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Bracken County Schools Curriculum Guide Social Studies

World Civ. Unit 1: Suggested Length: Grade 10 Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will: Program of Studies:

1. How did the Students will use a variety of tools (e.g., church become primary & secondary sources, data, artifacts) Feudalism the leading to explore world civilizations. Inherited power? Students will analyze social, political, and Manorial system economic characteristics of various eras and Steward 2. Describe how civilizations in world civilization. Bailiff Medieval Students will analyze the challenges and shaped opportunities provided by an increasingly Dowry Europe today? independent world. Students will explore ways in which belief Penance 3. What impact systems, knowledge, technology, and behavior Matrimony did the classes define cultures and help to explain historical Heresy of the feudal patterns define cultures and help to explain Excommunication impact historical perspectives and events. Constantinople our classes Crusaders today here in Core Content: the United States? SS-HS-2.1.1 Students will explain how Muslims Graphic organizer / chart the technological advances of belief systems, knowledge, technology, and Sacraments the time and how they benefited society. DOK 2 4. In what ways behavior patterns define cultures and help Baptism Research the causes the events of and the after effects of did religious to explain historical perspectives and the and present to class. DOK 3 beliefs define events in the modern world (1500 A.D. to Teacher generated test (M.C. and OR’s) the ? present) and United States (Reconstruction to present). DOK 2 5. To what extent did the Black SS-HS-2.2.1 Students will explain how Confirmation Coat of Arms activity DOK 3 Death extend various human needs are met through Franciscans our medical interaction in and among social Dominicans procedures (e.g., family, religion, education, , today? economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).

SS-HS-2.3.1 Students will explain the T-chart the positives and negatives of the results of the reasons why conflict and (e.g., Merchants Crusades. DOK 2 violence, difference of opinion, stereotypes, Treaty of Verdun prejudice, discrimination, genocide) may Serfs

Pathway to Proficiency 1of 7 Bracken County Schools Curriculum Guide Social Studies

World Civ. Unit 1: Middle Ages Suggested Length: Grade 10 Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will: develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2 Noblemen Label a map of today’s Western Europe by having the SS-HS-2.3.2 Students will explain and give students color and label the division of Charlemagne’s examples of how compromise and cooperation are characteristics that Serfs and Slaves OR influence social interaction (e.g., peace Diagram / Graphic organizer of social classes and studies, treaties, conflict resolution) in the responsibilities to society (men vs. women / and manor modern world (1500 A.D. to present) and workers) DOK 2 the United States (Reconstruction to Continue wall timeline. present). DOK 2

SS-HS-4.2.1 Students will interpret how places and regions serve as meaningful symbols for individuals and (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region).

Black Death SS-HS-5.1.2 Students will analyze how Monopoly history is a series of connected events Roger Bacon shaped by multiple cause and effect relationships, tying past to present. DOK 3 Epic SS-HS-5.3.1 Students will explain how Geoffrey Chaucer humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories) and to question their place in the universe during the and . DOK 2

Pathway to Proficiency 2of 7 Bracken County Schools Curriculum Guide Social Studies

World Civ. Unit 2: Renaissance and Reformation Suggested Length: Grade 10 Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will: Program of Studies:

1. Does the Students will begin their study of history in Feudalism Each chapter Renaissance set this course at the dawn of the Renaissance set Noblemen Chapter definitions the tone for the right as the Middle Ages comes to an end. A Excommunication Chapter outlines questioning of brief period of time will be devoted to what Franciscans Teacher generated quizzes over individual sections authority for the encouraged the Renaissance to begin, for Dominicans Teacher generated test (multiple choice, fill in the rest of history? example the wars taking place in Europe and Constantinople blanks, open response the Bubonic plague that left the people of Serfs 2. How did Northern ready to enjoy life rather than Christianity suffering for rewards in the next life. become a strong Students will be able to describe the changes religion in the in society through the Renaissance that are Roman world clearly seen through this evidence. The and a force in Renaissance leads directly into the changes in preserving religion in the Reformation. civilization? Core Content: 3. What role does religion play in SS-HS-5.3.1 Students will explain how Chapter 11 – Students will create a coat of arms as a society? humans began to rediscover the ideas of group and present to the class. Students will then write the Classical Age (e.g., humanism, individually about how they would change their group’s 4. How did developments in art and architecture, coat of arms to fit their beliefs. DOK 3 national literature, political theories) and to Chapter 11 – Critical Thinking questions on page 213. question their place in the universe during DOK 3 develop in the Renaissance and Reformation. DOK 2 Western and parts of Eastern SS-HS-5.3.2 Students will explain and give Tithe Europe? examples of how new ideas and Papacy technologies led to an Age of Exploration Sacraments by Europeans that brought great wealth to Clergy the absolute monarchies and caused Heresy significant political, economic and social Muslims changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world. DOK 2

Bubonic Plague Chapter 12 Critical thinking question on page 229 –

Pathway to Proficiency 3of 7 Bracken County Schools Curriculum Guide Social Studies

World Civ. Unit 2: Renaissance and Reformation Suggested Length: Grade 10 Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will: SS-HS-5.3.3 Students will analyze how an Classical Culture comparing vs. Constitution. DOK 2 Age of brought about changes Chapter 13 Comparing Nations OR in science, thought, government, and industry (e.g., Newtonian physics, free trade principles, rise of democratic principles, development of the modern ) that shaped the modern world, and evaluate the long range impact of these changes on the modern world. DOK 3

World Civ. Unit 3: Suggested Length: Grade 10 Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will: Program of Studies:

1. What impact Students will analyze causes and did consequences of various political and de and . Students will analyze conflicts between and have on our among different forms of government and country today? examine the impact if these conflicts on historical events and changes. 2. How did the Students will compare and contrast different lose their political systems and recognize their sources power and of power. Students will analyze social, political and begin to economic characteristics of various eras and increase? civilizations in world civilization.

3. Identify the Core Content: ideas of human rights that affect SS-HS-1.1.1 Students will compare and Continue wall timeline our countries contrast (purposes, sources of power) Enlightenment Divide into groups and make posters on one philosopher establishment? various forms of government in the world John Locke and have the group explain their philosopher and his (e.g., , , , Montesqieu significance to the U.S. and the modern . 4. List the major ) and evaluate how effective Democracy DOK 2 differences are they have been in establishing order, Compare (Venn Diagram) the English Bill of Rights and between the providing security and accomplishing the U.S. Bill of Rights using highlighters. DOK 2

Pathway to Proficiency 4of 7 Bracken County Schools Curriculum Guide Social Studies

World Civ. Unit 3: Age of Revolution Suggested Length: Grade 10 Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will: Declaration of common goals. DOK 3 Graphic organizer to show the difference s between the Independence, Declaration of Independence and the Articles of Articles of , and the U.S. Constitution, and the Bill of Confederation, Rights. DOK 2 the U.S. SS-HS-1.2.1 Students will analyze how Social Contract Constitution, powers of government are distributed and Rouseau and the Bill of shared among levels and branches and Rights? evaluate how this distribution of powers protects the "common good" (e.g., 5. Describe the Congress legislates on behalf of the people; causes of the the President represents the people as a nation; the Supreme Court acts on behalf War? of the people as a whole when it interprets the Constitution). DOK 3

SS-HS-1.2.2 Students will interpret the Roundheads Time frame scramble principles of limited government (e.g., rule Cavaliers Teacher generated Test (M.C. & O.R.) of law, , checks and balances, Restoration majority rule, protection of minority Habeas Corpus Act rights, ) and evaluate Whigs how these principles protect individual Tories rights and promote the "common good.” Glorious Revolution DOK 3

Diderot SS-HS-5.2.1 Students will compare and Jean Raccine contrast the ways in which Reconstruction Wolfgang Amadeus was approached and evaluate the success of Mozart Reconstruction programs. DOK 2

Intolerable acts SS-HS-5.3.2 Students will explain and give U.S. Constitution examples of how new ideas and The Bill of Rights technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas,

Pathway to Proficiency 5of 7 Bracken County Schools Curriculum Guide Social Studies

World Civ. Unit 3: Age of Revolution Suggested Length: Grade 10 Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will: technologies, new plants/animals, forms of government) to the other regions of the world. DOK 2

World Civ. Unit 4: Suggested Length: Grade 10 Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will:

World Civ. Unit 5: Suggested Length: Grade 10 Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will:

World Civ. Unit 6: Suggested Length: Grade 10 Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will:

World Civ. Unit 7: Suggested Length: Grade 10 Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will:

World Civ Unit 8: Suggested Length: Grade 10 Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will:

Pathway to Proficiency 6of 7 Bracken County Schools Curriculum Guide Social Studies

World Civ Unit 8: Suggested Length: Grade 10 Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will:

Pathway to Proficiency 7of 7