Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth grade students continue the study of world history. This study incorporates each of the seven standards. As students study
historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government.
Students gain a deeper understanding of the role of citizens and continue to develop their research
History Standard Western Europe Enlightenment & Revolution 1750 - 1820
Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio,
the United States and the world
9th Benchmarks / Grade Level Indicators / Clear Learning Targets / Strategies/ResourcesA.Explain connections between the
ideas of the Enlightenment
and changes in the relationships
between citizens and their governments /
Enlightenment Ideas
1. Explain how Enlightenment ideas produced enduring effects on political, economic and cultural institutions, including challenges to religious authority, monarchy and absolutism2. Explain connections among Enlightenment ideas, the American Revolution, the French Revolution and Latin American wars for independence
/ I can…
· Define the term
· enlightenment
· Place the Enlightenment in historical perspective
· Identify major Enlightenment thinkers and ideas
· Define the terms monarchy and absolutism
· Explain natural rights
· Explain the idea laissez-faire
· Explain the impact of the enlightenment
· Explain secular education and its impact on society
· Define the term revolution
· List three advantages of representative government
· Identify the importance of travel on the spreading of ideas
· Define natural rights
· Explain the impact of the printed word on the spreading of ideas
· Define constitutional government /
Resource
History Alive: W. Europe in Modern World1. 1Challenge of Ruling: Forming a Government
1.2.Debating the Ideal Form of Government:
A. meeting of the minds
1.3.Experiencing the Fervor of the French
Revolution
1.4. Creating a Storybook about the French
Revolution
Center for learning
Book 2Lessons 29-41
Vocabulary: Absolutism, Alliances
Allies, Enlightenment, Social Contract
Class conflict,
Chap 22 – 22.1-3
Chap 23 – 23.1-4
Chap 24 – 24.2-5 >Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth grade students continue the study of world history. This study incorporates each of the seven standards. As students study
historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government.
Students gain a deeper understanding of the role of citizens and continue to develop their research
Government Standard Western Europe Enlightenment & Revolution 1750 - 1820
Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels in order to
Understand That people create systems of government as structures of power and authority to provide order, maintain stability and promote the general
welfare.
9th Benchmarks / Grade Level Indicators / Clear Learning Targets / Strategies/ResourcesB. Analyze the differences among various forms of government to determine how power is acquired and used. /
Systems of Government
1. Explain how various systems of governments acquire, use and justify their power.2. Analyze the purposes, structures and functions of various systems of government including:
a. Absolute monarchies;
b. Constitutional monarchies;
c. Parliamentary democracies;
d. Presidential democracies;
e. Dictatorships;
f. Theocracies. / I can… /
Resource
History Alive: W. Europe in Modern World1.1 Challenge of Ruling: Forming a Government
2.Debating the Ideal Form of Government a
Meeting of the Minds
1.3.Experiencing the Fervor of the French
Revolution
1.4. Creating a Storybook about the French
Revolution
Center For Learning
Book 2
Lesson 31,32
Vocabulary:
Absolute monarchy, constitutional monarchies
Dictatorships, parliamentary democracies
Chap 22 – 22.1-3
Chap 23 – 23.1-4
Chap 24 – 24.2-5 >Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth grade students continue the study of world history. This study incorporates each of the seven standards. As students study
historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government.
Students gain a deeper understanding of the role of citizens and continue to develop their research
Citizenship Rights and Responsibilities Standard Western Europe Enlightenment & Revolution 1750 – 1820
Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and
The American democratic system
9th Benchmarks / Grade Level Indicators / Clear Learning Targets / Strategies/ResourcesA. Analyze ways people achieve governmental change, including political action, social protest and revolution. / 1. Analyze and evaluate the influence of various forms of citizen action on public policy including:
a. The French Revolution;
b. The international movement to abolish the slave trade and slavery;
2. Describe and compare opportunities for citizen participation under different systems of government including:
a. Absolute monarchies;
b. Constitutional monarchies;
c. Parliamentary democracies; / I can…
· Identify the members of the 3rd Estate
· Explain how the 3rd Estate their own form of government
· Explain the significance of the Storming of the Bastille
· Describe the Reign of Terror
· Describe how abolitionists pressed the government for changes in laws
· define absolute monarchy
· define constitutional monarchy
· define parliamentary democracy
· identify ways ordinary citizens can participate in absolute monarchies
· identify ways ordinary citizens can participate in constitutional monarchies
· identify ways ordinary citizens can participate in parliamentary democracies
· identify limits on ordinary people in absolute monarchies
· identify limits on ordinary people in constitutional monarchies
· identify limits on ordinary people in parliamentary democracies
· compare what ordinary citizens can legally do in absolute monarchies, constitutional monarchies and parliamentary democracies
· identify which system of government allows citizens to: criticize the government, access unbias information, enjoy basic rights like free speech, thought and religion, and freedom from imprisonment without a trial and participate in free elections /
Resource
History Alive: W. Europe in Modern World1.2.Debating the Ideal Form of
Government:
meeting of the minds
1.3.Experiencing the Fervor of the
French Revolution
1. 4.Creating a Storybook about the
French Revolution
Center for Learning
Book 2
Lesson 35-41
Vocabulary:
Learning Outcomes:
Facing History:
Chap 22 – 22.1-3
Chap 23 – 23.1-4
Chap 24 – 24.2-5 >Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth grade students continue the study of world history. This study incorporates each of the seven standards. As students study
historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government.
Students gain a deeper understanding of the role of citizens and continue to develop their research
Geography Standard Western Europe Industrialization Mid 1700’s – Late 1800’s
Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity
And explain the interactions that occur in an increasingly interdependent world
9th Benchmarks / Grade Level Indicators / Clear Learning Targets / Strategies/ResourcesA. Analyze the cultural, physical, economic and political characteristics that define regions
and describe reasons that regions change over time.
B. Analyze geographic changes brought about by human activity using appropriate maps and other C. Analyze the patterns and processes of movement of people, products and ideas
. . / Places and Regions
1. Interpret data to make comparisons between and
among countries and regions including
a. Birth rates;
b. Death rates;
c. Infant mortality rates;
d. Education levels
e. Per capita Gross Domestic Product (GDP).
2. Explain how differing points of view play a role
in conflicts over territory and resources
working conditions, Emigration, exploitation 3. 3.Explain how political and economic conditions,
resources geographic locations and cultures have contributed to cooperation and conflict.
Human Environmental Interaction
4. Explain the causes and consequences of
urbanization including economic development,
population growth and environmental change.
Movement
5. Analyze the social, political, economic and environmental factors that have contributed to
human migration now and in the past. / I can…
· Define the terms birth and death rates
· Define Gross Domestic Product
· Read graphs to identify raising or lowering in rates
· Make a connection between education and death/birth rates
· Make inferences related to GDP and infant mortality / History Alive: W. Europe & Modern
World
2.1The Rise of Industrialism
2.1Investigating the Effects of Industrialism
2.3 Painting, music, and literature of
the industrial Era
Vocabulary:
technologies, textiles
Union Movement, working class,
geographic data
Chap 25 – 25.1-4
.
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth grade students continue the study of world history. This study incorporates each of the seven standards. As students study
historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government.
Students gain a deeper understanding of the role of citizens and continue to develop their research
Economics Standard Western Europe Industrialization Mid 1700’s – Late 1800’s
Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make choices as producers
Consumers, savers, investors, workers, and citizens in an interdependent world
9th Benchmarks / Grade Level Indicators / Clear Learning Targets / Strategies/ResourcesA. Compare how different economic systems answer the fundamental questions of what goods and services to produce, how to produce them and who will consume them
B. Explain how the U.S. government provides public services, redistributes income, regulates the economic activity, and promotes economic growth and stability / Markets
1. Describe costs and benefits of trade with regard to:
a. Standard of living
b. Productive capacity
c. Usage of productive resources
d. Infrastructure
2. Explain how changing methods of
production and a country’s productive resources affect how it answers the fundamental economic questions of what to produce, how to produce, and for whom to produce
3 Analyze characteristics of traditional market, command and mixed economies with regard to:
a. Private property
b. Freedom of enterprise
c. Competition and consumer choice
d. The role of government
Government and Economy
4. Analyze the economic costs and benefits of protectionism, tariffs, quotas and blockades on international trade / I can…
· define infrastructure, standard of living, productive capacity, productive resources
· describe how trade increases the variety of goods available and hence raises the standard of living
· describe how trade (especially free trade) impacts employment rates
· explain how specialization and interdependence maximize the productive capacity of a nation and efficient utilization of productive resources
· describe the costs of infrastructure needed for trade
· compare hand and machine labor
· define industrialization and mass production
· explain how mechanization increases production
· describe how natural resources limit or encourage production / Center for Learning
Book 3
Lesson 10, 11
Vocabulary
Market Economy, mixed economy
Productive capacity, free trade
Private property, capitalism, tariffs
Laissez-faire, means of production
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth grade students continue the study of world history. This study incorporates each of the seven standards. As students study
historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government.
Students gain a deeper understanding of the role of citizens and continue to develop their research
History Standard Western Europe/The Great War
Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the
United States and the world.
9th Benchmarks / Grade Level Indicators / Clear Learning Targets / Strategies/ResourcesD. Connect developments related to WWI with the onset of WWII / 20th Century Conflict WW I
7. Analyze the causes and effects of World War I with emphasis on:
a. Militarism, imperialism, nationalism
and alliances;
b. The global scope, outcomes and
human costs of the war;
c. The role of new technologies and practices including
d. the use of poison gas, trench
warfare, machine guns,
airplanes, submarines and tan
e. The Treaty of Versailles and the
League of Nations
9. Assess the global impact of post-World War I economic, social and political turmoil including
A. Disarmament
B. World wide depression
C. Rise of Militaristic and totalitarian
states in Europe / I can…
(Add newly created “I Can” statements that are the Clear Learning Targets in this column, based on the grade level indicator listed to the left.) / History Alive: W. Europe & mod world
The World Wars
4.1 The First World War: European
Tensions Ignited
4.2 World War II Events: Predicting
European Responses
4.3 Recounting Stories of Resistance
From the Holocaust
4.4 Artistic Reactions to War and the
Modern World
Culminating Project:
5.1 Designing a Museum to Evaluate
European Modernization
Center for Learning
Book 3
Lesson 36, 37, 39, 40
Chap 29 – 29.14
Chap 31 – 31.1-4