Index
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History-Social Science
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Oroville Union High School District |
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History-Social Science Curriculum |
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History-Social Science - Honors World History: The Modern World |
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Greco-Roman, Judeo-Christian Thought
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Principles: Philosophy/Judaism/Christian
The learner will be able to
relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
| Strand |
Scope |
Source |
Activities |
| Principles |
Master |
CA: Content Standards, 10.1 *STAR Item Grade 10 (5)* |
Classroom
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Principles: Judeo-Christian/Greco-Roman
The learner will be able to
analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
| Strand |
Scope |
Source |
Activities |
| Principles |
Master |
CA: Content Standards, 10.1.1 |
Classroom
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Principles: Western Political Ideas
The learner will be able to
trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.
| Strand |
Scope |
Source |
Activities |
| Principles |
Master |
CA: Content Standards, 10.1.2 |
Classroom
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Principles: Constitution/Principles
The learner will be able to
consider the influence of the U.S. Constitution on political systems in the contemporary world.
| Strand |
Scope |
Source |
Activities |
| Principles |
Master |
CA: Content Standards, 10.1.3 |
Classroom
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Glorious Revolution: Compare/Contrast
The learner will be able to
compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
| Strand |
Scope |
Source |
Activities |
| Glorious Revolution |
Master |
CA: Content Standards, 10.2 *STAR Item Grade 10 (8)* |
Classroom
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American Revolution: Philosophers/Effect
The learner will be able to
compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Thomas Jefferson, James Madison.
| Strand |
Scope |
Source |
Activities |
| American Revolution |
Master |
CA: Content Standards, 10.2.1 |
Classroom
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American Revolution: Principles/List
The learner will be able to
list the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the United States Bill of Rights (1791).
| Strand |
Scope |
Source |
Activities |
| American Revolution |
Master |
CA: Content Standards, 10.2.2 |
Classroom
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American Revolution: Character/Spread
The learner will be able to
understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
| Strand |
Scope |
Source |
Activities |
| American Revolution |
Master |
CA: Content Standards, 10.2.3 |
Classroom
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French Revolution: Ideology/Explain
The learner will be able to
explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
| Strand |
Scope |
Source |
Activities |
| French Revolution |
Master |
CA: Content Standards, 10.2.4 |
Classroom
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French Revolution: Nationalism/Discuss
The learner will be able to
discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
| Strand |
Scope |
Source |
Activities |
| French Revolution |
Master |
CA: Content Standards, 10.2.5 |
Classroom
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Revolutions: Industrial Revolution
The learner will be able to
analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
| Strand |
Scope |
Source |
Activities |
| Revolutions |
Master |
CA: Content Standards, 10.3 *STAR Item Grade 10 (7)* |
Classroom
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Revolutions: England/Industrialize
The learner will be able to
analyze why England was the first country to industrialize.
| Strand |
Scope |
Source |
Activities |
| Revolutions |
Master |
CA: Content Standards, 10.3.1 |
Classroom
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Revolutions: Growth of Population
The learner will be able to
describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
| Strand |
Scope |
Source |
Activities |
| Revolutions |
Master |
CA: Content Standards, 10.3.3 |
Classroom
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Revolutions: Science/Technology
The learner will be able to
examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
| Strand |
Scope |
Source |
Activities |
| Revolutions |
Master |
CA: Content Standards, 10.3.2 |
Classroom
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Revolutions: Work and Labor/Trace
The learner will be able to
trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
| Strand |
Scope |
Source |
Activities |
| Revolutions |
Master |
CA: Content Standards, 10.3.4 |
Classroom
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Revolutions: Resources/Labor/Capital
The learner will be able to
understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
| Strand |
Scope |
Source |
Activities |
| Revolutions |
Master |
CA: Content Standards, 10.3.5 |
Classroom
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Capitalism/Its Challengers
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Capitalism: Emergence/Analyze
The learner will be able to
analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
| Strand |
Scope |
Source |
Activities |
| Capitalism |
Master |
CA: Content Standards, 10.3.6 |
Classroom
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Romanticism: Emergence/Describe
The learner will be able to
describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.
| Strand |
Scope |
Source |
Activities |
| Romanticism |
Master |
CA: Content Standards, 10.3.7 |
Classroom
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Imperialism: Patterns of Global Change
The learner will be able to
analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
| Strand |
Scope |
Source |
Activities |
| Imperialism |
Master |
CA: Content Standards, 10.4 *STAR Item Grade 10 (3)* |
Classroom
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Imperialism:Rise of Industrial Economies
The learner will be able to
describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).
| Strand |
Scope |
Source |
Activities |
| Imperialism |
Master |
CA: Content Standards, 10.4.1 |
Classroom
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Colonialism: Rule/Locations/Discuss
The learner will be able to
discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
| Strand |
Scope |
Source |
Activities |
| Colonialism |
Master |
CA: Content Standards, 10.4.2 |
Classroom
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Colonialism: Imperialism/Explain
The learner will be able to
explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
| Strand |
Scope |
Source |
Activities |
| Colonialism |
Master |
CA: Content Standards, 10.4.3 |
Classroom
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Colonialism: Independence Struggles
The learner will be able to
describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
| Strand |
Scope |
Source |
Activities |
| Colonialism |
Master |
CA: Content Standards, 10.4.4 |
Classroom
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Causes and Course of World War I
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Causes: First World War/Course
The learner will be able to
analyze the causes and course of the First World War.
| Strand |
Scope |
Source |
Activities |
| Causes |
Master |
CA: Content Standards, 10.5 *STAR Item Grade 10 (7)* |
Classroom
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Causes: Arguments/Entering Into War
The learner will be able to
analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic, and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war".
| Strand |
Scope |
Source |
Activities |
| Causes |
Master |
CA: Content Standards, 10.5.1 |
Classroom
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Course: Theaters of Battle/Turning Point
The learner will be able to
examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
| Strand |
Scope |
Source |
Activities |
| Course |
Master |
CA: Content Standards, 10.5.2 |
Classroom
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Russian Rev./Otto Armenian Conflict
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Revolution: Russian Revolution/Explain
The learner will be able to
explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
| Strand |
Scope |
Source |
Activities |
| Revolution |
Master |
CA: Content Standards, 10.5.3 |
Classroom
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Conflict: Nature of the War/Human Costs
The learner will be able to
understand the nature of the war, and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
| Strand |
Scope |
Source |
Activities |
| Conflict |
Master |
CA: Content Standards, 10.5.4 |
Classroom
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Conflict: Human Rights Violations
The learner will be able to
discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.
| Strand |
Scope |
Source |
Activities |
| Conflict |
Master |
CA: Content Standards, 10.5.5 |
Classroom
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Effects: First World War
The learner will be able to
analyze the effects of the First World War.
| Strand |
Scope |
Source |
Activities |
| Effects |
Master |
CA: Content Standards, 10.6 *STAR Item Grade 10 (7)* |
Classroom
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Effects: Roles/World Leaders
The learner will be able to
analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United States's rejection of the League of Nations on world politics.
| Strand |
Scope |
Source |
Activities |
| Effects |
Master |
CA: Content Standards, 10.6.1 |
Classroom
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Effects: War/Peace Treaties/Describe
The learner will be able to
describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
| Strand |
Scope |
Source |
Activities |
| Effects |
Master |
CA: Content Standards, 10.6.2 |
Classroom
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Effects: Disillusionment/Understand
The learner will be able to
understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
| Strand |
Scope |
Source |
Activities |
| Effects |
Master |
CA: Content Standards, 10.6.3 |
Classroom
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Effects: Influence/Literature/Art/Life
The learner will be able to
discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway).
| Strand |
Scope |
Source |
Activities |
| Effects |
Master |
CA: Content Standards, 10.6.4 |
Classroom
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Totalitarianism: Rise/Government/Analyze
The learner will be able to
analyze the rise of totalitarian governments after World War I.
| Strand |
Scope |
Source |
Activities |
| Totalitarianism |
Master |
CA: Content Standards, 10.7 *STAR Item Grade 10 (6)* |
Classroom
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Totalitarianism: Russian Revolution
The learner will be able to
understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag).
| Strand |
Scope |
Source |
Activities |
| Totalitarianism |
Master |
CA: Content Standards, 10.7.1 |
Classroom
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Totalitarianism: Stalin's Rise to Power
The learner will be able to
trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).
| Strand |
Scope |
Source |
Activities |
| Totalitarianism |
Master |
CA: Content Standards, 10.7.2 |
Classroom
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Totalitarianism: Rise/Aggression/Costs
The learner will be able to
analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
| Strand |
Scope |
Source |
Activities |
| Totalitarianism |
Master |
CA: Content Standards, 10.7.3 |
Classroom
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Causes and Consequences of World War II
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Causes: World War I/Causes/Consequences
The learner will be able to
analyze the causes and consequences of World War II.
| Strand |
Scope |
Source |
Activities |
| Causes |
Master |
CA: Content Standards, 10.8 *STAR Item Grade 10 (7)* |
Classroom
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Causes: German/Italian/Japanese Drives
The learner will be able to
compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
| Strand |
Scope |
Source |
Activities |
| Causes |
Master |
CA: Content Standards, 10.8.1 |
Classroom
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Causes: Appeasement/Nonintervention
The learner will be able to
understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
| Strand |
Scope |
Source |
Activities |
| Causes |
Master |
CA: Content Standards, 10.8.2 |
Classroom
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Consequences: Allied/Axis Powers/Locate
The learner will be able to
identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decision, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
| Strand |
Scope |
Source |
Activities |
| Consequences |
Master |
CA: Content Standards, 10.8.3 |
Classroom
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Consequences: Leaders During The War
The learner will be able to
describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
| Strand |
Scope |
Source |
Activities |
| Consequences |
Master |
CA: Content Standards, 10.8.4 |
Classroom
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Consequences: Racial Purity/Holocaust
The learner will be able to
analyze the Nazi policy of pursuing racial purity, especially against the European jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
| Strand |
Scope |
Source |
Activities |
| Consequences |
Master |
CA: Content Standards, 10.8.5 |
Classroom
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Consequences: Human Costs of the War
The learner will be able to
discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
| Strand |
Scope |
Source |
Activities |
| Consequences |
Master |
CA: Content Standards, 10.8.6 |
Classroom
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Causes: International Developments
The learner will be able to
analyze the international developments in the post-World War II world.
| Strand |
Scope |
Source |
Activities |
| Causes |
Master |
CA: Content Standards, 10.9 *STAR Item Grade 10 (7)* |
Classroom
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Causes: Economic/Military Power Shifts
The learner will be able to
compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.
| Strand |
Scope |
Source |
Activities |
| Causes |
Master |
CA: Content Standards, 10.9.1 |
Classroom
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Causes: Cold War/Analyze
The learner will be able to
analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
| Strand |
Scope |
Source |
Activities |
| Causes |
Master |
CA: Content Standards, 10.9.2 |
Classroom
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Truman Doctrine/Marshall Plan
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Truman Doctrine/Marshall Plan: Important
The learner will be able to
understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
| Strand |
Scope |
Source |
Activities |
| Truman Doctrine/Marshall Plan |
Master |
CA: Content Standards, 10.9.3 |
Classroom
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Europe: Chinese Civil War/Mao Tse-tung
The learner will be able to
analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
| Strand |
Scope |
Source |
Activities |
| Europe |
Master |
CA: Content Standards, 10.9.4 |
Classroom
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Uprisings: Poland/Hungary/Czechoslovakia
The learner will be able to
describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.
| Strand |
Scope |
Source |
Activities |
| Uprisings |
Master |
CA: Content Standards, 10.9.5 |
Classroom
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Nationalism: Forces/Understand
The learner will be able to
understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.
| Strand |
Scope |
Source |
Activities |
| Nationalism |
Master |
CA: Content Standards, 10.9.6 |
Classroom
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Collapse of the Soviet Union
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Collapse: Reasons/Weakness/Analyze
The learner will be able to
analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.
| Strand |
Scope |
Source |
Activities |
| Collapse |
Master |
CA: Content Standards, 10.9.7 |
Classroom
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UN, Warsaw Pact, SEATO, NATO, OAS
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United Nations: Establishment/Discuss
The learner will be able to
discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.
| Strand |
Scope |
Source |
Activities |
| United Nations |
Master |
CA: Content Standards, 10.9.8 |
Classroom
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Nation-Building in Contemporary World
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Nation-Building: Instances/Analyze
The learner will be able to
analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico, and other parts of Latin America, and China.
| Strand |
Scope |
Source |
Activities |
| Nation-Building |
Master |
CA: Content Standards, 10.10 *STAR Item Grade 10 (3)* |
Classroom
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Nation-Building: Challenges/Understand
The learner will be able to
understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
| Strand |
Scope |
Source |
Activities |
| Nation-Building |
Master |
CA: Content Standards, 10.10.1 |
Classroom
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Nation-Building: Recent History/Region
The learner will be able to
describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
| Strand |
Scope |
Source |
Activities |
| Nation-Building |
Master |
CA: Content Standards, 10.10.2 |
Classroom
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Nation-Building: Trends in Regions Today
The learner will be able to
discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
| Strand |
Scope |
Source |
Activities |
| Nation-Building |
Master |
CA: Content Standards, 10.10.3 |
Classroom
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Technology/Communication/World Economy
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Economy: Integration of Countries
The learner will be able to
analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).
| Strand |
Scope |
Source |
Activities |
| Economy |
Master |
CA: Content Standards, 10.11 |
Classroom
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