Grade Ten - World History, Culture, and Geography: The Modern World by Eric Palmer

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Grade Ten - World History, Culture, and Geography: The Modern World by Eric Palmer by Mind Map: Grade Ten - World History, Culture, and Geography: The Modern World by Eric Palmer

1. Goal of Knowledge and Cultural Understanding

1.1. Historical Literacy

1.1.1. Yalta Conference

1.1.2. 10.7.1 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).

1.1.3. 10.9.1 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.

1.1.4. 10.9.2 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.

1.2. Ethical Literacy

1.2.1. Holocaust Prisoners 10.5.4 Understand the nature of the war (WWI) and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort. 10.5.5 Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens. 10.5.6 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.

1.3. Cultural Literacy

1.3.1. Tiananmen Square uprising

1.3.2. 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.

1.3.3. 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).

1.3.4. 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).

1.4. Geographic Literacy

1.4.1. Geographic World Map

1.4.2. 10.3.3 Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

1.4.3. 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.

1.4.4. 10.7.1 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).

1.4.5. 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.

1.5. Economic Literacy

1.5.1. Industrial Revolution in England

1.5.2. 10.3.1 Analyze why England was the first country to industrialize.

1.5.3. 10.3.2 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).

1.5.4. 10.4.2 Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

1.6. Sociopolitical Literacy

1.6.1. Woodrow Wilson's Fourteen Points

1.6.2. 10.6.1 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’ rejection of the League of Nations on world politics.

1.6.3. 10.9.7 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.

1.6.4. 10.9.8 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. Goal of Democratic Understanding and Civic Values

2.1. National Identity

2.1.1. American Flag

2.1.2. 10.9.3 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.

2.1.3. 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.

2.1.4. 10.9.8 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.

2.2. Constitutional Heritage

2.2.1. Democracy

2.2.2. 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).

2.2.3. 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).

2.2.4. 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.

2.3. Civic Values, Rights and Responsibilities

2.3.1. US Constitution

2.3.2. 10.1.1 Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.

2.3.3. 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.

2.3.4. 10.1.3 Consider the influence of the U.S. Constitution on political systems in the contemporary world.

3. Goal of Skills Attainment and Social Participation

3.1. Participation Skills

3.1.1. Participation

3.1.2. CCSS.ELA-Literacy.WHST.9-10.2.a Introduce a topic and organize 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.

3.1.3. 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.

3.1.4. CCSS.ELA-Literacy.WHST.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.

3.2. Critical Thinking Skills

3.2.1. Thinking Skills

3.2.2. 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. H-SS AS: Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned

3.2.3. 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.

3.2.4. CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. H-SS AS: Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions

3.3. Basic Study Skills

3.3.1. Studying

3.3.2. 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. H-S AS: Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental prefer¬ences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods

3.3.3. 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.

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