World History/Geography
Page 1
Social Studies Standard
High School
World History/Geography
Course # 2318 – 2319
Scope and Sequence
Strand 2: World History
A study of World History is integral for students to analyze the human experience through time, to recognize the
relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in
American and world history. Students should be able to apply the lessons of World History to their lives as citizens of the
United States and members of the world community.
Strand 4: Geography
The goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s
places and regions and how people of different cultural backgrounds interact with their environment. Geographic
reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography,
students will be able to understand local, national, regional, and global issues. Students will interpret the arrangement
and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time
and are important to governments and economies, geographic reasoning will enhance students’ understanding of history,
civics, and economics.
Coding Key
SS: Social Studies
HS: High School
S2: Strand #2 World History
C: Concept #
## Performance Objective #
Example: SSHS-S2C1-01
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 2
Social Studies Standard
High School
Concept 1: Research Skills for History - integrated Yearlong throughout the course
Historical research is a process in which students examine topics or questions related to historical studies and/or current
issues. By using primary and secondary sources effectively students obtain accurate and relevant information. An
understanding of chronological order is applied to the analysis of the interrelatedness of events. These performance
objectives also appear in Strand 1: American History. They are intended to be taught in conjunction with appropriate
American or World History content, when applicable.
Performance objectives
SSHS-S2C1-01
Possible Strategies or
Activities
Possible Assessment
Possible Resources

Construct Timeline

Create Visual

WH Text- Table of Contents,
Index

Invite guest speaker, e.g.
Scientist/Anthropologist
WH Text Ch. 1, Sec. 2
Humans Try to Control
Nature

Quiz on dating methods

Colleges, Science or
Anthropology department
http://www.d.umn.edu/cla/fac
ulty/troufs/anth1602/video/Ice
_Man.html
Pre-reading Strategies e.g.
KWL
Make a list on poster paper


Integrated Yearlong
Interpret historical data
displayed in maps, graphs,
tables, charts, and geologic
time scales.
SSHS-S2C1-02
Integrated Yearlong

Distinguish among dating
methods that yield calendar
ages (e.g., dendrochronology),
numerical ages (e.g.,
radiocarbon), correlated ages
(e.g., volcanic ash), and
relative ages (e.g., geologic
time).
SSHS-S2C1-03

Integrated Yearlong


Fill out a KWL chart
Answer questions on created
list through analyzing primary

www.eduplace.com/graphico
rganizer/pdf/kwl.pdf
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 3
Social Studies Standard
High School
Formulate questions that can be
answered by historical study and
research.
SSHS-S2C1-04
Integrated Yearlong
Construct graphs, tables,
timelines, charts, and
narratives to interpret
historical data.
SSHS-S2C1-05
of questions created by
students when introducing a
new topic




Integrated Yearlong
Evaluate primary and
secondary sources for:
a. authors’ main points
b. purpose and perspective
c. facts vs. opinions
d. different points of view on
the same historical event
(e.g., Geography Concept 6
– geographical perspective
can be different from
economic perspective)
e. credibility and validity

SSHS-S2C1-06

Integrated Yearlong
Apply the skills of historical
analysis to current social,
political, geographic, and

and secondary sources
Flow chart of Human Origins
Time line of French
Revolution, WWI, WWII, Cold
War, etc.
Graph of war casualties by
country, 20th century
revolutions
Evaluate cave painting as a
primary source and text book
as a secondary source
Compare different historical
paintings and artists (i.e.
David – Death of Marat,
Monet, Degas, and Renoir,
etc.)
Compare facts versus
opinion in Hitler’s Mein Kemp
and Mao’s Red Book


Research and analyze
current events








Visual Products
Write a narrative about
Paleolithic and Neolithic man
that include achievements
based on historical data
Write a narrative to compare
Hitler, Stalin, and Mussolini
Teacher Observation
Classroom Discussion
Use a Document Analysis
Worksheet and have
students answer questions
about the primary or
secondary sources


WH Text
Internet

History through Art Section
Cave Painting WH Ch. 1
http://www.indiana.edu/~origi
ns/
Ancillary materials from
pertinent chapters
National Archives Primary
Document Analysis Sheets
http://www.archives.gov/educ
ation/lessons/index.html
Teacher evaluation
Journaling
Presentation
Essay







The Nystrom Desk Atlas
McDougal Littell Student
Atlas of the World
WH Text
WG Text
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 4
Social Studies Standard
High School

economic issues facing the
world.


SSHS-S2C1-07

Integrated Yearlong
Compare present events with
past events:
a. cause and effect
b. change over time
c. different points of view
Make graphic organizers to
show cause and effect (i.e.
tools changing lifestyles,
WWI Treaty of Versailles
causing German resentment,
etc.)


Simulate lives of Paleolithic
and Neolithic man
Debate role of WWI into the
start of WWII

Newspapers- local, national,
global
Online newspapers – CNN
World Press Review online
http://www.worldpress.org/
http://curriculum.meridianschool
s.org/docs/Middle_School/6th_
Grade/Social_Studies/6th_grad
e_curr_1-25-07.doc
Concept 2: Early Civilizations
The geographic, political, economic and cultural characteristics of early civilizations significantly influenced the
development of later civilizations.
Performance objectives
SSHS-S2C2-01
Possible Strategies or
Activities

World History

Describe the development of
early prehistoric people, their
agriculture, and settlements.
a. Paleolithic –
hunter/gatherer (SUSD)
b. Neolithic – agricultural
settlements (SUSD)


Simulations of Paleolithic and
Neolithic man
Graphic organizer- compare
and contrast non-sedentary
vs. sedentary
Read WH Ch. 1, Sec. 2
Investigate Catal Huyuk
Possible Assessment


Teacher/peer evaluation of
student presentations
Teacher observation
Possible Resources

http://www.d.umn.edu/cla/fac
ulty/troufs/anth1602/video/Ice
_Man.html
 WH Text Ch. 1, Sec. 2
Guided Reading
 Catal Huyuk Site
http://www.smm.org/catal/activiti
es/
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 5
Social Studies Standard
High School
SSHS-S4C2-01

Geography
Identify the characteristics
that define a region:
a. physical processes such
as climate, terrain and
resources
SSHS-S2C2-01.1
(SUSD)
World History
Identify early river valley
civilizations in and around
Mesopotamia and the fertile
crescent.
a. Sumeria
b. Babylonia
c. Phoenicia
d. Hebrew
e. Assyria
f. Persia
SSHS-S4C1-01








Geography
Construct maps using
appropriate elements (i.e.,
date, orientation, grid, scale,
title, author, index, legend,
situation).

Locate on a physical map
where Paleolithic and
Neolithic man lived
Analyze physical terrain of
land that supports huntergatherer societies and
farming societies


Read WH Text Ch.2, Sec. 1
Identify 5 characteristics of a
civilization
Analyze Code of Hammurabi
Compare and contrast the
peoples who lived in the area
of Mesopotamia
Map the locations of various
groups
Compare each groups
contributions to civilization


Construct map of six
civilizations that emerged in
and around the fertile
crescent
Create an interactive map



Map
Quiz




Ch. 2, Sec. 1 Quiz
CAWATCI –cities, artisans
and specialized workers,
written language, advanced
technology, complex
institutions

Visual product rubric
Test on map
Present map to class






Geography Transparencies
Geography Skills and Outline
maps
The Nystrom Desk Atlas
McDougal Littell Student
Atlas of the World
Urhttp://www.mnsu.edu/emuse
um/archaeology/sites/middle
_east/ur.html
http://www.metmuseum.org/t
oah/ht/02/wam/ht02wam.htm
WH Primary Source ancillary
Ch. 2 Code of Hammurabi
http://darkwing.uoregon.edu/
~atlas/europe/interactive/ma
p34.html
The Nystrom Desk Atlas
McDougal Littell Student
Atlas of the World
Historical World Maps
http://www.lib.utexas.edu/ma
ps/historical/index.html
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 6
Social Studies Standard
High School
SSHS-S4C4-01

Read cited article on
hydrology

Class discussion

http://drake.marin.k12.ca.us/
stuwork/ROCKwater/Agricult
ure%20and%20Irrigation/hist
ory%20page.html

In groups make a sales
pitch/advertisement
promoting one river
civilization over the others

Teacher/peer evaluation


WH Text Ch. 2, Sec 2, 3, 4
Nile River
http://www.ancientegypt.co.u
k/menu.html
Indus River
http://www.mnsu.edu/emuse
um/archaeology/sites/middle
_east/mohenjo_daro.html
Huang He River
http://cybersleuthkids.com/sleuth/History/Ancie
nt_Civilizations/China/
WH/WG Document-Based
Questions workbook pg. 33
The Nystrom Desk Atlas
McDougal Littell Student
Atlas of the World
Geography
Analyze how hydrology (e.g.,
quality, reclamation,
conservation) influences the
natural character of a place.
SSHS-S2C2-01.2
(SUSD)
World History
Identify other early river valley
civilizations:
a. Egyptian & Nubian
civilizations – Nile River
b. Indian civilization – Indus
River
c. Chinese civilization –
Huang He River
SSHS-S4C1-02



Geography
Use comparable
transparencies

“Stay and Stray” Activity with
vocabulary in WH Chapter 2

Teacher check for
understanding – questioning
strategies

Teacher observation

Interpret maps and images
(e.g., political, physical, relief,
thematic, Geographic
Information Systems [GIS],
Landsat).
SSHS-S4C4-08
Geography
Explain how ideas, customs,



WH Unit 1 In-Depth
Resources workbook pg. 25
Early River Valley
Civilizations
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 7
Social Studies Standard
High School
and innovations (e.g., religion,
language, political philosophy,
technological advances,
higher education, economic
principles) are spread through
cultural diffusion.
SSHS-S4C5-01

Geography
Analyze how the Earth’s
natural systems (e.g., Gulf
Stream permitting habitation
of northern Europe,
earthquakes, tsunamis,
periodic droughts, river
civilizations) affect humans.
SSHS-S2C2-02
World History
Analyze the development and
historical significance of
Hinduism, Judaism, and
Buddhism.







SSHS-S4C4-03
Geography

Analyze how the river
affected River Valley
Civilizations
Role play different
civilizations/answer why the
civilization is located near the
river and the contributions of
the river

Role play ‘Caste System’
Pro and Con DebateMonotheism/Polytheism
Role play “The Life of
Buddha”
WH Lesson Plan workbook
Ch. 3, Sec. 4 The Origins of
Judaism pg 21
Arrange for guest speakers
Quick write analysis on
historical significance of the
three religions



Map Activity


Reading and interpreting/
answer questions


The Nystrom Desk Atlas
McDougal Littell Student
Atlas of the World

http://www.ancientegypt.co.u
k/life/home.html
WH Unit 1 In-Depth
Resources Workbook Ch. 2,
Sec. 2 pg. 27 Geography
Application
WH unit 1 In-Depth
Resources Workbook Ch. 2,
Sec. 3 pg. 39 Early Water
Engineering
Hinduism-


Teacher Observation
Role play rubric
Analysis rubric

www.suite101.com/course.cfm/1
9490/lessons


Buddhismhttp://college.holycross.edu/p
rojects/himalayan_cultures/
Judaismwww.suite101.com/course.cfm/1
9490/lessons

Video: Faith and Belief- Five
Major World Religions –
published by Knowledge
Unlimited
Teacher Evaluation
Class Discussion

WH/WG Document-Based
Questions Workbook, Map
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 8
Social Studies Standard
High School
Analyze the effects of
migration on places of origin
and destination, including
border areas.
SSHS-S4C2-04
activity: The Spread of
Buddhism pg. 6

Geography
Use overhead chart to trace
how Judaism influenced
Western culture.

Simulation of Confucianism
(mock civil service exams
and positions in society
based on scores and system
of respect)
Guided Reading Ch. 4, Sec.
4
Create talk boxes/displays on
Chinese inventions and
artistic achievements
Analyze the differing political,
religious, economic,
demographic, and historical
ways of viewing places and
regions.
SSHS-S2C2-04

World History
Analyze the enduring Chinese
contributions and their impact
on other civilizations:
a. development of concepts
of government and
citizenship (e.g.,
Confucianism, empire)
b. scientific, mathematical,
and technical advances
(e.g., roads, aqueducts)
c. cultural advancements in
art, architecture, literature,
theater, and philosophy
SSHS-S4C2-05
Geography
Examine how the geographic




Teacher evaluation of
student responses
Quiz
WH TE Connections Across
Time and Cultures: Ancient
Roots of Modern Culture pg.
80


Teacher Observation
Teacher Evaluation

WH In-Depth Resources Unit
1, Ch. 4, Sec. 4 Analects by
Confucius pg. 77
WH in-Depth Resources Unit
1, Ch. 4, Sec. 4 The
Unification of China pg. 69
http://wwwchaos.umd.edu/history/imperi
al.html
Video: The Shape of the
World – Chinese World View
IBM
Video: Time Life’s Lost
Civilizations- China
Dynasties of Power





Analyze a physical map of
China to determine
geographic causes of


Evaluate completed maps
Students interact with
overhead map to point out

WH Geography Skills and
Outline workbook pg. 16
Map, Asia: Physical
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 9
Social Studies Standard
High School
characteristics of a place
affect the economics and
culture (e.g., changing
regional economy of the
sunbelt, location with respect
of natural hazards, location of
Panama Canal, Air Force
Bases in Arizona).
SSHS-S4C5-04
isolation

Geography

Analyze the environmental
effects of human use of
technology (e.g., irrigation,
deforestation, overgrazing,
global warming, atmospheric
and climate changes, energy
production costs and benefits,
water management) on the
environment.
SSHS-S2C2-03




The Nystrom Desk Atlas
McDougal Littell Student
Atlas of the World
Web Quest worksheet
Class discussion

WH In-Depth Resources Unit
2, Ch. 7, Sec. 3 Geography
Application: The Great Wall
of China
http://library.thinkquest.org/2
0443/grandcanal.html
The Nystrom Desk Atlas
McDougal Littell Student
Atlas of the World
China’s Geography
http://afe.easia.columbia.edu/
china/geog/maps.htm





World History
Analyze the enduring Greek
and Roman contributions and
their impact on later
civilization:
a. development of concepts
of government and
citizenship (e.g.,
Web Quest China’s Grand
Canal
Discuss the controversy of
the Three Gorges Dam
project on the Huang He
River (current events)
geographic features




Group activity about citystates
Pair Share flip cards using
computer lab
Interactive activity with the
video: The Greeks: Crucible
of Civilization
Role play characters of
Greek Mythology
Write a newspaper article


Teacher observation
Portfolio or journal evaluation
GREECE

WH Text Ch. 5

Classzone Ch. 5 flipcard link
www.classzone.com/
http://www.ancientgreece.com/



WH Unit 2 In-Depth
Resources Ch. 5, Sec. 4
Alexander’s Empire
Video: “Alexander the Great
and the Hellenistic Age”
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 10
Social Studies Standard
High School
democracy, republics,
codification of law, and
development of empire)
b. scientific and cultural
advancements (e.g.,
network of roads,
aqueducts, art and
architecture, literature and
theater, mathematics, and
philosophy)
SSHS-S4C1-03



Geography
Use appropriate maps and
other graphic representations
to analyze geographic
problems and changes over
time.
SSHS-S4C3-01

WH Text Ch. 5 and 6
ROME


WH Unit 2 In-Depth Resources


Oral Presentations



Geography
Analyze how weather and
climate (e.g., the effect of heat
transfer, Earth’s rotation, and
severe weather systems)
influence the natural character
of a place.
covering the conquests and
empire of Alexander the
Great or Julius Cesar
Research and keep a journal
of sketches or text of Greek
and Roman influences in our
world today
Create foldable book
including pages for economy,
form of government, values,
social structure, religion,
daily life, art and architecture
about either Greece or Rome
Assess the rise of the Roman
Empire and its Fall by
constructing a timeline

Create a poem or short story
including how the weather
and the environment
contributed to the societies of
Greece and/or Rome
View virtual tour of Roman
villa


Oral Presentations
Teacher Observation





Ch. 6, Sec. 2 The Roman
Empire
The Trial of Socrates
http://www.law.umkc.edu/fac
ulty/projects/ftrials/socrates/s
ocrates.HTM
WH Geography
Transparencies GT6
Expansion of the Roman
Empire
WH Unit 2 In-Depth
Resources Ch. 6, Sec. 2 The
Roads of the Roman Empire
WH Text Ch. 5, Sec. 1 and
Ch. 6
Virtual Tour of Roman Villa
http://www.viaavgvsta.anonai
.com/VVTLL1en.html
The Nystrom Desk Atlas
McDougal Littell Student
Atlas of the World
Weather and Climate of
Ancient Rome
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 11
Social Studies Standard
High School
http://www.tqnyc.org/NYC05
1950/jaredromeclimate_and_
environment.htm
SSHS-S2C2-02

World History
Analyze the development and
historical significance of
Christianity.

Create a graphic organizer to
compare and contrast
Judaism and Christianity
Create a timeline of the
outlined events in WH Text
Ch. 6, Sec. 3 (e.g. Birth of
Jesus, Constantine accepts
Christianity, Edict of Milan)

Evaluate answers to
questions in WH Text Ch. 6,
Sec. 3



WH Text Ch. 6, Sec. 3
Video: Faith and Belief- Five
Major World Religions
published by Knowledge
Unlimited
WH Unit 2 In-Depth
Resources Ch. 6, Sec. 3 The
Rise of Christianity
Concept 3: World in Transition
People of different regions developed unique civilizations and cultural identities characterized by increased interaction,
societal complexity and competition.
Performance objectives
SSHS-S2C3-01
Possible Strategies or
Activities

World History
Contrast the fall of Rome with
the development of the
Byzantine and Arab Empires
(e.g., religion, culture,
language, governmental
structure).



Four Corners contributing
factors to fall of Romepolitical, social economic,
military, and then discuss
immediate cause
Timeline of Roman Empire
showing east/west split
Write a letter to the editor
about problems of citizens
near the end of the empire
Compare and Contrast
Possible Assessment



Teacher and peer evaluation
6 Trait Writing Rubric
Class discussion
Possible Resources



WH Text Ch. 6, Sec. 4 Chart
on pg. 174
WH Text Ch. 10, Sec. 1 and
2, Ch. 11, Sec. 1
WH In-Depth Resources
workbook Ch.10, Sec. 1 The
Rise of Islam, Ch. 11, Sec. 1
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 12
Social Studies Standard
High School

“CAWATCI” for fall of Rome
with development of the
Byzantine and Arab Empires
Class created flow chart of
causes of fall of Roman
Empire, Development of
Byzantine Empire, and Arab
Empires
SSHS-S2C2-02

World History
Analyze the development and
historical significance of
Islam.
SSHS-S4C1-03

Geography
Jigsaw Deserts, Towns and
Trade Routes; the Prophet
Muhammad; Beliefs and
Practices of Islam and
Muhammad’s Successors
Spread Islam Chapters 10 –
Sections 1 & 2
Analyze map – Spread of
Islam on page 261



Chapter Quiz
Teacher Observation
Class Discussion


Teacher observation
Geography
Analyze how a region changes
over time (e.g., U.S./Mexico
border, Europe from World



Use appropriate maps and
other graphic representations
to analyze geographic
problems and changes over
time.
SSHS-S4C2-02




Class discussion why Mecca
was ideal for the spread of
ideas

Teacher check for
understanding


Video: Faith and Belief- Five
Major World Religions
published by Knowledge
Unlimited
WH Critical Thinking
Transparencies CT10 The
Spread of Islam
WH Text Ch. 10
WH Text Ch. 10, Sec. 1 pg.
261
http://www.lib.utexas.edu/ma
ps/world_maps/muslim_distri
bution.jpg
The Nystrom Desk Atlas
McDougal Littell Student
Atlas of the World
http://www.lib.utexas.edu/ma
ps/world_maps/muslim_distri
bution.jpg
WH Text Ch. 10, Sec. 1
Geography Skillbuilder
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 13
Social Studies Standard
High School
War I to the development of
European Union, change from
pre- to post-colonialism in
Africa, Hong Kong).
SSHS-S2C3-02
Interpreting Maps

World History
Compare feudalism in Europe
and Japan and its connection
with religious and cultural
institutions.

Compare and contrast
Japanese and European
feudalism using a Venn
Diagram
Analyze primary sources
(e.g. Magna Carta, sample
feudal contract)


Oral presentation
Quiz on feudalism:
vocabulary, concepts





SSHS-S4C6-01
Geography
Analyze how geographic
knowledge, skills, and
perspectives (e.g., use of
Geographic Information
Systems in urban planning,
reapportionment of political
units, locating businesses) are
used to solve contemporary
problems.

Discuss how the medieval
manor developed into the
local redistribution of land
plan (urban planning post
feudalism)

Class discussion

WH In-Depth Resources Unit
2, Ch. 12, Sec. 3 Skillbuilder
practice Comparing
http://www.learner.org/exhibit
s/middleages/feudal.html
Contract Reference
http://homepages.paradise.n
et.nz/willbp/powis_legacy/va
mpire_swords/medieval_sour
cebook/FC06Feudalism.htm
www.classzone.com/
Classzone flipcards
WH Text Ch. 13, Sec. 2 pgs.
360-63
WH Text Ch. 13, Sec. 2 pgs.
360-63
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 14
Social Studies Standard
High School
SSHS-S2C3-03

World History
Compare the development of
empires (e.g., Roman, Han,
Mali, Incan/Inkan, Ottoman)
throughout the world.
SSHS-S2C3-04



World History
Describe the interaction of
European and Asian
civilizations from the 12th to
the 16th centuries:
a. Crusades
b. commerce and the Silk
Road
c. impact on culture
d. plague







Research developments of
empires in small groups
Create PowerPoints on each
empire
Compare and contract
empires using a matrix


Groups present PowerPoints
Presentation rubric

WH Text Ch. 6, 7, 8,10,11
Create a cause and effect
chart about the Crusades
and Black Plague
Create recruiting posters as
to why a person would want
to join the Crusade
View and Discuss ‘Trade in
History: A Pattern That
Repeats?’
Trace the routes of the Silk
Route
Write a journal from the
perspective of a merchant, a
robber on the Silk Road
Read excerpts from Marco
Polo’s journey and select
examples of cultural impact
Discuss the cultural impact of
the exchanges between the
two cultures
Discuss the possibility that
Marco Polo misrepresented
his travels to China

Teacher evaluation of
worksheets and visuals
Rubrics
Video guide
Class discussion

Video: Crusades: Saints and
Sinners
http://www.fordham.edu/hals
all/sbook1k.html
WH Patterns of Interaction
Teachers Guide pg. 16-19
with video ‘Trade in
History...”
Marco Polo Controversy
http://www.usnews.com/usne
ws/doubleissue/mysteries/ma
rco.htm






i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 15
Social Studies Standard
High School
SSHS-S4C4-01

Geography
Interpret population growth
and demographics (e.g., birth
and death rates, population
growth rates, doubling time
and life expectancy, carrying
capacity).
SSHS-S4C4-02
Write a letter from the point
of view of a peasant or a
head of state describing the
effects of the plague


Oral Presentations
Teacher evaluation






Discuss push/pull factors as
they relate to the Black
plague and the Crusades

Class discussion


Analyze Silk Road map and
how geography affected
travelers
Answer questions about
geography and movement
from text

Section quiz

Geography
Video: The Black Death
WH In-Depth Resources Unit
3 Ch.14, Sec.4 The Hundred
Years’ War and the Plague
http://history.boisestate.edu/
westciv/plague/
The Nystrom Desk Atlas
McDougal Littell Student
Atlas of the World
WH text – Chapter 14,
Sections 1 & 4
Analyze push/pull factors that
contribute to human
migration.
SSHS-S4C6-03
Geography
Analyze how geography
influences historical events
and movements (e.g., Trail of
Tears, Cuban missile crisis,
location of terrorist camps,
pursuit of Pancho Villa, Mao’s
long march, Hannibal crossing
the Alps, Silk Road).




WG Map Transparencies
MT 49 The Silk Road
Silk Road Map - WH text, p.
204 - 205
WG Map Transparencies
workbook pg.26
WH Geography
Transparencies GT 14 Trade
and Manufacturing in
Medieval Europe, 1000-1300
Concept 4: Renaissance and Reformation
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 16
Social Studies Standard
High School
The rise of individualism challenged traditional western authority and belief systems resulting in a variety of new
institutions, philosophical and religious ideas, and cultural and social achievements.
Performance objectives
SSHS-S2C4-01
World History
Renaissance thoughts and
theories:
a. rediscovery of Greek
and Roman ideas
b. humanism and its
emphasis on individual
potential and
achievements
c. scientific approach to
the natural world
d. Middle Eastern
contributions (e.g.,
mathematics, science)
e. innovations in the arts
and sciences.
Possible Strategies or
Activities

Mnemonic Device
Demonstration: Bring a
candle to class to use as a
visual to help students
remember the “WIC”
acronym that represents the
three main ideas of the
Italian Renaissance:
W = Worldly Pleasures
I = emphasis on individual
potential and achievements
C = Classics: rediscovery of
Greek and Roman ideas
 Students name “WIC”
elements in painting on p.
470 in Text)
“W” (ornate clothing &
perspective)
“I” (contemporary
Florentines)
“C” (classical
architecture)
 “Read-Pair-Share” Muslim
achievements in Ch. 10
Possible Assessment



Teacher and text generated
written and oral quizzes on
Renaissance thoughts and
theories
Student written and oral
reports
Student PowerPoints
Possible Resources

Text of a 19th Century study
of the Renaissance
http://www.idbsu.edu/courses
/hy309/docs/burckhardt/burc
khardt.html
 WH Unit 4 In-Depth
Resources Chapter 17
Section 1
 Review materials on Muslim
achievements in Chapter 10
 PowerPoint Guide / Student
Tools / CLASSZONE
www.classzone.com
 Art of the Renaissance
http://www.infoplease.com/ce
6/ent/A0860692.html
 Online Test Practice:
 classzone.com
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-05
 *SSHS-S4C4-08
……………………………………..
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 17
Social Studies Standard
High School
SSHS-S4C4-06

Geography
Analyze factors (e.g., social,
biotic, abiotic) that affect
human populations.
SSHS-S4C6-02


Geography
Analyze how changing
perceptions of places and
environments (e.g., where
individuals choose to live and
work, Israeli settlements, role
of military bases, Viking
colonization and naming of
Iceland) affect the choices of
people and institutions.



SSHS-S2C4-02

World History

Graphic organizer to
compare and contrast
medieval worldview to
Renaissance worldview
Classroom debate: Medieval
Worldview vs. Renaissance
Worldviews



Cooperative Learning:
Comparing and Contrasting
medieval and Renaissance
Art TE p. 474
Graphic organizer comparing
and contrasting:
a. medieval view of women
(Code of Chivalry) and
the “Renaissance
Woman”
b. “Renaissance Man” to the
modern American male
Medieval view of governance
and Machiavelli
Write personal essays stating
why they fit or don’t fit the
criteria for a Renaissance
man or a Renaissance
woman.
Role play story of Martin
Luther
“Stay and Stray” activity

Teacher evaluation
Peer Evaluation
Debate rubric






Rubric for Cooperative
Learning
Teacher evaluation
6 Trait Writing Rubric






Teacher evaluation
Teacher-created rubric for
class role-playing activity.


http://www.csupomona.edu/~
plin/ls201/renaissance1.html
http://www.ibiblio.org/wm/pai
nt/glo/renaissance/
IDR: Primary Sources The
Agony and the Ecstasy by
Video: The Agony and the
Ecstasy
Rubric for Cooperative
Learning in Integrated
Assessment Workbook
In-Depth Resources: Unit 4
a. Primary Sources:
1. from The Courtier, p. 31
2. from The Prince, p. 32
History Makers:
Machiavelli, p. 38
The Renaissance Man,
Text (PE) p. 473
The Renaissance Woman,
Text (PE) p. 473
http://www.ctsfw.edu/luther/ti
meline.php
http://home.cvc.org/95.htm or
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 18
Social Studies Standard
High School
Explain how the
ideas of the Protestant
Reformation and the
Catholic Reformation (e.g.,
secular authority,
individualism,
migration, literacy and
vernacular, the arts)
affected society.

contrasting story of Henry
VIII & the English
Reformation to the other
Protestant movements
Research reports on the
Jesuits and the Jesuit
universities that exist in
America today



Written student-created parts
for the role-playing activities
Teacher-created rubrics for
the Power-Point
presentations, classroom
debates and research reports
Quizzes/ Tests: Content






SSHS-S4C4-08

Geography
Explain how ideas, customs,
and innovations (e.g., religion,
language, political philosophy,
technological advances,
higher education, economic
principles) are spread through
cultural diffusion.


Recruitment posters/flyers for
Protestant Churches and/or
returning to the Catholic
Church
Role play visit to John
Calvin’s theocracy at
Geneva, Switzerland (John
Knox and others . . . )
Written and/or oral research
projects on the development



Written student-created parts
for the role-playing activities
Teacher-created rubrics for
the plays, presentations,
classroom and research
reports
Quizzes/ Tests: Content
Electronic library of primary
sources: “Ninety-Five
Theses”
Online Test Practice:
classzone.com
In Depth Resources:
Primary Sources Report on
the English Reformation
In-Depth Resources: Unit 4
p. 25
Integrated Assessment
Workbook for rubric outlines
http://rubistar.4teachers.org/i
ndex.php
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-04
……………………………………..
 Electronic Library of Primary
Sources: “Luther: Giant of
His Time and Ours.”
 Integrated Assessment
Workbook for rubric outlines
 http://rubistar.4teachers.org/i
ndex.php
 John Calvin
http://www.wsu.edu/~dee/RE
FORM/CALVIN.HTM
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 19
Social Studies Standard
High School

SSHS-S4C6-02

Geography
Analyze how changing
perceptions of places and
environments (e.g., where
individuals choose to live and
work, Israeli settlements, role
of military bases, Viking
colonization and naming of
Iceland) affect the choices of
people and institutions.


and influence of the printing
press
Cooperative Learning:
“Data on Religious Groups”
p. 497 Teacher Edition
Label and color-code
Religions in Europe Map,
1560 on p. 497 in Text
Role play visit to John
Calvin’s theocracy at
Geneva, Switzerland (John
Knox and others . . .)
Divide into groups of
Protestant and Catholic
countries
1. Research:
a. Governments
b. Laws regarding religion
wars that resulted
2. Orally report on findings






Teacher evaluation of
completed map
Quiz on map
Written student-created parts
for the role-playing activities
Teacher evaluation
Peer evaluation:
Worksheet that students
complete explaining which
country they would choose to
live in 16th-Century Europe
based on the information
presented in the oral reports.







Geography Transparencies
GT17 Reformation
Religions in Europe, 1560
Map p. 497
http://www.luc.edu/jesuit/igna
tius.bio.html
Integrated Assessment
Workbook for rubric outlines
http://rubistar.4teachers.org/i
ndex.php
http://www.lepg.org/sixteen.h
tm
Electronic library of primary
resources: “The St.
Bartholomew’s Day
Massacre”
Concept 5: Encounters and Exchange
Innovations, discoveries, exploration, and colonization accelerated contact, conflict, and interconnection among societies
world wide, transforming and creating nations.
Performance objectives
SSHS-S2C5-01
World History
Possible Strategies or
Activities

Complete a web quest
researching religious,
Possible Assessment

Teacher evaluation
Possible Resources

http://www.ucalgary.ca/applie
d_history/tutor/eurvoya/vasco
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 20
Social Studies Standard
High School
economic, social and political
Describe the religious,
economic, social, and political
interactions among
civilizations that resulted from
early exploration:
a. reasons for European
exploration
b. impact of expansion and
colonization on Europe
c. impact of expansion and
colonization on Africa, the
Americas, and Asia
d. role of disease in conquest
e. role of trade
f. navigational technology
g. impact and ramifications of
slavery and international
slave trade
h. contrasting motivations
and methods for
colonization
SSHS-S4C2-06
Geography
Analyze how a region changes




reasons for European
exploration in Africa, the
Americas, and Asia
Map components of the
Columbian Exchange on a
world map; draw conclusions
about the impact on Europe
and colonies
Write a letter as an explorer,
describe the impact of your
exploration on the area you
are exploring- Africa, the
Americas, or Asia
Read and discuss primary
source - The Life of Olaudah
Equiano
Map areas colonized by
European countries during
the age of exploration- show
changing empires using

Self assessment based on
Teacher’s example
.html
 WH In-Depth Resources Ch
20, Sec. 4 The Columbian
Exchange and Global Trade
and The Potato Impacts the
World and Impacts of the
Columbian Exchange
 WH Text Ch. 19, Sec. 1, Ch.
20
 WH In-Depth Resources Ch.
19, Sec.1 Europeans Explore
the East, Ch. 20, Sec. 2
European Nations settle
North America
 WH In-Depth Resources Unit
4 The Life of Olaudah
Equiano pg. 97
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-05
 *SSHS-S4C4-01
 *SSHS-S4C4-02
 *SSHS-S4C5-04
 *SSHS-S4C5-05
……………………………….
 WH Geography
Transparencies GT37 The
World, GT 40, The World
About 1250, GT 41 The
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 21
Social Studies Standard
High School
over time (e.g., U.S./Mexico
border, Europe from World
War I to the development of
European Union, change from
pre- to post-colonialism in
Africa, Hong Kong).
SSHS-S4C4-03
transparency overlays

Geography
Analyze the effects of
migration on places of origin
and destination, including
border areas.
SSHS-S4C4-07



Geography
Predict the effect of a change
in a specific factor (e.g.,
social, biotic, abiotic) on a
human population.
Use a map to draw and
analyze the Triangular Trade
System
Read and discuss the life of
a slave
Write a journal reflection of
the Middle Passage from the
perspective of a slave
Predict and evaluate
changes to the population
affected by slavery and
disease

World 1500 and GT 42 The
World 1900


Teacher evaluation of
journals
6 Trail Writing Rubric


WH Text Ch.20, Sec.3
http://www.colonialwilliamsbu
rg.com/Foundation/journal/sl
ave.cfm


Teacher evaluation
Class discussion

Slave Narratives – HBO
http://www.hbo.com/docs/pro
grams/unchained_memories/

Concept 6: Age of Revolution
Intensified internal conflicts led to the radical overthrow of traditional governments and created new political and economic
systems.
Performance objectives
SSHS-S2C6-01
World History
Possible Strategies or
Activities

“Three Corners” Activity:
a. Three corners are
Possible Assessment

Student notes with teachergenerated worksheet for
Possible Resources

In-Depth Resources:
Guided Reading
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 22
Social Studies Standard
High School
Contrast the development of
representative, limited
government in England with
the development and
continuation of absolute
monarchies in other European
nations:
a. absolute monarchies (e.g.,
Louis XIV, Peter the Great,
Philip II)
b. the Magna Carta, the
English Bill of Rights, and
parliamentary government
c. the ideas of John Locke
(SUSD – moved to
Enlightenment)





SSHS-S2C6-02
World History

European countries
governed by absolute
monarchs: Spain,
France, Russia
b. Each group is to define
the term “absolute
monarchy” and how it is
applied each monarch
“Read-Pair-Share” review of
the Magna Carta (Ch. 14)
Role Play duties of members
of the Houses of the English
parliament and their
relationship in a limited
monarchy to the king.
Divide students into the five
groups of English monarchs
as described in IDR Guided
Reading p. 5. Create either
oral reports with posters,
“story-boxes” or PowerPoints
of their contribution to the
English form of parliamentary
government.
“A-Z” Vocabulary Bingo using
IDR Building Vocabulary
Worksheet p. 6
(IDR: In-Depth Resources)
Class debate on geocentric
view of the world (Church) v.
heliocentric view of the world




students to complete taken
from presented projects
Teacher observation
Quizzes and tests on
researched and presented
content
Ch. 21 pp. 1-5
 Integrated Assessment
Workbook for rubric outlines
 http://rubistar.4teachers.org/i
ndex.php
 http://history.hanover.edu/ear
ly/louisxiv.html
 http://www.geographia.com/r
ussia/rushis04.htm
 http://www.britannia.com/hist
ory/monarchs/mon47.html
 http://www.britannia.com/hist
ory/monarchs/mon48.html
 http://history.boisestate.edu/
westciv/english/
 Online Test Practice:
classzone.com
 Video: Oliver Cromwell
 http://europeanhistory.about.
com/od/enlightenmentfrance/
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-01b
 *SSHS-S4C2-04
……………………………………..
Teacher evaluation with
teacher-generated rubrics
Student notes with teacher-


Integrated Assessment
Workbook for rubric outlines
http://rubistar.4teachers.org/i
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 23
Social Studies Standard
High School
Explain how new ideas (i.e.,
Heliocentrism, Scientific
Method, Newton’s Laws)
changed the way people
understood the world.


Explain ho


SSHS-S2C6-03

World History
Explain how Enlightenment
ideas influenced political
thought and social change:
a. Deism

(Renaissance)
Role play lives of
Copernicus, Galileo, Francis
Bacon (scientific method)
and Isaac Newton
PowerPoint presentations on
scientific revolution
scientists and their
achievements
Complete a graphic organizer
contrasting “OLD SCIENCE”
ideas with “NEW SCIENCE”
ideas
Make a time line of scientific
advancements
Class discussion or graphic
organizer that compares and
contrasts the major ideas
and thinkers of the
Enlightenment. (Text:
Skillbuilder; p. 632)
Written and /or oral reports on








generated worksheet for
students to complete taken
from presented projects
Teacher observation
Quizzes and tests on
researched and presented
content
Teacher evaluation of
completed organizer
http://web.clas.ufl.edu/users/r
hatch/pages/03-Sci-Rev/SCIREV-Home/
Teacher evaluation of
completed graphic organizer
ndex.php
 http://galileo.rice.edu/
 In-Depth Resources:
a..Guided Reading p. 25
b. Primary Source: Starry
Messenger, p. 33
c. History Makers: Nicolaus
Copernicus, p. 41
 http://web.clas.ufl.edu/users/r
hatch/pages/03-Sci-Rev/SCIREV-Home/
 Online Test Practice:
classzone.com
 PowerPoint Guide
Student Tools
classzone.com Chapter 22
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-04
 *SSHS-S4C2-08
……………………………………..
Teacher evaluation of oral
discussion or written
answers.
Teacher-generated rubric for
written and/or oral reports
Teacher evaluation of
“Enlightenment Cartoon”



http://www2.lucidcafe.com/lu
cidcafe/library/95nov/voltaire.
html
http://womenshistory.about.c
om/library/weekly/aa082099.
htm
In-Depth Resources: Unit 5
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 24
Social Studies Standard
High School
b. role of women –
Wollstonecraft (SUSD)
c. political thought – ( Locke,
Voltaire, Rousseau,
Hobbes, Montesquieu )
(SUSD)
d. social change – Beccaria
(SUSD)


SSHS-S4C4-06

Geography
Predict the effect of a change
in a specific factor (e.g.,
social, biotic, abiotic) on a
human population.



the individual Enlightenment
thinkers told from the FirstPerson Point-of-View
(Students become the
person.)
Create a cartoon that
includes five pictures of an
“Enlightenment Man”. Each
cartoon is to illustrate the five
concepts that formed the
core of Enlightenment
beliefs. (p. 630)
Discuss Beccaria’s ideas
about cruel and unusual
treatment (torture) in light of
current events (water
boarding and abolishment of
capital punishment)
Class discussion on
changing ideas of
government outlined in
chart p. 639 in text.
Write from the perspective of
a middle-class Frenchmen
(upper third estate) about the
goals of the French
revolution
Complete “Prediction
Graphic Organizer” using
information in chart on p. 646
Complete IDR Worksheet:




Quizzes and tests
Peer evaluations
Journal writing in which the
students reflect on the points
that they learned
Class discussion





Teacher evaluation
Journal entry that reveals
feelings about joining the
revolutionary movement.
6 Trait Writing Rubric



1. Guided Reading p. 26
2. Primary Sources:
a. “from The Social
Contract,” p.34
b. “from Two Treatises on
Government”, p. 35
c. “from A Vindication of
the Rights of Woman,”
p. 36
3. History Makers: Baron de
Montesquie
Enlightenment thought
including Deism:
http://www.wsu.edu/~dee/EN
LIGHT/PHIL.HTM
Beccario – WH text – p. 632
Enlightenment thought
including Deism:
http://www.wsu.edu/~dee/EN
LIGHT/PHIL.HTM
http://www.wsu.edu:8001/~br
ians/hum_303/enlightenment
.html
In-Depth Resources: Unit 5
1. Guided Reading, p. 27, 28
2. Connections Across
Time and Cultures:
a. “The Search for Truth
and Reason”, p. 43
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 25
Social Studies Standard
High School
”Comparing Revolutions in
America and France”

SSHS-S2C6-04

World History
Analyze the developments of
the French Revolution and rule
of Napoleon:
a. Reign of Terror
b. rise of Napoleon
c. spread of nationalism in
Europe
d. defeat of Napoleon and
Congress of Vienna


Write a narrative of the
events of the French
Revolution from the “fall of
the Bastille” (1789) to the
formation of the Directory
government (1795) from the
point-of-view of either a
peasant, middle-class
merchant, or wealthy noble in
France.
Groups produce different
pages of a newspaper for the
years of the “Terror” (17931794)
Groups divide into countries
included under Napoleon’s
control and write new
constitutions to govern them
when they become
independent including
a. Characteristics of
Napoleon’s government
b. National characteristics
to be preserved




Teacher evaluation
Peer evaluation
Tests and quizzes on content
information
6 Trait Writing Rubric










b. Comparing
Revolutions in
America /France p. 66
Graphic Organizers:
http://www.ncrel.org/sdrs/are
as/issues/students/learning/lr
1grorg.htm
http://chnm.gmu.edu/revoluti
on/
In-Depth Resources: Unit 5
1. Guided Reading, pp. 49,
50. 51, 52
http://www.yale.edu/lawweb/
avalon/rightsof.html
http://www.wtj.com/wars/nap
oleonic/
http://www.britishbattles.com/
waterloo/waterloo-june1815.htm
In-Depth Resources: Unit 5
Reteaching Activities: pp.
68.69,70,71
Classzone.com: Student
Tools Ch.23
Congress of Vienna & the
U.N.
http://www.classzone.com/bo
oks/wh_survey05/page_build
.cfm?id=internet_activity&ch=
23
Video: The French
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 26
Social Studies Standard
High School


SSHS-S4C1-03

Geography
Use appropriate maps and
other graphic representations
to analyze geographic
problems and changes over
time.

SSHS-S2C6-05

World History
Explain the revolutionary and
independence movements in
Latin America (e.g., Mexico,
Haiti, South America).


French Revolution “Web
quest” or Internet Projects
under classzone.com
Student Tools Ch. 23
Create a graphic organizer
that compares the major
agencies and functions of the
United Nations with the
Congress of Vienna.
(classzone.com Internet
Activity Student Tools)
Compare European nations’
views of the Revolution and
Napoleon
Create a time line about the
Revolution and Napoleon’s
Rise
In groups, create campaign
posters that encourage
people to join a Mexican
independence movement
(from Spain) and/or a
Brazilian independence
movement (from Portugal)
Compare and contrast
revolutionary leaders from
Latin American countries.
Make a time line of the key
Revolution History Channel
……………………………………..
Other Applicable Geography
Performance Objectives for this
World History topic
 *SSHS-S4C3-01
 *SSHS-S4C3-04
……………………………………..


Teacher Observation
Teacher Evaluation





Teacher-generated rubric
Peer evaluation



NYSTROM Desk Atlas
WH Text: In-Depth
Resources Unit 5- pg. 54, 55,
56- Interpreting Maps and
Geography Application
Related Transparencies
Integrated Assessment
Workbook for rubric outlines
http://rubistar.4teachers.org/i
ndex.php
In-Depth Resources: Unit 5
a. Guided Reading, p. 73
b. Primary Source, p. 80
”from Proclamation
of 1813” by Simon Bolivar
c. History Makers: p. 88
Simon Bolivar
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 27
Social Studies Standard
High School
points in each revolution;
circle similar traits/events
between the revolutions

SSHS-S2C6-06
World History
Analyze the social, political,
and economic development
and impact of the Industrial
Revolution:
a. origins in England’s textile
and mining industries
b. urban growth and the
social impact of
industrialization
c. unequal spread of
industrialization to other
countries
d. political and economic
theories (nationalism,

Write diary entries of daily
lives as members of
Industrial Revolution families:
mother, father, children of
both lower-class factory
workers and middle-class
factory owners, merchants,
and bankers. Students may
orally present writings to the
class in family groups.
Complete a graphic
organizer that contrasts
conditions in countries that
led to successful
industrialized. Discuss.


Teacher-generated rubric
should include WH
Performance Objective SSHSS2C6-06 “a”, “b ”and “d”
Teacher observation
d. Reteaching Activity, p. 91
 http://www.historyworld.net/w
rldhis/PlainTextHistories.asp
?groupid=868&HistoryID=aa
87
……………………………………..
Other Applicable Geography
Performance Objectives for this
World History topic
 *SSHS-S4C2-01
 *SSHS-S4C2-04
 *SSHS-S4C4-02
 *SSHS-S4C4-08
……………………………………..
 http://www.historyguide.org/i
ntellect/lecture17a.html
 In-Depth Resources: Unit 6
a. Primary Sources:
1. “Testimony on Child
Labor in Britain” p. 10
2. “Life in a New England
Factory” p.11
b. Guided Reading pp.1,2
c. Geography Application
p. 7
 In-Depth Resources:
a. Guided Reading pp. 3&4
b. Reteaching Activity:
“Reforming the
Industrialized World” p. 22
 Microsoft Power-point tutorial
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 28
Social Studies Standard
High School
anarchism, capitalism,
socialism)
SSHS-S4C2-05

Geography
Examine how the geographic
characteristics of a place
affect the economics and
culture (e.g., changing
regional economy of the
sunbelt, location with respect
of natural hazards, location of
Panama Canal, Air Force
Bases in Arizona).

SSHS-S4C4-01

Class discussion of
Geography Transparency:
“The Industrial Revolution in
Great Britain” p. GT25
emphasizing how minerals
are necessary for
industrialization.
Jeopardy or matching game
using inventions of the
Industrial Revolution and the
natural resources needed to
create them.
As a class, complete and

Teacher observation

Teacher observation
in classzone student Tools
http://www.bcschools.net/staf
f/PowerPointHelp.htm
 http://www.historylearningsite
.co.uk/indrevo.htm
 http://www.lucidcafe.com/libr
ary/96jun/smith.html#related
 http://www.philosophypages.
com/ph/marx.htm
……………………………………..
Other Applicable Geography
Performance Objectives for this
World History topic
 *SSHS-S4C2-01
 *SSHS-S4C2-04
 *SSHS-S4C4-08
 *SSHS-S4C5-04
……………………………………..
 In-Depth Resources: Unit 6
a. Guided Reading p. 1
 http://mars.wnec.edu/~gremp
el/courses/wc2/lectures/indus
trialrev.html
 Geography Transparency:
“The Industrial Revolution in
Great Britain” p. GT25
 “Interpreting the Map” activity
Text: p. 715

In-Depth Resources: Unit 6
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 29
Social Studies Standard
High School
Geography
Interpret population growth
and demographics (e.g., birth
and death rates, population
growth rates, doubling time
and life expectancy, carrying
capacity).
discuss Geography
Application Worksheet
“British Population Moves to
the Cities”
Analyze graphs of population
and life expectancy changes
as a result of the Industrial
Revolution
Complete a cause and effect
diagram that illustrates the
relationship between the
agricultural revolution, the
industrial revolution and the
increased food supply.
Web Quest in which students
find sites for facts and
pictures about
European city life before and
after the Industrial Revolution


SSHS-S4C4-05

Geography
Analyze the development,
growth, and changing nature
of cities (e.g., urban sprawl,
suburbs, city revitalization).
SSHS-S4C6-02
Geography
Analyze how changing
perceptions of places and
environments (e.g., where
individuals choose to live and
work, Israeli settlements, role
of military bases, Viking
colonization and naming of


Teacher evaluation


Students write letters as

grandparents to their

grandchildren about the ways
the city that they live in has
changed during their lives
between 1820 and 1840 in
England.
a. homes
b. jobs
c. transportation systems
a. Geography Application
p. 7 “British Population
Moves to the Cities”
b. Guided Reading, p. 1
Lessons on the Agricultural
Revolution:
http://www.schoolshistory.org
.uk/agriculturalrevolution.htm
Teacher-generated rubric
that evaluates websites and
emphasizing mastery of
performance objective
Geography SSHS-S4C4-05

Teacher-generated
Teacher-generatedrubric
rubric
Evaluatingstudent
studentuse
useofof
Evaluating
Geographyperformance
performance
Geography
objectiveSSHS-S4C7-02
SSHS-S4C7-02
objective
Video:
Power
Builders
ASSET:
ASSET:
Video:
Power
Leaders
and
Cities
Builders
Leaders
and
Cities
 http://www.unitedstreaming.c
http://www.unitedstreaming.
om/search/assetDetail.cfm?g
com/search/assetDetail.cfm
uidAssetID=C6E27834?guidAssetID=C6E278348D85-4F74-99D7272FE114AFE0
 http://www.historylearningsite
http://www.historylearningsi
.co.uk/indrevo.htm
te.co.uk/indrevo.htm
 In-Depth Resources: Unit 6

http://www.historylearningsite
.co.uk/indrevo.htm
http://classzone.com/books/w
h_survey05/page_build.cfm?
content=soc_ref_links_teach
er&state=none
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
ASSE



h
g
fm
-8
2
h
s
In
World History/Geography
Page 30
Social Studies Standard
High School
Iceland) affect the choices of
people and institutions.
SSHS-S4C6-03
a. Guided Reading p. 1,2
b. Primary Sources
“from Mary Barton”, p. 1

Geography
Analyze how geography
influences historical events
and movements (e.g., Trail of
Tears, Cuban missile crisis,
location of terrorist camps,
pursuit of Pancho Villa, Mao’s
long march, Hannibal crossing
the Alps, Silk Road).
Analyze the Colonial Claims
Map on
p. 771 of the Text:
a. Research the natural
resources of three main
colonial regions
b. Write a proposal from a
foreign minister to a
European country
explaining the reasons
that the three regions
would be advantageous
to colonize (resources,
markets)

Teacher-generated rubric




Integrated Assessment
Workbook for rubric outlines
http://rubistar.4teachers.org/i
ndex.php
http://www.geographynetwor
k.com/
http://www.pbs.org/journeyto
planetearth/profiles/
Concept 7: Age of Imperialism
Industrialized nations exerted political, economic, and social control over less developed areas of the world.
Performance objectives
SSHS-S2C7-01
Possible Strategies or
Activities

World History

Explain the rationale (e.g.,
need for raw materials,
domination of markets, advent
Write a letter defending or
opposing imperialism
Research/Compare and
Contrast raw materials found
in European imperialist
countries and raw materials
Possible Assessment



Class discussion
Quiz
Journal reflection
Possible Resources


WH Unit 6 In-Depth
Resources Ch. 27, Sec. 1
Guided Reading The
Scramble for Africa
WH Ch. 27 charts pg. 780 &
800
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
a
b
World History/Geography
Page 31
Social Studies Standard
High School
of national competition,
spread of European
culture/religion) for
imperialism.
SSHS-S4C5-05


Geography
Analyze how humans impact
the diversity and productivity
of ecosystems (e.g., invading
non-native plants and
animals).
SSHS-S2C7-02

World History
Trace the development of the
British Empire around the
world (e.g., America,
Southeast Asia, South Pacific,
India, Africa, the Suez).


found in colonies
Make a matrix of the
imperialist countries
comparing specific
characteristics (motives,
areas, results, leaders, time
period, etc.)
Create a foldable book
categorizing resources found
on a particular continent, how
each resource is used, and
how the environment is
affected (e.g. building of the
Railroad in India, mining in
Africa)
Develop a flow chart to
document steps in the
development of the British
Empire
Make a fact book about the
Suez Canal


Teacher evaluation
Oral presentations


Class participation
Teacher evaluation
Nystrom Desk Atlas
Thematic Maps and Graphs
……………………………………..
Other Applicable Geography
Performance Objectives for this
World History topic
 *SSHS-S4C1-01
 *SSHS-S4C2-01
 *SSHS-S4C4-08
……………………………………..
 WH Unit 6 In-Depth Guide
Ch. 27, Sec. 1 Primary
Source British Contract with
an African King
 Nystrom Desk Atlas
Thematic Maps and Graphs

WH Ch. 27, pg. 801 Map of
the British Empire
 http://touregypt.net/suezcana
l.htm
……………………………………..
Other Applicable Geography
Performance Objectives for this
World History topic
 *SSHS-S4C2-01
 *SSHS-S4C2-05
 *SSHS-S4C4-01
 *SSHS-S4C4-08
 *SSHS-S4C5-05
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 32
Social Studies Standard
High School
SSHS-S4C1-04

Locate world resources using
maps and atlases and relate
to economies of differing
regions during modern times

Quiz


The Nystrom Desk Atlas
McDougal Littell Student
Atlas of the World

Write a research paper
discussing one African
resistance movement to
colonialism including issues
related to cultural imperialism
and trade
Invite a guest speaker to
discuss issues of
globalization (e.g. college
professor, foreign exchange
student)
As a news team research
and report a case study on a
imperialistic country and its
sphere of influence


Teacher evaluation
Peer evaluation


WH Ch. 27, Sec. 2
WH Unit 6 In-Depth
Resources Ch. 27, Sec. 2
Literature Selection Things
Fall Apart

Teacher evaluation rubric

Geography
Use an atlas to access
information.
SSHS-S4C4-04
Geography
Analyze issues of
globalization (e.g., widespread
use of English, the role of the
global media, resistance to
“cultural imperialism”, trade,
outsourcing).
SSHS-S2C7-03
World History
Describe the division of the
world into empires and
spheres of influence during
the 18th and 19th centuries
(e.g., British, French, Dutch,
Spanish, American, Belgian).


WG Map Transparencies
MT35 Challenges of Post
colonial Africa
 http://www.harpercollege.edu
/~mhealy/g101ilec/seasia/se
menu.htm
 http://www.seasite.niu.edu/cr
ossroads/wilson/colonialism.
htm
……………………………………..
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 33
Social Studies Standard
High School

Analysis pizza of human
impact on the environment,
each group gets one ‘slice’ to
research and present (e.g.
each slice could represent
colonies of a one nation or
regions)


Teacher observation
Class discussion

Compare and contrast
primary sources for and
against imperialism
Write a news article about
the effects of colonization


Journal reflection
6 Trait Writing Rubric
SSHS-S4C5-05
Geography
Analyze how humans impact
the diversity and productivity
of ecosystems (e.g., invading
non-native plants and
animals).
SSHS-S2C7-04
World History
(SUSD)
Analyze the (positive and
negative) effects of European
and American colonialism on
their colonies (e.g., artificially
drawn boundaries, one-crop
economies, creation of
economic dependence,
population relocation, cultural
suppression (infrastructure,
institutions)

Other Applicable Geography
Performance Objectives for this
World History topic
 *SSHS-S4C2-06
 *SSHS-S4C4-03
 *SSHS-S4C4-08
……………………………………..
 http://www.harpercollege.edu
/~mhealy/g101ilec/seasia/se
menu.htm
 http://www.seasite.niu.edu/cr
ossroads/wilson/colonialism.
htm

WH Unit 6 In-Depth
Resources Ch. 27, Sec. 2
Letter Opposing the English
and In Favor of Imperialism
……………………………………..
Other Applicable Geography
Performance Objectives for this
World History topic
 *SSHS-S4C2-01a
 *SSHS-S4C2-05
 *SSHS-S4C3-01
 *SSHS-S4C4-03
 *SSHS-S4C4-04
 *SSHS-S4C5-04
……………………………………..
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 34
Social Studies Standard
High School
SSHS-S2C7-05

Story Boxes (describing the
various rebellions)
Cause and effect “Carousel”
Comparative Writing:
Variation in colonial
governance between
American and European
imperialism
Guided Reading or textbook
sections





Flip-Card Jeopardy
Teacher Observation
Teacher Evaluation
Written Reflection
Section Assessment

Identify social factors
contributing to resentment
and/or acceptance of colonial
rule


Teacher Evaluation
Written reflection

Identify reasons Western
nations wanted to open up
Japanese trade
Identify reasons Japan
wanted to remain isolated
economically



Teacher Evaluation
Teacher Observation
Flip-Card Jeopardy
World History
Analyze the responses to
imperialism (e.g., Boxer
Rebellion, Sepoy Rebellion,
Opium Wars, Zulu Wars) by
people under colonial rule at
the end of the 19th century.
SSHS-S4C4-06



Geography
Analyze factors (e.g., social,
biotic, abiotic) that affect
human populations.
SSHS-S2C7-06
World History
Explain Japanese responses
to European/American
imperialism from a closed
door policy to adoption of
Euro-American ideas.



Pro/Con Kagan Groups:
Japan’s open-door policy vs.
closed-door policy
Chapter 28, Sec. 2 Guided

WH Text: Chapter 28 Sec. 1
Assessment p. 809
 WH Text: In-Depth
Resources Unit 6 p. 71
 Related transparencies
 WH Chapter 27 (Sepoy
Rebellion and Zulu Wars)
……………………………………..
Other Applicable Geography
Performance Objectives for this
World History topic
 *SSHS-S4C2-04
 *SSHS-S4C2-05
 *SSHS-S4C4-03
……………………………………..
 WG Text: Chapter 28, Sec.
4 Assessment- Geographic
Thinking



WH Text: Chapter 28
Assessment, p. 828- Critical
Thinking #3 Comparing
WH Text: Chapter 28
Section 2 Assessment, p.
813
LINK:
http://classzone.com/books/w
h_05_shared/pdf/WHS05_02
8_809_PS.pdf
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 35
Social Studies Standard
High School

Reading Worksheet

SSHS-S4C4-04

Geography
Analyze issues of
globalization (e.g., widespread
use of English, the role of the
global media, resistance to
“cultural imperialism”, trade,
outsourcing).
Event Timeline
Discussion: The Connection
of Japanese Automotive
Industry in the 1970s and the
global trade economy



Teacher Evaluation
Written Reflection
Teacher Observation
In-Depth Resources Unit 6,
Guided Reading:
Modernization in Japan, p.
72
……………………………………..
Other Applicable Geography
Performance Objectives for this
World History topic
 *SSHS-S4C4-07
……………………………………..
 WH Text
 Related Transparencies (i.e.
WG CT Transparencies #59
& #61
Concept 8: World at War
Global events, economic issues and political ideologies ignited tensions leading to worldwide military conflagrations and
diplomatic confrontations in a context of development and change.
Performance objectives
SSHS-S2C8-01
World History
Possible Strategies or
Activities

Cause and effect flow chart
of the creation of European
alliances
Possible Assessment



Peer Evaluation
Teacher Observation
Student Quiz
Possible Resources


Maps, Text
http://www.classzone.com/bo
oks/wh_survey05/page_build
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 36
Social Studies Standard
High School
Examine the causes of World
War I:
a. rise of nationalism in
Europe
b. unification of Germany and
Otto Von Bismarck’s
leadership
c. rise of ethnic and
ideological conflicts - the
Balkans, Austria-Hungary,
the decline of the Ottoman
Empire

Talk Boxes representing
varying key figures or
empires in WWI political
climate
Student Debate: Bismarck
as leader vs. Wilhelm II as
leader
Students create their own
propaganda (political
cartoon, news article, poster,
etc.)
Analysis of political cartoons

Teacher Evaluation
SSHS-S4C6-02

Culture mapping (correlate
cultural regions with pre-WWI
alliance systems)


Teacher Observation
Teacher Evaluation

Discussion of military tactics
and training (i.e. frontal
assault, use of cavalry,
Napoleonic principles)



Teacher Observation
Teacher Evaluation
Quiz: identification of new
weaponry and impact



Geography
.cfm?id=internet_activity&ch=
24
 Best of History Sites (WWI)
http://www.besthistorysites.n
et/USHistory.shtml
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C1-01
 *SSHS-S4C2-01
 *SSHS-S4C2-04
 *SSHS-S4C2-06
 *SSHS-S4C6-03
……………………………………..
 Map blanks
 Related transparencies
Analyze how changing
perceptions of places and
environments (e.g., where
individuals choose to live and
work, Israeli settlements, role
of military bases, Viking
colonization and naming of
Iceland) affect the choices of
people and institutions.
SSHS-S2C8-02
World History
Analyze the impact of the


WH Text – Chapter 29, Sec.
2
WH Unit 7 In-Depth Res. p.
1,6
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 37
Social Studies Standard
High School
changing nature of warfare in
World War I:
a. trench warfare
b. mechanization of war –
machine gun, gasoline,
submarine, tanks, chemical
c. American involvement
SSHS-S4C6-03
compared to evolving
weaponry



Geography
Analyze how geography
influences historical events
and movements (e.g., Trail of
Tears, Cuban missile crisis,
location of terrorist camps,
pursuit of Pancho Villa, Mao’s
long march, Hannibal crossing
the Alps, Silk Road).
SSHS-S2C8-03


World History
Explain the end of World War I
and its aftermath:
a. Russian Revolution


6 Trait Writing Rubric


Create a foldable to compare
WWI weapons or warfare
Write an essay describing U.S.
involvement in WWI

Pro and Con “Carousel” on
American isolationism
Analysis of strategic military
importance of European river
systems


Teacher Observation
Peer Evaluation
Student Debate: Czarist
Russia vs. Communist
Russia
Class discussion/breakdown
of Wilson’s Fourteen Points
(can assign student(s) specific




Teacher Evaluation
Teacher Observation
Student Essays
Flip-Card Jeopardy
WH Unit 7 In-Depth Res. p.
19
Web-Link: Trench Warfare
http://www.worldwar1.com/
Related transparencies
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-01
 *SSHS-S4C4-06
 *SSHS-S4C5-04
……………………………………..
 Related transparencies
(overlay campaigns with
physical maps)



Text
In-Depth Resources Unit 7:
Guided Reading pg. 24,25
In-Depth Resources Unit 7:
Skillbuilder Practice:
Analyzing Causes p. 29
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 38
Social Studies Standard
High School
b. Treaty of Versailles
c. end of empires (e.g.,
Austro-Hungarian,
Ottoman, Russian)
d. continuation of colonial
systems (e.g., French
Indochina, India,
Philippines)
SSHS-S4C6-02



Geography
Analyze how changing
perceptions of places and
environments (e.g., where
individuals choose to live and
work, Israeli settlements, role
of military bases, Viking
colonization and naming of
Iceland) affect the choices of
people and institutions.
SSHS-S2C8-04



World History
Examine the period between
World War I and World War II:
a. rise of fascism and
dictatorships
b. postwar economic
problems


……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C1-01
 *SSHS-S4C4-01
 *SSHS-S4C4-04
 *SSHS-S4C6-03
……………………………………..
points to analyze
Guided Reading Worksheets
Analyzing Causes Worksheet
Identify political systems of
nations in post-war Europe
Compare population trends
with political trends in postwar Europe
Compare maps of both pre
and post WWI and pre and
post WWII



Teacher Observation
Teacher Evaluation
Quizzes


Map blanks
Related transparencies
Cause and effect “Carousel”





Teacher Observation
Peer Evaluation
Teacher Evaluation
Flip-Card Jeopardy
6 Trait Writing Rubric

WH Text Chapter 31,
Sections 3 & 4
Connections Across Time
and Cultures: Absolutism
and Fascism, p. 64
http://www.historylearningsite
.co.uk/manchuria.htm
http://www.historyplace.com/
of the rise of fascism and
dictatorships
Write a paragraph about the
relationship between war and
economic activity
Create a time line about
German, Italian and



i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 39
Social Studies Standard
High School
c. new alliances
d. growth of the Japanese

empire
e. challenges to the world
order
SSHS-S4C1-04
Color-coded maps depicting
political boundary changes in
Europe (pre and post war)

Teacher Observation

Using maps, compare
Europe by religion, economy;
political structure and cultural
heritage


Teacher Evaluation
Peer Evaluation



WH Text Chapter 31
Maps
www.unitedstreaming.com

Re-enactment of Battle of the
Bulge
Student Debate: Did the U.S.
violate the civil rights of
Japanese Americans?
Compare Japanese


Teacher Observation
Quiz

Political Cartoon
“Government Cattle” sheet
In-Depth Resources Unit 7
Guided Reading: The
Holocaust, The Allied Victory.
p. 71, 72
Use an atlas to access
information.
Geography
Analyze the differing political,
religious, economic,
demographic, and historical
ways of viewing places and
regions.
SSHS-S2C8-05
World History
Analyze aspects of World War
II:
a. political ideologies (e.g.,
Totalitarianism,
worldwar2/riseofhitler/index.h
tml
 Best of History Sites (WWI)
http://www.besthistorysites.n
et/USHistory.shtml
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-01
 *SSHS-S4C2-06
……………………………………..
 Map blanks, map pencils

Geography
SSHS-S4C2-04
Japanese invasions of
countries
Make a biography board of
the dictators/military leaders
of the time period



i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 40
Social Studies Standard
High School
Democracy)
b. military strategies (e.g., air
warfare, atomic bomb,
Russian front,
concentration camps)
c. treatment of civilian
populations
d. Holocaust



SSHS-S4C2-07

Geography
Analyze sides of scientific
debates over how human
actions(e.g., global warming,
ozone decline) modify a
region.
SSHS-S4C5-04


Geography
Analyze the environmental
effects of human use of
technology (e.g., irrigation,
deforestation, overgrazing,
global warming, atmospheric
and climate changes, energy
production costs and benefits,
water management) on the

internment during WWII with
profiling of people during
airport inspections
Using a Venn diagram
compare characteristics of
different forms of government
Compare 19th century military
operations vs. 20th century
military operations
Use activities from new ADL
program, “Echoes and
Reflections” about the
Holocaust
Discuss how wars destroy
the environment and cause
human suffering
Debate whether any war can
be justified based on its
impact on the environment
Mock “International Summit”
(students each represent
either a nuclear power or a
non-nuclear power)
Student Debate: American
use of the Atomic Bomb

http://www.classzone.com/bo
oks/wh_survey05/page_build
.cfm?id=chapter_link&ch=32
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-04
 *SSHS-S4C4-01
……………………………………..

Class discussion




Teacher Observation
Teacher Evaluation



In-Depth Resources Unit 7,
Primary Source: Hiroshima
(Research Option) p. 81
Related Transparencies (e.g.
WG Map Transparency #30)
Geography Text, Chapter 14,
Section 2 (Assessment p.
325)
http://www.epa.gov/highscho
ol/
http://www.epa.gov/teachers
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 41
Social Studies Standard
High School
environment.
SSHS-S4C5-07

Geography
Predict how a change in an
environmental factor (e.g.,
extinction of species, volcanic
eruptions) can affect an
ecosystem.
SSHS-S2C8-06


World History

Examine genocide as a
manifestation of extreme
nationalism in the 20th century
(e.g., Armenia, Holocaust,
Cambodia, Bosnia, Rwanda,
Kosovo and Sudan).
SSHS-S4C2-03


Geography
Examine geographic issues
(e.g., drought in Sahel,
migration patterns,

Analysis of possible
outcomes following chemical
warfare
Predict the outcome of
widespread use of chemical
and/or biological weapons


Mock Trial for crimes against
humanity
Complete a Venn Diagram
comparing two incidences of
genocide
Read an eyewitness account
of genocide and write a one
page reflection




Model UN (with student
research)
Group preparation of
persuasive writings for a call
to action
Teacher Observation
Teacher Rubric








Teacher Observation
Peer Evaluation
Teacher Evaluation
6 Trait Writing Rubric
Teacher Observation
Teacher Evaluation
6 Trait Writing Rubric



http://www.epa.gov/ebtpages
/ecosystems.html
Text
http://www.epa.gov/highscho
ol/
http://www.epa.gov/teachers
http://www.ntis.gov/hs/biochem/chemical-agent.asp
Related videos
Student Web-Quest
CIA Fact Book Website:
http://www.cia.gov/cia/public
ations/factbook/index.html
LISTS ALL NATIONS WITH
SUPPORTING FACTS
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-04
 *SSHS-S4C4-01
 *SSHS-S4C4-04
……………………………………..
 Internet Resources
 Geography Text as
appropriate
 Related Maps
 http://www.usdoj.gov/dea/con
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 42
Social Studies Standard
High School
desertification of Aral Sea,
spread of religions such as
Islam, conflicts in Northern
Ireland/Ireland, Jerusalem,
Tibet) in places and world
regions.
SSHS-S2C8-07
World History
Analyze the political,
economic and cultural impact
of the Cold War:
a. superpowers – Soviet
Union, United States,
China
b. division of Europe
c. developing world
d. Korean and Vietnam Wars
cern/18862/index.htm






Cold War Alliances mapping
Presentations on various
nations and present their
respective positions on
alignment with the two
superpowers
Discussion of “Domino
Theory” of the spread of
communism (can include a
domino concept to illustrate)
Research a political figure
from the era and report to
class
Compare and contrast
Vietnam and Korean
Conflicts
Create a time line of Cold
War events (Cuban Missile
Crisis, Bay of Pigs, U2
Incident, etc.)



Teacher Rubric
Teacher Observation
Teacher Evaluation






http://www.cato.org/pub_disp
lay.php?pub_id=980&full=1
http://www.independent.org/n
ewsroom/article.asp?id=1297
In-Depth Resources Unit 8,
Geography Application: The
Cuban Missile Crisis, p.8-9
http://vietnam.vassar.edu/ind
ex.html
Cuban Missile Crisis:
http://www.pbs.org/pov/pov2
003/90miles/resources_03.ht
ml
http://www.cnn.com/SPECI
ALS/cold.war/
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-01
 *SSHS-S4C2-06
 *SSHS-S4C4-08
……………………………………..
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 43
Social Studies Standard
High School
SSHS-S4C2-02

Geography
Describe the factors (e.g.,
demographics, political
systems, economic systems,
resources, culture) that
contribute to the variations
between developing and
developed regions.
SSHS-S2C8-06


World History

Compare independence
movements of emerging
nations (e.g., Africa, Asia,
Middle East, Latin America).
SSHS-S4C1-03


Geography
Use appropriate maps and
other graphic representations

Definition and Characteristics of
economic “Tigers”
Comparative writing of any
listed factor


Teacher Observation
Teacher Evaluation


Regional comparisons of
independence trends
Group presentations on
leaders of movements,
reasons for independence,
etc.
Student plays depicting
independence of specific
nations


Teacher Observation
Teacher Evaluation

Create class “flipbooks”
showing changes over time
Geographic Problem Talk
Boxes (regional problems)


Teacher Rubric
Teacher Observation
Related Maps
WH Text, Chapter 34
Unit 8 In-Depth Resources,
Chapter 34 Guided Reading
(any applicable sections)
 Chapter 34 Extension
Activity:
http://www.classzone.com/bo
oks/wh_survey05/page_build
.cfm?id=extension_activity&c
h=34
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-01
 *SSHS-S4C2-03
 *SSHS-S4C4-08
……………………………………..
 Map Resources
 Related Transparencies
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 44
Social Studies Standard
High School
to analyze geographic
problems and changes over
time.
SSHS-S4C2-02

Geography
Describe the factors (e.g.,
demographics, political systems,
economic systems, resources,
culture) that contribute to the
variations between developing
and developed regions.


Analyze changing political
systems in newly
independent nations
Venn diagram: new
independent nations and
their economic
characteristics
Descriptive Essay: How
resources affect
independence movements



Teacher Observation
Teacher Evaluation

Text (Geography as needed
per region)
Related Transparencies (e.g.
WG CT Transparency #43)
Concept 9: Contemporary World
The nations of the contemporary world are shaped by their cultural and political past. Current events, developments and
issues continue to shape the global community.
Performance Objectives
SSHS-S2C9-01
Possible Strategies or
Activities

World History

Explain the fall of the Soviet
Union and its impact on the
world.

Discussion of post-Soviet Era
nuclear proliferation
Student Debate: Role of the
U.S. as standing superpower
Discuss the democratization
of the former Soviet Union
and the creation of
independent states (CIS)
Possible Assessment


Teacher Rubric
Teacher Observation
Possible Resources


WH Text Chapter 35
Related
Maps/Transparencies (e.g.
WG Map Transparency #27
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-01
 *SSHS-S4C2-04
 *SSHS-S4C2-05
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 45
Social Studies Standard
High School
SSHS-S4C2-06

Geography
Analyze how a region changes
over time (e.g., U.S./Mexico
border, Europe from World
War I to the development of
European Union, change from
pre- to post-colonialism in
Africa, Hong Kong).

SSHS-S2C9-02


World History
Explain the roots of terrorism:
a. background and motives
b. religious conflict (e.g.,
Northern Ireland,
Chechnya, Southwestern
Philippines, southern
Thailand, Kashmir)
c. background of modern
Middle East conflicts (e.g.,
Israeli – Palestinian
conflict, Persian Gulf
conflicts, Afghanistan)
d. economic and political
inequities and cultural
insensitivities



Student current events
debate: Immigration Policies
vs. Open Borders
Discuss the building of the
wall between Mexico and the
U.S.



Teacher Observation
Teacher Evaluation
Peer Evaluation
Analyze Political Cartoons
Construct Timeline/Outline of
Events
Design Collages/Posters
Organize a Student Debate
Comparison Modeling: The
Evolution of Terrorist Tactics
(i.e. Iran 1979, IRA, 9/11)




Teacher Observation
Teacher Evaluation
Peer Evaluation
Short Answer Test (test
understanding)
……………………………………..
 Related Transparencies (e.g.
WG CT Transparency #13 &
#14)

WH Text: Chapter 36
Sections 3 & 4
 Iran 1979:
http://www.classzone.com/bo
oks/wh_05_shared/pdf/WHS
05_033_986_PS.pdf
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-01
 *SSHS-S4C2-04
 *SSHS-S4C4-08
 *SSHS-S4C5-03
……………………………………..
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 46
Social Studies Standard
High School
SSHS-S4C2-03

Geography
Examine geographic issues
(e.g., drought in Sahel,
migration patterns,
desertification of Aral Sea,
spread of religions such as
Islam, conflicts in Northern
Ireland/Ireland, Jerusalem,
Tibet) in places and world
regions.
SSHS-S4C6-02


Geography
Analyze how changing
perceptions of places and
environments (e.g., where
individuals choose to live and
work, Israeli settlements, role
of military bases, Viking
colonization and naming of
Iceland) affect the choices of
people and institutions.
SSHS-S2C9-03


World History

Describe the development of
political and economic
interdependence during the
second half of the twentieth
century:

Role Play: Tibet/China;
Ireland/N. Ireland; Israel/Arab
Comparison Mapping:
Varying Cultures and
Theocracies in Geographic
Regions {i. e. Iran (Shi’a) vs.
Saudi Arabia (Sunni)}


Teacher Observation
Teacher Evaluation



Related videos
Student Web-Quest
CIA Fact Book Website:
http://www.cia.gov/cia/public
ations/factbook/index.html
LISTS ALL NATIONS WITH
SUPPORTING FACTS
Student Research: Islamic
views of the West (i.e. Sunni,
Sufi, Shi’a, The Quran,
Extremists, Women)
Cause and Effect “Carousel”


Teacher Observation
Teacher Evaluation


Text
Related Maps
Student Debate:
Outsourcing, Pros and Cons
Discussion Topic: How the
WTO settles disputes
Discussion/Analysis Topic:
International Banking Laws
and Criminality world wide



Teacher Observation
Peer Evaluation
Teacher Rubric

WTO:
http://www.wto.org/english/th
ewto_e/whatis_e/tif_e/disp1_
e.htm
http://hg.org/banking.html
U.S. Foreign Aid:
http://qesdb.cdie.org/gbk/ind


i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 47
Social Studies Standard
High School
a. economics, global wage
inequalities
b. technology
c. multinational corporations
d. growth of international
governmental
organizations (e.g., World
Trade Organization)
e. growth of nongovernmental
organizations (e.g., Red
Cross, Red Crescent)

Charting: Foreign Aid
throughout the global
economy
SSHS-S4C5-02

Cost Analysis of defense
mechanisms against natural
phenomena
Role of climate in the value
of global real estate (tourism,
commercial, residential)


Teacher Observation
Quizzes/Tests
Student Research: Child
Labor Standards in
Developing Countries
Pro and Con “Carousel”
covering issues of nuclear


Teacher Evaluation
Teacher Observation
Geography
Analyze how natural hazards
impact humans (e.g.,
differences in disaster
preparation between
developed and developing
nations, world, why people
continue to build in disasterprone places).
SSHS-S4C5-06


Geography
Analyze policies and programs
for resources use and

ex.html
 EU:
http://www.state.gov/p/eur/rt/
eu/
 Saudi Arabia:
http://www.eia.doe.gov/emeu
/cabs/saudi.html
……………………………………..
Other Applicable Geography
Performance Objectives for This
World History Topic
 *SSHS-S4C2-02
 *SSHS-S4C4-08
 *SSHS-S4C5-04
……………………………………..
 Related Transparencies
 Related Maps

Related Transparencies: e.g.
WG CT Transparency #40 &
#49
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 48
Social Studies Standard
High School
management (e.g., the tradeoff between environmental
quality and economic growth
in the twentieth century).
SSHS-S4C6-01
power

Geography
Analyze how geographic
knowledge, skills, and
perspectives (e.g., use of
Geographic Information
Systems in urban planning,
reapportionment of political
units, locating businesses) are
used to solve contemporary
problems.



Student Debate: Which is
more effective following a
natural disaster?
Government-led initiatives or
privately-led initiatives
Venn Diagram: Roles of
government, Roles of
individuals/non-profit
organizations
Student Essay
Political Cartooning



Teacher Observation
Teacher Rubric
Teacher Evaluation


Text
Internet Resources
Applicable Geography Strand Performance Objectives Referenced
Concept 1:
The World in Spatial Terms
Concept 3:
Physical Systems
Concept 4:
Human Systems
Concept 5:
Environment and Society
SSHS-S4C1-01
SSHS-S4C3-01
SSHS-S4C4-01
SSHS-S4C5-03
Construct maps using
appropriate elements (i.e.,
date, orientation, grid, scale,
title, author, index, legend,
situation).
Analyze how weather and
climate (e.g., the effect of heat
transfer, Earth’s rotation, and
severe weather systems)
influence the natural character
Interpret population growth
and demographics (e.g., birth
and death rates, population
growth rates, doubling time
and life expectancy, carrying
Analyze how changes in the
natural environment can
increase or diminish its
capacity to support human
activity (e.g., major droughts,
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 49
Social Studies Standard
High School
of a place.
Concept 2:
Places and Regions
SSHS-S4C2-01
Identify the characteristics that
define a region:
SSHS-S4C3-04
Analyze how hydrology (e.g.,
quality, reclamation,
conservation) influences the
natural character of a place.
capacity).
warm and cold periods,
volcanic eruptions, El Niño
events, pollution).
SSHS-S4C4-02
SSHS-S4C5-04
Analyze push/pull factors that
contribute to human migration.
Analyze the environmental
effects of human use of
technology (e.g., irrigation,
deforestation, overgrazing,
global warming, atmospheric
and climate changes, energy
production costs and benefits,
water management) on the
environment.
SSHS-S4C4-03
SSHS-S4C5-05
a. physical processes such
as climate, terrain, and
resources
b. human processes such as
religion, political
organization, economy,
and demographics
SSHS-S4C2-02
Describe the factors (e.g.,
demographics, political
systems, economic systems,
resources, culture) that
contribute to the variations
Analyze the effects of
migration on places of origin
and destination, including
border areas.
Analyze how humans impact
the diversity and productivity
of ecosystems (e.g., invading
non-native plants and
animals).
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 50
Social Studies Standard
High School
between developing and
developed regions.
SSHS-S4C2-03
Examine geographic issues
(e.g., drought in Sahel,
migration patterns,
desertification of Aral Sea,
spread of religions such as
Islam, conflicts in Northern
Ireland/Ireland, Jerusalem,
Tibet) in places and world
regions.
SSHS-S4C2-04
Analyze the differing political,
religious, economic,
demographic, and historical
ways of viewing places and
regions.
SSHS-S4C4-04
Analyze issues of globalization
(e.g., widespread use of
English, the role of the global
media, resistance to “cultural
imperialism”, trade, and
outsourcing).
Concept 6:
Geographic Application
SSHS-S4C6-03
Analyze how geography
influences historical events
and movements (e.g., Trail of
Tears, Cuban missile crisis,
location of terrorist camps,
pursuit of Pancho Villa, Mao’s
long march, Hannibal crossing
the Alps, Silk Road).
SSHS-S4C4-06
Analyze factors (e.g., social,
biotic, abiotic) that affect
human populations.
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06
World History/Geography
Page 51
Social Studies Standard
High School
SSHS-S4C2-05
SSHS-S4C4-07
Examine how the geographic
characteristics of a place affect
the economics and culture
(e.g., changing regional
economy of the sunbelt,
location with respect of natural
hazards, location of Panama
Canal, Air Force Bases in
Arizona).
Predict the effect of a change
in a specific factor (e.g., social,
biotic, abiotic) on a human
population.
SSHS-S4C2-06
SSHS-S4C4-08
Analyze how a region changes
over time (e.g., U.S./Mexico
border, Europe from World
War I to the development of
European Union, change from
pre- to post-colonialism in
Africa, Hong Kong).
Explain how ideas, customs,
and innovations (e.g., religion,
language, political philosophy,
technological advances, higher
education, economic
principles) are spread through
cultural diffusion.
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/06