"Social Studies 10th Grade World History WSLP"
Grade 10th Level: Class Title: World History Subject: Social Studies This class will count as a graduation requirement for Three Rivers HomeLink/Richland School District. In tenth grade, students apply their deeper understanding of social studies concepts on a global scale. The recommended context in the ninth and tenth grade is modern world history, 1450 to the present. Students explore major themes and developments that shaped the modern world, including human rights, revolution and democracy, to develop an understanding of the roots of current world issues. Unit Outlines for Tenth Grades: Overview Class 1. World- Global Expansion and Encounter (1450-1750) Description: 2. World- Age of Revolutions (1750-1914) 3. World- International Conflicts (1870-Present) 4. World- Emergence and Development of New Nations (1900-Present) 5. World- Challenges to Democracy and Human Rights (1945-Present) Students will select one of the following CBAs to complete to earn HS credit: Humans and the Environment, Causes of Conflict, or Technology Through the Ages. This is a yearlong class class. From RSD adopted curriculum: Teacher-generated worksheets, assignments, quizzes, tests, and supplementary materials. Student-selected books to fulfill independent reading requirements. Learning Materials: For off-site independent study: families may select another comprehensive text that is comparable to the above anthology in scope or they may find similar contents produced as separate publications. All core curricula must be adopted and supplemental curricula must be approved by HomeLink. Materials provided by HomeLink. OR Materials provided by parents. Unit Outline 1: World- Global Expansion and Encounter (1450-1750) Essential Question(s): Learning Goals/ How are societies transformed in an era of global trade? Performance What are the political, economic, geographic, and social implications of cultural expansion? Objectives: Guiding Question(s): What impact did European domination have on various regions and the world? How did trade accelerate global political and economic expansion from 1450 to 1750? Unit Outline 2: Age of Revolutions (1750-1917) Essential Question(s): What are the causes and consequences of political revolutions? What are the economic, technological, political, social, and geographic causes of change in human societies? How are societies altered by the change from a rural/agrarian to an urban/industrial society? What are the effects of new political and economic ideas? Guiding Question(s): What were the causes and consequences of the agricultural and industrial revolutions (1700 – 1890)? What were the causes and consequences of the French and Russian Revolutions? Unit Outline 3: World-International Conflicts (1870-Present) Essential Question(s): What economic, political, social, and geographic factors lead nations to fight with each other? What factors lead to peace between nations? What are the economic and political implications and outcomes of war? What is the role of international agreements and organizations in international relationships? What causes peoples to resort to genocide? Guiding Question(s): What were the causes and consequences of World War I and II? Unit Outline 4: World- Emergence and Development of New Nations (1900-Present) Essential Question(s): What is required to build a nation? What are the relationships among colonization, independence, and globalization? Guiding Question(s): What has been the global impact of health improvements, population growth, and scientific developments? Unit Outline 5: World-Challenges to Democracy and Human Rights (1945-Present) Essential Question(s): What role should nations and international organizations play in promoting human rights around the world? Guiding Question(s): How have developing nations confronted economic, political, and social challenges since 1945? CBA: Humans and the Environment History 4.1.1 Analyzes change and continuity within a historical time period. Geography 3.2.1. Identifies major world regions and understands their cultural roots. Geography 3.2.3 Understands the causes and effects of voluntary and involuntary migration in the world in the past or present. Geography 3.3.1 Understands how the geography of expansion and encounter has shaped global politics and economics in the past or present. Economics 3.1.1 Analyzes how the costs and benefits of economic choices have shaped events in the world in the past or present. Social Studies Skills 5.4.1 Evaluates multiple reasons or factors to develop a position paper or presentation. Social Studies Skills 5.1.1 Analyzes consequences of positions on an issue or event. Learning Activities: Research to Build and Present Knowledge W.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. W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SPEAKING AND LISTENING Comprehension and Collaboration SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on historical topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Presentation of Knowledge and Ideas SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. LITERATURE AND READING INFORMATIONAL TEXT: Students will read the assigned literary and textbook selections from the recommended list. They will participate in oral discussion as well as a variety of written responses and imitations of style and content from works they’ve read. These writing assignments may take any of several possible modes, original or imitative, including: journals; answers to questions; position/opinion papers; essays; dialogues; poetry; short stories; research reports; read and respond paragraphs; narrative, descriptive, expository, and persuasive essays; speeches and debate preparation; and any other modes appropriate to the content, theme, or style of the literature. Students will be required to read independently and report on their reading quarterly by means of written and oral reports. WRITING: Students will be reading, discussing, and analyzing the assigned readings. They will be writing essays, answers to questions, and personal responses and applications of literature. At least one major writing assignment (descriptive, expository or persuasive essay, original short story, research paper, speech) using all steps of the writing process from pre-writing through final draft will be completed each quarter. Other possible modes of writing may include: journals; answers to questions; position/opinion papers; dialogues; poetry; short stories; read and respond paragraphs; speeches and debate preparation. SPEAKING AND LISTENING: Students will participate in group discussions of historical nature. They will do individual and group oral presentations. Speaking and listening skills may also be demonstrated in more formal modes such as oral book reviews, prepared speeches, panel discussions, or debates. Student will create a project (essays, maps, timelines, etc) and/or presentation (digital or verbal) for each of the objectives covered. This will show their mastery of the course and topics covered. These, and other work they will complete during learning activities, will be kept in a three-ring binder to be discussed during monthly meetings and face-to-face meetings. On each month’s progress reports, families will describe their students’ completion and mastery of learning activities designed to reach specific goals within the course description. In addition, students will keep portfolios of their written work, quizzes, and tests to show their consultants and/or HQ teachers. This class will use the HomeLink grading scale: total points grading (see Parent and Student Handbooks.) Every month progress will be determined by the HQ teacher of this course based on the question: Progress “Will the student master his performance objectives by the end of the course?” The HQ teacher Criteria/ will take into consideration ALL factors (including student life situation, effort, attitude, etc.) Methods of when making this professional judgment. Evaluation: Each month, the student will be expected to master approximately 10% of the yearly goals for this class (or 20% of semester goals), with all of the goals being met by the end of the year (or semester.) The mastery of any one goal may be an on-going process and some goals may overlap or be difficult to measure. Evaluation of progress toward the mastery of the goals will be based on monthly completion (or progress toward completion) of the learning activities that are designed to provide the means to achieving the goals of the learning plan. With that said, monthly progress can still be marked satisfactory based on the professional judgment of the teacher that the student will complete the goals of the course. Estimated 5.00 Weekly Hours: CEDARS Code: