The curriculum emphasizes the importance of understanding and analyzing different perspectives on law, reason, faith, and individual duties as seen through Judeo-Christian and Greco-Roman lenses.
10.9.3 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.
10.6.3 Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
10.2.5 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.
10.4.1 Describe the rise of industrial economies and their link to imperialism and colonial-ism (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).
10.3.5 Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
Geographic Literacy
10.8.3 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 decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
10.6.2 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.
10.4.2 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.
10.9.6 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.
10.8.5 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.
10.5.5 Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.
10.4.4 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.
10.6.4 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).
10.3.7 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.
10.5.2 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).
10.3.4 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.
10.7.2 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).
World History, Culture, and Geography: The Modern World - Grade 10
Democratic Understanding and Civic Values
National Identity
10.2.3 Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
Constitutional Heritage
10.2.1 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, Simón Bolívar, Thomas Jefferson, James Madison).
10.1.3 Consider the influence of the U.S. Constitution on political systems in the contemporary world.
10.2.2 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 U.S. Bill of Rights (1791).
Civic Values, Rights and Responsibilities
10.1.2 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.
10.1.1 Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Knowldege and Cultural Understanding
CST Test Questions
Sociopolitical Literacy
One way fascist leaders in the 1920s and 1930s
gained popular support was by
A promising to maintain peace with other countries.
B attracting foreign investment for industrial development.
C limiting military influence in the government.
D appealing to national pride.
Economic Literacy
Economically, what enabled Japan to become a
colonial power after 1894?
A Agricultural advances increased the
population and forced Japan to look for
new land.
B Japanese trade wars against the United States
removed regional competition for colonies.
C Industrialization allowed Japan to expend
resources on military and colonial expansion.
D The Japanese were forced to acquire colonies
in Asia when European trade was banned.
Geographical Literacy
Use the information to answer the question that follows.
After World War I, the territories of the Ottoman Empire in Southwest Asia were partitioned. Into which
area did nearly 400,000 Jewish people immigrate between 1919 and 1941?
A A
B B
C C
D D
Ethical Literacy
Stalin’s “Great Purge” from 1934 to 1939
A eliminated the army’s dominance in state decisions.
B expanded Soviet agriculture at the expense of industry.
C brought about the death of millions of people.
D replaced agricultural workers with technology.
Cultural Literacy
Jewish and Christian beliefs differ from the Greco-Roman tradition in matters concerning the importance of
A the role of law.
B individual morality.
C belief in one God.
D the family unit.
Historical Literacy
The Schlieffen Plan was designed by the
German military to
A address U.S. troop deployments in France.
B strengthen the defense of Germany’s colonies in Africa.
C neutralize Great Britain’s naval control of the North Sea.
D avoid the problem of fighting Allied powers on two fronts.
Skills Attainment and Social Participation
Basic Study Skills
CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g.,charts, research data) with qualitative analysis inprint or digital text.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Participation Skills
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-Literacy.RH.1-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Critical Thinking Skills
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each whilepointing out the strengths and limitations of both
claim(s) and counter claims in a discipline appropriate
form and in a manner that anticipates the audience’s knowledge level andconcerns.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
