Senior High School World History Expanded Curriculum Guide
10th Grade
Preamble:
This course, subtitled “As the World Turns,” introduces the students to their world in
terms of the ideas, people, and events which help to explain Western Civilization as a
major influence on world history in the modern era. In terms of scope and sequence, the
course serves as a transition from the seventh grade world history studies which focus on
ancient civilizations and Medieval Europe to the eleventh grade United States history
studies which focus on the period from the Civil War to the present.
Transition Element (2 week intro)
The content standards presented in this course description are organized by topic into
three categories—the analysis and evaluation of causes of major events, the process of
the unfolding of these major events, and the effects of the events.
The end of course assessments will be based only on the standards defined
as “essential” in this document.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
The student will be able to…
*
ity
ESS
Understanding
Cause and Effect
of Historical
Research
Identify and analyze cause and effect in explaining historical events, (e.g., assess the effects of
specific ideas and decisions on historical developments such as the French Revolution and World
War I.)
ESS
Understanding
Cause and Effect
of Historical
Research
Evaluate information related to problem resolution (e.g., distinguish fact from opinion, judge
quality and quantity of information, identify supporting information, and distinguish between
primary and secondary documents.
ESS
Understanding
Cause and Effect
of Historical
Research
Explore and identify patterns, continuity, and changes related to a particular development or
theme (e.g., the Industrial Revolution and the French Revolution).
ESS
Understanding of
the Significance
of People’s Ideas
and Actions
Identify and analyze the values held by specific people who influenced history and the roles
their values and ideas played in influencing history (e.g., the Enlightenment philosophers).
ESS
Understanding of
the Significance
of People’s Ideas
and Actions
Analyze the influences of ideas and beliefs on a period of history and compare such things as
ideology to policy and policy to practice (e.g., enlightened despotism, the French Revolution, and
World War I).
ESS
Identifying
Central Issues
and Themes in
History
Identify and define the central issues or problems associated with a particular historical situation
(e.g., France in 1789 or the factory conditions associated with the eighteenth and nineteenth
century.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
The student will be able to…
*
ity
ESS
Identifying
Central Issues
and Themes in
History
Compare and contrast similarities and differences within a central issue as it appears in different
time periods (e.g., nationalism in response to the European wars of 1790s and the early 1800s
and nationalism in Europe at the time of World War I.
ESS
Identifying
Central Issues
and Themes in
History
Write a multi-paragraph essay in which he/she defends a conclusion regarding an issue
appropriate to the study of the world history content defined by this course using specific
historical evidence including such literary materials as original documents, speeches, diaries,
novels, poetry, and firsthand accounts.
ESS
Understanding and
Developing a Sense of
Chronological Order
for Historical Events
Organize and construct timelines of the major events associated with the period 1600s to 1919.
ESS
Understanding and
Developing a Sense of
Chronological Order
for Historical Events
Identify the temporal structure and connections disclosed in historical narratives.
ESS
Interpreting
Graphs, Charts,
and Historical
Data
Interpret information presented on a graph, chart, or table.
ESS
Interpreting
Graphs, Charts,
and Historical
Data
Construct graphs, charts, and tables that correctly organize historical data.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
The student will be able to…
*
ity
ESS
Understanding and
Expressing the
Relationship Between
the Past and the Present
Analyze a current event, defined as a major world event that occurred within the student’s
lifetime, and relate it to historical events and/or patterns of history (e.g., a connection of the
situation in the Balkans in the 1990s compared to the situation in the late 1800s and early
1900s).
ESS
Connecting Physical
and Political
Geography to
Historical Events
Identify changes in political borders in Europe before, during, and after the Napoleonic Wars
and World War I thereby demonstrating the relationship between geography and history.
ESS
ESS
Identify and explain significant contributions of the Renaissance and Reformation to European
society in general and the ideas of the Enlightenment in particular (e.g., how Gutenberg and the
printing press increased the spread of knowledge and the accomplishments of Martin Luther).
Identify and explain the significance of the Scientific Revolution on the ideas of the
Enlightenment (e.g., the term revolution; the lives and the achievements of significant figures
including Copernicus, Galileo, Francis Bacon, and Isaac Newton; and the ways in which the
Scientific Revolution conflicted with religious beliefs as seen in Galileo’s life and in Descartes’
Discourse on Method.
ESS
Reformation, Scientific
Revolution???
Reformation, Scientific
Revolution???
Connecting Physical
and Political
Geography to
Historical Events
Demonstrate map reading skills using a legend, key, compass rose, and lines of longitude and
latitude to locate specific places in Europe and to interpret data presented on historical maps of
Europe in the time period 1600-1919. (Note that these are skills the students should bring from
junior high school. Those who do not have these skills need remediation in this history course.)
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
*
ity
Describe and explain the significance of the English Glorious Revolution of 1688, (e.g., the long
and short term causes of the Glorious Revolution, the effect of the revolution on government,
religion, economy, and society in England, the English Bill of Rights) and the consequences of
these ideas on the development of the American colonies and the American Revolution.
ESS
Reformation, Scientific
Revolution???
The student will be able to…
ESS
Understanding the
Main Ideas Developed
by the Enlightenment
Thinkers
Identify the major works and ideas of John Locke, Thomas Jefferson, Voltaire, Montesquieu,
Rousseau, and Adam Smith and to connect the ideas of these men to modern democratic
thought.
EXT
Understanding the
Main Ideas Developed
by the Enlightenment
Thinkers
Identify the major works and ideas of Thomas Hobbes and Jeremy Bentham and to connect the
ideas of these men to modern democratic thought.
EXT
Understanding the
Main Ideas Developed
by the Enlightenment
Thinkers
Describe and explain influences on the spread of Enlightenment thought, (e.g., how the salons of
the aristocratic and bourgeois Parisian women influenced French political affairs and the spread
of Enlightenment thought).
ESS
Understanding the
Main Ideas Developed
by the Enlightenment
Thinkers
Explain the concepts of absolutist monarchy and enlightened despotism and relate these
concepts to significant European leaders including James I of England, Louis XIV, Peter the
Great, Catherine the Great, and Frederick the Great.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
The student will be able to…
*
ity
ESS
Understanding the
Consequences of the
Enlightenment Ideas for
Western Civilization
Describe and explain ways in which the Enlightenment helped to shape European society and
contributed to reform of the church and state.
ESS
Understanding the
Consequences of the
Enlightenment Ideas for
Western Civilization
Identify and analyze the Enlightenment ideas that served as a basis of the Declaration of
Independence.
ESS
Identifying and
Understanding the
Causes of the French
Revolution
Analyze major philosophical thought of the Enlightenment that justified decisions and actions
that led to the French Revolution.
ESS
Identifying and
Understanding the
Causes of the French
Revolution
Describe the characteristics of French society prior to 1789.
(Absolutism?)
ESS
Identifying and
Understanding the
Causes of the French
Revolution
Describe diverse factors that affected social and political conditions in old-regime France, e.g.,
the Seven Years War, the American Revolution, and the escalating internal economic crisis.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
The student will be able to…
*
ity
ESS
Understanding the
Major Events and
People Associated with
the French Revolution
Describe and analyze major ideas and actions of leaders/figures of various stages of the French
Revolution, e.g., Louis XVI, Marie Antoinette, Lafayette, Robespierre, Napoleon
ESS
Understanding the
Major Events and
People Associated with
the French Revolution
Describe and account for the major events associated with the French Revolution, e.g., the
organization of the Estates General, the organization of the national assembly, the writing of the
Declaration of the Rights of Man and Citizen, the Reign of Terror, and the Directory
government.
EXT
Understanding the
Major Events and
People Associated with
the French Revolution
Explain and account for major political writing that emerged from the French Revolution, e.g.,
characteristics and actions of radical, liberal, moderate, conservative, and reactionary thinkers,
the ideas of Olympe de Gouge’s “Declaration of the Rights of Women and the Female Citizen, the
implication of the Revolution and the Code Napoleon for the Protestant and Catholic churches,
property owners, workers, and women.
EXT
Determine the effects of the French Revolution on French society and politics, e.g., the
consequences for diverse social groups such as the clergy, nobility, peasantry, bourgeoisie, and
sans culottes; the ways in which the Revolution changed political and religious institutions,
social relations, education, family life, and the status of women in French society.
EXT
Understanding the
Effects of the French
Revolution
Understanding the
Major Events and
People Associated with
the French Revolution
Trace the events in Napoleon’s rise to power and in his decline from power.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
*
ity
EXT
Identify the consequences of Napoleon’s invasions including major changes in political borders
and the rise of nationalism in response to the French Empire.
Describe and explain the ideas that influenced the nationalist movements in the early nineteenth
century, e.g., connections among nationalist ideology, the French Revolution, Romanticism, and
liberal reform movements.
EXT
Understanding the
Effects of the French
Revolution
Understanding the
Effects of the French
Revolution
The student will be able to…
EXT
Compare the French Revolution to the Latin American revolutions of the early nineteenth
century.
EXT
Understanding the
Effects of the French
Revolution
Understanding the
Effects of the French
Revolution
Compare the French Revolution to the American Revolution.
EXT
Understanding the
Effects of the French
Revolution
Compare the French Revolution to the Haitian Revolution.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
*
ity
Identify and analyze elements of the humanistic spirit and rationalism that spread across Europe
and the Americas as a result of the French Revolution.
EXT
Understanding the
Effects of the French
Revolution
The student will be able to…
EXT
Understanding the
Effects of the French
Revolution
Describe and explain the ideas associated with Romanticism in the early nineteenth century.
EXT
Understanding the
Effects of the French
Revolution
Determine causes and effects for the European revolutions of 1830 and 1848.
EXT
Describe and explain the relationships among improvements in agriculture, population increase,
the rise of the textile industry, the enclosure movement, urbanization, and industrialization in
eighteenth century England.
EXT
Understanding the
Origins of the
Industrial Revolution
Understanding the
Origins of the
Industrial Revolution
Analyze the reasons that the Industrial Revolution began in England.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
*
ity
EXT
Describe and explain the effect of economic conditions on the development of industrialization,
e.g., the differences between mercantilist and free market economies and the relationship
between the expanding global market of the sixteenth century to the eighteenth century and the
development of industrialization.
EXT
Identify and analyze the social disruptions caused by industrialization, e.g., the ways in which
industrialization affected gender and class roles, the daily life of the working class, the effects of
urbanization.
EXT
Describe and explain how industrialization affected labor methods and factory conditions, e.g.,
conditions for children employed in factories and the wide variety of labor organizations created
by working people in response to working conditions.
Analyze the impact of new technologies that emerged during the industrial revolution, e.g.,
innovations that propelled the textile industry to the forefront of the Industrial Revolution, the
significance of interchangeable parts and mass production, and the advances in communication
and transportation with their consequent effect on society.
EXT
Understanding the
Process of
Industrialization
Understanding the
Process of
Industrialization
Understanding the
Process of
Industrialization
Understanding the
Origins of the
Industrial Revolution
The student will be able to…
EXT
Understanding
Consequences of and
Responses to the
Industrial Revolution
Analyze, evaluate, and distinguish among the major political and philosophical responses to the
Industrial Revolution, e.g., Marxism and laissez faire capitalism.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
The student will be able to…
*
ity
EXT
Understanding
Consequences of and
Responses to the
Industrial Revolution
Describe and explain strengths and weaknesses of Adam Smith’s analysis of capitalism in The
Wealth of Nations, e.g., his principle of the “Invisible Hand,” the role of free enterprise, the
profit motive, and competition.
EXT
Understanding
Consequences of and
Responses to the
Industrial Revolution
Identify the effects of the Industrial Revolution on literature.
EXT
Identify and analyze the artistic innovations associated with impressionist movement and the
idea of “art for art’s sake” of the nineteenth century, e.g., the works of Manet, Monet, Degas,
Van Gogh
EXT
Understanding the
Impressionist
Movement in Art
Understanding
Consequences of and
Responses to the
Industrial Revolution
Describe and explain the origins and process of the women’s suffrage movement in Europe
based on the Enlightenment ideas and the Industrial Revolution.
EXT
Understanding the
Impressionist
Movement in Art
Identify and analyze the innovations of the impressionist composers in the nineteenth century,
e.g., the works of Claude Debussy.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
The student will be able to…
*
ity
ESS
Understanding the
Causes/Origins of
World War I
Describe elements of nationalism and its role in conflicts within nations of Europe.
EXT
Understanding the
Causes/Origins of
World War I
Trace chronologically the actions of Bismarck in unifying Germany and to analyze the role of
nationalism in the unification of Germany.
EXT
Trace chronologically the major events associated with the Franco-Prussian War and to describe
and explain the major outcomes of the war including the Paris Commune and the declaration of
a German Empire.
EXT
Understanding the
Causes/Origins of
World War I
Understanding the
Causes/Origins of
World War I
Analyze the role of nationalism in the unification of Italy.
EXT
Understanding the
Causes/Origins of
World War I
Analyze the events and issues associated with the Dreyfus affair in France, e.g., why the French
military refused to pardon Dreyfus.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
The student will be able to…
*
ity
EXT
Define imperialism and describe and explain the European motives and ideology that justified
extending imperial power into Africa and Asia, e.g., the motives that impelled European powers
to undertake imperial expansion between 1850 and 1914, the ideas of Social Darwinism, the
French idea of mission civilisatrice, the German concept of Kultur, and the British imperialism of
Kipling’s White Man’s Burden.
ESS
Understanding the
Causes/Origins of
World War I
Understanding the
Causes/Origins of
World War I
Define “realpolitik” and explain how it applies to the decisions and actions of Bismarck and/or
Cavour.
EXT
Understanding the
Causes/Origins of
World War I
Evaluate imperialism in terms of its positive and negative effects for both colonizer and
colonized.
ESS
Understanding the
Causes/Origins of
World War I
Analyze the effects of industrialization on European political relations in creating such political
ideologies as militarism.
ESS
Understanding the
Outbreak and the
Course of World War I,
1914-1918
Analyze the events that contributed to the outbreak of World War I, e.g., how nationalism
threatened the balance of power among the great powers in Europe, and why it was considered
one of the causes of the war.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
The student will be able to…
*
ity
EXT
Understanding the
Outbreak and the
Course of World War I,
1914-1918
Evaluate the theories/ arguments regarding the causes of World War I, e.g., the discourse of the
relative importance of the following factors: nationalism, militarism, imperialism, social and
class conflict, and political decisions by major European leaders.
EXT
Understanding the
Outbreak and the
Course of World War I,
1914-1918
Describe and explain the uses and the effects of propaganda during World War I, e.g., how
propaganda posters helped to mobilize civilian populations to support the war and how
propaganda was used to try to gain support from colonies and neutral powers.
ESS
Understanding the
Outbreak and the
Course of World War I,
1914-1918
Identify and analyze the major decisions at the beginning and during the war by the following
countries—Great Britain, Germany, France, Russia, Italy, Austria-Hungary, Serbia, e.g., how
these various countries were aligned before and during the war, the immediate causes for the
entry of different nations into the war, how the war expanded beyond European boundaries.
ESS
Understanding the
Outbreak and the
Course of World War I,
1914-1918
Explain the Schlieffen Plan and evaluate its role in contributing to military stalemate.
ESS
Understanding the
Outbreak and the
Course of World War I,
1914-1918
Describe and evaluate the implication of trench warfare on the casualty levels and the social
effects of the war, e.g., the hardships of trench warfare, the reasons why original support for the
war deteriorated, how massive industrial production and innovations in military technology
affected strategy and tactics, and the scale, duration, brutality, and efficiency of the war.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
The student will be able to…
*
ity
ESS
Understanding the
Outbreak and the
Course of World War I,
1914-1918
Locate the principal theaters of war and the effects of geography on these fronts, e.g., the
Western and the Eastern fronts.
EXT
Understanding the
Outbreak and the
Course of World War I,
1914-1918
Locate theaters of war outside Europe, e.g., Asia, Africa, and the South Pacific.
ESS
Understanding the
Outbreak and the
Course of World War I,
1914-1918
Describe the human cost and the social impact of the war, e.g., what sources such as poetry,
letters and books illustrate about the mental and physical costs of the war to soldiers, how the
casualty figures for the war compare to other wars, the reasons for the high casualty rates, and
the changes in w0men’s roles during the war.
ESS
Understanding the
Treaty of Versailles as
a Conclusion to World
War I
Identify and analyze the major points in the Treaty of Versailles, e.g., identify changes to political
boundaries in Europe, particularly the Balkans; identify what countries were winners and losers,
evaluate the aspirations of the conferees at Versailles; and explain how and why the League of
Nations was founded and organized as it was.
EXT
Understanding the
Treaty of Versailles as
a Conclusion to World
War I
Explain how the treaty settlements at the end of World War I influenced the Middle East, e.g.,
how the mandate system created by the League of Nations changed European rule in the Middle
East, how World War I settlements contributed to the rise of both Pan-Arabism and nationalist
struggles for independence in the Middle East.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
The student will be able to…
*
ity
ESS
Understanding the
Treaty of Versailles as
a Conclusion to World
War I
Evaluate the strengths and weaknesses of the Treaty of Versailles.
EXT
Understanding the
Treaty of Versailles as
a Conclusion to World
War I
Explain how the treaty settlements influenced Africa; Asia, particularly the reactions of the
Japanese and Chinese to the provisions of the Treaty of Versailles; and Latin America.
EXT
Understanding the
Treaty of Versailles as
a Conclusion to World
War I
Describe and explain how the treaties ending the war affected different groups of people, e.g.,
how the treaties accorded with Wilson’s Fourteen Points and the goals and failures of the “racial
equality clause” in the preamble of the Covenant of the League of Nations.
EXT
Understanding the
Treaty of Versailles as
a Conclusion to World
War I
Explain the influence of the war and the Treaty of Versailles on the Russian Revolution.
EXT
Understanding the
Treaty of Versailles as
a Conclusion to World
War I
Explain the influence of the war and the Treaty of Versailles on Germany in the 1920s.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3
Goal
Objective
Level of
Critical-
The student will be able to…
*
ity
EXT
Understanding the
Treaty of Versailles as
a Conclusion to World
War I
Describe and explain the influence of the war and the Treaty of Versailles on art and culture in
Europe and around the world in the early twentieth century, the impact of the war on literature,
art, and intellectual life, e.g., the Dadaist movement in art.
*ESS=Essential (Students should master these objectives; they may be tested on the End-of-Course Assessment)
*EXP=Expected (Most students should master these objectives. They should be tested on in-class assessments and are
important, but not critical.)

Y=Yearlong, 1st=Trimester One, 2nd=Trimester Two
©Idaho Falls School District # 91 2001
, 3rd=Trimester 3