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 Fren
Revolution
1.4. Creating a Storybook about the Fr
Revolution
Center for learning
Book 2
Lessons 29-41
Vocabulary: Absolutism, Alliances
Allies, Enlightenment, Social Cont
Class conflict,
Chap 22 – 22.1-3
Chap 23 – 23.1-4
Chap 24 – 24.2-5
<>
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.
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
<>
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
2
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
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
Estate their own
Government:
the slave trade and slavery;
form 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
identify limits on ordinary
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




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 unbias information,
enjoy basic rights like free
speech, thought and religion,
and freedom from
imprisonment without a trial
and participate in free
elections
<>
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
4
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.
3.Explain how political and economic conditions,
resources geographic locations and
cultures have contributed to
cooperation and conflict.
Human Environmental Interaction
4. Explain the causes and consequences of
urbanization including economic development,
population growth and environmental change.
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
Movement
5. Analyze the social, political, economic and
environmental factors that have contributed to
human migration now and in the past.
5
.
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
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
describe 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
6
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
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 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
D. Connect developments related to
I can…
world
7. Analyze the causes and effects of
WWI with the onset of WWII
The World Wars
World War I with emphasis on:
(Add newly created “I Can”
4.1 The First World War: European
a. Militarism, imperialism,
statements that are the Clear
Tensions Ignited
nationalism
Learning Targets in this column,
4.2
World War II Events: Predicting
and alliances;
based on the grade level indicator
European Responses
b. The global scope, outcomes and
listed to the left.)
4.3
Recounting
Stories of Resistance
human costs of the war;
From the Holocaust
c. The role of new technologies and
4.4 Artistic Reactions to War and the
practices including
Modern World
Culminating Project:
d. the use of poison gas, trench
5.1
Designing
a Museum to Evaluate
warfare, machine guns,
European
Modernization
airplanes, submarines and tan
Center for Learning
e. The Treaty of Versailles and the
Book 3
League of Nations
Lesson 36, 37, 39, 40
Chap 29 – 29.14
9. Assess the global impact of postChap 31 – 31.1-4
World War I economic, social and
political turmoil including
A. Disarmament
B. World wide depression
C. Rise of Militaristic and totalitarian
states in Europe
8
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/The Great 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
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…
 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.
Strategies/Resources
Chap 29 – 29.14
Chap 31 – 31.1-4
Resources:
Vocabulary:
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/ 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
I can…
Chap 31 – 31.1-4
10. Analyze the causes of World War II
to World
 Define the term
appeasement
including
War I with the onset of World War II.
Center For Learning
 List the results of the
a. Appeasement;
Book 4
Munich Conference
b. Axis expansion;
Lesson 6 - 13
 Identify the participants of
c. The role of the Allies.
the Munich Conference
 Explain the Soviet and
German Non-aggression
Pact
 Describe Italy’s invasion of
Ethiopia
 Describe Japan’s invasion
of Manchuria and China
 Define lebensraum
Vocabulary
 List, in chronological order
the expansion of Germany
under Hitler
 Define isolationism
 Identify members of the
<>
Axis Powers
 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;
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 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
11
acts of genocide in
Armenia, Rwanda, Bosnia,
and Iraq
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 Diffusion
3. Explain how advances in
Between people of different
Cultures result in the exchanges communication and transportation
have impacted:
Of cultural practices
a. Globalization;
b. Cooperation and conflict;
c. The environment;
d. Collective security;
e. Popular culture;
f. Political systems;
g. Religion.
I can…
Chap 22 – 22.1-3
Chap 23 – 23.1-4
 define globalization
Chap 24 – 24.2-5
 explain how the internet and
satellite communication has
made the world more global Center for Learning
Book 3
 explain how instant
communication has made it Lesson 20,21
easier to cooperate globally
 explain how environmental
problems have become
global in nature (global
warming, Chernobyl, oil
spills)
 explain how improved
Vocabulary
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.
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
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
A. Analyze ways people achieve
Chap 22 – 22.1-3
I can…
have used propaganda to influence public opinion
Chap 23 – 23.1-4
governmental change, including
and behavior.
political action, social protest and
(Add newly created “I Can” Chap 24 – 24.2-5
revolution.
statements that are the Clear
Resources:
Learning Targets in this column,
based on the grade level
indicator listed to the left.)
Vocabulary:
<>
13
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
Chap30 sect. 1.0, 2.0
D. Connect developments 20th CenturyConflict
I can…
8. Analyze the causes and consequences of
related to World War
 Define: Stalinization, détente, brinkmanship,Chap33 sect. 1.0, 4.0,5.0
Chap35 sect. 3.0, 4.0
the Russian Revolution including:
SALT Treaty
I with the onset of
History Alive: Rise & Fall of
a.
The
lack
of
economic,
political
and

Explain
the
causes
and
consequences
of
the
arms
World War II.
the Soviet Union
build-up between the US and USSR
social reforms under the tsars;
Interactive
theatre: A Day in the

Identify
areas
of
ethnic
unrest
in
the
Soviet
b. The impact of World War I;
Life
of
satellites and those that succeeded
c. The emergence of Lenin, Stalin and
Tsarist Russia 1.2

Identify the global decline of communism and
the Bolsheviks;
Rock, Paper, Scissors:
where communism still exists after the Fall of
d. The rise of communism in Russia.
Understanding
Communism
Marxist theory 1.3
The Russian Revolution: The
Soviet
Union under Stalin 1.4
9. Assess the global impact of post-World
 List the major provisions of the Treaty of Creating Visual Representation of
Russia’s City of Steel 2.1
War I economic, social and political
Versailles
The Purges under Stalin 2.2
turmoil including:
 Define disarmament
a. Disarmament;
 Explain Article 231 of the Treat of
b. Worldwide depression;
Versailles “war guilt”
c. Colonial rebellion;
 Define civil disobedience
Vocabulary:
d. Rise of militarist and totalitarian states
 Explain the importance of mass
Appeasement, atomic weapons
in Europe and Asia
communication to the spread of
, Bolsheviks, Cold war, dictatorships,
democratic 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
<>
14
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;
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;
15
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
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
Cultures
Chap30
sect. 1.0, 2.0
A. Analyze the influence of different
I can…
Chap33
sect. 1.0, 4.0,5.0
1.
Analyze
examples
of
how
people
in
cultural perspectives on the
Chap35
sect. 3.0, 4.0
different cultures view events from
actions of groups.
different perspectives including:
History Alive: Rise & Fall of the Soviet
Union
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
<>
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 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 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
Chap35 sect. 3.0, 4.0
conditions,
resources,
geographic
characteristics that define regions
(Add newly created “I Can”
locations
and
cultures
have
contributed
to
and describe reasons that regions
statements that are the Clear
Alive: Rise and Fall of the Soviet
cooperation and conflict
change over time.
Learning Targets in this column, based History
on
Union
the grade level indicator listed to
Mapping Russia’s physical and Ethnic
the left.)
Diversity 1.1
Vocabulary:
<>
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
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…
Chap33
sect.
1.0,
4.0,5.0
systems answer the fundamental 3. Analyze characteristics of traditional,
Chap35
sect.
3.0,
4.0
market, command and mixed economies
economic questions of what
Explain the differences between market and
with regard to:
goods and services to produce,
command economies in determining
History Alive: Rise & Fall of the Soviet
a. Private property;
how to produce them, and who
How to allocate resources.
Union
b. Freedom of enterprise;
will consume them.
The Unraveling of the Soviet Economy 4.2
c. Competition and consumer choice;
Identify limited resources.
d. The role of government
Topic: Fundamentals of Economics
Productive resources are limited and allocated in a
variety of different ways. An efficient Way to
allocate productive resources is through markets
Vocabulary:
command economy, freedom of enterprise
market economy, mixed economies, privat
property,
<>
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
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
2. Analyze the purposes, structures and
to determine how power is
(Add newly created “I Can” statements Chap35 sect. 3.0, 4.0
functions of various systems of
acquired and used.
that are the Clear Learning Targets in
government including:
this column, based on the grade level Resources:
d. Presidential democracies;
indicator listed to the left.)
e. Dictatorships;
Vocabulary:
dictatorships, regimes
<>
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
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;
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 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
21
Imperialism
C. Analyze the reasons that countries
4. Describe the political, economic, and
gained control of territory through
imperialism and the impact on social roots of imperialism.
people living in the territory that
Markets exist when buyers and sellers
was controlled
interact. Prices send signals and provide
incentives to buyers and sellers.
Topic: Fundmentals of
5. Analyze the perspectives of the
Economics
colonizers and the colonized concerning:
a. Indigenous language;
b. Natural resources;
c. Labor;
d. Political systems;
e. Religion.
6. Explain the global impact of
imperialism including:
a. Modernization of Japan;
b. Political and social reform in
China
I can…
 define imperialism
 analyze political motives for
imperialism, including the
prestige of empire and glory of
military conquest
 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.







Chap27 sect. 5.0
Chap33 sect. 3.0
Chap34 sect. 2.0
Center For learning
Book 3
Lesson 16, 31,32, 33
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.
explain the colonizers point of view
regarding the availability of European
goods in the colonies and jobs.
describe how Japan modernized
22


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 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 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 World War I with the onset of 12. Examine social, economic and
(Add newly created “I Can” statements Chap35 sect. 3.0, 4.0
political struggles resulting from
World War II.
that are the Clear Learning Targets in
colonialism and imperialism
this column, based on the grade level Center for Learning
Book 3
including:
indicator listed to the left.)
Lesson 17
a. Independence
b.
movements in
Indochina.
Rise of dictatorships in
former colonies.
13. Examine regional and ethnic
conflict in the post-Cold War era
including:
b. Ethnic strife in Asia.
Vocabulary:
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 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 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
Chap35 sect. 3.0, 4.0
2.
Explain
how
differing
points
of
view
play
a
role
that define regions and describe reasons
(Add newly created “I Can”
in conflicts over territory and resources.
that regions change over time
statements that are the Clear
Resources:
Learning Targets in this column,
3. Explain how political and economic conditions, resources,based on the grade level indicator
geographic locations and cultures have contributed to
listed to the left.)
cooperation and conflict.
Vocabulary:
human migration, perspectives,
reform (political & social)
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
25
Ninth
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
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
(Add newly created “I Can”
how power is acquired
statements that are the Clear Learning
2. Analyze the purposes, structures and functions Targets in this column, based on the
and used.
of various systems of government including:
grade level indicator listed to the left.)
Resources:
c. Parliamentary democracies;
d. Presidential democracies;
e. Dictatorships;
f. Theocracy
Vocabulary:
absolute monarchies, dictatorships
presidential democracies, theocracies
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
26
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
 define constitutional monarchy
government including:
political action, social
 define parliamentary democracy
c. Parliamentary democracies;
 identify ways ordinary citizens
protest and revolution.
can participate in absolute
d. Presidential democracies;
monarchies
e. Dictatorships;
 identify ways ordinary citizens
f. Theocracies.
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 Vocabulary:
in constitutional monarchies
citizen action, influence, public policy/
 identify limits on ordinary people opinion, absolute monarchies,
in parliamentary democracies
dictatorships, presidential democracies,
 compare what ordinary citizens
theocracies, conservative, police powers
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
3. Analyze how governments and other groups
have used propaganda to influence public
opinion and behavior.
27
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
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
credibility of sources.
Chap35 sect. 3.0, 4.0
and secondary sources of information.
(Add newly created “I Can”
2. Evaluate the credibility of sources for:
statements that are the Clear
a. Logical fallacies;
Learning Targets in this column, Resources:
b. Consistency of arguments;
based on the grade level indicator
c. Unstated assumptions;
listed to the left.)
d. Bias.
3. Analyze the reliability of sources for:
a. Accurate use of facts;
b. Adequate support of statements;
c. Date of publication.
Vocabulary:
assumptions, bias, consistency,
thesis
logical fallacies, primary/secondary
sources, fact vs. opinion, reliability
of
views, supporting facts
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
28
Ninth
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
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
countries gained control
Chap
33
sect.
2.0
5.
Analyze
the
perspectives
of
the
colonizers
of territory through
 explain the colonized point
Chap35
sect.
5.0
and
the
colonized
concerning:
imperialism and the
of view regarding the loss of
a. Indigenous language;
impact on people living in
their language, religion and
History Alive: Communist Chine &
b. Natural resources;
the territory that was
culture.
Modern Japan
c. Labor;
controlled.
 explain the colonized point Exploring Continuity and Change in China
d. Political systems;
of view regarding the
Through Art 1.2
e. Religion.
exploitation of their natural Shifting Winds of Communist Policies 1.3
resources for European
Adept at Adapting: Japan’s Genius over
industries and their labor for Time 2.1
The Rise of Modern Japan 2.2
European profit.
 explain the colonized point
Center for Learning:
of view regarding loss of
Book 3
political control
Lesson 32
 explain the colonizers point


D. Connect developments
related to World War I with
the onset of World War II.
6. Explain the global impact of imperialism
including:
a. Modernization of Japan;

of view regarding colonial Vocabulary:
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.
describe how Japan
modernized to avoid
29
b. Political and social reform in China


20th Century Conflict
11. Analyze the consequences of World War II
including:
f. Atomic weapons;
g. Civilian and military losses;
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.
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.
Continue on pge 8.
30
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
20th Century Conflict
I can…
Chap 30 sect. 3.0
D. Connect developments
Chap 33 sect. 2.0
related to World War I
Chap35 sect. 5.0
14.
Explain
the
causes
and
consequences
of
with the onset of World
the
fall
of
the
Soviet
Union
and
the
end
War II.
Resources:
of the Cold War including:
d. Global decline of communism.
15. Examine regional and ethnic conflict in
the post-Cold War era including:
b.

Explain the causes of the China/Tibet
Vocabulary:
conflict
Ethnic strife in Asia.
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
31
Ninth
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
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
I can…
Chap
30
sect.
3.0
2.
Analyze
the
results
of
political,
economic,
of oppression, discrimination
Chap
33
sect.
2.0
and
social
oppression
and
the
violation
of
and conflict between cultures
(Add newly created “I Can” statements that
Chap35
sect.
5.0
human rights including:
are the Clear Learning Targets in this
a. The exploitation of indigenous peoples; column, based on the grade level
C. Analyze the ways that
contacts between people of
Resources:
Diffusion
different cultures result in
exchanges of cultural
3. Explain how advances in communication and
practices.
 define globalization
transportation have impacted:
 explain how the internet and
h. Globalization;
satellite communication has
i. Cooperation and conflict;
made the world more global
j. The environment;
 explain how instant communication Vocabulary:
k. Collective security;
has made it easier to
l. Popular culture;
cooperate globally
m. Political systems;
 explain how environmental
n. Religion.
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.
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
32
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
Chap35
sect.
3.0,
4.0
3.
Explain
how
political
and
economic
conditions,
political characteristics that
(Add newly created “I Can” statements that
resources,
geographic
locations
and
cultures
have
define regions and describe
are the Clear Learning Targets in this
contributed to cooperation and conflict
reasons that regions change
column, based on the grade level
History Alive: Communist Chine &
over time
indicator listed to the left.)
Modern Japan
Liu Ling: Writing Journals about Life in
a Chinese Village 1.5
Vocabulary:
infant mortality, gross domestic product
(GDP)
urbanization, agrarian society
Ninth
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
33
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
fundamental economic
 compare hand and machine
production and a country's productive
labor
questions of what goods and
resources affect how it answers the
 define industrialization and
services to produce, how to
Center for Learing:
mass production
fundamental economic questions of what to
produce them, and who will c
Book 3
 explain how mechanization
produce, how to produce, and for whom to
Lesson 32
increases production
produce.
 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
Vocabulary:
command economy, infrastructure
(of trade), standard of living, tariffs
Government and the Economy
4. Analyze the economic costs and benefits of
protectionism, tariffs, quotas and blockades on
international trade
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.
34
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
Systems of Government
B. Analyze the differences
among various forms of
government to determine
how power is acquired
and used.
1. Explain how various systems of governments
acquire, use and justify their power.
2. Analyze the purposes, structures and
functions of various systems of government
including:
g. Absolute monarchies;
e. Dictatorships;
f. Theocracies.
I can…
Chap30 sect. 1.0, 2.0
Chap33 sect. 1.0, 4.0,5.0
(Add newly created “I Can” statementsChap35
that sect. 3.0, 4.0
are the Clear Learning Targets in this
column, based on the grade level
Resources
indicator listed to the left.)
Vocabulary:
absolute monarchies, dictatorships
presidential democracies, theocracies
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
35
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
achieve governmental
 define constitutional monarchy
citizen participation under different systems
change, including
 define parliamentary democracy
of government including:
 identify ways ordinary citizens
political action, social
Resources:
d. Absolute monarchies;
can participate in absolute
protest and revolution.
monarchies
e. Constitutional monarchies;
 identify ways ordinary citizens
f. Theocracies.
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
Vocabulary:
in constitutional monarchies
citizen action, propaganda, slavery,
 identify limits on ordinary people
suffrage
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
3. Analyze how governments and other groups
have used propaganda to influence public
opinion and behavior.
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.
36
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
A. Evaluate the reliability
and credibility of sources.
B. Use data and evidence to
support or refute a thesis.
Thinking and Organizing
1. Detect bias and propaganda in primary and
secondary sources of information.
2. Evaluate the credibility of sources for:
a. Logical fallacies;
b. Consistency of arguments;
f. Unstated assumptions;
g. Bias.
I can…
Chap30 sect. 1.0, 2.0
Chap33 sect. 1.0, 4.0,5.0
(Add newly created “I Can” statementsChap35
that sect. 3.0, 4.0
are the Clear Learning Targets in this
column, based on the grade level
Resources:
indicator listed to the left.)
3. Analyze the reliability of sources for:
a. Accurate use of facts;
b. Adequate support of statements;
c. Date of publication
Vocabulary:
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
37
Ninth
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 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
Chap34
sect.
1.0
colonized
concerning:
territory through
point of view
f. Indigenous language;
imperialism and the impact
regarding the loss of
Center for Learning
g. Natural resources;
on people living in the
their language,
Book 3
h. Labor;
territory that was
religion and culture. Lessons 14
i. Political systems;
controlled.
 explain the colonized
j.
Religion.
point of view




20th Century Conflict
9. Assess the global impact of post-World War I
D. Connect developments related to economic, social and political turmoil including:
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
Vocabulary:
colonialism, colonized, cultural
institutions, exploitation, ideologies
modernization, poverty
38
World War I with the onset of
World War II
b. Worldwide depression;
c. Colonial rebellion;
European goods in the
colonies and jobs.
13. Examine social, economic and political struggles
resulting
from colonialism and imperialism including:
g. Independence movements in India.
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
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
cultural perspectives on the actions1. Analyze examples of how people in
Chap34 sect. 1.0
different
cultures
view
events
from
of group
different perspectives including:
b. Partition of India and Pakistan;
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.
Interaction
2. Analyze the results of political, economic,
and social oppression and the violation of
human rights including:
b. The exploitation of indigenous
peoples;
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.
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.
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
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
 Define the terms birth and death
Chap34 sect. 1.0
between and among countries and
rates
characteristics
 Define Gross Domestic Product
that define regions and describe regions including:
 Read graphs to identify raising or
reasons that regions change over a. Birth rates;
Resources:
lowering in rates
b.
Death
rates;
time
 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
and infant mortality
Product (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.
Vocabulary:
human migration, infant mortality, urbanization
3. Explain how political and economic
conditions, resources, geographic
locations and cultures have
contributed to cooperation and
conflict.
Movement
5. Analyze the social, political, economic
and environmental factors that have
contributed to human migration now
and in the past.
41
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…
economic systems answer 1. Describe costs and benefits of trade with
 define infrastructure, standard of Chap30 sect. 4.0
Chap34 sect. 1.0
living, productive capacity,
the fundamental economic regard to:
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
d. Infrastructure.
who will consume them.
living
 describe how trade (especially
free trade) impacts employment
rates
 explain how specialization and
Vocabulary:
interdependence maximize the
infrastructure (of trade), protectionism,
productive capacity of a nation

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.
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




and efficient utilization of
productive resources
describe the costs of
infrastructure needed for trade
compare hand and machine
labor
define industrialization and mass
production
explain how mechanization
increases production
describe how natural resources
limit or encourage production
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
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
Chap34 sect. 1.0
government to determine
their power.
(Add newly created “I Can” statements
how power is acquired
that are the Clear Learning Targets in
and used.
2. Analyze the purposes, structures and
this column, based on the grade level
Resources:
functions of various systems of
indicator listed to the left.)
government including:
h. Absolute monarchies;
i. Constitutional monarchies;
j. Parliamentary democracies;
k. Presidential democracies;
l. Dictatorships;
Vocabulary:
m. Theocracies.
absolute monarchy, constitutional
monarchies, dictatorships, parliamentary
democracies
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
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
policy
has
been
shaped
and
set
by
the
change, including political
colonialism, boycott
influence of political parties, interest
action, social protest and
 Identify steps in the rise of
groups, lobbyists, the media and public
revolution.
Nationalist Movement
Resources:
opinion with emphasis on:
 List civil disobedience and
B. Explain how individual rights are d. Military policy;
boycott events that the
relative, not absolute, and describe
:
people participated in
the balance between individual
rights, the rights of others, and the
2. Describe and compare opportunities for  define absolute monarchy
common good
citizen participation under different
Vocabulary:
 define constitutional monarchy
systems of government including:
 define parliamentary democracy
h. Absolute monarchies;
 identify ways ordinary citizens can
i. Constitutional monarchies;
participate in absolute monarchies
j. Parliamentary democracies;
 identify ways ordinary citizens can
k. Presidential democracies;
participate in constitutional
l. Dictatorships;
monarchies
m. Theocracies.
 identify ways ordinary citizens can
participate in parliamentary
democracies
3. Analyze how governments and other
 identify limits on ordinary people in
groups have used propaganda to
absolute monarchies
influence public opinion and behavior.
 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 unbias
information, enjoy basic rights like
44
free speech, thought and religion,
and freedom from imprisonment
without a trial and participate in free
elections
45
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
credibility of sources.
Chap35 sect. 2.0
and secondary sources of information.
(Add newly created “I Can” statements
2. Evaluate the credibility of sources for:
e. Logical fallacies;
f. Consistency of arguments;
g. Unstated assumptions;
h. Bias.
3. Analyze the reliability of sources for:
d. Accurate use of facts;
e. Adequate support of statements;
f. Date of publication.
that are the Clear Learning Targets in
this column, based on the grade level
indicator listed to the left.)
Resources:
Vocabulary:
B. Use data and evidence to support
or refute a thesis.
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
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…
5. Analyze the perspectives of the colonizers and the
countries gained control of
 explain the colonized Chap34 sect. 3.0
Chap35 sect. 2.0
colonized
concerning:
territory through
point of view
k.
Indigenous
language;
imperialism and the impact
regarding the loss of
History Alive: Modern Africa
l. Natural resources;
on people living in the
their language,
The Scramble for Territory 3.1
m. Labor;
territory that was
religion and culture. Construct a Timeline of
n. Political systems;
controlled.
 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
Center for Learning:
Book 3
Lesson 28
Vocabulary:
colonialism, olonization
persistent conflict, refugees
alliances, allies,
47
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
availability of
European goods in the
colonies and jobs.

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.


48
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
Cultures
Chap27 sect. 1.0, 2.0
A. Analyze the influence of different
I can…
Chap34 sect. 3.0
cultural perspectives on the 1. Analyze examples of how people in
 Locate Israel on a map
Chap35 sect. 2.0
different
cultures
view
events
from
actions of group
 Define Zionism
different perspectives including:
 Explain the Balfour Declaration
d. End of apartheid in South Africa.
 Differentiate between Palestinians
History Alive: Modern Africa
and Israelis
1. Creating Illustrated spoke Diagram
 Locate India and Palestine on map
Interaction
Of Pre-Colonial Nigeria 2.1
 Explain the differences between
2. Analyze the results of political, economic,
B. Analyze the consequences of
2.
Facing Colonialism: How would
Hindus and Muslims
and social oppression and the violation of
oppression, discrimination
You Respond? 2.2
 Explain the real and symbolic
human rights including:
and conflict between cultures.
3. A Conference on Independence:
impact of the Berlin Wall
c. The exploitation of indigenous
Planning Nigeria’s Future. 2.3
 Define the term apartheid
peoples;
4. Understanding the System of
 Identify Nelson Mandela
d. Acts of genocide, including those
Apartheid. 3.1
 Explain the impact of the media on
that have occurred in, Rwanda.
5. Discovering the Roots of
world events and perspectives
Apartheid in South African
C. Analyze the ways that contacts
between people of different
cultures result in exchanges of
cultural practices.
6.
Diffusion
3. Explain how advances in communication
and transportation have impacted:
v. Globalization;
w. Cooperation and conflict;
x. The environment;
y. Collective security;
z. Popular culture;
aa. Political systems;
bb. Religion.
History 3.2
Writing Songs of Resistance to
Apartheid. 3.3
 define globalization
 explain how the internet and satellite
communication has made the world Vocabulary:
more global
apartheid, exploitation, genocide,
oppression/violation of civil rights
 explain how instant communication has
made it easier to cooperate globally cultural diffusion,
 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.
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
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
Chap35 sect. 2.0
between
and
among
countries
and
death
rates
that define regions and describe
regions
including:

Define
Gross
Domestic
reasons that regions change over time.
Product
f. Birth rates;

Read graphs to identify
g. Death rates;
raising or lowering in rates
h. Infant mortality rates;

Make a connection between
i. Education levels;
education and death/birth
j. Per capita Gross Domestic Product
rates
(GDP).
Make inferences related to GDP and infant
mortality
2. Explain how differing points of view play
Vocabulary:
a role in conflicts over territory and
infant mortality, gross domestic product
 Identify major locations for
resources.
(GDP)
specific natural resources
urbanization, agrarian society
 Analyze how resources



3. Explain how political and economic
conditions, resources, geographic
locations and cultures have contributed
to cooperation and conflict.




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
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
50

Human Environmental Interaction
4. Explain the causes and consequences of
urbanization including economic development,
population growth and environmental change.








Movement
5. Analyze the social, political, economic
and environmental factors that have
contributed to human migration now
and in the past.

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
51
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…
1. Describe costs and benefits of trade with
economic systems answer
 define infrastructure, standard Chap34 sect. 3.0
Chap35 sect. 2.0
of living, productive capacity,
regard
to:
the fundamental economic
productive
resources
e. Standard of living;
questions of what goods and
 describe how trade increases
f. Productive capacity;
services to produce, how to
the variety of goods available Resources:
g. Usage of productive resource
produce them, and who will
and hence raises the standard
h. Infrastructure.
consume them.
of living
 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
command economy, infrastructure
productive resources
(of trade), standard of living, tariffs
 describe the costs of
infrastructure needed for
trade
2. Explain how changing methods of
production and a country's productive
 compare hand and machine
resources affect how it answers the
labor
fundamental economic questions of what

define industrialization and
to produce, how to produce, and for
mass production
whom to produce.
 explain how mechanization
increases production
 describe how natural
resources limit or encourage
3. Analyze characteristics of traditional,
production
market, command and mixed economies
with regard to:
 Describe the characteristics
n. Private property;
of a traditional economy
o. Freedom of enterprise;
 List the characteristics of a
p. Competition and consumer choice;
market economy
q. The role of government.
 List the characteristics of a
52





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
53
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
1. Explain how various systems of
I can…
Chap34 sect. 3.0
among various forms of
governments acquire, use and justify their
Chap35 sect. 2.0
government to determine
power.
(Add newly created “I Can”
how power is acquired and
statements that are the Clear Learning
used.
2. Analyze the purposes, structures and
Targets in this column, based on the
Resources
functions of various systems of
grade level indicator listed to the left.)
government including:
n. Absolute monarchies;
o. Constitutional monarchies;
p. Parliamentary democracies;
q. Presidential democracies;
r. Dictatorships;
s. Theocracies.
Vocabulary:
absolute monarchies, dictatorships
presidential democracies, theocracies
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
54
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
I can…
Chap34
sect.
3.0
1. Analyze and evaluate the influence of
achieve governmental
 Define apartheid
Chap35
sect.
2.0
various forms of citizen action on public
change, including political
 Explain why and how
policy including:
action, social protest and
South Africa was
revolution.
pressured to stop apartheid
b. The international movement to
 Explain the reasons for the Resources
abolish the slave trade and slavery;
riots is Soweto
f. The end of apartheid

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
identify which system of
Vocabulary:
abolish slavery/trade, citizen action,
propaganda, slavery, suffrage
55
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.
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
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
credibility of sources.
Chap35 sect. 2.0
and secondary sources of information.
(Add newly created “I Can” statements that
2. Evaluate the credibility of sources for:
i. Logical fallacies;
j. Consistency of arguments;
k. Unstated assumptions;
l. Bias.
are the Clear Learning Targets in this
column, based on the grade level
History Alive: Modern Africa
indicator listed to the left.)
A Book about Africa: What Everyone
3. Analyze the reliability of sources for:
g. Accurate use of facts;
h. Adequate support of statements;
i. Date of publication.
B. Use data and evidence to support
or refute a thesis.
Should now 5.1
Vocabulary:
assumptions, bias, consistency, thesis
logical fallacies, primary/secondary
sources, fact vs. opinion, reliability of
views, supporting facts
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
57
Ninth
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 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
5.
Analyze
the
perspectives
of
the
of territory through
 explain the colonized point of Chap33 sect. 4.0
colonizers
and
the
colonized
concerning:
imperialism and the
view regarding the loss of their Chap34 sect. 4.0
p.
Indigenous
language;
impact on people living
language, religion and culture.
History Alive: Modern Middle East
q. Natural resources;
in the territory that was
 explain the colonized point of Construct a Bimeline of Middle Eastern
r. Labor;
controlled.
view regarding the exploitation History 1.3
s. Political systems;
of their natural resources for
Determining borders: The lLgacy of
t. Religion.
European industries and their Colonialism 2.1
labor for European profit.
Key Events in the Formation of States 2.2
 explain the colonized point of Jews & Palestinians: Two Claims to
view regarding loss of political Palestine 3.1
United Nations Responses to the Arabcontrol
 explain the colonizers point of Israeli
Conflict 3.2
view regarding colonial
Attending a Conference on the Israeligovernments and the reduction Palestinian Conflict 3.3


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:
allies, disarmament, exploitation, militarism/
militarist/military, persistent conflict, refugees,
D. Connect developments related
to Century Conflict
20th
World War I with the onset of
World War II
11. Analyze the consequences of World
War II including:
f. The establishment of the state of
Israel.
13. Examine social, economic and
58
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
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
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
Chap27 sect. 3.0
B. Analyze the influence ofCultures
I can…
Chap30 sect. 4.0
1. Analyze examples of how people in
different cultural
 Locate Israel on a map
Chap33 sect. 4.0
different
cultures
view
events
from
perspectives on the actions of
 Define Zionism
Chap34 sect. 4.0
different
perspectives
including:
 Explain the Balfour Declaration
group
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 Hindus and
Muslims
Interaction
B. Analyze the consequences 2. Analyze the results of political,
 Explain the impact of the media on world events
economic, and social oppression and
and perspectives
of oppression,
the violation of human rights
discrimination and
including:
conflict between cultures.
e. The exploitation of indigenous
Vocabulary:
peoples;
collective security,
cooperation vs. conflict,
f. Acts of genocide, including those
human rights,
that have occurred in Armenia
and Iraq.
 define globalization
Diffusion
C. Analyze the ways that
 explain how the internet and satellite communication has
3. Explain how advances in
made the world more global
contacts between people
communication and transportation
 explain how instant communication has made it easier to
of different cultures result
have impacted:
cooperate globally
in exchanges of cultural

explain
how environmental problems have become global
cc.
Globalization;
practices.
in nature (global warming, Chernobyl, oil spills)
dd. Cooperation and conflict;
 explain how improved communication makes mutual
ee. The environment;
defense possible
ff. Collective security;

explain
how the internet and television spread popular
gg. Popular culture;
culture
hh. Political systems;
 explain how communication and transportation encourage
ii. Religion.
the spread of religion and political ideology.
60
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
between
and
among
countries
and
that define regions and describe
(Add newly created “I Can” statementsChap33
that sect. 4.0
Chap34 sect. 4.0
regions
including:
reasons that regions change over time.
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).
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.
Lakewood City Schools Social Studies Standards-Based Course of Study – Ninth Grade
61
Ninth
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
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
Chap33
sect.
4.0
regard to:
the 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.
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.
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
62
Ninth
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
1. Explain how various systems of
I can…
Chap30
sect.
4.0
among various forms of
governments acquire, use and justify their
Chap33
sect.
4.0
government to determine
power.
(Add newly created “I Can” statements that
Chap34
sect.
4.0
how power is acquired and
are the Clear Learning Targets in this
used.
2. Analyze the purposes, structures and
column, based on the grade level
Resources:
functions of various systems of
indicator listed to the left.)
government including:
t. Absolute monarchies;
u. Constitutional monarchies;
v. Parliamentary democracies;
w. Presidential democracies;
x. Dictatorships;
Vocabulary:
y. Theocracies.
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
63
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
achieve governmental
 define absolute monarchy
Chap33 sect. 4.0
for citizen participation under
change, including
 define constitutional monarchy
Chap34 sect. 4.0
different systems of government
political action, social
 define parliamentary democracy
including:
 identify ways ordinary citizens can
protest and revolution.
History Alive: Modern Middle East
participate in absolute monarchies
t. Absolute monarchies;
Analyzing
Propaganda Posters from the
 identify ways ordinary citizens can
u. Constitutional monarchies;
Iranian
participate in constitutional
v. Parliamentary democracies;
Revolution 2.4
monarchies
w. Presidential democracies;
 identify ways ordinary citizens can
x. Dictatorships;
participate in parliamentary
y. Theocracies.
democracies
 identify limits on ordinary people in
absolute monarchies
Vocabulary:
 identify limits on ordinary people in
influences, propaganda
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
3. Analyze how governments and other
groups have used propaganda to
influence public opinion and behavior.
Ninth
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
64
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…
between the ideas of the
 Define the term enlightenment Chap28 sect. 4.0
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
economic and cultural institutions,
relationships between
America

Identify
major
Enlightenment
including challenges to religious
citizens and their
The History of Modern Mexico
thinkers and ideas
authority, monarchy and absolutism.
governments.
through
 Define the terms monarchy
Murals 2.2



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.







D. Connect developments
Imperialism
5. Analyze the perspectives of the
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,
exploitation
indigenous languages, labor, imperialism,
nationalism, natural resources, poverty,
working
class, revolution
explain the colonized point of view
regarding the loss of their language,
religion and culture.
65
related to World War I
with the onset of World
War II.
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 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.
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
66
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, and social oppression and
conflict between cultures
(Add newly created “I Can” statements Chap33 sect. 4.0
the violation of human rights
that are the Clear Learning Targets in
including:
this column, based on the grade level
History Alive: Modern Latin America
g. The exploitation of indigenous
indicator listed to the left.)
Mapping the Physiographic Features of
peoples;
Latin
America 1.2
Vocabulary:
collective security, exploitation,
globalization
oppression/violation of human rights
Ninth
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
67
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
Places and Regions
A. Analyze the cultural, physical, economic
I can…
Chap28 sect. 4.0
and political characteristics that define
Chap33 sect. 4.0
2. Explain how differing points of view
regions and describe reasons that regions
(Add newly created “I Can”
play a role in conflicts over territory
change over time.
statements that are the Clear Learning
and resources.
Targets in this column, based on the History Alive: Modern Latin
Americ
grade level indicator listed to the left.)Graphing & Interpreting Demographic
3. Explain how political and economic
Data 1.3
conditions, resources, geographic
Forming Pyramids from the Past to
locations and cultures have contributed
Present 2.1
to cooperation and conflict.
A Conference on the Fate of the
Brazilian
Rainforest 3.1
Write a Proposal for Resource Use in
the
Rainforest 3.2
Vocabulary:
68