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World History Grade 10

World History
Hellenistic Greece to World War I
THEME: Exploring World History and Cultures
 Grade 10

This list may be customized for individual lesson plans and records.  Alaska Content Standards (in history) should be recorded as they are addressed throughout the year.  For your convenience, each item in the Mastery and Developmental lists on the following pages is matched to the history Content Standard that it supports.   Items that meet the Alaska Cultural Standards are marked with an asterisk (* ).  Since this is a history class, only standards in history are addressed.   

CONTENT LIST HistoryGeographyGovernmentCultural
Hellenistic Greece     
Rome     
Feudalistic China and Japan     
Feudalistic Europe     
Age of Exploration/Civilizations of the Americas and Africa     
Renaissance     
Reformation     
Age of Reason/Scientific Revolution     
Age of Democratic Revolutions/Rise of Nations     
Industrial Revolution     
World War I     
Current World Issues     

The tenth grade program focuses on the history of the major cultures and societies of the world from Hellenistic Greece to the present.  Historical perspective is provided on major world events, movements, and conditions.  The course enables the student to understand the world through exploration of the histories and cultures of past and present societies.  The course will emphasize the acquisition and application of social studies skills within the context of world history.  Students will apply concepts and knowledge from social studies disciplines such as geography, government, and economics.  Current events will help students see the link between past and present.

IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY
History
• * Understand the impact religion can have on cultures; address political and economic structures as well as cultural works such as art, architecture, and literature (e.g., Islam, Christianity, Buddism, mythology, feudalism, mercantilism, Renaissance artists). (B1 c)
• Understand the importance of advancements in math, science, medicine, and technology to the development of world culture (e.g., Arabic scientists, Scientific Revolution, Chinese inventions, Industrial Revolution, Age of Exploration). (B4, D6)
• Understand and show the relationship between cause and effect (e.g., Fall of Rome, Crusades, Plague, Golden Horde). (C3, D2)
• Understand and show the impact/effect of war and conquest on geography, culture, and political and economic structures (e.g., Punic Wars; 100 Years War; 30 Years War; Crusades; American, French, and English Revolutions). (B1 d, C2, D4)
• * Understand and show the influence of geography on cultural, political, and economic structures. (B1 b)
• Know and understand various social structures and the ways they affect life in civilizations around the world (e.g., India’s caste system; feudal systems in China, Europe, and Japan). (B1 a, c, e, B4)
• Know that literature can reflect the culture of a civilization at various points in time (e.g., Dante, Machiavelli, Chaucer, Erasmus, and Shakespeare, as well as Japanese and Chinese poetry styles, and epic poems). (C2, D6)
• * Know that communication systems differ from culture to culture and evolve over time (e.g., Chinese calligraphy, alphabet, printing press, telegraph, telephone). (C2, B4)
• Know, identify, and evaluate theories and ideas of important thinkers through time (e.g., Confucius, Socrates, Plato, Aristotle, Rousseau, Locke, Voltaire, Luther, Calvin, Mohammad, Jesus). (A5, B1 c, B4, C2)
• Know, identify, and understand the impact various figures had on history (e.g., Caesar, Constantine, Peter the Great, Genghis Khan, Leonardo da Vinci, Michelangelo, Charlemagne, Queen Elizabeth I, Napoleon, Mansa Musa, Marco Polo). (B2, C2, D2, D3)
• Understand and organize historical thought through a chronological framework. (A1, C3)
• Construct accurate timelines placing significant ideas, institutions, people, and events in appropriate time sequences. (A1, A8, B1 b, C1)
• * Recognize that human experience is recorded in different voices representing different perspectives. (A5)
• Examine the origins and importance of ideologies, religions, and institutions. ((A9, B1 c)
• Analyze effects of human interactions with one another (e.g., Russia and the Mongols, Arabic invasions, manor societies, development of a global trade network). (A7, B1 a, c d, C)
• Demonstrate critical thinking: solve problems, make decisions, evaluate actions, and understand traditions. (C1-4)
• Define personal positions on issues. (D3)
• Apply critical thinking to examine historical theory. (C3)
• Identify and analyze historical evidence and documents; utilize primary sources and writing to demonstrate an understanding of historical events. (C2)

* Meets Cultural Standards

DEVELOPMENTAL
History
• Demonstrate that history relies on interpretation of evidence, which is subject to change. (A2, A4)
• Differentiate between historical interpretation and historical fiction. (A5)
• Demonstrate understanding that history is composed of key turning points. (A7, C2)
• Understand that people, places, and ideas experience continuity and change through time. (A6)
• Evaluate the consequences of peace and conflict. (B1 d)
• * Compare and contrast how groups, societies, and cultures address similar needs and concerns. (A6, A9)
• Demonstrate understanding of history as a fundamental connection that unifies fields of human understanding and endeavors. (A9)
• Demonstrate understanding of the historical aspects of the positions and roles assumed by others. (A6, A7, B4)
• Create new approaches to issues by incorporating history with other disciplines, such as the arts, science, technology, geography, and literature. (D6)
• * Explores causes, consequences, and possible solutions to persisting contemporary and emerging global issues. (D2-6)
• * Understand that societies, community, and environments experience continuity and change through time. (B1)

ENRICHMENT
• Selected topics for investigation 

* Meets Cultural Standards 

POSSIBLE ACTIVITIES
• Read myths (out loud and to oneself), poetry, epics.
• Write about paintings and sculpture.
• Write letters from the point of view of a particular person in history (e.g., Chinese peasant, European knight at the Crusades, Confucius).
• Create timelines.
• Debate the pros and cons of various power systems (e.g., Greek democracy, tribal government, feudalism, the woman’s role in various societies).
• Employ the Socratic method of teaching.
• Practice story telling.
• Write Haiku and tanka poetry.
• Prepare and deliver speeches.
• Memorize terms and maps.
• Listen to the “1812 Overture” and visualize what is happening during the battle by the music they hear; this music tells the story of the battle between French and Russian troops during Napoleon’s invasion. It is a musical battle between “God Save the Czar” and the “Marseilles.”
• Listen to pieces of music from the Renaissance, the different instruments used, and the “new” types of music created.
• Identify various pieces of music and the musicians who wrote them (e.g., Handel, Beethoven, Bach).
• Create review songs for chapters.
• Explore Mayan mathematical systems, Roman numerals, abacus.
• Create compare/contrast charts (e.g., Spartan and Athenian societies, religious belief systems).
• Practice open-ended problem solving.
• Create Venn diagrams (e.g., Korea/China, French Revolution/English Revolution).
• Create and interpret graphs and charts (e.g., growth of cities).
• Calculate the difference between Fahrenheit and Centigrade.
• Sequence events.
• Prepare a Power Point presentation.
• Create diagrams (e.g., fishbone, series of events, round cycle charts, spider maps).
• Employ mapping strategies (e.g., clusters, concept mapping).
• Use Internet surfing for research.
• Practice Chinese calligraphy.
• Construct geographical/political maps; label and draw.
• Create flow charts as timelines.
• Create visual outlines of essays and drawings.
• Enact myths, epics, and plays.
• Create mosaics.
• Build castles.
• Make a “Newscast of the Past” video for a specific time period.
• Participate in mock trials, mock United Nations, and debates.

ASSESSMENTS
• Artistic recognition: slides, drawings, sculptures
• Cause and effect charts
• Compare and contrast charts
• Creative writing assignments
• Diagrams
• Essays
• Individual projects/presentations
• Journaling
• Maps of all different kinds
• Multimedia projects/presentations
• Opinion papers, current events
• Research papers.
• Small group projects/presentations
• Timelines: pictorial, cartoon, computer derived, and basic

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