Download Unit Timeline: 9 weeks - Kansas City Public Schools

World History Social Studies SY 2015-2016
Unit 1 Name: Unit (1) Ancient World; World Religions; Middle Ages
Essential Questions:
What were the characteristics of the world’s first civilizations?
How did the Nile influence the rise of the powerful civilization of Egypt?
How did religion and learning play important roles in ancient Egyptian civilization?
How have scholars learned about India’s first two civilizations, the Indus and the Aryan?
What characteristics defined the civilization that developed in China under its early rulers?
How did government and culture develop as Greek city-states grew?
How did war with invaders and conflict among Greeks affect the city-states?
What values formed the basis of Roman society and government?
What led to the decline of the Roman Republic and the rise of the Roman empire?
How did the worship of only one God shape Judaism?
In what ways were society and religion intertwined in ancient India?
How did Christianity emerge and then spread to become the official religion of the Roman empire?
How did Confucianism and Daoism teach people to live their lives?
What messages, or teachings, did Muhammad spread through Islam?
How did feudalism and the manor economy emerge and shape medieval life?
How did the Church play a vital role in medieval life?
How did monarchs in England and France expand royal authority and lay the foundations for united
nation-states?
How did the Crusades change life in Europe and beyond?
Unit Timeline: 9 weeks
Assessments:
Required
Quarterly: Achievement Series On-line District
Assessment (Multiple Choice)
Common Formatives:
Writing Tasks
Quizzes
Vocabulary Checks
Chapter Assessments
World History Social Studies SY 2015-2016
Academic Vocabulary
Ancient World
Fertile Crescent
Mesopotamia
Hierarchy
Cuneiform
Hammurabi
Codify
Delta
Dynasty
Monopoly
Warlord
Polis
Monarchy
Oligarchy
Democracy
Aristocracy
Mercenary
Plebian
Republic
Tyrant
Patrician
Imperialism
Phalanx
World Religions
Messiah
Apostle
Martyr
Clergy
Heresy
Monotheistic
Patriarchal
Ethics
Prophet
Diaspora
Reincarnation
Sect
Caste
Clan
Dynastic Cycle
Filial Piety
Acculturation
Monsoon
Mecca
Sunni
Shiite
Caliph
Middle Ages
Medieval
Vassal
Fief
Knight
Feudalism
Chivalry
Manor
Serf
Secular
Canon Law
Excommunication
Guild
Middle Class
Magna Carta
Habeas Corpus
Parliament
Crusades
Inquisition
Reconquista
Epidemic
Schism
Inflation
World History Social Studies SY 2015-2016
MO Learning Standards (CCSS)
Learning Standard #1
Describe the basic features that define civilization and describe how civilizations have changed over time.
SS. Aa.
Learning Standard #2
Describe the main features of Sumerian civilization and explain how the advances in learning made by
the Sumerians left a lasting legacy for later peoples to build on. SS. Aa.
Learning Standard #3
Describe the ways in which religious beliefs shaped the lives of ancient Egyptians. SS. 1. a.
Learning Standard #4
Define the three types of government that developed in the Greek city-states. SS. 1. a.
Learning Standards #5
Outline how the Roman republic was structured and governed. SS. 1. a.
Learning Standard #6
Analyze the moral and ethical ideas of Judaism. SS. 6. k.
Learning Target #7
Outline the essential beliefs of Hinduism. SS. 6. k.
Learning Standard #8
Analyze how the Caste system shaped India and describe how family and village life shaped India. SS. 6.
m.
Learning Standard #9
Describe the religious and belief systems that developed in early China and analyze why many Chinese
people accepted Buddhist ideas. SS. 6. k. m.
Learning Standard #10
Outline the essential beliefs of Confucianism and Daoism. SS. 6. k.
Learning Target #11
Summarize the teachings of Jesus and how they were spread and outline the development of the early
Christian Church. SS. 6. k.
Learning Target #12
Explain how feudalism shaped medieval society and analyze how the economic system of the manor
worked and how it affected peasants and nobles. SS. 1. a.
Learning Target #13
Explain the causes and effects of the Crusades and summarize how Christians in Spain carried out the
Reconquista. SS. 1.
World History Social Studies SY 2015-2016
Addressing Content
Strategies
The Ancient World
Pre-teach the
vocabulary:
 3x5 cards
 Frayer models
 Sentence stems
 Writing with lists
I can explain how the advances in
learning made by the Sumerians
left a lasting legacy for later
peoples to build on.
City-States of Ancient Sumer
Pages 30-34
I can evaluate the importance of
the first written code of law I
human history.
Invaders, Traders, and Empire
Builders
Pages 36-43
I can analyze how the Egyptians
viewed the afterlife and how their
religious beliefs shaped their
society.
Ancient Egypt, Sections 3 and 4
Pages 44-56
I can use text-based evidence to
describe the three types of
Interact with New
Knowledge
Activities
Practice and Deepen New
Knowledge
Review content. Guided practice.
Assign in-class work.
Review new content by using
guided reading, re-teaching and
enrichment sources.
* See Social Studies
Vocabulary Strategies at
www.core-learning.com
Make use of print and
on-line visuals: maps,
infographics,
biographies, etc.
Use digital resources:
mentimetor.com;
Quizlet.com;
b.socrative.com.
Use video clips:
http://videoclips.mrdo
nn.org/worldhistory.ht
ml ; history
channel.com ; pbs.org
Provide a note taking
template or graphic
Re-Question: In pairs, students
prepare a list of questions on Cities
of Ancient Sumer or the first
empires in Mesopotamia. They
trade lists, answer the questions.
Then they trade back and grade
each other’s answers.
Students create a graphic organizer:
Mummies and Pyramids
Generate and Test Hypotheses about
new knowledge.
Engage students in problem solving and
investigational tasks.
Writing task:
Descriptive writing: monarchy,
oligarchy, and aristocracy.
Writing task:
Compare and contrast: limited
democracy in ancient Greece with
representative democracy in the
Roman Republic.
Writing task:
Exposition: Feudalism - the relationship
between lords and vassals.
Possible Research Projects:
Ancient Egypt
Ancient Greece
Ancient Rome
World Religions
* A sample rubric and instruction template
is available.
Use higher educational resources:
sheg.stanford.edu;
World History Social Studies SY 2015-2016
governments that developed in
the Greek city-states.
organizer for reading or
language support.
I can use text-based evidence to
describe the political and ethical
ideal developed by Greek
philosophers.
Use essential questions
to facilitate lecture and
to keep focus on
vocabulary and key
terms.
Ancient Greece
Pages 112-142
I can use text-based evidence to
describe how the Roman Republic
was structured and governed.
I can use text-based evidence to
describe the impact of the Pax
Romana.
Ancient Rome
Pages 150-177
World Religions
I can analyze the moral and
ethical ideas of Judaism.
Judaism
Pages 57-61
zinnedproject.org.org;
www.teachci.com;
Venn diagram: Compare Athens
and Sparta
Timeline: The Peloponnesian War
Assign in-class work
from text, online or
other enrichment
sources.
Review new content by
using guided reading,
re-teaching and
enrichment sources.
Timeline: The Fall of Rome
World History Social Studies SY 2015-2016
I can analyze the essential beliefs
of Hinduism.
Activities
I can analyze the key teachings of
Buddhism.
Hinduism & Buddhism
Pages 76-82
I can analyze the teachings of
Confucius.
I can analyze the key teachings of
Daoism.
Confucianism & Daoism
Pages 92-100
I can analyze the teachings of
Jesus and summarize how they
were spread.
Christianity
Pages 166-171
I can analyze the key teachings of
Islam.
Islam
Pages 304-309
The Middle Ages
I can describe how feudalism
shaped medieval society.
Make use of print and
on-line visuals: maps,
infographics,
biographies, etc.
Provide a note taking
template or graphic
organizer for reading or
language support.
Venn diagram: Compare Buddhism
and Hinduism
Timeline: The prophet
Muhammed’s life
Students create a graphic organizer:
The Five Pillars
Re-Question: In pairs, students
prepare a list of questions on
Confucianism or Daoism. They
trade lists, answer the questions.
Then they trade back and grade
each other’s answers.
World History Social Studies SY 2015-2016
I can analyze how the economic
system of the manor worked and
how it affected the nobles and
the peasants.
The Early Middle Ages
Pages 214-236
I can explain how the Church
shaped medieval life.
I can use text-based evidence to
describe the causes and effects of
the Crusades.
The Late Middle Ages
Pages 244-260
Unit Resources:
1. Prentice Hall World History,
2014 update. Ellis & Esler- text
2. Prentice Hall World History,
2014 update. Ellis & Esler-online
resources.
Intervention Strategies:
Write a double-entry journal on the
causes and effects of the Crusades.
World History Social Studies SY 2015-2016
1. Shared reading, choral
reading, round robin reading,
re-quest reading, team or pair
practice with identify main
points/summarize/paraphrase,
think-pair-share. (Marzano –
collaborative learning)
2. Re-teach using bell ringers,
review and exit cards
Accommodations and Modifications:
Accommodations:
Strategic seating, extra time, more guided practice with teacher, opportunity to synthesize, analyze, critique and apply concepts in writing; repetition and drill,
strategic teaming/grouping of students.
Modifications:
Classroom: Students are allowed extra time for completion, including taking assignments to after school tutoring or taking assignments home as homework, or
students are not penalized for non-completion of all tasks. Students are allowed to express thoughts in picture format, graphic panels, captioned pictures or
stand-alone visual representations such as bulleted lists, numbered lists, and timelines. Students are not penalized for spelling or arithmetic errors. On
computer projects, students are not penalized for errors in formatting works cited lists. Students are not penalized for submitting fewer pages and or showing
less depth of topic understanding on PowerPoint slides. Students are allowed to paste pictures with captions in lieu of written paragraphs on computer-based
writing projects.
World History Social Studies SY 2015-2016