Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth grade students continue the 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
History Standard Western Europe Enlightenment & Revolution 1750 - 1820
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
9th Benchmarks
Grade Level Indicators
Ideas
A.Explain connections betweenEnlightenment
the
1. Explain how Enlightenment ideas produced
ideas of the Enlightenment
enduring effects on political, economic and
and changes in the relationships
cultural institutions, including challenges to
between citizens and their governments
religious authority, monarchy and absolutism
Clear Learning Targets
I can…









2.
Explain connections among Enlightenment
ideas, the American Revolution, the French
Revolution and Latin American wars for
independence






Define the term
enlightenment
Place the Enlightenment
in historical perspective
Identify major
Enlightenment thinkers
and ideas
Define the terms
monarchy and absolutism
Explain natural rights
Explain the idea laissezfaire
Explain the impact of the
enlightenment
Explain secular education
and its impact on society
Define the term revolution
List three advantages of
representative government
Identify the importance of
travel on the spreading of
ideas
Define natural rights
Explain the impact of the
printed word on the
spreading of ideas
Define constitutional
government
Strategies/Resources
Resource
History Alive: W. Europe in
Modern World
1. 1Challenge of Ruling:
Forming a Government
1.2.Debating the Ideal Form of
Government:
A. meeting of the minds
1.3.Experiencing the Fervor of the French
Revolution
1.4. Creating a Storybook about the Frenc
Revolution
Center for learning
Book 2
Lessons 29-41
Vocabulary: Absolutism, Alliances
Allies, Enlightenment, Social Contract
Class conflict,
Chap 22 – 22.1-3
Chap 23 – 23.1-4
Chap 24 – 24.2-5
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1
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth grade students continue the 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
Government Standard Western Europe Enlightenment & Revolution 1750 - 1820
Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels in order to
Understand That people create systems of government as structures of power and authority to provide order, maintain stability and promote the general
welfare.
9th Benchmarks
Grade Level Indicators
Clear Learning Targets
Strategies/Resources
B. Analyze the differences among
various forms of government to
determine how power is acquired
and used.
Systems of Government
1. Explain how various systems of
governments acquire, use and
justify their power.
I can…
2. Analyze the purposes, structures
and functions of various systems of
government including:
a. Absolute monarchies;
b. Constitutional monarchies;
c. Parliamentary democracies;
d. Presidential democracies;
e. Dictatorships;
f. Theocracies.








define constitutional monarchy
define parliamentary democracy
identify ways ordinary citizens can
participate in absolute monarchies
identify ways ordinary citizens can
participate in constitutional
monarchies
identify ways ordinary citizens can
participate in parliamentary
democracies
identify limits on ordinary people in
absolute monarchies
identify limits on ordinary people in
constitutional monarchies
identify limits on ordinary people in
parliamentary democracies
Resource
History Alive: W. Europe in Modern
World
1.1 Challenge of Ruling: Forming a
Government
2.Debating the Ideal Form of Government a
Meeting of the Minds
1.3.Experiencing the Fervor of the French
Revolution
1.4. Creating a Storybook about the French
Revolution
Center For Learning
Book 2
Lesson 31,32
Vocabulary:
Absolute monarchy, constitutional
monarchies
Dictatorships, parliamentary democracies
Chap 22 – 22.1-3
Chap 23 – 23.1-4
Chap 24 – 24.2-5
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2
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth grade students continue the 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
Citizenship Rights and Responsibilities Standard Western Europe Enlightenment & Revolution 1750 – 1820
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
9th Benchmarks
Grade Level Indicators
Clear Learning Targets
Strategies/Resources
Resource
A. Analyze ways people achieve
1. Analyze and evaluate the influence of various
I can…
governmental change, including
forms of citizen action on public policy
 Identify the members History Alive: W. Europe in
Modern World
political action, social protest and
including:
of the 3rd Estate
revolution.
a. The French Revolution;
 Explain how the 3rd
1.2.Debating the Ideal Form of
b. The international movement to abolish the
Estate their own form
Government:
slave trade and slavery;
of government
meeting of the minds



2. Describe and compare opportunities for citizen
participation under different systems of
government including:
a. Absolute monarchies;
b. Constitutional monarchies;
c. Parliamentary democracies;






Explain the
significance of the
Storming of the
Bastille
Describe the Reign of
Terror
Describe how
abolitionists pressed
the government for
changes in laws
define absolute monarchy
define constitutional
monarchy
define parliamentary
democracy
identify ways ordinary
citizens can participate in
absolute monarchies
identify ways ordinary
citizens can participate in
constitutional monarchies
identify ways ordinary
citizens can participate in
parliamentary democracies
1.3.Experiencing the Fervor of the
French Revolution
1. 4.Creating a Storybook about the
French Revolution
Center for Learning
Book 2
Lesson 35-41
Vocabulary:
Learning Outcomes:
Facing History:
Chap 22 – 22.1-3
Chap 23 – 23.1-4
Chap 24 – 24.2-5 <>
3
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



identify limits on ordinary
people in absolute
monarchies
identify limits on ordinary
people in constitutional
monarchies
identify limits on ordinary
people in parliamentary
democracies
compare what ordinary
citizens can legally do in
absolute monarchies,
constitutional monarchies and
parliamentary democracies
identify which system of
government allows citizens
to: criticize the government,
access unbiased information,
enjoy basic rights like free
speech, thought and religion,
and freedom from
imprisonment without a trial
and participate in free
elections
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4
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth grade students continue the 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
Geography Standard Western Europe Industrialization Mid 1700’s – Late 1800’s
Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity
And explain the interactions that occur in an increasingly interdependent world
9th Benchmarks
Grade Level Indicators
A. Analyze the cultural, physical,
Places and Regions
I can…
1. Interpret data to make comparisons between and

among countries and regions including
a. Birth rates;

b. Death rates;
c. Infant mortality rates;

d. Education levels
e. Per capita Gross Domestic Product (GDP).

economic and political
characteristics that define regions
and describe reasons that regions
change over time.
B. Analyze geographic changes
brought about by human activity using
appropriate maps and other
C. Analyze the patterns and processes of
movement of people, products and ideas
.
.
Clear Learning Targets

2. Explain how differing points of view play a role
in conflicts over territory and resources
working conditions, Emigration, exploitation 3.





Define the terms birth and
death rates
Define Gross Domestic
Product
Read graphs to identify
raising or lowering in rates
Make a connection between
education and death/birth
rates
Make inferences related to
GDP and infant mortality
Strategies/Resources
History Alive: W. Europe & Modern
World
2.1The Rise of Industrialism
2.1Investigating the Effects of Industrialism
2.3 Painting, music, and literature of
the industrial Era
Vocabulary:
technologies, textiles
Union Movement, working class,
geographic data
Chap 25 – 25.1-4
Identify major locations for
specific natural resources
Analyze how resources
impact political decisions
Explain the causes of the
war with Mexico
Explain the causes of the
Boer War
Explain the continued
struggle between India and
Pakistan over control of
Kashmir
5
3.Explain how political and economic conditions,
resources geographic locations and cultures
have contributed to cooperation and
conflict.


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


Human Environmental Interaction
4. Explain the causes and consequences of
urbanization including economic development,
population growth and environmental change.








Locate all seven continents
on a map
Explain the causes of the
Opium War
Explain the Impact of the
Berlin Conference
List all major contributors to
the building of the Suez
Canal
Explain the importance of
the Suez Canal
Explain the global coalition
which led to the coalition
forces victory in the Gulf
War
Define urbanization and
migration
List three reasons why
people would move to cities
Compare urban life to rural
life
Name the five most
industrialized countries in
the 1800’s.
Create a graph indicating
population growth
Identify five new jobs
specifically created for city
life
Identify new city services of
the 1800’s
Explain the negative impact
to the environment that
urban development can
cause
6
Movement
5. Analyze the social, political, economic and
environmental factors that have contributed to
human migration now and in the past.








Define urbanization and
migration
List three reasons why
people would move to cities
Compare urban life to rural
life
Name the five most
industrialized countries in
the 1800’s.
Create a graph indicating
population growth
Identify five new jobs
specifically created for city
life
Identify new city services of
the 1800’s
Explain the negative impact
to the environment that
urban development can
cause
.
7
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth grade students continue the 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
Economics Standard
Western Europe Industrialization Mid 1700’s – Late 1800’s
Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make choices as producers
Consumers, savers, investors, workers, and citizens in an interdependent world
9th Benchmarks
A. Compare how different economic
systems answer the fundamental
questions of what goods and services
to produce, how to produce them and
who will consume them
B. Explain how the U.S. government
provides public services, redistributes
income, regulates the economic
activity, and promotes economic
growth and stability
Grade Level Indicators
Markets
1. Describe costs and benefits of trade with
regard to:
a. Standard of living
b. Productive capacity
c. Usage of productive resources
d. Infrastructure
Clear Learning Targets
I can…





2. Explain how changing methods of
production and a country’s productive
resources affect how it answers the
fundamental economic questions of what
to produce, how to produce, and for whom
to produce




define infrastructure, standard of
living, productive capacity,
productive resources
explain how trade increases the
variety of goods available and
hence raises the standard of living
describe how trade (especially
free trade) impacts employment
rates
explain how specialization and
interdependence maximize the
productive capacity of a nation
and efficient utilization of
productive resources
describe the costs of infrastructure
needed for trade
Strategies/Resources
Center for Learning
Book 3
Lesson 10, 11
Vocabulary
Market Economy, mixed economy
Productive capacity, free trade
Private property, capitalism, tariffs
Laissez-faire, means of production
compare hand and machine labor
define industrialization and mass
production
explain how mechanization
increases production
describe how natural resources
limit or encourage production
8
3 Analyze characteristics of traditional
market, command and mixed economies
with regard to:
a. Private property
b. Freedom of enterprise
c. Competition and consumer choice
d. The role of government
Government and Economy
4. Analyze the economic costs and benefits
of protectionism, tariffs, quotas and
blockades on international trade








Describe the characteristics of a
traditional economy
List the characteristics of a market
economy
List the characteristics of a
command economy
List the characteristics of a mixed
economy
Identify the economies that favor
private property and those that do
not
Describe the impact that freedom
of enterprise has on an economy
Compare the levels of
competition and consumer choice
in different types of economies
List the advantages and
disadvantages of government
legislation on market economies
versus a command economy
9
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth grade students continue the 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
History Standard Western Europe/The Great War
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.
9th Benchmarks
Grade Level Indicators
Clear Learning Targets
Strategies/Resources
20th Century Conflict WW I
History Alive: W. Europe & mod world
D. Connect developments related to
I can…
The World Wars
7. Analyze the causes and effects of
WWI with the onset of WWII
4.1 The First World War: European
World War I with emphasis on:
 List the major provisions of the
Treaty of Versailles
Tensions Ignited
a. Militarism, imperialism, nationalism
 Define disarmament
4.2 World War II Events: Predicting
and alliances;
 Explain Article 231 of the Treat
European Responses
b. The global scope, outcomes and
of Versailles “war guilt”
4.3 Recounting Stories of Resistance
human costs of the war;
 Define civil disobedience
From the Holocaust
c. The role of new technologies and
 Explain the importance of mass
4.4 Artistic Reactions to War and the
practices including
communication to the spread of
Modern World
d. the use of poison gas, trench
democratic ideals
Culminating Project:
warfare, machine guns,

Connect
the
cost
of
WWI
to
the
5.1
Designing
a Museum to Evaluate
airplanes, submarines and tan
global depression of the 1920’s
European
Modernization
e. The Treaty of Versailles and the
 Define the term inflation
Center for Learning
League of Nations
 Explain the economic impact of
Book 3
high unemployment and
Lesson 36, 37, 39, 40
overproduction
Chap 29 – 29.14
9. Assess the global impact of post-World
 Identify Stalin, Mussolini, and
Chap 31 – 31.1-4
War I economic, social and political
Hitler
turmoil including
A. Disarmament
B. World wide depression
C. Rise of Militaristic and totalitarian
states in Europe
10
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth grade students continue the 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
History Standard Western Europe/ WarII
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
9th Benchmarks
Grade Level Indicators
Clear Learning Targets
Strategies/Resources
Chap 29 – 29.14
20th Century Conflict
D. Connect developments related to
I can…
Chap 31 – 31.1-4
10. Analyze the causes of World War II
World
 Define the term appeasement
War I with the onset of World War II. including
 List the results of the Munich Conference
Center For Learning
a. Appeasement;
 Identify the participants of the Munich
Book 4
Conference
b. Axis expansion;
Lesson 6 - 13
 Explain the Soviet and German Non-aggression
c. The role of the Allies.
Pact
 Describe Italy’s invasion of Ethiopia
 Describe Japan’s invasion of Manchuria and
China
 Define lebensraum
 List, in chronological order the expansion of
Germany under Hitler
 Define isolationism
 Identify members of the Axis Powers
Vocabulary
 Differentiate between the goals of the Allies and
the goals of the Axis Powers prior to WWII
11. Analyze the consequences of World War
II including:
a. Atomic weapons;
b. Civilian and military losses;
c. The Holocaust and its impact;
d. Refugees and poverty;
e. The United Nations;






Define, genocide, Holocaust, refuge
Explain effects the use of atomic weapons had
on the world after WWII
Explain impact of the Holocaust Europe and the
world
Explain the problem Jewish refugees faced
trying to resettle after the war
Explain how & why the United Nations was
created
Explain the problems the creation of Israel
caused in the Middle east and the world
<>
11
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth grade students continue the 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
People in Societies Standard Western Europe/WWII
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
And diversity within local, national, regional and global setting
9th Benchmarks
A. Analyze the influence of
different cultural perspectives
on the actions of groups.
B. Analyze the consequences of
oppression, discrimination
and conflict between cultures
Grade Level Indicators
Clear Learning Targets
I can…
Cultures
1. Analyze examples of how people in different
cultures view events from different perspectives
including:
c. Reunification of Germany
In Interaction
2. 2. Analyze the results of political,
economic, and social oppression and
the violation of human rights
including:
a. The exploitation of
indigenous peoples;
b. The Holocaust and other
acts of genocide, including
those that have occurred
in, Bosnia.










Define Zionism
Explain the real and symbolic
impact of the Berlin Wall
Explain the impact of the
media on world events and
perspectives
Strategies/Resources
Chap 29 – 29.14
Chap 31 – 31.1-4
ReCenter for Learning
Book 4
Lesson 2, 13
Vocabulary:
Define the term human rights
Define the term indigenous
peoples
Describe England’s treatment
of the people of India during
the 1800’s
Explain the Holocaust
Identify the groups of people
targeted during the Holocaust
Define the term genocide
Compare and contrast the
acts of genocide in Armenia,
Rwanda, Bosnia, and Iraq
12
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth grade students continue the 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
People in Societies Standard Western Europe/WWII
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
And diversity within local, national, regional and global settings
9th Benchmarks
Grade Level Indicators
Clear Learning Targets
Strategies/Resources
B. Analyze the ways that contacts
Between people of different
Cultures result in the exchanges
Of cultural practices
Diffusion
3. Explain how advances in
communication and transportation
have impacted:
a. Globalization;
b. Cooperation and conflict;
c. The environment;
d. Collective security;
e. Popular culture;
f. Political systems;
g. Religion.
I can…
 define globalization
 explain how improved
communication makes mutual
defense possible
 describe the function of the United
Nations.
 explain how communication and
transportation encourage the spread
of religion and political ideology.

Explain how improved
Communications makes mutual
defense possible
Chap 22 – 22.1-3
Chap 23 – 23.1-4
Chap 24 – 24.2-5
Center for Learning
Book 3
Lesson 20,21
Vocabulary
<>
13
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth grade students continue the 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
Citizenship Rights and Responsibilities Standard Western Europe/WWII
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
9th Benchmarks
Grade Level Indicators
Clear Learning Targets
Strategies/Resources
3. Analyze how governments and other groups have
A. Analyze ways people achieve
Chap 22 – 22.1-3
I can…
used propaganda to influence public opinion and
Chap 23 – 23.1-4
governmental change, including
 Define propaganda
behavior.
Chap 24 – 24.2-5
political action, social protest and
 Identify and explain three
examples
of
propaganda
revolution.
Resources:
 Define Soviet Socialism
 Explain the purpose of
Hitler’s youth groups
 Explain how mass
communication assisted in
Vocabulary:
the effectiveness of
propaganda
 Explain the function of
various propaganda
messages on the behavior
of the general public, such
<>
as …
Heil Hitler
America; Love it or Leave
it
Weapons of Mass
Destruction
From Each According to
his Ability, To Each
According to his Needs
 Analyze the effect of
propaganda on public
opinion by comparing
PETA and the United
Dairy Association’s
techniques
14
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade ( fix descriptions )
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
History Soviet Union And Cold War
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
20th CenturyConflict
Chap30 sect. 1.0, 2.0
D. Connect developments
I can…
Chap33 sect. 1.0, 4.0,5.0
8. Analyze the causes and consequences of
related to World War I
 Define: Stalinization, détente, brinkmanship, SALT
Chap35 sect. 3.0, 4.0
the Russian Revolution including:
Treaty
with the onset of World
a. The lack of economic, political and
 Explain the causes and consequences of the armsHistory Alive: Rise & Fall of
War II.
the Soviet Union
build-up between the US and USSR
social reforms under the tsars;
Interactive
theatre: A Day in the Life
 Identify areas of ethnic unrest in the Soviet satellites
b. The impact of World War I;
of
and those that succeeded
c. The emergence of Lenin, Stalin and
Tsarist Russia 1.2
 Identify the global decline of communism and where
the Bolsheviks;
Rock, Paper, Scissors: Understanding
communism still exists after the Fall of Communism
d. The rise of communism in Russia.
Marxist theory 1.3
The Russian Revolution: The Soviet
Union under Stalin 1.4
Creating Visual Representation of
 List the major provisions of the Treaty of
9. Assess the global impact of post-World
Russia’s City of Steel 2.1
Versailles
The Purges under Stalin 2.2
War I economic, social and political
 Define disarmament
turmoil including:
 Explain Article 231 of the Treat of
a. Disarmament;
Versailles “war guilt”
b. Worldwide depression;
 Define civil disobedience
Vocabulary:
c. Colonial rebellion;
 Explain the importance of mass
Appeasement, atomic weapons
d. Rise of militarist and totalitarian states
communication to the spread of democratic
, Bolsheviks, Cold war, dictatorships,
in Europe and Asia
ideals
ideologies, Soviet,
 Connect the cost of WWI to the global
Technologies, totalitarian, tsars, sphere
depression of the 1920’s
of Influence, proletariat purges,
 Define the term inflation
containment, détente,
 Explain the economic impact of high
Satellite
unemployment and overproduction
 Identify Stalin, Mussolini, and Hitler
<>
12. Analyze the impact of conflicting political
and economic ideologies after World War II
that resulted in the Cold War including:
a. Soviet expansion in Eastern
Europe;
b. The division of Germany;



Define: ideology, Cold War, command
economy, (communism), free market
(capitalism), satellite nation, containment
Explain why USSR created satellite nations
Explain how Germany was divided after
WWII
15
c.
The emergence of NATO and
the Warsaw Pact;
14. Explain the causes and consequences of
the fall of the Soviet Union and the end of the
Cold War including:
a The arms build-up;
b Ethnic unrest in the Soviet Union;
c Independence movements in former
Soviet satellites;

Explain how the policy of containment led
to creation of NATO

Explain the warsaw pact and why it was
created
I can…
 describe the economic pressures created by
an arms race, and the neglect of the
consumer sector.
 define Soviet satellite
 explain the divisive effect of ethnic
diversity, nationalism and the desire for
independence among the Soviet Union’s
ethnic groups.
 describe how citizen protest led to
Independence from the U.S.S.R.
 describe how success in one Soviet satellite
Inspired others to revolt.
16
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
People in Societies Soviet Union And Cold War
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Grade Level Indicators
Clear Learning Targets
Strategies/Resources
Chap30
sect. 1.0, 2.0
A. Analyze the influence of different Cultures
I can…
Chap33
sect. 1.0, 4.0,5.0
1.
Analyze
examples
of
how
people
in
cultural perspectives on the
 Define Zionism
Chap35
sect. 3.0, 4.0
different
cultures
view
events
from
actions of groups.
 Explain the real and symbolic
different perspectives including:
impact of the Berlin Wall
History Alive: Rise & Fall of the Soviet
Explain the impact of the media on world events
Union
and
perspectives
c.
Reunification of Germany;
The Roots of the Cold War 3.1
Exploring Events of the Cold War 3.2
Vocabulary:
oppression/violation of human rights
reunification, diversity
<>
17
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Geography Soviet Union And Cold War
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Grade Level Indicators
Clear Learning Targets
Strategies/Resources
Chap30
sect.
1.0, 2.0
Places and Regions
A. Analyze the cultural, physical,
I can…
Chap33
sect.
1.0, 4.0,5.0
3.
Explain
how
political
and
economic
economic and political
 Define Zionism
Chap35
sect.
3.0, 4.0
conditions,
resources,
geographic
characteristics that define regions
 Explain the real and symbolic impact of
locations
and
cultures
have
contributed
to
the Berlin Wall
and describe reasons that regions
History Alive: Rise and Fall of
cooperation and conflict
Explain the impact of the media on world events
change over time.
the Soviet Union
and perspectives
Mapping Russia’s physical and
Ethnic Diversity 1.1
Vocabulary:
<>
18
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Economics Soviet Union And Cold War
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Grade Level Indicators
Clear Learning Targets
Strategies/Resources
Chap30 sect. 1.0, 2.0
Markets
A. Compare how different economic
I can…
systems answer the fundamental 3. Analyze characteristics of traditional,
 Describe the characteristics of Chap33 sect. 1.0, 4.0,5.0
Chap35 sect. 3.0, 4.0
a traditional economy
market, command and mixed economies
economic questions of what
 List the characteristics of a
with regard to:
goods and services to produce,
History Alive: Rise & Fall of the Soviet
market economy
a. Private property;
how to produce them, and who
Union
 List the characteristics of a
b. Freedom of enterprise;
will consume them.
The Unraveling of the Soviet Economy 4.2
command economy
c. Competition and consumer choice;
 List the characteristics of a
d. The role of government
mixed economy
 Identify the economies that
favor private property and
those that do not
 Describe the impact that
Vocabulary:
freedom of enterprise has on
command economy, freedom of enterprise,
an economy
market economy, mixed economies, private
 Compare the levels of
property,
competition and consumer
choice in different types of
<>
economies
 List the advantages and
disadvantages of government
legislation on market
economies versus a command
economy
19
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Government Soviet Union And Cold War
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Grade Level Indicators
Clear Learning Targets
Strategies/Resources
Chap30
sect.
1.0, 2.0
Systems of Government
B. Analyze the differences among
I can…
Chap33
sect.
1.0, 4.0,5.0
various forms of government to
 Define Presidential democracies
Chap35
sect.
3.0, 4.0
2.
Analyze
the
purposes,
structures
and
determine how power is
 identify ways ordinary citizens can
functions
of
various
systems
of
interact in a dictatorship
acquired and used.
Resources:
government including:

d. Presidential democracies;
e. Dictatorships;
Vocabulary:
dictatorships, regimes
<>
20
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth Ninth grade students continue the 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
Citizenship Rights and Responsibilities Soviet Union And Cold War
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Grade Level Indicators
Clear Learning Targets
Strategies/Resources
Participation
Chap30
sect.
1.0,
2.0
A. Analyze ways people achieve
I can…
Chap33
sect.
1.0,
4.0,5.0
1.
Analyze
and
evaluate
the
influence
of
governmental change, including
 Define: Proletariat,
Chap35
sect.
3.0,
4.0
various
forms
of
citizen
action
on
public
political action, social protest and
soviets,communism
policy including:
revolution
 Identify; Bloody Sunday,
History Alive: Rise & Fall of the Soviet
c. The Russian Revolution;
October Revolution
Union
e. The fall of communism in Europe
B. Explain how individual rights are
 Explain role of the
Investigating Perspectives on Soviet Daily
relative, not absolute, and
individual in the
Life. 2.3
describe the balance between
government
Creating a Visual Metaphor to Evaluate
individual rights, the rights of
the
 List way outside ideas
others, and the common good.
Soviet Era 5.1

2. Describe and compare opportunities for
citizen participation under different systems
of government including:
influenced the fall of
communism
Explain why people lost
fear of the Communist
Party
Vocabulary:
citizen action, propaganda
<>
d. Presidential democracies;
e. Dictatorships;
21
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
History Asia
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Imperialism
Chap27
sect.
5.0
C. Analyze the reasons that countries
I can…
Chap33 sect. 3.0
gained control of territory through4. Describe the political, economic, and social
 define imperialism
roots of imperialism.
Chap34 sect. 2.0
imperialism and the impact on
 analyze political motives for
people living in the territory that
imperialism, including the
Center For learning
was controlled
prestige of empire and glory of
Book 3
military conquest
Lesson 16, 31,32, 33


5. Analyze the perspectives of the colonizers
and the colonized concerning:
a. Indigenous language;
b. Natural resources;
c. Labor;
d. Political systems;
e. Religion.





analyze economic motives
including the need for raw
materials for the European
Industrial Revolution and the
need for markets for European
manufactured goods
analyze social motives including
the desire to spread European
ideology and religion.
Vocabulary:
indigenous languages, exploitation, imperialism
(roots of), nationalism, cultural institutions,
political institutions,
explain the colonized point of view
regarding the loss of their language,
religion and culture.
explain the colonized point of view
regarding the exploitation of their natural
resources for European industries and
their labor for European profit.
explain the colonized point of view
regarding loss of political control
explain the colonizers point of view
regarding colonial governments and the
reduction of warfare in the colonies
explain the colonizers point of view
regarding the introduction of global
languages and new religions and culture.
22
6. Explain the global impact of imperialism
including:
a. Modernization of Japan;
b. Political and social reform in China

explain the colonizers point of view
regarding the availability of European
goods in the colonies and jobs.

describe how Japan modernized to
avoid European imperial conquest.
describe how China tried to reform
to avoid European conquest.
explain how political change in
China was a response to European
imperialism.


23
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
History Sub-unit South East Asia/Korea
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Grade Level Indicators
Clear Learning Targets
Strategies/Resources
Chap30
sect.
1.0,
2.0
20th CenturyConflict
I can…
Chap33 sect. 1.0, 4.0,5.0
D. Connect developments related to
Chap35 sect. 3.0, 4.0
World War I with the onset of World12. Examine social, economic and political
 Define colonialism
struggles
resulting
from
colonialism
War II.
 Define imperialism
Center for Learning
and imperialism including:
 Define dictatorship
Book 3
a. Independence movements
 Explain the impact of cash crops on the
Lesson 17
in Indochina.
economy of Southeast Asia
b. Rise of dictatorships in
 Explain the impact of imperialism on
former colonies.
traditional Indian cultures
 Understand how imperialism
made it easy for dictators to take
power
Vocabulary:
13. Examine regional and ethnic conflict
in the post-Cold War era including:
b. Ethnic strife in Asia.
indigenous languages, exploitation, independence
movements, dictatorships, reform, (political &
social), ethnic unrest/conflict/strife, nationalism,
cultural institutions, political institutions,
24
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth Ninth grade students continue the 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
Geography Sub-unit South East Asia/Korea
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap30
sect.
1.0, 2.0
Places and Regions
A. Analyze the cultural, physical,
I can…
Chap33
sect.
1.0, 4.0,5.0
economic and political characteristics
 Identify major locations for
Chap35
sect.
3.0, 4.0
specific natural resources
that define regions and describe reasons2. Explain how differing points of view play a role in
 Analyze how resources
conflicts over territory and resources.
that regions change over time
Resources:
impact political decisions
 Explain the causes of the
war with Mexico
 Explain the causes of the
Boer War
 Explain the continued
struggle between India and
Pakistan over control of
Kashmir
Vocabulary:
human migration, perspectives,
reform (political & social)
3. Explain how political and economic conditions, resources,
geographic locations and cultures have contributed to
cooperation and conflict.



Define Zionism
Explain the real and
symbolic impact of the
Berlin Wall
Explain the impact of the
media on world events and
perspectives
25
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Government Sub-unit South East Asia/Korea
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap30
sect.
1.0,
2.0
Systems of Government
B. Analyze the differences
I can…
Chap33
sect.
1.0,
4.0,5.0
1. Explain how various systems of governments
among various forms of
Chap35
sect.
3.0,
4.0
acquire, use and justify their power.
government to determine
 Define presidential democracy
how power is acquired and
 define parliamentary democracy
2. Analyze the purposes, structures and functions
used.
 identify ways ordinary citizens can
participate in absolute monarchies
of various systems of government including:
Resources:
 identify ways ordinary citizens can
c. Parliamentary democracies;
participate in constitutional
d. Presidential democracies;
monarchies
e. Dictatorships;
 identify ways ordinary citizens can
f. Theocracy
participate in parliamentary
democracies
 identify limits on ordinary people in
absolute monarchies
Vocabulary:
 identify limits on ordinary people in absolute monarchies, dictatorships
constitutional monarchies
presidential democracies, theocracies
 identify limits on ordinary people in
parliamentary democracies
 define Theocracy
26
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Citizenship Rights and Responsibilities Sub-unit South East Asia/Korea
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap30
sect.
1.0,
2.0
Participation
A. Analyze ways people
I can…
Chap33
sect.
1.0,
4.0,5.0
2.
Describe
and
compare
opportunities
for
citizen
achieve governmental
 define absolute monarchy
Chap35
sect.
3.0,
4.0
participation under different systems of
change, including political
 define constitutional monarchy
government including:
 define parliamentary democracy
action, social protest and
c. Parliamentary democracies;
 identify ways ordinary citizens can
revolution.
participate in absolute monarchies
d. Presidential democracies;
 identify ways ordinary citizens can
e. Dictatorships;
participate in constitutional
f. Theocracies.
monarchies
 identify ways ordinary citizens can
participate in parliamentary
democracies
 identify limits on ordinary people in
absolute monarchies
 identify limits on ordinary people in
constitutional monarchies
Vocabulary:
 identify limits on ordinary people in citizen action, influence, public policy/
parliamentary democracies
opinion, absolute monarchies,
 compare what ordinary citizens can
dictatorships, presidential democracies,
legally do in absolute monarchies,
theocracies, conservative, police powers
constitutional monarchies and
parliamentary democracies
 identify which system of
government allows citizens to:
criticize the government, access
unbias information, enjoy basic
rights like free speech, thought and
religion, and freedom from
imprisonment without a trial and
participate in free elections
27
3. Analyze how governments and other groups
have used propaganda to influence public
opinion and behavior.







Define propaganda
Identify and explain three
examples of propaganda
Define Soviet Socialism
Explain the purpose of Hitler’s
youth groups
Explain how mass
communication assisted in the
effectiveness of propaganda
Explain the function of various
propaganda messages on the
behavior of the general public,
such as …
Heil Hitler
America; Love it or Leave it
Weapons of Mass Destruction
From Each According to his
Ability, To Each According to
his Needs
Analyze the effect of
propaganda on public opinion
by comparing PETA and the
United Dairy Association’s
techniques
28
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Social Studies Skills and Methods Sub-unit South East Asia/Korea
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap30
sect. 1.0, 2.0
Thinking and Organizing
A. Evaluate the reliability and
I can…
Chap33
sect. 1.0, 4.0,5.0
1. Detect bias and propaganda in primary
1. Define credibility
credibility of sources.
Chap35
sect. 3.0, 4.0
2.
Explain
the
difference
between
a
and secondary sources of information.
credible
and
a
non-credible
source
2. Evaluate the credibility of sources for:
Resources:
3. Define logical fallacies
a. Logical fallacies;
4.
Recognize
and
list
the
logical
b. Consistency of arguments;
fallacies in a source
c. Unstated assumptions;
5. Define consistency of arguments
d. Bias
6. Recognize the difference between
consistent and inconsistent arguments
in a source
7. Define unstated assumptions
8. Recognize the difference between
stated and unstated assumptions in a
source
Vocabulary:
9. Define bias
assumptions, bias, consistency, thes
10. Recognize the difference between
logical fallacies, primary/secondary
biased and unbiased statements in a
sources, fact vs. opinion, reliability
source
views, supporting facts
3. Analyze the reliability of sources for:
a. Accurate use of facts;
b. Adequate support of statements;
c. Date of publication.
1. Define reliability
2. Use facts to support the argument in
a source
3. Identify facts that are inappropriate
to a source
4. Determine whether or not the
writer’s statements have been
supported
5. Determine a source’s reliability
based on its date of publication
29
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
History
Sub-unit China/Japan
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap
28
sect
1.0, 2.0
Imperialism
C. Analyze the reasons that
I can…
Chap
30
sect.
3.0
5.
Analyze
the
perspectives
of
the
colonizers
and
countries gained control of
 explain the colonized point of view
Chap
33
sect.
2.0
the
colonized
concerning:
territory through
regarding the loss of their language,
Chap35 sect. 5.0
a. Indigenous language;
imperialism and the impact
religion and culture.
b. Natural resources;
on people living in the
 explain the colonized point of view
History Alive: Communist Chine &
c. Labor;
territory that was
regarding the exploitation of their
Modern Japan
d. Political systems;
controlled.
natural resources for European
Exploring Continuity and Change
e. Religion.
industries and their labor for
In China
European profit.
Through Art 1.2
 explain the colonized point of view Shifting Winds of Communist
Policies 1.3
regarding loss of political control
 explain the colonizers point of view Adept at Adapting: Japan’s Genius
regarding colonial governments and Over Time 2.1
The Rise of Modern Japan 2.2
the reduction of warfare in the


6. Explain the global impact of imperialism
including:
a. Modernization of Japan;
b. Political and social reform in China



D. Connect developments
colonies
explain the colonizers point of view
regarding the introduction of global
languages and new religions and
culture.
explain the colonizers point of view
regarding the availability of
European goods in the colonies and
jobs.
Center for Learning:
Book 3
Lesson 32
Vocabulary:
describe how Japan modernized to
avoid European imperial conquest.
describe how China tried to reform
to avoid European conquest.
explain how political change in China was
a response to European imperialism.
30
related to World War I with the
onset of World War II.
20th Century Conflict
11. Analyze the consequences of World War II
including:
f. Atomic weapons;
g. Civilian and military losses;
12. Analyze the impact of conflicting political and
economic ideologies after World War II that
resulted in the Cold War including:
d.The Chinese Communist Revolution.
13. Examine social, economic and political
struggles resulting from colonialism and
imperialism including:
b. Rise of dictatorships in former colonies.
31
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth Ninth grade students continue the 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
History Sub-unit China/Japan
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap
28
sect
1.0, 2.0
20th Century Conflict
I can…
Chap
30
sect.
3.0
D. Connect developments
Chap
33
sect.
2.0
14. Explain the causes and consequences of
related to World War I with
Chap35
sect.
5.0
the fall of the Soviet Union and the end of
the onset of World War II.
the Cold War including:
Resources:
d. Global decline of communism.
15. Examine regional and ethnic conflict in the
post-Cold War era including:
b.
Ethnic strife in Asia.

Explain the causes of the China/Tibet
conflict
Vocabulary:
32
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Peoples in Societies Sub-unit South China/Japan
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap
28
sect
1.0,
2.0
Interaction
B. Analyze the consequences of
I can…
Chap
30
sect.
3.0
2.
Analyze
the
results
of
political,
economic,
and
oppression, discrimination and
 Define the term human rights
Chap 33 sect. 2.0
social oppression and the violation of human
conflict between cultures
 Define the term indigenous
Chap35 sect. 5.0
rights including:
peoples
 Explain the Holocaust
a. The exploitation of indigenous peoples;
C. Analyze the ways that
 Define the term genocide
contacts between people of
Resources:
 Compare and contrast the acts
different cultures result in
of genocide in Armenia,
exchanges of cultural practices.
Rwanda, Bosnia, and Iraq
Diffusion
3. Explain how advances in communication and
transportation have impacted:
h. Globalization;
i. Cooperation and conflict;
j. The environment;
k. Collective security;
l. Popular culture;
m. Political systems;
n. Religion.
 define globalization
Vocabulary:
 explain how the internet and satellite
communication has made the
world more global
 explain how instant communication
has made it easier to cooperate
globally
 explain how environmental problems
have become global in nature
(global warming, Chernobyl,
oil spills)
 explain how improved communication
makes mutual defense possible
 explain how the internet and television
spread popular culture
 explain how communication and
transportation encourage the spread of
religion and political ideology.
33
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Geography
Sub-unit China/Japan
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap30
sect.
1.0,
2.0
Places and Regions
A. Analyze the cultural,
I can…
Chap33
sect.
1.0,
4.0,5.0
physical, economic and political
 Define Zionism
Chap35
sect.
3.0,
4.0
3.
Explain
how
political
and
economic
conditions,
characteristics that define
 Explain the real and symbolic
resources, geographic locations and cultures have
impact of the Berlin Wall
regions and describe reasons
contributed to cooperation and conflict
 Explain the impact of the media
that regions change over time
History Alive: Communist Chine &
on world events and
Modern Japan
perspectives
Liu Ling: Writing Journals about Life in
a Chinese Village 1.5
Vocabulary:
infant mortality, gross domestic product
(GDP)
urbanization, agrarian society
34
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth Ninth grade students continue the 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
Economics
Sub-unit China/Japan
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap30
sect.
1.0,
2.0
Markets
A. Compare how different
I can…
Chap33
sect.
1.0,
4.0,5.0
economic systems answer the
Chap35
sect.
3.0,
4.0
2.
Explain
how
changing
methods
of
production
fundamental economic
 compare hand and machine
and a country's productive resources affect how
labor
questions of what goods and
it answers the fundamental economic questions
 define industrialization and
services to produce, how to
Center for Learing:
mass production
of what to produce, how to produce, and for
produce them, and who will
Book 3
 explain how mechanization
whom to produce.
consume them
Lesson 32
increases production
 describe how natural resources
limit or encourage production
3. Analyze characteristics of traditional, market,
command and mixed economies with regard to:
f. Private property;
g. Freedom of enterprise;
h. Competition and consumer choice;
i. The role of government








Describe the characteristics of a
traditional economy
List the characteristics of a
market economy
List the characteristics of a
command economy
List the characteristics of a
mixed economy
Identify the economies that
favor private property and those
that do not
Describe the impact that
freedom of enterprise has on an
economy
Compare the levels of
competition and consumer
choice in different types of
economies
List the advantages and
disadvantages of government
legislation on market economies
versus a command economy
Vocabulary:
command economy, infrastructure
(of trade), standard of living, tariffs
35
Government and the Economy
4. Analyze the economic costs and benefits of
protectionism, tariffs, quotas and blockades on
international trade










Define the term protectionism
Define the term tariffs
Define the term quotas
Define the term blockades
Explain the Gross Domestic
Product
Explain the impact of a trade
imbalance
List one cost and one benefit on
a country’s economy from
imposing a tariff
List one cost and one benefit on
a country’s economy from
setting quotas
List one cost and one benefit on
a country’s economy from
practicing a policy of
protectionism
List one cost and one benefit on
a country’s economy from
establishing a blockade on
international trade
36
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Government Sub-unit China/Japan
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap30
sect.
1.0,
2.0
Systems of Government
I can…
Chap33
sect.
1.0,
4.0,5.0
B. Analyze the differences
Chap35 sect. 3.0, 4.0
1. Explain how various systems of governments
among various forms of
can…
acquire, use and justify their power.
government to determine
 define constitutional monarchy
how power is acquired and
 define parliamentary democracy
Resources
2. Analyze the purposes, structures and functions
used.
 identify ways ordinary citizens can
of various systems of government including:
participate in absolute monarchies
g. Absolute monarchies;
 identify ways ordinary citizens can
participate in constitutional
e. Dictatorships;
monarchies
f. Theocracies.
 identify ways ordinary citizens can
participate in parliamentary
democracies
 identify limits on ordinary people in
absolute monarchies
 identify limits on ordinary people in Vocabulary:
constitutional monarchies
absolute monarchies, dictatorships
 identify limits on ordinary people in presidential democracies, theocracies
parliamentary democracies
37
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Citizenship Rights and Responsibilities Sub-unit China/Japan
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap30
sect.
1.0,
2.0
Participation
I can…
Chap33
sect.
1.0,
4.0,5.0
A. Analyze ways people
 define absolute monarchy
Chap35
sect.
3.0,
4.0
2.
Describe
and
compare
opportunities
for
citizen
achieve governmental
 define constitutional monarchy
participation
under
different
systems
of
 define parliamentary democracy
change, including political
government including:
 identify ways ordinary citizens can
action, social protest and
Resources:
d. Absolute monarchies;
participate in absolute monarchies
revolution.
e. Constitutional monarchies;
 identify ways ordinary citizens can
participate in constitutional
f. Theocracies.
monarchies
 identify ways ordinary citizens can
participate in parliamentary
democracies
 identify limits on ordinary people in
absolute monarchies
 identify limits on ordinary people in
constitutional monarchies
Vocabulary:
 identify limits on ordinary people in
citizen action, propaganda, slavery,
parliamentary democracies
suffrage
 compare what ordinary citizens can
legally do in absolute monarchies,
constitutional monarchies and
parliamentary democracies
 identify which system of
government allows citizens to:
criticize the government, access
unbias information, enjoy basic
rights like free speech, thought and
religion, and freedom from
imprisonment without a trial and
participate in free elections
38
3. Analyze how governments and other groups
have used propaganda to influence public opinion
and behavior.







Define propaganda
Identify and explain three
examples of propaganda
Define Soviet Socialism
Explain the purpose of Hitler’s
youth groups
Explain how mass
communication assisted in the
effectiveness of propaganda
Explain the function of various
propaganda messages on the
behavior of the general public,
such as …
Heil Hitler
America; Love it or Leave it
Weapons of Mass Destruction
From Each According to his
Ability, To Each According to
his Needs
Analyze the effect of
propaganda on public opinion
by comparing PETA and the
United Dairy Association’s
techniques
39
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Social studies skills Sub-unit China/Japan
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap30
sect.
1.0,
2.0
Thinking and Organizing
A. Evaluate the reliability and
I can…
Chap33
sect.
1.0,
4.0,5.0
1. Detect bias and propaganda in primary and
1. Define bias
credibility of sources.
Chap35
sect.
3.0,
4.0
2.
Define
propaganda
secondary sources of information.
3.
I
can
explain
the
difference
between
a
B. Use data and evidence to
primary and secondary source of
support or refute a thesis.
Resources:
information
2. Evaluate the credibility of sources for:
a. Logical fallacies;
b. Consistency of arguments;
f. Unstated assumptions;
g. Bias.
3. Analyze the reliability of sources for:
a. Accurate use of facts;
b. Adequate support of statements;
c. Date of publication
1. Define credibility
2. Explain the difference between a
credible and a non-credible source
3. Define logical fallacies
4. Recognize and list the logical fallacies
in a source
5. Define consistency of arguments
6. Recognize the difference between
consistent and inconsistent arguments in
a source
7. Define unstated assumptions
8. Recognize the difference between
stated and unstated assumptions in a
source
9. Define bias
10. Recognize the difference between
biased and unbiased statements in a
source
Vocabulary:
1. Define reliability
2. Use facts to support the argument in a
source
3. Identify facts that are inappropriate to
a source
4. Determine whether or not the writer’s
statements have been supported
5. Determine a source’s reliability based
on its date of publication
40
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
History India
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Imperialism
Chap27
sect. 4.0
C. Analyze the reasons that
I can…
Chap30
sect. 4.0
5.
Analyze
the
perspectives
of
the
colonizers
and
the
countries gained control of
 explain the colonized point
Chap34
sect. 1.0
colonized
concerning:
territory through imperialism
of view regarding the loss
f. Indigenous language;
and the impact on people
of their language, religion
Center for Learning
g. Natural resources;
living in the territory that was
and culture.
Book 3
h. Labor;
controlled.
 explain the colonized point Lessons 14
i. Political systems;
of view regarding the
j.
Religion.
exploitation of their natural




resources for European
industries and their labor
for European profit.
explain the colonized point
of view regarding loss of
political control
explain the colonizers point
of view regarding colonial
governments and the
reduction of warfare in the
colonies
explain the colonizers point
of view regarding the
introduction of global
languages and new
religions and culture.
explain the colonizers point
of view regarding the
availability of European
goods in the colonies and
jobs.
Vocabulary:
colonialism, colonized, cultural
institutions, exploitation,
ideologies modernization,
poverty
41
D. Connect developments related to 20th Century Conflict
World War I with the onset of 9. Assess the global impact of post-World War I economic,
social and political turmoil including:
World War II
b. Worldwide depression;
c. Colonial rebellion;
13. Examine social, economic and political struggles
resulting from colonialism and
imperialism including:
g. Independence movements in India.

Define: colonialism,
imperialism, dictatorship

Explain the impact of
Imperialism on traditional
African cultures
Explain how the division of
territory in Africa led to
conflict

42
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Peoples in Society
India
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Cultures
Chap27
sect.
4.0
A. Analyze the influence of different
I can…
Chap30
sect.
4.0
1.
Analyze
examples
of
how
people
in
different
cultural perspectives on the actions
 Define Zionism
Chap34
sect.
1.0
cultures view events from different
of group
 Explain the Balfour
perspectives including:
Declaration
b. Partition of India and Pakistan;

B. Analyze the consequences of
oppression, discrimination
and conflict between cultures.
Interaction
2. Analyze the results of political, economic, and
social oppression and the violation of human
rights including:
b. The exploitation of indigenous peoples;



C. Analyze the ways that contacts
between people of different
cultures result in exchanges of
cultural practices.
Diffusion
3. Explain how advances in communication and
transportation have impacted:
o. Globalization;
p. Cooperation and conflict;
q. The environment;
r. Collective security;
s. Popular culture;
t. Political systems;
u. Religion.
Differentiate between
Palestinians and Israelis
Locate India on a map
Explain the differences
between Hindus and
Muslims
Define the term apartheid
Vocabulary:
exploitation, indigenous people, cultural
diffusion
 define globalization
 explain how the internet and satellite
communication has made the
world more global
 explain how instant communication
has made it easier to cooperate
globally
 explain how environmental problems
have become global in nature
(global warming, Chernobyl,
oil spills)
 explain how improved communication
makes mutual defense possible
 explain how the internet and television
spread popular culture
explain how communication and transportation
encourage the spread of religion and political
ideology.
43
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Geography
India
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
Clear Learning Targets
9th Benchmarks
Grade Level Indicators
Strategies/Resources
Places
and
Regions
Chap27
sect.
4.0
A. Analyze the cultural, physical,
I can…
Chap30 sect. 4.0
1. Interpret data to make comparisons
economic and political characteristics
 Define the terms birth and death
Chap34 sect. 1.0
between and among countries and
rates
that define regions and describe
regions including:
 Define Gross Domestic Product
reasons that regions change over time
 Read graphs to identify raising or
a. Birth rates;
Resources:
lowering in rates
b. Death rates;
 Make a connection between
c. Infant mortality rates;
education and death/birth rates
d. Education levels;
 Make inferences related to GDP
e. Per capita Gross Domestic Product
and infant mortality
(GDP).
2. Explain how differing points of view
play a role in conflicts over territory
and resources.
B. Analyze geographic changes
brought about by human
activity using appropriate
maps and other geographic
data.
3. Explain how political and economic
conditions, resources, geographic
locations and cultures have contributed
to cooperation and conflict.
Vocabulary:
human migration, infant mortality, urbanization



Define Zionism
Explain the real and symbolic
impact of the Berlin Wall
Explain the impact of the media on
world events and perspectives
Movement
5. Analyze the social, political, economic
and environmental factors that have
contributed to human migration now
and in the past.
44
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Economics
India
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Markets
Chap27
sect.
4.0
A. Compare how different
I can…
Chap30 sect. 4.0
1. Describe costs and benefits of trade with
economic systems answer
 define infrastructure, standard of
Chap34 sect. 1.0
living, productive capacity,
regard to:
the fundamental economic
productive resources
a. Standard of living;
questions of what goods
 describe how trade increases the
b. Productive capacity;
and services to produce,
Resources:
variety of goods available and
c. Usage of productive resource
how to produce them, and
hence
raises
the
standard
of
living
d. Infrastructure.
who will consume them.
 describe how trade (especially free
trade) impacts employment rates
 explain how specialization and
interdependence maximize the
productive capacity of a nation and
Vocabulary:
efficient utilization of productive
infrastructure (of trade), protectionism,
resources
 describe the costs of infrastructure
needed for trade
2. Explain how changing methods of
production and a country's productive
resources affect how it answers the
fundamental economic questions of what
to produce, how to produce, and for
whom to produce.




compare hand and machine labor
define industrialization and mass
production
explain how mechanization
increases production
describe how natural resources
limit or encourage production
45
3. Analyze characteristics of traditional,
market, command and mixed economies
with regard to:
j. Private property;
k. Freedom of enterprise;
l. Competition and consumer choice;
m. The role of government








Describe the characteristics of a
traditional economy
List the characteristics of a market
economy
List the characteristics of a
command economy
List the characteristics of a mixed
economy
Identify the economies that favor
private property and those that do
not
Describe the impact that freedom
of enterprise has on an economy
Compare the levels of competition
and consumer choice in different
types of economies
List the advantages and
disadvantages of government
legislation on market economies
versus a command economy
46
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Government
India
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap27
sect.
4.0
B. Analyze the differences
1. Explain how various systems of
I can…
Chap30 sect. 4.0
among various forms of
governments acquire, use and justify their
Chap34 sect. 1.0
government to determine
power.
 Define presidential democracy
how power is acquired and
 define parliamentary democracy
used.
2. Analyze the purposes, structures and
 identify ways ordinary citizens can
Resources:
participate in absolute monarchies
functions of various systems of
 identify ways ordinary citizens can
government including:
participate in constitutional monarchies
h. Absolute monarchies;
 identify ways ordinary citizens can
i. Constitutional monarchies;
participate in parliamentary
j. Parliamentary democracies;
democracies
k. Presidential democracies;

identify limits on ordinary people in
l. Dictatorships;
Vocabulary:
absolute monarchies
m. Theocracies.
absolute monarchy, constitutional
 identify limits on ordinary people in
monarchies, dictatorships, parliamentary
constitutional monarchies
democracies
 identify limits on ordinary people in

parliamentary democracies
define Theocracy
47
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Citizenship Rights and Responsibilities
India
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap27
sect.
4.0
Participation
A. Analyze ways people
I can…
Chap30 sect. 4.0
1. Describe the ways in which government
achieve governmental
 Define civil disobedience,
Chap34 sect. 1.0
colonialism, boycott
policy has been shaped and set by the
change, including political
 Identify steps in the rise of
influence of political parties, interest
action, social protest and
Nationalist Movement
groups, lobbyists, the media and public
revolution.
Resources:
 List civil disobedience and
opinion with emphasis on:
boycott
events
that
the
people
B. Explain how individual rights are d. Military policy;
participated in
relative, not absolute, and describe
:
the balance between individual
 define absolute monarchy
2. Describe and compare opportunities for
rights, the rights of others, and the
constitutional, monarchy, parliamentary
citizen participation under different
common good
democracy
systems of government including:
Vocabulary:
 identify ways ordinary citizens can
h. Absolute monarchies;
participate in absolute monarchies
i. Constitutional monarchies;
 in constitutional monarchies
j. Parliamentary democracies;
 identify ways ordinary citizens can
k. Presidential democracies;
participate in parliamentary
l. Dictatorships;
democracies
m. Theocracies.
 identify limits on ordinary people in
absolute monarchies constitutional
monarchies
 identify limits on ordinary people in
parliamentary democracies
 compare what ordinary citizens can
legally do in absolute monarchies,
constitutional monarchies and
parliamentary democracies
 identify which system of government
allows citizens to: criticize the
government, access unbias information,
enjoy basic rights like free speech,
thought and religion, and freedom from
imprisonment without a trial and
participate in free elections
48
3. Analyze how governments and other
groups have used propaganda to
influence public opinion and behavior.
49
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Social Studies Skills
India
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Thinking
and
Organizing
Chap27
sect.
1.0,
2.0
A. Evaluate the reliability and
I can…
Chap34
sect.
3.0
1. Detect bias and propaganda in primary
1. Define bias
credibility of sources.
Chap35 sect. 2.0
2. Define propaganda
and secondary sources of information.
3. I can explain the difference between a
primary and secondary source of
Resources:
information
2. Evaluate the credibility of sources for:
e. Logical fallacies;
f. Consistency of arguments;
g. Unstated assumptions;
h. Bias.
B. Use data and evidence to support or
refute a thesis.
3. Analyze the reliability of sources for:
d. Accurate use of facts;
e. Adequate support of statements;
f. Date of publication.
1. Define credibility
2. Explain the difference between a credible
and a non-credible source
3. Define logical fallacies
4. Recognize and list the logical fallacies in
a source
5. Define consistency of arguments
6. Recognize the difference between
consistent and inconsistent arguments in a
source
7. Define unstated assumptions
8. Recognize the difference between stated
and unstated assumptions in a source
9. Define bias
10. Recognize the difference between
biased and unbiased statements in a source
Vocabulary:
1. Define reliability
2. Use facts to support the argument in a
source
3. Identify facts that are inappropriate to a
source
4. Determine whether or not the writer’s
statements have been supported
5. Determine a source’s reliability based on its date
of publication
50
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth Ninth grade students continue the 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
History Africa
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Imperialism
Chap27
sect.
1.0, 2.0
C. Analyze the reasons that
I can…
Chap34
sect.
3.0
5.
Analyze
the
perspectives
of
the
colonizers
and
the
countries gained control of
 explain the colonized
Chap35
sect.
2.0
territory through imperialism colonized concerning:
point of view regarding
k. Indigenous language;
and the impact on people
the loss of their
l. Natural resources;
living in the territory that was
language, religion and History Alive: Modern Africa
The Scramble for Territory 3.1
m. Labor;
controlled.
culture.
Construct a Timeline of
n. Political systems;
 explain the colonized
African History 2.2
o. Religion.
point of view regarding




the exploitation of their
natural resources for
European industries and
their labor for European
profit.
explain the colonized
point of view regarding
loss of political control
explain the colonizers
point of view regarding
colonial governments
and the reduction of
warfare in the colonies
explain the colonizers
point of view regarding
the introduction of
global languages and
new religions and
culture.
explain the colonizers
point of view regarding
the availability of
European goods in the
colonies and jobs.
Center for Learning:
Book 3
Lesson 28
Vocabulary:
colonialism, olonization
persistent conflict, refugees
alliances, allies,
51
6. Explain the global impact of imperialism including:
c. Exploitation of African resources.
D. Connect developments related
to World War I with the onset of
World War II

Explain how Europeans
took natural resources
from Africa for
European profit


Define genocide
Locate areas of
genocide – Rwanda and
Darfur
Explain why tribal
fighting existed in
Rwanda
Explain the background
of the conflict in Darfur
20th Century Conflict
7. Analyze the causes and effects of World War I with
emphasis on:
a. Militarism, imperialism, nationalism and alliances;
9. Assess the global impact of post-World War I economic,
social and political turmoil including:
e. Worldwide depression;
b. Colonial rebellion;
13. Examine social, economic and political struggles
resulting from colonialism and imperialism including:
h. Independence movements in Africa.
i. Rise of dictatorships in former colonies.
15. Examine regional and ethnic conflict in the post-Cold
War era including:
a. Ethnic strife in, Africa.


52
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Peoples in Society
Africa
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap27
sect.
1.0, 2.0
A.Analyze the influence of different Cultures
I can…
Chap34
sect.
3.0
1.
Analyze
examples
of
how
people
in
different
Define
Zionism
cultural perspectives on the actions of
Chap35
sect.
2.0
cultures
view
events
from
different
 Explain the Balfour Declaration
group
perspectives including:
 Explain the differences between
Hindus and Muslims
d. End of apartheid in South Africa.
History Alive: Modern Africa
 Define the term apartheid
1. Creating Illustrated spoke Diagram of
 Identify Nelson Mandela
Pre-Colonial Nigeria 2.1
 Explain the impact of the media
B. Analyze the consequences of
2.
Facing
Colonialism: How would You
on world events and perspectives
oppression, discrimination
Respond? 2.2
and conflict between cultures. Interaction
3. A Conference on Independence:
2. Analyze the results of political, economic, and
Planning Nigeria’s Future. 2.3
social oppression and the violation of human
4. Understanding the System of
rights including:
Apartheid. 3.1
c. The exploitation of indigenous peoples;
5. Discovering the Roots of Apartheid
d. Acts of genocide, including those that
in South African History 3.2
have occurred in, Rwanda.
6. Writing Songs of Resistance to
Apartheid. 3.3
C. Analyze the ways that contacts
between people of different
Vocabulary:
cultures result in exchanges of
apartheid, exploitation, genocide,
cultural practices.
oppression/violation of civil rights
 define globalization
cultural diffusion,
Diffusion
 explain how the internet and satellite
3. Explain how advances in communication and
communication has made the
transportation have impacted:
world more global
v. Globalization;
 explain how instant communication has
made it easier to cooperate
w. Cooperation and conflict;
globally
x. The environment;

explain
how environmental problems
y. Collective security;
have
become global in nature
z. Popular culture;
(global
warming, Chernobyl, oil
aa. Political systems;
spills)
bb. Religion.
 explain how improved communication
makes mutual defense possible
53
 explain how the internet and television
spread popular culture
 explain how communication and transportation
encourage the spread of religion and political
ideology.
54
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Geography
Africa
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Places
and
Regions
Chap27
sect.
1.0, 2.0
A. Analyze the cultural, physical,
I can…
Chap34
sect.
3.0
1.
Interpret
data
to
make
comparisons
economic and political characteristics
 Define the terms birth and death
Chap35
sect.
2.0
between and among countries and regions
rates
that define regions and describe
 Define Gross Domestic Product
reasons that regions change over time. including:
 Read graphs to identify raising
f. Birth rates;
or lowering in rates
g. Death rates;
 Make a connection between
h. Infant mortality rates;
education and death/birth rates
i. Education levels;
Make inferences related to GDP and infant
j. Per capita Gross Domestic Product
mortality
(GDP).
2. Explain how differing points of view play a
role in conflicts over territory and
resources.





3. Explain how political and economic
conditions, resources, geographic locations
and cultures have contributed to
cooperation and conflict.






Identify major locations for
specific natural resources
Analyze how resources impact
political decisions
Explain the causes of the war
with Mexico
Explain the causes of the Boer
War
Explain the continued struggle
between India and Pakistan over
control of Kashmir
Vocabulary:
infant mortality, gross domestic product
(GDP)
urbanization, agrarian society
Locate all seven continents on a
map
Explain the causes of the
Opium War
Explain the Impact of the Berlin
Conference
List all major contributors to the
building of the Suez Canal
Explain the importance of the
Suez Canal
Explain the global coalition
55
which led to the coalition forces
victory in the Gulf War
Human Environmental Interaction
4. Explain the causes and consequences of
urbanization including economic development,
population growth and environmental change.








Define urbanization and
migration
List three reasons why people
would move to cities
Compare urban life to rural life
Name the five most
industrialized countries in the
1800’s.
Create a graph indicating
population growth
Identify five new jobs
specifically created for city life
Identify new city services of the
1800’s
Explain the negative impact to
the environment that urban
development can cause
Movement
5. Analyze the social, political, economic and
environmental factors that have
contributed to human migration now and
in the past.
56
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Economics
Africa
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Markets
Chap27
sect.
1.0, 2.0
A. Compare how different
I can…
Chap34
sect.
3.0
1. Describe costs and benefits of trade with
economic systems answer the
 define infrastructure, standard
Chap35
sect.
2.0
of living, productive capacity,
regard to:
fundamental economic
productive resources
e. Standard of living;
questions of what goods and
 describe how trade increases the
f. Productive capacity;
services to produce, how to
Resources:
variety of goods available and
g. Usage of productive resource
produce them, and who will
hence
raises
the
standard
of
h. Infrastructure.
consume them.
living
 describe how trade (especially
free trade) impacts employment
rates
 explain how specialization and
interdependence maximize the
productive capacity of a nation
and efficient utilization of
Vocabulary:
productive resources
command economy, infrastructure
 describe the costs of
(of trade), standard of living, tariffs
infrastructure needed for trade
2. Explain how changing methods of production
and a country's productive resources affect
how it answers the fundamental economic
questions of what to produce, how to
produce, and for whom to produce.




compare hand and machine
labor
define industrialization and
mass production
explain how mechanization
increases production
describe how natural resources
limit or encourage production
57
3. Analyze characteristics of traditional, market,
command and mixed economies with regard
to:
n. Private property;
o. Freedom of enterprise;
p. Competition and consumer choice;
q. The role of government.








Describe the characteristics of a
traditional economy
List the characteristics of a
market economy
List the characteristics of a
command economy
List the characteristics of a
mixed economy
Identify the economies that
favor private property and those
that do not
Describe the impact that
freedom of enterprise has on an
economy
Compare the levels of
competition and consumer
choice in different types of
economies
List the advantages and
disadvantages of government
legislation on market economies
versus a command economy
58
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Government
Africa
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap27
sect.
1.0, 2.0
B. Analyze the differences among 1. Explain how various systems of governments I can…
Chap34
sect.
3.0
various forms of government
acquire, use and justify their power.
Chap35
sect.
2.0
to determine how power is
 Define presidential democracy
acquired and used.
2. Analyze the purposes, structures and
 define parliamentary democracy
functions of various systems of government
 identify ways ordinary citizens can participate
Resources
in absolute monarchies
including:
 identify ways ordinary citizens can participate
n. Absolute monarchies;
in constitutional monarchies
o. Constitutional monarchies;
 identify ways ordinary citizens can participate
p. Parliamentary democracies;
in parliamentary democracies
q. Presidential democracies;

identify limits on ordinary people in absolute
r. Dictatorships;
monarchies
s. Theocracies.
 identify limits on ordinary people in
constitutional monarchies
 identify limits on ordinary people in
Vocabulary:
parliamentary democracies
absolute monarchies,
 define Theocracy
dictatorships presidential
democracies, theocracies
59
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Citizenship Rights and Responsibilities
Africa
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap27
sect.
1.0, 2.0
Participation
A. Analyze ways people achieve
I can…
Chap34
sect.
3.0
1. Analyze and evaluate the influence of various
governmental change,
 Define apartheid
Chap35
sect.
2.0
forms of citizen action on public policy
including political action,
 Explain why and how South
including:
social protest and revolution.
Africa was pressured to stop
b. The international movement to abolish
apartheid
the slave trade and slavery;
 Explain the reasons for the
Resources
f. The end of apartheid
riots is Soweto

2. Describe and compare opportunities for
citizen participation under different systems
of government including:
n. Absolute monarchies;
o. Constitutional monarchies;
p. Parliamentary democracies;
q. Presidential democracies;
r. Dictatorships;
s. Theocracies.










List the ways the African
people gained the right to
vote
define absolute monarchy
define constitutional monarchy
define parliamentary democracy
identify ways ordinary citizens can
participate in absolute monarchies
identify ways ordinary citizens can
participate in constitutional
monarchies
identify ways ordinary citizens can
participate in parliamentary
democracies
identify limits on ordinary people in
absolute monarchies
identify limits on ordinary people in
constitutional monarchies
identify limits on ordinary people in
parliamentary democracies
compare what ordinary citizens can
legally do in absolute monarchies,
constitutional monarchies and
parliamentary democracies
Vocabulary:
abolish slavery/trade, citizen action,
propaganda, slavery, suffrage
60

identify which system of
government allows citizens to:
criticize the government, access
unbias information, enjoy basic
rights like free speech, thought and
religion, and freedom from
imprisonment without a trial and
participate in free elections
3. Analyze how governments and other groups
have used propaganda to influence public
opinion and behavior.
61
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Social Studies Skills
Africa
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Thinking
and
Organizing
Chap27
sect.
1.0, 2.0
A. Evaluate the reliability and
I can…
Chap34
sect.
3.0
1. Detect bias and propaganda in primary and
credibility of sources.
1. Define bias
Chap35
sect.
2.0
secondary sources of information.
2. Define propaganda
3. I can explain the difference between a
primary and secondary source of
History Alive: Modern Africa
information
A Book about Africa: What Everyone
Should now 5.1
1.
Define
credibility
2. Evaluate the credibility of sources for:
2.
Explain
the
difference
between
a
i. Logical fallacies;
credible and a non-credible source
j. Consistency of arguments;
3. Define logical fallacies
k. Unstated assumptions;
4. Recognize and list the logical fallacies
l. Bias.
in a source
5. Define consistency of arguments
Vocabulary:
6. Recognize the difference between
assumptions, bias, consistency, thesis
consistent and inconsistent arguments
logical fallacies, primary/secondary
in a source
sources, fact vs. opinion, reliability of
B. Use data and evidence to support
7. Define unstated assumptions
views, supporting facts
8. Recognize the difference between
or refute a thesis.
stated and unstated assumptions in a
source
9. Define bias
10. Recognize the difference between
biased and unbiased statements in a
source
3. Analyze the reliability of sources for:
g. Accurate use of facts;
h. Adequate support of statements;
i. Date of publication.
1. Define reliability
2. Use facts to support the argument in a
source
3. Identify facts that are inappropriate to
a source
4. Determine whether or not the writer’s
statements have been supported
5. Determine a source’s reliability based
on its date of publication
62
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth Ninth grade students continue the 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
History Middle East
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Imperialism
Chap27 sect. 3.0
C. Analyze the reasons that
I can…
Chap30 sect. 4.0
countries gained control of
Chap33 sect. 4.0
5.
Analyze
the
perspectives
of
the
colonizers
territory through
 explain the colonized point of view
and
the
colonized
concerning:
imperialism and the impact
regarding the loss of their language, Chap34 sect. 4.0
p.
Indigenous
language;
on people living in the
religion and culture.
History Alive: Modern Middle East
q. Natural resources;
territory that was
 explain the colonized point of view
Construct
a Bimeline of Middle Eastern
r. Labor;
controlled.
regarding the exploitation of their
History 1.3
s. Political systems;
natural resources for European
Determining borders: The lLgacy of
t. Religion.
industries and their labor for
Colonialism 2.1
European profit.
Key Events in the Formation of States
2.2
 explain the colonized point of view
Jews & Palestinians: Two Claims to
regarding loss of political control
 explain the colonizers point of view Palestine 3.1
regarding colonial governments and United Nations Responses to the ArabIsraeli
the reduction of warfare in the
Conflict 3.2
colonies
Attending a Conference on the Israeli explain the colonizers point of view Palestinian Conflict 3.3

regarding the introduction of global
languages and new religions and
culture.
explain the colonizers point of view
regarding the availability of
European goods in the colonies and
jobs.
Vocabulary:
allies, disarmament, exploitation, militarism/
militarist/military, persistent conflict, refugees,
D. Connect developments related to
World War I with the onset of
World War II
63
20th Century Conflict
11. Analyze the consequences of World War
II including:
f. The establishment of the state of
Israel.
13. Examine social, economic and political
struggles resulting from colonialism and
imperialism including:
b. Rise of dictatorships in former
colonies.
15. Examine regional and ethnic conflict in
the postCold War era including:
a. Persistent conflict in the Middle
East;




Identify Menachim Begin, Anwar Sadat, Hosni
Mubarak, Camp David Accords, PLO, Yasser
Arafat
Explain the plan of “trading land for peace”
Explain The steps leading to the Infatada
Explain why the lack of a Palestinian homeland
is continuing to cause unrest between Israel and
Palestine
64
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Peoples in Society
Middle East
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Cultures
Chap27
sect.
3.0
A. Analyze the influence of
I can…
Chap30 sect. 4.0
1. Analyze examples of how people in
different cultural perspectives
 Locate Israel on a map
Chap33 sect. 4.0
different cultures view events from
on the actions of group
 Define Zionism
Chap34 sect. 4.0
different perspectives including:
 Explain the Balfour Declaration
a. Creation of the state of Israel;
 Differentiate between Palestinians
and Israelis
b. Partition of India and Pakistan;
 Locate India and Palestine on a map Resources:
 Explain the differences between
B. Analyze the consequences
Hindus and Muslims
of oppression,
Interaction

Explain the impact of the media on
discrimination and conflict
world events and perspectives
2.
Analyze
the
results
of
political,
economic,
between cultures.
and social oppression and the violation
of human rights including:
Vocabulary:
e. The exploitation of indigenous
collective security, cooperation vs. conflict,
oppression/violation of human rights,
peoples;
f. Acts of genocide, including those
that have occurred in Armenia and
Iraq.
C. Analyze the ways that
 define globalization
contacts between people of
Diffusion
 explain how the internet and satellite
different cultures result in
3.
Explain
how
advances
in
communication
communication has made the world
exchanges of cultural
more global
and
transportation
have
impacted:
practices.

explain
how instant communication has
cc. Globalization;
made
it easier to cooperate globally
dd. Cooperation and conflict;

explain
how
environmental problems have
ee. The environment;
become
global in nature (global
ff. Collective security;
warming,
Chernobyl, oil spills)
gg. Popular culture;

explain
how
improved
communication
hh. Political systems;
makes mutual defense possible
ii. Religion.
 explain how the internet and television
spread popular culture
 explain how communication and
transportation encourage the spread
of religion and political ideology.
65
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Geography
Middle East
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Places
and
Regions
Chap27
sect.
3.0
A. Analyze the cultural, physical,
I can…
Chap30
sect.
4.0
1.
Interpret
data
to
make
comparisons
economic and political characteristics
Chap33
sect.
4.0
between and among countries and regions
that define regions and describe
(Add newly created “I Can” statements that
Chap34
sect.
4.0
reasons that regions change over time. including:
are the Clear Learning Targets in this
k. Birth rates;
column, based on the grade level
Resources:
l. Death rates;
indicator listed to the left.)
m. Infant mortality rates;
n. Education levels;
o. Per capita Gross Domestic Product
(GDP).
MUST DO
2. Explain how differing points of view play a
role in conflicts over territory and
resources.
Vocabulary:
3. Explain how political and economic
conditions, resources, geographic locations
and cultures have contributed to
cooperation and conflict.
66
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Economics
Middle East
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Markets
Chap27
sect.
3.0
A. Compare how different
I can…
Chap30
sect.
4.0
1. Describe costs and benefits of trade with
economic systems answer the
Chap33
sect.
4.0
regard to:
fundamental economic
(Add newly created “I Can” statements that
Chap34
sect.
4.0
i. Standard of living;
questions of what goods and
are the Clear Learning Targets in this
j. Productive capacity;
services to produce, how to
column, based on the grade level
Resources:
k. Usage of productive resource
produce them, and who will
indicator listed to the left.)
l. Infrastructure.
consume them.
3. Analyze characteristics of traditional, market,
command and mixed economies with regard
to:
r. Private property;
s. Freedom of enterprise;
t. Competition and consumer choice;
u. The role of government.
B. Explain how the U.S.
government provides public
services, redistributes income,
regulates economic activity,
and promotes economic
growth and stability.
MUST DO
Vocabulary:
mommand economy, freedom of enterprise,
Market economy, mixed economies, private
property, protectionism
Government and the Economy
4. Analyze the economic costs and benefits of
protectionism, tariffs, quotas and blockades
on international trade.
67
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Government
Middle East
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap27
sect.
3.0
B. Analyze the differences among 1. Explain how various systems of governments I can…
Chap30
sect.
4.0
various forms of government
acquire, use and justify their power.
Chap33
sect.
4.0
to determine how power is
(Add newly created “I Can” statements that
Chap34
sect.
4.0
acquired and used.
2. Analyze the purposes, structures and
are the Clear Learning Targets in this
functions of various systems of government
column, based on the grade level
Resources:
including:
indicator listed to the left.)
t. Absolute monarchies;
u. Constitutional monarchies;
v. Parliamentary democracies;
w. Presidential democracies;
x. Dictatorships;
y. Theocracies.
Vocabulary:
MUST DO
68
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Citizenship Rights and Responsibilities
Middle East
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap27
sect.
3.0
Participation
A. Analyze ways people
I can…
Chap30 sect. 4.0
2. Describe and compare opportunities for
achieve governmental
 define absolute monarchy
Chap33 sect. 4.0
citizen participation under different
change, including political
 define constitutional monarchy
Chap34 sect. 4.0
systems of government including:
 define parliamentary democracy
action, social protest and
t. Absolute monarchies;
 identify ways ordinary citizens can
revolution.
History Alive: Modern Middle East
participate in absolute monarchies
u. Constitutional monarchies;
Analyzing
Propaganda Posters from the
 identify ways ordinary citizens can
v. Parliamentary democracies;
Iranian
participate in constitutional monarchies
w. Presidential democracies;
Revolution 2.4
 identify ways ordinary citizens can
x. Dictatorships;
participate in parliamentary democracies
y. Theocracies.
 identify limits on ordinary people in
absolute monarchies
 identify limits on ordinary people in
constitutional monarchies
Vocabulary:
 identify limits on ordinary people in
influences, propaganda
parliamentary democracies
 compare what ordinary citizens can
legally do in absolute monarchies,
constitutional monarchies and
parliamentary democracies
 identify which system of government
allows citizens to: criticize the
government, access unbiased
information, enjoy basic rights like free
speech, thought and religion, and
freedom from imprisonment without a
trial and participate in free elections
3. Analyze how governments and other
groups have used propaganda to
influence public opinion and behavior.
69
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth Ninth grade students continue the 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
History Latin America
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
Clear Learning Targets
9th Benchmarks
Grade Level Indicators
Strategies/Resources
Enlightenment
Ideas
Chap24
sect.
1.0
A. Explain connections
I can…
Chap28
sect.
4.0
between the ideas of the
 Define the term enlightenment
Chap33
sect.
4.0
1.
Explain
how
Enlightenment
ideas
Enlightenment and
 Place the Enlightenment in
produced
enduring
effects
on
political,
changes in the
historical perspective
History Alive: Modern Latin America
economic and cultural institutions,
relationships between
The
History of Modern Mexico through

Identify
major
Enlightenment
including challenges to religious
citizens and their
Murals
2.2
thinkers and ideas
authority, monarchy and absolutism.
governments.




C. Analyze the reasons that
countries gained control of
territory through
imperialism and the impact
on people living in the
territory that was
controlled.

2. Explain connections among
Enlightenment ideas, the American
Revolution, the French Revolution and
Latin American wars for independence.






Define the terms monarchy and
absolutism
Explain natural rights
Explain the idea laissez-faire
Explain the impact of the
enlightenment
Explain secular education and its
impact on society
Define the term revolution
List three advantages of representative
government
Identify the importance of travel on the
spreading of ideas
Define natural rights
Explain the impact of the printed word
on the spreading of ideas
Define constitutional government
Center for Learning
Book 3
Lesson 3
Vocabulary:
colonialism, colonized, dictatorships, exploitatio
indigenous languages, labor, imperialism,
nationalism, natural resources, poverty, working
class, revolution
70
D. Connect developments
related to World War I
with the onset of World
War II.
Imperialism
5. Analyze the perspectives of the colonizers
and the colonized concerning:
u. Indigenous language;
v. Natural resources;
w. Labor;
x. Political systems;
y. Religion.






explain the colonized point of view
regarding the loss of their language, religion
and culture.
explain the colonized point of view
regarding the exploitation of their natural
resources for European industries and their
labor for European profit.
explain the colonized point of view
regarding loss of political control
explain the colonizers point of view
regarding colonial governments and the
reduction of warfare in the colonies
explain the colonizers point of view
regarding the introduction of global
languages and new religions and culture.
explain the colonizers point of view
regarding the availability of European goods
in the colonies and jobs.
20th Century Conflict
16. Examine social, economic and
political struggles resulting from
colonialism and imperialism
including:
b.
Rise of dictatorships in
former
colonies.
71
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth Ninth grade students continue the 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
Peoples in Society Latin America
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Interaction
Chap24
sect.
1.0
B. Analyze the consequences of
I can…
Chap28 sect. 4.0
oppression, discrimination and 2. Analyze the results of political, economic,
Chap33 sect. 4.0
and social oppression and the violation
conflict between cultures
(Add newly created “I Can” statements
of human rights including:
that are the Clear Learning Targets in
g. The exploitation of indigenous
this column, based on the grade level
History Alive: Modern Latin America
peoples;
indicator listed to the left.)
Mapping the Physiographic Features of
Latin
America 1.2
Vocabulary:
collective security, exploitation,
globalization
oppression/violation of human rights
72
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20th Century
Ninth Ninth grade students continue the 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
Geography Latin America
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
and diversity within local, national, regional and global settings
9th Benchmarks
Clear Learning Targets
Grade Level Indicators
Strategies/Resources
Chap24
sect.
1.0
A. Analyze the cultural, physical, economic Places and Regions
I can…
Chap28
sect.
4.0
and political characteristics that define
Chap33
sect.
4.0
regions and describe reasons that regions2. Explain how differing points of view play
(Add newly created “I Can”
a role in conflicts over territory and
change over time.
statements that are the Clear Learning
History Alive: Modern Latin Americ
resources.
Targets in this column, based on the
Graphing & Interpreting Demographic
grade level indicator listed to the left.) Data 1.3
3. Explain how political and economic
Forming Pyramids from the Past to
conditions, resources, geographic
Present 2.1
locations and cultures have contributed to
A Conference on the Fate of the
cooperation and conflict.
Brazilian
Rainforest 3.1
Write a Proposal for Resource Use in the
Rainforest 3.2
Vocabulary:
73
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
Scope and Sequence – World studies from 1750 to the Present: Age of Revolution Through the 20 th Century
Ninth grade students continue the 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
People in Societies Standard
Globalization
Students use knowledge of perspectives, practices and products of culture, ethnic and social groups to analyze the impact of their community
And diversity within local, national, regional and global settings
9th Benchmarks
A Analyze the influence of different
cultural perspectives on the actions
of groups
B Analyze the consequences of
oppression, discrimination and
conflict between cultures
C Analyze the ways that contacts
between people of different
cultures result in exchanges of
cultural practices.
Grade Level Indicators
Diffusion
3. Explain how advances in
communication and transportation have
impacted:
a. Globalization;
b. Cooperation and conflict
c. The environment
d. Collective security
e. Popular culture
f. Political systems
g. Religion
Clear Learning Targets
I can…
Strategies/Resources
Chap 29 – 29.14
Chap 31 – 31.1-4
Resources:
Vocabulary:
 define globalization
 explain how the internet and satellite
communication has made the
world more global
 explain how instant communication has
made it easier to cooperate
globally
 explain how environmental problems
have become global in nature
(global warming, Chernobyl, oil
spills)
 explain how improved communication
makes mutual defense possible
 explain how the internet and television
spread popular culture
 explain how communication and transportation
encourage the spread of religion and political
ideology.
74