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GRADE 10 CONTENT STANDARDS TOPICS FROM THE CALIFORNIA STATE
HISTORY / SOCIAL SCIENCE FRAMEWORK
Grade 10 Topics |
I. RISE OF DEMOCRATIC IDEALS
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Compare Judeo-Christian and Greco-Roman views of law, and the
individual.
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Understand how Plato and Aristotle influenced the development
of Western thought.
•
Analyze the influence of the U.S. Constitution on political
systems in the contemporary world.
•
Compare and contrast the underlying principles of the Glorious
Revolution in England, the American Revolution, and the French
Revolution.
•
Investigate democratic movements and thought in the nations
of Africa, Asia, and Latin America.
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V.
TOTALITARIANISM
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Understand the rise of totalitarian governments after World War
I and explain the practices that resulted in consolidation of power
and the loss of basic freedoms. |
| II. INDUSTRIAL REVOLUTION
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Explain the importance of the Industrial Revolution and its impact
on individuals and on social, political, and economic systems. |
VI. WORLD WAR II CAUSES
& CONSEQUENCES
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Analyze how the results of World War I and the German economy led
to the rise of Fascism, World War II, and the Holocaust.
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Analyze the immediate and underlying causes of World War II
and its consequences (the Cold War, nuclear arms race, etc.). |
| III. RISE OF IMPERIALISM
& COLONIALIAM
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Understand and appreciate the histories and traditions of people
prior to colonization in at least two of the following regions and
countries: Africa, Southeast Asia, China, India, Latin America and
the Phillipines.
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Analyze the impact of imperialism and colonization on these
same two countries or regions. |
VII. INTERNTIONAL DEVELOPMENTS
IN
POST WORLD WAR II PERIOD
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Understand the impact of the Holocaust on world opinion and
the formation of Israel.
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Trace the growth of Communism through Eastern Europe, Asia,
Latin America, and other areas of the world. Examine the various
views explaining the collapse of communism in |
| IV. WORLD WAR I AND ITS
CONSEQUENCES
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Compare and contrast pre-war culture and institutions with post-war
culture and institutions.
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Analyze the underlying and immediate causes of World War I
and explain its consequences. |
VIII. NATIONALISM
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Analyze instances of nationalism in the contemporary world by investigating
and comparing nations that gained their independence I after World
War II.
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Particular attention should be paid to two of the following:
the Middle East, Africa, Mexico and other parts of Latin America,
or China. |
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HISTORICAL THINKING: SAMPLE ASSIGNMENTS — GRADE 10
Grade 10 : OUSD Sample Assignments |
1.
Spatial / Chronological Thinking
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Create a time line of inventions in Europe.
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Create maps that outline the areas of Africa held by European countries
in 1890, 1918, 1940, and 1997.
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Make a map that identifies natural resources found in Africa and
explain what they are used for.
• Create a pictorial time line of major events leading
to World War I ending with the Treaty of Versailles.
• Draw two political world maps: one pre- and one post-World
War I. Write a paragraph using the maps to explain what changed
during the war
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2.
Examining Evidence
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View slides of Impressionist paintings and create a list of words
that describe them. Speculate on what Impressionist artists thought
of Europe during this period
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Use photos and paintings to compare urban and rural life in Europe
during the Industrial Revolution and discuss what students view.
• Look at posters and documents designed to mobilize
support for World War I. Analyze what messages were being conveyed.
• Look at maps of German troop movements during
World War II at the height of Nazi power, and speculate on the difficulties
faced by the German army.
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3.
Diversity : Multiple Perspectives
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Read accounts of children working in mines and factories during
the Industrial Revolution. Then write a poem or diary entry describing
the
conditions and how the children may have felt.
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Write an explanation from the point of view of a wealthy manufacturer
on why some people are rich and others poor
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Explore student views of patriotism by writing a learning log.
Share the log with others m the class.
• Read speeches of political leaders
such as Lloyd George and Teddy Roosevelt and compare their ideas
with those expressed in the film Gallipoli.
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Read White Man's Burden by Kipling, Shooting an Elephant
by Orwell, and Facing Mount Kenya by Jomo Kenyatta and
compare their points of view.
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4.
Historical Interpretation
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View the movie Harnessing Steam and create an advertisement
that either
portrays the benefits or depicts the adverse impact of the steam
trains.
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Read Things Fall Apart and write an essay that discusses
how the British impacted African culture.
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Write poems that describe the views of those for and against Gandhi's
nonviolent movement for independence.
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Using evidence such as maps, statistics, posters, speeches and
literature, write a one-page analysis paper. The paper should
be
of the role nationalism in World War I and outcome.
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Show the cartoon "Riki Tiki Tavi" and discuss it as
a metaphor of colonialism.
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Develop a metaphor with an explanation for colonialism.
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5
Determining Historical/ Geographical Significance
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Create a newspaper set in Victorian England which Includes advertisements
for new important products, reviews of important cultural events,
news, political cartoons, and an editorial page discussing the
rights of workers and owners
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Select the two most important inventions during the Industrial
Revolution and explain why they are the most important.
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Research a current conflict in Africa that has its roots in colonialism
and write a paper. The paper should be divided into three parts:
the history of the African civilization prior to imperialism,
the history of imperialist rule, and how this history connects
to the problem being researched.
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Write an opinion piece answering the question, "Is nationalism
a good thing?" drawing upon knowledge of World War I and
current issues.
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MODEl UNlT FOR GRADE 10 — WORLD WAR I & ITS CONSEQUENCES
Sample Question: Is Nationalism a Good Thing?
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| Historical
Thinking Standard |
Assignments
/ Activities
To show evidence of standards, students might : |
Chronological/ Spatial Thinking
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Location
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Sequencing
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Create
a pictorial time line of major events leading to World War I and
ending with the Treaty of Versailles.
Draw two maps—one pre- and one post-World War I. Write a
paragraph using the maps to explain what changed during the war.
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Examining Evidence
• Examining primary sources (such as
photos, artifacts, and documents)
• Relationship between primary sources
and historical/ geographical context
• Author's intentions / perspective
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In partners, look at the posters and documents. Analyze what messages
were being conveyed to mobilize support for the war.
• Read accounts such as excerpts from All Quiet
on the Western Front to gain an individual soldier's perspective
on nationalism and the war. |
Diversity / Multiple Perspectives
• Influences (such as location, race,
gender, class, age, sexual orientation)
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Empathy
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Explore views of patriotism by writing a learning log. Share the
log with others in the class.
• Read speeches of political leaders such as Lloyd
George and Teddy Roosevelt and compare their ideas to the film Gallipoli. |
Interpretation
• Constructing historical accounts
• Comparing historical accounts
• Moral judgment
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Using evidence such as maps, statistics, posters, speeches, and literature,
write a one-page analysis of the role nationalism played in World
War I and its outcome. |
Determining Historical /
Geographical Significance
• Connect past and present
• Causation
• Evaluation
• Location
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Listen to a lecture on issues of nationalism in the world today
and of the struggle of some people to form nations.
• Write an opinion piece answering the question,"
Is nationalism a good thing?", drawing upon their knowledge
of World War I and current issues. |
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