History- Social Science Curriculum Grade 10 World History, Culture, and Geography

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History- Social Science Curriculum Grade 10 World History, Culture, and Geography by Mind Map: History- Social Science Curriculum Grade 10 World History, Culture, and Geography

1. Knowledge and Cultural Understanding

1.1. Historical Literacy

1.1.1. 10.1.2. 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.

1.1.2. 10.5.3 Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.

1.1.3. 10.9.4 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).

1.2. Cultural Literacy

1.2.1. 10.3.7 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.

1.2.2. 10.6.4 Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway).

1.2.3. 10.9.6 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.

1.2.4. Ethical Literacy

1.2.4.1. 10.1.1Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.

1.2.4.2. 10.5.5 Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.

1.2.4.3. 10.6.3 Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.

1.2.5. Geographic Literacy

1.2.5.1. 10.3.3 Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

1.2.5.2. 10.4.2 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.

1.2.5.3. 10.8.3 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.

1.2.6. Economic Literacy

1.2.6.1. 10.3.4 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

1.2.6.2. 10.3.6 Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

1.2.6.3. 10.9.2. Analyze the causes of the Cold War, with the free 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.

1.2.7. Sociopolitical Literacy

1.2.7.1. 10.2.4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.

1.2.7.2. 10.4.3. 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.

1.2.7.3. 10.5.1. Analyze the arguments for entering into war presented by leaders 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. Democratic Understanding and Civic Values

2.1. National Identity

2.1.1. 10.2.3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.

2.2. Constitutional Heritage

2.2.1. 10.2.1. 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, Simón Bolívar, Thomas Jefferson, James Madison).

2.2.2. 10.2.2. 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).

2.2.3. 10.1.2. 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.

2.3. Civic Values, Rights, and Responsibilities

2.3.1. No relevant standard.

3. Skills Attainment and Social Participation

3.1. Participation Skills

3.1.1. 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.

3.1.2. CCSS ELA Literacy RH 9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

3.1.2.1. HS-SS AS: Students distinguish valid arguments from fallacious arguments in historical interpretations.

3.1.3. CCSS ELA Literacy WHST 9-10.8.6. 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.

3.2. Critical Thinking Skills

3.2.1. 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.

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

3.2.2.1. HS-SS AS:Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

3.2.3. CCSS ELA Literacy WHST 9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.

3.2.3.1. HS-SS AS: Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.

3.3. Basic Study Skills

3.3.1. 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.

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

3.3.3. CCSS ELA Literacy WHST 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.