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St. Lucie Public Schools
St. Lucie County Social Studies Scope & Sequence Documents,
Grades 6-12
2109310/20 10th Grade World History 2013-2014
The St. Lucie County Scope & Sequence, Suggested Pacing
Guide, and Common Core State Standards Appendix should be used in
concert as a teaching and
learning tool in our continuing effort to improve the rigor of
instruction and better prepare our students for future learning
(including college and career
readiness) and to address skills requirements of the Common Core
State Standards for Literacy in History/Social Studies in Grades
6-12.
Instruction should be based on content / skills from the St.
Lucie County Public Schools Scope and Sequence, Suggested Pacing
Guides, and the Common Core State Standards Appendix. These
documents should serve to guide instruction, rather than a textbook
or any other specific resource.
Use the Learning Goal and Scale as your starting point: have it
posted, and review it regularly with your students to provide them
with a framework for instruction and a purpose for learning all the
related content. The same holds true for the target(s) you are
focusing on each day. They should be visible and discussed before
and after instruction.
Strategies must include Document-Based instruction (analytical
reading and writing involving individual and collections of primary
and secondary sources), methodology affecting the multiple
intelligences, and utilizing both individual and cooperative
learning (e.g. History Alive/DBQ Project).
Students should be engaged in higher order writing on a regular
basis, short and extended responses, more in-depth essays such as
Document Based Questions (DBQ’s), and authentic writing. Students
must be able to produce historical writing, that is, they must be
able to take a position on a subject (thesis) and defend it with
examples (facts) and sound reasoning (logic).
Students should conduct extended research projects related to
the History Fair (Grades 6, 8, 10, and 11) or Project Citizen
(Grade 7).
Social Studies Literacy Strategies should be utilized regularly
(Cornell Notes, Dialectical Notes, or similar note-taking method,
SOAPStone or APPARTS analysis tools, and PERSIA or G-SPRITE
categorization tools).
Assessment should include both formative assessments “for
learning,” and summative assessments. Questions should follow
Webb’s Depth of Knowledge / Cognitive Complexity and include Level
1 items that involve low order, foundational knowledge/skills;
Level 2 items that require students to infer or draw conclusions;
and Level 3 items that require more abstract thought or an
extension of the information at hand.
Students should keep a Notebook as they help students organize
information (previews, teacher directed activities, and process
assignments). Notebooks provide cohesion and structure to a unit of
study, and they place responsibility for learning on students (e.g.
an AVID or Interactive Student Notebook).
Teachers should assign, and students should complete targeted
homework - students should be expected to complete homework
regularly but homework shouldn’t be assigned simply for the sake of
giving homework. Homework can include preview or process
activities, vocabulary/concept building, work related to projects,
etc. (Read Marzano’s article “The Case For and Against Homework”
available on SHARE).
o Previews involve activating prior knowledge, preparing
students for the next topic of instruction. o Process activities
relate to content/skills recently learned where students are
involved in metacognition.
The Common Core State Standards for Literacy in History/Social
Studies are integrated with the Scope and Sequence and are also
available on the at www.corestandards.org.
http://www.corestandards.org/
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
1 Day August
Rules, Procedures, Pre‐Tests
Establish course content (Syllabus).
Explain class expectations.
Establish rules and procedures.
Conduct pre‐tests and initial evaluations.
Initial Activities.
2 Days (Block) August
Historical Inquiry & Research
Identify the four components of a process paper
Integrate complementary visual and/or audio elements into a
project
Identify History Fair categories
Describe the History Fair theme
Determine cause and effect and use timelines to identify the
time sequence of events
Identify supporting details, audience, purpose, and author from
sources
Form conclusions and sort information for a History Fair
topic
Compare interpretations of key events and issues
Organize research for a History Fair topic
Evaluate the validity of sources
Analyze how images, symbols, objects, cartoons, graphs, charts,
maps, and artwork may be used to interpret the significance of time
periods and events from the past
Differentiate between primary and secondary sources
History Fair Annual Theme for 2013-2014:
Rights & Responsibilities in History
History Fair resources are available on Share or from your
school’s History Fair coordinator or department chair. Six most
common elements for historical analysis: Social, political,
religious, intellectual, technological, economic (SPRITE)
SS.912.W.1.1 SS.912.W.1.2 SS.912.W.1.3 SS.912.W.1.4 SS.912.W.1.5
SS.912.W.1.6 SS.912.W.1.7
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
8 Days (Block) September
Review of Ancient Civilizations; Medieval
Europe & Japan
Describe the rise of social classes, changes in the church,
development of feudalism, and the idea of private property as a
result of the decline of the Western Roman Empire
Identify the achievements of significant rulers of medieval
Europe
Summarize how Christian monasteries influenced the education,
politics, and economics of medieval Europe
Identify the causes and effects of the Great Famine, The Black
Death, The Great Schism, and the Hundred Years War on Western
Europe
Describe the role Japan’s physiography played in its economic
and political development
Summarize the major cultural, economic, political, and religious
developments in medieval Japan
Describe Japan's cultural and economic relationship to China and
Korea
Trace the development of medieval culture to the influences of
the Greco-Roman, Judeo-Christian, and northern European
civilizations
Trace the development of a national identity in England, France,
and Spain
Assess the impact of key artistic and intellectual figures of
medieval Europe
Identify how English legal and constitutional history led to the
rise of modern democratic institutions and procedures
Compare and contrast Japanese feudalism with Western European
feudalism during the Middle Ages
Terms to Know: Franks, monk, monastery, convent, Charlemagne,
Vikings, feudalism, chivalry, common law, Magna Carta, William the
Conqueror, King John, Phillip II Augustus, Phillip IV, habeas
corpus, Parliament, Henry IV, Joan of Arc, Hundred Years’ War,
guilds, Great Schism, Black Death, Inquisition, anti-Semitism,
schism, heresy, vernacular, Chaucer, Thomas Aquinas, Roger Bacon
Terms to know for Japan: Samurai, Buddhism, Shogunate, Shinto, Tale
of Genji
SS.912.W.2.9 SS.912.W.2.10 SS.912.W.2.11 SS.912.W.2.12
SS.912.W.2.13 SS.912.W.2.14 SS.912.W.2.15 SS.912.W.2.16
SS.912.W.2.17 SS.912.W.2.18 SS.912.W.3.16 SS.912.W.3.17
SS.912.W.3.18 SS.912.W.3.19 SS.912.W.2.21 SS.912.W.2.22
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
2 Days September
Historical Inquiry & Research:
History Fair
Review categories and rules
Refine research expectations
Review primary and secondary sources
Review project timeline and monitor progress
History Fair resources are available on Share or from your
school’s History Fair coordinator or department chair. Six most
common elements for historical analysis: Social, political,
religious, intellectual, technological, economic (SPRITE)
SS.912.W.1.1 SS.912.W.1.2 SS.912.W.1.3 SS.912.W.1.4 SS.912.W.1.5
SS.912.W.1.6 SS.912.W.1.7
6 Days September-
October
Middle Ages – Byzantine Empire and Introduction
to Renaissance
DBQ: What is the Primary Reason to Study
the Byzantines?
Identify significant physical features, cities, and boundaries
of the Byzantine world
Describe the impact of Constantine the Great's establishment of
Constantinople and his recognition of Christianity as a legal
religion
Explain the ways in which the Byzantine Empire was a
continuation of the old Roman Empire
Describe the causes and effects of the Iconoclast controversy of
the 8th and 9th centuries and the 11th century Christian schism
Explain the contributions of the Byzantine Empire and the causes
for its decline
Assess the impact of Constantine and the contributions of the
Byzantine Empire
Evaluate the extent the Byzantine Empire was a continuation of
and a departure from the old Roman Empire
Analyze the causes of the decline of the Byzantine Empire
Assess the rise and spread of the Ottoman Empire and its
connection to the development of the eastern and western world
Terms to know: Byzantine Empire Constantine, Justinian &
Theodora, Great Schism, Patriarch, Justinian, Pope Innocent III,
Icon, Iconoclast, Heresy, Excommunication, Mosaic, Justinian Code,
Greek Fire, Hagia Sophia, Ottoman Empire Istanbul, Suleiman,
janizaries, Safavids, Shah Abbas, Qajars, Tehran Ottoman Turks,
Seljuk Turks, The Huns, sultanate
SS.912.W.2.1 SS.912.W.2.2 SS.912.W.2.3 SS.912.W.2.4 SS.912.W.2.5
SS.912.W.2.6 SS.912.W.2.7 SS.912.W.2.8
End of Q1
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
5 Days (Block) October
Middle Ages – Rise of Islam and African
Kingdoms
Summarize the major beliefs and principles of Judaism,
Christianity, and Islam
Identify the causes, effects, and extent of Islamic military
expansion through Central Asia, North Africa, and the Iberian
Peninsula
Identify the relationship between Hinduism and Islam
Describe the achievements, contributions, and key figures
associated with the Islamic Golden Age
Summarize the European response to Islamic expansion
Identify key significant economic, political, and social
characteristics of Ghana, Mali, and Songhai
Assess developments associated with the Islamic Golden Age
Trace the development of Islamic military and cultural
expansion
Organize the significant social, political, and economic events
in the development of Saharan African kingdoms, Ghana, Mali,
Songhai, and East, West, and South Africa
Evaluate the internal and external factors that led to the fall
of the empires of Ghana, Mali, and Songhai
Terms to Know: Rise of Islam & Golden Age: Muhammad,
Khadijah, Mecca, Bedouins, Kaaba, Quran, mosque, jihad, Shiites,
Sunnis, Abu Bakr, Mu’awyah, Caliph, The Moors, Shari’ah, Medina,
The Five Pillars African Kingdoms: savanna, plateau, Sahara Desert,
Bantu, subsistence farming, Mansa Musa, Ghana, Mali, Zimbabwe,
Timbuktu, Mohammed I, Sonni Ali, matrilineal, oral traditions, gold
and salt trade, Songhai, Griot, lineage, Ibn Batuta, Caravan,
patrilineal
SS.912.W.3.1 SS.912.W.3.2 SS.912.W.3.3 SS.912.W.3.4 SS.912.W.3.5
SS.912.W.3.6 SS.912.W.3.7 SS.912.W.3.8 SS.912.W.3.9
SS.912.W.3.10 SS.912.W.3.11 SS.912.W.3.12 SS.912.W.3.13
SS.912.W.3.14
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
3 Days (Block) October - November
Mesoamerica & South America
• List important civilizations and rulers of Mesoamerica and
South America
• Describe the roles of people in the Maya, Inca, and Aztec
societies
• Identify the economic, cultural, and political characteristics
of the major pre-Columbian civilizations
• Compare and contrast the economic, political, and cultural
features of Mesoamerica and South American civilizations
• Assess the impact of transportation, trade, communication,
science, and technology on the preservation and diffusion of
Mesoamerica and South American cultures
• Analyze the impact that key Mesoamerican and South American
rulers had on their civilizations
Terms to know: Clan, Adobe, Pueblos, Mesoamerica, Hieroglyphs,
Tribute, Maize, Quipu, Olmec, Zapotec, Chavin, Maya, Aztec, Inca,
Pacal the Great, Moctezuma I, Huayna Capac
SS.912.W.3.14 SS.912.W.3.15 SS.912.W.3.16 SS.912.W.3.17
SS.912.W.3.18 SS.912.W.3.19
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
9 Days (Block) November – December
Renaissance & Reformation
DBQ: How Did the
Renaissance Change Man’s View of Man?
• Identify the economic and political features that led to the
rise of the Italian city-states
• Describe the influence of Classical, Byzantine, Islamic, and
Western European civilization on the Italian city-states
• Identify the major literary, artistic, and technological
contributions of key figures during the Renaissance
• Identify characteristics of Renaissance humanism in works of
art
• Identify major contributions of key individuals of the
Scientific Revolution
• Summarize the religious reforms of key Reformation leaders
• Trace the development of the Scientific Revolution to early
thoughts from the Middle Ages and Renaissance
• Analyze how scientific theories and methods of the Scientific
Revolution challenged those of the early classical and medieval
periods
• Critique the criticisms of the Roman Catholic Church by early
religious dissenters and their impact on the Reformation
• Compare and contrast the Roman Catholic Church’s Counter and
Catholic Reformation to the Protestant Reformation
Terms to know: Renaissance Medicis, Humanism, Machiavelli,
Leonardo Da Vinci, Gutenberg, Erasmus, Thomas Moore, William
Shakespeare, Fleming, Michelangelo, fresco, city-state, urban
society, secular Reformation Indulgences, predestination,
reformation, Martin Luther, Henry VIII, John Calvin, Huguenots,
Ninety Five theses, Counter-Reformation, Ignatius of Loyola,
Council of Trent, Jesuits, salvation
SS.912.W.4.1 SS.912.W.4.2 SS.912.W.4.3 SS.912.W.4.4 SS.912.W.4.5
SS.912.W.4.6 SS.912.W.4.7 SS.912.W.4.8 SS.912.W.4.9
SS.912.W.4.10
1 Day November
& 2 Days December
History Fair Follow up
Monitor Progress
Check topic focus, sources, annotated bibliography
SS.912.W.1.1 SS.912.W.1.2 SS.912.W.1.3 SS.912.W.1.4 SS.912.W.1.5
SS.912.W.1.6 SS.912.W.1.7
End of 1st Semester
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
6 Days (Block) January
Age of Exploration
DBQ: Exploration or Reformation:
Consequences of the Printing Press
Identify the causes that led to the Age of Exploration
Describe the major voyages and sponsors during the Age of
Exploration
Identify the political, social, and economic development of
colonies in the Americas by major European countries
Summarize the origins, development, impact, and practice of
forced labor in East Africa, West Africa, Europe, Southwest Asia,
and the Americas during the 13th through 17th centuries
Identify the characteristics of absolute monarchy and
constitutional monarchy
Assess the impact of the Columbian Exchange between Europe,
Africa, Asia, and the Americas
Analyze the push/pull factors contributing to human migration in
the New World
Compare and contrast the causes and effects of constitutional
monarchy in England and absolute monarchy in France, Spain, and
Russia
Terms to know: conquistador, mercantilism, balance of trade,
triangular trade, Columbian exchange, Middle Passage, Treaty of
Torsedillas, Christopher Columbus, Vasco de Gama, Henry Cortes,
Ferdinand Magellan, spice trade, encomienda system, Dutch East
India Company, natural rights, bureaucracy, absolutism, Louis XIV,
Charles I, Elizabeth I, Ivan IV, Peter I
SS.912.W.4.11 SS.912.W.4.12 SS.912.W.4.13 SS.912.W.4.15
SS.912.W.4.14 SS.912.W.5.1
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
6 Days January- February
Enlightenment, American and French Revolutions
DBQ: The Reign of
Terror: Was It Justified?
Describe the key parts of The Scientific Revolution
Summarize major causes of the Enlightenment and its
philosophical ideas
Identify the causes and effects of the American and French
Revolutions
Describe Napoleon’s rise to power
Examine how the French Revolution influenced the Haitian
Revolution
Identify key figures of 19th century Latin American and
Caribbean independence movements
Evaluate the impact of Enlightenment ideals on economic,
political, and religious thought
Assess the impact of the Enlightenment on the American and
French Revolutions
Compare and contrast the American, French, and Haitian
Revolutions
Trace the development of Napoleon’s rise to power
Critique the major influences during the French Revolution (i.e.
Jacobins, The Directory, National Assembly)
Terms to know: scientific revolution, Galileo, scientific
method, John Locke, Voltaire, Rousseau, Baron de Montesquieu, Seven
Years’ War, The Three Estates, Declaration of the Rights of Man,
Reign of Terror, Jacobins, National Assembly, The Directory,
Napoleonic code, Waterloo, Congress of Vienna, social contract,
Toussaint L’Ouverture, Simon Bolívar, Jose de San Martín, Monroe
Doctrine
SS.912.W.5.2 SS.912.W.5.3 SS.912.W.5.4 SS.912.W.5.5 SS.912.W.5.6
SS.912.W.5.7
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
7 Days (Block) February –
March
Industrial Revolution Describe the agricultural and
technological innovations that led to industrialization
Describe the social, political, and economic effects of the
Industrial Revolution
Summarize the causes, key events, and effects of the unification
of Italy and Germany
Examine the goals of imperialism and how it is linked to
colonization
Describe the causes and effects of colonization
Identify major events in China during the 19th and early 20th
centuries related to imperialism
Categorize the agricultural and technological innovations that
led to industrialization in Great Britain
Trace the development of the Industrial Revolution in Europe,
the United States, and Japan
Evaluate the results of the unification of Italy and Germany
Analyze the causes and effects of imperialism
Compare and contrast the philosophies of capitalism, socialism,
and communism
Assess the influence of 19th and early 20th century social and
political reform movements in Africa, Asia, Europe, the United
States, the Caribbean, and Latin America
Organize the key features of imperialism and connect them to
events in late 19th and early 20th century China
Terms to know: factors of production, factory system, cottage
industry, Meiji Restoration, sphere of influence, assimilation,
Boxer Rebellion, Sino-Japanese War, Russo-Japanese War, socialism,
utopia, Karl Marx, communism, proletariat, capitalism, Friedrich
Engels, Declaration of Rights of Woman, emancipation, Social
Darwinism
SS.912.W.6.1 SS.912.W.6.2 SS.912.W.6.3 SS.912.W.6.4 SS.912.W.6.5
SS.912.W.6.6 SS.912.W.6.7
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
7 Days March
World War I; Great Depression
DBQ: What Were the Underlying Causes of
World War I?
Explain the causes of World War I
Show the significant events of World War I on a timeline
Identify the central and allied powers
List the concessions Germany agreed to in the Treaty of
Versailles
Examine the causes of the Great Depression
Categorize the important causes of World War I
Analyze the new developments in warfare during World War I
Assess post-World War I Europe and determine the political,
social, and economic events that led to the economic crisis of the
1920’s and the Great Depression
Evaluate how governments responded to the Great Depression
Form conclusions based on economic data from the Great
Depression
Terms to know: Archduke Francis Ferdinand, militarism,
nationalism, alliance, conscription, mobilization, propaganda,
contraband, war of attrition, central powers, allied powers,
U-Boat, Woodrow Wilson, Zimmermann Telegram, trench warfare,
stalemate, “total war”, Mensheviks, Bolsheviks, Lenin, armistice,
reparations, Wilson’s 14 Points, Paris Peace Conference, League of
Nations, mandate, treaty of Versailles, influenza pandemic, Black
Tuesday, Great Depression, The New Deal, FDR, Maginot Line, Ramsey
McDonald, Irish Republican Army, The Easter Rising, The Weimar
Republic
SS.912.W.7.1 SS.912.W.7.2 SS.912.W.7.3 SS.912.W.7.4
End of Q3
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
7 Days April
World War II Explain the causes of the alliances formed in
Europe
Summarize the characteristics of fascism and communism
Identify reasons for the rise of authoritarian governments in
Germany, Italy, Spain, and the Soviet Union
Describe how civil rights were restricted in the Soviet Union,
Nazi Germany, and occupied territories
Examine the roots of anti-Semitism and the dehumanization of
Jews and other victims of the Holocaust
Describe the conditions within Germany that allowed the
Holocaust to develop
Identify the effects of World War II on the global world
Describe the causes and effects of post-World War II economic
and demographic changes
Compare and contrast fascism and communism
Analyze the restriction of individual rights and the use of mass
terror against populations in the Soviet Union, Nazi Germany, and
occupied territories
Assess the wartime strategies and post-war plans of the Allied
leaders
Evaluate the causes and key events of World War II
Evaluate the causes and effects of President Truman’s decision
to drop the atomic bombs on Japan
Assess the effects of World War II including economic and
demographic changes
Terms to Know: appeasement, Mussolini, Stalin, Hitler, Franco,
fascism, Nazi Party, Reichstag, authoritarianism, Spanish Civil
War, Munich Conference, Churchill, Blitzkrieg, De Gaulle, Pearl
Harbor, isolationism, final solution, Holocaust, FDR, kamikaze,
island hopping, atomic bomb, Hiroshima, Nagasaki, Marshall Plan,
Yalta, Potsdam, Bretton Woods Conference, Truman Doctrine,
concentration camp, Atlantic Charter, Operation Overlord, Nuremberg
Trials
SS.912.W.7.5 SS.912.W.7.7 SS.912.W.7.9
SS.912.W.7.10 SS.912.W.7.11 SS.912.W.9.2 SS.912.W.8.3
SS.912.W.7.6 SS.912.W.7.8 SS.912.W.9.3
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
6 Days April – May
Cold War Identify the US-aligned and Soviet-aligned nations of
Europe
Summarize characteristics and key developments of the early Cold
War
Describe and the fall of republican China and the rise of
communist China
Identify the issues surrounding the establishment of the modern
state of Israel and its effect on the Arab/Israeli conflict
Examine the effects of the arms race between the United States
and Soviet Union
Describe the causes and effects of twentieth century nationalist
conflicts
Describe the causes of the proxy wars in Africa, Asia, Latin
America, and the Middle East
Identify the factors that led to the decline and fall of
communism in the Soviet Union and Eastern Europe
Compare and contrast maps of pre- and post-World War II to
determine the effects of economic and demographic changes
Draw conclusions about the effects of the proxy wars in Africa,
Asia, Latin America, and Middle East
Compare and contrast post-war independence movements and
democratic reforms in Africa, Asia, and the Caribbean
Evaluate the decline and fall of communism in the Soviet Union
and Eastern Europe
Terms to Know:
containment, cold war, NATO, Warsaw Pact, Berlin Wall, proxy
war, Khrushchev, Mao Zedong, Cuban Missile Crisis, arms race,
satellite state, domino theory, The Cultural Revolution, the Gang
of Four, Bay of Pigs, Space Race, Iron Curtain, Korean War, Sputnik
I, Pinochet, Fidel Castro, Batista, Juan Peron, Eva Peron, sphere
of influence, Prague Spring, Duvalier, Salvador Allende, détente,
Helsinki Accords, Palestine, Suez Crisis, Six-Day War, Yom Kippur
War, Camp David Accord, Vietnam War, Dien Bien Phu, Paris Peace
Conference
SS.912.W.8.1 SS.912.W.8.2 SS.912.W.8.3 SS.912.W.8.4 SS.912.W.8.5
SS.912.W.8.6 SS.912.W.8.7
SS.912.W.8.10 SS.912.W.9.4
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
7 Days May
20th
/ 21st
Century Developments
Describe the significant scientific figures and breakthroughs of
the 20th century
Describe the social and economic effects of pandemics on the
world
Explain why trade blocks such as the European Union and NAFTA
developed
Explain the goals of nationalist leaders and the effect of their
policies on their nations
Explain the impact of religious fundamentalism in the last half
of the 20th century
Examine the successes and failures of democratic reform
movements in Africa, Asia, the Caribbean, and Latin America
Identify incidents of international terrorism
Predict the impact that new scientific breakthroughs will have
on modern life in the 21th century
Assess the rise of trade blocks such as the European Union and
NAFTA
Evaluate the impact of increased globalization in the 20th and
21st centuries
Evaluate the impact of religious fundamentalism in the last half
of the 20th century
Compare and contrast nationalist leaders and the impact of their
rule on their nations
Evaluate the response of the world to incidents of international
terrorism
Terms to Know:
Tiananmen Square Massacre, Ronald Reagan, Gorbachev,
Perestroika, Glasnost, Yugoslavia, Bosnia, Rwanda, Cambodia,
Darfur, Kosovo, NAFTA, Apartheid, Nelson Mandela, Hutu, Tutsi,
Kleptocracy, EU, Deng Xiaoping, African Union, Free Trade, Third
World, Maastricht Treaty, 1989 Revolutions, ethnic cleansing,
terrorist cells, dirty bomb, Al Qaeda, 9/11
SS.912.W.8.8 SS.912.W.8.9
SS.912.W.8.10 SS.912.W.9.1 SS.912.W.9.3 SS.912.W.9.5
SS.912.W.9.6 SS.912.W.9.7
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Skills benchmarks that should be embedded in content units as
applicable throughout the year.
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
Year *Geography – To be embedded as
applicable throughout the year
• Design maps using a variety of technologies based on
descriptive data to explain physical and cultural attributes of
major world regions.
• Use spatial perspective and appropriate geographic terms and
tools, including the Six Essential Elements, as organizational
schema to describe any given place.
• Employ applicable units of measurement and scale to solve
simple locational problems using maps and globes.
• Analyze geographic information from a variety of sources
including primary sources, atlases, computer, and digital sources,
Geographic Information Systems (GIS), and a broad variety of
maps.
• Identify the physical characteristics and the human
characteristics that define and differentiate regions.
• Describe the factors and processes that contribute to the
differences between developing and developed regions of the
world.
• Use geographic terms and tools to analyze case studies of
regional issues in different parts of the world that have critical
economic, physical, or political ramifications.
• Use geographic terms and tools to analyze case studies of how
selected regions change over time.
• Use geographic terms and tools to analyze case studies of
debates over how human actions modify a selected region.
SS.912.G.1.1 SS.912.G.1.2 SS.912.G.1.3 SS.912.G.1.4 SS.912.G.2.1
SS.912.G.2.2 SS.912.G.2.3 SS.912.G.2.4 SS.912.G.2.5
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Skills benchmarks that should be embedded in content units as
applicable throughout the year.
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
Year *Geography – To be embedded as
applicable throughout the year
• Use geographic terms to locate and describe major ecosystems
of Earth.
• Use geographic terms and tools to explain how weather and
climate influence the natural character of a place.
• Use geographic terms and tools to explain differing
perspectives on the use of renewable and non-renewable resources in
Florida, the United States, and the world.
• Use geographic terms and tools to explain how the Earth's
internal changes and external changes influence the character of
places.
• Use geographic terms and tools to explain how hydrology
influences the physical character of a place.
• Interpret population growth and other demographic data for any
given place.
• Use geographic terms and tools to analyze the push/pull
factors contributing to human migration within and among
places.
• Use geographic terms and tools to analyze the effects of
migration both on the place of origin and destination, including
border areas.
• Use geographic terms and tools to analyze case studies of
issues in globalization.
• Use geographic terms and tools to analyze case studies of the
development, growth, and changing nature of cities and urban
centers.
• Use geographic terms and tools to predict the effect of a
change in a specific characteristic of a place on the human
population of that place.
• Use geographic terms and tools to explain cultural diffusion
throughout places, regions, and the world.
SS.912.G.3.1 SS.912.G.3.2 SS.912.G.3.3 SS.912.G.3.4 SS.912.G.3.5
SS.912.G.4.1 SS.912.G.4.2 SS.912.G.4.3 SS.912.G.4.4 SS.912.G.4.5
SS.912.G.4.6 SS.912.G.4.7
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Skills benchmarks that should be embedded in content units as
applicable throughout the year.
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
Year *Geography – To be embedded as
applicable throughout the year
• Use geographic concepts to analyze spatial phenomena and to
discuss economic, political, and social factors that define and
interpret space.
• Use political maps to describe the change in boundaries and
governments within continents over time.
• Analyze case studies of how the Earth's physical systems
affect humans.
• Analyze case studies of how changes in the physical
environment of a place can increase or diminish its capacity to
support human activity.
• Analyze case studies of the effects of human use of technology
on the environment of places.
• Analyze case studies of how humans impact the diversity and
productivity of ecosystems.
• Use geographic terms and tools to analyze case studies of
policies and programs for resource use and management.
• Analyze case studies to predict how a change to an
environmental factor can affect an ecosystem.
• Use appropriate maps and other graphic representations to
analyze geographic problems and changes over time.
• Develop databases about specific places and provide a simple
analysis about their importance.
• Formulate hypotheses and test geographic models that
demonstrate complex relationships between physical and cultural
phenomena.
• Translate narratives about places and events into graphic
representations.
• Develop criteria for assessing issues relating to human
spatial organization and environmental stability to identify
solutions.
SS.912.G.4.8 SS.912.G.4.9 SS.912.G.5.1 SS.912.G.5.2 SS.912.G.5.3
SS.912.G.5.4 SS.912.G.5.5 SS.912.G.5.6 SS.912.G.6.1 SS.912.G.6.2
SS.912.G.6.3 SS.912.G.6.4 SS.912.G.6.5
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2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Skills benchmarks that should be embedded in content units as
applicable throughout the year.
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
Year *Humanities – To be embedded as
applicable throughout the year
• Relate works in the arts (architecture, dance, music, theatre,
and visual arts) of varying styles and genre according to the
periods in which they were created.
• Describe how historical events, social context, and culture
impact forms, techniques, and purposes of works in the arts,
including the relationship between a government and its
citizens.
• Relate works in the arts to various cultures. • Explain
philosophical beliefs as they relate to
works in the arts. • Examine artistic response to social issues
and
new ideas in various cultures. • Analyze how current events are
explained by
artistic and cultural trends of the past. • Know terminology of
art forms (narthex, apse,
triforium of Gothic cathedral) within cultures and use
appropriately in oral and written references.
• Identify specific characteristics of works within various art
forms (architecture, dance, film, literature, music, theatre, and
visual arts).
• Classify styles, forms, types, and genres within art
forms.
• Apply various types of critical analysis (contextual, formal,
and intuitive criticism) to works in the arts, including the types
and use of symbolism within art forms and their philosophical
implications.
SS.912.H.1.1 SS.912.H.1.2 SS.912.H.1.3 SS.912.H.1.4 SS.912.H.1.5
SS.912.H.1.6 SS.912.H.1.7 SS.912.H.2.1 SS.912.H.2.2
SS.912.H.2.3
-
2109310/20 10th
Grade World History – Suggested Pacing Guide
St. Lucie Public Schools
Skills benchmarks that should be embedded in content units as
applicable throughout the year.
Timeframe Topic of Study Targets Key Terms, People, Places,
Events Benchmarks
Year *Humanities – To be embedded as
applicable throughout the year
• Examine the effects that works in the arts have on groups,
individuals, and cultures.
• Describe how historical, social, cultural, and physical
settings influence an audience's aesthetic response.
• Analyze the effects of transportation, trade, communication,
science, and technology on the preservation and diffusion of
culture.
• Identify social, moral, ethical, religious, and legal issues
arising from technological and scientific developments, and examine
their influence on works of arts within a culture.
• Identify contributions made by various world cultures through
trade and communication, and form a hypothesis on future
contributions and changes.
SS.912.H.2.4 SS.912.H.2.5 SS.912.H.3.1 SS.912.H.3.2
SS.912.H.3.3