Course: World History

World History and Geography “Enduring” Standards

“Clarification” is a simplified explanation of the CCE that may help readers unfamiliar with the course to better understand the CCEs. The clarification does not replace or eliminate aspects of the CCEs.

“Evidence” refers to POSSIBLE daily assignments. The assignments given are not required in the manner presented in this document, but can be referenced as guidelines or examples.

 The student remains responsible for tests, quizzes, and/or projects as chosen by the teacher

. These assessments (like daily assignments) will be modified to reflect the CCE’s chosen for that student in his/her Personal Curriculum.

“Strategies” are possible ways to provide a bridge for the student between the information provided and the assessment of that information. Again, these are suggestions.

Clarification, evidence and strategies are lettered to better provide examples as to how individual concepts can be applied and assessed (A’s match up with A’s, etc.).

Standard

Number

4.1.2

Priority Standard: using historical and modern maps and other documents, analyze the continuing spread of major world religions during the era and describe encounters between religious groups (Islam,

Christianity, Hinduism). Including encounters between groups.

Clarification:

A. Students will be able to show where the major religions spread on a historical and modern basis.

B. Students will also be able to show how groups interacted with each other (trade, Crusades, split in

Christianity, tensions, etc.).

Evidence (outcome or proof of CCE)

A. Label map showing the major religions (spread world religions)

B. Write or answer questions relating to interactions between religions.

Tests/quizzes modified to reflect questions relating to CCE’s stated in Personal Curriculum

Strategies (what to do to aid accomplishment)

A1. Students will identify names and locations of major world religions during this era using a given word bank

B1. Brainstorm/create a list or graphic organizer relating to the differences in religions (perhaps partially filled in, according to student needs)

B2. Brainstorm/create a list or graphic organizer relating to the tensions between religions (perhaps partially filled in, according to student needs)

Standard

Number

4.1.3

Priority Standard: Trade Networks and Contacts: analyze the development, interdependence, specialization and importance of interregional trading systems both within and between societies (Sahara,

Eurasia and Europe; Ocean and Sea travel)

Clarification :

A. identify details relating to trade routes on land and water

B. analyze/describe outcomes of trade routes (good and bad)

Evidence

A. answer questions relating to this topic using the notes taken from the book

B. Given a list of outcomes of trade, identify which group (or area) it resulted from

Tests/quizzes modified to reflect questions relating to CCE’s stated in

Personal Curriculum

Strategies

A1. provide students a list of routes to place on a given map; given a textbook passage students will locate/list routes

A2. guide students to the passage in the textbook which explains the development and other details of trade routes, aid them in locating important details to make a list

B. identify modified amount of examples of outcomes of trade interaction

Standard

Number

4.2.1

Priority Standard: Growth of Islam and Dar al-Islam: a country, territory, land or abode where Muslim sovereignty prevails – identify and explain the origins and expansion of Islam and the creation of the

Islamic Empire (founding, artistic, scientific, technology, economic, traits, traditions, Sunni, Shi’ite; role of

Dar al-Islam in Afro-Eurasia; the caliphate as a religious and political institutions; persistence of other traditions in the Arab World including Christianity.

Clarification :

A. identify details relating to art, science, technology, economics, traits/traditions, geographic foundings of Islam

B. give examples of how Dar al-Islam was a cultural, political, economic factor in Afro-Eurasia

C. explain how the caliphate is a political and religious figure

Evidence

A. chart or web citing examples for each of the above categories

A. essay/extended response using the graphic organizer

B. answer questions relating to this topic using graphic organizer

Strategies

A1.students are provided some examples to get started on the graphic organizer (either to locate themselves or as a beginning tool). Amount of provide examples to be determined based on student needs.

A2. students could use the above tool as a pre-write for an essay

C. answer questions relating to this topic using graphic organizer

Tests/quizzes modified to reflect questions relatin g to CCE’s stated in Personal Curriculum

B. students are given some examples to place in proper categories of a graphic organizer

C. students are provided with examples to fill in a chart; student will use examples/chart to address the requirements of the assignment

Standard

Number

4.3.1

Priority Standard: Africa to 1500 : Describe the diverse characteristics of early African societies and the significant changes in African society.

• comparing and contrasting at least two of the major states/civilizations of East, South, and

West Africa (Aksum, Swahili Coast, Zimbabwe, Ghana, Mali, Songhai) in terms of environmental, economic, religious, political, and social structures

• using historical and modern maps to identify the Bantu migration patterns and describe their contributions to agriculture, technology and language

• analyzing the African trading networks by examining trans-Saharan trade in gold and salt and connect these to interregional patterns of trade

• analyzing the development of an organized slave trade within and beyond Africa

• analyzing the influence of Islam and Christianity on African culture and the blending of traditional African beliefs with new ideas from Islam and Christianity

Clarification :

A. Compare/Contrast at least two major states of East, South, West Africa – use the categories of environment, economic, religious, political, social structures to look at similarities and differences

B. Use maps to identify Bantu migration patterns, along with new ideas brought they with them relating to agriculture, technology and language.

C. Identify details relating to the trade of gold, salt and slavery in and out of Africa (routes, etc.)

D. explain how Islam and Christianity affected African culture (alter, change)

Evidence

A. Venn Diagram/T-chart to organize information relating to the two chosen

African areas label details as “P” for political (as an example).

B. Read a map and providing an example(s) of Bantu contribution to an area(s)

C. Using maps and information in the text to answer questions

D. Assignment/questions where students use given examples/discussion along with textbook to explain influences



Strategies

A. Depending on student needs, provide given lists or examples can be provided.

B. students will place given information on the map relating to the migration and be able to provide examples on their own relating contributions

C1. direct students to headings where information can be located (perhaps read aloud)

C2. map discussion prior to assignment

D1. Review basic beliefs of Christianity and Islam with students

D2. Provide examples of African beliefs to use when describing the blend

D3. Prompt students to headings where information can be located

Standard

Number

4.3.3

Priority Standard: China to 1500.

Explain how Chinese dynasties responded to the internal and external challenges caused by ethnic diversity, physical geography, population growth and Mongol invasion to achieve relative political stability, economic prosperity, and technological innovation.

Clarification :

A. Explain how Chinese leaders dealt with changes/problems within China

B. Explain how Chinese leaders dealt with external problems (Mongols)

Evidence

A. Using text, provide information describing changes relating to ethnic diversity, geography, population growth.

B. Using text, provide information describing challenges due to Mongol invasion.



Strategies

A1. assist students in locating information in the textbook.

A2. provide lists of challenges and responses of Chinese leaders

B1. assist students in locating information in the textbook

B2. provide lists of challenges and responses of Chinese leaders

Standard

Number

4.3.5

Priority Standard: Western Europe to 1500 : Explain the workings of feudalism, manoralism, and the growth of centralized monarchies and city-states in Europe. • the role and political impact of the Roman

Catholic Church in European medieval society

• how agricultural innovation and increasing trade led to the growth of towns and cities

• the role of the Crusades, 100 Years War, and the Bubonic Plague in the early development of centralized nation-states

• the cultural and social impact of the Renaissance on Western and Northern Europe

Clarification :

A. Explain what feudalism and manoralism are

B. Explain the influence of the Roman Catholic Church on the growth of monarchies/city-states

C. Explain how inventions/technology/trade influenced the growth of towns/cities

D. Explain how crisis in Europe helped people identify with where they were from

E. Explain how the Renaissance changed the culture of Europe

Evidence Strategies

A. journal entry based on one standpoint of feudalism (knight, serf, etc.)

B. answer comprehension questions using the sentence starters

C. brochure or questions related to the topic using information

D. based on student needs, identify 1, 2 or 3 (Crusades, 100 years war,

Plague) of the crisis and how it influenced their loyalty to religion or nation, etc.

E1. “People sheet” or web with important people, career and accomplishments from this topic/chapter

E2. Essay question – choose one area of society/culture during the Renaissance and explain how it changed



A1. reread section of text and recap information regarding this section

A2. pair students to create an entry together

B. give sentence starters and use text to complete notes

(based on how power shifted in Europe)

C. graphic organizer where students fill in information relating to the categories (inventions, technology, trade) – perhaps some filled in or bank provided based on student need

D. reread section relating and make a list of details, with help, to summarize the topic

E1. guided discussion of who to include as important people from the section or chapter – perhaps provide a bank of accomplishments to match with the person

E2. according to student needs, they may use the graphic organizer for a tool; perhaps sentence starters as well.

Standard

Number

5.1.2

Priority Standard: World Religions: use historical and modern maps to analyze major territorial transformation and movements of world religions including the expulsion of Muslims and Jews from Spain,

Christians to the Americas, and Islam to Southeast Asia, and evaluate the impact of these transformations/movements on the respective human systems

Clarification :

A. Explain how the forced removal of Muslims and Jews from Spain affected the area

B. Explain how Christians migrating to America affected the area

C. Explain how Muslims in Southeast Asia affected the area

Evidence



Strategies

A, B, C: use text, guided reading/discussion to list ways the areas above changed with the arrival/leaving of certain peoples

Standard

Number

5.2.1

Priority Standard: European Exploration/ Conquest and Colombian Exchange : Analyze the demographic, environmental, and political consequences of European oceanic travel and conquest of the

Colombian Exchange in the late 15 th and 16 th centuries by

• describing the geographic routes used in the exchange of plants, animals, and pathogens among the continents in the late 15th and the 16th centuries

• explaining how forced and free migrations of peoples (push/pull factors) and the exchange of plants, animals, and pathogens impacted the natural environments, political institutions, societies, and commerce of European, Asian, African, and the American societies

Clarification:

A. Explain things that were exchanged through oceanic travel between Europe and the Americas (plants, animals, pathogens, politics, etc.).

B. Include cause and effects of these exchanges

Evidence



Strategies

A. T-chart to identify different things that traveled between locations – in an effort to simplify have it broken up so students are responsible for only sections in the beginning.

Fill in the chart with the remaining information provided in discussion with students.

B. Assist students to use the text in pulling out details related to causes and effects, make a graphic organizer

Standard

Number

5.2.2

Priority Standard: Trans-African and Trans-Atlantic Slave Systems: analyze the emerging trans-

Atlantic slave system and compare it to other systems of labor existing during this era

• using historical and modern maps and other data to analyze the causes and development of the

Atlantic trade system, including economic exchanges, the diffusion of Africans in the Americas

(including the Caribbean and South America), and the Middle Passage

• comparing and contrasting the trans-Atlantic slave system with the African slave system and another system of labor existing during this era (e.g., serfdom, indentured servitude, corvee labor, wage labor)

Clarification:

A. Explain why the slave system began, how it is part of the trade system, and where the trade/slave systems occurred (identify locations).

Evidence

A1. locate on a labeled map places related to the slave trade

A2. Questions related to identifying why slavery began (economic benefits, trade influences, etc.)



Strategies

A1. reinforce discussion relating to locations on map – guided map study

A2. assist students in rereading section in the text to identify and make lists related to causes, effects, comparisons to other labor

Standard

Number

5.3.2

Priority Standard: East Asia through the 18th Century: analyze the major political, religious, economic, and cultural transformations in East Asia by

• analyzing the major reasons for the continuity of Chinese society under the Ming and Qing dynasties, including the role of Confucianism, the civil service, and Chinese oceanic exploration

• analyzing the changes in Japanese society by describing the role of geography in the development of Japan, the policies of the Tokugawa Shogunate, and the influence of China on Japanese society

Clarification

A. Explain reasons why Chinese society continued (politically, economically, religiously, culturally, etc.)

B. Explain why Japanese society changed due to geography and politics and the influence of China

Evidence

A. answer questions that relate to why

Chinese society did not change

B. answer questions that relate to why

Japanese society changed



Strategies

A1. guided discussion using textbook to review Confucianism

A2. guided discussion using textbook to locate key facts about

Ming and Qing dynasties

A3. brainstorm using above information as to why Chinese society continued, did not change

B1. Using a map, brainstorm why Japan was more likely to change rather than China (island nation, more vulnerable, etc.)

B2. guided discussion using textbook to locate key facts about the policies of the Tokugawa Shogunate that influenced Japan changing (fill in notes/guided reading)

Standard

Number

5.3.5

Priority Standard: Europe through the 18th Century: analyze the major political, religious, cultural and economic transformations in Europe

• explaining the origins, growth, and consequences of European overseas expansion, including the development and impact of maritime power in Asia and land control in the Americas

• analyzing transformations in Europe’s state structure, including the rising military, bureaucratic, and nationalist power of European states including absolutism

• analyzing how the Renaissance, Reformation, Scientific Revolution, and the Enlightenment contributed to transformations in European society

• analyzing the transformation of the European economies including mercantilism, capitalism, and wage labor

Clarification:

A. Explain (summarize) the expansion of European powers into the Americas and Asia

B. Explain the growth of maritime power and land control by Europeans

C. Analyze the changes in European nation’s structure (military, government, absolutism, etc.)

D. Describe how different eras in European history changed European society

E. Describe European economies that emerged during this era

Evidence

A. visual web could be graded use information from graphic organizers to answer essay/extended response questions use the information to answer questions relating to the topic brochure could be used to access the CCE


Strategies

A. Visual web showing details (Inspiration technology may be helpful)

B. Direct student to the section of the chapter relating to the topic, reread aloud if necessary

C. Create a graphic organizer filling in the categories listed (military, government, etc.).

Teacher directs student to sections to look in

D. Provide page numbers for the topics; direct students to areas to complete a flow chart to show changes/result (cause and effect)

E. Teacher created power point (something supplemental) to break down the concepts of the various economic changes

Standard

Number

6.1.1

Priority Standard: Global Revolutions Analyze the causes and global consequences of major political and industrial revolutions focusing on changes in relative political and military power, economic production, and commerce.

Clarification:

A. Understand the effect of major world events and their effects on selected societies (areas to focus on listed above).

B. Understand how these events had global repercussions.

Evidence

Collaborative project where students choose one category to create a project/presentation.


Strategies

A and B1. Direct students to selected readings with teacher.

A and B2. Teacher uses a flow chart, outline or other form of graphic organizer to aid student in focusing on specific details of the readings.

Standard

Number

6.1.2

Priority Standard: World-wide Migrations and Population Changes: Analyze the causes and consequences of shifts in world population and major patterns of long-distance migrations of Europeans,

Africans, and Asians during this era including the impact of industrialization, imperialism, changing diets, and scientific advances on worldwide demographic trends.

Clarification:

A. Describe the causes and effects of migration of Europeans, Africans, and Asians

B. Include the impacts of migration on industrialization, imperialism, etc.

Evidence

Map/questions – students are given a map to answer questions on a region/demographic shift


Strategies

A1. Use maps (mapsofwar.com) to demonstrate visually the demographic shifts

A2. Use a flow chart to list causes and effects of migration (teacher will direct students to topic location in book, provide other aide).

B1. Teacher provides notes/power point on selected facts, including a map to provide a visual depiction of regional affects.

B2. Teacher provides handout for student to fill in

during teacher presentation (blank power point slides, modified outline, partially made web, etc.)

Standard

Number

6.1.4

Priority Standard: Changes in Economic and Political Systems Compare the emerging economic and political systems (industrialism and democracy) with the economic and political systems of the previous era

(agriculture and absolutism).

Clarification: none needed

Evidence

Use chart to answer questions comparing/contrasting changes in economic and political systems.


Strategies

Guide student in using the textbook in creating a chart comparing economic/political systems.

Standard

Number

6.2.2

Priority Standard: Growth of Nationalism and Nation-states : Compare and contrast the rise of nationstates in a western context (e.g. Germany, Italy) and non-western context (e.g. Meiji Japan).


Evidence

Student provides completed modified outline (or graphic organizers, etc.).

Strategies

Teacher selects certain examples to show specific details of western and non-western nation-states.


Direct students to selected areas of text.

Teacher has a guided discussion. Students fill in modified outline, etc. during discussion.

Standard

Number

6.2.3

Priority Standard: Industrialization Analyze the origins, characteristics and consequences of industrialization across the world by

 comparing and contrasting the process and impact of industrialization in Russia, Japan, and one of the following: Britain, Germany, United States, or France

 describing the social and economic impacts of industrialization, particularly its effect on women and children, and the rise of organized labor movements

 describe the environmental impacts of industrialization and urbanization

Clarification:

A. Use Russia, Japan and one of the above nations to look for similarities and differences in the manner industrialism occurred and what it influenced

B. Describe how industrialization changed social and economic elements of society, especially women, children and labor

C. Describe how industrialization and urban growth affect the environment

Evidence

A.

Create a Venn diagram

B.

Create a visual web providing details about women and child labor

C.

Use information to answer questions/essay


Strategies

A1. Teacher directs student to the area of the textbook to find relating information

A2. Use a pre-reading guide to generate questions and guide their reading (What you know, what want to know, what you learned).

A3. Create a similarities and differences chart

B1. Teacher lead discussion about current social situations prior to reading the section of text.

B2. Students use text selected by the teacher to look for how things were different.

C. Teacher directs students to areas to find information on the topic.

Standard

Number

6.2.4

Priority Standard: Imperialism Analyze the political, economic, and social causes and consequences of imperialism by:

 using historical and modern maps and other evidence to analyze and explain the causes and global consequences of nineteenth-century imperialism, including encounters between imperial powers

(Europe, Japan) and local peoples in India, Africa, Central Asia, and East Asia

 describe the connection between imperialism and racism, including the social construction of race

 compare the British policies in South Africa and India, French policies in Indochina, and Japanese policies in Asia analyze these responses to imperialism by African and Asian peoples

Clarification:

A. Use resources to explain causes and effects of imperialism (encounters between major and minor powers, etc.)

B. Explain how imperialism affected the ways people looked at race

C. Compare the imperial powers above with regards to their colonies

D. Explain the response of the colonized people towards the imperial powers

Evidence

Use information and notes taken to create an essay

(in small groups). They will be provided a version of the “clarification” to use as a guide when writing an essay.


Strategies

A. Teacher selects resources and read together; teacher helps students find important details.

B. Teacher leads discussion on topic according to textual information

C. Teacher aides students in constructing a tchart to compare the imperial powers

D. Teacher directs students to think empathetically about colonization, then directs them to the location in the text where the reactions of the colonized people can be found

Standard

Number

7.1.2

Priority Standard: Comparative Global Power : Use historical and modern maps and other sources to analyze and explain the changes in the global balance of military, political, and economic power between

1900 and 1945 (including the changing role of the US and those resisting foreign domination).

Clarification:

A. Use resources to analyze and explain the changes in global powers between 1900 – 1945


Collage


Teacher directs students to location of information

Teacher provides students with a graphic organizer

(partially filled in) for them to fill in.

Film that students can take notes from – teacher provides topics for students to focus on while watching the movie.

Teacher lead discussion on focus points

Standard

Number

7.1.3

Priority Standard: Twentieth Century Genocide : Use various sources including works of journalists, journals, oral histories, films, interviews, and writings of participants to analyze the causes and consequences of the genocides of Armenians, Romas (Gypsies), and Jews, and the mass exterminations of Ukrainians and Chinese.

Clarification:

A. Use various resources to analyze the causes and effects of genocides around the world in the Twentieth

Century.

Evidence

In small groups, teacher assigns one of the topics above for the small group to analyze the cause and effects of genocide.


Strategies

Teacher provides simplified or specific/categorized excerpts on topics

Teacher led discussion on topics and directs students to specific areas of the text

Standard

Number

7.2.1

Priority Standard: World War I: Analyze the causes, characteristics, and long-term consequences of

World War I by

 analyze the causes of the war including nationalism, industrialization, disputes over territory, systems of alliances, imperialism, and militarism

 analyze distinctive characteristics and impacts of the war on the soldiers and people at home

 explaining the major decisions made in the Versailles Treaty and analyze its spatial and political consequences, including the mandate system, reparations, and national self-determination around the globe

Clarification:

A. Explain details relating to the causes of the war.

B. Explain the effects of the war on soldiers and on the home front.

C. Explain the decisions relating to the outcome of the war, particularly how they affected various countries abilities to rebuild, govern, etc.

Evidence

Use information accumulated to write essays (small group/pair) to take on the role of journalists. They will create headlines and articles chronicling the war

(beginning to end).

Tests/quizzes modified to reflect questions relating to CC E’s stated in Personal Curriculum

Strategies

A. Using the text, the teacher will brainstorm with the class causes and effects of the war – students take notes on the outcome of the discussion.

B. Show All Quiet on the Western Front, students are directed to take notes on soldiers’ lifestyle and home front effects

C. Pair students to use the text to find the outcomes of the war (students will take notes and use their information for class discussion)

Standard

Number

7.2.3

Priority Standard: World War II : Analyze the causes, course, characteristics, and immediate consequences of World War II;

 explain the causes of WWII, including aggression and conflict appeasement that led to war in Europe and Asia (e.g. Versailles Treaty provisions, Italian invasion of Ethiopia, Spanish Civil War, rape of

Nanjing, annexation of Austria and Sudetenland)

 explain the Nazi ideology, policies and consequences of the Holocaust (or Shoah)

 analyze the major turning points and unique characteristics of the war

 explain the spatial and political impact of the Allied negotiations on the nations of Eastern Europe and the world

 analyze the immediate consequences of the war’s end including the devastation, effects on population, dawn of the atomic age, the occupation of Germany and Japan

 describe the emergence of the Unites States and the Soviet Union as global superpowers

Clarification:

A. Referring to the outcomes of WWI and the growth of aggression in the 1930s, explain the causes of

WWII.

B. Explain details and outcomes of Nazi ideology (Holocaust, German society, etc.).

C. List and explain major turning points and characteristics of the war

D. Explain how negotiations of the Allies at the end of the war affected nations in Eastern Europe and the world

E. Explain consequences of the war’s end, such as the collapse of economies, displaced population, atomic age and the occupation of Germany and Japan

F. Describe how and why the US and the USSR became global powers at the end of WWII

Evidence

KWL chart and visual web for a grade

Students create their own test with an essay and provide an answer key with a model essay answer


Strategies

Brainstorm as a class some reasons why Versailles may have made conditions hard in Europe.

KWL – teacher will draw out prior knowledge on

Versailles, Adolf Hitler, etc. Students will fill in before and after reading

Teacher will provide various films and clips that students will take notes on – giving topics for them to focus

Teacher generated power-point (or notes) on the end of the war, global power shifts

E. Students will complete graphic organizers listing consequences on economies, displaced populations, etc.

F. Teacher will direct students to locations to find information on the changes in global powers.

Standard

Number

7.3.5

Priority Standard: Middle East: Analyze the political, economic, and social transformations that occurred in this era, including

 the decline of the Ottoman Empire

 changes in the Arab world including the growth of Arab nationalism, rise of Arab nation-states and the increasing complexity (e.g. political, geographic, economic, and religious) of Arab peoples

 the role of the Mandate system

 the discovery of petroleum resources

Clarification:

A. Explain the changes that took place in the Middle East relating to the decline of the Ottoman

Empire

B. Explain how Arab nationalism and Arab nation states grew

C. Explain how the Middle East became a complex location (politically, geographically, economically, and religiously).

D. Describe the Mandate system

E. Describe how the discovery of petroleum resources altered this area politically, economically, etc.

Evidence

Students work on vocabulary list

Answer questions

Map work


Strategies

A. Using text directed to by the teacher, students will fill in a flow chart (causes and effects)

B1. Pair students to read sections on Arab nationalism/nation states

B2. The pair will create a chart/write a summary

C1. Teacher directed map study

C2. Teacher calls on prior knowledge of the area

(Jewish religious importance, etc.)

C3. Teacher lead notes/summary/lecture

C4. Students will take notes topics discussed

D. Teacher lead notes/summary/lecture

E. KWL

Standard

Number

8.2.1

Priority Standard: The Legacy of Imperialism: Analyze the complex and changing legacy of imperialism in Africa, Southeast Asia, and Latin America during and after the Cold War such as apartheid, civil war in Nigeria, Vietnam, Cuba, Guatemala, and the changing nature of exploitation of resources

(human and natural)

Clarification:

A. Explain the evolution of imperialism in different forms and its impact on the world today


Filmed/presented news broadcast on a selected region (small group)


Teacher provides outside sources on the topics

(films, articles, etc.)

Teacher provides an organizer for students to accumulate information on the topics to use on assignments or for study

Teacher directed discussion

Standard

Number

8.2.3

Priority Standard: Middle East Analyze the interregional causes and consequences of conflicts in the

Middle East, including the development of the state of Israel, Arab-Israeli disputes, Palestine, the Suez crisis, and the nature of the continuing conflict.

Clarification:

A. Discuss and explain recent history and current events in the Middle East

Evidence

Grade t-chart

Answer questions/write essay on topics


Strategies

Teacher directed readings, film clips (news broadcasts). Students guided on topics to take notes on.

Teachers provide a guide for causes and effects on

Arab-Israeli conflict (t-chart)

Teacher provided notes/power point presentation – students use a modified outline (some filled in)

World History and Geography “Important” Standards

“Clarification” is a simplified explanation of the CCE that may help readers unfamiliar with the course to better understand the

CCEs. The clarification does not replace or eliminate aspects of the CCEs.

“Evidence” refers to POSSIBLE daily assignments. The assignments given are not required in the manner presented in this document, but can be referenced as guidelines or examples.

 The student remains responsible for tests, quizzes, and/or projects as chosen by the teacher. These assessments (like daily assignments) will be modified to reflect the CCE’s chosen for that student in his/her Personal Curriculum.

“Strategies” are possible ways to provide a bridge for the student between the information provided and the assessment of that information. Again, these are suggestions.

Clarification, evidence and strategies are lettered to better provide examples as to how individual concepts can be applied and assessed (A’s match up with A’s, etc.).

Stan dard

Num ber

4.1.1 Crisis in the Classical World – Explain the responses to common forces of change that led to the ultimate collapse of classical empires and discuss the consequences of their collapse.

Clarification:

A. Explain the causes of the collapse of classical empires (such as Rome)

B. Explain the consequences of the collapse of classical empires


Students create a t-chart on causes and effects

Students write an essay on causes and effects

Tests/quizzes modified to reflect questions

relating to CCE’s stated in Personal Curriculum


Class brainstorm on possible causes and consequences of collapse of empires

Students are in pairs to read

Class discussion (and take notes) on the generated lists with what students found in book

4.2.3 The Plague – Using historical and modern maps and other evidence explain the causes and spread of the Plague and analyze the demographic, economic, social, and political consequences of this pandemic.

Clarification:

A. Locate areas where the Plague was spread.

B. Explain the causes and effects of the Plague on the population, economy, politics and society


Answer questions; grade KWL

Tests/quizzes modified to reflect questions relating

to CCE’s stated in Personal Curriculum


KWL on the plague, including ways it may have spread

Teacher lead discussion of map resources showing the spread of plague

Film – show and students take notes topics.

5.1.1 Emerging Global System – Analyze the impact of increased oceanic travel including changes in the global system of trade, migration, and political power as compared to the previous era.



Visual web showing details for the topics short essay analyzing changes




Venn Diagram – early and later times comparisons, direct students to text where information can be found

5.3.3 South Asia/India through the 18th Century – Analyze the global economic significance of India and the role of foreign influence in the political, religious, cultural, and economic transformations in India and South Asia including the

Mughal Empire and the beginnings of European contact.

Clarification:

A. Explain the importance of India in the global economy (trade) of this era.

B. Explain the foreign influence in India and South Asia on politics, religion, culture, economy, etc.


Visual web




A1. Teacher directed review of text

A2. film with notes on specific topics

A3. Selected/simplified information from teacher

B1. teacher directed review of text

B2. Review teacher selected websites, fill modified outline to keep track of found information

5.3.4 Russia through the 18th Century – Analyze the major political, religious, economic, and cultural transformations in Russia including

• Russian imperial expansion and top-down westernization/modernization

• the impact of its unique location relative to Europe and Asia

• the political and cultural influence (e.g., written language) of Byzantine Empire, Mongol Empire, and Orthodox Christianity

Clarification: Explain the history of Russia and its transformation to the Modern Age including

A. Modernization

B. Interaction with Europe

C. Cultural influences


Make a chart or brochure with details using


Teacher directed review of text categories found above



Collaborative reading and finding details as a pair to share in teacher created discussion points

5.3.6 Latin America through the 18th Century – Analyze colonial transformations in Latin America, including

• the near-elimination of American Indian civilizations and peoples

• social stratifications of the population (e.g., peninsulares, creoles, mestizos)

• the regional and global role of silver and sugar

• resource extraction and the emerging system of labor (e.g., mita, slavery)

Clarification: Modernization of Latin America

A. Genocide of native peoples

B. Social organizations and culture

C. Economics of commodities

D. Interaction of resources and labor


Small group presentations with a visual and oral component (each group could be assigned one of major topics above, e.g. genocide, economics).





Guided reading for the topics (partially filled in for simplification)

6.1.3 Increasing Global Interconnections – Describe increasing global interconnections between societies, through the emergence and spread of ideas, innovations, and commodities including

• constitutionalism, communism and socialism, republicanism, nationalism, capitalism, human rights, and secularization

• the global spread of major innovations, technologies, and commodities via new global networks

Clarification: Societal and regional influences throughout the world

A. political and economic models

B. globalization


Visual web






Teacher will provide map resources to trace and highlight topics relating to globalization

6.2.1 Political Revolutions – Analyze the Age of Revolutions by comparing and contrasting the political, economic, and social causes and consequences of at least three political and/or nationalistic revolutions (American,

French, Haitian, Mexican or other Latin American, or Chinese Revolutions)

Clarification:

A. Use three political/nationalistic revolutions to list similarities and differences of politics, economy and social causes and consequences

Evidence (outcome or proof of CCE) Strategies (what to do to aid accomplishment)

Grade the category chart



Teacher selected readings and collaborative reading/discussion of textbook

Teacher provides guidelines for categorizing details relating to three chosen revolutions

7.1.1 Increasing Government and Political Power – Explain the expanding role of state power in managing economies, transportation systems, and technologies, and other social environments, including its impact of the daily lives of their citizens.



Students generate ten statements of the enduring details relating to the growth of government involvement in society




Teacher presentation on topic, student provided modified outline to fill in during

7.1.4 Global Technology – Describe significant technological innovations and scientific breakthroughs in transportation, communication, medicine, and warfare and analyze how they both benefited and imperiled humanity.



Investigate a piece of technology from this era and


Teacher directed discussion explain its history and impact on humanity




Teacher will provide map resources to trace and highlight topics relating to globalization

7.1.5 Total War – Compare and contrast modern warfare and its resolution with warfare in the previous eras; include analysis of the role of technology and civilians.

Clarification:

A. Compare and contrast modern warfare with warfare from previous eras

B. Analyze the role of technology and civilians with regards to warfare


Answer questions



A. Venn Diagram

B. Teacher directed reading in the text to locate information

7.3.1 Russian Revolution – Determine the causes and results of the Russian Revolution from the rise of Bolsheviks through the conclusion of World War II, including the five-year plans, collectivization of agriculture, and military purges.

Clarification:

A. Explain and describe the causes and effects of the Russian Revolution

B. Describe details relating to five-year plans, collectivization, military purges


Essay summarizing the revolution




Brainstorm prior knowledge on revolutions

Teacher directed comparison of brainstorm with the text

Teacher presentation/power point on information; students provided modified outline to fill in (causes and effects, five year plans, etc.)

7.3.2 Europe and Rise of Fascism and Totalitarian States – Compare the ideologies, policies, and governing methods of at least two 20th-century dictatorial regimes (Germany, Italy, Spain, and the Soviet Union) with those absolutist states in earlier eras.

Clarification:

A. Describe and explain the ideologies, policies, and governments of at least two twentieth century dictatorships.

B. Compare and contrast the chosen locations above with earlier absolutists states.


Short essay explaining the pros and cons of

Fascism/totalitarianism.



A. Teacher provides modified web for students to fill in regarding two twentieth century dictatorships

B1. Teacher led brainstorm previous absolutists states

B2. Teacher/class create a t-chart comparing dictatorships with absolutists

7.3.3 Asia – Analyze the political, economic, and social transformations that occurred in this era, including

• Japanese imperialism

• Chinese nationalism, the emergence of communism, and civil war (See 7.2.2)

• Indian independence struggle



Small groups assigned one region to create a


Teacher presentation/power point on information; students poster focusing on standards stated above.


to CCE’s stated in Personal Curriculum provided modified outline to fill in (causes and effects, five year plans, etc.)

Teacher selected readings and collaborative reading/discussion of textbook

Course: World History

World History and Geography “Enduring” Standards

A. visual web could be graded use information from graphic organizers to answer essay/extended response questions use the information to answer questions relating to the topic brochure could be used to access the CCE

Create a Venn diagram

Create a visual web providing details about women and child labor

Use information to answer questions/essay

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Course: World History

World History and Geography “Enduring” Standards

A. visual web could be graded use information from graphic organizers to answer essay/extended response questions use the information to answer questions relating to the topic brochure could be used to access the CCE

Create a Venn diagram

Create a visual web providing details about women and child labor

Use information to answer questions/essay

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