Download World History - Asbury Park School District

Asbury Park School District
Name of Unit: Beginnings of Civilization
4 million B.C. – 200 B.C.
Unit #/Duration: 1/12 weeks
Content Area: World Studies
Grade Level: 9, 10
Big Idea: Fossil evidence shows that the earliest humans originated in Africa and spread across the globe. The study of early
human remains and artifacts helps in understanding our place in human history.
Essential Questions:
 Why do civilizations rise and fall?
 In what ways did the Neolithic Revolution change
political, social and economic organization?
 How did early civilizations/river valley civilizations
adapt and modify their environments to meet their
needs?
 In what ways were early belief systems and religions the
same of different?
 Why did classical civilizations develop, expand and
ultimately decline?
 What features did early civilizations share? What
features were specific to a location?
 What new methods for obtaining food and the
development of technology laid the foundations for
modern civilization?
 How did the development of agriculture case an increase
in population and the growth of a settled way of life?
 How did Egyptians build the pyramids?
 How were the monuments built by the Egyptians stand
as a testament to their ancient civilization?
 How is the culture of India today connected to the
civilization of the early Indus cities?
 How did the early rulers shape Chinese civilization?
 What developed from Hinduism and Buddhism?
 How were global kingdoms and empires built?
 What conditions favor empire building?
 Why did neighboring civilizations participate in cultural
exchange as well as conflict?
 Where did fossil evidence show the earliest humans
originated from across the globe?
 How does early human remains and artifacts help in
understanding our place in human history?
I Can Statements:
 I can list human achievements during the Stone Age.
 I can trace emergence of modern humans.
 I can state discoveries about early humans.
 I can list technological and artistic achievements of the
Paleolithic Age.
 I can describe the Neolithic Revolution.
 I can explain the growth of villages.
 I can explain how villages grew into cities.
 I can list the characteristics of civilization.
 I can describe how the city of Ur exemplifies early
civilizations.
 I can summarize how geography affected culture in the
Fertile Crescent.
 I can describe city-states and how other cultures learned
about them.
 I can describe Sumerian religious beliefs, social structure
and technology.
 I can explain the influence of Sumer on later civilizations.
 I can summarize the effect of geography on the
development of Egyptian culture.
 I can explain how Egypt united into a kingdom.
 I can describe ancient Egyptian religion, social structure
and technology.
 I can explain the decline of the Old Kingdom.
 I can describe the impact of geography on the Indus
Valley culture.
 I can describe Indus Valley cities and culture.
 I can list theories about the decline of Indus Valley
civilization.
 I can explain the effects of geography on cultural
development in China.
 I can describe the growth and structure of the Shang
Dynasty.
 I can summarize the rise and fall of Zhou Dynasty.
 I can summarize the history and beliefs of the ancient
Hebrews.
 I can identify key events in the history and decline of
Egypt’s New Kingdom.
Common Core State Standards:
6.2.12.C.1.c - Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization.
6.2.12.C.1.d - Determine the effects of increased global trade and the importation of gold and silver from the New World on inflation in Europe, Southwest
Asia, and Africa.
6.2.12.C.1.e - Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europe’s
interactions with Islam and Asia provided the necessary tools for European exploration and conquest.
6.2.12.D.1.d - Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in
Spanish colonies laid the foundation for conflict.
6.2.12.C.1.e - Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and Europeans in the
Spanish and Portuguese colonies.
6.2.12.A.2.c - Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute
monarchy and the English limited monarchy).
6.2.12.B.2.a - Relate the geographic location of Italian city-states to the fact that Italy was the center of the Renaissance.
6.2.12.B.2.b - Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the
practice of religion in the New World.
6.2.12.C.2.a - Relate the development of more modern banking and financial systems to European economic influence in the world.
6.2.12.D.2.a - Determine the factors that led to the Renaissance and the impact on the arts.
6.2.12.D.2.b - Determine the factors that led to the Reformation and the impact on European politics.
6.2.12.D.2.c - Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the
Renaissance.
6.2.12.D.2.d - Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their
physical and spiritual worlds.
6.2.12.D.2.e - Assess the impact of the printing press and other technologies developed on the dissemination of ideas.
6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of
people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as
socially and ethically responsible world citizens in the 21st century.
6.2.8.A.2.a Explain why different ancient river valley civilizations developed similar forms of government.
6.2.8.A.2.b Explain how codifying laws met the needs of ancient river valley societies.
6.2.8.A.2.c Determine the role of slavery in the economic and social structures of ancient river valley civilizations.
6.2.8.B.2.a Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the
sustainability of ancient river valley civilizations.
6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq;
Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of
these civilizations, then and now.
6.2.8.C.2.a Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class
system in ancient river valley civilizations.
6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations.
6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in ancient river valley civilizations.
6.2.8.D.2.c Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of
growth and decline.
6.2.8.D.2.d Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies.
6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of
people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as
socially and ethically responsible world citizens in the 21st century.
6.2.8.A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems)
used by the rulers of Rome, China, and India to control and unify their expanding empires.
6.2.8.A.3.b Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of
classical civilizations.
6.2.8.A.3.c Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the
United States Constitution.
6.2.8.A.3.d Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United States citizens today, and evaluate how
citizens perceived the principles of liberty and equality then and now.
6.2.8.A.3.e Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early
systems influenced the current legal system.
6.2.8.B.3.a Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of
each of the classical civilizations and provided motivation for expansion.
6.2.8.B.3.b Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise. C.
Economics, Innovation, and Technology
6.2.8.C.3.a Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China.
6.2.8.C.3.b Explain how the development of a uniform system of exchange facilitated trade in classical civilizations.
6.2.8.C.3.c Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand
military capabilities, to improve life in urban areas, and to allow for greater division of labor.
6.2.8.D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality.
6.2.8.D.3.b Relate the Chinese dynastic system to the longevity of authoritarian rule in China.
6.2.8.D.3.c Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China
6.2.8.D.3.d Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies.
6.2.8.D.3.e Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity,
Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization.
6.2.8.D.3.f Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.
6.2.12.A.1.a Compare and contrast the motivations for and methods by which various empires (e.g., Ming, Qing, Spanish, Mughal, or Ottoman) expanded,
and assess why some were more effective than others in maintaining control of their empires.
6.2.12.B.1.a Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European political and military control in
Africa, Asia, and the Americas by the mid-18th century.
6.2.12.B.1.b Determine the role of natural resources, climate, and topography in European exploration, colonization, and settlement patterns.
6.2.12.C.1.a Compare and contrast the economic policies of China and Japan, and determine the impact these policies had on growth, the desire for colonies,
and the relative positions of China and Japan within the emerging global economy.
6.2.12.C.1.b Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New
World’s economy and society.
6.2.12.C.1.c Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization.
6.2.12.C.1.d Determine the effects of increased global trade and the importation of gold and silver from the New World on inflation in Europe, Southwest
Asia, and Africa.
6.2.12.C.1.e Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europe’s
interactions with Islam and Asia provided the necessary tools for European exploration and conquest.
6.2.12.D.1.a Assess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native
Americans.
6.2.12.D.1.b Compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest Asia, Europe, and
the Americas.
6.2.12.D.1.c Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and Americans.
6.2.12.D.1.d Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in
Spanish colonies laid the foundation for conflict.
6.2.12.D.1.e Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and Europeans in the
Spanish and Portuguese colonies.
6.2.12.D.1.f Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies.
CCSS.ELA-Literacy.RH.9-10.1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and
origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events
or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded
them.
CCSS.ELA-Literacy.RH.9-10.4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or
economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 - Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they
include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 - Assess the extent to which the reasoning and evidence in a text support the author's claims.
CCSS.ELA-Literacy.RH.9-10.9 - Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS.ELA-Literacy.RH.9-10.10 - By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band
independently and proficiently.
Texts
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Primary Text:
Ancient World History, Patterns of Interaction;
McDougal Littell; Chapter 1-4
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Secondary/Supplemental Texts:
Gilgamesh
French cave sculpture
The Code of Hammurabi
Assyrian Letters
Suggested Instructional Activities/Strategies
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Oral Presentations
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Multi-media Presentations
Cooperative Group Projects/Activities
Interpretation: Cave paintings; French cave sculpture;
Group/Class discussion: Discuss why it matters now: The development of this civilization reflects a settlement pattern
that has occurred repeatedly throughout history.
Analyze Key Concepts
Compare and Contrast: Patterns of living: Paleolithic Period and the Neolithic Revolution.
Notebooks/Journals: Discuss why it matters now: The development of this civilization reflects a settlement pattern that
has occurred repeatedly throughout history.
Research Projects/Paper: Many of the monuments built by the Egyptians stand as a testament to their ancient civilization.
Maps and Various Skills Worksheets
Guided Reading and Review Worksheets
Viewpoint Activity Worksheets
Thematic Essay: Neolithic Revolution Neolithic Revolution - Technology Geography Hammurabi
Primary Source Worksheets
Vocabulary Word Maps
Document-Based Questions: Revolutions: Non-political Turning Points - Neolithic
Timelines
Lessons on the following topics:
 Stone Age
 Paleolithic Age and Neolithic Revolution
 Sumerian religious beliefs, social structure and technology
 Geography and its after on culture in the Fertile Crescent
 Egyptian culture
 Indus Valley cities and culture
 Shang Dynasty: family structure, religion and technology
 Zhou Dynasty
 Indo-Europeans
 Aryan invasion of India
 Hittite empire and effects of its technology on other societies
 Buddhism
 Phoenicians
 Minoan civilization
 History and beliefs of the ancient Hebrews
 Egypt’s New Kingdom
Teacher Resources
Classzone.com
 Graphic Organizers
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Activity Maker
Chapter Assessment Internet Activity
Power Point Guide
Audio Downloads
Maps
Chapter Quizzes
Teacher Toolkit
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Skill builder Handbook (Found in back of book Ancient World History pages R1-R37)
http://topdocumentaryfilms.com/crash-course-worldhistory/
http://topdocumentaryfilms.com/historys-turning-points
www.khanacademy.com
www.biography.com
http://www.loc.gov (Library of Congress)
http://www.pbslearningmedia.org/ (PBS Teacher Source)
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http://www.historyteacher.net/
www.studyisland.com
www.bbc.co.uk (BBC News)
www.educationworld.com
www.discoveryschool.com
www.historyteacher.com
www.history.com (The History Channel)
www.museumoftolerancenewyork.com
www.chhange.org
www.teachertube.com
www.awesomestories.com
teachervision
Worldhistory lesson plans and resources
Best History Lessons
Vocabulary
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Domain Specific Academic Vocabulary (Tier 3)
Hominid
Paleolithic Age
Neolithic
Ziggurat
Theocracy
Feudalism
Indo-Europeans
Jainism
Minoans
Phoenicians
Monotheism
Legalism
Autocracy
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General Academic Vocabulary (Tier 2)
Artifact
Culture
Technology
Nomad
Domestication
Civilization
Specialization
Artisan
Institution
Scribe
Cuneiform
Barter
Delta
Pharaoh
Pyramid
Mummification
Hieroglyphics
Papyrus
Subcontinent
Monsoon
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Migration
Caste
Karma
Reincarnation
Enlightenment
Nirvana
Tribute
Covenant
Bureaucracy
Satrap
Assessments
Formative Assessments:
 Do Now Activities
Summative Assessment:
 Quizzes
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Homework
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Reading and Writing Assignments
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Journal Entries
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Performance Tasks
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Class discussions
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Unit Test
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Collaborative group work
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Timeline creation
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Self-reflections
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Small group work
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Think pair share
Type
Differentiation/Scaffolding
(for example ELL, students who are classified, struggling learners, etc.)
Visual
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Guided reading; Picture books; Graphic novels; short videos; excerpts from films; Study
guides; Graphic organizers
Auditory
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Listening stations; Read aloud.
Kinesthetic
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Role playing; Skits; Debates.
Language Development
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Cooperative learning strategies to facilitate peer assistance to all students; Guided reading;
Vocabulary.
Appendix 1
(graphic organizers, rubrics, websites, activities, manipulatives, sample assessments, etc.)
Guiding/Topical Questions:
1. In what ways did the Neolithic Revolution change political, social and economic organizations?
2. How did early civilizations/river valley civilizations adapt and modify their environments to meet their needs?
3. In what ways were early belief systems and religions the same or different?
4. Why did classical civilizations develop, expand and ultimately decline?
5. What features did early civilizations share? What features were specific to a location?
Appendix 2
(Quad D Exemplar Lesson Plan)
Phase 1: Define the Lesson
Lesson Title:
Did Emperor Shi Huangdi Improve China?
Subject:
World History
Grade Level:
9-10
Lesson Description:
This inquiry leads students through an investigation of the actions, policies and laws of Emperor
Shi Huangdi of the Qin dynasty, 220-21- BCE. By investigating the compelling auesion “Did
Emperor Shi Huangdi improve China?” students evaluate whether Shi Huangdi’s policeis and
practices ultimately hurt or helped Chinese society. By investigating historical sources, students
will assess the extent to which the measures shi Huangdi took to unify China (politically,
geographically and culturally) ultimately improved Chinese society and, if so, for whom. It is
important to note that this inquiry will require prerequisite knowledge of historical events and
ideas. Teachers should introduce the inquiry after students have studied classical China and
established Chinese philosophies including Confucianism, Daoism, and legalism.
Lesson Duration:
1-2 weeks
Outcomes (enduring understandings, essential questions, or guiding themes):
o Classical civilization in Eurasia and Mesoamerica employed a variety of methods to expand
and maintain control over vast territories.
o They developed lasting cultural achievements.
o Internal and external forces led to the eventual decline of these empires.
Phase 2: Plan and Prepare
Common Core State Standards:
State Standards:
Objectives:
 To find what geographic factors encouraged and hindered a state’s/empire expansion and
interactions.
 To show how empires used beliedf systems, systems of law, forms of government, military
forces and social hierarchies to consolidate and expand power.
Assessment:
 Gathering, Using and Interpreting Evidence.
 Chronological Reasoning and Causation
 Comparison and Contextualization
 Summary writing
 Evidence-based claim
Learning Environment:
Classroom; whole group; small group discussions; independent work.
Academic and Domain-Specific Vocabulary:
Empire, society, standardization, legalism.
Behavioral Expectations/Procedures:
 Gathering, using and Interpreting Evidence
 Chronological Reasoning and Causation
 Comparison and Contextualization
 Using journals to gather
 Collaborating with classmates
Materials (Teacher): Resources:
White board, chart paper
http://www.c3teachers.org/wp-content/uploads/2015/09/NewYork_9_China.pdf
Materials (Students):
Journals, pencils/pens, text book “Ancient World History”, computer
Phase 3: Teach
Lesson Introduction
Do Now: Quick write: Answer the question: Is it possible for one single person to improve a
society? Did EmperorShi Huangdi improve China?
Opening: Display and examine photographs of the Terra-cotta Army and Great Wall of China.
What does this communicate about the ruler responsible for them? Discuss (Turn and Talk).
Write thoughts in journal. What is significant about these images?
Flow (Teach) Quadrant D Model
Multiple short segments of instruction (including evidence of investigation, justification, realworld application
 Supporting Question 1: How did Shi Huangdi unify China politically?
- Formative Performance Task: List the actions Shi Huangdi took to unite the
former warring States.
- Featured Sources: Map of the Warring States period in China; excerpts from
“the Five Vermin”; “Memorial on Annexation of Feudal States”.
 Supporting Question 2: How did Shi Huangdi’s reform standardize society?
- FPT: Write a summary of the laws and reforms passed by Shi Huangdi that
unified China through standardization.
- Sources: Image bank: Objects showing the accomplishments of Shi
Huangdi..
 Supporting Question 3: To what extent did Shi Huangdi’s treatment of opponents
diminish his success?
- FPT: Develop a claim supported by evidence about the extent to which Shi
Huangdi’s harsh treatment of his opposition diminished his success.
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Sources: “Memorial of the Burning of the Books”; Excerpt from The Records
of the Grand Historian; Killing the Scholars and Burning the Books.
Checks For Understanding/Feedback: Question student’s information to validate their position.
Ie… Supporting questions, formative performance tasks.
Student’s argument should have evidence while acknowledging competing perspectives.
Differentiation:
 Utilize cooperative learning strategies to facilitate peer assistance to all students.
 Adapt the inquiries in order to meet needs and interests of particular students.
Assessment:
Students complete journal entry, complete with textual evidence (from text
book or other sources)
- Formative Performance Tasks
- Collaborative work
- Group/Class Discussions
Summative Performance Task:
- Construct an argument that addresses the compelling question using specific
claims and historical evidence while acknowledging competing views.
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Homework/Extension:
- Have students create Great Wall of China. Each student would complete a
“brick” that represents different elements of this time period for China.
- Investigate how suppressing freedom of speech affects a society.
- Research current policies of suppression of freedom of speech in China and
individuals who are currently imprisoned for criticizing the Chinese
government (e.g. Chinese poet and Nobel Peace Prize laureate Liu Xiaobo)
Foundations of Effective Instruction
Phase 1: Define the Lesson
Lesson Title:
Subject:
Grade Level:
Lesson Description:
Lesson Duration:
Outcomes (enduring understandings, essential questions, or guiding themes):
Phase 2: Plan and Prepare
Common Core State Standards:
State Standards:
Objectives:
Assessment:
Learning Environment:
Academic and Domain-Specific Vocabulary:
Behavioral Expectations/Procedures:
Materials (Teacher):
Materials (Students):
Phase 3: Teach
Lesson Introduction
Do-Now:
Opening:
Flow (Teach) Quadrant D Model
Multiple short segments of instruction (including evidence of investigation, justification, real-world application):
Checks for Understanding/Feedback:
Differentiation:
Closing
Assessment:
Homework/Extension: