What Is It We Expect Students to Learn?

Grade: Subject: Semester: Team Members:

Description of Example of Rigor Prerequisite Skills When Taught? Common Summative Extension Standards
Standard Assessment

What is the essential What does proficient What prior When will this What assessment(s) What will we do when
standard to be student work look knowledge, skills, standard be taught? will be used to students have already
learned? Describe in like? Provide an and/or vocabulary are measure student learned this standard?
student-friendly example and/or needed for a student to mastery?
vocabulary? description. master this standard?

10.1.1 To reach proficiency, -compare/contrast Q1- August Graphic Organizer on

Analyze the students must earn a -Basic understanding Origins of Western
similarities and 2.5/4 on the rubric of Greco-Roman gov Political Thought
differences in Judeo- -Basic understanding
Christian and Greco- of Judeo-Christian
Roman views beliefs

10.2.1 3-4 phrases on each Political beliefs of Q1- September Influences of

Compare the major document comparing political philosophers Philosophes on
idea of the to enlightenment Enlightenment
philosophes and their influences with Documents
effect on democratic identifying the
revolutions philosophe and belief

10.3.6 Students will -understand the cause Q2- October Socialist responses to
The emergence of demonstrate their and effects of rise of Capitalism graphic
capitalism and the mastery of the effects industrialization. organizer
responses to it such as of capitalism in the -what is capitalism?
utopianism, socialism, age of -what is socialism?
and communism industrialization by
identifying socialist
responses and creating
a graphic organizer.
Will include
identification of
 resposes by utopians,
socialists,
communists, and
various public
reforms.

10.5.1 Q2-Late november

Analyze the
arguments for entering
the Great War from all
sides, political and
economic rivalries,
ideological conflicts,
domestic discontent,
and population
support of total war

10.7.3 Q3 January/February
Rise, aggression,
human costs of
totalitarian regimes
(both fascist and
communist) in
Germany, Italy, Soviet
Union, including their
common and
dissimilar traits.

10.8.5. Q3 March
Nazi policy of
pursuing racial purity,
especially aimed at
European Jews;
transformation into
the final solution;
Holocaust and the
murder of 6 million
Jews.
10.9.3 Q4 April/May
Truman Doctrine,
Marshall Plans
economic and military
aid to prevent spread
of communism

10.9.7 Q4 May
Reasons for the
Collapse of the Soviet
Union

CCSS.ELA 10.1 Cite

specific textual
evidence to support
analysis of primary
and secondary
sources.

CCSS.ELA-Literacy
RH 10.2 Determine
the central ideas or
information of
primary or secondary
sources and provide
an accurate summary.

CCSS.ELA-Literacy
RH 10.3 Analyze in
detail a series of
events described in a
text describing
political, social or
economic aspects of
history/social science.

CCSS.ELA-Literacy
RH 10.6 Compare the
point of view of two
or more authors and
how they treat the
same topic.

CCSS.ELA-Literacy
RH 10,7 Integrate and
analyze charts and
research data.

CCSS.ELA-Literacy
10.8 Assess the extent
to which the reasoning
and evidence in a text
support the authors
claim.