History-Social Science Curriculum

Get Started. It's Free
or sign up with your email address
Rocket clouds
History-Social Science Curriculum by Mind Map: History-Social Science Curriculum

1. Knowledge and Cultural Understanding

1.1. Historical Literacy

1.1.1. 10.5 3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.

1.1.2. 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's rejection of the League of Nations on world politics.

1.1.3. 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.

1.2. Ethical Literacy

1.2.1. 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."

1.2.2. 10.5 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.

1.2.3. 10.5. 5. Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.

1.3. Cultural Literacy

1.3.1. 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.

1.3.2. 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).

1.4. Geographic Literacy

1.4.1. 10.5. 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).

1.4.2. 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.

1.4.3. 10.10 1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.

1.5. Economic Literacy

1.5.1. 10.3 5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

1.5.2. 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.

1.5.3. 10.4 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).

1.6. Sociopolitical Literacy

1.6.1. 10.10 3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.

1.6.2. 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.

1.6.3. 10.6 3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.

2. World History, Culture, and Geography: The Modern World - Grade 10 by Tyler Snyder

2.1. Visit the MindMeister Academy to learn all the tricks and become a great mapper in no time!

3. Democratic Understanding and Civic Values

3.1. National Identity

3.1.1. 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.

3.1.2. No more relevant standards

3.2. Constitutional Heritage

3.2.1. 10.1.3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.

3.2.2. 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).

3.2.3. 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).

3.3. Civic Values, Rights, and Responsibilities

3.3.1. 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.

3.3.2. No more relevant standards

4. Skills Attainment and Social Participation

4.1. Participation Skills

4.1.1. CCSS Reading Standards for Literacy in History Grades 9-10 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

4.1.2. CCSS Writing Standards for Literacy in History Grades 9-10 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

4.1.3. CCSS Writing Standards for Literacy in History Grades 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.

4.2. Critical Thinking Skills

4.2.1. CCSS Reading Standards for Literacy in History Grades 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.

4.2.2. CCSS Reading Standards for Literacy in History Grades 9-10 8. Assess the extent to which the reasoning and evidence in a text support the author’s claims. Historical and Social Sciences Analysis Skills for Grades 9-12. Historical Research, Evidence, and Point of View 1. Students distinguish valid arguments from fallacious arguments in historical interpretations.

4.2.3. CCSS Writing Standards for Literacy in History Grades 9-10 8. Gather relevant information from multiple authoritative print and digital sources (primary and secondary), 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. Historical and Social Sciences Analysis Skills for Grades 9-12. Historical Research, Evidence, and Point of View 4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

4.3. Basic Study Skills

4.3.1. CCSS Reading Standards for Literacy in History Grades 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.

4.3.2. CCSS Reading Standards for Literacy in History Grades 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.

4.3.3. CCSS Literacy Standards for Literacy in History Grades 9-10 9. Draw evidence from informational texts to support analysis, reflection, and research.