Social Studies Document

Eleventh Grade

Final

Hawaii School Districts

Prepared by Marzano and Associates

Eleventh Grade Summary

Strand / Standard / Topic / Number of Elements
History / 3 / Pre-Modern Times, Pre 1500 C.E. / 1
History / 3 / Origins of Global Interdependence in Early Modern Times, 1500 C.E. to 1800 C.E. / 3
History / 3 / Age of Revolution, Industry, and Empire, 1750 C.E. to 1914 C.E. / 3
History / 3 / The Twentieth Century, 1914 C.E. to 1989 C.E. / 4
Total / 11
Topic: Pre-Modern Times, Pre 1500 C.E.
Strand: History
Standard 3: WORLD HISTORY—Understand important historical events from classical civilization through the present.
Grade 11
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
  • examines the relationship between cultural traditions and the larger societies in the cases of Confucianism in China, Buddhism in Asia, Christianity in Europe, Hinduism in India, and Islam in the Muslim world by making insightful conclusions about how the tradition is interrelated to its respective society(e.g., writes a peace settlement between Palestine and Israel that will be sent to the President)

Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving pre-modern times (pre 1500 C.E.) the student will:
  • (11.3.1) describe the cultural traditions in the cases of Confucianism in China, Buddhism in Asia, Christianity in Europe, Hinduism in India, and Islam in the Muslim world (describe the interrelationship between cultural traditions and their societies)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
  • recognizes and recalls specific terminology, events, people, and locations, such as:
  • cultural traditions
  • societies
  • Confucianism
  • Buddhism
  • Christianity
  • Hinduism
  • Islam
  • Asia and the Middle East
  • performs basic processes such as:
  • recognizing or recalling accurate statements about the key beliefs of major world belief systems (i.e., Islam, Christianity, Hinduism, Buddhism, and Confucianism)
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

  • Ask students to make insightful conclusions of the interrelationships between the cultural tradition and its respective society in the cases of Confucianism in China, Buddhism in Asia, Christianity in Europe, Hinduism in India, and Islam in the Muslim world (e.g., write an essay).

Level 3.0

  • Ask students to describe the interrelationships between the cultural tradition and its respective society in the cases of Confucianism in China, Buddhism in Asia, Christianity in Europe, Hinduism in India, and Islam in the Muslim world (e.g., complete a matrix/table or create an annotated map showing the origin/spread of the belief system and the interrelationships).

Level 2.0

  • Ask students to define terminology, events, people, and locations relating to the cultural tradition and major key beliefs (e.g., matching, multiple choice, definitions, and/or short answer responses).
  • Ask students to recognize or recall accurate statements about the key beliefs of major world belief systems.

Topic: Origins of Global Interdependence in Early Modern Times, 1500 C.E. to 1800 C.E.
Strand: History
Standard 3: WORLD HISTORY—Understand important historical events from classical civilization through the present.
Grade 11
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
  • evaluates the impact of the exploratory and commercial expeditions in the 15th and 16th century, including the voyages of Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and European voyages to North America (e.g., write a proposal to NASA to continue or discontinue space exploration)
  • evaluates the effects of global exchanges between Europe and the Americas, Asia, or Africa, including the spread of food crops and diseases, the exchange of trade goods, and migrations of peoples (forced and voluntary) (evaluate how different regions involved in a global exchange in early modern times were affected (e.g., impact of smallpox in the Americas and the Atlantic Slave Trade))
  • evaluates the major developments in European cultural and intellectual history, including the Renaissance, Reformation, Enlightenment, or Scientific Revolution (evaluate the impact of an important historical figure from the Renaissance, Reformation, Enlightenment, or Scientific Revolution)

Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving origins of global interdependence in early modern times (1500 C.E. to 1800 C.E.) the student will:
  • (11.3.3) explain the impact of the exploratory and commercial expeditions in the 15th and 16th century, including the voyages of Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and European voyages to North America (explain changing relationships between world regions in early modern times (e.g., Europe to Asia and the Americas)
  • (11.3.4) explain the effects of global exchanges in the Americas, Europe, Asia, and Africa, including the exchange of trade goods and migrations of peoples (forced and voluntary) (explain how different regions involved in a global exchange in early modern times were affected (e.g., Atlantic Slave Trade)
  • (11.3.6) describe the major developments in European cultural and intellectual history, including the Renaissance, Reformation, Enlightenment, and Scientific Revolution (describe the impact of the Renaissance, Reformation, and Scientific Revolution on the Enlightenment)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
  • recognizes and recalls specific terminology, events, people, and locations, such as:
  • Vasco da Gama, Christopher Columbus, and Ferdinand Magellan
  • Triangular Trade including the Atlantic Slave Trade
  • Europe, North America, Asia, India, oceans (Pacific, Atlantic, Caribbean Sea)
  • Renaissance, Reformation, Enlightenment, and Scientific Revolution
  • performs basic processes such as:
  • describing the exploratory expeditions of major 15th and 16th century explorers (e.g., Vasco da Gama, Christopher Columbus, and Ferdinand Magellan)
  • explaining the effects of global exchanges in the Americas and Europe such as the exchange of trade goods and migrations of peoples (forced and voluntary)
  • recognizing or recalling examples of key ideas/developments in European cultural and intellectual history such as the Renaissance, Reformation, Enlightenment, and Scientific Revolution
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

  • Ask students to evaluate the impact of exploratory and commercial expeditions from both perspectives in the cases of Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and European voyages to North America (e.g., write a research paper/essay).
  • Ask students to evaluate the effects of global exchanges between Europe and the Americas, Asia, or Africa (e.g., write a research paper/essay about the impact of the Atlantic Slave Trade).
  • Ask students to examine the major developments in European cultural and intellectual history, choosing either the Renaissance, Reformation, Enlightenment, or Scientific Revolution (e.g., create a poster board display evaluating the impact of an important historical figure from the Renaissance, Reformation, Enlightenment, or Scientific Revolution).

Level 3.0

  • Ask students to explain the impact of exploratory and commercial expeditions from both perspectives in the cases of Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and European voyages to North America (e.g., complete a matrix/table).
  • Ask students to explain the effects of global exchanges in the Americas, Europe, Asia, and Africa, including the exchange of trade goods and migrations of peoples (e.g., write short answer responses or essay or create an annotated map showing the effects of global exchanges).
  • Ask students to describe the major developments in European cultural and intellectual history of the Renaissance, Reformation, Enlightenment, and Scientific Revolution (e.g., complete a concept map that describes the impact of the Renaissance, Reformation, and Scientific Revolution on the Enlightenment).

Level 2.0

  • Ask students to define terminology, events, people, and locations relating to the expeditions of Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and European voyages to North America (e.g., matching, multiple choice, definitions, and/or short answer responses).
  • Ask students to define terminology, events, people, and locations relating to the effects of global exchanges (e.g., matching, multiple choice, definitions, and/or short answer responses).
  • Ask students to recognize or recall examples of key ideas and terminology of the Renaissance, Reformation, Enlightenment, and Scientific Revolution (e.g., matching, multiple choice, definitions, and/or short answer responses).

Topic: Age of Revolution, Industry, and Empire, 1750 C.E. to 1914 C.E.
Strand: History
Standard 3: WORLD HISTORY—Understand important historical events from classical civilization through the present.
Grade 11
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
  • compares the causes and effects of three of the early modern democratic revolutions, including the American Revolution, French Revolution, Haitian Revolution, and South American revolutions
  • analyzes the socio-economic impact of the industrial revolution (e.g., create a 3-D model with a written description of a new invention for the Information Revolution and how it would impact people socially and economically)
  • compares the ideological and economic interests that drove European, American, or Japanese imperialism in Africa, Asia, and the Pacific (compare the causes and effects of European, American, and Japanese imperialism in Africa, Asia, and the Pacific)

Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving the age of revolution, industry, and empire (1750 C.E. to 1914 C.E.) the student will:
  • (11.3.7) compare the causes and effects of two of the early modern democratic revolutions, including the American Revolution, French Revolution, Haitian Revolution, and South American revolutions (compare the French Revolution with the American, Haitian, or South American revolutions)
  • (11.36.8) describe the socio-economic impact of the industrial revolution (describe the global effects of inventions (e.g., steam engine) and the role of women or children (e.g., in the factory system) during the industrial revolution)
  • (11.3.9) explain the ideological and economic interests that drove European, American, and Japanese imperialism in Africa, Asia, and the Pacific (explain the causes and effects of European, American, and Japanese imperialism in Africa, Asia, and the Pacific)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
  • recognizes and recalls specific terminology, events, people, and locations, such as:
  • revolution
  • Agricultural Revolution
  • Industrial Revolution
  • factory system
  • labor reform
  • imperialism
  • motives for imperialism (political, economic, religious, militarism)
  • Europe, America, Japan, Africa, Pacific region
  • performs basic processes such as:
  • recognizing or recalling accurate statements about the causes and effects of early modern democratic revolutions such as the American Revolution and French Revolution
  • recognizing or recalling accurate statements about the socio-economic impact of the industrial revolution
  • recognizing or recalling accurate statements about the ideological and economic interests that drove European, American, and Japanese imperialism in Africa, Asia, and the Pacific
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

  • Ask students to compare the causes and effects of three of the early modern democratic revolutions, including the American, French, Haitian, and South American revolutions (e.g., write a research paper).
  • Ask students to analyze the socio-economic impact of the industrial revolution (e.g., write a research paper or create a poster board analyzing the impact of the global effects of inventions or the role of women or children (i.e., in the factory system)).
  • Ask students to compare the ideological and economic interests that drove European, American, or Japanese imperialism in Africa, Asia, and the Pacific (e.g., write a research paper).

Level 3.0

  • Ask students to match terminology to their given definitions.
  • Ask students to compare the causes and effects of two of the early modern democratic revolutions, including the American, French, Haitian, and South American revolutions (e.g., create a Venn diagram showing similarities and differences of two of the revolutions).
  • Ask students to recognize or recall accurate statements about the socio-economic impact of the industrial revolution (e.g., create a skit showing the impact of the industrial revolution on groups, such as women coal miners, child factory workers, and child coal miners).
  • Ask students to recognize or recall accurate statements about the ideological and economic interests that drove European, American, and Japanese imperialism in Africa, Asia, and the Pacific (e.g., create and/or perform a song explaining the motives of imperialism for Europe, America, or Japan).

Level 2.0

  • Ask students to recall and identify terms, events, causes, and effects of the French and American revolutions (e.g., create an illustrated timeline).
  • Ask students to recall and identify terms, events, and people relating to the industrial revolution (e.g., matching, multiple choice, definitions, and/or short answers).
  • Ask students to recall and identify terms, events, and locations relating to European, American, and Japanese imperialism in Africa, Asia, and the Pacific (e.g., create an annotated map showing countries affected by imperialism and motives for imperialism).

Topic: The Twentieth Century, 1914 C.E. to 1989 C.E.
Strand: History
Standard 3: WORLD HISTORY—Understand important historical events from classical civilization through the present.
Grade 11
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
  • evaluates the necessity of WWI, and evaluates the effort and success of the establishment of the League of Nations to prevent future wars
  • examines the effects of the Great Depression and the rise of fascist and communist governments in contributing to the outbreak of WWII (e.g., economic and political effects of WWI, and the aggressions of Hitler and Mussolini)
  • evaluates the significant events and turning points of WWII, i.e., the German invasion of Poland, Japanese bombing of Pearl Harbor, D-Day, the American bombing of Japan, the Rape of Nanjing, or the Holocaust
  • compares the causes and effects of two revolutionary movements from 1945-1989 (e.g., Chinese communist revolution, Algerian revolution, and the Cuban revolution)

Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving the Twentieth Century (1914 C.E. to 1989 C.E.) the student will:
  • (11.3.10) describe the role of secret alliances and nationalism in triggering the outbreak of World War I and the effort to prevent future wars by the establishment of the League of Nations (describe how secret alliances and nationalism helped to cause World War I and how the establishment of the League of Nations was an effort to prevent future wars.)
  • (11.3.11) explain the rise of fascist governments, emergence of communism, and the global effects of the Great Depression (explain tensions and conflicts of the interwar years)
  • (11.3.12) explain the significant events, technological developments, and turning points of World War II, including the German invasion of Poland, Japanese bombing of Pearl Harbor, D-Day, the American bombing of Japan, the Rape of Nanjing, and the Holocaust (explain the causes, events, and atrocities of World War II)
  • (11.3.15) describe revolutionary movements from 1945-1989, including the Chinese communist revolution, the Algerian revolution, and the Cuban revolution (describe the causes and global effects of the revolutionary movements in China, Algeria, and Cuba)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
  • recognizes and recalls specific terminology, events, people, and locations, such as:
  • Militarism, Alliance, Imperialism, Nationalism
  • World War I
  • League of Nations
  • Europe, Middle East, Japan, Hawaii
  • fascism
  • Communism
  • economic depression
  • World War II
  • appeasement
  • Japan perspective of bombing of Pearl Harbor
  • genocide
  • Holocaust
  • Great Leap Forward
  • Cultural Revolution
  • Fidel Castro
  • performs basic processes such as:
  • describing the role of secret alliances or nationalism in triggering the outbreak of World War I and the establishment of the League of Nations
  • explaining the rise of fascist governments or the emergence of communism
  • recognizing or recalling accurate statements about three of the significant events of World War II such as the German invasion of Poland, Japanese bombing of Pearl Harbor, D-Day, American bombing of Japan, the Rape of Nanjing, and the Holocaust
  • describing one of the revolutionary movements from 1945 -1989 (e.g., Chinese communist revolution, the Algerian revolution, or Cuban revolution)
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0