause, course and outcomes of WWI. Students include point of view in their analysis of the primary sources and develop skills understand quantitative charts and figures. Key Standards: 10.5-‐10.6 Key Literacy Standards: Reading: 9-‐10: 1,2,3,4,5,6,7,8 Writing: 9-‐10: 1,2,4,5,8 Listening and Speaking: 1,6 Builds on Prior Knowledge: Students continue to read text, analyze sources and interpret point of view from to understand content. Central Texts: Textbook: McDougal Littell World History: Patterns of Interaction California: Student Edition Grade 10 Modern World History 2006 by Houghton Mifflin Harcourt, Linda Black, Larry S. Krieger.


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Unit Four: The World at War: The Great War pgs 404-‐424 Primary and Secondary Sources: Johnson, David, and Anne Wohlcke. A Century of Total War: Mobilizing People and Industry 1914-‐1945. 1. Irvine: Humanities Out There, 2003.


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TIMELINE 6 Weeks

4 Weeks

4 Weeks

4 Weeks

FIRST SEMESTER UNIT 1 UNIT 2 UNIT 3 UNIT 4

TITLE

Becoming a Close Reader and Writing to Learn: The Development of Western Political Thought

Gathering Evidence and Speaking to Others: The Effects of the Industrial Revolution

Considering Perspectives and supporting opinions: Global Change in the era of New Imperialism

Considering Perspectives and Reading Closely for Textual Details: Causes and course of World War I

END OF UNIT PERFORMANCE TASK

Explanatory Writing: Describe the ideas that have created the political system known as democracy. Support you argument with evidence. Analysis of a political Cartoon: French Revolution: The Three Estates Using the source, cite specific examples that explain the social problems that contributed to the political revolution in France in 1789?

Comparative Writing: Compare and contrast the lives of the working class to the lives of the middle class during the Industrial Revolution. Structured Oral Debate: Were the effects of the Industrial Revolution beneficial or detrimental to society?

Identifying Point of View: Based on your analysis of the documents, identify positive and negative consequences of British Imperialism in India from the perspective of the colonizer and colonized.

Identifying Point of View & Reading Political Cartoons and interpreting Charts: Based on your analysis of the sources, how did nations mobilize people and industry to create total war?

BIG IDEAS AND ESSENTIAL QUESTION

BI: Change can be evolutionary or revolutionary.

EQ’s: What causes people to seek political, social or economic change? -‐What political, social and economic conditions led to

BI: Change can either be beneficial or detrimental.

EQ’s: Was rapid industrialization beneficial or detrimental to society? How did industrialization and urbanization impact

BI: Power can be used and abused.

EQ’s: Why did Industrial Nations imperialize? How did Industrial Nations govern and what impact did it have on their people and the native people?

BI: Force can be countered with equal or greater force.

EQ’s: How did nations use nationalism to gain support for war? How did war impact society, politics and economics? How did the outcome of the


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the rise of revolutions and nationalism? -‐How did Greco-‐Roman and Judeo-‐Christian ideas impact modern philosophical thought? -‐How did philosophical thinkers contribute to change? -‐How do revolutions impact other nations? -‐ What do revolutions have in common?

politics, society and economics? How did the development of new technical and scientific inventions impact the lives of people? How did urbanization and the development of factories influence the way people worked and the environment?

What positive and negative consequences came from imperialism? How did native people respond?

war impact society, politics and economics?

COMPLEX TEXTS

Sources from the text 10 Commandments pg 12 Excerpt from Republic pg 8 Excerpt from The Magna Carta pg 19 Excerpt from The Social Contract and The Spirit of the Laws pg 197 The Three Estates image pg 218

Sources from the text Chart pg 293 Excerpt from Karl Marx & Friedrich Engels pg302 Perspectives pg 307

Sources from the text Excerpt from Cecil Rhodes, Confession of Faith, 1877. Pg 341 Perspectives of Imperialism pg 351

Sources from the text Propaganda Poster pg 406 Interpreting Maps: 412 Perspectives on armistice pg 421 Interpreting Charts: p422 Views on War pg 423 Interpreting Maps 426

ADDITIONAL/ COMPANION TEXTS

TCI: History Alive: Transformations in Europe, Political Revolutions and their Legacies United Streaming Videos: French Revolution, Napoleon

TCI: History Alive: The Industrial Revolution DBQ Project: Female Mill Workers in England and Japan United Streaming Videos: The Industrial World

TCI: History Alive: Imperialism DBQ Project: How did colonialism impact Kenya? White Man’s Burden 1899, Rudyard Kipling

TCI: History Alive: World War I All Quiet on the Western Front, Erich Maria Remarque, 1929 United Streaming: World War I

Content Standards

10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.

10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. 1. Analyze why England was the first

10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

10.5 Students analyze the causes and course of the First World War.

1. Analyze the arguments

for entering into war presented by leaders


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1. Analyze the similarities and differences in Judeo-‐Christian and Greco-‐Roman views of law, reason and faith, and duties of the individual.

2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.

3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.

10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-‐government and individual liberty.

1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-‐Louis Montesquieu, Jean-‐Jacques Rousseau,

country to industrialize. 2. Examine how

scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

3. Describe the

growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

4. Trace the evolution

of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

5. Understand the

connections among

1. Describe the rise of industrial economies and their link to imperialism and colonial-‐ism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

2. Discuss the locations of

the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

3. Explain imperialism

from the perspective of the colonizers and the colonized and the varied immediate and long-‐term responses by the people under colonial rule.

4 Describe the independence

struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-‐sen in China, and the roles of ideology and religion.

from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war."

2. Examine the principal

theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

3. Explain how the

Russian Revolution and the entry of the United States affected the course and outcome of the war.

4. Understand the nature

of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.

5. Discuss human rights

violations and genocide, including the Ottoman government's actions


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Simón Bolívar, Thomas Jefferson, James Madison).

2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).

3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.

4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.

5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.

natural resources, entrepreneurship, labor, and capital in an industrial economy.

6. Analyze the

emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

7. Describe the

emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.

against Armenian citizens.

10.6 Students analyze the effects of the First World War.

1. Analyze the aims and

negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United States's rejection of the League of Nations on world politics.

2. Describe the effects of

the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.

3. Understand the

widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.

4. Discuss the influence of

World War I on literature, art, and intellectual life in the


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West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway).

READING STANDARDS ACROSS UNITS

CCSS.ELA-‐Literacy.RH.9-‐10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-‐Literacy.RH.9-‐10.2 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.

CCSS.ELA-‐Literacy.RH.9-‐10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

CCSS.ELA-‐Literacy.RH.9-‐10.4 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.

CCSS.ELA-‐Literacy.RH.9-‐10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

CCSS.ELA-‐Literacy.RH.9-‐10.6 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.

CCSS.ELA-‐Literacy.RH.9-‐10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS.ELA-‐Literacy.RH.9-‐10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims. CCSS.ELA-‐Literacy.RH.9-‐10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

CCSS.ELA-‐Literacy.RH.9-‐10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.


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READING STANDARDS CENTRAL TO THIS UNIT

CCSS.ELA-‐Literacy.RH.9-‐10.1 CCSS.ELA-‐Literacy.RH.9-‐10.2 CCSS.ELA-‐Literacy.RH.9-‐10.3 CCSS.ELA-‐Literacy.RH.9-‐10.4

CCSS.ELA-‐Literacy.RH.9-‐10.1 CCSS.ELA-‐Literacy.RH.9-‐10.2 CCSS.ELA-‐Literacy.RH.9-‐10.3 CCSS.ELA-‐Literacy.RH.9-‐10.4 CCSS.ELA-‐Literacy.RH.9-‐10.5 CCSS.ELA-‐Literacy.RH.9-‐10.6 CCSS.ELA-‐Literacy.RH.9-‐10.7 CCSS.ELA-‐Literacy.RH.9-‐10.8 CCSS.ELA-‐Literacy.RH.9-‐10.9 CCSS.ELA-‐Literacy.RH.9-‐10.10

CCSS.ELA-‐Literacy.RH.9-‐10.1 CCSS.ELA-‐Literacy.RH.9-‐10.2 CCSS.ELA-‐Literacy.RH.9-‐10.3 CCSS.ELA-‐Literacy.RH.9-‐10.4 CCSS.ELA-‐Literacy.RH.9-‐10.5 CCSS.ELA-‐Literacy.RH.9-‐10.6

CCSS.ELA-‐Literacy.RH.9-‐10.1 CCSS.ELA-‐Literacy.RH.9-‐10.2 CCSS.ELA-‐Literacy.RH.9-‐10.4 CCSS.ELA-‐Literacy.RH.9-‐10.5 CCSS.ELA-‐Literacy.RH.9-‐10.8

WRITING STANDARDS ACROSS UNITS

CCSS.ELA-‐Literacy.W.9-‐10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-‐Literacy.W.9-‐10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-‐Literacy.W.9-‐10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-‐chosen details, and well-‐structured event sequences.

CCSS.ELA-‐Literacy.W.9-‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-‐specific expectations for writing types are defined in standards 1–3 above.)


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CCSS.ELA-‐Literacy.W.9-‐10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)

CCSS.ELA-‐Literacy.W.9-‐10.6 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 dynamically.

CCSS.ELA-‐Literacy.W.9-‐10.7 Conduct short as well as more sustained research projects to answer a question (including a self-‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-‐Literacy.W.9-‐10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-‐Literacy.W.9-‐10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-‐Literacy.W.9-‐10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.CCSS.ELA-‐Literacy.WHST.11-‐12.1 Write arguments focused on discipline-‐specific content.

CCSS.ELA-‐Literacy.WHST.11-‐12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-‐Literacy.WHST.11-‐12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-‐Literacy.WHST.11-‐12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-‐Literacy.WHST.11-‐12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-‐Literacy.WHST.11-‐12.7 Conduct short as well as more sustained research projects to answer a question (including a self-‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


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CCSS.ELA-‐Literacy.WHST.11-‐12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA-‐Literacy.WHST.11-‐12.9 Draw evidence from informational texts to support analysis, reflection, and research. CCSS.ELA-‐Literacy.WHST.11-‐12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

WRITING STANDARDS CENTRAL TO THIS UNIT

CCSS.ELA-‐Literacy.W.9-‐10.1 CCSS.ELA-‐Literacy.W.9-‐10.2 CCSS.ELA-‐Literacy.W.9-‐10.3 CCSS.ELA-‐Literacy.W.9-‐10.9

CCSS.ELA-‐Literacy.W.9-‐10.1 CCSS.ELA-‐Literacy.W.9-‐10.4 CCSS.ELA-‐Literacy.W.9-‐10.5 CCSS.ELA-‐Literacy.W.9-‐10.8 CCSS.ELA-‐Literacy.W.9-‐10.9

CCSS.ELA-‐Literacy.W.9-‐10.1 CCSS.ELA-‐Literacy.W.9-‐10.2 CCSS.ELA-‐Literacy.W.9-‐10.4 CCSS.ELA-‐Literacy.W.9-‐10.5 CCSS.ELA-‐Literacy.W.9-‐10.8 CCSS.ELA-‐Literacy.W.9-‐10.9

CCSS.ELA-‐Literacy.W.9-‐10.1a CCSS.ELA-‐Literacy.W.9-‐10.2 CCSS.ELA-‐Literacy.W.9-‐10.3 CCSS.ELA-‐Literacy.W.9-‐10.4 CCSS.ELA-‐Literacy.W.9-‐10.5

SPEAKING AND LISTENING STANDARDS ACROSS UNITS

CCSS.ELA-‐Literacy.SL.9-‐10.1 Initiate and participate effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-‐Literacy.SL.9-‐10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-‐Literacy.SL.9-‐10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

CCSS.ELA-‐Literacy.SL.9-‐10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


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CCSS.ELA-‐Literacy.SL.9-‐10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-‐Literacy.SL.9-‐10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 here for specific expectations.)

SPEAKING AND LISTENING STANDARDS CENTRAL TO THIS UNIT

CCSS.ELA-‐Literacy.SL.9-‐10.1 CCSS.ELA-‐Literacy.SL.9-‐10.6

CCSS.ELA-‐Literacy.SL.9-‐10.1 CCSS.ELA-‐Literacy.SL.9-‐10.3 CCSS.ELA-‐Literacy.SL.9-‐10.4 CCSS.ELA-‐Literacy.SL.9-‐10.6



ELD STANDARDS ACROSS UNITS

Part I: Interacting in Meaningful Ways A. Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics 2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) 3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges 4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) B. Interpretive 5. Listening actively to spoken English in a range of social and academic context 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly through language 7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area 8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.,) depending on modality, text type, purpose, audience, topic, and content area C. Productive


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9. Expressing information and ideas in formal oral presentations on academic topics 10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology 11. Justifying own arguments and evaluating others’ arguments in writing 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

ELD STANDARDS CENTRAL TO THIS UNIT

A 1, 2, 4, B 5,6,7,8 C 9,10,11,12

A 1, 2,3, 4 B 5,6,7,8 C 9,10,11,12

A 1,2,3,4, B 5,6,7,8 C 9,10,11,12

A 1,2,3,4 B 5,6 C 9, 10, 11, 12

CROSS-‐CONTENT/ REAL WORLD CONNECTIONS

Current Political and Economic Revolutions Modern Democratic Nation Building

Global Warming Child Labor Globalization

Imperialism Spheres of Influence Globalization Child Labor Outsourcing

War in Afghanistan 9-‐11


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These curriculum maps are designed to address CCSS Literacy outcomes. The overarching focus for all curriculum maps is building student’s content knowledge and literacy skills as they develop knowledge about the world.

Each unit provides several weeks of instruction. Each unit also includes various formative and summative assessments.

Taken as a whole, this curriculum map is designed to give teachers recommendations and some concrete strategies to address the shifts required by CCSS.

Building knowledge through content-‐rich nonfiction

SAUSD’s approach emphasizes effective literacy instruction integrated with content knowledge to engage students and promote inquiry. The texts are sequenced around a topic leading to the big idea and essential questions in order to provide a clear and explicit purpose for instruction.

• Curriculum includes a rich variety of texts, including literature, nonfiction, media, primary sources, visuals.

• Curriculum is based in part on what resources teachers likely already have, but also includes additional authentic texts needed to craft a coherent learning progression within and among grade levels.

• The curriculum includes literacy standards, but these enhance rather than replace the currently adopted content area standards in Science and Social Science.

Reading, writing, and speaking grounded in evidence from text, both literary and informational

SAUSD’s approach emphasizes working with evidence, including students self-‐assessing, learning to ask strong text-‐dependent strategic questions as they read. It emphasizes performance tasks that require students to cite textual evidence, to revise and reflect on their own writing as well as their peers’ writing. It emphasizes students building expertise about a topic and often sharing that expertise with classmates or a wider audience.

• Throughout instruction, students are asked to return to the text through sequenced, rich, and rigorous evidence based questioning, discussions, and varied, engaging tasks.

• Students write routinely, including a balance of on-‐demand and process writing. Students will draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms.

• All end-‐of-‐unit performance tasks directly build on the reading students have been doing in the unit. Many are designed to build students’ engagement by asking them to do a more real-‐world task.

• Performance tasks may include narratives, but emphasize informative and argumentative writing.


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Regular practice with complex text and its academic language

SAUSD’s approach emphasizes active reading of complex texts by all students. Students will read a progression of complex texts and focus on building academic language and syntax in context.

• Texts are chosen to reflect a variety of factors: Lexile level, complexity of the topic/concept, the appropriateness of the text given the specific literacy standard or task.

• Texts cultivate students’ interests, are relevant to their culture, and engage them in reading, writing, and speaking.

• Curriculum directly address supports for meeting the needs of a wide range of learners in order for every student to become a more proficient and independent reader.

• Curriculum emphasizes academic and domain specific vocabulary as well as other words ELLs or other struggling readers might not know

• Curriculum strongly emphasize teaching students how to figure out words in context. • Students are expected to do regular independent reading to build on concepts and ideas in each unit.

Research shows that students must read a high volume of text at their reading level in order to build a strong vocabulary.


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How to Read this Document

• The purpose of this document is to provide a high-‐level summary of each unit and name the standards each unit addresses.

• First, read each module overview paragraph. This describes the purpose for the unit the connections with previous and subsequent units.

• On the map, note the titles across the year: These show the progression of literacy skills. • Note the distinction between standards “across units” vs. “central to this unit.”

o Standards labeled “across units” are foundational to the CCSS shifts, and therefore are taught early and reinforced through the year.

o Standards “central to this unit” are the focus for that specific unit. o Standards formally assessed are in bold.

• Text: Bold indicates the core text(s) for the unit.

Grade: 11 Spring Semester Unit 5 Reading Closely for Textual Details & Researching to Build Knowledge and Teaching Others: Post

World War I. Students read the text and primary sources to build understanding of Totalitarian rulers. Students interpret the effects of WWI and identify how this led to the rise of Totalitarian leaders in the Soviet Union, Germany and Italy. They analyze the components of Fascism and Communism. Students create an informative/explanatory digital brochure explaining how these Totalitarian ideologies impacted the social, political and economic standing of The Soviet Union, Germany and Italy. Students share their findings with classmates during small group discussion.

Key Standards: 10.7 Literacy Standards: Reading: 9-‐10.1,2,3,4,5 Writing: 9-‐10: 2,4,6,8,10 Listening and Speaking: 9-‐10: 1,2,5

Builds on Prior Knowledge: Students continue to read text, analyze sources and interpret point of view to understand content. Central Texts: Textbook: McDougal Littell World History: Patterns of Interaction California: Student Edition Grade 10 Modern World History 2006 by Houghton Mifflin Harcourt, Linda Black, Larry S. Krieger.


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Unit Four: The World at War: Revolution and Nationalism pgs 430-‐481 Primary and Secondary Sources: Ellis, Elisabeth, and Anthony Esler. World History: Connections To Today. 1st ed. Upper Saddle River, New Jersey: Prentice Hall, 1999.

Unit 6 Researching to Build Knowledge and Teaching Others: Causes and consequences of World War II After studying the causes, course and consequences of WWII, students read and interpret two sources to prepare for an oral debate that answers the question, Was the dropping of the Atomic Bomb justified? In order to prepare students must identify the point of view from both articles, understand the text and be able to create an argument. Students create an argument that is coherent and organized. Students reflect, revise and edit when necessary and incorporates multiple sources to support their argument. Students work in small groups to discuss and develop ideas before presenting their finding in structured manner. Their language demonstrates command of language and understanding of audience. Key Standards: 10.8 Literacy Standards: Reading: 9-‐10: 1, 2, 3, 4, 5,6,7,8,9,10 Writing: 9-‐20: 1,4,5,8,9 Listening and Speaking: 9-‐10:1,3,4,6 Builds on Prior Knowledge: Students read and interpret complex texts. Students identify key points in a text. Students discuss complex ideas in a group structue. Central Texts: Textbook: McDougal Littell World History: Patterns of Interaction California: Student Edition Grade 10 Modern World History 2006 by Houghton Mifflin Harcourt, Linda Black, Larry S. Krieger. Unit Four: The World at War: Revolution and Nationalism pgs 430-‐481 Primary and Secondary Sources: The Phyllis Schlafly Report. The Lifesaver Bomb. Vol. 29, No. 4 * Box 618, Alton, Illinois 62002 * November 1995 Freeman, Robert. Was the Atomic Bombing of Japan Necessary?

Unit 7 Researching to Deepen Understanding: Post World War II world Students learn that the Cold War was a conflict based on political ideology between democratic nations and communist nations with the United States and the Soviet Union being the main competitors. Students identify and research how this competition influenced other regions around the world like Asia, Africa, Europe, and Latin America. Students create an informative/explanatory power point presentation. They collaborate with a partner to conduct research of an assigned region where Cold War Events occurred. Students use powerpoint to accompanying their presentation that includs citations from a variety of sources. Students use textual evidence from a variety of sources to support their detailed and organized argument. Students present findings in an organized and logical way with a clear sense of audience and command of language.


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Key Standards: 10.9 Literacy Standards: Reading: 9-‐10:1,2,3,4,5,7,10 Writing: 9-‐10:1,2,4,5,6 Listening and Speaking: 9-‐10:1,2,4,5,6 Builds on Prior Knowledge: Students read, interpret complex texts. Students use digital media. Students present information orally. Central Texts: Textbook: McDougal Littell World History: Patterns of Interaction California: Student Edition Grade 10 Modern World History 2006 by Houghton Mifflin Harcourt, Linda Black, Larry S. Krieger. Unit Five: Perspectives on the Present: Restructuring the Postwar World pgs 528-‐554 Primary and Secondary Sources:

Unit 8

Researching to Deepen Understandings: Globalization Globalization can be described in broad terms as a process that makes something worldwide in its reach or operation. Currently, globalization is most often used in reference to the spread or diffusion of economic or cultural influences. There are many arguments for such as the promotion of world peace, raising the standard of living and creating jobs in emerging countries. There are also arguments against globalization such as the benefits favor developed nations, jobs are taken away from developed countries and erodes local cultures. Students explore these issues in a variety of locations around the world create an argument to a research question and write an informative/explanatory research paper that is organized and uses a variety scholarly sources. Student interpret point of view in the texts and analyze them in a coherent way. Students discuss their findings in small groups during the research process. Students also follow the writing process of revisions, reflection and editing until they have created their final draft. Key Standards: 10.10 Key Literacy Standards: Reading: 9-‐10: 1,2,3,4,5,6,7,8,10 Writing: 9-‐10: 1,2,4,5,6,7,8,9,10 Listening and Speaking: 9-‐10: 1,2,5 Builds on Prior Knowledge: Students read, interpret a variety of complex texts. Students create an informative/explanatory arguments supported by scholarly sources. Students use digital media. Central Texts: Textbook: McDougal Littell World History: Patterns of Interaction California: Student Edition Grade 10 Modern World History 2006 by Houghton Mifflin Harcourt, Linda Black, Larry S. Krieger. Unit Five: Perspectives on the Present: Global Interdependence pgs 634-‐666


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SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 10 Semester 2

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TIMELINE 4 Weeks

5 Weeks

5 Weeks

4 Weeks

FIRST SEMESTER UNIT 5 UNIT 6 UNIT 7 UNIT 8

TITLE

Reading Closely for Textual Details & Researching to Build Knowledge and Teaching Others: Post World War I.

Researching to Build Knowledge and Teaching Others: Causes and consequences of World War II

Researching to Deepen Understanding: Post World War II world

Researching to Deepen Understanding: Globalization

END OF UNIT PERFORMANCE TASK

Explanatory Brochure Using the provided template, create a brochure that demonstrates understanding of Totalitarian Rulers in the Soviet Union, Italy and Germany. You must describe and give examples for each category (Propaganda, Economy/Agriculture, and Terror) and explain how each leader used that category to maintain power and control. You must explain each country’s use of the category in a minimum of three sentences.

Oral Debate You are to represent one of the points of view during WWII. You must Read two articles identify the point of view of your article, address the counterarguments with responses, and make a final statement. Was the dropping of the Atomic Bomb justified?

Power Point What were some of the important events in the Cold War? Europe, Asia, Africa, & Latin America (Select One) • Working with a partner,

research the Region that the teacher assigns.

• Create a power point presentation following the guidelines.

• Print a handout with the nine slides printed on one page.

• Be prepared to present to class – practice the presentation with your partner before delivering it to the class.

Research Paper Analyze the effects of globalization on culture and economics in the third world. What are the positive and negative responses to globalization in the third world? Use must have a clear argument that is supported by 3-‐5 scholarly sources, use MLA format, and use 1500 words.


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• Each student will be responsible for completing the chart while their classmates present.

• The follow-‐up activity is timelines of important events that occurred during the Cold War.

Slide 1 Name of the Region include picture, include your name, the period, and the date. Slide 2 Date/dates of Cold War events Include picture Slide 3 Location, Include map Slide 4 Participants (who was involved?) Include picture Slide 5 Describe Three key Cold War events. Slide 6 How did the Cold War events end or are they ongoing? Slide 7 Analysis: Why were these events important in the course


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of the Cold War? Slide 8 Write the standard 10.9. Select an ESLR. Follow-‐up Activity Each student will create 2a timeline demonstrating understanding of Cold War Events. • Title • Beginning point, intervals, end point

• Events with summaries • 2 visuals per timeline (4 total)

BIG IDEAS AND ESSENTIAL QUESTION

BI: Power comes in many forms.

EQ’s: What attracts individuals to democracy, communism, and socialism? How did Totalitarian leaders use their power to influence? How did these leaders influence the political, social and economic role of their country?

BI: Power can be seen and unseen.

EQ’s: How do ethical choices have lasting effects? How do points of view change over time?

BI: With Power comes choice

EQ’s: How do points of view change over time? What rules were created from WWII? How does point of view change over time? How does ideology impact conflict? How does one event impact another?

BI: Change can be helpful or harmful

EQ’s: What is globalization? Who benefits from globalization and why? Who and what is harmed by globalization? What effect does globalization have on economy, environment, society and politics? Is globalization necessary in the modern world? Is globalization inevitable?


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COMPLEX TEXTS

Sources from text Image pg 442 Interpreting Chart p444

Sources from text Interpreting Maps pgs 492, 499, 508, 510 Interpreting Charts pgs 505, 512, 515 Primary Sources: Human Costs 524-‐525

Sources from text Interpreting Maps pgs 532, 535, 543, 545, Political Cartoon pgs 533, 613, Primary Source: 627,

Sources from text Interpreting charts pg 642, 644, 680, 684 Interpreting Maps pgs 643, 651, Primary Sources pgs 647, 681 Images pgs 678, 688,

ADDITIONAL/ COMPANION TEXTS

United Streaming: Men of our time: Hitler, Stalin Johnson, David, and Anne Wohlcke. A Century of Total War: Mobilizing People and Industry 1914-‐1945. 1. Irvine: Humanities Out There, 2003.

TCI: History Alive: World War II Rosenfeld, Alan. Genocide 1. Irvine: Humanities Out There, 2005.

TCI: History Alive: Cold War

TCI: History Alive: Contemporary Global Issues

Content Standards

10.7 Students analyze the rise of totalitarian governments after World War I.

1. Understand the causes and

consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag).

2. Trace Stalin's rise to

power in the Soviet Union and the connection between economic policies, political policies,

10.8 Students analyze the causes and consequences of World War II.

1. Compare the German,

Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-‐Hitler Pact of 1939.

2. Understand the role of

appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United

10.9 Students analyze the international developments in the post-‐World World War II world. 1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.

2. Analyze the causes of the Cold War, with the free

10.10 Students analyze instances of nation-‐building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.

1. Understand the

challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.


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the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).

3. Analyze the rise,

aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.

States prior to the outbreak of World War II.

3. Identify and locate the

Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.

4. Describe the political,

diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).

5. Analyze the Nazi policy of

pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.

world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.

3. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.

4. Analyze the Chinese Civil War, the rise of Mao Tse-‐tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).

5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s

2. Describe the recent

history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.

4. Discuss the important

trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.

10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).


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6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.

and 1980s as people in Soviet satellites sought freedom from Soviet control.

6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.

7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-‐Russian Soviet republics.

8. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.


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READING STANDARDS ACROSS UNITS

CCSS.ELA-‐Literacy.RH.9-‐10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-‐Literacy.RH.9-‐10.2 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.

CCSS.ELA-‐Literacy.RH.9-‐10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

CCSS.ELA-‐Literacy.RH.9-‐10.4 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.

CCSS.ELA-‐Literacy.RH.9-‐10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

CCSS.ELA-‐Literacy.RH.9-‐10.6 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.

CCSS.ELA-‐Literacy.RH.9-‐10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-‐Literacy.RH.9-‐10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.

CCSS.ELA-‐Literacy.RH.9-‐10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

CCSS.ELA-‐Literacy.RH.9-‐10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.


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READING STANDARDS CENTRAL TO THIS UNIT

CCSS.ELA-‐Literacy.RH.9-‐10.1 CCSS.ELA-‐Literacy.RH.9-‐10.2 CCSS.ELA-‐Literacy.RH.9-‐10.3 CCSS.ELA-‐Literacy.RH.9-‐10.4 CCSS.ELA-‐Literacy.RH.9-‐10.5

CCSS.ELA-‐Literacy.RH.9-‐10.1 CCSS.ELA-‐Literacy.RH.9-‐10.2 CCSS.ELA-‐Literacy.RH.9-‐10.3 CCSS.ELA-‐Literacy.RH.9-‐10.4 CCSS.ELA-‐Literacy.RH.9-‐10.5 CCSS.ELA-‐Literacy.RH.9-‐10.6 CCSS.ELA-‐Literacy.RH.9-‐10.7 CCSS.ELA-‐Literacy.RH.9-‐10.8 CCSS.ELA-‐Literacy.RH.9-‐10.9 CCSS.ELA-‐Literacy.RH.9-‐10.10

CCSS.ELA-‐Literacy.RH.9-‐10.1 CCSS.ELA-‐Literacy.RH.9-‐10.2 CCSS.ELA-‐Literacy.RH.9-‐10.3 CCSS.ELA-‐Literacy.RH.9-‐10.4 CCSS.ELA-‐Literacy.RH.9-‐10.5 CCSS.ELA-‐Literacy.RH.9-‐10.7 CCSS.ELA-‐Literacy.RH.9-‐10.10

CCSS.ELA-‐Literacy.RH.9-‐10.1 CCSS.ELA-‐Literacy.RH.9-‐10.2 CCSS.ELA-‐Literacy.RH.9-‐10.3 CCSS.ELA-‐Literacy.RH.9-‐10.4 CCSS.ELA-‐Literacy.RH.9-‐10.5 CCSS.ELA-‐Literacy.RH.9-‐10.6 CCSS.ELA-‐Literacy.RH.9-‐10.7 CCCSS.ELA-‐Literacy.RH.9-‐10.8 CSS.ELA-‐Literacy.RH.9-‐10.10

WRITING STANDARDS ACROSS UNITS

CCSS.ELA-‐Literacy.W.9-‐10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-‐Literacy.W.9-‐10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-‐Literacy.W.9-‐10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-‐chosen details, and well-‐structured event sequences.


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CCSS.ELA-‐Literacy.W.9-‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-‐specific expectations for writing types are defined in standards 1–3 above.)

CCSS.ELA-‐Literacy.W.9-‐10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)

CCSS.ELA-‐Literacy.W.9-‐10.6 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 dynamically.

CCSS.ELA-‐Literacy.W.9-‐10.7 Conduct short as well as more sustained research projects to answer a question (including a self-‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-‐Literacy.W.9-‐10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-‐Literacy.W.9-‐10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


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CCSS.ELA-‐Literacy.W.9-‐10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

WRITING STANDARDS CENTRAL TO THIS UNIT




CCSS.ELA-‐Literacy.W.9-‐10.1 CCSS.ELA-‐Literacy.W.9-‐10.2 CCSS.ELA-‐Literacy.W.9-‐10.4 CCSS.ELA-‐Literacy.W.9-‐10.5 CCSS.ELA-‐Literacy.W.9-‐10.6 CCSS.ELA-‐Literacy.W.9-‐10.7 CCSS.ELA-‐Literacy.W.9-‐10.8 CCSS.ELA-‐Literacy.W.9-‐10.9 CCSS.ELA-‐Literacy.W.9-‐10.10

SPEAKING AND LISTENING STANDARDS ACROSS UNITS

CCSS.ELA-‐Literacy.SL.9-‐10.1 Initiate and participate effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-‐Literacy.SL.9-‐10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-‐Literacy.SL.9-‐10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

CCSS.ELA-‐Literacy.SL.9-‐10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-‐Literacy.SL.9-‐10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


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CCSS.ELA-‐Literacy.SL.9-‐10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 here for specific expectations.)

SPEAKING AND LISTENING STANDARDS CENTRAL TO THIS UNIT

CCSS.ELA-‐Literacy.SL.9-‐10.1 CCSS.ELA-‐Literacy.SL.9-‐10.2 CCSS.ELA-‐Literacy.SL.9-‐10.5

CCSS.ELA-‐Literacy.SL.9-‐10.1 CCSS.ELA-‐Literacy.SL.9-‐10.3 CCSS.ELA-‐Literacy.SL.9-‐10.4 CCSS.ELA-‐Literacy.SL.9-‐10.6

CCSS.ELA-‐Literacy.SL.9-‐10.1 CCSS.ELA-‐Literacy.SL.9-‐10.2 CCSS.ELA-‐Literacy.SL.9-‐10.4 CCSS.ELA-‐Literacy.SL.9-‐10.5 CCSS.ELA-‐Literacy.SL.9-‐10.6

CCSS.ELA-‐Literacy.SL.9-‐10.1 CCSS.ELA-‐Literacy.SL.9-‐10.2 CCSS.ELA-‐Literacy.SL.9-‐10.5

ELD STANDARDS ACROSS UNITS

Part I: Interacting in Meaningful Ways A. Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics 2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) 3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges 4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) B. Interpretive 5. Listening actively to spoken English in a range of social and academic context 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly through language 7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area 8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.,) depending on modality, text type, purpose, audience, topic, and content area


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C. Productive 9. Expressing information and ideas in formal oral presentations on academic topics 10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology 11. Justifying own arguments and evaluating others’ arguments in writing 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

ELD STANDARDS CENTRAL TO THIS UNIT

A: 1,2,3,4 B: 5,6,7,8, C: 9,10,11,12

A: 1,2,3,4 B: 5,6,7,8, C: 9,10,11,12

A: 1,2,3,4 B: 5,6,7,8, C: 9,10,11,12

A: 1,2,3,4 B: 5,6,7,8, C: 9,10,11,12

CROSS-‐CONTENT/ REAL WORLD CONNECTIONS

Socialism and Communism in other parts of the World: China& Latin America

War in Iraq, Afghanistan Build up of Nuclear Weapons Nuclear Weapons in North Korea Genocide in Rwanda, Cambodia, Nanjing

McCarthyism Space Race/Exploration Nuclear Build up and Détente

Globalization Outsourcing Deforestation Environmentalism Global Warming

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