Trumbull County ESC Standards-Based Social Studies Course of Study 2008
Ninth Grade: World Studies 1750 to the Present
History - continued People in Societies Economics Government Study Skills and
Methods
absolutism social institutions apartheid blockades absolute monarchies assumptions
alliances Soviet collective security command economy constitutional monarchies bias (unbiased)
Allies technologies communication competition dictatorships consistency
appeasement textile cooperation v. conflict freedom of enterprise parliamentary democracies credibility of sources
atomic weapons totalitarian exploitation infrastructure (of trade) presidential democracies data
Axis trench warfare genocide international trade theocracies logical fallacies
Bolsheviks tsars globalization market economy *MEPCV primary / secondary
civilian union movement indigenous people mixed economies sources
Cold War working class oppression / violation private property Suggested Vocabulary propaganda
colonialism working conditions of human rights productive capacity 1. political party thesis
colonized *MEPCV partition protectionism political reforms *MEPCV
communism perspectives quotas 2. conservative
cultural institutions Suggested Vocabulary: Can popular culture standard of living dictator
depression apply to other standards reunification tariffs government institutions Apply Previous Skills and
dictatorships 1. cultural/social transportation traditional economy legislation Vocabulary
disarmament natural laws *MEPCV *MEPCV liberal 1-4. credentials of the
economic institutions 2. social contract libertarian source
emigration 3. agrarian nation Suggested Vocabulary Suggested Vocabulary parliamentary (vs. USA) criteria for evaluating
Enlightenment class conflict 1. acculturation 1. agrarian nation regime sources
ethnic unrest / conflict / immigrant assimilate free trade right - left - moderate cross-references
strife labor organizations cultural diffusion interdependence sovereignty fact vs. opinion
exploitation 4. cultural imperialism desegregation 2. capitalism voter participation main idea/question
Holocaust missionaries diversity distribution paraphrase
ideologies sphere of influence inclusion means of production parts of the source
imperialism (roots of) Social Darwinism 2. atrocities - war crimes socialism point of view
indigenous language 7. armistice displacement supply & demand primary & secondary
Industrial Revolution collective security conscription 3. capital
Citizenship Rights and sources
3. global communication
industrialization mobilization post industrial society competition Responsibilities relevant/irrelevant data
labor neutrality technological innovations economic systems relevant inferences
militarism / militarist / Pan Slavism fiscal policy abolish slavery / trade reliability of views
military propaganda inflation citizen action supporting facts
modernization reparations labor organizations (impact) influence
monarchy total war v. limited war Geography laissez-faire international movement Suggested Vocabulary
nationalism 14 Points monetary policies propaganda logical conclusions
natural resources 8. command economy human migration revenue public policy / opinion objective source
persistent conflict proletariat, purges infant mortality technology slavery
perspectives Soviet per capita / Gross Domestic markets *MEPCV
political institutions 9. depression Product- GDP raw materials (natural
poverty Red Scare, unemployment urbanization resources) Suggested Vocabulary See the extensive number of
reform (political & social) 10. ultimatum, pacifism *MEPCV conservative required Thinking Processes
refugees 11. blitzkrieg collaborator police powers and Skills on the next page.
revolution Fascism, inflation Suggested Vocabulary suffrage
rural-to-urban migrations 12. containment 2. diplomatic expansionism unbiased
satellites détente, satellite international law
13. ethnic cleansing 5. national identity movement
The Bolded Vocabulary is to be assessed to show comprehension and mastery for the Indicators at this grade level. The additional Suggested Vocabulary is numbered to the corresponding
Indicator for that Standard. The Suggested Vocabulary will support the required bolded vocabulary. If a Suggested Vocabulary was bolded, it was used on an OGT assessment.
*(MEPCV) Maintain and Enhance Previous Content Vocabulary
Previous Content Vocabulary is now enhanced to the current grade appropriate Indicators. You may find it helpful to obtain a copy of the previous Content Vocabulary found in your district's social
studies standards-based course of study (e.g., Economics: productive resources - would have been previously mastered, and it is now maintained or enhanced at 9th Grade.)
Bold indicates student vocabulary mastered at this grade level. 9th - 1 Trumbull County ESC July 2008
Adapted from Summit County Standards-Based COS, Jan. 2008
Trumbull County ESC Standards-Based Social Studies Course of Study 2008
Ninth Grade: World Studies 1750 to the Present
Stated Thinking Processes and Skills “Explain” Impacts a Student’s Success Universal Process for Historical or
from the Indicators Daily Problem Solving Situations
compare: to determine how two things are alike Explain is the most frequently stated verb Use a problem-solving/decision-making
and/or different; the common/critical attributes in short and extended response questions. process which includes:
must be identified. a. identifying a problem;
Explain means to: b. gathering information;
Compare is involved in ALL of the following: make plain or clear; understandable c. listing and considering options;
d. considering advantages and
give reasons for.
analyze: to investigate by breaking it down so as to disadvantages of options;
more clearly understand the impact to the situation e. choosing and implementing a solution;
Explain requires the application of prior f. developing criteria for judging its
examine: to study closely for details; to distinguish knowledge. effectiveness;
the common/critical attributes Students will need to communicate their g. evaluate the effectiveness of the
responses with concise but complete solution.
evaluate - assess: to weigh heavily on objective information.
evidence; very factually based; must establish a set In order to do that, students must provide This universal model is the basis for all
of criteria for the situation details and go beyond just a “telegram style problem solving and decision making. It is the
response” that leaves the reader making foundations for learning each of the Thinking
describe: to analyze into its parts but less detailed too many inferences. Processes and Content Skills to be applied in
than explain The written response must include sufficient all the disciplines.
quality information and proof.
interpret: a student must 1st analyze and then
make an inference; this is more subjective than an Explain requires more details than
evaluation PROP A Universal for Evaluating
describe. Explain is at the analysis level
Evidence
cause and effect: the relationship between the or above of problem solving.
Cause = a reason or motive - the WHY P = Is it a primary or secondary sources?
Effect = the results or outcomes - R = If the source is a person, does he or she
the WHAT HAPPENED Technique Suggestion: Each time have a reason to lie?
“explain” is given in a prompt, students must O = Are there other witnesses, statements,
Cause and Effect require the analysis and evaluation cross out the word and replace it with - Give recordings, or evidence which report the
of both the intended and unintended consequences Specific Details. This raises the first same data, information or knowledge?
of a problem and its solutions. awareness of what is required. P = Is it a public or private statement?
Note: The cause/effect relationship is involved Note: O’Reilly, Kevin. Evaluating Viewpoints in United States History, Critical
Thinking Books and Software, 1990.
in a minimum of 13 of the 36 Indicators. The 9th Grade World History Standards
include “explain” in 12 of the 36 Indicators.
Bold indicates student vocabulary mastered at this grade level. 9th - 2 Trumbull County ESC July 2008
Adapted from Summit County Standards-Based COS, Jan. 2008
Trumbull County ESC Standards-Based Social Studies Course of Study 2008
Ninth Grade Scope & Sequence - World Studies from 1750 to the Present: Age of Revolutions Through the 20th Century
Ninth grade students continue the chronological study of world history. This study incorporates each of the seven standards. As students study
historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government.
Students gain a deeper understanding of the role of citizens and continue to develop their research skills.
Ninth Grade – History Standard
Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history
of Ohio, the United States and the world.
Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies
Grades 9-10
1. Make “People of the Enlightenment” baseball cards by
A. Explain Enlightenment Ideas including on the back of the philosopher’s picture: country,
writings, general philosophy of government & society as well as a
connections between 1. Explain how Enlightenment ideas produced enduring connection to the U.S. Constitution.
the ideas of the effects on political, economic and cultural institutions,
Enlightenment and including challenges to religious authority, monarchy and 1. Compare philosophers such as Locke, Hobbes, Montesquieu,
changes in the absolutism. (Unit: 1) Rousseau, Voltaire, Smith using Venn diagrams, etc.
relationships between 1. Cultural institutions: an established custom, practice or
citizens and their 2. Explain connections among Enlightenment ideas, the relationship of importance in a society.
governments. American Revolution, the French Revolution and Latin
American wars for independence. (Unit: 1) 1. Explain = effects
1. Suggested Vocabulary: cultural/social, natural laws
2. French Revolution: role play the Estates
------
2. Explain = compare
2. Suggested Vocabulary: social contract
Suggested ESC Units It is imperative that World Studies thoroughly cover Unit 6
& Pacing Guide by the end of the school year. This content will be assessed Resources:
The italicized number at on the OGT, and 10th Grade American History will only be Preview for excerpts from Hollywood films: Amadeus, Danton, Les
the end of each Indicator Miserables
just starting the Cold War Era by the March test.
aligns to the
corresponding unit. Preview for book excerpts from: Tale of Two Cities, Gulliver's
th Travels
beginning page 9 – 14.
Bold indicates student vocabulary mastered at this grade level. 9th - 3 Trumbull County ESC July 2008
Adapted from Summit County Standards-Based COS, Jan. 2008
Trumbull County ESC Standards-Based Social Studies Course of Study 2008
Ninth Grade – History Standard (continued)
Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history
of Ohio, the United States and the world.
Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies
Grades 9-10
3. Assembly line simulation
B. Explain the Industrialization 3. Take a field trip to Zoar or Hale Farm to compare with an
social, political and 3. Explain the causes and effects of the Industrial Revolution industrial society.
economic effects of with emphasis on: (Unit: 2)
industrialization. a. how scientific and technological changes promoted 3. Explain = cause and effect
th
industrialization in the textile industry in England; (See Graphic Organizer page 9 – 6 )
b. the impact of the growth of population, rural-to-urban 3d. Suggested Vocabulary: agrarian nation, class conflict,
migrations, growth of industrial cities and emigration immigration, labor organizations
out of Europe;
c. the changing role of labor and the rise of the 4. WebQuest for the Imperialism unit at: http://webquest.org
union movement; (type in Imperialism)
d. changes in living and working conditions for the early 4. Compare and contrast imperialism of 1800’s to
industrial working class, especially women and children; imperialism today.
e. the growth of industrialization around the world.
4. Suggested Vocabulary: cultural imperialism, markets,
missionaries, Pan Slavism, sphere of influence, Social
Imperialism Darwinism
C. Analyze the
reasons that 4. Describe the political, economic and social roots of imperialism.
5. Suggested Vocabulary: raw materials
countries gained (Unit: 3)
control of territory
5. Analyze the perspectives of the colonizers and the colonized 6. Such as: compare Japan and China’s reaction to western
through imperialism imperialism or
concerning: (Unit: 3)
and the impact on Develop a map showing Imperialism in Africa
a. indigenous language;
people living in the
b. natural resources; 6a. Such as the rise of Japanese militarism; zaibotsu =
territory that was c. labor; economic reforms
controlled. d. political systems;
e. religion. 6. Explain = effects (impacts)
6. Explain the global impact of imperialism including: (Unit: 3) Resources: Robert Kipling Poems
a. modernization of Japan; History Alive order at http://www.teachtci.com
b. political and social reform in China; Modify WebQuest Lessons at http://webquest.org
c. exploitation of African resources. Preview for film excerpts from Hollywood films: Last
Samurai, 90 Days in Peking.
Bold indicates student vocabulary mastered at this grade level. 9th - 4 Trumbull County ESC July 2008
Adapted from Summit County Standards-Based COS, Jan. 2008
Trumbull County ESC Standards-Based Social Studies Course of Study 2008
Ninth Grade – History Standard (continued)
Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history
of Ohio, the United States and the world.
Ohio Grade-Level Indicators Vocabulary/Strategies
Benchmarks 7. Multiple causations: nationalism, imperialism, expansion,
th
Grades 9-10 industrialization and a system of alliances. (organizer p. 9 – 6
th
20 Century Conflict (World War I)
7a. Create a timeline of weapons such as, the machine gun,
D. Connect 7. Analyze the causes and effects of World War I with
tank, airplane, in war.
developments emphasis on: (Unit: 4)
related to World a. militarism, imperialism, nationalism and 7b. Preview for excerpts from the book/movie All Quiet on the
War I with the alliances; Western Front
onset of World b. the global scope, outcomes and human costs of
the war; 7. Suggested Vocabulary: armistice, collective security,
War II.
conscription, mobilization, neutrality, propaganda, reparations,
c. the role of new technologies and practices
total war v. limited war, 14 Points
including the use of poison gas, trench warfare,
machine guns, airplanes, submarines and tanks; 8d. Marxism
d. the Treaty of Versailles and the League of Nations.
8. Suggested Vocabulary: command economy, proletariat,
purges, Soviet
8. Analyze the causes and consequences of the Russian 8. Causes: Russo-Japanese War, Rasputin, Bloody Sunday,
Revolution including: (Unit: 4) W. W. I, creditability of tsar
a. lack of economic, political and social reforms tsars; Effects: fall of tsar, communism, purges, Five Year Plan
b. the impact of World War I;
c. the emergence of Lenin, Stalin and the 9. Students have a general blank outline map of Europe (pre-
Bolsheviks; WWI) and a list of countries eliminated or created because of the
World War I peace treaty. They have to put the countries on the
d. the rise of communism in Russia.
map and take into account ethnic origins and nationalism. What
problems might be created because of these new boundaries?
This helps to focus on the rise of future struggles in Europe.
9. Assess the global impact of post-World War I economic,
social and political turmoil including: (Unit: 4) 9b. Europe went off the gold standard
a. disarmament;
9d. Baltic, Central Europe, Middle East Balkans
b. worldwide depression;
c. colonial rebellion; 9. Suggested Vocabulary: depression, Red Scare, unemployment
d. rise of militarist and totalitarian states in Europe
and Asia. Resources:
8. Preview for excerpts from Hollywood video or novels: Dr. Zhivago, All
Quiet on the Western Front.
Bold indicates student vocabulary mastered at this grade level. 9th - 5 Trumbull County ESC July 2008
Adapted from Summit County Standards-Based COS, Jan. 2008
Trumbull County ESC Standards-Based Social Studies Course of Study 2008
Ninth Grade – History Standard (continued)
Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history
of Ohio, the United States and the world.
Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies
Grades 9-10
10. Treaty of Versailles (harshness), reparations,
th Munich Pact, Weimar Republic
D. Connect 20 Century Conflict (World War II)
developments related to 10. Analyze the causes of World War II including: (Unit: 5) 10. Suggested Vocabulary: Fascism, inflation,
World War I with the a. appeasement; ultimatum, pacifism
onset of World War II. b. Axis expansion;
11b. Banking, Forced Marches Burma
(continued) c. the role of the Allies.
11e. Compare U.N. to League of Nations; purpose,
structure; permanent members
E. Analyze connections 11. Analyze the consequences of World War II including: (Unit: 5)
11. Suggested Vocabulary: blitzkrieg, collaborator
between World War II, the a. atomic weapons;
Cold War and b. civilian and military losses; Cue Words for Cause: Cue Words for
contemporary conflicts. c. the Holocaust and its impact; Effect:
d. refugees and poverty; caused as a result of
e. the United Nations; due to outcome
f. the establishment of the state of Israel. brought about therefore
led to thus
on account of so
resulted in
Cause (The Why) So Effect (What Happened?) 11. Apply the Study Skills Problem Solving Model
th
The Nazi regime hated the planned the systematic deaths of page 9 – 13.
Jews. European Jews Sample lead questions such as:
- What caused the Nazis to target the Jews?
large concentration camps were - Why did they decide on genocide rather than other
built options?
- Is there a reasonable connection between the cause
and the effect?
Resources:
11c. Preview for book excepts from Night by Elie
Wiesel
Conclusion: 11e. Virtual tour of United States Holocaust Memorial
Museum at http://www.ushmm.org/
Bold indicates student vocabulary mastered at this grade level. 9th - 6 Trumbull County ESC July 2008
Adapted from Summit County Standards-Based COS, Jan. 2008
Trumbull County ESC Standards-Based Social Studies Course of Study 2008
Ninth Grade – History Standard (continued)
Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history
of Ohio, the United States and the world.
Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies
Grades 9-10
th
E. Analyze connections 20 Century Conflict (Cold War) 12. Conflicting ideologies such as: Truman Doctrine,
between World War II, the 12. Analyze the impact of conflicting political and economic Marshall Plan, Iron Curtain, Berlin Wall
Cold War and ideologies after World War II that resulted in the Cold
War including: (Unit: 6) 12. Suggested Vocabulary: containment, détente,
contemporary conflicts. satellite
(continued) a. Soviet expansion in Eastern Europe;
b. the division of Germany;
c. the emergence of NATO and the Warsaw Pact; 13. Colonialism: a system where one country
d. the Chinese Communist Revolution. extends its control over foreign dependencies,
especially for economic benefit.
13. Explain social, economic and political struggles resulting
from colonialism and imperialism including: ((Unit: 6) 13. Dictatorship: a system of government in which
a. independence movements in India, Indochina and those who rule usually acquire and maintain authority
Africa; by force and cannot be held responsible to the will of
b. rise of dictatorships in former colonies. the people.
13. & 14. Explain = cause and effect
14. Explain the causes and consequences of the fall of the
Soviet Union and the end of the Cold War including: 15. Suggested Vocabulary: ethnic cleansing
(Unit: 6)
a. the arms build-up;
b. ethnic unrest in the Soviet Union;
c. independence movements in former Soviet
satellites;
d. global decline of communism.
15. Examine regional and ethnic conflict in the post-Cold
War era including: (Unit: 6) Resources:
a. persistent conflict in the Middle East; 12. Preview for excerpts from Brave New World by
b. ethnic strife in Europe, Africa and Asia. Aldous Huxley
Preview for excerpts from A & E film: Korea: The
Forgotten War
Bold indicates student vocabulary mastered at this grade level. 9th - 7 Trumbull County ESC July 2008
Adapted from Summit County Standards-Based COS, Jan. 2008
Trumbull County ESC Standards-Based Social Studies Course of Study 2008
Ninth Grade – People in Societies Standard
Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and
diversity within local, national, regional and global settings.
Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies
Grades 9-10
1. Such as Mao Zedong, Buddhist monks,
A. Analyze the influence Cultures Khmer Rouge, Soviet Union, Castro
of different cultural 1. Analyze examples of how people in different cultures view events
from different perspectives including: 1d. Compare and contrast apartheid to
perspectives on the
a. creation of the state of Israel; (Unit: 5) American slavery
actions of groups.
b. partition of India and Pakistan; (Unit: 6)
1. Perspectives: a specific point of view in
c. reunification of Germany; (Unit: 6)
understanding or judging things or events.
d. end of apartheid in South Africa. (Unit: 6)
1. Suggested Vocabulary:
acculturation desegregation
assimilate diversity
B. Analyze the Interaction cultural diffusion inclusion
consequences of 2. Analyze the results of political, economic, and social oppression
and the violation of human rights including: (Units: 2, 3) 2. Suggested Vocabulary: atrocities - war
oppression, discrimination
a. the exploitation of indigenous peoples; crimes, displacement
and conflict between
cultures. b. the Holocaust and other acts of genocide, including those
that have occurred in Armenia, Rwanda, Bosnia and Iraq.
(Units: 5, 6) 3. Globalization: the act, process or policy of
making something worldwide in scope or
application.
C. Analyze the ways that Diffusion 3. Explain = effect (impacts)
contacts between people 3. Explain how advances in communication and transportation
of different cultures result have impacted: (Unit: 2) 3e. Use of leisure time, International Olympics,
a. globalization; Internet, McDonalds
in exchanges of cultural
practices. b. cooperation and conflict; (Unit: 3)
3. Suggested Vocabulary:
c. the environment; (Unit: 3) global communication, post industrial
d. collective security; society, technological innovations
e. popular culture; (Unit: 6)
f. political systems; Resource:
g. religion. (Unit: 3) Preview for excerpts from Hollywood film:
Hotel Rwanda
Bold indicates student vocabulary mastered at this grade level. 9th - 8 Trumbull County ESC July 2008
Adapted from Summit County Standards-Based COS, Jan. 2008
Trumbull County ESC Standards-Based Social Studies Course of Study 2008
Ninth Grade – Geography Standard
Students use knowledge of geographic locations, patterns, and processes to show the interrelationship between the physical environment and
human activity, and to explain the interactions that occur in an increasingly interdependent world.
Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies
Grades 9-10
A. Analyze the cultural, Places and Regions 1. Gross domestic product: the value of all
1. Interpret data to make comparisons between and among final goods and services produced within a
physical, economic and
countries and regions including: country’s borders in a given year.
political characteristics
that define regions and a. birth rates; (Unit: 2)
2. Explain = contrast (relationships)
describe reasons that b. death rates; (Unit: 2)
regions change over time. c. infant mortality rates; (Unit: 2) 2. Suggested Vocabulary:
d. education level; (Unit: 2) diplomatic expansionism, international law
e. per capita / Gross Domestic Product (GDP). (Unit: 6)
3. Such as treaties, foreign aid, international
2. Explain how differing points of view play a role in conflicts over and trade patterns
territory and resources. (Units: 3, 4)
3. Explain = analyze / cause (contributed to)
3. Explain how political and economic conditions, resources,
4. Explain = cause and effect
geographic locations and cultures have contributed to
cooperation and conflict. (Units: 1, 3, 4, 5, 6) 4. Flow chart to show urban changes: city
sizes; living and working conditions, emerging
social classes, etc. For example: moving from
a farm – to cottage industries – to large
B. Analyze geographic Human Environmental Interaction factories.
changes brought about by 4. Explain the causes and consequences of urbanization including
human activity using economic development, population growth and environmental 5. Cold War examples such as:
change. (Units: 2, 3) East and West Germany
appropriate maps and
Eastern Europe
other geographic data. North and South Korea
Vietnam
Cuba
China
C. Analyze the patterns Movement
and processes of 5. Analyze the social, political, economic and environmental factors 5. Economics: capitalism v. communism
movement of people, that have contributed to human migration now and in the past.
products and ideas. (Units: 2, 3) 5. Suggested Vocabulary:
national identity movement
Bold indicates student vocabulary mastered at this grade level. 9th - 9 Trumbull County ESC July 2008
Adapted from Summit County Standards-Based COS, Jan. 2008
Trumbull County ESC Standards-Based Social Studies Course of Study 2008
Ninth Grade – Economics Standard
Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as
producers, consumers, savers, investors, workers, and citizens in an interdependent world.
Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies
Grades 9-10
1. Standard of living: a person’s or group’s level of
material well-being, as measured by educations,
A. Compare how different Markets housing, healthcare and nutrition.
economic systems 1. Describe costs and benefits of trade with regard to: (Unit: 2)
answer the fundamental a. standard of living; 1. Productive capacity: the maximum output that
economic questions of b. productive capacity; an economy can produce without big increase in
what goods and services c. usage of productive resources; (Unit: 3) inflation.
to produce, how to d. infrastructure. 1. Suggested Vocabulary:
produce them and who agrarian nation, free trade, interdependence
will consume them. 2. Explain how changing methods of production and a
country’s productive resources affect how it answers the 2. Explain = cause and effect
fundamental economic questions of: (Units: 2, 3, 4, 5)
2. Suggested Vocabulary:
a. what to produce;
capitalism, distribution, means of production,
b. how to produce; socialism, supply & demand
c. for whom to produce.
3. Traditional economy: an economic system in
which decisions on production and consumption are
3. Analyze characteristics of traditional, market, command based on customs, beliefs, rituals and habits.
and mixed economies with regard to: (Units: 1, 6)
a. private property; 3. Market economy: an economic system in which
b. freedom of enterprise; decisions are on production and consumption are
made by individuals acting as buyers and sellers.
c. competition and consumer choice;
d. the role of government. (Unit: 3) 3. Command economy: an economic system in
which all decisions on production and consumption
B. Explain how the Government and the Economy are made by a central gov’t.
United States government 4. Analyze the economic costs and benefits of protectionism, 3. Mixed economy: an economic system that
provides public services, tariffs, quotas and blockades on international trade. combines features of more than one of the traditional,
redistributes income, (Units: 2, 3, 4, 5) command, and market systems.
regulates economic 3. Suggested Vocabulary:
activity and promotes capital, competition, economic systems, fiscal policy,
economic growth and inflation, labor organizations (impact), laissez-faire,
stability. monetary policies, revenue, technology
Bold indicates student vocabulary mastered at this grade level. 9th -10 Trumbull County ESC July 2008
Adapted from Summit County Standards-Based COS, Jan. 2008
Trumbull County ESC Standards-Based Social Studies Course of Study 2008
Ninth Grade – Government Standard
Students use knowledge of the purposes, structures, and processes of political systems at the local, state, national, and international levels to
understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the
general welfare.
Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies
Grades 9-10
1. Suggested Vocabulary:
political party, political reforms
B. Analyze the Systems of Government
1. Explain how various systems of governments acquire, 1. Explain = analyze. Students must be able to summarize and
differences among then make a generalization. This is not a retell.
various forms of use and justify their power. (Units: 1, 2, 3, 4, 5, 6)
government to determine 2. Apply Citizenship Indicator: 2
how power is acquired 2. Analyze the purposes, structures and functions of
various systems of government including: 2. Absolute monarchy: a system of government headed by a
and used. monarch as the only source of power controlling all functions of
a. absolute monarchies; (Unit: 1)
the state.
b. constitutional monarchies; (Units: 1, 2)
c. parliamentary democracies; (Units: 1, 2, 5, 6) 2. Constitutional monarchy: a system of government headed
d. presidential democracies; (Units: 1, 2, 5, 6) by a monarch who powers are delineated in the fundamental law
e. dictatorships; (Units: 4, 5, 6) of the state.
f. theocracies. (Unit: 6) 2. Parliamentary democracy: a system of government in which
the executive leaders (usually a prime minister and a cabinet) are
chosen by and responsible to the legislature (Parliament), as well
Systems of Government as being members of the legislature, as in Great Britain.
Check
Type Gov. 2. Presidential democracy: a system of government
Acquires Power Uses Power Justifies Power
characterized by a separation of powers between independent
and coequal executive and legislative branches such as the
United States.
2. Dictatorship: a system of government in which those who
rule usually acquire and maintain authority by force and cannot be
held responsible to the will of the people.
2. Theocracy: a system of government headed by one or more
religious leaders who claim to rule by divine authority.
2. Suggested Vocabulary:
conservative, dictator, government institutions, legislation, liberal,
Conclusion:
libertarian, parliamentary (vs. USA), regime, right - left - moderate,
sovereignty, voter participation
Bold indicates student vocabulary mastered at this grade level. 9th -11 Trumbull County ESC July 2008
Adapted from Summit County Standards-Based COS, Jan. 2008
Trumbull County ESC Standards-Based Social Studies Course of Study 2008
Ninth Grade – Citizenship Rights and Responsibilities Standard
Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community
life and the American democratic system.
Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies
Grades 9-10
1. Suggested Vocabulary:
A. Analyze ways Participation police powers, taxes
people achieve 1. Analyze and evaluate the influence of various forms of
governmental change, citizen action on public policy including: (Unit: 5) 2. See previous page for definitions of the various types of
including political action, a. the French Revolution; (Unit: 1) listed governments
social protest and b. the international movement to abolish the
revolution. slave trade and slavery; (Unit: 2) 2. Suggested Vocabulary: suffrage
c. the Russian Revolution; (Unit: 4)
d. the independence movement in India; (Unit: 6) 2. Apply Government Indictor: 2
e. the fall of communism in Europe; (Unit: 6)
3. Suggested Vocabulary: unbiased
f. the end of apartheid. (Unit: 6)
2. Describe and compare opportunities for citizen
participation under different systems of government
including: (Units: 1, 2) Block Venn: Compare and Contrast
a. absolute monarchies; (Unit: 1)
b. constitutional monarchies; (Units: 1, 2)
c. parliamentary democracies; (Units: 1, 2, 5, 6)
A Both A & B B
d. presidential democracies; (Units: 1, 2, 5, 6)
e. dictatorships; (Units: 4 , 5, 6)
f. theocracies. (Unit: 6)
3. Analyze how governments and other groups have used
propaganda to influence public opinion and behavior.
(Units: 1, 4, 5, 6)
------ Conclusion: (It is essential for students to complete
Note: Resource: United Streaming Videos this final conclusion from their diagram.)
There are many video clips available to facilitate students
listening for information at: http://www.unitedstreaming.com.
Many Trumbull County ESC districts already participate, just ask
your principal for a username and password.
Bold indicates student vocabulary mastered at this grade level. 9th -12 Trumbull County ESC July 2008
Adapted from Summit County Standards-Based COS, Jan. 2008
Trumbull County ESC Standards-Based Social Studies Course of Study 2008
Ninth Grade – Social Studies Skills and Methods Standard
Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this
information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in
simulated or real-world settings.
Ohio Benchmarks Universal: Applies to All Indicators Vocabulary/Strategies
Grades 9-10 Grade-level indicators leading to the attainment of the Social Studies
Skills and Methods Standard are listed at the grade level where they 1. Analyze political cartoons, then students create their own.
should be emphasized. Although indicators are not listed more than
once, it is understood that students will continue to develop skills at 2. Compare primary sources such as: Nazi vs. French
successive grade levels with increasingly more difficult content. For Underground interpretation of events; or African perspective vs.
example, kindergartners may compare a cellular telephone and an old- Europe perspective of imperialism
fashioned telephone while twelfth graders may compare the views of 2. Suggested Vocab.: logical conclusions, objective source
two candidates on a particular issue.
1-4. Apply Previous Skills and Vocabulary
credentials of the source 5 parts of the source 3
A. Evaluate the reliability Thinking and Organizing criteria for evaluating 4 primary & secondary 4
and credibility of sources. 1. Detect bias and propaganda in primary and secondary sources sources
sources of information. (Units: 1, 2, 3, 4, 5, 6) cross-references 5 relevant/irrelevant data 6
fact vs. opinion 2 relevant inferences 5
2. Evaluate the credibility of sources for: main idea/question 1 reliability of views
(Units: 1, 2, 3, 4, 5, 6) paraphrase 5 supporting facts 5
a. logical fallacies;
The Problem Solving sequence applies daily as students refer to
b. consistency of arguments;
the Universal - Enduring Idea: There is an innate desire in
c. unstated assumptions; humans to know and to be free. Students will need experience
d. bias. with how to set criteria for making evaluations.
3. Analyze the reliability of sources for: (Units: 1, 2, 3, 4, 5, 6) As people face political, cultural, financial, and environmental
a. accurate use of facts; problems, they seek answers to free themselves from these
b. adequate support of statements; barriers. In an attempt to better their lives or to reduce their
c. date of publication. problems, people fight wars, design buildings, create inventions,
write books, change the land, etc.
------
Problem Solving Model for Grades 5-12 Required
B. Use data and Communicating Information (Units: 2, 3, 4, 5, 6)
evidence to support or 4. Develop and present a research project including: Use a problem-solving / decision-making process which includes:
(A minimum of one per semester: Units 1-4 and 5-6) a. identifying a problem;
refute a thesis.
a. collection of data; b. gathering information;
b. narrowing and refining the topic; c. listing and considering options;
c. construction and support of the thesis. d. considering advantages and disadvantages of options;
e. choosing and implementing a solution;
f. developing criteria for judging its effectiveness;
g. evaluating the effectiveness of the solution.
Bold indicates student vocabulary mastered at this grade level. 9th -13 Trumbull County ESC July 2008
Adapted from Summit County Standards-Based COS, Jan. 2008