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Curriculum Map
Course: World History I
Department: Social Studies
Course Purpose:
This first year of a two-year sequence in world history helps students to develop a
perspective on how both the past and change relate to their life experience through the
process of historical inquiry, and how civilizations have been profoundly influenced by
ideals and belief systems. Students will access, analyze, and synthesize information from
primary and secondary sources to learn to reflect, think critically and reason with evidence as
they develop a broad perspective and understanding of the development of human
civilization through the Ancient, Classical, Medieval and Early Modern periods. This
broadened perspective will allow students to develop tolerance and respect for others and
their beliefs in both the local and global communities. Students will effectively
communicate their understanding through written and performance-based common learning
experiences and assessments.
Major Learning Goals and Understandings:
Understanding the development of human civilizations and their components, with an
emphasis on the influence of major religions, philosophies and belief systems, and how the
past and change relate to students’ own life experiences are the major concepts explored
throughout the year. Understanding Time, Continuity and Change and the Development of
Human Civilization form the foundation of World History I; embedded within the
exploration of these is the foundation of democratic ideals and practices, the development of
various political systems, examples of conflict and cooperation, the development of global
interdependence, the influence of geography on the development of civilizations, the role of
cultural diversity in the development of civilizations and in conflicts between them, and how
technological developments contributed to the development of civilizations.
In addition, Students will learn how to write and speak persuasively and reason with
evidence through essays, library research papers, silent and spoken debates, historical role
plays and mock trials.
Units:
1. Early Civilizations
2. Classical Civilizations: Greece
3. Classical Civilizations: Rome
4. Middle Ages: Islam
5. Middle Ages: Europe
6. Middle Ages: China and Japan
7. European Renaissance and Reformation
Authors: Jennifer Wood and Michael McElwee
Date: June 27, 2008
Unit 1: Ancient Civilizations
Grade: 9
Subject: Social Studies
Course: World History I
Length of Unit: 4 weeks
Essential Questions
 What makes a civilization and how did Ancient Civilizations evolve?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
The students will know:
Development of Human Civilization
3.15 Know the major characteristics
and contributions of significant
ancient civilizations
3.16 Understand the significant
philosophical and religious
contributions of the Hebrews
3.17 Explain and analyze examples of
cultural diffusion and spread of ideas
and beliefs in the ancient world
Geography and Society
7.14 Describe how people impact and
depend on their physical environment
in early river valley civilizations
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Political Systems
2.11 Identify and explain the
legitimate and illegitimate use of
power and authority through law
codes and the building of the Great
Pyramid
Why civilizations began in river
valleys.
The common characteristics of
early civilizations and examples
from Sumer and Egypt
How Sumerians, Mesopotamians,
and Babylonians developed the
Fertile Crescent.
Why the Babylonians and
Hebrews developed Hammurabi’s
Code and the Ten
Commandments.
The development of ethical
monotheism by the Hebrews
Examples of cultural diffusion in
the ancient world
The students will be able to:
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Reason with evidence to defend a
position on the building of the
Great Pyramid.
Analyze and Interpret meaning of
Hammurabi’s Code and the Ten
Commandments.
Analyze the long term effects of
Hebrew beliefs on the
development of western
civilization.
Evaluate historical artifacts to
determine qualification for
meeting the requirements of a
“civilization.”
Analyze the impact of geography
on early civilizations
Sort and categorize facts in
proving qualification of
civilization
Stage II – Common Assessments
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Reading for Information: Epic of Gilgamesh (Refer to anchor sets and CAPT RFI rubric) (3.17)
Practice CAPT essay: Was the Great Pyramid a wonder or a waste? (Departmental reasoning with evidence
rubric) (3.15, 2.11)
Common test task: Visual Analysis – Does this place qualify as a civilization based on this artifact? (Refer to
anchor sets) (3.15, 3.16)
Common test task: Map – How did geography impact early river civilizations? (Students will accurately
identify the geographic features and civilizations of the ancient world) (7.14)
Stage III– Core/Assured Learning Experiences
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What is CAPT? PowerPoint with Reading for Information tips and exemplars
RFI debriefing PowerPoint student self-score and reflection
Evidence/Arguments/Thesis instruction, exemplars, and worksheet for CAPT essay
Pyramid video and video guide addressing EQ: What makes a civilization and how did Ancient Civilizations
evolve?
Primary source analysis: compare and contrast Hammurabi’s Code and the Ten Commandments
Visual Analysis: Evaluation of historical artifacts to determine qualification for civilization
Map skills: Students will create a map of the Ancient world
Unit 2: Classical Civilizations: Greece
Grade: 9
Subject: Social Studies
Course: World History I
Length of Unit: 4 weeks
Essential Questions
 Why is Greece considered a classical civilization and what is its legacy to modern America?
 What is the role of a citizen in a democracy?
Stage I - Standards
Primary EU’s and Content
Standards
Democratic Ideals and Practices
1.8 know the basic principles,
values and beliefs of Athenian and
American democracy.
1.15 know the importance of
participation, public service and
leadership in Athenian and American
life and the role of a citizen in
democracy.
1.21 identify characteristics of
an effective citizen in Athenian and
American democracy.
Key Content Knowledge and Concepts/Skills
The students will know:
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Political Systems
2.5 compare the balance the
between individual rights and
societal needs in Sparta and Athens.
2.10 analyze and evaluate the
advantages and disadvantages
of major political systems
including monarchy, democracy, and
dictatorship.
2.11 identify and explain the
legitimate and illegitimate use
of power and authority in Sparta,
Athens, and America.
Development of Human Civilization
3.15 know the major
characteristics and
contributions of classical Greece.
3.16 understand the contributions of
democracy, polytheism, and
philosophy of classical Greece.
3.17 explain and analyze
examples of cultural diffusion
and adaptation, and the spread
of ideas and beliefs.
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How the geography of Greece
influenced the development of
polis, characteristics of the citystates, trade, and cultural
diffusion.
How Athenian democracy
developed, the roles of a citizen
in a democracy, and the legacy of
Athenian democracy to modern
America democracy.
How Greek art, architecture,
philosophy, culture, and
government gave birth to Western
civilization and continues to
influence the world today.
The positive and negative effects
of the Persian and Peloponnesian
Wars (impact on relations
between Athens and Sparta, and
changes in Athens that led to the
trial of Socrates)
The global legacy of Alexander
the Great’s conquests and the
Hellenistic world (cultural
diffusion and adaptation).
The students will be able to:
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Compare and contrast values,
traditions, governments, and
beliefs of Athenians (arête) and
Spartans through primary source
analysis of Pericles’ Funeral
Oration.
Analyze the advantages and
disadvantages of monarchy,
democracy, and dictatorship
through comparison of Athens
and Sparta and through excerpts
from Plato’s Allegory of the
Cave.
Infer from Greek art, architecture,
and myths what Greeks valued.
and how they viewed themselves
Synthesize and evaluate the
balance between individual rights
and societal needs and the role of
a citizen in a democracy by
judging the guilt or innocence of
Socrates
Analyze point of view to evaluate
“how great” Alexander really
was.
Formulate factual, analytical and
evaluative questions
Conflict and Cooperation
5.9 analyze causes and effects of the
Persian Wars, Peloponnesian Wars,
and Alexander the Great’s conquests.
5.10 understand the immediate and
long term results of the Persian Wars,
Peloponnesian Wars, and Alexander
the Great’s conquests.
Geography and Society
7.11 identify the physical and cultural
features of the Peloponnese and the
Aegean Sea that influenced how the
Greeks lived.
Stage II – Common Assessments
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Reading for Information: Pericles’ Funeral Oration (Refer to anchor sets and CAPT RFI rubric) (1.15, 1.21, 2.5,
2.10, 2.11, 5.10)
Written mock trial debriefing (Rubric assessing: Understanding of Big Ideas/EU’s, Use of specific historical
evidence from the unit and trial, and clear, polished written expression) (1.8, 1.15, 1.21, 2.5, 2.10, 5.9, 5.10)
Common test task: Map - – How did geography impact classical Greece? (Students will accurately identify the
geographic and features of Greece and the Aegean world) (7.11)
Suggested: Alexander the Great debate – How “great” was Alexander? (Refer departmental debate rubric)
(2.10, 5.9, 5.10)
Stage III– Core/Assured Learning Experiences
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Read-Aloud active reading lesson: Teacher will model active reading in preparation for the Pericles’ Funeral
Oration RFI
Primary source analysis: Plato’s Allegory of the Cave
Compare and Contrast American and Athenian democracy Venn diagram
Trial procedures lesson: how to conduct a mock trial and how to ask factual, analytical and evaluative questions
Mock trial vocabulary quiz/check for understanding
Mock trial: Socrates of Athens
Map skills: Student created map of the Greek world
Suggested: How “great” was Alexander? pros/cons T-chart
Suggested: Design and draw a classical Greek vase as a means of expressing arête in either Sparta or Athens
Unit 3: Classical Civilizations: Rome
Grade: 9
Subject: Social Studies
Course: World History I
Length of Unit: 6 weeks
Essential Questions
 Why is Rome considered a classical civilization and what is its legacy to modern America?
 How and why do empires rise, sustain themselves, and decline?
 How and why did Christianity develop and spread?
Stage I - Standards
Primary EU’s and Content
Standards
Democractic Ideals and Practices
1.9 describe how representative
government, including various
freedoms, historically evolved in the
Roman Republic.
1.10 know the principles of
representative government reflected
in the 12 Tables, Justinian’s Code and
the rule of law.
Political Systems
2.10 analyze and evaluate the
advantages and disadvantages of
major political systems including
monarchy, republic, dictatorship, and
empire.
2.11 identify and explain the
legitimate and illegitimate use
of power and Roman triumvirates,
dictators and emperors.
Development of Human Civilization
3.15 Know the major characteristics
and contributions of classical Rome.
3.16 Understand the significant
philosophical and religious
contributions of classical Rome.
3.17 Explain and analyze examples of
cultural diffusion and adaptation, and
the spread of ideas and beliefs.
Time, Continuity and Change
4.16 Consider multiple perspectives
and analyze multiple viewpoints of
Julius Caesar.
4.18 Challenge arguments of the
historical inevitability of the decline
and fall of Rome.
Science, Technology and Society
11.8 Analyze the historical impact of
scientific and technological advances
Key Content Knowledge and Concepts/Skills
The students will know:
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Rome’s geographic and mythical
origins (Romulus and Remus
story), and how the Etruscans
served as a cultural bridge
between Greeks and Romans
The evolution of Roman
Republican government
(struggles between partricians and
plebeians, Twelve Tables,
dictators/reformers i.e. the
Gracchi) and its legacy to our
American Republican
government
How the Roman empire
developed and the challenges and
effects of expansion: Roman
army, expansion of citizenship
and assimilation, role of Roman
technology, engineering and
trade, causes and effects of the
Punic Wars, rise of dictators and
powerful generals, civil wars)
Significance of and key
developments in Julius Caesar’s
rise and fall and Caesar
Augustus’ rise
The legacy of the culture,
technology and values of Romans
during the Pax Romana to
modern American civilization
How Christianity developed and
spread during the Pax Romana
The major factors for the decline
of the Roman Empire (split of the
Empire into east and west,
economic problems including
disruption of trade and the impact
of slavery, political corruption,
social challenges such as bread
and circuses, Germanic attacks
The students will be able to:
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Analzye and interpret the
meaning and significance of
Twelve Tables and Justinian’s
Code in establishing the
concept of the rule of law;
compare and contrast with
modern American law
Analyze point of view to
evaluate whether Julius Caesar
was a friend or foe of the
Roman people
Argue the pros and cons of
empire and evaluate: were the
benefits of empire worth the
loss of the Republic?
Identify and differentiate
between short-term and longterm causes of the decline of
the Roman Empire
Hypothsize and determine the
extent of Rome’s legacy to
modern American civilization
Analyze Jesus’ Sermon on the
Mount and predict the effect
on Roman values
Construct meaning and make
generalizations about the role
of religion in Byzantine
politics and culture through
analysis of Byzantine art and
architecture.
Locate resources in a variety
of source formats appropriate
to their information need.
on Roman civilization.
Information Accessing
1.12.2 Students understand principles
of library and information systems
organization to recognize and locate
resources in a variety of source
formats appropriate to their
information need.
1.12.4 Students will demonstrate
ability to extract and organize
relevant information from a variety of
source formats.
1.12.5 Students will demonstrate
ability to synthesize information to
answer a question or support a thesis
position.
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and military problems, and the
impact of Christianity)
Rise of the Byzantine Empire and
the legacy of Justinian
Stage II – Common Assessments
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Reading for Information: Roman Army (Refer to CAPT rubric) (2.11, 3.15, 3.17, 11.8)
Silent debate: Julius Caesar – Friend or foe of the Roman people? (Assessment criteria: Does the student take a
clear and reasoned stance and support their assertion with accurate historical arguments and evidence in written
form?, also refer to departmental silent debate rubric) (2.10, 2.11, 4.16)
Common test questions on the Roman Republic and laws, the development and spread of Christianity and the
reasons for Rome’s decline (anchor sets TBD by team) (1.9, 1.10, 3.15, 3.16, 3.17, 4.18)
Library research project product (format, criteria for assessment, and rubric TBD by team) (3.15, 3.16, 3.17,
11.8, Information Accessing 1.12.2, 1.12.4, 1.12.5)
Stage III– Core/Assured Learning Experiences
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Primary source analysis: 12 Tables of Roman Law, Justinian’s Code, and Jesus’ Sermon on the Mount
Scan and Run active reading strategy in preparation for Roman Army RFI
Evidence/Arguments/Thesis instruction, exemplars, and worksheet for Julius Caesar silent debate
Roman City video and video guide
Graphic organizer on the causes of Rome’s decline
Library instruction and research project: Rome’s legacy to modern American culture (Information Accessing
Standards 1.12.2, 1.12.4, 1.12.5)
Map skills: Student create map of Roman expansion and empire
Unit 4: Middle Ages: Islam
Grade: 9
Subject: Social Studies
Course: World History I
Length of Unit: 5 weeks
Essential Questions
 How and why did Islam develop and spread?
 How does Islam affect culture, government and human behavior?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
The students will know:
Political Systems
2.12 understand the role and
status of human rights within
Islam, including treatment of
conquered peoples and women’s
rights
Development of Human Civilization
3.15 know the major
characteristics and contributions of
Islamic Civilization
3.17 explain and analyze
examples of cultural diffusion
and adaptation, and the spread of
Islam through conquest, religious
fervor and trade
Time, Continuity and Change
4.16 Consider multiple perspectives
and analyze multiple viewpoints of
Islamic beliefs and practices
Identity and Belonging
8.10 identify, describe, and express
appreciation for the influences of
Islam on an individual’s daily life
Cultural Diversity
9.10 apply an understanding of
Islamic culture as an integrated whole
that includes language, art,
technology, traditions and values.
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How Islam developed and spread
throughout the Middle East and
North Africa (Muhammad’s
revelations, hijra, conquest,
treatment of conquered people,
religious fervor and conversion,
trade and cultural diffusion)
How Islam affected daily life,
government and provided rules
for behavior (Five Pillars, sharia,
caliphs, Sunni/Shiite split, Jihad,
and the role of women)
How the scientific and cultural
achievements of the Muslim
Golden Age reflected religious
devotion (art, architecture,
calligraphy, medicine, science,
math, and technology)
How Islam’s main beliefs
compare with Muslim practices
today
The students will be able to:
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Analyze and interpret passages
from the Qu’ran to recognize
intended meaning and how Islam
spread
Demonstrate understanding of the
Five Pillars through visual
representation
Demonstrate empathy and
tolerance and other points of view
through primary source analysis
of Islamic dress
Detect bias in contemporary
Islamisist writings (i.e.
Muhammad Atta/Osama bin
Laden)
Compare and contrast Sunni and
Shiite beliefs and practices in a
Venn diagram
Identify the significance of
Muslim Golden Age
achievements
Use evidence to construct
arguments and a thesis to write a
CAPT style essay on Islamic
dress
Stage II – Common Assessments
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Five Pillars illustration common test question (Assessment criteria: does the drawing cleary and accurately
convey the impact of Islam on an individual’s daily life) (anchor sets and rubric TBD by team) (3.15, 4.16,
8.10, 9.10)
Reading for Information: Muhammad’s Last Sermon (Refer to CAPT RFI rubric) (2.12, 3.17, 4.16, 9.10)
Practice CAPT essay: Islamic Dress (Assessment criteria: Does the student take a clear and strong stand and
support it with accurate evidence from the documents?, also refer to CAPT Writing Across the Disciplines
rubric) (2.12, 3.15, 3.17, 4.16, 8.10, 9.10)
Common test question: How does Islamic culture reflect Islamic beliefs? (anchor sets and rubric TBD by team)
(3.15, 8.10, 9.10) (Assessment criteria: Does the student cite and explain specific relevant historical examples to
show Islam’s impact on culture?)
Stage III– Core/Assured Learning Experiences
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Active reading questions formulation worksheet in preparation for Muhammad’s Last Sermon RFI
Illustration of the Five Pillars
Evidence/Arguments/Thesis instruction, exemplars, and worksheet for Islamic Dress CAPT
Compare and Contrast Sunni/Shiite beliefs and practices Venn diagram
Islam: Empire of Faith video and video guide addressing EQ: How did Islam develop and spread?
Unit 5: Middle Ages: Europe
Grade: 9
Subject: Social Studies
Course: World History I
Length of Unit: 6 weeks
Essential Questions
 How did religion affect culture, government, and human behavior in Europe during the Middle
Ages?
 Why did the Middle Ages end?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
Political Systems
2.10 analyze and evaluate the
advantages and disadvantages of
 The political, social, economic,
 Reason with evidence to
major political systems
and intellectual and cultural
formulate a thesis about the
including monarchy, feudalism, and
effects of the collapse of Roman
effectiveness of Charlemagne’s
theocracy
rule on Western Europe
leadership and understand
2.11 identify and explain the
 How the Catholic church
medieval values
legitimate and illegitimate use of
preserved learning and provided a
 Formulate questions about the
power and authority by monarchs
measure of security in the early
influence of religion and major
such as Charlemagne and by the
Medieval world (monasteries,
events on medieval life
Catholic Church
church hierarchy, canon law,
 Understand point of view and
heresy, excommunication,
demonstrate empathy by writing
Development of Human Civilization
3.15 know the major characteristics
interdict, sacraments )
in the role of a medieval noble or
and political, philosophical, religious,
 How Charlemagne used religion
serf
and cultural contributions of Medieval
to solidify and expand his power
 Recognize Muslim, Byzantine,
Europe and the Catholic Church
and empire and the effects of his
and European point of view on
3.17 explain and analyze examples of
conquests on Europe
the Crusades and detect bias
cultural diffusion and adaptation, and
 Why and how the feudal system
through analysis of primary
the spread of ideas and beliefs
developed, its characteristics, and
source documents
its advantages and disadvantages
 Make inferences about Joan of
Time, Continuity and Change
4.16 Consider multiple perspectives
(feudal hierarchy, manor system,
Arc’s role in the Medieval
and analyze multiple viewpoints of a
serfdom, knights/code of
religious and political struggle
person, event, or issue
chivalry)
 Distinguish between causes and
 How the Church and political
effects of the Crusades, Black
Cooperation and Conflict
5.10 understand the causes and
leaders struggled for power
Death, Great Schism, and the
immediate and long-term results of
throughout the Middle Ages (lay
Hundred Years War
the Crusades
investiture, concordat of Worms)
 Understand multiple causation to
 The accomplishments of the High
examine why the Middle Ages
Identity and Belonging
8.10 identify and describe the
Middle Ages (agricultural
ended
influences of Catholicism and
revolution, the rise of towns and
 Infer and make predictions
feudalism on a medieval individual’s
the guild system, the building of
through primary source analysis
daily life
cathedrals, and the founding of
of the Magna Carta
universities, the Magna Carta)
Science, Technology and Society
11.9 analyze the social impact
 The major causes and effects of
of technological developments
the events that ended the Middle
stemming from the Crusades, the
Ages, including the Hundred
Agricultural Revolution, and the
Years War, the Black Death, the
Hundred Years’ War on medieval
Crusades, and scholars who
values, beliefs and
challenged the Church
attitudes
Stage II – Common Assessments
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Middle Ages Diary assessment: Serf vs. Noble (Assessment criteria: Does the student cite and explain specific
relevant historical examples to show the impact of Catholicism and feudalism on an individual’s daily life, in
written form?) (2.10, 2.11, 3.15, 4.16, 8.10)
Reading for Information: Joan of Arc (Assessment criteria: refer to CAPT RFI rubric, anchor sets TBD by
team) (2.10, 2.11, 4.16)
Common test question: Why did the Middle Ages end? (Assessment criteria: Does the student cite specific
historical examples to synthesize their understanding of the causes of the end of the Middle Ages?) (2.11, 3.15,
3.17, 5.10, 11.9)
Stage III– Core/Assured Learning Experiences
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Student created visual representation of the Medieval manor
Charlemagne: Holy Barbarian video and video guide addressing the EQ: the EQ: How did religion affect
culture, government, and human behavior in Europe during the Middle Ages?
Evidence/Arguments/Thesis instruction, exemplars, and worksheet for “Charles the Great?”
The Black Plague Simulation
Cathedral video and video guide answering the EQ: How did religion affect culture, government, and human
behavior in Europe during the Middle Ages?
Reading for Information: Children and the Plague practice, self-evaluation and reflection in preparation for the
Joan of Arc RFI
Point of View: The Crusades primary and secondary source analysis
Suggested: Medieval News at 5 performance task
Unit 6: Middle Ages: China and Japan
Grade: 9
Subject: Social Studies
Course: World History I
Length of Unit: 4 weeks
Essential Questions
 How did Chinese civilization flourish and progress despite changes in leadership?
 Was China the most advanced civilization by1600?
 How did Japan adopt and adapt Chinese culture?
Stage I - Standards
Primary EU’s and Content
Key Content Knowledge and Concepts/Skills
Standards
The students will know:
The students will be able to:
Political Systems
2.11 identify and explain the
legitimate and illegitimate use of
 The major cultural and
 Analyze primary source
power and authority
technological, political, economic
documents (Samurai Instructs His
by Chinese Emperors
and philosophical achievements
Son, Marco Polo at the Mongol
of the Qin, Han, Sui, Tang, Song,
Court, Prince Shotoku
Development of Human Civilization
3.11 explain the sources, causes and
Yuan, and Ming dynasties and
Constitution)
effects of religion and belief systems
their impact.
 Identify the impact or
on people and culture
 The role and influence of the
significance of Chinese
3.15 know the major characteristics
Dynastic Cycle and philosophies
technological developments
and contributions of Golden Age
on Chinese rule (Mandate of
 Detect bias through Marco Polo’s
China and Japan
Heaven and Dynastic Cycle,
account of the city of Kinsay
3.17 explain and analyze
Legalism, and the influence of
 Identify the pros and cons of
examples of cultural diffusion
Confucianism and the civil
Mongol rule in China to evaluate
and adaptation, and the spread
service bureaucracy).
its effects on China and the
of ideas and beliefs from China to
 How Mongol rule reflected a
Chinese people
Japan
belief in religious tolerance and
 Evaluate the strengths and
cultural diffusion and the effects
weaknesses of the Dynastic Cycle
Time, Continuity and Change
4.15 Create an historical narrative of
on China.
 Interpret and draw conclusions
Chinese Dynasties revealing trends,
 How Japan’s geography affected
from maps about Japan’s
patterns, and continuity
the development of its culture
geography and culture
4.16 Consider multiple perspectives
(Ring of Fire, tsunamis, typhoons,
 Make generalizations about
and analyze multiple viewpoints of
Shinto)
cultural diffusions and cultural
Mongol rule in China
 How Japan adopted and adapted
borrowing between China and
aspects of Chinese culture (Prince
Japan
Geography and Society
7.11 Identify the physical and
Shotoku constitution,
 Compare and contrast feudalism
cultural features of Japan that
Confucianism, Buddhism,
in Europe and Japan
influenced how people lived
Legalism, art and architecture)
 Major achievements of Japanese
Science, Technology and Society
11.6 Analyze the impact of
Golden Age culture (Heian
technology on Chinese society and
period)
global relationships
 How Japanese feudalism
compared with European
feudalism (emperor, daimyo,
Information Accessing
1.12.4 Students will demonstrate
samurai, code of Bushido)
ability to extract and organize
relevant information from a variety of
source formats.
1.12.5 Students will demonstrate
ability to synthesize information to
answer a question or support a thesis
position.
Stage II – Common Assessments
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Reading for Information: Samurai Instructs his Son (refer to CAPT RFI rubric, anchors sets TBD by team)
(3.11, 3.15, 3.17)
Chinese Dynasty and Inventions Poster Gallery Walk written debriefing questions answering the EQs: How did
Chinese civilization flourish and progress despite changes in leadership? and Was China the most advanced
civilization by 1600? (2.11, 3.11, 3.15, 3.17, 4.15, 4.16, 11.6, Information Accessing 1.12.4, 1.12.5)
Common test task: How did Japan adopt and adapt Chinese culture? (Assessment criteria: Does the student
provide and analyze specific historical examples of Japanese cultural borrowing in their written answers?)
(3.11, 3.17, 11.6)
Common test task: Map – How did geography affect Japanese culture? (7.11)
Stage III– Core/Assured Learning Experiences
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Compare and contrast European and Japanese Feudalism Venn diagram
Primary source analysis: Prince Shotoku Constitution (shows evidence of Chinese influence on Japanese culture
and politics)
Primary source analysis: Marco Polo at the Mongol Court (detecting bias and evidence of Mongol policies
supporting cultural diffusion and tolerance)
Map skills: How did geography affect Japanese culture?
Chinese inventions chart – What was the impact and significance of various Chinese technologies
Library Research Project: Chinese Dynasty and Inventions Poster (Rubric and project parameters to be designed
by team) - Information Accessing Standards 1.12.4, 1.12.5
Suggested: Last Khan of Khan’s video and video guide answering EQs: How did Chinese civilization flourish
and progress despite changes in leadership? and Was China the most advanced civilization by1600?
Unit 7: European Renaissance and Reformation
Grade: 9
Subject: Social Studies
Course: World History I
Length of Unit: 6 weeks
Essential Questions
 How do new ideas challenge old ways of thinking?
 Do these new ideas lead to progress?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
The students will know:
Development of Human Civilization
3.15 know the major
characteristics and contributions of
significant Renaissance writers, artists
and scholars
3.16 understand the impact of
humanism and Christian humanism
on Western values and civilization
3.18 describe the causes and
consequences of the Protestant
Reformation
Time, Continuity and Change
4.16 Consider multiple perspectives
and analyze multiple viewpoints of
the Protestant Reformation
4.17 Create and evaluate historical
arguments in order to reach accurate
conclusions about the past
Cooperation and Conflict
5.10 understand the immediate and
long-term results of conflict over
religion
Global and Community
Interdependence
6.8 understand how the ‘Opening of
the Atlantic’ impacted social and
economic interdependencies between
Europe and the Americas
Information Accessing
1.12.2. Students understand principles
of library and information systems
organization to recognize and locate
resources in a variety of source
formats appropriate to their
information need.
1.12.3 Students will develop a search
strategy to access advanced
references, indexes, dictionaries and
special subject sources.
1.12.4 Students will demonstrate
ability to extract and organize
relevant information from a variety of
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How and why the Renaissance
began in Italy (impact of the
Crusades and Mediterranean
trade, legacy of Roman culture,
urban centers)
How to define humanism and
assess its impact on Renaissance
Italy’s culture, politics, and way
of life and how it represents
modern Western values
The major cultural
accomplishments of Renaissance
artists and thinkers (Leonardo da
Vinci, Raphael, Michelangelo,
Machiavelli, Brunelleschi,
Castiglione, etc.)
The causes, effects and
characteristics of the Northern
Renaissance (Christian
Humanism, printing press, art,
literature)
The causes and effects of the
Protestant Reformation (Christian
humanism, Luther’s 95 Theses,
Peasant Revolt of 1524, Peace of
Augsburg, Calvin’s Institutes of
the Christian Religion, Protestant
work ethic, the Special Case of
England, Catholic CounterReformation)
How the Renaissance and
Reformation represent the
beginnings of the modern period
(Exploration and Colonization,
Columbian Exchange, the seeds
of the Enlightenment and
Scientific Revolution, and
capitalism)
The students will be able to:
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Concept attain: humanism
Analyze Primary Sources: how
do selected (at teacher’s
discretion) art, architecture and
literary pieces represent new
ideas and challenge old ways of
thinking
Identify and explain the impact of
humanism on Renaissance
culture, government and society
Understand multiple causation
and explain the effects of the
Italian Renaissance, Northern
Renaissance, Protestant
Reformation, Catholic CounterReformation, and Exploration
Predict the impact of the
Renaissance Reformation on
Europe: how do these represent
“modern” ideas and will they lead
to progress?
Consider multiple perspectives
and analyze multiple viewpoints
to create historical arguments
and evaluate the validity of the
Protestant Reformation
Evaluate the role of individuals
in creating new ideas that lead to
progress and challenge old ways
of thinking
Formulate factual, analytical and
evaluative questions (Martin
Luther mock trial)
source formats.
Stage II – Common Assessments
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Reading for Information: The Age of Exploration (TBD by team; assessed with CAPT RFI rubric; anchor sets
to be created by team) (3.16, 6.8)
Student presentation: Renaissance humanism reflected in art and architecture (Assessment criteria: Does student
show how the selected art or building demonstrates the influence of humanism during the Renaissance, does
student clearly connect the historical content to an EU, does the student clearly present the information in
spoken format) (3.15, 3.16, Information Accessing 1.12.2, 1.12.3, 1.12.4)
Written mock trial debriefing in short answer format (Rubric assessing: Understanding of Big Ideas/EU’s, Use
of specific historical evidence from the unit and trial, and clear, polished written expression) (3.16, 3.18, 4.16,
4.17, 5.10)
Stage III– Core/Assured Learning Experiences
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Mock Trial vocabulary quiz/check for understanding
Renaissance Art and Architecture Library Research (PowerPoint, poster, Wiki or paper TBD by team)
Mock Trial: Martin Luther
Art terminology PowerPoint: comparison of medieval and Renaissance art; how to analyze a painting or
building
Suggested: Renaissance Art video and video guide addressing EQ: How do new ideas challenge old ways of
thinking?