Download Unit Topic: Georgia Literature Grade: 8th Subject

Unit Topic: Emerging Global World
Grade: 9 Subject: World/Adv. World History
Dates: 10/7-17
Teachers: Kitchens/Richards
GPS and Elements
Addressed
SSWH8 The
student will
demonstrate an
understanding of
the development of
societies in Central
and South America.
a. Explain the rise
and fall of the
Olmec, Mayan,
Aztec, and Inca
empires.
b. Compare the
culture of the
Americas; include
government,
economy, religion,
and the arts of the
Mayans, Aztecs, and
Incas.
What students should
KNOW/DEMONSTRATE
The ancient American societies rose
and fell for various reasons.
SSWH11 Students
will investigate
political and social
changes in Japan
and in China from
the seventeenth
century CE to midnineteenth century
CE.
a. Describe the
policies of the
Tokugawa and Qing
rules; include how
Oda Nobunaga laid
the ground work for
the subsequent
Tokugawa rulers and
how Kangxi came to
rule for such a long
period in China.
b. Analyze the
impact of population
growth and its
impact on the social
structure of Japan
and China.
In both Japan and China during the
period 1600-mid 19th century,
increasing absolute/centralized power
developed.
The ancient American societies were
both similar and different to each other
and societies in different regions of the
world governmentally, economically,
religiously, and artistically.
What students should
BE ABLE TO DO
Compare and contrast
characteristics of the
various ancient
American societies.
Key Vocab: Olmec, Maya, Aztec,
Inca
Increasing population led to greater
centralization as a way to keep people
under the ruler’s authority.
Key Vocab: Tokugawa, Oda
Nobunaga, Kangxi, Qing
Understand how
increasing population
puts strain on a
society’s resources,
often leading to
greater centralization
in order to keep order
in a society.
Evidence
 Regular: jigsaw
activity and creation
of graphic organizer
 Advanced: Student
presentations,
Emerging Global
Empires
 Regular and
Advanced: TicTac-Think activity
 Both: Test MCQs
 Regular and
Advanced:
discussion of impact
of increasing
population using
modern examples as
well as Tokugawa
Japan and Ming and
Qing China.
 Regular and
Advanced: Tic-TacThink Activity
 Advanced: Student
Presentations,
Emerging Global
Empires
 Test Questions
SSWH12 The
student will
examine the origins
and contributions
of the Ottoman,
Safavid, and
Mughal empires.
a. Describe the
geographical extent
of the Ottoman
Empire during the
rule of Suleyman the
Magnificent, the
Safavid Empire
during the reign of
Shah Abbas I, and
the Mughal Empire
during the reigns of
Babur and Akbar.
b. Explain the ways
in which these
Muslim empires
influenced religion,
law, and the arts in
their parts of the
world
SSWH10 The
student will analyze
the impact of the
age of discovery
and expansion into
the Americas,
Africa, and Asia.
a. Explain the roles
of explorers and
conquistadors;
include Zheng He,
Vasco da Gama,
Christopher
Columbus,
Ferdinand Magellan,
James Cook, and
Samuel de
Champlain.
b. Define the
Columbian
Exchange and its
global economic and
cultural impact.
c. Explain the role of
improved technology
Students will recognize the major
accomplishments of the Ottoman,
Safavid, and Mughal empires,
including geographical extent and
contributions to law, religion, and the
arts.
Key Vocab: Ottoman, Safavid,
Mughal, Suleiman, Shah Abbas,
Babur, Akbar
Students will understand the impact of
the Age of Discovery on both
Europeans and other peoples of the
world.
Students will understand the
importances of Hernan Cortes,
Francisco Pizarro, Zheng He, Vasco da
Gama, Christopher Columbus,
Ferdinand Magellan, James Cook, and
Samuel de Champlain.
Students will define the Columbian
Exchange and describe its positive and
negative impacts.
Students will understand that new
technologies in European exploration
allowed Europeans to explore new
territories.
Key Vocab: Age of Discovery,
conquistador, Zheng He, Vasco da
Gama, Christopher Columbus,
Ferdinand Magellan, James Cook,
Recognize the
geographical location
of the empires.
Explain the major
accomplishments of
each of the empires’
“Golden Ages” as
exemplified through
the listed ruler.
Explain the uses of
each of the major
technological
advances used by
Europeans in the Age
of Discovery.
Students will explain
how the age of
exploration and
discovery affected
everyone involved.
Based on a listing of
characteristics,
students will identify
and explain the roles
of various European
explorers.
 Regular and
Advanced: Map
Activity
 Regular: jigsaw and
creation of graphic
organizer
 Advanced: Student
Presentations,
Emerging Global
Empires
 Regular and
Advanced: Tic-TacThink Activity
 Test Questions
 Regular and
Advanced: Create a
graphic organizer
listing major
advances and their
uses.
 Regular and
Advanced: after
reading and
discussing some of
Columbus’s
writings, determine
what was the main
motivation for
European
exploration.
 Regular and
advanced: Write a
paragraph
explaining how the
Age of Discovery
and Exploration and
the Columbian
Exchange affected
everyone involved
in European
exploration; include
the astrolabe.
Samuel de Champlain, Hernan Cortes,
Francisco Pizarro, Columbian
Exchange, astrolabe, sextant, magnetic
compass, lateen sail, caravel
both positively and
negatively.
Advanced: continue
with whether the
Age of Exploration
should be
considered an
overall positive or
negative.
 Regular and
Advanced: Created
graphic organizer
listing major
accomplishments of
various explorers.
 Regular and
Advanced:
Mapping the
Columbian
Exchange
 Regular and
Advanced: Tic-TacThink Activity
 Test questions
Ongoing Standards




Big Ideas from Standards:
 See “Know/Demonstrate”
Enduring Understandings:
 Conflict causes change
 Technological Advances have intended and unintended consequences.
UNIT ESSENTIAL QUESTION
How are European, Asian, African, and early American societies affected through their interactions during the
Age of Discovery and Exploration?
LIST THE ESSENTIAL QUESTION FOR EACH OF THE ACQUISITION LESSONS
 How were the various Atlantic, Later Islamic, Chinese, and Indian Ocean Empires similar and different?
 How did the actions of explorers like Zheng He, Vasco Da Gama, Christopher Columbus, Ferdinand
Magellan, James Cook and Samuel de Champlain help forge a global world?
 What was the Columbian Exchange, and how did it affect the peoples involved?
CULMINATING (SUMMATIVE) ASSESSMENT (Performance, Project, Major Test, Etc.: Provide Rubric)
Type
Description
1.
Unit Test
Regular: MCQ, cumulative; Advanced: MCQ and writing, advanced
2.
Emerging Global
Empires Project (Adv)
3.
Columbian Exchange
DBQ or Atlantic Slave
Trade DBQ (Adv)
Students, in pairs, will be assigned one of the major Asian, Middle Eastern,
African, or Ancient American civilizations as seen during the Age of
Exploration. They will then create, by any means they deem worthy, a
presentation and one-page graphic organizer teaching about their topic.
Students write an original essay based on documentary evidence.
FORMATIVE ASSESSMENT(S) TO BE USED TO DETERMINE MASTERY
1. Quizzes
2. Writing Prompts such as “Write a paragraph explaining how the Age of Discovery and Exploration and the
Columbian Exchange affected everyone involved both positively and negatively. Advanced: continue with
whether the Age of Exploration should be considered an overall positive or negative.”
3. Discussion of various topics
EXTENDING/REFINING MINI-LESSONS/LESSONS
Describe in detail 2 or more Activities (comparison/contrast, cause/effect, error analysis, classifying, evaluation,
summarizing, justification, inductive, deductive, example to idea, analyzing perspectives, writing prompts,
abstraction). Attach Graphic Organizers and Rubrics
Type
Describe Lesson
1. Cause/Effect
Students read and analyze a selection of writings from Columbus and Bartolome
de las Casas. Students then determine the causes and effects of the Columbian
Exchange and the Age of Discovery.
2. Writing Prompts
Students respond to various writing prompts throughout the unit.
LAUNCH ACTIVITY
Link to Prior Knowledge (Cognitive Thinking Strategies; KWL; Word Splash; Anticipation Guide; Prediction;
Flexibility Web)
Bellringers
Key Vocabulary (Word Map): (see attached)
Review (Provide Advance Organizer): (see attached)
DIFFERENTIATION
Describe in detail at least two activities/assessments that will be used to differentiate content, process, product
or learning environment. May be differentiated for readiness, interests, or learning profiles.
Content; Process; Product; or
Readiness;
Describe Activity
Learning Environment
Interests, or
Learning Profiles
1. Content/Process/Product/Learning Readiness
While regular students will complete jigsaws
Environment
on the ancient American societies and later
Muslim empires, advanced students will
complete the Emerging Global Empires Project
described above with many more empires of
the time, as described in the AP World History
course description.
2. Product
Interest/Learning
Students will have choices of assignments as
Profiles
3. Content/Product
an overall summarization of the unit.
Interest
Advanced students will choose whether to
write a DBQ on the Atlantic Slave Trade or
Columbian Exchange.
SYSTEMATIC REVIEW PLAN
Student-Teacher Questions, last day of unit
Bellringers on Daily Basis
Tic-Tac-Think Activity
RESOURCES



Textbook
AP World History Course Description
Various Primary Sources from multiple anthologies, including Columbus’s Journal and de las Casas’s
History of the Indies