Livingston County Curriculum Document
SUBJECT: World Civilization Grade: 10Big Idea: Big Idea: Historical Perspective
History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States, and the World.
Academic Expectations:
2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.
Duration
(amount of time) / Core Content
4.1 (DOK) / Program of Studies (POS)
Skills and Concepts / Higher Order Thinking Questions / Critical Vocabulary / Learning Targets
Aug.
1 wk /
SS-HS-2.1.1
Students will explain how belief systems, knowledge, technology, and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present).
DOK 2SS-HS-2.2.1
Students will explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). / SS-H-CS-S-1Students will demonstrate an understanding of the nature of culture:
a) analyze cultural elements of diverse groups in the United States (Reconstruction to present)
b) describe how belief systems, knowledge, technology, and behavior patterns define cultures
c) analyze historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present) in terms of how they have affected and been affected by cultural issues and elements
SS-H-CS-S-2
Students will describe and compare how various human needs are met through interactions with and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) / What is culture?
How does climate shape the development of a culture? / Social institutions
Belief systems
Knowledge
Technology
Behavior patterns
Family
Religion
Education
Government
Economy
Cultural diversity
biome / I can explain the components of a culture.
I can analyze a specific biome and create a culture that could exist there.
Aug.
2 wks
Sept.-Oct.
5 wks / SS-HS-5.1.1
Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).
DOK 3
SS-HS-5.1.2
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
DOK 3
SS-HS-5.3.1
Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories) and to question their place in the universe during the Renaissance and Reformation.
DOK 2
SS-HS-2.1.1
Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present).
DOK 2SS-HS-5.1.1
Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).
DOK 3
SS-HS-5.1.2
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
DOK 3
SS-HS-5.3.2
Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world.
DOK 2
SS-HS-2.3.1
Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).
DOK 2SS-HS-3.1.1
Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices.
DOK 2
SS-HS-4.4.3
Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation).
1. Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports
the argument presented.
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.
a. Introduce a topic; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and
concepts.
d. Use precise language and domain-specific vocabulary to manage the
complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, / SS-H-HP-S-1
Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, maps, data):
a) investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history)
examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected)
SS-H-HP-S-4
Students will research issues or interpret accounts of historical events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts):
a) explain how ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories, rediscovery of Greco-Roman philosophies) impacted people’s perspectives during the Renaissance and Reformation
SS-H-CS-S-5
Students will compare examples of cultural elements (e.g., beliefs, customs/traditions, languages, skills, literature, the arts) of diverse groups today to those of the past, using information from a variety of print and non-print sources (e.g., autobiographies, biographies, documentaries, news media, artifacts)
SS-H-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources, Internet, timelines, maps, data):
b) investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history)
examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected)
SS-H-HP-S-4
Students will research issues or interpret accounts of historical events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts):
b) analyze how new ideas and technologies of the Age of Exploration by Europeans brought great wealth to the absolute monarchies and resulted in political, economic and social changes (e.g., disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world
SS-H-CS-S-3
Students will explain or give examples of how communications between groups can be influenced by cultural differences; explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) developed as cultures emerged in the modern world (1500 A.D. to present) and in the United States (Reconstruction to present)
SS-H-E-S-1
Students will demonstrate an understanding of the nature of limited resources and scarcity in the modern world (1500 A.D. to present) and the United States (Reconstruction to present):
a) explain how scarcity of resources necessitates choices at both the personal and societal levels, and explain the impact of those choices
b) explain how governments with limited budgets consider revenues, costs and opportunity when
c) planning expenditures
describe how economic institutions (e.g., corporations, labor unions, banks, stock markets, cooperatives, partnerships) help to deal with scarcity
SS-H-G-S-4
Students will investigate interactions among human activities and the physical environment in the modern world (1500 A.D. to present) and United States (Reconstruction to present):
a) describe human strategies (e.g., transportation, communication, technology) used to overcome limits of the physical environment
b) interpret and analyze possible global effects (e.g., global warming, destruction of the rainforest, acid rain) of human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) / How did the Renaissance signal the rebirth of classical culture?
How did the Reformation impact society and politics in Europe?
How did the Age of Exploration create the groundwork for a global economy?
How did exploration and the Columbian Exchange affect the way people behaved in relation to other groups and their environment? / Renaissance
Humanism
Individualism
Art
Artifact
Architecture
Secularism
Reformation
Reform
Printing press
Cause and effect
Globalization
Absolute Monarchy
Scarcity
Want
Competition
Conflict
Discrimination
Genocide
Interdepend-ence
Northwest Passage
Columbian Exchange
Astrolabe
compass / I can analyze the origins of the Renaissance.
I can describe the political and social structure of Renaissance society.
I can analyze the development of the Reformation.
I can analyze new ways of thinking about religion that developed during the Reformation.
I can analyze why the 15th century Europeans began to explore the world.
I can trace the development and success of the Portuguese, Spanish, and Dutch Empires.
I can write an argumentative essay on the topic is Columbus is a hero or villain. (Writing Plan)
I can analyze the impact of European expansion on Africa and Southeast Asia.
Oct.-
2 wks / SS-HS-5.1.1
Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).
DOK 3
SS-HS-5.1.2
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
DOK 3
SS-HS-5.3.2
Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world.
DOK 2
SS-HS-2.3.1
Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).
/ SS-H-HP-S-4Students will research issues or interpret accounts of historical events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts):
c) analyze how new ideas and technologies of the Age of Exploration by Europeans brought great wealth to the absolute monarchies and resulted in political, economic and social changes (e.g., disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world
SS-H-CS-S-3
Students will explain or give examples of how communications between groups can be influenced by cultural differences; explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) developed as cultures emerged in the modern world (1500 A.D. to present) and in the United States (Reconstruction to present) / What were the political consequences of the Reformation?
What were the positive and negative effects of absolutism on the people and countries of Europe? / Militant Catholicism
Absolutism
Limited monarchy / I can describe the causes of the French Wars of Religion and how they were resolved.
I can identify and describe King Phillip II’s wars to spread Catholicism and increase his power.
I can list the causes and results of the Thirty Years War and explain its’ significance.
I can analyze absolutism and explain how it was a response to crisis.
I can explain why Louis XIV was the best example of an absolute monarchy.
I can differentiate between absolute monarchs and those that were not.
Nov.-Dec
6 wks / SS-HS-5.1.1
Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).
DOK 3
SS-HS-5.1.2
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
DOK 3
SS-HS-5.3.3
Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g., Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and evaluate the long range impact of these changes on the modern world.
DOK 3
SS-HS-1.1.1
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals.
DOK 3SS-HS-1.1.2