1. Knowledge and Cultural Understanding
1.1. Historical Literacy
1.1.1. 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.
1.1.2. 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."
1.1.3. 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. Ethical Literacy
1.2.1. 10.5.5-Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.
1.2.2. 10.8.1-Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
1.2.3. 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.
1.3. Cultural Literacy
1.3.1. 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).
1.3.2. 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).
1.3.3. 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.
1.4. Geographic Literacy
1.4.1. 10.3.5-Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
1.4.2. 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).
1.4.3. 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.
1.5. 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. 10.4.1-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).
1.5.3. 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. 10.6.1-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.
1.6.2. 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.
1.6.3. 10.10.3-Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
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.
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. 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.
3.2. Constitutional Heritage
3.2.1. 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.
3.2.2. 10.1.3- Consider the influence of the U.S. Constitution on political systems in the contemporary world.
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. 10.10.3-Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
3.3.3. No other relevant Standards
4. Skill Attainment and Social Participation
4.1. Participation Skills
4.1.1. 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.
4.1.1.1. H-SS AS: Students identify bias and prejudice in historical interpretations.
4.1.2. CCSS.ELA-LITERACY.WHST.9-10.1.A: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
4.1.2.1. H-SS AS: Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.
4.1.3. 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.
4.2. Critical Thinking Skills
4.2.1. CCSS.ELA-LITERACY.RH.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.
4.2.1.1. H-SS AS: Students distinguish valid arguments from fallacious arguments in historical interpretations.
4.2.2. CCSS.ELA-LITERACY.WHST.9-10.2.C: Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
4.2.3. CCSS.ELA-LITERACY.WHST.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
4.2.3.1. H-SS AS: Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications.
4.3. Basic Study Skills
4.3.1. 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.
4.3.1.1. H-SS AS: Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values
4.3.2. CCSS.ELA-LITERACY.WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.
4.3.2.1. 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.
4.3.3. 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.