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Unit Topic or Domain: China in the Nineteenth
Century
Standard(s): GSII-4.1
Explain the significant political, commercial,
and cultural changes that took place in China in
the nineteenth century, including the
unification of Chinese culture and the
motivations and effects of Chinas changing
attitudes toward foreign trade and interaction.
Connection to current Standards:
World History Standards
- MWH-4.1: Explain the changing boundaries in Europe and Asia as a result of the competition between nationstates during the seventeenth and eighteenth centuries.
- MWH-6.6: Describe the reactions in Asian kingdoms to the Western ideas of nationalism, including the
Indian nationalist movement, the Meiji era in Japan, and the Manchu dynasty in China.
World Geography Standards
- WG-1.2
Analyze human characteristics of places, including the ways places change with innovation and
the diffusion of people and ideas (e.g., the spread of religion and democracy).
- WG-1.5
Explain how individuals view places and regions on the basis of their particular stage of life,
gender, social class, ethnicity, values, and access to technology (e.g., how retirees have changed the
cultural landscape and available human services in Florida).
- WG-7.5
Explain how a countrys ambition to obtain foreign markets and resources can cause
fractures and disruptions in the world (e.g., the energy needs of China in its emerging role in Africa).
Description of Standard
What does the standard mean that a
student must know, understand and be
able to do?
Learning Tasks/Activities
What tasks will students perform to learn the
identified concepts/skills?
At which DOK level(s) are the learning tasks?
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Key Concepts:
Extent to which western
influence yielded social,
economic, and political
change in China.
Explanation of how this new
interaction caused the decline
of the power of the dynasty in
late 19th century China.
Key Skills:
Examine the relationship of
the present to the past and
use knowledge of the past to
make informed decisions in
the present and to extrapolate
into the future.
Assess the relative
importance of multiple causes
and outcomes.
Evaluate the validity of
multiple points of view or
biases by using evidence and
sound reasoning.
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
DBQ:
Boxer Rebellion
DOK Level: 3
Date Range: 4x4 1St Semester: 6 days: September 1 September 10, 2015
4x4 2nd Semester: 6 days: January 28 February 4, 2016
(September 7th is labor day)
Standard(s): GSII-4.2
Explain the economic and cultural impact of
European involvement on other continents
during the era of European expansion.
Connection to current Standards:
World History Standards
MWH -4.6: Analyze the trade policy of mercantilism and its influence on the relationship between imperial centers and their
peripheries.
MWH -5.4: Analyze the relationship between the expanding world market economy and the development of industrialization
in Great Britain, the United States, Germany, and Japan, including shifts in world demography and urbanization and
changing class and race relations.
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Explain the cultural, economic, political, and environmental push and pull factors that contribute to human
migration (e.g., residents evacuating from a natural disaster like Hurricane Katrina).
Evaluate the impact of human migration on physical and human systems including changes in population
density, the use of resources, and the provision of services (e.g., the environmental costs of refugee settlement
camps in Africa).
Description of Standard
Learning Tasks/Activities
Key Skills:
Assess the relative
importance of multiple
causes on outcomes.
Analyze, interpret, and
synthesize social studies
resources to make
inferences and draw
conclusions.
Explain how an
interdependent, specialized
and voluntary worldwide
trade network affects a
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Research Project
European Imperialism of Individual Countries
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
Key Vocabulary:
Nationalism
Missionaries
Cash crops
Direct rule
Sphere of influence
Indirect rule
Colony
Economic imperialism
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DOK Level: 1
Standard(s):
GSII-4.3 Compare the key elements of the
revolutions that took place on the European
and American continents in the nineteenth
century,
including
social
and
political
motivations for these revolutions and the
changes in social organization that emerged
following them.
Ex
Connection to Current Standards:
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Description of Standard
Learning Tasks/Activities
Key Concepts:
Extent to which revolutions were
nationalist and extent to which they
were anti-imperialistic
Impact of industrialization and
increased global trade on the
revolutions
Ramifications of revolutions on the
region in which they occurred and
on global relations
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Optional Mini Q:
Toussaint LOuverture: Liberator,
Pragmatic Leader, or Dictator?
DOK Level: 3
Quick Write:
-
OR
-
Document Activities
(located at the website Alfresco)
Great Exhibition of 1851
Defining Nationalism
Unification of Germany and Italy
Standard(s): GSII-4.5
Compare the political actions of European,
Asian, and African nations in the era of imperial
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MWH -2.5: Evaluate the impact of the expansion of the Ottoman Empire into Eastern Europe.
MWH-4.1 Explain the changing boundaries in Europe and Asia as a result of the competition between nation-states during the
seventeenth and eighteenth centuries.
MWH-4.6: Analyze the trade policy of mercantilism and its influence on the relationship between imperial centers and their
peripheries.
MWH-5.4: Analyze the relationship between the expanding world market economy and the development of industrialization in
Great Britain, the United States, Germany, and Japan, including shifts in world demography and urbanization and changing
class and race relations.
MWH-5.6: Analyze Asias relationship with European states through 1800, including Japans policy of limiting contacts with
foreigners.
MWH-6.3 Analyze various movements for individual rights, including worldwide abolitionism, the end of slave trade
movements in England and Latin America, the liberation of serfs in Russia, and the growing movement for womens rights.
MWH-6.6: Describe the reactions in Asian kingdoms to the Western ideas of nationalism, including the Indian nationalist
movement, the Meiji era in Japan, and the Manchu dynasty in China. Note: Much of this content should have been previously
explored in Indicators 4.1 and 4.2.
MWH-6.7 Explain the causes of the Russian Revolution of 1917, including the reasons that the revolutionary government
progressed from moderate to radical.
WG-1.2 Analyze human characteristics of places, including the ways places change with innovation and the diffusion of
people and ideas (e.g., the spread of religion and democracy).
WG-1.4 Differentiate the ways in which people change their views of places and regions as a result of physical, cultural,
economic and political conditions
WG-1.5 Explain how individuals view places and regions on the basis of their particular stage of life, gender, social class,
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Description of Standard
Learning Tasks/Activities
What tasks will students perform to learn the
identified concepts/skills?
At which DOK level(s) are the learning tasks?
Key Concepts:
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Key Skills:
Assess the relative importance
of multiple causes on outcomes.
Analyze and draw conclusions
about the locations of places,
the conditions at places, and
the connections between
Description of Standard
Learning Tasks/Activities
What tasks will students perform to learn the
identified concepts/skills?
At which DOK level(s) are the learning tasks?
Key Concepts:
Extent to which revolutions were
nationalist and extent to which they
were anti-imperialistic
Impact of industrialization and
increased global trade on the
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Argumentative Essay:
Analyze the sample from the Choices
Programs: Middle East in Transition to
create an argumentative essay on whether
or not the Jewish people deserved their
own state of Palestine. DOK Level: 2
Document Activities
(located at the website Alfresco)
Great Exhibition of 1851
Defining Nationalism
Unification of Germany and Italy
Date Range: 4x4 1St Semester: 9 days: October 7October 20, 2015
4x4 2nd Semester: 9 days: March 2
March 14, 2016
(school is closed October 12th for students)
Standard(s): GSII-5.1
Summarize the causes of World War I,
including political and economic rivalries,
ethnic
and
ideological
conflicts,
and
nationalism and propaganda.
Connection to Current Standards:
World History Standards
- MWH-7.1 Analyze the relative importance of economic and political rivalries, ethnic and ideological conflicts, social class,
militarism, and imperialism as underlying causes of World War I and World War II, including the role of nationalism and
propaganda in mobilizing civilian populations around the world to support the two world wars.
- MWH-7.2 Analyze the ways that the responses of the governments of Britain, France, Germany, and Italy to the economic and
political challenges of the 1920s and 1930s contributed to the renewal of international hostilities in the years leading to
World War II.
- MWH-7.3 Describe major shifts in world geopolitics between 1900 and 1945, including the changing role of the United States
in international affairs and the move from isolationism to an increased role as a world power.
- MWH-7.4 Explain the origins of the conflict in the Middle East as a result of the collapse of the German, Habsburg, and
Ottoman empires after World War I and the creation of the state of Israel after World War II.
World Geography Standards
- WG-1.4 Differentiate the ways in which people change their views of places and regions as a result of physical, cultural,
economic and political conditions (e.g., views of the Middle East after September 11, 2001).
Description of Standard
Learning Tasks/Activities
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Key Concepts:
Origins of nationalist
movements in Europe prior to
WWI
Nature of turf wars between
the UK and Germany
Extent of military build-up by
the major powers of Europe
Nature of alliances that turned
the conflict into a world war
Key Skills:
Examine the relationship of
the present to the past and
use knowledge of the past to
make informed decisions in
the present and to extrapolate
into the future.
Assess the relative
importance of multiple causes
and outcomes.
Key Practices:
Differentiate
Organize
Attribute
Remember
Understand
Apply
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Geographic Activity:
Map the Allied and Central Powers. According
to location, determine which side you believe
had the best geographic advantage? Explain
why.
DOK Level: 1
Possible Reading Like a Historian Lessons
Battle of the Somme
DOK Level: 2
Writing activity:
Using the hyperlinked websites, compare
Britains home front during WWI to the
United States home front during WWI.
Students will create a Venn diagram
comparing and contrasting the two.
The students will then create a comparative
analysis essay between the two explaining
why there were such drastic differences in
the citizens lives due to their locations.
DOK Level: 3
Geographic Activity:
Using the following map, pretend you are in
charge of breaking up the Austrian Empire.
How would you divide this area into new
countries? Break them up and name them.
Post-WWI map
DOK Level: 2
Standard(s): GSII-5.2
Summarize the worldwide changes that
took place following World War I, including
the significance of the Russian Revolution; the
rise of nationalist movements in India, Africa,
and Southeast Asia; the revolutions and
political changes in China; and the creation of
new states in Europe.
Connection to Current Standards:
World History Standards
-
MWH-6.6: Describe the reactions in Asian kingdoms to the Western ideas of nationalism, including the Indian nationalist
movement, the Meiji era in Japan, and the Manchu dynasty in China.
MWH-6.7: Explain the causes of the Russian Revolution of 1917, including the reasons that the revolutionary government
progressed from moderate to radical.
MWH-7.3: Describe major shifts in world geopolitics between 1900 and 1945, including the changing role of the United States
in international affairs and the move from isolationism to an increased role as a world power.
MWH-7.5: Explain the impact of collapsing imperial regimes and growing nationalist movements in India, Africa, and
Southeast Asia, including Pan-Africanism and the emerging civil rights movement in the United States.
MWH-8.1: Evaluate the relative importance of factors such as world war, economic depression, nationalist ideology, labor
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WG-5.1 Summarize the changes in the spatial distribution and the patterns of production and consumption of selected goods
and services as they vary from one region of the world to another (e.g., the manufacturing shift away from the United
States).
WG-5.2 Classify and describe the spatial distribution of major economic systems, including traditional, command, and market
economic systems (e.g., North Koreas command economy as opposed to Germans market economy).
WG-7.2 Explain the causes of boundary conflicts and internal disputes between culture groups
Description of Standard
Learning Tasks/Activities
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Key Concepts:
Differences between the ideals
of the Russian Revolution and
the realities of its aftermath
Degree to which Indians used
WWI to expand their demands
for independence from the UK
Extent to which Europeans lost
control of Asia and Africa
following WWI
Explanation of how the
frustration that existed due to
the Treaty of Versailles led to an
eventual second world conflict.
Key Vocabulary:
Abdication
Bolshevik
Communism
United Soviet Socialist Republic
Indian National Congress
Boycott
The Long March
The Little Red Book
Nationalist Movement in China
Mao Zedong
Sun Yat Sen
Taiwan
Self-determination
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places?
Compare the Long March of the Chinese
Communists with other key events that
become mythologized, for example: Paul
Revere's ride, the storming of the Bastille in
Paris, the attack on the Winter Palace in St.
Petersburg, the victory of Shaka Zulu in
southern Africa, the slave mutiny on the
Amistad, Rosa Parks' refusal to move to the
back of the bus in the American Civil Rights
movement.
Summarize:
Have students complete Cornell notes from
the hyperlinked Hip Hughes video: The
Russian Revolution explained. Video is 20
minutes long.
Students can also create an EdPuzzle or the
teacher can create an EdPuzzle on this video
as well.
DBQ: Causes of World War II (Adapted from
Document-Based Assessment for Global
History, Walch Education)
Standard(s):
GSII-5.3 Explain the impact of the Great
Depression and political responses in Germany,
Britain, and the United States, including
Nazism, fascism, retrenchment, and the New
Deal.
Connection to Current Standards:
World History Standards
- MWH-6.6: Describe the reactions in Asian kingdoms to the Western ideas of nationalism, including the Indian nationalist
movement, the Meiji era in Japan, and the Manchu dynasty in China.
- MWH-7.2: Analyze the ways that the responses of the governments of Britain, France, Germany, and Italy to the economic and
political challenges of the 1920s &1930s contributed to the renewal of international hostilities in the years leading to World
War II.
- MWH-7.3: Describe major shifts in world geopolitics between 1900 and 1945, including the changing role of the United States
in international affairs and the move from isolationism to an increased role as a world power.
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Description of Standard
Learning Tasks/Activities
What tasks will students perform to learn the
identified concepts/skills?
At which DOK level(s) are the learning tasks?
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Key Concepts:
Varying political and economic
responses to the Great
Depression by countries around
the world
Impact of the Great Depression
on the rise of authoritarian
regimes
Key Skills:
Examine the relationship of the present to
the past and use knowledge of the past to
make informed decisions in the present and
to extrapolate into the future.
Assess the relative importance of multiple
causes and outcomes.
Webquest:
Great Depression Webquest utilizing material
from the History.com and PBS.com (located on
shared google folder).
Self-created Cornell Notes & Moviemaker
Project:
Students will read the information found on: The
Great WarEffects and create their own Cornell
notes on how WWI effected Europe and plunged
them into a Great Depression. Students will then
use that information to create a three minute
video on MovieMaker about Europe after WWI
which will include pictures, music, narration and
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subtitled.
Description of Standard
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Learning Tasks/Activities
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Key Concepts:
Countries devastated by World
War I looked for answers and
some leadership in new ways.
This is when countries begin
turning towards undemocratic
governmental models such as
communism, totalitarianism,
fascism and dictatorships.
Key Skills:
Examine the relationship of the present to
the past and use knowledge of the past to
make informed decisions in the present and
to extrapolate into the future.
Assess the relative importance of multiple
causes and outcomes.
Key Practices:
Differentiate
Organize
Attribute
Remember
Understand
Apply
Key Vocabulary:
Fascism
Nazism
Totalitarianism
Dictatorship
Standard(s): GSII-5.5
Explain the causes, key events, and
outcomes of World War II, including the
German, Italian, and Japanese drives for
empire; the role of appeasement and
isolationism in Europe and the United States;
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Description of Standard
Learning Tasks/Activities
What tasks will students perform to learn the
identified concepts/skills?
At which DOK level(s) are the learning tasks?
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Key Concepts:
Imperialist causes of World
War II
Varied military strategies in
different theatres of war
Role of key battles in turning
the tide of the war
Standard(s): GSII-5.6
Exemplify the lasting impact of World War
II, including the legacy of the Holocaust, the
moral implications of military technologies
and techniques such as the atomic bomb, the
human costs of the war, and the
establishment of democratic governments in
European countries.
Connection to Current Standards:
World History Standard
-
MWH-7.4: Explain the origins of the conflict in the Middle East as a result of the collapse of the German, Habsburg, and
Ottoman empires after World War I and the creation of the state of Israel after World War II.
WG-7.1 Explain how cooperation and/or conflict can lead to the control of Earths surface (e.g., the establishment of new
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Description of Standard
Learning Tasks/Activities
Key Concepts:
Origins and implementation of
the Holocaust
Formation, ethnic make-up,
and controversy surrounding
the founding of Israel
Impact of new technologies
on the war and its aftermath
Key Skills:
Examine the relationship of
the present to the past and
use knowledge of the past to
make informed decisions in
the present and to extrapolate
into the future.
Assess the relative
importance of multiple causes
and outcomes.
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
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Geography Activity:
Research the demographics and locations of
Nagasaki and Hiroshima and hypothesize
why they were chosen as the locations to
bomb.
DOK Level: 1
Writing Assignment:
Students will investigate the History
Channels: BOMBING OF HIROSHIMA AND
NAGASAKI and create a 10 slide PowerPoint
on the creation of the atomic bomb and the
Key Vocabulary:
Nuremberg Laws
War Crimes Trials
Executive Order 9066
Hiroshima
Nagasaki
Atomic bomb
Nuclear war
Israel
Palestine
Radar
Sonar
Penicillin
Open heart surgery
Standard(s):
GSII-6.1 Summarize the ideologies and global
effects of communism and democracy, including
the effects of totalitarianism and communism in
China and the effects of communism in Eastern
Europe and Soviet Union.
GSII-6.2 Summarize the worldwide effects of
the Cold War, including the competition for
power between the United States and the
Soviet Union, the changing relationships
between the Soviet Union and China, the
response by popular culture, and the collapse
of the communist states.
Connection to Current Standards:
World History Standards
-
MWH-8.1: Evaluate the relative importance of factors such as world war, economic depression, nationalist ideology, labor
organizations, communism, and liberal democratic ideals in the emergence of movements for national self-rule or sovereignty
in Africa and Asia. MWH-8.2: Explain the rationale for the development of supranational organizations (e.g., the United
Nations, the European Union, the African Union, the Organization of American States).
MWH-8.3: Illustrate the impact of the Cold War on developing and newly independent countries, including Soviet, United
States, and Chinese involvement in the domestic and foreign affairs of countries such as Egypt, Iran, Iraq, Vietnam, Korea,
Chile, Cuba, Guatemala, and the Congo. MWH-8.4: Describe the diffusion of aspects of popular cultures, including music, film,
art forms, and foodways.
MWH-8.6: Analyze the impact that the collapse of the Soviet Union and communist governments in Eastern Europe had on
the people and geopolitics of Eurasia, including the balkanization of Yugoslavia, the reunification of Germany, and the
creation of the new republics in Central Asia.
WG-7.3 Explain why political boundaries such as national borders or political districts change (e.g., those of historic imperial
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powers).
WG-7.4 Explain how the size, shape, and relative location of a country or a nation can be an advantage or a disadvantage to
it (e.g., the natural-resource potential of Russia as opposed to its ability to protect its immense landmass from outside
aggression).
Description of Standard
Learning Tasks/Activities
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Key Concepts:
Competing ideals of
capitalism and communism
Origins, execution, and
aftermath of the Cold War
Impact of the Cold War on the
wars in Korea and Vietnam
Social ramifications of the
Cold War
Key Skills:
Examine the relationship of
the present to the past and
use knowledge of the past to
make informed decisions in
the present and to extrapolate
into the future.
Trace and describe continuity
and change across cultures.
Assess the relative
importance of multiple causes
and outcomes.
Explain how an
interdependent, specialized,
and voluntary worldwide
Mini Q:
What Should History Say About the Soviet
Union?
DOK Level: 3
Chalk Talk
Students will compare communism and
capitalism using a Venn diagram. Students
will then argue whether which they believe
provides the most economic security for
citizens in a five paragraph argumentative
essay.
DOK Level: 2
Key Practices:
Check
Critique
Remember
Understand
Apply
Analyze
Key Vocabulary:
Hegemony
Containment
Domino Theory
Truman Doctrine
NATO
Warsaw Pact
Iron Curtain
Arms race
Dtente
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MWH-7.5: Explain the impact of collapsing imperial regimes and growing nationalist movements in India, Africa, and Southeast
Asia, including Pan-Africanism and the emerging civil rights movement in the United States.
MWH-8.1: Evaluate the relative importance of factors such as world war, economic depression, nationalist ideology, labor
organizations, communism, and liberal democratic ideals in the emergence of movements for national self-rule or sovereignty
in Africa and Asia.
MWH-8.3: Illustrate the impact of the Cold War on developing and newly independent countries, including Soviet, United
States, and Chinese involvement in the domestic and foreign affairs of countries such as Egypt, Iran, Iraq, Vietnam, Korea,
Chile, Cuba, Guatemala, and the Congo.
MWH-8.5: Analyze the impact of movements for equality in the United States, Africa, and Southeast Asia as well as the varying
reactions around the world to equity issues.
WG-3.4 Evaluate the impact of human migration on physical and human systems including changes in population density, the
use of resources, and the provision of services (e.g., the environmental costs of refugee settlement camps in Africa).
WG-3.5 Compare the response of different groups and governments to migration, including national migration policies and
differing responses by local communities (e.g., the requirement that immigrants adopt the new language).
Description of Standard
What does the standard mean that a
student must know, understand and be
able to do?
Learning Tasks/Activities
What tasks will students perform to learn the
identified concepts/skills?
At which DOK level(s) are the learning tasks?
Page | 36
Key Concepts:
Degree to which selfdetermination and democracy
flourished in Asia, Africa, and
Latin America following World
War II
Increase in military
intervention by world
superpowers
Key Skills:
Examine the relationship of the present
to the past and use knowledge of the
past to make informed decisions in the
present and to extrapolate into the
future.
Assess the relative importance of
multiple causes and outcomes.
Analyze and evaluate evidence,
arguments, claims and beliefs.
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
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MWH-8.1: Evaluate the relative importance of factors such as world war, economic depression, nationalist ideology, labor
organizations, communism, and liberal democratic ideals in the emergence of movements for national self-rule or sovereignty
in Africa and Asia.
MWH-8.2: Explain the rationale for the development of supranational organizations (e.g., the United Nations, the European
Union, the African Union, the Organization of American States).
MWH-8.3: Illustrate the impact of the Cold War on developing and newly independent countries, including Soviet, United
States, and Chinese involvement in the domestic and foreign affairs of countries such as Egypt, Iran, Iraq, Vietnam, Korea,
Chile, Cuba, Guatemala, and the Congo.
MWH-8.5: Analyze the impact of movements for equality in the United States, Africa, and Southeast Asia as well as the
varying reactions around the world to equity issues.
MWH-8.7: Evaluate the benefits and costs of increasing worldwide trade and technological growth, including the movement
of people and products, the growth of multi-national corporations, the increase in environmental concerns, and the increase
in cultural exchanges.
WG-1.5 Explain how individuals view places and regions on the basis of their particular stage of life, gender, social class,
ethnicity, values, and access to technology (e.g., how retirees have changed the cultural landscape and available human
services in Florida).
WG-8.1 Evaluate the ways in which technology has expanded the human capability to modify the physical environment both
locally and globally (e.g., the risks and benefits associated with how the petroleum industry uses offshore drilling).
Description of Standard
Learning Tasks/Activities
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Key Concepts:
Problems associated with
population growth
Extent of economic imbalance
in the world
Shifting environmental needs
Impact of globalization
Key Skills:
Examine the relationship of
the present to the past and
use knowledge of the past to
make informed decisions in
the present and to extrapolate
into the future.
Assess the relative
importance of multiple causes
and outcomes.
Key Practices:
Check
Critique
Remember
Understand
Apply
Key Vocabulary:
International Space Station
Green Revolution
Developing nation
Terrorism
Nuclear proliferation
Cyber terrorism
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