Students will be able to

Transcription

1 Standards Curriculum Map Bourbon County Schools Level: Grade and/or Course: World Civilizations/ Sophomore Updated: 1/30/18 e.g. = Example only Days Unit/Topic Standards Activities Learning Targets ( I Can Statements) Vocabulary Days 1-30 Students will be able to Introduction/ Renaissance/ Reformation SS-H-HP-S-1 / SS-HS and investigate and analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) - examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected); SS-H-HP-S-4 / SS-HS research issues or interpret accounts of historical events in world history by using a variety of tools (primary and secondary sources, biographies, films, periodicals, Internet resources, textbooks, artifacts); SS-HS explain how ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories, rediscovery of Greco-Roman philosophies) impacted people s perspectives during the Renaissance and Reformation (i.e. allowed them to begin to question their place in the universe); -ACT Bellringers -Common assessment -Primary Source analysis (Triumph of Death) -writing assignment -PowerPoint presentation -group activity -I can describe humanism. -I can identify characteristics of the Middle Ages. -I can contrast social perspectives of the Middle Ages and the Renaissance. -I can explain the importance of religion in medieval life. -I can identify and define characteristics of Classical philosophy. -I can identify social characteristics of the Renaissance. -I can report on the geographic factors that contributed to the Renaissance. -I can identify the technological factors that contributed to spreading the Renaissance. -I can discern between a primary and secondary source. -I can identify and define heresy. -I can identify characteristics of the Renaissance in a variety of art pieces. -I can identify characteristics of the Renaissance in a variety of literature. -I can identify characteristics of corruption in the Roman Catholic Church (during the Middle Ages and Renaissance). -I can explain a causal relationship between the Catholic Church s corruption and the beginning of the Protestant Reformation. -I can identify Martin Luther and explain his major reason for splitting with the Catholic Church. -I can identify and define indulgences. -95 Theses -Classical Age -Counter Reformation -Elizabeth -Henry VIII -Heresy -Humanism -Indulgences -Inquisition -John Calvin -Leonardo -Machiavelli -Martin Luther -Michelangelo -Patron -Printing Press -Protestant -Raphael -Renaissance -Renaissance Man -Secular -Shakespeare -the Pope -Theocracy -Vernacular 1

2 -analyze historical perspectives and events in the modern world in terms of how they have affected and been affected by cultural issues and elements. -I can compare and contrast major beliefs of the Catholic Church and those of Martin Luther. -I can explain the major beliefs of John Calvin and Henry VIII. -I can compare the protestant beliefs of Calvin, Luther, and Henry VIII. -I can define Protestantism. -I can contrast the major beliefs of the Catholic Church with those of Protestants. -I can explain the reasons for different societies embracing or rejecting the ideas of the Reformation. -I can explain how ideas of the Renaissance spawned the Reformation. -I can describe how the Reformation began to change the social and political characteristics of society. -I can explain how history has a cause- effect relationship. Days Unit/Topic Standards Activities Learning Targets ( I Can Statements) Vocabulary Days Scientific Revolution -Exploration -Absolutism Students will be able to: SS-HS explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world. SS-HS explain how various human needs are met through interaction in religion, government, and economy in the modern world. SS-HS explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, -ACT bellringers -Common exam -Writingexplain the impact technology of exploration had on formation of absolute monarchies -absolutism simulation -PowerPoint presentations -reading -I can identify European motivations for exploring. -I can explain how technology influenced explorations. -I can explain how belief systems influenced explorations. -I can explain how knowledge influenced explorations. -I can explain how behavior patterns influenced explorations. -I can explain how Spanish power increased under Philip II -I can explain how French power increased under Louis XIV -I can explain how Russian power increased under Peter the Great -I can describe social changes in Russia under Peter the Great and Catherine the Great -I can describe the clash between science and -Astrolabe -Capitalism -Caravel -Cartography -Compass -Competition -Demand -Discrimination -Dispersion -Diversity -Divine Right -Entrepreneur -Ethnic group -Globalization -Habeas Corpus -Heliocentric -Interaction -Monarchy -Monopoly -Natural Resources 2

3 discrimination) may develop as cultures emerge in the modern world (1500 A.D. to present). SS-HS explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g., treaties, conflict resolution) in the modern world (1500 A.D. to present). SS-HS give examples of and explain how scarcity of resources necessitates choices at societal levels in the modern world (1500 A.D. to present). the church. -I can describe the impact of important scientists and their discoveries (e.g. Copernicus and the heliocentric model, Newton and gravity) -Political Corruption -Prejudice -Pull factor -Push factor -Resources -Revenue -Social Institutions -Stereotype -Supply and demand -Tariff -Want -Westernization SS-HS give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). SS-HS use a variety of geographic tools (e.g., maps, globes, charts) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. SS-HS use geographic tools (e.g., maps, globes) to interpret the reasoning 3

4 patterns (e.g., available transportation, location of resources and markets, dispersion) on which the location and distribution of Earth's human features is based SS-HS describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as; pull factors such as climate or economic opportunity) and the impacts in the modern world (1500 A.D. to present). SS-HS explain how humans develop strategies (e.g., transportation, technology) to overcome limits of their physical environment. SS-HS explain and give examples of how new ideas and 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, technologies, new plants/animals, forms of government) to the other regions of the world. SS-HS analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g., Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and evaluate 4

5 the long range impact of these changes on the modern world. Days Unit/Topic Common Core Standards Activities Learning Targets ( I Can Statements) Vocabulary Enlightenment Students will be able to: -Political Revolutions -Industrial Revolution SS-HS compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, and evaluate how effective they have been in establishing order, providing security and accomplishing common goals. SS-HS explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., Declaration of the Rights of Man, U.S. Constitution). SS-HS interpret the principles of limited government (e.g., rule of law, checks and balances, majority rule, separation of powers) and evaluate how these principles protect individual rights and promote the "common good. SS-HS explain how belief systems define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) SS-HS explain the reasons why conflict and competition (e.g., violence, difference of opinion, prejudice, discrimination) may -ACT Bellringers -Common Assessment -Primary source analysis -PowerPoint presentations -chart analysis -Political cartoon analysis -writing assignment -group activity -I can identify forms of government -I can describe how a monarchy establishes order, provides security, & accomplishes common goals -I can describe how a democracy establishes order, provides security, & accomplishes common goals -I can describe how a republic establishes order, provides security, & accomplishes common goals -I can describe how rule of law protects individual rights and promotes the common good -I can describe how federalism protects individual rights and promotes the common good -I can describe how checks and balances protects individual rights and promotes the common good -I can describe majority rule protects individual rights and promotes the common good -I can describe how protection of minority rights protects individual rights and promotes the common good -I can describe how separation of powers protects individual rights and promotes the common good -I can identify two pieces of knowledge and technology that define Western culture I can explain how a free market economy meets the needs of populations I can explain how the needs of populations are met through government control (i.e. laws) I can identify different reasons for conflict -Checks & Balances -Common Good -Compromise -Conflict -Democracy -Efficiency -Equity -Interaction -Liberties -Limited Government -Need -Reform -Republic -Revolution -Rights -Separation of Powers -anti-trust -big business -capital goods -anti-trust -big business -capital goods -centralization -competition -conflict resolution (unions) -consumerism -corporation -discrimination -distribution -economic prosperity -efficiency -entrepreneur 5

6 develop as cultures emerge in the modern world (1500 A.D. to present) SS-HS explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g., conflict resolution) in the modern world (1500 A.D. to present) SS-HS use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) SS-HS Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. SS-HS analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g., Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and evaluate the long range impact of these changes on the modern world. SS-HS within the Industrial Revolution I can explain how competition/conflict developed among the economic classes of people I can explain how labor unions and corporations compromised during interaction I can explain the push and pull factors that led to urbanization I can analyze and explain the impact urbanization had on society I can describe several types of technology and transportation that people used to overcome limits in agriculture and transporting natural resources / I can explain several types of technology that allowed goods to be shipped more easily and moved people around world I can explain how technology created new areas for economic activity I can give examples of economic interdependence among countries I can use primary sources and secondary sources to compare/contrast perspectives of factory workers, the middle class, and factory owners during the Industrial Revolution I can compare the different ideas in science and industry that took place before the Industrial Revolution and during the Industrial Revolution I can explain how the ideas of the Industrial -free enterprise -growth -humanitarian -industrial capitalism -labor union -market economic system -mixed economy -supply and demand -urban -urbanization 6

7 - explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) Revolution ultimately impacted the world today SS-HS explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) SS-HS give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. SS-HS compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. SS-HS describe economic institutions such as corporations, labor unions, banks, stock markets, cooperatives and partnerships. SS-HS explain how, in a free enterprise system, individuals attempt to maximize 7

8 their profits based on their role in the economy (e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investors try to maximize return). SS-HS explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply technology, cost of inputs, number of sellers: demand income, utility, price of similar products, consumers' preferences). SS-HS describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources have increased productivity in the world. SS-HS use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. SS-HS explain how humans develop strategies (e.g., transportation, communication, technology) to overcome limits of their physical environment. 8

9 SS-HS explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels and influenced development of centers of economic activity. Days Unit/Topic Common Core Standards Activities Learning Targets ( I Can Statements) Vocabulary Students will be able to -Imperialism -World War I -Russian Revolution SS-HS explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SS-HS explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) SS-HS explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) SS-HS give examples of and explain how -ACT - bellringers -Common Assessments -World War I simulation -Foreign Policy -Debate -Political Cartoon Analysis -Trench warfare simulation -I can explain how Social Darwinism defined a Western perspective on other parts of the world I can explain how Western knowledge and technology defined Western culture and explained the historical perspective of Social Darwinism I can identify several needs of populations in the 18 th and 19 th centuries I can explain how a socialist government meets the needs of populations I can give examples of economic interdependence among countries I can use primary sources and secondary sources to compare/contrast the perspectives of Westerners and native groups during Imperialism I can explain how the Industrial Revolution caused Imperialism I can describe aspects of Imperialism in Africa Social Darwinism Stereotype Imperialism Nationalism Sphere of Influence Ottoman Empire Genocide Suez Canal Caste System Opium war Taiping Rebellion Open Door Policy Boxer Uprising Alliance Conflict Economic sanction Free trade Interaction Isolationism Militarism Nationalism scarcity Treaty of Versailles Diplomacy Lusitania Foreign Policy Powder Keg Central Powers Allies 9

10 scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. SS-HS compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. SS-HS describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources have increased productivity in the world. SS-HS use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. SS-HS use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization -I can explain how militarism, imperialism, nationalism can be considered belief systems and behavior patterns of early 20 th century I can explain how militarism, imperialism, nationalism, and secret treaties caused conflict among nations / I can identify new technology of World War One AND explain its role within WWI I can explain why conflict developed among Europeans during WWI I can identify the purpose of propaganda and how it spread stereotypes / I can explain how Woodrow Wilson s 14 Points is an example of potential international cooperation that influenced interactions among nations I can explain how the Treaty of Versailles is an example of compromise that influenced the interaction of nations after WWI I can explain how the League of Nations is an example of international compromise and cooperation that attempted conflict resolution among nations I can identify resources that were scarce during WWI AND explain how governments managed such scarcity I can explain the impact that scarcity had on those countries involved in WWI I can accurately interpret maps and graphs displaying information over WWI to explain why warfare concentrated in certain areas (i.e. the North Atlantic, northeastern France, the Ultimatum Treaty of Versailles Reparations Communism Socialism Bolshevik 10

11 versus dispersion) on which the location and distribution of Earth s human features is based. SS-HS explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. SS-HS explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation). SS-HS explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor). Russian front, Gallipoli, etc I can accurately interpret maps and graphs displaying information over WWI to explain why new countries were created I can explain the strategies that were used to overcome the physical environment during WWI -I can identify the causes of World War I -I can describe how each cause led to WWI -I can describe the perspectives of different people based on WWI Propaganda -I can describe how the periods of Industrialism and Imperialism caused the events of WWI -I can explain the causes of the Russian Revolution -I can explain the adoption of communism in the newly formed USSR. SS-HS explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SS-HS describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic 11

12 opportunity) and the impacts in the modern world (1500 A.D. to present) SS-HS explain how humans develop strategies (e.g., transportation, communication, technology) to overcome limits of their physical environment. SS-HS explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels and influenced development of centers of economic activity. SS-HS use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). SS-HS analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. 12

13 SS-HS analyze how nationalism, militarism and imperialism led to world conflicts and the rise of totalitarian governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism, World War II). Days Unit/Topic Common Core Standards Activities Learning Targets ( I Can Statements) Vocabulary Totalitarianism World War II Students will be able to SS-HS compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals. SS-HS explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SS-HS explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). SS-HS ACT bellringers -Common Assessment -PowerPoint Presentations -Primary Source analysis -I can explain Totalitarianism I can explain how effective Totalitarianism is in establish order, provide security and accomplish common goals I can describe how Fascism is a belief system I can explain how Fascism led to World War I can explain how Lenin & Stalin responded to human needs through the government and the economy I can explain reasons why conflict between the Nazis, Jews, and other groups occurred I can explain why conflict occurred between different countries during WWII I can explain why conflict occurred between Communists and Fascists I can identify genocide I can describe the Non Aggression Pact between Hitler and Stalin I can describe why Stalin and the Allies joined forces against Fascism I can explain the purpose for the United Nations I can explain how did the interdependence of countries led to a Global Depression I can explain how countries experiencing Depression resulted in humanitarian issues I can explain how technology (radar) helped overcome the limits of the physical Democracy Dictatorship Discrimination Ethnic group Genocide Liberties Rights Minority rights Rule of law Conflict Ration Allies Axis Appeasement Blitzkrieg D-Day Yalta Conference V-E Day V-J Day Bataan Death March Island hopping Kamikaze Manhattan Project Hiroshima Nagasaki Nuremberg Trials Nuremberg Laws Holocaust Swastika United Nations Propaganda 13

14 -explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). SS-HS explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). SS-HS give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. environment I can identify the purpose of propaganda and how it spread stereotypes / I can explain how governments managed scarcity in WWII I can explain the impact that scarcity had on those countries involved in WWII I can explain the strategies that were used to overcome the physical environment during WW1 -I can identify the causes of World War II I can describe how each cause led to WWII I can describe the perspectives of different people based on primary sources I can describe how World War I and Totalitarianism caused the events of WWII SS-HS explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK SS-HS

15 - explain how humans develop strategies (e.g., transportation, communication, technology) to overcome limits of their physical environment. SS-HS analyze how nationalism, militarism and imperialism led to world conflicts and the rise of totalitarian governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism, World War II). SS-HS use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). SS-HS analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. 15

16 Days Unit/Topic Common Core Standards Activities Learning Targets ( I Can Statements) Vocabulary 156- Cold War Students will be able to: 175 Modern Era SS-HS compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals. SS-HS explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution). DOK 2 SS-HS explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SS-HS explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) -ACT bellringers -Common exam -primary source analysis -Debate -writing activity -group project -I can compare the purpose of a democracy with that of a totalitarian dictatorship I can compare the sources of power with that of a totalitarian dictatorship I can explain how a democracy establishes order, provides security, and accomplishes a common goal for its people I can explain how a totalitarian dictatorship establishes order, provides security, and accomplishes a common goal for its people I can evaluate and prove whether a democracy or totalitarian dictatorship is more adept at establishing order, providing security, and accomplishing a common goal I can identify political changes during the 2 nd half of the 20 th century -I can identify rapid social changes during the 2 nd half of the 20 th century -I can identify economic changes during the 2 nd half of the 20 th century -I can identify the challenges that were created by political changes during the 2 nd half of the 20 th century -I can identify the challenges that were created by social changes during the 2 nd half of the 20 th century -I can identify the challenges that were created by economic changes during the 2 nd half of the 20 th century -I can explain reasons for conflict in the Balkans during the 1990s. -I can explain reasons for conflict in the Middle East during the 1990s. -I can analyze different perspectives of the War on Terror explain reasons for those perspectives. Censorship Command system Compromise Conflict resolution Economic Sanctions Equity Free enterprise Interaction Mandates Market economy Superpowers Ideology Containment Anti-ballistic missiles Suburbanization 38 th Parallel Guerrilla warfare Domino theory Glasnost Perestroika Berlin Wall Berlin Airlift Cuban Missile Crisis Afghanistan War Capital goods Deforestation Desegregation Free Trade Growth Department of Homeland Security Humanitarian Modifications Natural disaster Opportunity Cost Political Corruption 16

17 and the United States (Reconstruction to present). SS-HS explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). SS-HS explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). SS-HS give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. SS-H-E-S compare and contrast economic systems (e.g., traditional, command, market, mixed), and evaluate their effectiveness in achieving broad social goals (e.g., freedom, efficiency, equity, security) 17

18 SS-HS compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. SS explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) SS-HS explain the rise of both the United States and the Soviet Union to superpower status following World War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe and the Middle East, and evaluate the impact of these events on the global community. SS-HS explain how the second half of the 20th century was characterized by rapid social, political and economic changes that created new challenges (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy) in countries around the world, and give examples of how countries have addressed these challenges. 18

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