| Grade | Quarter | Sequence | Standard | Benchmark | DOK | Time | AERO ELA Standard | |
|---|---|---|---|---|---|---|---|---|
| 10 | 1 | 1 | 2. Historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past. | 9.4.1.2.1 | Pose questions about topics in history; suggest possible answers and write a thesis; locate and organize primary and secondary sources; analyze them for credibility and bias; corroborate information across the sources; use sources to support or refute the thesis; and present supported findings. | 2 & 3 | 2 | R1.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |
| 10 | 1 | 2 | 2. Historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past. | 9.4.1.2.2 | Evaluate alternative interpretations of historical events; use historical evidence to support or refute those interpretations. | 2 & 3 | 2 | R1. 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text offer profound insights into the human |
| 10 | 1 | 3 | 6. Environmental changes and human adaptation enabled human migration from Africa to other regions of the world. (The Beginnings of Human History: 200,000—8000 BCE) | 9.4.3.6.1 | Develop a timeline that traces the migration of the earliest humans from Africa to other world regions, including the Americas; analyze the environmental factors that enabled their migration to other world regions and the ways in which they adapted to different environments. (The Beginnings of Human History: 200,000—8000 BCE) | 4 | 3 | W1.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| 10 | 1 | 4 | 7. The emergence of domestication and agriculture facilitated the development of complex societies and caused far-reaching social and cultural effects. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE—2000 BCE) | 9.4.3.7.1 | Locate on a map and describe when and how humans began to domesticate wild plants and animals and develop agricultural societies. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE—2000 BCE) | 3 | 2 | R1.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| 10 | 1 | 5 | 7. The emergence of domestication and agriculture facilitated the development of complex societies and caused far-reaching social and cultural effects. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE—2000 BCE) | 9.4.3.7.2 | Compare and contrast the cultural differences between the hunter gatherer and early agricultural societies. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE—2000 BCE) | 3 | 2 | W1. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. |
| 10 | 1 | 6 | 8. The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems. (Classical Traditions, Belief Systems and Giant Empires: 2000 BCE—600 CE) | 9.4.3.8.1 | Describe the development, characteristics, and decline of civilizations in Africa, eastern Asia, and southern Asia; describe their interactions. (Classical Traditions, Belief Systems, and Giant Empires: 2000 BCE—600 CE) For example: African civilizations—Kush, Aksum. East Asian civilizations—Shang, Zhou, Qin, Han. South Asian civilizations—Indo-Aryan, Mauryan, Gupta. |
3 | 2 | W1. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. |
| 10 | 1 | 7 | 8. The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems. (Classical Traditions, Belief Systems and Giant Empires: 2000 BCE—600 CE) | 9.4.3.8.2 | Describe the development, characteristics, and decline of civilizations in Southwest Asia and around the Mediterranean Sea (Mesopotamia, Egypt, Persia, Greece, Rome); describe their interactions. (Classical Traditions, Belief Systems, and Giant Empires: 2000 BCE—600 CE) | 3 | 3 | W1.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
| 10 | 1 | 8 | 8. The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems. (Classical Traditions, Belief Systems and Giant Empires: 2000 BCE—600 CE) | 9.4.3.8.3 | Analyze the emergence, development, and impact of religions and philosophies of this era, including Hinduism, Confucianism, Buddhism, Judaism and Christianity. (Classical Traditions, Belief Systems, and Giant Empires: 2000 BCE—600 CE) | 4 | 2 | R1.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| 10 | 1 | 9 | 9. Hemispheric networks intensified as a result of innovations in agriculture, trade across longer distances, the consolidation of belief systems, and the development of new multi-ethnic empires, while diseases and climate change caused sharp, periodic fluctuations in global population. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450) | 9.4.3.9.1 | Describe the rise and significance of Islam in Southwest Asia and its expansion and institutionalization into other regions. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450) | 3 | 3 | R1. 6. Assess how point of view or purpose shapes the content and style of a text. |
| 10 | 2 | 10 | 9. Hemispheric networks intensified as a result of innovations in agriculture, trade across longer distances, the consolidation of belief systems, and the development of new multi-ethnic empires, while diseases and climate change caused sharp, periodic fluctuations in global population. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450) | 9.4.3.9.2 | Describe the characteristics of the Swahili, Ghana and Mali Songhai cultures in Africa, including trade across longer distances and the impact of Islam. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450) | 3 | 2 | R1.7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. |
| 10 | 2 | 11 | 9. Hemispheric networks intensified as a result of innovations in agriculture, trade across longer distances, the consolidation of belief systems and the development of new multi-ethnic empires, while diseases and climate change caused sharp, periodic fluctuations in global population. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450) | 9.4.3.9.3 | Compare and contrast the cultures of China (Yuan/ Mongol and Ming) and Japan (Heian and early Shogunates), including the consolidation of belief systems. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450) | 3 | 3 | R1.7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. |
| 10 | 2 | 12 | 9. Hemispheric networks intensified as a result of innovations in agriculture, trade across longer distances, the consolidation of belief systems and the development of new multi-ethnic empires, while diseases and climate change caused sharp, periodic fluctuations in global population. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450) | 9.4.3.9.4 | Analyze the impact of Indian Ocean trade on the cultures in southern and southeastern Asia. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600-1450) | 3 | 2 | R1.7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. |
| 10 | 2 | 13 | 9. Hemispheric networks intensified as a result of innovations in agriculture, trade across longer distances, the consolidation of belief systems and the development of new multi-ethnic empires, while diseases and climate change caused sharp, periodic fluctuations in global population. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450) | 9.4.3.9.5 | Compare and contrast the cultures in eastern and western Europe, including the role of Christianity, feudalism and the impact of diseases and climate change. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600-1450) For example: The Black Death, Byzantine Empire, Eastern Orthodoxy, Roman Catholicism. |
3 & 4 | 2 | W1. 1 Write arguments focused on discipline-specific content. |
| 10 | 2 | 14 | 9. Hemispheric networks intensified as a result of innovations in agriculture, trade across longer distances, the consolidation of belief systems and the development of new multi-ethnic empires, while diseases and climate change caused sharp, periodic fluctuations in global population. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450) | 9.4.3.9.6 | Analyze the factors that led to the emergence and expansion of the multi-ethnic Aztec and Inca empires in the Americas. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600-1450) | 3 & 4 | 2 | R1.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |
| 10 | 2 | 15 | 9. Hemispheric networks intensified as a result of innovations in agriculture, trade across longer distances, the consolidation of belief systems and the development of new multi-ethnic empires, while diseases and climate change caused sharp, periodic fluctuations in global population. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450) | 9.4.3.9.7 | Describe the intensified exchanges of scientific, artistic and historical knowledge among Europe, Africa and Southwest Asia; evaluate the impact on Christian and Islamic societies. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600-1450) For example: Dar al Islam, Crusades, Renaissance. |
3 & 4 | 2 | W1.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
| 10 | 2 | 16 | 10. New connections between the hemispheres resulted in the “Columbian Exchange,” new sources and forms of knowledge, development of the first truly global economy, intensification of coerced labor, increasingly complex societies, and shifts in the international balance of power. (Emergence of the First Global Age: 1450—1750) | 9.4.3.10.1 | Describe the Reformation and Counter-Reformation; analyze their impact throughout the Atlantic world. (Emergence of the First Global Age: 1450—1750) | 3 & 4 | 2 | W1.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
| 10 | 2 | 17 | 10. New connections between the hemispheres resulted in the “Columbian Exchange,” new sources and forms of knowledge, development of the first truly global economy, intensification of coerced labor, increasingly complex societies, and shifts in the international balance of power. (Emergence of the First Global Age: 1450—1750) | 9.4.3.10.2 | Explain the social, political and economic changes in Europe that led to trans-oceanic exploration and colonization. (Emergence of the First Global Age: 1450—1750) For example: Maritime technology, Reconquista. |
3 | 2 | W1. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. |
| 10 | 2 | 18 | 10. New connections between the hemispheres resulted in the “Columbian Exchange,” new sources and forms of knowledge, development of the first truly global economy, intensification of coerced labor, increasingly complex societies, and shifts in the international balance of power. (Emergence of the First Global Age: 1450—1750) | 9.4.3.10.3 | Describe the impact of interactions and negotiations between African leaders and European traders on long-distance trade networks. (Emergence of the First Global Age: 1450—1750) | 3 | 2 | W1. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. |
| 10 | 2 | 19 | 10. New connections between the hemispheres resulted in the “Columbian Exchange,” new sources and forms of knowledge, development of the first truly global economy, intensification of coerced labor, increasingly complex societies, and shifts in the international balance of power. (Emergence of the First Global Age: 1450—1750) | 9.4.3.10.4 | Describe the interactions and negotiations between Americans (Mayans, Aztecs, Incas) and European explorers, as well as the consequences. (Emergence of the First Global Age: 1450—1750) | 3 | 2 | W1. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. |
| 10 | 2 | 20 | 10. New connections between the hemispheres resulted in the “Columbian Exchange,” new sources and forms of knowledge, development of the first truly global economy, intensification of coerced labor, increasingly complex societies, and shifts in the international balance of power. (Emergence of the First Global Age: 1450—1750) | 9.4.3.10.5 | Assess the social and demographic impact of the Columbian Exchange on Europe, the Americas and Africa. (Emergence of the First Global Age: 1450—1750) | 3 & 4 | 3 | R1.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |
| 10 | 2 | 21 | 10. New connections between the hemispheres resulted in the “Columbian Exchange,” new sources and forms of knowledge, development of the first truly global economy, intensification of coerced labor, increasingly complex societies, and shifts in the international balance of power. (Emergence of the First Global Age: 1450—1750) | 9.4.3.10.6 | Compare and contrast the forms of slavery and other non-free labor systems among African, European and Arab societies; analyze the causes and consequences of chattel slavery in the Atlantic. (Emergence of the First Global Age: 1450—1750) | 3 | 2 | R1.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| 10 | 2 | 22 | 10. New connections between the hemispheres resulted in the “Columbian Exchange,” new sources and forms of knowledge, development of the first truly global economy, intensification of coerced labor, increasingly complex societies, and shifts in the international balance of power. (Emergence of the First Global Age: 1450—1750) | 9.4.3.10.7 | Describe the expansion of the Ottoman empire; define its relationships and exchanges with neighboring societies and religious and ethnic minorities. (Emergence of the First Global Age: 1450—1750) | 3 | 3 | W1. 1 Write arguments focused on discipline-specific content. |
| 10 | 3 | 23 | 10. New connections between the hemispheres resulted in the “Columbian Exchange,” new sources and forms of knowledge, development of the first truly global economy, intensification of coerced labor, increasingly complex societies, and shifts in the international balance of power. (Emergence of the First Global Age: 1450—1750) | 9.4.3.10.8 | Analyze the varied responses in China and Japan to increasingly worldwide economic and cultural exchanges. (Emergence of the First Global Age: 1450—1750) For example: Seclusion of Tokugawa Shogunate, Ming trade, Jesuit Missionaries. |
3 | 2 | R1.10. Read and comprehend complex literary and informational texts independently and proficiently. |
| 10 | 3 | 24 | 10. New connections between the hemispheres resulted in the “Columbian Exchange,” new sources and forms of knowledge, development of the first truly global economy, intensification of coerced labor, increasingly complex societies, and shifts in the international balance of power. (Emergence of the First Global Age: 1450—1750) | 9.4.3.10.9 | Identify the major intellectual and scientific developments of seventeenth and eighteenth- century Europe; describe the regional and global influences on the European Scientific Revolution and Enlightenment, and assess their impact on global society. (Emergence of the First Global Age: 1450—1750) | 3 &4 | 2 | 1.10. Read and comprehend complex literary and informational texts independently and proficiently. |
| 10 | 3 | 25 | 11. Industrialization ushered in wide-spread population growth and migration, new colonial empires and revolutionary ideas about government and political power. (The Age of Revolutions: 1750—1922) | 9.4.3.11.1 | Describe the causes and the regional and global impact of the Industrial Revolution. (The Age of Revolutions: 1750—1922) For example: Causes—development of new sources of energy/ power, Enclosure Act, Agricultural Revolution. Impact—Emancipation of serfs in Russia, unionized labor, rise of banking, growth of middle class. |
3 | 2 | W1.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| 10 | 3 | 26 | 11. Industrialization ushered in wide-spread population growth and migration, new colonial empires and revolutionary ideas about government and political power. (The Age of Revolutions: 1750—1922) | 9.4.3.11.2 | Explain the causes and global consequences of the French Revolution and Napoleonic Era. (The Age of Revolutions: 1750—1922) | 3 | 3 | W1. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. |
| 10 | 3 | 27 | 11. Industrialization ushered in wide-spread population growth and migration, new colonial empires and revolutionary ideas about government and political power. (The Age of Revolutions: 1750—1922) | 9.4.3.11.3 | Describe the independence movements and rebellions in the Caribbean and Central and South America; analyze the social, political and economic causes and consequences of these events. (The Age of Revolutions: 1750—1922) For example: Toussaint L’ Ouverture in Haiti, Simon Bolivar in Venezuela. |
3 | 2 | W1.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
| 10 | 3 | 28 | 11. Industrialization ushered in wide-spread population growth and migration, new colonial empires and revolutionary ideas about government and political power. (The Age of Revolutions: 1750—1922) | 9.4.3.11.4 | Compare and contrast the shift from chattel slavery to other forms of labor in different world regions, and its effects on world-wide migration patterns. (The Age of Revolutions: 1750—1922) For example: Hindi plantation workers in Trinidad, Japanese cane workers in Hawaii, Aborigine domestic servants in Australia. |
3 & 4 | 2 | R1.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |
| 10 | 3 | 29 | 11. Industrialization ushered in wide-spread population growth and migration, new colonial empires and revolutionary ideas about government and political power. (The Age of Revolutions: 1750—1922) | 9.4.3.11.5 | Describe the origins and spread of the transatlantic abolition movement; evaluate its effects on the end of the African slave trade and chattel slavery in law and in practice. (The Age of Revolutions: 1750—1922) For example: French Revolutionaries’ abolition of slavery in 1794 and Napoleon’s re-legalization of slavery in French colonies in 1802; Haitian independence and abolition in 1804; 1787 founding of the British colony of Sierra Leone; British Society for the Abolition of the Slave Trade and Parliament’s 1807 Abolition of the Slave Trade Act; Mexican Revolutionaries’ abolition in 1810. |
3 & 4 | 2 | W1.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
| 10 | 3 | 30 | 11. Industrialization ushered in wide-spread population growth and migration, new colonial empires and revolutionary ideas about government and political power. (The Age of Revolutions: 1750—1922) | 9.4.3.11.6 | Compare and contrast the development and results of state building and nationalism in the 19th century. (The Age of Revolutions: 1750—1922) For example: Mexico, Germany, Japan, Zionism. |
3 &4 | 2 | R1.7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. |
| 10 | 3 | 31 | 11. Industrialization ushered in wide-spread population growth and migration, new colonial empires and revolutionary ideas about government and political power. (The Age of Revolutions: 1750—1922) | 9.4.3.11.7 | Describe European imperialism; explain its effects on interactions with colonized peoples in Africa and Asia. (The Age of Revolutions: 1750—1922) For example: Berlin Conference, Treaty of Nanking, Sepoy Rebellion (India’s First War of Independence). |
3 & 4 | 2 | W1.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| 10 | 4 | 32 | 11. Industrialization ushered in wide-spread population growth and migration, new colonial empires and revolutionary ideas about government and political power. (The Age of Revolutions: 1750—1922) | 9.4.3.11.8 | Compare and contrast the approaches of China and Japan to Western influence. (The Age of Revolutions: 1750—1922) For example: Opium War, Boxer Rebellion, Meiji Restoration. |
3 | 3 | R1.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. |
| 10 | 4 | 33 | 12. A rapidly evolving world dominated by industrialized powers, scientific and technological progress, profound political, economic, and cultural change, world wars, and widespread violence and unrest produced a half century of crisis and achievement. (A Half Century of Crisis and Achievement: 1900—1950) | 9.4.3.12.1 | Describe the social, political and economic causes and consequences of World War I. (A Half Century of Crisis and Achievement: 1900—1950) For example: Treaty of Versailles, Turkey, expanding opportunities for women, Age of Anxiety, economic insecurity. |
3 & 4 | 2 | W1. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. |
| 10 | 4 | 34 | 12. A rapidly evolving world dominated by industrialized powers, scientific and technological progress, profound political, economic, and cultural change, world wars, and widespread violence and unrest produced a half century of crisis and achievement. (A Half Century of Crisis and Achievement: 1900—1950) | 9.4.3.12.2 | Describe the rise and effects of communism and socialism in Europe and Asia, including the Bolshevik Revolution (1917) in Russia and the Chinese Revolution (1949). (A Half Century of Crisis and Achievement: 1900—1950) | 3 | 2 | W1. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. |
| 10 | 4 | 35 | 12. A rapidly evolving world dominated by industrialized powers, scientific and technological progress, profound political, economic, and cultural change, world wars, and widespread violence and unrest produced a half century of crisis and achievement. (A Half Century of Crisis and Achievement: 1900—1950) | 9.4.3.12.3 | Describe the social, political and economic causes and main turning points of World War II. (A Half Century of Crisis and Achievement: 1900—1950) For example: Causes—Rise of totalitarianism, invasion of Manchuria, appeasement, invasion of Poland. Turning points—Stalingrad, Battle of Midway. |
3 | 2 | W1. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. |
| 10 | 4 | 36 | 12. A rapidly evolving world dominated by industrialized powers, scientific and technological progress, profound political, economic, and cultural change, world wars, and widespread violence and unrest produced a half century of crisis and achievement. (A Half Century of Crisis and Achievement: 1900—1950) | 9.4.3.12.4 | Describe the causes and consequences of the Nazi Holocaust, including the effects of the Nazi regime’s “war against the Jews” and other groups, and its influence on the 1948 United Nations Declaration of Human Rights and other human rights movements of the post-WW II era. (A Half Century of Crisis and Achievement: 1900—1950) | 3 & 4 | 3 | W1. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. |
| 10 | 4 | 37 | 12. A rapidly evolving world dominated by industrialized powers, scientific and technological progress, profound political, economic, and cultural change, world wars, and widespread violence and unrest produced a half century of crisis and achievement. (A Half Century of Crisis and Achievement: 1900—1950) | 9.4.3.12.5 | Identify major developments in science, medicine, and technology; analyze their benefits and dangers. (A Half Century of Crisis and Achievement: 1900—1950) For example: Developments—electricity, automobile, hydrogen bomb, vaccines. |
3 | 3 | R1.10. Read and comprehend complex literary and informational texts independently and proficiently. |
| 10 | 4 | 38 | 13. Post-World War II geopolitical reorganization produced the Cold War balance of power and new alliances that were based on competing economic and political doctrines. (The World After World War II: 1950—1989) | 9.4.3.13.1 | Trace the political and economic changes in China from the Communist Revolution until recent times. (The World After World War II: 1950—1989) For example: Great Leap Forward, Cultural Revolution, Tiananmen Square. |
3 | 2 | R1.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |
| 10 | 4 | 39 | 13. Post-World War II geopolitical reorganization produced the Cold War balance of power and new alliances that were based on competing economic and political doctrines. (The World After World War II: 1950—1989) | 9.4.3.13.2 | Evaluate the degree to which individuals and groups have shaped the development of various post-colonial governments. (The World After World War II: 1950—1989) For example: Individuals—Fidel Castro, Vaclav Havel, Nelson Mandela, Indira Gandhi. Groups—Khmer Rouge, Sandinistas, Palestine Liberation Organization. |
3 | 2 | R1.7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. |
| 10 | 4 | 40 | 13. Post-World War II geopolitical reorganization produced the Cold War balance of power and new alliances that were based on competing economic and political doctrines. (The World After World War II: 1950—1989) | 9.4.3.13.3 | Explain how the Cold War shaped the global geopolitical climate, including proxy wars and the Non-Aligned Movement. (The World After World War II: 1950—1989) For example: The Congo, Nicaragua, Afghanistan. |
3 | 2 | W1. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. |
| 10 | 4 | 41 | 13. Post-World War II geopolitical reorganization produced the Cold War balance of power and new alliances that were based on competing economic and political doctrines. (The World After World War II: 1950—1989) | 9.4.3.13.4 | Describe the response of the world community to human rights violations, including the response to apartheid in South Africa. (The World After World War II: 1950—1989) For example: Cambodia, Rwanda, Darfur. |
3 & 4 | 2 | W1.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| 10 | 4 | 42 | 14. Globalization, the spread of capitalism and the end of the Cold War have shaped a contemporary world still characterized by rapid technological change, dramatic increases in global population and economic growth coupled with persistent economic and social disparities and cultural conflict. (The New Global Era: 1989- Present) | 9.4.3.14.1 | Analyze the causes and consequences of the long-term unrest in the Middle East. (The New Global Era: 1989 to Present) For example: Israeli-Palestinian territorial dispute, Shia-Sunni tensions, competing power structures (secular versus religious, dictatorship versus democracy, Western versus traditional). |
3 | 3 | R1.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| 10 | 4 | 43 | 14. Globalization, the spread of capitalism and the end of the Cold War have shaped a contemporary world still characterized by rapid technological change, dramatic increases in global population and economic growth coupled with persistent economic and social disparities and cultural conflict. (The New Global Era: 1989- Present) | 9.4.3.14.2 | Analyze the social, political and economic impact of globalization and technological advancement, including the effects on the economies of developing countries and the impact on political power and political boundaries. (The New Global Era: 1989 to Present) | 3 & 4 | 2 | R1.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |