Courses of Study : Social Studies

Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 1
Classroom Resources: 1
1 ) Describe developments in Italy and Northern Europe during the Renaissance period with respect to humanism, arts and literature, intellectual development, increased trade, and advances in technology.

Unpacked Content
Strand: Economics, Geography, History
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Describe the development of the Renaissance.
  • Describe changes in humanism, the arts, literature, and intellectual development throughout the Renaissance period.
  • Determine the effects of trade on the Renaissance.
  • Relate advances in technology to other changes in the Renaissance.
Teacher Vocabulary:
  • Humanism
  • Renaissance
Knowledge:
Students know:
  • Specific changes that occurred during the Renaissance in areas such as humanism, arts and literature, intellectual development, trade, and technology.
Skills:
Students are able to:
  • Describe a historical period.
  • Analyze primary and secondary resources to identify changes over time.
  • Use evidence to determine cause and effect.
Understanding:
Students understand that:
  • Changes in humanism, arts and literature, intellectual development, increased trade, and advances in technology worked together to result in the time period known as the Renaissance.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.1- Define Renaissance; recognize art, music, and literature as cultural characteristics of the Renaissance.
SS.AAS.9.1a - Define humanism.
SS.AAS.9.1b - List the advances in technology that led to increased trade. Example the printing press.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 2
Classroom Resources: 2
2 ) Describe the role of mercantilism and imperialism in European exploration and colonization in the sixteenth century, including the Columbian Exchange.

•  Describing the impact of the Commercial Revolution on European society
•  Identifying major ocean currents, wind patterns, landforms, and climates affecting European exploration
Example: marking ocean currents and wind patterns on a map

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Analyze the impact of mercantilism and imperialism on European exploration and colonization in the sixteenth century.
  • Appraise the value of various aspects and examples of European exploration and colonization in the sixteenth century.
  • Describe the impact of the Commercial Revolution on European society.
  • Describe how the climate and geography affected European exploration.
Teacher Vocabulary:
  • mercantilism
  • imperialism
  • colonization
  • Columbian Exchange
  • commercial revolution
Knowledge:
Students know:
  • How mercantilism and imperialism motivated European exploration and colonization in the sixteenth century.
  • The details the Columbian Exchange.
Skills:
Students are able to:
  • Analyze historical information from both primary and secondary resources.
  • Analyze the impact of historical events.
Understanding:
Students understand that:
  • There were many causes and effects of European exploration and colonization in the sixteenth century.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.2- Identify major European countries on a map of Europe; define exploration, imperialism, colonization, and mercantilism.
SS.AAS.9.2a - Identify major ocean currents, wind patterns, landforms, and climates by marking them on a map.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 1
Classroom Resources: 1
3 ) Explain causes of the Reformation and its impact, including tensions between religious and secular authorities, reformers and doctrines, the Counter-Reformation, the English Reformation, and wars of religion.

Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Compare and contrast the Reformation, the Counter Reformation, and the English Reformation.
  • Examine the points of view among religious and secular authorities, reformers, and doctrines.
  • Explain the wars of religion as they relate to the Reformation and subsequent movements as well as to the various beliefs and points of view of this time.
Teacher Vocabulary:
  • Reformation doctrine
  • Counter Reformation
  • English Reformation
  • wars of religion
Knowledge:
Students know:
  • The causes and impacts of the Reformation.
Skills:
Students are able to:
  • Compare and contrast historical movements.
  • Research and describe points of view.
  • Identify causes and impacts of historical events using variety of resources including literature, visual arts, maps, and other primary and secondary resources.
Understanding:
Students understand that:
  • There were many causes of the Reformation and it had an impact on religious and social thought.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.3- Define Reformation, counter-Reformation, English Reformation, and religious and secular authorities; identify key events and/or people of the Reformation.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 1
Classroom Resources: 1
4 ) Explain the relationship between physical geography and cultural development in India, Africa, Japan, and China in the early Global Age, including trade and travel, natural resources, and movement and isolation of peoples and ideas.

•  Depicting the general location of, size of, and distance between regions in the early Global Age
Example: drawing sketch maps

Unpacked Content
Strand: Economics, Geography, History
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Identify the physical geography and cultural development of India, Africa, Japan, and China in the early Global Age.
  • Recognize the influence of cultural development on trade, travel, natural resources, and the movement and isolation of people and ideas.
  • Illustrate the physical geography of regions in the early Global Age and evaluate the impact on cultural development during this time period.
Teacher Vocabulary:
  • cultural development
  • physical geography
  • natural resources
  • isolation
  • Global Age
Knowledge:
Students know:
  • The relationship and development of India, Africa, Japan, and China culturally and geographically in the early Global Age.
Skills:
Students are able to:
  • Using a variety of primary and secondary resources including, literature, visual art, and maps, identify physical and cultural aspects of regions.
  • Recognize the influence of historical activities. Evaluate the role of physical geography on the development of regions.
  • Identify and illustrate physical geographic traits on a variety of types of maps.
Understanding:
Students understand that:
  • There is an important relationship between physical geography and cultural development in India, Africa, Japan, and China in the early Global Age.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.4- Identify the location, geographical resources, and natural resources of Africa, India, Japan, and/or China; recognize that trade between countries leads to cultural development.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 3
Classroom Resources: 3
5 ) Describe the rise of absolutism and constitutionalism and their impact on European nations.

•  Contrasting philosophies of Thomas Hobbes and John Locke and the belief in the divine right of kings
•  Comparing absolutism as it developed in France, Russia, and Prussia, including the reigns of Louis XIV, Peter the Great, and Frederick the Great
•  Identifying major provisions of the Petition of Rights and the English Bill of Rights
Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Evaluate the impact of the philosophies of absolutism and constitutionalism, including the impact of the Petition of Rights and the English Bill of Rights.
  • Compare and contrast the philosophies of constitutionalism and absolutism as evidenced by the ideas of social and political philosophers and philosophies of the time.
Teacher Vocabulary:
  • absolutism
  • constitutionalism
  • Petition of Rights
  • English Bill of Rights
Knowledge:
Students know:
  • The definitions of absolutism and constitutionalism and the impact these philosophies had on European nations.
Skills:
Students are able to:
  • Use primary resources, evaluate influential philosophies.
Understanding:
Students understand that:
  • The philosophies of absolutism and constitutionalism had a lasting impact on European nations.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.5- Define natural right; identify common characteristics of a monarchy and of a constitutional government.
SS.AAS.9.5a - Identify the Petition of Rights and the English Bill of Rights by giving examples of civil liberties and limited government.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 2
Classroom Resources: 2
6 ) Identify significant ideas and achievements of scientists and philosophers of the Scientific Revolution and the Age of Enlightenment.

Examples: Scientific Revolution—astronomical theories of Nicolaus Copernicus and Galileo Galilei, Sir Isaac Newton's law of gravity

Age of Enlightenment—philosophies of Charles de Montesquieu, François-Marie Arouet (Voltaire), and Jean-Jacques Rousseau

Unpacked Content
Strand: History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Identify and evaluate the specific scientists, philosophers, ideas, and achievements of the Scientific Revolution and the Age of Enlightenment.
Teacher Vocabulary:
  • Scientific Revolution
  • Age of Enlightenment
  • Sir Isaac Newton's law of gravity
Knowledge:
Students know:
  • The ideas and achievements of scientists and philosophers of the Scientific Revolution and the Age of Enlightenment.
Skills:
Student is able to:
  • Identify key figures and achievements using primary and secondary resources.
  • Evaluate the importance of historic individuals, ideas, and achievement.
Understanding:
Students understand that:
  • There were significant ideas and achievements that came out of the Scientific Revolution and the Age of Enlightenment.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.6- Recognize important factors of the Scientific Revolution and the Age of Enlightenment; identify the scientific advancements that led to the Enlightenment.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 1
Classroom Resources: 1
7 ) Describe the impact of the French Revolution on Europe, including political evolution, social evolution, and diffusion of nationalism and liberalism.

•  Identifying causes of the French Revolution
•  Describing the influence of the American Revolution on the French Revolution
•  Identifying objectives of different groups participating in the French Revolution
•  Describing the role of Napoléon Bonaparte as an empire builder
Unpacked Content
Strand: Geography, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Analyze the influences and causes of the French Revolution.
  • Describe the influence the American Revolution had on the French Revolution.
  • Compare and contrast the objectives of the different groups that participated in the French Revolution.
  • Discuss the importance of Napoleon Bonaparte and the role he played in Europe.
Teacher Vocabulary:
  • French Revolution
  • political evolution
  • social evolution
  • nationalism
  • liberalism
  • American Revolution
Knowledge:
Students know:
  • Describe the impact of the French Revolution on political and social thought.
Skills:
Students are able to:
  • Analyze historical and political thoughts and actions using primary resources such as literature and visual art.
  • Analyze the role of key components in a historical situation using primary resources including literature, visual art, and maps.
  • Compare and contrast the thoughts, actions, and motives of historical groups.
Understanding:
Students understand that:
  • The French Revolution had a significant impact on political and social thought.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.7- Define revolution.
SS.AAS.9.7a - Identify causes, people, and key events of the French Revolution.
SS.AAS.9.7a - Define nationalism and liberalism.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 3
Classroom Resources: 3
8 ) Compare revolutions in Latin America and the Caribbean, including Haiti, Colombia, Venezuela, Argentina, Chile, and Mexico.

•  Identifying the location of countries in Latin America
Unpacked Content
Strand: Geography, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Compare and contrast similarities and differences among revolutions that occurred in Latin America and the Caribbean.
Teacher Vocabulary:
  • revolutions
  • Latin America
  • Creoles
  • Mestizos
  • plantation
  • Cabildos
  • Indians
  • class system
  • maroons
  • voodoo
  • "Night of Fire"
  • mulattos
  • yellow fever
  • liberator
  • royalist
  • campaign
Knowledge:
Students know:
  • The location Latin American and Caribbean countries, including Haiti, Colombia, Venezuela, Argentina, Chile, and Mexico.
  • Contributing factors in revolutionary movements, including causes, outside and internal influences, political thought, social changes, and any other factors important to a particular revolution. Social and political realities of indigenous populations in Latin American and the Caribbean.
  • Leaders of the Mexican revolutions such as: Miguel Hidalgo, Miguel Hidalgo y Castilla, Jose Maria Morelos, Santa Anna, Benito Juareze, Pancho Villa, Emiliano Zapata; liberator Simon Bolivar; in Haiti ,Toussaint L'Ouverture, Jean Jaques Dessalines, Jose Tomas Boves.
Skills:
Students are able to:
  • Utilize maps of various types for appropriate purposes.
  • Compare and contrast historical events using a variety of secondary and primary resources.
  • Use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Understanding:
Students understand that:
  • There were both similarities and differences among revolutions that occurred in Latin America and the Caribbean.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.8- List the causes and effects of the revolutions in Latin America and the Caribbean including Haiti, Colombia, Venezuela, Argentina, Chile, and Mexico.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 4
Classroom Resources: 4
9 ) Describe the impact of technological inventions, conditions of labor, and the economic theories of capitalism, liberalism, socialism, and Marxism during the Industrial Revolution on the economies, societies, and politics of Europe.

•  Identifying important inventors in Europe during the Industrial Revolution
•  Comparing the Industrial Revolution in England to later revolutions in Europe
Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Describe the social, economic, and political impact on Europe of inventions, labor conditions, and economic theories that occurred during the Industrial Revolution.
  • Identify important inventors from the Industrial Revolution in Europe.
  • Compare the Industrial Revolution to later Revolutions in Europe.
Teacher Vocabulary:
  • capitalism
  • liberalism
  • socialism
  • Marxism
  • Industrial Revolution
Knowledge:
Students know:
  • The impact inventions, labor conditions, economic, and governmental theories had on Europe during the Industrial Revolution.
Skills:
Student is able to:
  • Evaluate critical factors surrounding a historical time period.
  • Identify causal factors of historical changes.
  • Distinguish among causal factors and results of historical changes.
Understanding:
Students understand that:
  • Various factors impacted the economies, societies, and politics during the Industrial Revolution and each had an impact of the Industrial Revolution on Europe and the world.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.9- Define capitalism, liberalism, socialism, Marxism; identify important inventors in Europe during the Industrial Revolution.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 1
Classroom Resources: 1
10 ) Describe the influence of urbanization on the Western World during the nineteenth century.

Examples: interaction with the environment, provisions for public health, increased opportunities for upward mobility, changes in social stratification, development of Romanticism and Realism, development of Impressionism and Cubism

•  Describing the search for political democracy and social justice in the Western World
Examples: European Revolution of 1848, slavery and emancipation in the United States, emancipation of serfs in Russia, universal manhood suffrage, women's suffrage

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Describe the influences of urbanization on the Western World during the nineteenth century.
  • Describe how the search for political democracy and social justice impacted the nineteenth century Western World.
Teacher Vocabulary:
  • urbanization
  • mobility
  • social stratification
  • Romanticism
  • Realism
  • Impressionism
  • Cubism
  • European Revolution of 1848
  • emancipation
  • universal manhood suffrage
  • women's suffrage
Knowledge:
Students know:
  • The influence of urbanization on the Western World during the nineteenth century.
  • The role of political democracy and social justice in the nineteenth century Western World.
Skills:
Student is able to:
  • Evaluate historical influences using primary resources such as literature, visual arts, and maps.
  • Analyze and explain impacts of historical movements.
Understanding:
Students understand that:
  • Urbanization influenced the Western World during the nineteenth century.
  • Political democracy and social justice played important roles in the nineteenth century Western World.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.10- Define urbanization; recognize changes in society as a result of the Industrial Revolution;
SS.AAS.9.10a- Identify leaders of the women's rights movement including Elizabeth Cady Stanton, Sojourner Truth, and Susan B. Anthony.
SS.AAS.9.10b- Identify leaders of the abolitionist movement including Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, and Harriet Tubman.
SS.AAS.9.10c- Identify the Emancipation Proclamation, Thirteenth, Fourteenth, and Fifteenth Amendments.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 3
Classroom Resources: 3
11 ) Describe the impact of European nationalism and Western imperialism as forces of global transformation, including the unification of Italy and Germany, the rise of Japan's power in East Asia, economic roots of imperialism, imperialist ideology, colonialism and national rivalries, and United States' imperialism.

•  Describing resistance to European imperialism in Africa, Japan, and China
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Describe the role of nationalism and imperialism in global transformation during the nineteenth and early twentieth centuries, including in Africa, Japan, and China.
Teacher Vocabulary:
  • European nationalism
  • Western imperialism
  • colonialism
  • national rivalries
Knowledge:
Students know:
  • How to describe the global impact of European nationalism and Western imperialism.
Skills:
Students are able to:
  • Use a variety of types of maps, identify countries and regions that were colonized and/or colonizers.
  • Examine and analyze historical evidence, using a variety of types of primary resources.
Understanding:
Students understand that:
  • Nationalism and imperialism impacted countries and societies around the world during the nineteenth and early twentieth centuries.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.11- Explain nationalism and imperialism.
SS.AAS.9.11a- Identify factors that caused European nationalism.
SS.AAS.9.11b- Identify factors that caused Western imperialism.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 5
Classroom Resources: 5
12 ) Explain causes and consequences of World War I, including imperialism, militarism, nationalism, and the alliance system.

•  Describing the rise of Communism in Russia during World War I
Examples: return of Vladimir Lenin, rise of the Bolsheviks

•  Describing military technology used during World War I
•  Identifying problems created by the Treaty of Versailles of 1919
Examples: Germany's reparations and war guilt, international controversy over the League of Nations

•  Identifying alliances during World War I and boundary changes after World War I
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Explain the causes and consequences of imperialism, militarism, nationalism, and the alliance system of WWI.
  • Describe the rise of communism in Russia during WWI.
  • Describe military technology of WWI.
  • Summarize problems created by the Treaty of Versailles of 1919.
  • Describe the alliances of WWI and boundary changes after WWI.
Teacher Vocabulary:
  • imperialism
  • militarism
  • nationalism
  • alliance system
  • Bolsheviks
  • Treaty of Versailles of 1919
  • reparations
  • War Guilt Clause
  • League of Nations
Knowledge:
Students know:
  • How to explain the causes and consequences of WWI.
Skills:
Students are able to:
  • Identify causes and consequences of historical events using a variety of primary and secondary historical resources.
  • Judge the importance of historical events using specific textual evidence to support the student's position.
Understanding:
Students understand that:
  • There were many causes and consequences of World War I.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.12- Define total war; identify key events and/or people from World War I; describe military technology used during World War I.
SS.AAS.9.12a- Describe the rise of communism in Russia during WWI.
SS.AAS.9.12b- Identify problems created by the Treaty of Versailles of 1919 including Germany's reparations and the war guilt clause.
SS.AAS.9.12c- Identify alliances during World War I and boundary changes after World War I.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 3
Classroom Resources: 3
13 ) Explain challenges of the post-World War I period.

Examples: 1920s cultural disillusionment, colonial rebellion and turmoil in Ireland and India, attempts to achieve political stability in Europe

•  Identifying causes of the Great Depression
•  Characterizing the global impact of the Great Depression
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Identify and analyze social, political, and economic changes in the world during the time period between World War I and World War II, including causes and impacts of the Great Depression.
  • Evaluate social, political, and economic changes in the world during the time period between World War I and World War II in order to determine long-term global impact.
Teacher Vocabulary:
  • Great Depression
Knowledge:
Students know:
  • The challenges faced around the world after WWI.
Skills:
Students are able to:
  • Identify and analyze social and political changes using historical data.
  • Evaluate the impact of social and political changes using primary resources including text, visual and auditory arts, and maps.
Understanding:
Students understand that:
  • There were many global challenges in the world after World War I.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.13- Identify challenges in the United States after World War I.
SS.AAS.9.13a- Identify the causes and effects of the Great Depression including the stock market crash, collapse of farm economy, Dust Bowl, collapse of savings and loans banks, inflation, poverty, homelessness, soup kitchens, and unemployment.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 8
Classroom Resources: 8
14 ) Describe causes and consequences of World War II.

Examples: causes—unanswered aggression, Axis goal of world conquest

consequences—changes in political boundaries; Allied goals; lasting issues such as the Holocaust, Atomic Age, and Nuremberg Trials

•  Explaining the rise of militarist and totalitarian states in Italy, Germany, the Soviet Union, and Japan
•  Identifying turning points of World War II in the European and Pacific Theaters
•  Depicting geographic locations of world events between 1939 and 1945
•  Identifying on a map changes in national borders as a result of World War II
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Explain the causes of World War II.
  • Relate the consequences of World War II to the resulting global changes.
  • Explain the rise of militarist and totalitarian states at the onset of WWII.
  • Judge important turning points of World War II.
  • Depict graphically the locations of world events from 1939-1945.
  • Depict on a map changes in national borders due to WWII.
  • Relate the consequences of World War II to the resulting global changes.
Teacher Vocabulary:
  • Axis Powers
  • Allied Powers
  • Holocaust
  • Atomic Age
  • Nuremburg Trials
  • militarist
  • totalitarian
  • European Theater
  • Pacific Theater
Knowledge:
Students know:
  • How to describe the causes and consequences of WWII.
Skills:
Students are able to:
  • Investigate and explain causal factors for historical events, using a variety of primary resources.
  • Develop and defend a position related to a historical event, citing specific textual evidence to support the student's position.
  • Relate historical consequences to resulting social and political changes.
Understanding:
Students understand that:
  • There were many causes and consequences of World War II.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.14- Define global conflict and describe how World War II was a global conflict; recognize social, economic, and/or political changes, key events, and people from World War II including the Holocaust, Atomic Age, and the Nuremberg Trials.
SS.AAS.9.14a- Identify turning points of World War II in the European and Pacific Theaters.
SS.AAS.9.14b- Identify the map changes in national borders as a result of World War II.
SS.AAS.9.14c- Identify the Axis and Allied Powers.
SS.AAS.9.14d- Iden
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 3
Classroom Resources: 3
15 ) Describe post-World War II realignment and reconstruction in Europe, Asia, and Latin America, including the end of colonial empires.

Examples: reconstruction of Japan; nationalism in India, Pakistan, Indonesia, and Africa; Chinese Communist Revolution; creation of the Jewish state of Israel; Cuban Revolution; Central American conflicts

•  Explaining origins of the Cold War
Examples: Yalta and Potsdam Conferences, "Iron Curtain," Truman Doctrine, Marshall Plan, United Nations, North Atlantic Treaty Organization (NATO), Warsaw Pact

•  Tracing the progression of the Cold War
Examples: nuclear weapons, European power struggles, Korean War, Berlin Wall, Cuban Missile Crisis, Vietnam War

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Describe post-World War II realignment, reconstruction, and the end of colonial empires.
  • Explain the relationship of realignment and reconstruction to the origins and events of the Cold War.
  • Trace the progression of the Cold War.
Teacher Vocabulary:
  • Chinese Communist Revolution
  • Cuban Revolution
  • Yalta Conference
  • Potsdam Conference
  • Iron Curtain
  • Truman Doctrine
  • Marshall Plan
  • United Nations
  • North Atlantic Treaty Organization
  • Warsaw Pact
  • Cold War
  • Korean War
  • Berlin Wall
  • Cuban Missile Crisis
  • Vietnam War
Knowledge:
Students know:
  • How to describe the realignment and reconstruction of Europe, Asia, and Latin America after WWII.
Skills:
Students are able to:
  • Develop descriptions of historical situations using resources that include literature, visual and auditory arts, maps, and other primary and secondary resources.
  • Explain relationships among historical situations, citing specific evidence to support the student's position.
Understanding:
Students understand that:
  • Europe, Asia, and Latin America were each realigned and reconstructed after WWII.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.15- Recognize causes of the Cold War and the United States' new role in world affairs; identify key events and/or people of the Cold War.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 4
Classroom Resources: 4
16 ) Describe the role of nationalism, militarism, and civil war in today's world, including the use of terrorism and modern weapons at the close of the twentieth and the beginning of the twenty-first centuries.

•  Describing the collapse of the Soviet Empire and Russia's struggle for democracy, free markets, and economic recovery and the roles of Mikhail Gorbachev, Ronald Reagan, and Boris Yeltsin
Examples: economic failures, demands for national and human rights, resistance from Eastern Europe, reunification of Germany

•  Describing effects of internal conflict, nationalism, and enmity in South Africa, Northern Ireland, Chile, the Middle East, Somalia and Rwanda, Cambodia, and the Balkans
•  Characterizing the War on Terrorism, including the significance of the Iran Hostage Crisis; the Gulf Wars; the September 11, 2001, terrorist attacks; and the Israeli-Palestinian conflict
•  Depicting geographic locations of major world events from 1945 to the present
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Explain the relationship of economics, political and social ideologies, and geography to key events in the late 20th and early 21st Centuries.
  • Describe the collapse of the Soviet Empire and Russia's struggle for democracy, capitalism, and recovery.
  • Describe the effects of internal conflict in South Africa, Northern Ireland, Chile, the Middle East, Somalia, Rwanda, Cambodia, and the Balkans.
  • Characterize the War on Terrorism.
  • Map the geographic locations of major world events from 1945-the present.
Teacher Vocabulary:
  • nationalism
  • militarism
  • terrorism
  • Iran Hostage Crisis
  • Gulf Wars
  • terrorist attacks
  • Israeli-Palestinian Conflict
Knowledge:
Students know:
  • The role of nationalism, militarism, civil war, and terrorism in the late twentieth and early twenty-first centuries.
Skills:
Students are able to:
  • Develop an understanding of key historical events, using a variety of primary and secondary resources.
  • Explain relationship among key historical events and economics, political and social ideologies, and geography.
Understanding:
Students understand that:
  • Nationalism, militarism, civil war, and terrorism all played a role in world events in the close of the twentieth and beginning of the twenty-first centuries.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.16- List some changes in world conditions that led to globalization from 1945—present; recall the definition of globalization; define terrorism and recognize its impact on the world.
Social Studies (2010)
Grade(s): 9
World History: 1500 to the Present
All Resources: 1
Classroom Resources: 1
17 ) Describe emerging democracies from the late twentieth century to the present.

•  Discussing problems and opportunities involving science, technology, and the environment in the late twentieth century
Examples: genetic engineering, space exploration

•  Identifying problems involving civil liberties and human rights from 1945 to the present and ways in which these problems have been addressed
•  Relating economic changes to social changes in countries adopting democratic forms of government
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Describe emerging democracies from the late twentieth century to the present.
  • Discuss problems and opportunities created by science, technology, and the environment from the late twentieth century to the present.
  • Discuss how issues of civil liberty and human rights are addressed from 1945 to the present.
  • Relate how social and economic changes occur in countries adopting democratic governments.
Teacher Vocabulary:
  • emerging democracies
  • genetic engineering
  • civil liberties
Knowledge:
Students know:
  • Examples of emerging democracies from the close of the twentieth century to the present.
Skills:
Student is able to:
  • Analyze historical and current information in order to understand and make decisions about global issues.
Understanding:
Students understand that:
  • There are global realities of emerging democracies; debates involving science, technology, and the environment; and issues involving civil liberties and human rights in the last half of the 20th Century and the early 21st Century.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.17- Define and list characteristics of democracy including civil liberties, human rights and separation of powers.