TUSD CURRICULUM MAP-SOCIAL STUDIES
World History: Grade 10, Quarter 3
Unit: Age of Exploration:
Topic: Rise and Decline of Empires/Changes in the Status Quo
“The Power Grab”
**STUDENTS GUIDING THOUGHTS:
GUIDING QUESTIONS:
1. How did European expansion and the slave trade affect the people of Africa
 ID.9‐12.3‐ I know that all my group identities and the intersection of those identities
culturally, socially, politically, economically?
create unique aspects of who I am and that this is true for other people too.
2. How did the Europeans change Mesoamerica culturally, politically, socially,
 DI.9‐12.5‐ I recognize traits of a dominant culture, my home culture and other
economically?
cultures, and I am conscious of how I express my identity as I move between those
3. How did the Age of Exploration change the world?
spaces.
4. In what ways did European nations prosper through exploration in the fifteenth
 DI.9‐12.10 ‐ I understand that diversity includes the impact of unequal power
century?
relations on the development of group identities and cultures.
Unifying Concept:
Transitions
** Anti‐Bias Framework http://perspectives.tolerance.org/?q=node/494
Big Ideas/Enduring Understandings
Students will understand that:
 The Age of Exploration led to competition for power and resources; which changed the society, cultures and way‐of‐
life of many civilizations and people of the world e.g. Africa and Mesoamerica.
 The Slave Trade led to an African Diaspora.
 The cultural, social, demographic effects of the Columbian Exchange had on the Native populations in the Americas.

In the 15th century, Europeans began to explore the world which led Portugal, Spain, the Dutch Republic, and
England reached new economic heights through worldwide trade.
Key Vocabulary
 Columbian Exchange
 Conquistadors
 Mercantilism
 Middle Passage
 Colony
 Triangle Trade
 Spice Trade
 Encomienda/Hacienda
 African Diaspora
Literacy Skills
Content Standards
* Copy and paste URL to address bar if the link does not open
Strand 2 Concept 5: Encounters and Exchange
*PO1 Describe the religious, economic, social, and political interactions among
civilizations that resulted from early exploration.
Strand 2 Concept 2: Early Civilizations
PO2 Analyze the development and historical significance of Hinduism, Judaism,
Buddhism, Christianity, and Islam.
Strand 2 Concept 3: World in Transition
PO3 Compare the development of empires (e.g., Roman, Han, Mali, Incan/Incan, and
Ottoman) throughout the world.
Strand 2 Concept 1: PO1‐PO7
Reading Standards for Literacy
9‐10. RH.2. Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key vents or ideas develop over the course of the
text.
9‐10. RH3. Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
9‐10. RH7. Translate quantitative or technical information expressed in words in a text
into visual form (e.g., a table or chart) and translate information expressed visually or
mathematically (e.g., in an equation) into words.
Writing Standards for Literacy
9‐10.WHST.1 Write arguments focused on discipline‐specific content:
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a) Introduce precise, claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among the claim(s) counterclaims, reasons, and evidence.
Possible Activities and Readings

Columbus’ Journals:
http://mith.umd.edu/eada/html/display.php?docs=columbus_journal.xml and
http://www.understandingprejudice.org/nativeiq/columbus.htm
o Read excerpts from October 11 and 13 and describe Columbus’ first
encounter with the Indians.
 Ballad of Magellan Animaniacs: https://www.youtube.com/watch?v=pM‐
igYjn6E4
 TedEd “Slavery”: http://ed.ted.com/lessons/the‐atlantic‐slave‐trade‐what‐your‐
textbook‐never‐told‐you‐anthony‐hazard
 View short videos from Crash Course World History: Columbus, De Gama, Zheng
He 15th Century Mariners, Columbian Exchange, The Atlantic Slave Trade, The
Spanish Empire: Silver and Runaway Inflation.
https://www.khanacademy.org/partner‐content/crash‐course1/crash‐course‐
world‐history
 View the website: Museums of the African Diaspora
http://www.blackpast.org/gah/museums‐of‐the‐african‐diaspora
Resources
**Multicultural Text: Purple Hibiscus: A Novel by Adichie, Chimamanda Ngozi

Journals from Slave Ships: http://discoveringbristol.org.uk/slavery/routes/from‐
africa‐to‐america/ship‐journals/ and equiano recalls the middle passage.pdf
 Visual Record of Slave Trade and Slave life:
http://hitchcock.itc.virginia.edu/Slavery/index.php
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Performance Assessments

Read excerpts from Journals from Slave Ships and “Equiano Recalls the Middle
Passage” equiano recalls the middle passage.pdf
o Students will write a letter to the president of the United States and/or
members of Congress as if they were citizens at that time and ask these officials
to abolish the Atlantic slave trade, citing specific reasons and describing the
horrors of such a voyage.
 Columbian Exchange Discussion
o Students will create a Mental Mind Map to prepare for a discussion on the
changes and continuities that resulted from the Columbian Exchange:
ColumbianExchangeMentalMap.docx
 Before and After Columbian Exchange: Students are assigned one of the following;
Inca, Aztecs, Kingdom of Kongo, Benin in order to create an Empire Profile. Their
profile must include a discussion of the religious, economic, social, and political
interactions that resulted from early exploration.
 Create a Facebook page of an explorer. Students will explore the reasons behind
Spanish Conquistadors’ (soldiers, explorers, and adventurers) travels and research
important European explorers who made lasting contributions to our history.
Example guidelines: http://teachingflorida.org/activity/european‐explorer‐facebook‐
project‐and‐webquest#tabs‐1
 Create a multimedia project on the African Diaspora: art, music, poetry.
 Create a Tourist Pamphlet advertising life in one of the empires during this time
period. Go to for tips and examples:
https://www.behance.net/gallery/610225/Tourist‐Brochure‐(Mock‐design)
 Medical autopsy on the Gunpowder Empires reviewing the internal and external
causes of decline
 Explorer Project – Research an explorer, put together a presentation for funding for
their expedition.
* Summative Assessment:
 Students will write an argumentative essay on the following prompt:
o During the Age of Exploration, European explorers traversed the globe, bringing
great wealth and knowledge to Europe. At the same time, these explorers
brought disease, slavery, and war to many of the societies that they
encountered. Overall, did the Age of Exploration benefit the world?
Essay components:
A clear, concise, and defined thesis statement
Clear and logical transitions between the introduction, body, and
conclusion
Body paragraphs that include evidential support. Include differing
2
points of view regarding the topic
Evidential support
A conclusion that does not simply restate the thesis, but readdresses it
in light of the evidence provided.
Rubric: Common Core Rubrics\PARCC‐AZMerit RevRubric ‐ Argumentative.doc
* Priority Standard
** Anti‐Bias Framework http://perspectives.tolerance.org/?q=node/494
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TUSD CURRICULUM MAP-SOCIAL STUDIES
World History: Grade 10, Quarter 3
Unifying Concept:
Transformation
Unit: Age of Revolution
GUIDING QUESTIONS:
1. How did scientific discoveries change people’s attitudes towards natural events,
social problems, and religious faith?
2. How did Enlightenment effect European government?
3. How did women play a part of the Scientific Revolution and Enlightenment?
4. How did revolutions change Europe and the world?
Topic: Global Connections and Revolutions
**STUDENTS GUIDING THOUGHTS:
 ID.9‐12.3‐ I know that all my group identities and the intersection of those identities
create unique aspects of who I am and that this is true for other people too.
 DI.9‐12.7 I have the language and knowledge to accurately and respectfully describe
how people (including myself) are both similar to and different from each other and
others in their identity groups.
 DI.9‐12.10 ‐ I understand that diversity includes the impact of unequal power
relations on the development of group identities and cultures.
** Anti‐Bias Framework http://perspectives.tolerance.org/?q=node/494
Big Ideas/Enduring Understandings
Students will understand that:
 The Scientific Revolution gave Europeans a new way to view humankind’s place in the universe while Enlightenment
beliefs and thoughts impacted the politics, art, music, and literature of Europe in the 18th century.
 The effects of Revolutions (eg. French, Latin, Haitian, and American) changed Europe politically and socially.
 The role of women during the Scientific Revolution and Enlightenment
Content Standards
Strand 2 Concept 6 Age of Revolution
*PO2 Explain how new ideas (i.e., Heliocentric, Scientific Method, Newton’s Laws)
changed the way people understood the world.
PO3 Explain how Enlightenment ideas influenced political thought and social change.
PO4 Analyze the developments of the French Revolution and rule of Napoleon.
PO5 Explain the revolutionary and independence movements in Latin America (e.g.,
Mexico, Haiti, South America).
Strand 2 Concept 1: PO1‐PO7
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Key Vocabulary
Natural rights
Geocentric
Scientific method
Heliocentric
Social Contract
Separation of Powers
Coup d’état
Radicalism
Abolitionists
Literacy Skills
Reading Standards for Literacy
9‐10. RH7. Translate quantitative or technical information expressed in words in a text
into visual form (e.g., a table or chart) and translate information expressed visually or
mathematically (e.g., in an equation) into words.
9‐10. RH9 Compare and contrast treatment of the same topic in primary and secondary sources.
Writing Standards for Literacy
9‐10.WHST.2 Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes.
9‐10.WHST.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
9‐10.10.WHST. 9 Draw evidence from informational texts to support analysis, reflection,
and research.
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* Priority Standard
Possible Activities and Readings



Enlightenment and Scientific Revolution Speed Dating:
Divide the class into two groups: Group #1 will be experts on the Enlightenment
and Group #2 will be experts on the Scientific Revolution.
o Part 1: Students in each group will work in pairs to research their topic.
o Part 2: Students in each group will work in pairs to write questions to ask
members of other group during “speed dating session”.
Example of set‐up for Speed Dating model:
http://www.facultyfocus.com/articles/effective‐teaching‐strategies/using‐
speed‐dating‐model‐enhance‐learning/
OR
Directions for 2 minute interview: https://www.facinghistory.org/for‐
educators/educator‐resources/teaching‐strategy/two‐minute‐interview
Exit Interview: Pair with a student from the other group to explain how new
ideas (i.e., Heliocentric, Scientific Method, Newton’s Laws) changed the way
people understood the world.
Primary Source Analysis:
1. Women of the Scientific Revolution and Enlightenment.
2. Primary Source Analysis: Simon Bolivar “Jamaica Letter”, Declaration of
the Rights of Man and Citizen, Declaration of Independence


Performance Assessments

Analyze the social, cultural and political aspects of the French Revolution and the
rule of Napoleon.
 Analyze causes and consequences of key revolutionary and independence
movements.
 Create a Facebook page for revolutionary thinker from the Scientific Revolution to
the Enlightenment. Lesson Plan:
http://hti.osu.edu/scientificrevolution/lesson_plans/revolutionary_thinkers
 Students will participate in a “fishbowl discussion” or “Café Conversation” on the
prompt: how did the Enlightenment and Scientific Revolution influence political
thought, social change, culture and religion?
Fishbowl discussion technique: https://www.facinghistory.org/for‐
educators/educator‐resources/teaching‐strategies/fishbowl
Cafe Conversation: https://www.facinghistory.org/for‐educators/educator‐
resources/teaching‐strategies/caf%C3%A9‐conversations
Closure: At the conclusion of the discussion students will write a response to the
following prompt: To what extent did the ideas of the Scientific Revolution and
Enlightenment change the way people understood the world?
Rubric: Common Core Rubrics\PARCC‐AZMerit RevRubric ‐ Informative‐
Explanatory.doc
* Summative Assessment:
Recipe for a Revolution (students in groups create a “recipe” for one of the
revolutions). Recipe for Revolution.docx
 Create a Flow Chart of the time period. Which events led to or were caused by
other events? Flowchart templates:
http://www.educationoasis.com/curriculum/GO/cause_effect.htm
RESOURCES
 Simon Bolivar “Jamaica Letter”
http://icaadocs.mfah.org/icaadocs/THEARCHIVE/FullRecord/tabid/88/doc/1052
872/language/en‐US/Default.aspx
 U.S. Declaration of Independence
 Declaration of Rights of Man and Citizen
https://chnm.gmu.edu/revolution/d/295/

BBC: “Addicted to Pleasure – Sugar” http://tune.pk/video/1074502/addicted‐
to‐pleasure‐tobacco‐bbc‐documentary
 PBS “Egalite for All: Toussaint Louverture and the Haitian Revolution”
https://www.youtube.com/watch?v=IOGVgQYX6SU
 Crash Course World History: American Revolution, French Revolution, Haitian

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Students will pick a revolution and analyze its success and failures in an informative
essay by responding to the following questions:
EXAMINE THE RESULTS OF THE REVOLUTION WITH THESE QUESTIONS IN MIND:
1. Did the ideals of the revolution change as its leadership changed?
2. Were the original goals of the revolution achieved? At what point? Were these
achievements conserved?
3. Which social classes gained most from the revolution? Which lost? Did the original
ruling group or individuals from this group return to power?
4. How was the old political, social, and economic order of society changed as a result
of the revolution?
Rubric: Common Core Rubrics\PARCC‐AZMerit RevRubric ‐ Informative‐Explanatory.doc



Revolution, Latin American Revolution, Industrial Revolution, Capitalism and
Socialism. https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9
Crash Course World History Season Two: The Railroad Journey and the Industrial
Revolution https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9
English translations of Olympe DeGouges works on feminism:
http://www.olympedegouges.eu/
Mary Wollstonecraft, “Vindication of the Rights of Women”
http://www.bartleby.com/144/
* Priority Standard
** Anti‐Bias Framework http://perspectives.tolerance.org/?q=node/494
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TUSD CURRICULUM MAP-SOCIAL STUDIES
World History: Grade 10, Quarter 3
Unifying Concept:
Transformation
Unit: Age of Imperialism
GUIDING QUESTIONS:
1. How did the Industrial Revolution change humanity?
2. In what ways do technological advances contribute to historical turning points?
3. What is the relationship between imperialism and oppression?
4. How did Japan and China change as a result of revolution and Western
influence?
Topic: Global Connections and Revolutions
**STUDENTS GUIDING THOUGHTS:
 DI.9‐12.5‐ I recognize traits of a dominant culture, my home culture and other
cultures, and I am conscious of how I express my identity as I move between those
spaces.
 DI.9‐12.10 ‐ I understand that diversity includes the impact of unequal power
relations on the development of group identities and cultures.
** Anti‐Bias Framework http://perspectives.tolerance.org/?q=node/494
Big Ideas/Enduring Understandings
Students will understand that:
 Cultural, social, technological changes of the Industrial Revolution.
 How the Industrial Revolution leads to Imperialism.
 The effect of Imperialism on Asia and Africa.

Relationship with the west: Japan versus China.
Entrepreneurs
Socialism
Unification
Regime
Proletariat
Protectorate
Literacy Skills
Content Standards
Key Vocabulary
Indigenous
Sepoy
Nationalism
Ottoman Empire
Secularization
Meiji Restoration
Strand 2 Concept 7: Age of Imperialism
*PO1 Explain the rationale (e.g., need for raw materials, domination of markets,
advent of national competition, spread of European culture/religion) for imperialism.
PO2 Trace the development of the British Empire around the world (e.g., America,
Southeast Asia, South Pacific, India, Africa, the Suez).
PO3 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, and
Belgian).
PO4 Analyze the 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).
PO5 Analyze the responses to imperialism (e.g., Boxer Rebellion, Sepoy Rebellion,
Opium Wars, and Zulu Wars) by people under colonial rule at the end of the 19th
century.
Reading Standards for Literacy
9‐10. RH9 Compare and contrast treatment of the same topic in primary and secondary sources.
9‐10. RH2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
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Writing Standards for Literacy
9‐10.WHST.1 Write arguments focused on discipline‐specific content:
a) Introduce precise, claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among the claim(s) counterclaims, reasons, and evidence
PO6 Analyze the social, political, and economic development and impact of the
Industrial Revolution
Strand 2 Concept 1: PO1‐PO7
Strand 2 Concept 1: PO1‐PO7
* Priority Standard
Possible Activities and Readings






Compare/Contrast the political and cultural changes brought to China and Japan
by Westerners.
Web quest on Imperialism in China
http://www.coedu.usf.edu/main/departments/seced/webq/social%20studies/h
istory/jberringer/webquest.htm
Primary Source Analysis: Maps of Africa, before and after European Imperialism
http://etc.usf.edu/maps/galleries/africa/complete/
Congo: A case study. Congo before and during Belgian rule.
http://www.joh.cam.ac.uk/library/library_exhibitions/schoolresources/explorati
on/scramble_for_africa/
Primary source analysis: African Responses to Imperialism
http://www.utexas.edu/cola/orgs/hemispheres/_files/pdf/handouts/Imperialis
m_in_Africa_DBQ.pdf
India: A case study. India before and during British rule.
http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/s
ection_4/earlyindia.html and
http://www.pbs.org/thestoryofindia/teachers/lessons/6/
Imperialism Webquest:
http://wfps.k12.mt.us/teachers/carmichaelg/imperialism_webquest.htm
Performance Assessments




* Summative Assessment:
*Four Station Summative Project: Students will rotate to four stations to complete an
assessment at each station. Go to pages 21‐26 from the attached sample unit plan for
station materials and guidelines. Imperialism Assessment.pdf
* Students will write an argumentative essay on the prompt: “Was Western Imperialism
as a whole more beneficial for non‐Western nations and cultures, or more harmful?”
Rubric: Common Core Rubrics\PARCC‐AZMerit RevRubric ‐ Argumentative.doc
RESOURCES
Crash Course World History: Samurai, Daimyo, Mathew Perry and Nationalism.
Imperialism. https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9
Crash Course World History Season Two: Asia responses to Imperialism
https://www.youtube.com/playlist?list=PL8dPuuaLjXtNjasccl‐WajpONGX3zoY4M
Anthony Bourdain, Parts Unknown: Congo
http://www.cnn.com/video/shows/anthony‐bourdain‐parts‐unknown/episode8/
BBC Documentary: “White King, Red Rubber, Black Death”
https://www.youtube.com/watch?v=aUZLtkLA0VE
Rudyard Kipling, “White Man’s Burden” http://historymatters.gmu.edu/d/5478/
* Priority Standard
6/21/2015
Conduct a Socratic seminar on the social and economic effects of European
Imperialism, or colonization, of Africa using primary source documents from both
European and African point of view. https://www.facinghistory.org/for‐
educators/educator‐resources/teaching‐strategies/socratic‐seminar
Urban Game – Simulation of change brought on by Industrial Revolution
http://www.thecaveonline.com/APEH/TheUrbanGame.htm
Power point: urbangameppt.ppt
Poster advertising women’s suffrage.
“How to Imperialize for Dummies” Book Project
8
** Anti‐Bias Framework http://perspectives.tolerance.org/?q=node/494
6/21/2015
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