Social Studies:
Commencement
|
Standard 2:
World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
|
|
Key Idea
|
Establishing time frames, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
|
| |
PI |
Students analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective.
|
|
| |
PI |
Students explain the importance of analyzing narratives drawn from different times and places to understand historical events.
|
|
| |
PI |
Students investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes.
|
- Turning the Tide in the Pacific, 1941-1943
- Turning the Tide in Europe, 1942-1944
- Victory in Europe, 1944-1945
- Victory in the Pacific, 1943-1945
- "The Missiles of October": The Cuban Missile Crisis, 1962
- Ending the War, 1783
- How to Win a World War
- Soviet Espionage in America
- The Formation of the Western Alliance, 1948-1949
- The New Order for "Greater East Asia"
- The War in the South, 1778-1781
- The Chernobyl Disaster
- The Path of the Black Death
- America and the Sino-Japanese Conflict, 1933-1939
- Holocaust and Resistance
- The Growth of U.S.-Japanese Hostility, 1915-1932
|
| |
PI |
Students distinguish between the past, present, and future by creating multiple-tier timelines that display important events and developments from world history across time and place.
|
|
| |
PI |
Students evaluate the effectiveness of different models for the periodization of important historic events, identifying the reasons why a particular sequence for these events was chosen.
|
|
| |
|
|
|
|
Key Idea
|
Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
|
| |
PI |
Students examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.
|
|
| |
PI |
Students analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities.
|
|
| |
PI |
Students explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.
|
|
| |
|
|
|
|
Key Idea
|
The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.
|
| |
PI |
Students plan and organize historical research projects related to regional or global interdependence.
|
|
| |
PI |
Students analyze different interpretations of important events, issues, or developments in world history by studying the social, political, and economic context in which they were developed; by testing the data source for reliability and validity, credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by omission, suppression, or invention of facts. (Taken from National Standards for World History).
|
|
| |
PI |
Students interpret and analyze documents and artifacts related to significant developments and events in world history.
|
- James Madison: Internal Improvements Balancing Act: Federal/State, Executive/Legislative
- The Great War: Evaluating the Treaty of Versailles
- Images at War
- 300 Spartans at the Battle of Thermopylae: Herodotus' "Real" History
- "Police Action": The Korean War, 1950-1953
- Turning the Tide in the Pacific, 1941-1943
- Turning the Tide in Europe, 1942-1944
- Victory in Europe, 1944-1945
- Victory in the Pacific, 1943-1945
- Witnesses to Joan of Arc and the Hundred Years' War
- "The Missiles of October": The Cuban Missile Crisis, 1962
- African Artifact Scavenger Hunt
- Ancient Greece
- Ending the War, 1783
- How "Grand" and "Allied" Was the Grand Alliance?
- Pompeii and the Eruption of Mt. Vesuvius
- Sources of Discord, 1945-1946
- Soviet Espionage in America
- The War in the North, 1775-1778
- The War in the South, 1778-1781
- Tutankhamun and the Golden Age of...You!
- Unwrapping Mummies
- Hammurabi's Code as an Object: Student Interactive
- The Path of the Black Death
- Corridos About The Mexican Revolution
- Timeline of American History
- Jamestown, Quebec, Santa Fe: Three North American Beginnings
- Living in the Atlantic World 1450-1800
- Modern Maritime America 1950-Present
|
| |
PI |
Students identify historical problems, pose analytical questions or hypotheses, research analytical questions or test hypotheses, formulate conclusions or generalizations, raise new questions or issues for further investigation.
|
|
| |
|
|
|
|
Key Idea
|
The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
|
| |
PI |
Students analyze historic events from around the world by examining accounts written from different perspectives.
|
|
| |
PI |
Students understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras.
|
|
| |
PI |
Students analyze changing and competing interpretations of issues, events, and developments throughout world history.
|
|
| |
PI |
Students define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems;economic systems; religions and spiritual beliefs; and socialization or educational practices.
|
|
| |
PI |
Students understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time.
|
|
| |
|
|
|
