BOE APPROVED 4/10/12
Curriculum Scope & Sequence
Subject/Grade Level: SOCIAL STUDIES / GRADE 9
Unit
Enlightenment
Duration
4 weeks
NJCCCS /
Common Core
Standards
NJCCCS:
(Social Studies)
6.2.12.A.2.a
6.2.12.A.2.b
6.2.12.A.2.c
6.2.12.D.2.d
6.2.12.D.2.e
6.2.12.A.3.a
6.2.12.A.3.c
6.2.12.A.3.e
6.2.12.C.3.c
6.2.12.D.3.a
NJCCCS:
(Technology)
8.1.12.D.3
8.1.12.F.3
8.1.12.E.1
Common Core:
RH.9.1-9
WH.9.1-2,4-10
Course: MODERN WORLD HISTORY CP/H
Transfer Goal(s)
Enduring Understandings
Students will be able to
independently use their
learning to…
 Effectively utilize
the scientific method
to analyze historic
and modern social
and political issues.
 Apply the themes of
Enlightenment
thought and writing
to a modern context
to establish the
enduring value of
this movement.
Students will understand that:
 The easiest governments
to rule are not always best
for the people.
 Dissent is a tradition born
of the enlightenment
mindset.
 Superstition is no longer a
basis for human
knowledge.
 The arts evolve in concert
with social and political
changes.
 Transformative change
results from social,
political, and economic
problems.
Essential Questions





What are the
attributes of a fair
and effective
government?
What is responsible
dissent?
Why do people
believe in things
without tangible
evidence?
What attributes
make something
“art?”
What causes
countries and/or
people to demand
transformative
change?
Unit
Duration
NJCCCS /
Common Core
Standards
NJCCCS:
(Social Studies)
6.2.12.D.2.E
6.2.12.A.3.A
6.2.12.A.3.B
6.2.12.A.3.C
6.2.12.A.3.D
6.2.12.A.3.F
6.2.12.A.3.G
6.2.12.C.3.D
6.2.12.D.3.A
French
Revolution
and Napoleon
4 weeks
Common Core:
RH.9.1-9
WH.9.1-2,4-10
Transfer Goal(s)
Enduring Understandings
Students will be able to
independently use their
learning to…
 Analyze how power
changes historical
and contemporary
individuals.
 Conduct analyses of
tactical and political
errors, and suggest
alternatives for
future situations.
 Connect today’s
popular culture to
eternal themes
espoused by the
French Revolution.
Students will understand that:
 Revolutions occur as the
result of major social,
political, economic, and
cultural issues.
 Power can both improve
and corrupt individuals
and groups.
 Fledgling democracies
often fall victim to the
same movements that
started them.
 Leaders attract followers
for a variety of personal
and political reasons.
 Leaders must balance
their authority with
service to the needs of
people and groups.
 Countries expand for
positive and negative
nationalistic and imperial
purposes.
 Leaders can fall as a
result of extremism and
failure to meet objectives
of the people.
Essential Questions







Why do revolutions
occur?
How does power
change people?
What are the flaws
of fledgling and
modern democratic
systems?
Why do people
follow particular
leaders?
What must
government do in
order to maintain
support of the
people?
Why do countries
expand?
What causes the
downfall of popular
leaders?
Unit
After
Napoleon/
Latin America
Duration
3 weeks
NJCCCS /
Common Core
Standards
NJCCCS:
(Social Studies)
6.2.12.C.1.c
6.2.12.D.1.a
6.2.12.D.1.b
6.2.12.D.1.c
6.2.12.D.1.e
6.2.12.D.1.f
6.2.12.B.2.b
6.2.12.A.3.a
6.2.12.A.3.b
6.2.12.A.3.c
6.2.12.A.3.d
6.2.12.A.3.e
6.2.12.B.3.c
Common Core:
RH.9.1-9
WH.9.1-2,4-10
Industrial
Revolution
4 weeks
NJCCCS:
(Social Studies)
6.1.12.B.6.a
6.1.12.C.6.a
6.1.12.C.9.a
6.1.12.C.9.c
Transfer Goal(s)
Enduring Understandings
Essential Questions
Students will be able to
independently use their
learning to…
 Accurately predict
reasons for and
outcomes of
revolutionary
movements to
determine the
conditions in which
revolutionary
movements are
necessary and/or
justifiable.
 Identify the qualities
of effective
leadership to
determine the
perpetual value of
certain key people
during periods of
revolution.
Students will understand that:
 Revolutions occur as the
result of major social,
political, economic, and
cultural issues.
 Power can both improve
and corrupt individuals
and groups.
 Fledgling democracies
often fall victim to the
same movements that
started them.
 Competing political
philosophies develop
and sustain as a result of
instability.
 Exercising substantial
political control often
has paradoxical results.

Students will be able to
independently use their
learning to analyze the
(historic and/or
contemporary)
circumstances beneficial
Students will understand that:
 Growth of business often
has negative social
consequences.
 Widening economic






Why do revolutions
occur?
How does power
change people?
What are the flaws
of fledgling and
modern democratic
systems?
Why do political
philosophies
develop?
How should rulers
most effectively
communicate
expectations and
ideals to subjects?
What are the effects
of business and
industrial growth?
Why do new
economic and
Unit
Duration
NJCCCS /
Common Core
Standards
6.2.12.A.3.a
6.2.12.A.3.e
6.2.12.A.3.f
6.2.12.B.3.b
6.2.12.C.3.a
6.2.12.C.3.b
6.2.12.C.3.c
6.2.12.C.3.d
6.2.12.C.3.e
6.2.12.D.3.b
Transfer Goal(s)
for the introduction of
products to markets and
the impact on the labor
force.
Enduring Understandings



Common Core:
RH.9.1-9
WH.9.1-2,4-10



Advancements
in Europe
2 weeks
NJCCCS:
(Social Studies)
6.2.12.A.3.e
6.2.12.A.3.f
6.2.12.B.3.b
Students will be able to
independently use their
learning to…
 Analyze the lasting
impact of period
gaps lead to political
movements.
Innovations and
developments have
associated costs and
benefits.
There are both intended
and unintended results of
technology.
Changes in economic
conditions lead to social,
political, and cultural
evolution.
People seek change
when they suffer
injustice.
Perspective must be
taken into consideration
when analyzing history.
The economy mirrors a
living organism in its
responses to various
stimuli.
Students will understand that:
 Innovations and
developments have
associated costs and
benefits
Essential Questions








political
philosophies and
movements
develop?
What is the price of
progress?
What are the results
of technological
innovations?
How do economic
changes impact
social, political, and
cultural institutions?
Why do people
demand change?
How does
perspective alter
one’s concept of
truth?
What does the
economy respond
to?
What is the price of
progress?
How do economic
factors lead to
political
Unit
Duration
NJCCCS /
Common Core
Standards
6.2.12.C.3.a
6.2.12.C.3.b
6.2.12.C.3.c
6.2.12.C.3.d
6.2.12.C.3.e
6.2.12.D.3.b
Common Core:
RH.9.1-9
WH.9.1-2,4-10

Transfer Goal(s)
Enduring Understandings
innovation and social
changes with
particular focus upon
the implications on
present day society.
Judge the necessity
and benefit of
innovations and
developments by
hypothesizing the
state of the world
without them.





Imperialism
in Asia and
Africa
3 weeks
NJCCCS:
(Social Studies)
6.2.12.A.3.a
6.2.12.A.3.b
6.2.12.A.3.c
6.2.12.A.3.d
6.2.12.A.3.e
6.2.12.A.3.g
6.2.12.B.3.a
6.2.12.B.3.b
6.2.12.C.3.b
6.2.12.C.3.c
Widening economic
gaps lead to political
movements.
Innovation leads to the
creation of a more global
society.
Economic and scientific
advancements lead to
social and cultural
evolution.
Change occurs as a
result of compounded
factors of need.
Art is a reflection or
response of/to historic
trends.
Students will be able to Students will understand that:
independently use their
 Ethnocentrism and race
learning to…
fuel imperialist
tendencies.
 Make educated
strategic decisions
 Countries expand to
with respect to past
gain multiple
and present
advantages in the global
imperialism.
system.
 Analyze how historic
 Colonized people suffer
and modern
dehumanizing treatment,
imperialism has
but are exposed to
impacted the current
increased nationalism
Essential Questions








movements?
What is the global
impact of local
innovation?
What causes social
and cultural systems
to evolve?
Why does change
occur?
How does society
impact art and viceversa?
What role does race
play in imperialism?
Why do countries
expand?
What are the
positive and
negative impacts of
imperialism for the
effected country?
How does access to
natural resources
predicate national
Unit
Duration
NJCCCS /
Common Core
Standards
6.2.12.C.3.d
6.2.12.C.3.e
6.2.12.D.3.a
6.2.12.D.3.b
6.2.12.D.3.c
6.2.12.D.3.d
6.2.12.D.3.e
6.2.12.D.5.b
Transfer Goal(s)
Enduring Understandings
state of affairs in
effected countries.
and industrial
development.
Natural resources are
necessary for economic
and political
advancement.
Imperialism had a
deleterious effect on
colonized people.


Essential Questions

behavior?
How are cultures
impacted by the
colonial experience?
Common Core:
RH.9.1-9
WH.9.1-2,4-10
World War I
3 weeks
NJCCCS:
(Social Studies)
6.2.12.A.4.c
6.2.12.A.4.d
6.2.12.B.4.a
6.2.12.C.4.b
6.2.12.C.4.c
6.2.12.D.4.a
6.2.12.D.4.b
6.2.12.D.4.d
6.2.12.D.4.f
6.2.12.D.4.i
6.2.12.D.4.j
6.2.12.D.4.k
6.2.12.D.4.l
Common Core:
Students will be able to
independently use their
learning to…
 Analyze wartime
literature and
accounts from past
and present to
identify enduring
themes in the
experience of war.
 Predict the political
situation that will
arise in Europe and
the world in the
wake of the Treaty
of Versailles.
Students will understand that:
 Conflict is a result of
social, political, cultural,
and economic
differences.
 Conflict is a product of
the inability to resolve
disputes peacefully.
 Technology increases
lethality and efficiency.
 Alliances can both
increase and decrease
security.
 People can more easily
justify killing when
personalization is






What is the root of
conflict?
When does conflict
co
6.2.12.me to a point
of no return?
How does
technology impact
the course and
outcome of war?
What is the impact
of alliances?
What are the effects
of the
depersonalization of
war?
Unit
Duration
NJCCCS /
Common Core
Standards
Transfer Goal(s)
RH.9.1-9
WH.9.1-2,4-10
Enduring Understandings


World
Between Wars
2 weeks
NJCCCS:
(Social Studies)
6.2.12.A.4.a
6.2.12.A.4.b
6.2.12.4.4.d
6.2.12.B.4.c
6.2.12.C.4.a
6.2.12.C.4.b
6.2.12.C.4.c
6.2.12.C.4.d
6.2.12.D.4.c
6.2.12.D.4.d
6.2.12.D.4.e
6.2.12.D.4.f
6.2.12.D.4.i
6.2.12.D.4.j
6.2.12.D.4.k
6.2.12.D.4.l
Common Core:
Students will be able to
independently use their
learning to identify the
social, political,
economic, and cultural
factors that suggest
revolution or
government
restructuring by a
political leader or
government.
removed.
Progress can increase
the quality of life, but
also magnify the
potential for ham.
War resolution needs to
encompass the
viewpoints of the victors
and the defeated.
Students will understand that:
 Economic instability
gives rise to
demagoguery.
 Modern science can be
used to legitimate racist
theory which is
perpetuated by strong
public figures.
 Wars alter the social,
political, economic, and
social structures of
individual countries,
often in a negative
sense.
 Military force is
justified as an act of
defense or in
furtherance of
Essential Questions







What is the price of
progress?
How should the nonvictorious parties in
a conflict be treated?
How does economic
instability contribute
to political
upheaval?
What is the allure of
racist ideology?
How do wars impact
specific countries?
At what point is
military force
justified?
What are the roots
of cultural ferment?
Unit
Duration
NJCCCS /
Common Core
Standards
Transfer Goal(s)
RH.9.1-9
WH.9.1-2,4-10
World War II
4 weeks
NJCCCS:
(Social Studies)
6.2.12.A.4.c
6.2.12.A.4.d
6.2.12.B.4.b
6.2.12.B.4.d
6.2.12.C.4.b
6.2.12.C.4.c
6.2.12.C.4.d
6.2.12.D.4.d
6.2.12.D.4.e
6.2.12.D.4.f
6.2.12.D.4.h
6.2.12.D.4.i
6.2.12.D.4.j
6.2.12.D.4.k
6.2.12.D.4.l
Common Core:
RH.9.1-9
WH.9.1-2,4-10
Enduring Understandings

Students will be able to
independently use their
learning to hypothesize
how the course of the
war would have differed
had the democracies
acted earlier, and,
ultimately, synthesize
effective strategies for
political leaders to act
upon.
Essential Questions
nationalist ideals.
Political dislocation
results in social and
cultural ferment.
Students will understand that:
 Armed conflict is a
result of social, political,
cultural, and economic
differences than cannot
be solved through
diplomacy.
 Acts of genocide can
increase in scale as a
result of industrial
advancement for
efficiency.
 Technology increases
lethality and efficiency
 Individuals come to
terms with killing for
self-defense or to further
a political ideology.
 The possibility of wars
no longer occurring
relies on a level of
stability that does not
exist in current human
condition.







Why does armed
conflict occur?
What are the roots
of genocide and
race-based
ideologies?
How does
technology alter the
outcome of war?
How do people
justify the killing of
others?
When can war be
ended?
Is war inevitable?
Why do wars
continue to occur
after devastation?
Unit
Duration
NJCCCS /
Common Core
Standards
Transfer Goal(s)
Enduring Understandings


Global/Cold
War/
Communism
2 weeks
NJCCCS:
(Social Studies)
6.2.12.D.4.h
6.2.12.A.5.a
6.2.12.A.5.b
6.2.12.A.5.c
6.2.12.A.5.d
6.2.12.A.5.e
6.2.12.B.5.a
6.2.12.B.5.b
6.2.12.B.5.c
6.2.12.B.5.d
6.2.12.B.5.e
6.2.12.C.5.a
6.2.12.C.5.b
6.2.12.C.5.c
6.2.12.C.5.d
6.2.12.C.5.e
6.2.12.C.5.f
6.2.12.D.5.c
6.2.12.A.6.a
6.2.12.A.6.b
Students will be able to
independently use their
learning to
 Analyze the
deployment or
restraint of nuclear
arms in furtherance
of diplomacy.
Essential Questions
Using history as a
model, war is inevitable.
War occurs because
future generations
become removed from
the horrors of preceding
conflict.
Students will understand that:
 Military expenditures
siphon money from
technological innovation
and social programs.
 Weapons of mass
destruction can both
embolden and dissuade
possible belligerents.
 The resolution of one set
of conflicts spawns new
ideology.
 The oligarchical nature
of communism detracts
of ideological origins.
 Geographic, social, and
economic variances
result in a fragmented
global political
structure.





What are the
opportunity costs of
massive military
spending?
How can weapons of
mass destruction be
both positive and
negative?
Does the end of a
belief system herald
a post-ideological
age?
Is the administration
of communism
consistent with its
stated goals?
Why is there not one
consistent political
system/structure in
the world?
Unit
Duration
NJCCCS /
Common Core
Standards
Transfer Goal(s)
Enduring Understandings
Essential Questions
6.2.12.A.6.d
6.2.12.B.6.a
6.2.12.C.6.a
6.2.12.C.6.b
6.2.12.C.6.c
6.2.12.C.6.d
Common Core:
RH.9.1-9
WH.9.1-2,4-10
Turmoil in
Middle East
2 weeks
NJCCCS:
(Social Studies)
6.2.12.B.5.e
6.2.12.C.5.d
6.2.12.C.5.g
6.2.12.D.f.a
6.2.12.D.5.c
6.2.12.D.5.d
6.2.12.A.6.a
6.2.12.A.6.b
6.2.12.A.6.c
6.2.12.A.6.d
6.2.12.B.6.a
6.2.12.C.6.a
6.2.12.C.6.b
6.2.12.D.6.a
NJCCCS:
(Technology)
Students will be able to
independently use their
learning to analyze how
the stability of the
Middle East impacts
global economic, social,
and political interests.





Enduring disputes
involving religion and
resources perpetuate the
contest over the Middle
East.
Religious strife is
directly proportional to
the prevalence to
theocratic forms of
government.
Religion is a product of
geography and the
individual need for
answers.
Regional difficulties
have a worldwide
“ripple effect.”
Religious





Why has the Middle
East historically
been contested
territory?
How does religion
cause sustained
political strife?
Why do religions
have varied beliefs
and social
implications?
How do occurrences
in specific regions
impact the global
system?
What are the causes
and effects of
religious
Unit
Duration
NJCCCS /
Common Core
Standards
8.1.12.D.4
8.1.12.F.1
8.1.12.E.1
Common Core:
RH.9.1-9
WH.9.1-2,4-10
Transfer Goal(s)
Enduring Understandings
fundamentalism rose as
a result of disassociation
with the modern age,
and increases the
likelihood of armed
conflict.
Essential Questions
fundamentalism?