Social Studies HS Guide

● WH Standard 4.3: Students will describe the complex cultures of indigenous societies, such as those in: Polynesia, Sub-Saharan Africa, Australia, and the Americas. ○ Learning Intention #1: (Focuses on the Americas, but it is not limited to this example.) ■ Students will describe the complex cultures of indigenous societies, such as those in the Americas. ● WH Standard 4.4: Students will analyze the long-term effects of the Columbian exchange. ○ Learning Intention #1: ■ Students will analyze the long-term effects of the Columbian exchange. ● WH Standard 4.5: Students will compile and corroborate primary sources as evidence to explain the impact of global exchange and colonization. ○ Learning Intention #1: ■ Students will compile primary sources as evidence to explain the impact of global exchange and colonization. ○ Learning Intention #2: ■ Students will corroborate primary sources as evidence to explain the impact of global exchange and colonization. NOTE: Students should develop skills associated with history to construct arguments using historical thinking skills. Of particular importance in a world history course is developing the reading, thinking, and writing skills of historians. These skills are vertically aligned throughout the curriculum guide with the intent to support the skills needed for students to become critical thinkers and to think like an historian. ● Historical Thinking Skills: World History Standard 3 ○ Corroboration • What do other documents say? • What claims does the author make? • What evidence does the author use? • What language (words, phrases, images, symbols) does the author use to persuade the document's audience? • How does the document's language indicate the author's perspective? POSSIBLE GUIDING AND INQUIRY QUESTIONS ● How and why do historians create terms such as “Columbian Exchange”? ● How did the Columbian Exchange change life on almost every continent? ● How did the Renaissance change life on almost every continent? ● What impact did colonization have on the development of the concept of race and the growth of racism? ● What factors led to Europe’s rise from a relative backwater region to a global power? ● Why did some societies continue to live as hunter-gatherers or Stone Age farmers when most societies around the world adopted metallurgy, intensive agriculture, complex trade networks, and intricate bureaucratic governments? VOCABULARY • Do the documents agree? If not, why? • What are other possible documents? • What documents are most reliable? ○ Close Reading

● colonization ● Renaissance ● Reformation