10-12 weeks
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Revolutions
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(1) |
SS.10.2 |
ENLIGHTENMENT, REVOLUTION, AND NATIONALISM: The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas. These ideals inspired political and social movements. |
(1) |
SS.10.3 |
CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION: Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems. |
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How did Enlightenment thinkers inspire revolutionaries to push for radical changes in government and society?
What were the causes and effects of the French Revolution, and how did the revolution lead to the Napoleonic era?
What technological, social, economic, and cultural changes occurred as the Industrial Revolution took hold?
What are the technological, social, economic effects of the Industrial Revolution?
How did revolutionary ideals in Europe and Latin America ignite uprisings in the first half of the nineteenth century?
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Introduction
Scientific Revolutions
Enlightenment
French Revolution
Latin American Revolutions
Industrial Revolutions
Learning Targets
I can describe how Enlightenment thinkers inspired revolutionaries to push for radical changes in government and society.
I can identify the causes and effects of the French Revolution, and how did the revolution led to the Napoleonic era.
I can compare and contrast the technological, social, economic, and cultural changes that occurred as the Industrial Revolution took place.
I can describe the technological, social, economic effects of the Industrial Revolution.
I can describe how the revolutionary ideals in Europe and Latin America ignited uprisings in the first half of the nineteenth century.
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revolution, Copernicus, Galileo, Thomas Hobbes, John Locke, Baron de Montesquieu, Voltaire, Jean Jacques Rousseau, Catherine the Great, Heliocentric, Enlightenment, Laissez Faire, Mercantilism, Nationalism, Natural Rights, Third Estate, Bastille, Reign of Terror, coup de tat, Napoleon, Maximillien Robespierrs, Napoleonic Code, scorched Earth policy, Declarations of the Rights of Man,absolute monarchy, limited monarchy, dictatorship, Russian Winter, Louis XIV, Bourbon Dynasty, Toussaint L'Ouverture, mercantilism, Spanish colonial class system, Simon Bolivar, Jose de San Martin, Miguel Hidalgo, Monroe Doctrine, encomienda system, Agrarian Revolution, Enclosure Acts, urbanization, Industrial Revolution, Adam Smith, Laissez Faire, union, mass production, interdependent, domestic system, supply & demand, socialism, communism, suffrage, Social Darwinism, Atlantic Migration, Irish Potato Famine, imperialism, proletariat, Karl Max, Communist Manifesto, Fredrick Engels, bourgeosie
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Anayze & Interpret Primary & Secondary Sources, Political Cartoons, Timelines and Geographical Features.
Apply historical knowledge to interpret and argue a point of view on an enduring issue.
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Proficiency Statement
Maps
Worksheets
Videos
Newspaper Articles/Current Events
Photographs
Textbook Chapers 17-21 (a digital copy of the book can be provided to the students if they ask)
Previous Regents Exams
Smartboard
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Teachers can choose to utilize any of these assessments:
Tests/Quizzes
Homework
Constructed Response Questions (CRQ)
Enduring Issues Essay
Class Participation
Vocabulary
Current Events
Pre-Test (*Required Common Assesment for 1st MP*)
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4-5 weeks
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Nationalism
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(1) |
SS.10.2.d.1 |
Students will investigate the role of cultural identity and nationalism in the unification of Italy and Germany and in the dissolution of the Ottoman and Austrian Empires. |
(3) |
SS.10.7.a.1 |
Students will explore Gandhi’s nonviolent nationalist movement and nationalist efforts led by the Muslim League aimed at the masses that resulted in a British‐partitioned subcontinent. |
(3) |
SS.10.7.a.2 |
Students will compare and contrast the ideologies and methodologies of Gandhi and Ho Chi Minh as nationalist leaders. |
(2) |
SS.10.7.c.2 |
Students will examine the creation of the State of Israel and the Arab‐Israeli conflict. |
(1) |
SS.10.8.b.1 |
Students will investigate, compare, and contrast tensions between modernization and traditional culture in Turkey under the rule of Kemal Atatürk and in Iran under the Pahlavis and the Ayatollahs. |
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What effects did nationalism and the demand for reform have in Europe?
How did Britain, France, and the United States slowly extend democratic rights during the 1800s and early 1900s?
How did nationalism and the desire for change shape world events in the early 1900s?
Why have deadly conflicts plagued some regions of the world?
Why does ethnic/religous diversity lead to violent conflict in some regions but not others?
How did Yugoslavia breakup lead to ethnic conflics and cleansing?
What challenes have nations of the developing world faced and what steps have they taken to meet those challenges?
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Nationalism-Part 1 and Part 2
Germany
Italy
India/Pakistan
Arab-Israeli Dispute
Ireland/Northern Ireland
Turkey
Yugoslavia
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nationalism, imperialism, self-determination, Otto von Bismarck, "Blood and Iron", Alsace-Lorraine, Guiseppe Garibaldi, Count Camillo Cavour, Guiseppe Mazzini, Red Shirts, Young Italy, Sepoy Mutiny, Indian National Congress, Amritsar Massacre, Mohandas Gandhi, passive resistance, civil disobedience, Salt March, Nehru, Muslim League, partion, Pakistan, Young Turks, Kemal Ataturk, diaspora, Balfour Declaration, PLO, Yassir Arafet, Gaza Strip, West Bank, Golan Heights, IRA, Bloody Sunday, Slobodan Milosevic, Theodore Herzle, Armenian Massacre, genocide, zionism, Balkan Poweder Keg, ethnic cleansing, human rights violations
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Anayze & Interpret Primary & Secondary Sources, Political Cartoons, Timelines and Geographical Features.
Apply historical knowledge to interpret and argue a point of view on an enduring issue.
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Proficiency Statement
Maps
Worksheets
Videos
Newspaper Articles/Current Events
Photographs
Textbook Chapter 22 (a digital copy of the book can be provided to the students if they ask)
Previous Regents Exams
Smartboard
|
Teachers can choose to utilize any of these assessments:
Tests/Quizzes
Homework
Constructed Response Questions (CRQ)
Enduring Issues Essay
Class Participation
Vocabulary
Current Events
Mid-Term (*Required Common Assesment for 2nd MP*)
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2-3 weeks
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Imperialism
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(1) |
SS.10.1.a.2 |
Students will examine efforts to unify, stabilize, and centralize Japan under the rule of the Tokugawa Shogunate. |
(1) |
SS.10.1.a.3 |
Students will compare and contrast the Tokugawa Shogunate in Japan with France under the rule of the Bourbon Dynasty, looking at the role of Edo and Paris/Versailles, attempts to control the daimyo and nobles, and the development of bureaucracies. |
(1) |
SS.10.1.b.1 |
Students will compare and contrast the Tokugawa and Mughal response to outsiders with attention to the impact of those decisions. |
(1) |
SS.10.1.b.3 |
Students will compare the size of these states, empires, and kingdoms relative to the power they wielded in their regions and in the world. |
(2) |
SS.10.10.a.2 |
Students will examine the articles contained in the UN Universal Declaration of Human Rights. |
(2) |
SS.10.10.c.1 |
Students will examine the atrocities committed under Augusto Pinochet, Deng Xiaoping, and Slobodan Milosevic in light of the principles and articles within the UN Universal Declaration of Human Rights. |
(2) |
SS.10.10.c.2 |
Students will examine and analyze roles of perpetrators and bystanders in human rights violations in Cambodia, Rwanda, and Darfur in light of the principles and articles within the UN Universal Declaration of Human Rights. |
(1) |
SS.10.10.c.3 |
Students will examine the policy of apartheid in South Africa and the growth of the antiapartheid movements exploring Nelson Mandela’s role in these movements and in the post‐apartheid period. |
(1) |
SS.10.3.b.1 |
Students will analyze the factors and conditions needed to industrialize and to expand industrial production as well as shifts in economic practices. |
(1) |
SS.10.3.b.3 |
Students will examine changes and innovations in energy, technology, communication, and transportation that enabled industrialization. |
(1) |
SS.10.3.c.1 |
Students will investigate the social, political, and economic impacts of industrialization in Victorian England and Meiji Japan and compare and contrast them. |
(1) |
SS.10.4.a.1 |
Students will explore imperialism from a variety of perspectives such as missionaries, indigenous people, women, merchants/business people, and government officials. |
(1) |
SS.10.4.a.2 |
Students will trace how imperial powers politically and economically controlled territories and people including direct and indirect rule in Africa (South Africa, Congo, and one other territory), India, Indochina, and spheres of influence in China. |
(1) |
SS.10.4.b.1 |
Students will investigate one example of resistance in Africa (Zulu, Ethiopia, or Southern Egypt/Sudan) and one in China (Taiping Rebellion or Boxer Rebellion and the role of Empress Dowager CiXi). |
(1) |
SS.10.4.b.2 |
Students will investigate how Japan reacted to the threat of Western imperialism in Asia. |
(1) |
SS.10.4.c.1 |
Students will compare and contrast maps of Africa from ca. 1800 and ca. 1914 noting the changes and continuities of ethnic groups and regions, African states, and European claims. |
(1) |
SS.10.5.d.3 |
Students will examine the role of nationalism and militarism in Japan. |
(2) |
SS.10.6.b.2 |
Students will examine the new military alliances, nuclear proliferation, and the rise of the military‐industrial complex. |
(1) |
SS.10.6.b.3 |
Students will examine the reasons countries such as Egypt and India chose nonalignment. |
(3) |
SS.10.7.a.1 |
Students will explore Gandhi’s nonviolent nationalist movement and nationalist efforts led by the Muslim League aimed at the masses that resulted in a British‐partitioned subcontinent. |
(3) |
SS.10.7.a.2 |
Students will compare and contrast the ideologies and methodologies of Gandhi and Ho Chi Minh as nationalist leaders. |
(1) |
SS.10.7.b.1 |
Students will explore at least two of these three African independence movements: Ghana, Algeria, Kenya. |
(2) |
SS.10.7.d.1 |
Students will trace the Chinese Civil War including the role of warlords, nationalists, communists, and the world wars that resulted in the division of China into a communistrun People’s Republic of China and a nationalist‐run Taiwan. |
(2) |
SS.10.7.d.2 |
Students will investigate political, economic, and social policies under Mao Zedong and Deng Xiaoping and compare and contrast these policies. |
(1) |
SS.10.8.a.1 |
Students will investigate the extent to which urbanization and industrialization have modified the roles of social institutions such as family, religion, education, and government by examining one case study in each of these regions: Africa (e.g., Zimbabwe, Kenya, Nigeria, Sierra Leone), Latin America (e.g., Brazil, Argentina, Chile, Mexico), and Asia (e.g., China, India, Indonesia, South Korea). |
(2) |
SS.10.8.b.2 |
Students will explore how changes in technology such as communication and transportation have affected interactions between people and those in authority (e.g., efforts to affect change in government policy, engage people in the political process including use of social media, control access to information, and use terrorism as a tactic). |
(1) |
SS.10.9.a.1 |
Students will explore how information is accessed, exchanged, and controlled and how business is conducted in light of changing technology. |
(2) |
SS.10.9.a.2 |
Students will investigate the causes and effects of, and responses to, one infectious disease (e.g., malaria, HIV/AIDS). |
(2) |
SS.10.9.c.1 |
Students will examine how the world’s population is growing exponentially for numerous reasons and how it is not evenly distributed. |
(2) |
SS.10.9.c.2 |
Students will explore efforts to increase and intensify food production through industrial agriculture (e.g., Green Revolutions, use of fertilizers and pesticides, irrigation, and genetic modifications). |
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Describe 4 motives of new imperialists.
Why did Western industrial nations establish spheres of influence in China rather than colonies as they did in Africa and India?
How did Western industrial powers gain global empires?
How did the colonized peoples of Southeast Asia react to western attempts to dominate the region?
How did the U.S. influence Latin America, specifically Panama?
How did political and economic imperialism influence nations around the world?
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India
Africa
China
Japan
Panama
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imperialism, White Man's Burden, Sepoy Mutiny, Amritsar Massacre, Berlin Conference, Scramble for Africa, Boer War, Zulu Empire, ethnocentrism, Opium War, Open Door Policy, Manchu Dynasty, Dr. Sun YatSen, Treaty of Nanjing/Nanking, Boxer Rebellion, Taiping Rebellion, Tokugawa Shogunate, Meiji Restoration, Commodore Matthew Perry, Bushido, Russo-Japanese War, Sino-Japanese War, westernization
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Anayze & Interpret Primary & Secondary Sources, Political Cartoons, Timelines and Geographical Features.
Apply historical knowledge to interpret and argue a point of view on an enduring issue.
|
Proficiency Statement
Maps
Worksheets
Videos
Newspaper Articles/Current Events
Photographs
Textbook Chapters 24 (a digital copy of the book can be provided to the students if they ask)
Previous Regents Exams
Smartboard
|
Teachers can choose to utilize any of these assessments:
Tests/Quizzes
Homework
Constructed Response Questions (CRQ)
Enduring Issues Essay
Class Participation
Vocabulary
Current Events
Enduring Issues Essay (*Required Common Assesment for 3rd MP*)
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12-15 weeks
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Conflict and Change in the World
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(2) |
SS.10.10.a.2 |
Students will examine the articles contained in the UN Universal Declaration of Human Rights. |
(1) |
SS.10.10.b.2 |
Students will explore international organizations that work to maintain peace, stability, and economic prosperity, and to protect nations and people from oppressive governments and political violence. |
(2) |
SS.10.10.c.1 |
Students will examine the atrocities committed under Augusto Pinochet, Deng Xiaoping, and Slobodan Milosevic in light of the principles and articles within the UN Universal Declaration of Human Rights. |
(2) |
SS.10.10.c.2 |
Students will examine and analyze roles of perpetrators and bystanders in human rights violations in Cambodia, Rwanda, and Darfur in light of the principles and articles within the UN Universal Declaration of Human Rights. |
(1) |
SS.10.10.c.4 |
Students will explore efforts to address human rights violations by individuals and groups including the efforts of Mother Teresa, Aung San Sui Kyi and the Mothers of the Plaza de Mayo. |
(1) |
SS.10.5.a.1 |
Students will compare and contrast long‐ and short‐term causes and effects for World War I and World War II. |
(1) |
SS.10.5.b.1 |
Students will compare and contrast the technologies utilized in both World War I and World War II noting the human and environmental devastation. |
(1) |
SS.10.5.c.1 |
Students will examine international efforts to work together to build stability and peace including Wilson’s Fourteen Points, the Treaty of Versailles, the League of Nations, and the United Nations. |
(1) |
SS.10.5.d.1 |
Students will examine the Russian Revolution and the development of Soviet ideology and nationalism under Lenin and Stalin. |
(1) |
SS.10.5.d.2 |
Students will examine the role of nationalism and the development of the National Socialist state under Hitler in Germany. |
(1) |
SS.10.5.d.4 |
Students will investigate the causes of the Great Depression and its influence on the rise of totalitarian dictators and determine the common characteristics of these dictators. |
(1) |
SS.10.5.e.1 |
Students will examine the atrocities against the Armenians, the Ukrainian Holodomor, and the Holocaust. |
(1) |
SS.10.6.a.1 |
Students will compare and contrast how peace was conceived at Yalta and Potsdam with what happened in Europe in the four years after World War II (i.e., Soviet occupation of Eastern Europe, Truman Doctrine, Berlin blockade, NATO). |
(1) |
SS.10.6.b.1 |
Students will investigate the efforts to expand and contain communism in Cuba, Vietnam, and Afghanistan from multiple perspectives. |
(2) |
SS.10.6.b.2 |
Students will examine the new military alliances, nuclear proliferation, and the rise of the military‐industrial complex. |
(1) |
SS.10.6.b.4 |
Students will explore the era of détente from both American and Soviet perspectives. |
(1) |
SS.10.6.c.1 |
Students will investigate the political reforms of glasnost and economic reforms of perestroika. |
(1) |
SS.10.6.c.2 |
Students will examine the impact of those reforms within the Soviet Union, on the Soviet communist bloc, and in the world. |
(3) |
SS.10.7.a.1 |
Students will explore Gandhi’s nonviolent nationalist movement and nationalist efforts led by the Muslim League aimed at the masses that resulted in a British‐partitioned subcontinent. |
(3) |
SS.10.7.a.2 |
Students will compare and contrast the ideologies and methodologies of Gandhi and Ho Chi Minh as nationalist leaders. |
(1) |
SS.10.7.c.1 |
Students will investigate Zionism, the mandates created at the end of World War I, and Arab nationalism. |
(2) |
SS.10.7.c.2 |
Students will examine the creation of the State of Israel and the Arab‐Israeli conflict. |
(2) |
SS.10.7.d.1 |
Students will trace the Chinese Civil War including the role of warlords, nationalists, communists, and the world wars that resulted in the division of China into a communistrun People’s Republic of China and a nationalist‐run Taiwan. |
(2) |
SS.10.7.d.2 |
Students will investigate political, economic, and social policies under Mao Zedong and Deng Xiaoping and compare and contrast these policies. |
(2) |
SS.10.8.b.2 |
Students will explore how changes in technology such as communication and transportation have affected interactions between people and those in authority (e.g., efforts to affect change in government policy, engage people in the political process including use of social media, control access to information, and use terrorism as a tactic). |
(2) |
SS.10.9.a.2 |
Students will investigate the causes and effects of, and responses to, one infectious disease (e.g., malaria, HIV/AIDS). |
(1) |
SS.10.9.b.1 |
Students will compare and contrast arguments supporting and criticizing globalization by examining concerns including: * free market export‐oriented economies vs. localized sustainable activities * development of a mixed economy in China and its role in the global economy * multinational corporations and cartels (e.g., Organization of Petroleum Exporting Countries) * roles of World Trade Organization, World Bank, International Monetary Fund and microfinance institutions * economic growth and economic downturns (e.g., recession, depression) on a national and a global scale * economic development and inequality (e.g., access to water, food, education, health care, energy) * migration and labor * ethnic diversity vs. homogenization (e.g., shopping malls, fast food franchises, language, popular culture) |
(2) |
SS.10.9.c.1 |
Students will examine how the world’s population is growing exponentially for numerous reasons and how it is not evenly distributed. |
(2) |
SS.10.9.c.2 |
Students will explore efforts to increase and intensify food production through industrial agriculture (e.g., Green Revolutions, use of fertilizers and pesticides, irrigation, and genetic modifications). |
(1) |
SS.10.9.c.3 |
Students will examine strains on the environment such as threats to wildlife and degradation of the physical environment (i.e., desertification, deforestation and pollution) due to population growth, industrialization, and urbanization. |
(1) |
SS.10.9.d.3 |
Students will examine threats to global security such as international trade in weapons (e.g., chemical, biological, and nuclear), nuclear proliferation, cyber war, and terrorism including a discussion of the events of September 11, 2001. |
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How did the alliance system that developed in the early 1900s help cause WWI?
How did technology affect how wars were fought?
How did the Treaty of Versailles punish Germany?
What caused WWI and the Russian Revolution, and what effect did they have on world events?
What political and economic challenges did the Western world face in the 1920s and 19030s? How did various countries react to these challenges?
Both Germany under Hitler and the Nazis and the Soviet Unkon under Stalin and the Communists were totalitarian states. How was totalitarian rule similar in these two countries? How did Nazi totalitarianism differe from that of the Communist Soviet Union?
Was participation by the U.S. crucial to winning WWII?
What did it take to defeat aggressive world powers during WWII?
What conflicts emerged between the former Allies after the end of WWII?
How did the Cold War develop?
How did the Cold War shape political and econmoic life in individual nations?
Describe how the Cold War came to an end.
Which factors allowed N. Vietnam to achieve victory over South Vietnam? What were some consequences of North Vietnam's victory in Vietnam and other parts of Southeast Asia?
What were the main successes and failures of the Chinese Communist Revolution?
How might the history of Korea have been different if United Nations forces had ot stepped in to oppose the North Korean invasion in 1950?
How did the U.S. and the Soviet Union confront each other around the world during the Cold War?
Why was the Berlin Wall built and how did it highlight the relationship between communism and democracy.
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WWI
Between the Wars/Rise of Dictators
WWII
Cold War
Chinese Communist Revolution
Collapse of European Imperialism
Conflict and change in the Middle East
Collapse of the USSR
Changes in Latin America
Changes in modern technology
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nationalism, miliatarism, Triple Alliance & Entente, Archduke Franz Ferdinand, Treaty of Brest-Litovsk, Lusitania, Zimmerman Note, armistice, Alsace-Lorraine, reparations, Treaty of Versailles, League of Nations, trench warfare, arms race, propaganda, war guilt clause, imperialism, assassination, Bloody Sunday, totalitarianism, Bolshevik Revolution, Vladimir Lenin, dictatorship, Five Year Plans, Josef Stalin, purges, command economy, collectiviation, Weimar Republic, Benito Mussolini, Adolf Hitler, Nazism, Fascism, Great Depression, Stock Market Crash, New Economic Policy, genocide, Human Rights Violations, Ukraine, Munich Conference, Sudetenland, appeasement, HOlocaust, Nuremberg Laws, final solution, Blitzkrieg, Winston Churchill, Pearl Harbor, D-Day, Bataan Death March, Hiroshima, Nagasaki, Rape of Nanjing, United Nations, atomic bomb, island hopping
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Anayze & Interpret Primary & Secondary Sources, Political Cartoons, Timelines and Geographical Features.
Apply historical knowledge to interpret and argue a point of view on an enduring issue.
|
Proficiency Statement
Maps
Worksheets
Videos
Newspaper Articles/Current Events
Photographs
Textbook Chapters 26, 27, 28, 30, 31, 32, 33, 34 (a digital copy of the book can be provided to the students if they ask)
Previous Regents Exams
Smartboard
|
Teachers can choose to utilize any of these assessments:
Tests/Quizzes
Homework
Constructed Response Questions (CRQ)
Enduring Issues Essay
Class Participation
Vocabulary
Current Events
Global Regents (*Required Common Assesment for 4th MP*)
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