History Standards
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WH ERA 3 |
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SST-HS.WH_e3.b1
High School (SST) Social Studies
World History Era 3: Age of Revolutions
SST-HS.WH_e3.b1 Explain the causes and global effects of religious division.Guiding Topics: Protestant Reformation, Catholic Counter Reformation, Islamic division; 95 Theses or Peasant Revolts Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.WH_e3.b2
High School (SST) Social Studies
World History Era 3: Age of Revolutions
SST-HS.WH_e3.b2 Explain the global connections developed during this era because of exploration.Guiding Topics: Effects of imperialism, rise of the Ottoman Empire, slave trade, Columbian Exchange Student Learning Targets:Knowledge Targets
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Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.WH_e3.b3
High School (SST) Social Studies
World History Era 3: Age of Revolutions
SST-HS.WH_e3.b3 Examine and explain the influence of revolutions on social and political aspects of individuals’ livesGuiding Topics: Enlightenment, English Revolution, American Revolution, French Revolution, Haitian Revolution, Mexican Revolution, Napoleonic Wars Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.WH_e3.b4
High School (SST) Social Studies
World History Era 3: Age of Revolutions
SST-HS.WH_e3.b4 Explain advancements related to science and technology and the global impact of these advancements.Guiding Topics: Scientific Revolution, Industrial Revolution, steam power, rise of nationalism Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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WH ERA 4 |
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SST-HS.WH
HS Social StudiesWorld History Domain
DescriptionWorld history is about connections between people. Students need to understand how civilizations and cultures arose, developed, and interacted through conflict and peaceful exchange.
World history content is separated into four eras. The six standards for world history are the same for each era and are applicable to all eras of study. Benchmarks provide guidance on how to apply the standards to each era. The guiding topics column includes key topics fundamental to that era of study. It is the belief of the development committee that the guiding topics, while not required, illustrate multiple ways for students to successfully achieve the standards. World History Eras
Anchor Standards
Calculation Method for DomainsDomains are larger groups of related Standards with benchmarks. So the Domain is a calculation of all the related standards that calculate to the benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-HS.WH_e4.b
High School (SST) Social Studies
World History Era 5:
SST-HS.WH_e4.b Age of Global War and GlobalizationBenchmarks
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-HS.WH_e4.b1
High School (SST) Social Studies
World History Era 4: Age of Global War and Globalization
SST-HS.WH_e4.b1 Analyze the causes and global effects of the world wars.Guiding Topics: World War I, Russian Revolution, Totalitarianism, World War II (Atlantic and Pacific theaters), end of European empires Student Learning Targets:Knowledge Targets
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Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.WH_e4.b2
High School (SST) Social Studies
World History Era 4: Age of Global War and Globalization
SST-HS.WH_e4.b2 Explain how political or social ideologies shaped the 20th centuryGuiding Topics: Communism, Nazism, fascism, nationalism, Islamism, beginning and end of the Cold War (including Korea, Vietnam, or Afghanistan), apartheid, racism Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.WH_e4.b3
High School (SST) Social Studies
World History Era 4: Age of Global War and Globalization
SST-HS.WH_e4.b3 Explain the social, cultural, or economic changes influenced by globalization.Guiding Topics: Consumer society and global markets, migration movements, independence movements, environmental change, global terrorism, dissemination of information, technology Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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