1. Goal of Knoledge 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. 10.9.7 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.
1.1.3. 10.3.1. Analyze why England was the first country to industrialize.
1.2. Ethical Literacy
1.2.1. 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.
1.2.2. 10.5.5 Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.
1.2.3. 10.10.3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
1.3. Cultural Literacy
1.3.1. 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).
1.3.2. 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. 10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).
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. 10.6.2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
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.
1.5. Economic Literacy
1.5.1. 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.
1.5.2. 10.3.5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
1.5.3. 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.
1.6. Sociopolitical Literacy
1.6.1. 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.
1.6.2. 10.6.3 Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
1.6.3. 10.8.5. 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.
2. Grade 10: World History, Culture, and Geography: The Modern World
3. Goal of 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. 10.4.4 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.
3.2. Constitutional Herratage
3.2.1. 10.1.3 . Consider the influence of the U.S. Constitution on political systems in the contemporary world.
3.2.2. 10.1.2. 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. 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. 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.
3.3. Civic Values, Rights, and Responsibilities
3.3.1. 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).
4. Goal of Skills Attainment and Social Participation
4.1. Basic Study Skills
4.1.1. 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.
4.1.2. CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g.,charts, research data) with qualitative analysis in print or digital text.
4.1.3. CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
4.2. Critical Thinking Skills
4.2.1. 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.
4.2.2. 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.
4.2.3. CCSS.ELA-Literacy.WHST.9-10.1b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audience’s knowledge level and concerns
4.3. Participation Skills
4.3.1. CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4.3.2. CCSS.ELA-Literacy.RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
4.3.3. CCSS.ELA-Literacy.WHST.9-10.2d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.