History Standards


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SST-HS.WH_e2.b2

High School (SST) Social Studies
World History Era 2: Middle Ages and the Renaissance
SST-HS.WH_e2.b2 Explain how the relationship between religious and political bodies impacted the social, cultural, or economic developments of individuals.

Guiding Topics: Rise of Islam, importance of Christianity in Europe, monasteries preserving classical texts, differences between Medieval and Renaissance culture


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.WH_e2.b3

High School (SST) Social Studies
World History Era 2: Middle Ages and the Renaissance
SST-HS.WH_e2.b3 Explain the emergence of cultural interaction between Europe and other civilizations.

Guiding Topics: Crusades, Silk Roads, Marco Polo in China, Bubonic Plague, Mongol Invasions, or early explorations, humanism, the Renaissance


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.WH_e3.b

BPS-s SST History logo
High School (SST) Social Studies
World History Era 3:

SST-HS.WH_e3.b Age of Revolutions


Benchmarks

  • SST-HS.WH_e3.b1 Explain the causes and global effects of religious division.
  • SST-HS.WH_e3.b2 Explain the global connections developed during this era because of exploration.
  • SST-HS.WH_e3.b3 Examine and explain the influence of revolutions on social and political aspects of individuals' lives.
  • SST-HS.WH_e3.b4 Explain advancements related to science and technology and the global impact of these advancements..

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 Standards

Standards 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_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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

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’ lives

Guiding Topics: Enlightenment, English Revolution, American Revolution, French Revolution, Haitian Revolution, Mexican Revolution, Napoleonic Wars


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.WH_e4.b

BPS-s SST History logo
High School (SST) Social Studies
World History Era 5:

SST-HS.WH_e4.b Age of Global War and Globalization


Benchmarks

  • SST-HS.WH_e4.b1 Analyze the causes and global effects of the world wars.
  • SST-HS.WH_e4.b2 Explain how political or social ideologies shaped the 20th century.
  • SST-HS.WH_e4.b3 Explain the social, cultural, or economic changes influenced by globalization.

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 Standards

Standards 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

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 century

Guiding 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window


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