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MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 COURSE DESCRIPTION: World History 9-12 Course -The grade 9-12 World History course consists of the following content area strands: World History, Geography and Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations. Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended researchbased paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects). Please note the following important general information regarding the Pacing Guides: The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools. Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school levels. The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction. The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught. The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules. NOTE: All benchmarks that are highlighted in yellow are essential benchmarks. NOTE: All benchmarks that have a direct correlation to 11th grade U.S. History are highlighted in green and are also considered essential. NOTE: Topic/Benchmark that provides relevant historical knowledge which assists the learner in historical understandings are highlighted in blue. NOTE: Topic/Benchmark that is a skill benchmark relevant to U.S. History EOC Assessment are highlighted in purple. NOTE: Directly correlated 11th grade U.S. History benchmarks are highlighted in red. Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans: Grade Level or Course Title - The grade level and course title are listed in the heading of each page. Course Code - The Florida Department of Education Course Code is listed for the course. Topic - The general topic for instruction is listed; e.g., Westward Expansion. Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided. Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic. Nine Week Grading Period - Grading periods (1-4) are identified. Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction. NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans. Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities). 1 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 Florida Reading and Writing Standards for Literacy in History/Social Studies 6-12: Florida Reading and Writing Standards for Literacy in History/Social Studies, grades 6-12, can be found at the end of each nine weeks Pacing Guide. When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course. Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For World History, the following themes are identified: Adapted from the AP World History Course Curriculum Framework http://apcentral.collegeboard.com/apc/public/repository/AP_WorldHistoryCED_Effective_Fall_2011.pdf Human and environmental interaction- Human actions and environmental factors have impacted world history as follows: o Demography and disease o Migration o Patterns of settlement o Technology Development and Interaction of Cultures- Cultural diffusion is the driving force behind the spread of: o Religions o Belief systems, philosophies and ideologies o Science and technology o The arts and architecture Creation, Expansion and Interaction of Economic systems- The development of financial institutions and state economies are influenced by: o Agricultural and pastoral production o Trade and Commerce o Labor systems o Industrialization o Capitalism and Socialism Development and Transformation of Social Structures- Categorization of the norms of societies throughout history have been formed through: o Gender roles and relations o Family & Kinship o Racial and ethnic constructions o Social and economic classes State Building, Expansion and Conflicts- The construction, maintenance and dissolution of systems of rule have been generated through: o Political structures and forms of governance o Empires o Nations and nationalism o Revolts and Revolutions o Regional, trans-regional and global structures and organizations 2 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 History/Social Science Labs History/Social Science Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task. Steps to Conduct History/Social Science Labs 1. Identify the NGSSS-SS Benchmark(s) to be addressed. 2. Develop an essential question or use an essential question already found in the pacing guide. 3. Build background knowledge with students about the topic. 4. FACILITATE students conduct on document/source analysis. 5. Have students report back about their analysis of the source(s). 6. Take the lab to an end and have students Independently answer, in writing, the essential question *History/Social Science labs, complete with sources, have been embedded in to this pacing guide. See next page for History/Social Science template. The History/Social Science lab icon (on your left) has been included next to benchmarks that have labs already created. Simply click on the icon and you will be taken to the webpage on http://socialsciences.dadeschools.net where the labs are located. To see a video that provides an overview of the History/Social Science lab process and benefits, please see: http://www.umbc.edu/che/historylabs/ 3 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 History/Social Science Lab Template Name _____________________________________________ Period _____ Date _____________________ [Put benchmark here – numbers and write it out] Essential Question: [put essential guiding question here] Source Main Idea / Message / Important Details How does this document answer the essential question? Source 1 [include source information as applicable] Source 2 Source 3 Source 4 Thesis: ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ 4 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 Topic 7: The Rise of Western European Intellectual Movements Pacing Essential Question: How did ideas from the Middle Ages and the Renaissance contribute to the Scientific Revolution? Date(s) Traditional 10 days 10-28-16 to 11-14-16 Block 5 days 10-28-16 to 11-14-16 STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 4: Analyze the causes and events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) 2nd Nine Weeks NGSSS-SS Benchmarks Instructional Tools Essential Content 5 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content Course Themes Addressed: NGSSS-SS Benchmarks Florida Standards Focus Standard: Development and Interaction of Cultures LAFS.910.RH.2.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Religions Belief systems, philosophies and ideologies Science and technology The arts and architecture Creation, Expansion and Interaction of Economic systems Trade and Commerce Development and Transformation of Social Structures Gender roles and relations Family & Kinship Social and economic classes State Building, Expansion and Conflicts Political structures and forms of governance Content Benchmarks: SS.912.W.4.1: Identify the economic and political causes for the rise of the Italian city-states (Florence, Milan, Naples, Rome and Venice). SS.912.W.4.2: Recognize major influences on the architectural, artistic, and literary developments of Renaissance Italy (Classical, Byzantine, Islamic, Western European). SS.912.W.4.3: Identify the major artistic, literary, and technological contributions of individuals during the Renaissance. SS.912.W.4.4: Identify characteristics of Renaissance humanism in works of art. SS.912.W.4.5: Describe how ideas from the Middle Ages and Renaissance led to the Scientific Revolution. SS.912.W.4.6: Describe how scientific theories and methods of the Scientific Revolution challenged those of the early classical and medieval periods. Renaissance The Rise of the Italian City-State o Florence o Milan o Naples o Rome o Venice (2) An Era of Awakening o Humanism o Influential Artists and Writers SS.912.W.4.7: Identify criticisms of the Roman Catholic Church by individuals such as Wycliffe, Hus and Erasmus and their impact on later reformers. SS.912.W.4.8: Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden and the effects of the Reformation on Europe. Instructional Tools Florida Standards Focus Activity: Have students write an essay analyzing how a text uses structure to emphasize key points or advance an explanation or analysis by examining a work of art for its humanist qualities and art techniques, http://history.hanover.edu/courses/art/111ren.html Vocabulary/Identification: Renaissance, Milan, Venice, Florence, Rome, Medici family, humanism., Machiavelli, perspective, Leonard Da Vinci, Gutenberg, Erasmus, Thomas Moore, William Shakespeare, Flemish, Michelangelo, John Van Eyck, Albert Durer, Fresco, indulgences, predestination, reformation, Martin Luther, Henry VIII, John Calvin, Huguenots, Anglican, 95 Thesis, Counter-Reformation, Ignatius of Loyola, Zwingli an, Anabaptist, Council of Trent, Jesuits, city-state, scientific revolution, heliocentric theory, Roger Bacon, Copernicus, Kepler, Galileo, scientific method, Newton, Vesalius, Descartes, Robert Boyle. Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion. Technology: Annenberg- The Renaissance- This sites contain information about people and events related to the Renaissance through reading selections. http://www.learner.org/interactives/renaissance/ An extensive collection of primary sources on the Reformation and other topics http://www.fordham.edu/halsall/mod/modsbook.html The University of Miami Lowe Art Museum has a selection of their art from the permanent collection on the website. Each piece of art has an explanation of its importance and relevance to their specific group or time period. The time period includes The Renaissance, Meso America, Africa, Asia, http://www6.miami.edu/lowe/index.htm SHEG: Martin Luther (http://sheg.stanford.edu/martin-luther) History teacher video Leonardo Da Vinci (https://www.youtube.com/watch?v=mW_gp7SDgQM) SS.912.W.4.9: Analyze the Roman Catholic Church's response to the Protestant Reformation in the forms of the Counter and Catholic Reformation. Ann Boleyn (https://www.youtube.com/watch?v=pZY69fnpF8o) SS.912.W.4.10: Identify the major contributions of Renaissance Man (https://www.youtube.com/watch?v=0CRX_mqpzdU) 6 Divine Comedy (https://www.youtube.com/watch?v=DyRaCwgRKXk) MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content o Technological Advances NGSSS-SS Benchmarks individuals associated with the Scientific Revolution. Instructional Tools Gutenberg (https://www.youtube.com/watch?v=7e2bA3tTYow The Northern Renaissance A Comparative Glance Scientific Revolution o New theories and Methods o Influential and People SS.912.H.1.1: Relate works in the arts (architecture, dance, music, theatre, and visual arts) of varying styles and genre according to the periods in which they were created. Mary Queen of Scotts (https://www.youtube.com/watch?v=N4Fbn3PmwlA) Elizabeth I (https://www.youtube.com/watch?v=BegQ3WOgFhM) Reformation An Era of Reform o People of the Reformation o Criticism’s of the Movement o The Catholic Churches Response SS.912. H. 1.2: Describe how historical events, social context, and culture impact forms, techniques, and purposes of works in the arts, including the relationship between a government and its citizens. Martin Luther (https://www.youtube.com/watch?v=rZ3AFZXXX-k) Henry VIII (https://www.youtube.com/watch?v=3EGzHsye71c) SS.912.H.1.3: Relate works in the arts to various cultures. The Borgias (https://www.youtube.com/watch?v=f1i6Jbto0Go) SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. Crash Course 22: Renaissance (https://www.youtube.com/watch?v=Vufba_ZcoR0) SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.6: Evaluate the role of history in shaping identity and character. Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. Crash Course 218: Luther and the Reform (https://www.youtube.com/watch?v=1o8oIELbNxE) Crash Course 219: Charles V (https://www.youtube.com/watch?v=MRYzW3BSj0I) SS.912.W.1.5: Compare conflicting interp Suggested Activities: Have students select a scientific achievement of the scientific revolution and discuss its current role and impact in today’s world. Have students debate and assess the moral, ethical, and legal obligations that all human beings have toward each other. Have students create a pamphlet for one of the reformers, encouraging people to join their movement and cause. Students must include criticism of the Catholic Church, as well as the movement’s ideological standpoint or belief. SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place. Have students create a Venn Diagram comparing the Italian city-states and the Northern Renaissance. SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. Have students write an essay analyzing a work of art for its humanist qualities and art techniques, http://history.hanover.edu/courses/art/111ren.html SS.912.G.2.1:Identify the physical characteristics and the human characteristics that define and differentiate regions. Have students examine excerpts of the 95 theses and summarize and explain the criticisms of the Catholic Church. http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html 7 Have students create a Venn Diagram comparing the explorations of the past to the explorations of the present. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content NGSSS-SS Benchmarks SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. Instructional Tools Have students create a comparative chart examining the major individuals, events, and characteristics of historical periods; e.g., Renaissance, Reformation, & Scientific Revolution. Have students describe the events that led to the Protestant Reformation, and identify the leading figures in the movement in a timeline. Have students list all the ways in which the Catholic Church responded to the growth of Protestant ideas and evaluate the effectiveness of each of the strategies. http://www.ignatiusinsight.com/features2007/vryan_jesuitsreform_jan07.asp http://www.historyteacher.net/APEuroCourse/EHAP_Topics/EHAP-TopicReformations.htm SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. SS.912.W.1.2: Compare time measurement systems used by different cultures. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html This ELL website offers free blank printable graphic organizers and semantic webs: 8 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks NGSSS-SS Benchmarks Essential Content Instructional Tools http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print What are read-a-louds, and what can they do for instruction? http://www.learner.org/workshops/tml/workshop7/teaching2.html This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print Brigham Young University offers printable World History blank outline maps, divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Department of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. Topic 8: Age of Exploration Pacing Date(s) Traditional 10 days 11-15-16 to 12-1-16 Block 5 days 11-15-16 to 12-1-16 Essential Question: What were the causes, voyages and sponsors that led to the Age of exploration? 9 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 4: Analyze the causes and events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) 2nd Nine Weeks NGSSS-SS Benchmarks Instructional Tools Essential Content Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity: LAFS.910.RH.1.1 Cite specific textual evidence to support Have students write a newspaper article on one of the explorers, highlighting Human and environmental analysis of primary and secondary sources, attending to their achievements and the new lands they discovered that cites specific textual interaction such features as the date and origin of the information. evidence to support analysis of primary and secondary sources, attending to Demography and disease such features as the date and origin of the information. Content Benchmarks: Migration Patterns of settlement SS.912.W.4.11: Summarize the causes that led to the Age http://exploration.marinersmuseum.org/type/age-of-discovery/ Technology of Exploration, and identify major voyages and sponsors. (This also meets, LAFS.910.WSHT.3.9 Draw evidence from informational texts Development and Interaction of SS.912.W.4.12: Evaluate the scope and impact of the to support analysis reflection, and research) Cultures Columbian Exchange on Europe, Africa, Asia, and the Americas. Mobile Device Project: Revolution and Exploration Religions Belief systems, philosophies and ideologies Science and technology Creation, Expansion and Interaction of Economic systems Trade and Commerce Labor systems Development and Transformation of Social Structures Gender roles and relations Family & Kinship Racial and ethnic constructions Social and economic classes State Building, Expansion and Conflicts Political structures and forms of governance Empires Nations and nationalism SS.912.W.4.13: Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas. SS.912.W.4.14: Recognize the practice of slavery and other forms of forced labor experienced during the 13th through 17th centuries in East Africa, West SS.912.W.4.15: Explain the origins, developments, and impact of the trans-Atlantic slave trade between West Africa and the Americas. SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. 10 Vocabulary/Identification: conquistador, colony, mercantilism, balance of trade, the compass, joint stock company, triangular trade, Columbian exchange, Middle Passage, Treaty of Tordesillas, Henry the Navigator, Christopher Columbus, Vasco de Gama, Hernan Cortes, Zheng He, Ferdinand Magellan, spice trade, encomienda system, Dutch East India Company, Arawak, The Philippines, Fort Jesus Mombasa, Kongo Kingdom, Menin tribe. Please note: Africa, Europe,asSouthwest Asia, and the the vocabulary/identification list is provided a basic introduction andAmericas. list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion. Technology: Video Segment: Food and the Columbian Exchange: The Atlantic Voyages http://www.learner.org/courses/worldhistory/unit_video_16-1.html Video Segment: Food and the Columbian Exchange: The Caribbean Experience http://www.learner.org/courses/worldhistory/unit_video_16-2.html MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content Major Voyages and Sponsors o o o o o o o Reasons for Exploration Henry the Navigator Christopher Columbus Vasco de Gama and Diaz Henry Cortes Zheng He Magellan The Columbian Exchange and Beyond o Europe o Africa o Asia o The Philippines Methods of Colonization: The Big Five o England o Spain o Treaty of Torsedillas o Encomienda System o Conquistadors o Portugal o France o The Netherlands o The Dutch East India Company Slavery and the Trans-Atlantic Slave Trade o Sources of Slaves o The Middle Passage o Growth of the Slave Trade o Effects of the Slave Trade NGSSS-SS Benchmarks SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place. SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. Instructional Tools Exploring History through documents and images: The End of the African Slave Trade http://worldhistoryconnected.press.illinois.edu/1.1/gilbert.html Article on Production and Consumption in the Atlantic World http://worldhistoryconnected.press.illinois.edu/7.1/martin.html Fordham University- Discovery and Reformation- This sites contain information about people and events related to the Age of Discovery and the reformation. It also contains maps and a glossary of important terms. http://legacy.fordham.edu/halsall/mod/modsbook02.asp http://legacy.fordham.edu/Halsall/mod/modsbook03.asp PBS- The Conquistadors focuses on Spanish Conquistadors in the New World and the legacy of their contact with Native Americans. There are lesson plans for teachers and in-depth online content for students available in both English and Spanish. http://www.pbs.org/conquistadors/ British National Archives- Black Presence-this site explores Asian and Black history in the Caribbean in Britain from 1500 to 1850 through primary documents and general information http://www.nationalarchives.gov.uk/pathways/blackhistory/index.htm National Humanities Center- The Columbian Exchange: Plants, Animals, and Disease between the Old and New Worlds-This site gives pictures as well as a reading excerpt of the products and ideas exchanged in the Columbian exchange. http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindian/essays/columbia n.htm Extensive collection of primary documents on European exploration and the first encounters between the Europeans and the Amerindians. http://nationalhumanitiescenter.org/pds/amerbegin/ SS.912.H.1.3: Relate works in the arts to various cultures. Links to historical materials and contemporary legacies of Portuguese and Dutch Colonialism. http://www.colonialvoyage.com SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. Portal to a wide variety of resources including African experiences on slavery and the slave trade. http://www.inmotionaame.org/migrations 11 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content NGSSS-SS Benchmarks SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. SS.912.W.1.2: Compare time measurement systems used by different cultures. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.6: Evaluate the role of history in shaping identity and character LA.910.1.6.1: The student will use new vocabulary that is introduced and taught directly Instructional Tools In Motion: The African American Migration Experience. Schomburg Center in Black Culture, New York Public Library- Excellent website full of images, maps, and primary sources on the Trans Atlantic Slave Trade. http://www.inmotionaame.org/home.cfm SHEG: Montezuma and Cortes (http://sheg.stanford.edu/moctezuma-and-cortes) Atahualpa and the Bible (http://sheg.stanford.edu/atahualpa-and-the-bible) SS.912.W.1.5: Compare conflicting interp In a nutshell video, Who discovered America (https://www.youtube.com/watch?v=U7HxCsPho34) Crash Course 21: Columbus, De Gama (https://www.youtube.com/watch?v=NjEGncridoQ) Crash Course 23: Columbian Exchange (https://www.youtube.com/watch?v=HQPA5oNpfM4) Crash Course 24: Atlantic Slave Trade (https://www.youtube.com/watch?v=dnV_MTFEGIY) Crash Course 25: Spanish Empire and Silver (https://www.youtube.com/watch?v=rjhIzemLdos) Suggested Activities: Have students trace the routes taken by various explorers of the time period mapping each route from its site of origin. Have students compare the reasons for exploration amongst the Big Five Nations through a semantic web. Have students research and defend a point of view in a debate from the various views of government officials, indigenous peoples, and/or explorers towards Columbus exploration of the America’s, be sure to examine both sides and how they were affected. http://www.hartford-hwp.com/Taino/docs/columbus.html http://www.flmnh.ufl.edu/caribarch/columbus.htm http://www.americanheritage.com/content/christopher-columbus-mariner Have students outline the triangular trade system; conduit the actual items that were exchanged during the process. 12 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools Have students imagine that they are a cartographer around 1500 for either Portugal or Spain and have them illustrate a map of newly discovered territories with pictures of people, places, and goods discovered. Have students write a newspaper article on one of the explorers, highlighting their achievements and the new lands they discovered. Have students list the advantages and disadvantages of exploration from the perspective of either a European Explorer or an indigenous person. Have students map the port cities along the Spice Islands, and identify the controlling nations of each. Have students create a chart outlining the movements of people and how their resulting interaction affected the economic, social, and geopolitical institutions of society. Have students write a diary entry from the perspective of a slave experiencing the middle passage. http://www.pbs.org/wgbh/aia/part1/1narr4.html Have students write a testimony of the Middle Passage from the perspective of the boat being used for the journey. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing 13 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print What are read-a-louds, and what can they do for instruction? http://www.learner.org/workshops/tml/workshop7/teaching2.html Brigham Young University offers printable World History blank outline maps, divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Department of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. 14 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 Topic 9: Asia in Transition (East Asia) Pacing Date(s) Traditional 6 days 12-2-16 to 12-9-16 Block 3 days 12-2-16 to 12-9-16 Essential Question: What were the major individuals, events and characteristics of the Chinese Dynasties and Japan in the Tokugawa period? STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 4: Analyze the causes and events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) 2nd Nine Weeks NGSSS-SS Benchmarks Instructional Tools Essential Content 15 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content Course Themes Addressed Human and environmental interaction Demography and disease Migration Patterns of settlement Technology Development and Interaction of Cultures Religions Belief systems, philosophies and ideologies Science and technology The arts and architecture Creation, Expansion and Interaction of Economic systems Trade and Commerce Labor systems Development and Transformation of Social Structures Gender roles and relations Family & Kinship Social and economic classes NGSSS-SS Benchmarks Florida Standards Focus Standard: LAFS.910.RH.2.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Content Benchmarks: SS.912.W.2.22: Describe Japan's cultural and economic relationship to China and Korea. SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. The Ming (2) and Qing Dynasties o o Foreign Policy Junks Florida Standards Focus Activity: Have students create a list of the major individuals, events, and characteristics for each of the listed historical periods (e.g., Tokugawa, Ming and Qing) and write a persuasive essay that analyzes key points or advances an explanation. (This also meets LAFS.910.WSHT.1.1Write arguments focused on disciplinespecific content.) Vocabulary/Identification: Ming Dynasty, Qing dynasty, examination system, opium, Taiping Rebellion, Beijing, Treaty of Nanjing, Taiwan, Empress Ci Xi, self-strengthening movement, Imperial City, porcelain, Boxer Rebellion, Tokugawa Shogunate, Commodore Matthew Perry, Meiji Restoration, Consulate, eta, Edo, The Hermit Kingdom, isolationism, Dutch learning, Junks, queue, Hsuan-yeh, philology, extraterritoriality, “unequal” treaties, Yangtze Valley, Toyotomi Hideyoshi, Tokugawa Ieyasu, Treaty of Kanagawa, and consulates. Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion. Mobile Device Project: Asia in Transition: SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. State Building, Expansion and Conflicts Political structures and forms of governance Empires Nations and nationalism Revolts and Revolutions Instructional Tools SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. 16 Technology: Video Segment: Diets, Population, and Trade: China http://www.learner.org/courses/worldhistory/unit_video_16-3.html Video Segment: Silver Connects the World: China http://www.learner.org/courses/worldhistory/unit_video_15-1.html Video Segment: Silver Connects the World: The Americas http://www.learner.org/courses/worldhistory/unit_video_15-2.html Video Segment: Silver Connects the World: Europe, East Asia, and West Africa http://www.learner.org/courses/worldhistory/unit_video_15-3.html A useful portal to primary sources on world history, including Asian empires, organized chronologically and geographically, with a dedicated section on MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks o o o Essential Content Transitional Years Economy, Culture and Society Decline of the Qing Dynasty China and the Europeans o The Portuguese o The British o The Treaty of Nanking o Free Trade o The Opium Trade o The Taiping Rebellion Tokugawa Shogunate o Founding of the Shogunate o Hideyoshi o Ieyasu o Foreign Contact o Life in Tokugawa Japan o Treaty of Kanagawa NGSSS-SS Benchmarks Instructional Tools SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place. SS.912.G.1.3:Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. SS.912.G.2.1:Identify the physical characteristics and the human characteristics that define and differentiate regions. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.H.1.3: Relate works in the arts to various cultures. SS.912.W.1.2: Compare time measurement systems used by different cultures. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.6: Evaluate the role of history in shaping identity and character women in world history. http://worldhistorymatters.org This website compares Europe and China between 1500-1937 through general information, primary documents and video segments http://afe.easia.columbia.edu/chinawh/ A virtual journey on the Nakasendo Highway, the road connecting the Tokugawa capital of Edo with the imperial residence ay Kyoto http://www.nakasendoway.com/ Created under the auspices of the National Endowment of the Humanities, with the visual resources on such topics as calligraphy, military technology, painting, and architecture. http://depts.washington.edu/chinaciv/ Suggested Activities: Have students create a Venn Diagram comparing the Ming and Qing dynasty in terms of leaders, religions, trade policies, economics, European contact and decline. Have students create a Venn Diagram on the impact of foreign influence in China compared to Japan. Have students create a list of the major individuals, events, and characteristics for each of the listed historical periods ( e.g., Tokugawa, Ming and Qing) SS.912.W.1.5: conflicting interp Have students identify the Japanese social classes during theCompare Shogunate and list or discuss their responsibilities and privileges. Have students discuss and prepare a report on why countries would develop and partake in isolationist policies and whether or not it is beneficial to the country. Have students create a political cartoon about Commander Perry’s arrival in Japan from either the perspective of the Japanese or American imperialists. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. ELL: Use visual depictions of historical events in order to increase ELL students’ 17 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools mastery of related content. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html What are read-a-louds, and what can they do for instruction? http://www.learner.org/workshops/tml/workshop7/teaching2.html Brigham Young University offers printable World History blank outline maps, divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. 18 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools SPED: Go the Department of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. 19 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 Topic 10: Asia in Transition (The Muslim Empires) Pacing Date(s) Traditional 7 days 12-12-16 to 12-20-16 Block 3.5 days 12-12-16 to 12-20-16 Essential Question: What were the key economic, social and political developments of Islamic history? STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 4: Analyze the causes and events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) 2nd Nine Weeks NGSSS-SS Benchmarks Instructional Tools Essential Content Course Themes Addressed Florida Standards Focus Standard: Florida Standards Focus Activity: LAFS.910.RH.3.8 Assess the extent to which the reasoning Have students compare various historians’ views of the reign of Aurangzeb, Human and environmental and evidence in a text support the author’s claims. utilizing articles pictures, video clips and other resources and assess the extent interaction to which the reasoning and evidence in a text support the author’s claims. Content Benchmarks: Migration http://www.sscnet.ucla.edu/southasia/History/Mughals/Aurang3.html Patterns of settlement SS.912.W.3.1: Discuss significant people and beliefs http://www.hindunet.org/hindu_history/modern/akbar_ppg.html Technology associated with Islam. Development and Interaction of Cultures Religions Belief systems, philosophies and ideologies Science and technology The arts and architecture Creation, Expansion and Interaction of Economic systems Trade and Commerce Labor systems Development and Transformation of Social Structures SS.912.W.3.3: Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula. SS.912.W.3.6: Describe key economic, political, and social developments in Islamic history. SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.4.2: Use geographic terms and tools to analyze 20 (This also meets, LAFS.910.WSHT.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.) Vocabulary/Identification: Ottoman Empire, Janisarries, Sultan, Sultanate, Harem., Aurangzeb, Shah, Maratha Kingdoms, Timur the Lame, Mehmet the Conqueror, Emperor Akbar, Nur Jahan, Delhi, Sufis, Sufism, Sikishm, Taj Mahal, Safavid, Ismail, Abbas I, Suleyman, Esmail, Safidon, Kizilbash, Rajputs, Sikh faith. Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion. Technology: Short Video on Ottoman Empire http://www.learner.org/courses/worldhistory/unit_video_17-3.html SHEG: Expansion of Islamic Empires (http://sheg.stanford.edu/expansion- MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content Gender roles and relations Family & Kinship Social and economic classes State Building, Expansion and Conflicts Political structures and forms of governance Empires Nations and nationalism Revolts and Revolutions Reform, Growth and Expansion Ottoman Empire o o o o o o The Rise of Empire Government and Society Jannisarries Recovery and Expansion Suleymnan The Millet System The Safavid Empire o o o o The Rise of Empire Government and Society Military Reforms Esmail’s Religious Policy The Mughal Empire o o o o o The Rise and Growth Religion, Economy and Trade Babur The Sikh Faith The Reign of Aurangzeb NGSSS-SS Benchmarks the push/pull factors contributing to human migration within and among places. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place. SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. SS.912.G.2.1:Identify the physical characteristics and the human characteristics that define and differentiate regions. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.H.1.3: Relate works in the arts to various cultures. SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. 21 Instructional Tools islamic-empire) Crash Course 19: Ottoman Empire (https://www.youtube.com/watch?v=UNII_jBzzo) Crash Course 20: Mongols (https://www.youtube.com/watch?v=etmRI2_9Q_A) Suggested Activities: Have students create a Venn Diagram comparing Ottoman society to modern United States society. Have students develop a cause and effect chart on the role of religion in the development of the Safavid Empire. Have students map the modern countries, whole or in part, that were ruled by the Ottoman Empire at its greatest extent. Have students compare the treatment of subjects by the Ottomans, Safavids, and Mughals and present their findings to the class. Have students compare the decline of Ottoman, Safavid, and Mughal Empires. http://www.sscnet.ucla.edu/southasia/History/Mughals/mughals.html http://www.bbc.co.uk/religion/religions/islam/history/mughalempire_1.shtml http://www.bbc.co.uk/religion/religions/islam/history/safavidempire_1.shtml http://www.clas.ufl.edu/users/oren/INR4204Middleeast.html Have students evaluate the treatment of Jannisaries and their effectiveness in contributing to the Ottoman Empire and create a brochure, informing the public of their findings. Have students imagine that they are a foreign ambassador to India during the height of the Mughal empire and have them write a letter describing what they are witnessing in regards to the event in India. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content NGSSS-SS Benchmarks SS.912.W.1.2: Compare time measurement systems used by different cultures. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.6: Evaluate the role of history in shaping identity and character Instructional Tools Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities SS.912.W.1.5: to enhanceCompare writing conflicting interp Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html What are read-a-louds, and what can they do for instruction? http://www.learner.org/workshops/tml/workshop7/teaching2.html This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print Brigham Young University offers printable World History blank outline maps, divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Department of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. 22 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks NGSSS-SS Benchmarks Essential Content Topic 11: A New Era of Absolutism and Enlightenment Pacing Instructional Tools Essential Question: How did enlightenment ideals impact the development of economic, political and religious structures in the Western World? Date(s) Traditional 6 days 12-21-16 to 01-11-17 Block 3 days 12-21-16 to 01-11-17 STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 5: Analyze the causes, events and effects of the Enlightenment and its impacts on the American, French and other Revolutions) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) 2nd Nine Weeks NGSSS-SS Benchmarks Instructional Tools Essential Content Course Themes Addressed Florida Standards Focus Standard: Florida Standards Focus Activity: Have students create a chart of the LAFS.910.RH.3.7 Integrate quantitative or technical analysis absolute monarchs of Western Europe comparing their domestic and foreign Development and Interaction of (e.g., charts, research data) with qualitative analysis in print policies integrating quantitative or technical analysis with qualitative analysis in Cultures or digital text. print or digital text, examining information presented in the course text book. Religions Belief systems, philosophies and ideologies Science and technology The arts and architecture Development and Transformation of Social Structures Gender roles and relations Family & Kinship Social and economic classes State Building, Expansion and Conflicts Content Benchmarks: SS.912.W.5.1: Compare the causes and effects of the development of constitutional monarchy in England with those of the development of absolute monarchy in France, Spain and Russia. SS.912.W.5.2: Identify major causes of the Enlightenment. SS.912.W.5.3: Summarize the major ideas of Enlightenment philosophers. SS.912.W.5.4: Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world. 23 Vocabulary/Identification: Louis XIV, Peter the Great, William the Great Elector, Czar, absolutism, Boyar, Ivan IV, divine right, Henry IV, War of Spanish Secession, Thirty Years War, Catherine the Great, Window to the West, Maria Theresa, Pragmatic Sanction, Hapsburgs, Austria, Seven Years War, Frederick the Great, Frederick William I, Glorious Revolution, Spanish Armada, James I, Puritans, Queen Elizabeth, Charles I, Petition of Rights, long parliament, short parliament, cavaliers, Oliver Cromwell, commonwealth, Declaration of Rights, monarchy, Torries and Wigs, English Bill of Rights, William and Mary, Enlightenment, philosophers, John Locke, Voltaire, Baron de Montesquieu, Mary Wollstonecraft, Salon, Spanish Hapsburgs, Phillip II, War of Austrian Succession, Tudor, Stuart. Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content Political structures and forms of governance Empires Nations and nationalism Revolts and Revolutions Absolutism England o Constitutional Monarchy England o The Glorious Revolution o English Monarchy o English Civil War o Declaration of Rights & Parliamentary Rule Absolute Monarchies France o The thirty years war o Louis XIV o War of Spanish Succession Spain o Phillip II o Militant Catholicism o Dominance and Expansion Russia o Peter the Great o Catherine the Great The Austrian and Prussian Empires o The Seven Years War o The Hapsburgs o War of Austrian Succession Enlightenment NGSSS-SS Benchmarks SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. Instructional Tools Technology: British National Archives- The English Civil War- This site investigate the English Civil War activities and primary documents http://www.nationalarchives.gov.uk/education/civilwar/ Ohio State University-Scientific Revolution- this site contains general information, biographies, amps as well as timelines and primary documents. http://hti.osu.edu/scientificrevolution/historical_resources SHEG: Galileo (http://sheg.stanford.edu/galileo) History teacher video Copernicus (https://www.youtube.com/watch?v=ELespEc0YE), Catherine the Great (https://www.youtube.com/watch?v=SI8UmlYNFNQ) SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. In a Nutshell two Galileo video (https://www.youtube.com/watch?v=NMM8vx9vDiE) SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. Suggested Activities: Have students develop a list comparing Enlightenment thought to today’s political beliefs. SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.6: Evaluate the role of history in shaping identity and character. Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential 24 Have students research the relationship between Louis XIV and the Sun as a symbolic characteristic of him then have students create a symbol for Catherine the Great or Peter the Great. http://en.chateauversailles.fr/history/court-people/louis-xiv-time/louis-xiv-/louisxiv/a-monarch-by-divine-law Have students create a chart for Louis XIV, in one column listing the reasons for his actions and in the other explaining the results of those same actions. SS.912.W.1.5: Compare conflicting interp Have students explain to the class the concept of absolutism and how French rulers gained absolute power from the 16th-19th century. Have students discuss why the Austrian Monarchy, unlike the Prussian Monarchy never became a centralized absolute state. Have students create a list determining the elements that distinguish between revolution and war. Have students describe and discuss the democratic traditions that evolved in Great Britian. Have students summarize how the English people gained civil liberties during MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks o o o o o o Essential Content Causes Philosophers John Locke Voltaire Baron de Montesquieu Mary Wollstonecraft NGSSS-SS Benchmarks Elements, as organizational schema to describe any given place. SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. Instructional Tools the 17th and 18th centuries in 2 paragraphs. Have students research the life and reign of Catherine the Great and Maria Theresa and evaluate their effectiveness as a ruler in their respective countries and have them defend their viewpoint to the class. http://www.pbs.org/marieantoinette/faces/maria.html http://www2.stetson.edu/~psteeves/classes/catherinedemadiriaga.h tml Have students discuss the relationship between divine rights and absolutism, and chose to defend the validity of the relationship. Have students create a timeline for the English Civil War and Glorious Revolution, including important people, important documents, and events. SS.912.H.1.3: Relate works in the arts to various cultures. SS.912.W.1.2: Compare time measurement systems used by different cultures. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. Have students create a Venn Diagram comparing the English Bill of Rights to the United States Bill of Rights. http://topics.law.cornell.edu/constitution/billofrights Have students discuss the role of the Church in Absolutism specifically in regards to the Spanish. http://history.wisc.edu/sommerville/351/351-172.htm Have students map the empires of the Spanish Hapsburgs, the Austrian Hapsburg, and the Holy Roman Empire.. Have students create a chart of the enlightenment thinker in regards to what they wrote, and details of their writings. Have students discuss how Enlightenment thinkers went against the philosophy and implementation of Absolutism. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. 25 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html What are read-a-louds, and what can they do for instruction? http://www.learner.org/workshops/tml/workshop7/teaching2.html This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print Brigham Young University offers printable World History blank outline maps, divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Department of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. 26 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks NGSSS-SS Benchmarks Essential Content Instructional Tools Topic 12: Empires, Colonies and Peoples of the America’s Pacing Date(s) Traditional 6 days 01-12-17 to 01-20-17 Block 3 days 01-12-17 to 01-20-17 Essential Question: How does the development of the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas compare? STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 4: Analyze the causes, events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) 27 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 2nd Nine Weeks Essential Content Course Themes Addressed: Human and environmental interaction Demography and disease Migration Patterns of settlement Development and Interaction of Cultures Religions Belief systems, philosophies and ideologies Creation, Expansion and Interaction of Economic systems Agricultural and pastoral production Trade and Commerce Labor systems Essential Content Florida Standards Focus Standard: LAFS.910.RH.3.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Essential Content Florida Standards Focus Activity: Have students formulate a debate arguing in front of parliament their support for the continuation of the slave trade, integrating quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Content Benchmarks: SS. 912.W.4.12: Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas. Have students chart or diagram the decline of the abolition of the slave trade and evaluate the countries who were most widely influenced and utilized the practice of abolition quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. http://slavevoyages.org/ SS.912.W.4.13: Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas. SS.912.W.4.14: Recognize the practice of slavery and other forms of forced labor experienced during the 13th through 17th centuries in East Africa, West SS.912.W.4.15: Explain the origins, developments, and impact of the trans-Atlantic slave trade between West Africa and the Americas. Development and Transformation of Social Structures Gender roles and relations Family & kinship Racial and ethnic constructions Social and economic classes State Building, Expansion and Conflicts Political structures and forms of governance Empires Nations and nationalism Revolts and Revolutions The Spanish Empire in the Americas From Conquest to Control o Gender and Race (This also meets, LAFS.910.WSHT.3.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.) Africa, Europe, Southwest Asia, and the Americas. Vocabulary/Identification: plantations, viceroys, haciendas, Mita system, creoles, mestizos, mulattoes, Potosi, Olaudah Equiano, Haiti, Brazil, sugar mill, sugar cane, cotton industry, maroon communities, resistance, manumission, abolitionism, abolitionist, slave narrative, Yucatan Rebellion, Sitting Bull, Buffalo Bill Cody, Metis Rebellion, race, ethnicity, gender, master and colony. Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion. M SS.912.G.2.1:Identify the physical characteristics and the human characteristics that define and differentiate regions. Technology Links: Exploring History through documents and images: The End of the African Slave Trade http://worldhistoryconnected.press.illinois.edu/1.1/gilbert.html SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. In Motion: The African American Migration Experience. Schomburg Center in Black Culture, New York Public Library- Excellent website full of images, maps, and primary sources on the Trans Atlantic Slave Trade. SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. Video Segment: Food and the Columbian Exchange: The Caribbean Experience http://www.learner.org/courses/worldhistory/unit_video_16-2.html SS.912.G.4.1: Interpret population growth and other demographic data for any given place. Helpful videos from History Channel http://www.history.com/topics/thirteen-colonies SS.912.G.4.2: Use geographic terms and tools to analyze Suggested Activities: Have students take the role of a mestizo, mulatto, creoles, etc, and write a 28 http://www.inmotionaame.org/home.cfm MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 o o o o The Caste System Yucatan Rebellion Sitting Bull Metis Rebellion Brazil, the Dutch, New France and England’s Mainland Colonies o The Portuguese and Brazil o The Dutch in Americas o New France Mainland English Colonies in North America Atlantic Plantation System the push/pull factors contributing to human migration within and among places. journal entry reflecting the life that they led in the colony. The entry should include why they are content or not content. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. Have students compare and contrast the plantation to the hacienda system using either a chart or a Venn Diagram. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place. SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. SS.912.H.1.3: Relate works in the arts to various cultures. SS.912.W.1.2: Compare time measurement systems used by different cultures. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.5: Compare conflicting interpretations or 29 Have students research the meaning of race and ethnicity utilizing the terms mestizo, mulatto, etc as a foundation. http://www.frenchcreoles.com/CreoleCulture/creoleterminology/mestizo_NEW.ht ml Have students create a map of goods and services produced throughout the region and explain how and where they diffused. Have students create a map outlining the mother countries and the corresponding colonies in which it oversaw. Have students chart the Spanish colonial government system. Have students compare and contrast the varying roles of men and women in the plantation system. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 schools of thought about world events and individual contributions to history (historiography). Games and activities for the ELL Classroom http://iteslj.org/c/games.html SS.912.W.1.6: Evaluate the role of history in shaping identity and character. What are read-a-louds, and what can they do for instruction? http://www.learner.org/workshops/tml/workshop7/teaching2.html This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print Brigham Young University offers printable World History blank outline maps, divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Department of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. 30 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 *Please login to Discovery Education through you portal and copy and paste resource name into search function on the Discovery Education website. TOPIC 7: THE RISE OF WESTERN EUROPEAN INTELLECTUAL MOVEMENTS Videos: A Cultural Reawakening The Renaissance Comes to Italy Harmony between the Arts and Sciences Definition of Life in the Italian Renaissance Islamic Teachings and the Renaissance Math and Design in the Renaissance School of Athens Renaissance Art Fresco Painting Pope Julius II Chooses Michael Angelo to Paint the Sistine Chapel The Politics of the Prince Writers and Literature The Medicis of Florence Venice Part Two: Leonardo da Vinci The Renaissance Spreads throughout Italy & Europe The Humanist Movement Desiderius Erasmus Progress Effects Art and Music Gutenberg's Printing Press and the Spread of Ideas Shakespeare Sir Thomas More's Utopia and the Reformation The Birth of a Revolution A Scientific Revolution Copernicus: Fighting the Church to Prove the Heliocentric Universe Kepler's Heliocentric Elliptical Orbits Galileo’s Publication The Center of the Universe: The Earth or the Sun? Newton Discovers Gravity Developing the Theory of Gravity Andreas Vesalius Understanding the Essence of Humanity Innovations in Theory: Rene Descartes and Blaise Pascal 31 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 Robert Boyle A Revolution Begins Martin Luther Speaks Out Against the Sale of Indulgences Religious Revolts in Europe Protestantism The Reformation and Its Effects John Calvin (15091564) The Execution of Sir Thomas More The Counter-Reformation Counter-Reformation Art Audio: The History of World Literature: The Renaissance: Voices Emerge Across Europe The History of World Literature: The Renaissance: Renaissance Authors The History of World Literature: The Renaissance: The Development of Humanism Readings of William Shakespeare: Romeo & Juliet (Act 2, Scene 2): What Light through Yonder Window Breaks Stuff You Missed in History Class Podcast: How Michelangelo Worked Stuff You Missed in History Class Podcast: How Henry VIII Worked Images: Map, Italian city-states in the Renaissance. Scenes of Renaissance Florence by Ghirlandaio. A reconstruction of Gutenberg's printing press. Portrait of Erasmus by Albrecht Durer Martin Luther Translating the Bible. Wartburg Castle, 1521, by Eugene Sidberdt Major Figures of the Continental Reformation Ignatius of Loyola, founder of the Jesuits. The Council of Trent (1545-1563). Articles: Renaissance Renaissance Art and Architecture Reformation Counter Reformation TOPIC 8: AGE OF EXPLORATION Videos: 32 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 The Spice Trade and the Age of Exploration World Exploration and Map Making Finding a Trade Route to Asia Prince Henry the Navigator Is the World Flat? Navigating the Open Seas Spaniards Encounter the New World The Real Journey of Columbus Columbus in the New World Christopher Columbus and Further Exploration Cortes Petitions the King of Spain Cortez Encounters the Aztecs Post-Columbian Voyages: Vasco da Gama The Voyage around the World The Chinese Mariners Treaty of Tordesillas, 1494 Exploration and Colonization The Establishment of Spanish Rule in Mexico Battle for Souls in the New World Monarchs and Merchants Spain and France in North America Colonial Trade Global Trade Evolves and Companies Grow The Consequences of Colonization The Atlantic Slave Trade Organizing the Slave Trade Middle Passage Travel Across the "Middle Passage" Triangular Trade A Triangle of Trade: Slavery Becomes an Industry The Cultural Legacies of Slavery Audio: Imperialism: Motives for Spanish Imperialism in Latin America Stuff You Missed in History Class Podcast: El Dorado and the River of Despair Images: The Portuguese Prince Henry the Navigator. Map, voyages of Portuguese navigators. 33 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 Christopher Columbus (1451-1506). Vasco da Gama (ca. 1469-1524). Hernando Cortez (or Cortés, 1485-1547). A statue of Zheng He (1371-1433), Ming navigator. Ferdinand Magellan. Map, Jesuit missions of northwestern Mexico. Cathedral of Santa María la Menor, Santo Domingo. Baptism in the Kongo. Map: Colonial Atlantic trade routes. New food crops for Europe. Articles: Demarcation, Line of East India Company Mercantilism Skill Builder: Mid-Eighteenth-Century Colonial Trade TOPIC 9: ASIA IN TRANSITION (EAST ASIA) Videos: China’s Army Yesterday and Today Mongols Invade the Forbidden City The Great Wall of China The Dowager Empress Rules The Forbidden City Trade, Tea, Opium The British-Chinese War over Trade China: The Open Door Policy The Boxer Rebellion The Last Empress The Last Emperor End of the Samurai Era Japan: The Locked Country Tokyo Established The Edo Period: Japan under the Rule of the Shogun Road Network Begins 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 The Japanese Grow Interested in Global Travel America Brings Industrialization to Japan Meiji Reform Industrialization and the Samurai Class Audio: Stuff You Missed in History Class Podcast: How the Taiping Rebellion Worked Images: Ming Philosopher Wang Yangming (1472-1529). A view of the Great Wall. Zhu Yuanzhang (1328-1398), founder Ming dynasty. Scene depicts initial Taiping uprising in Jintian. Treaty of Nanjing signing aboard Cornwallis. The empress dowager Cixi (Tz'u-hsi, 1835-1908). A company of Boxers. Toyotomi Hideyoshi. Ieyasu's forces capture Osaka Castle. The last Tokugawa Shogun, Yoshinobu or Keiki. Emperor Meiji opens Parliament. Japanese admire gifts brought by Commodore Perry. Articles: Extraterritoriality Boxer Rebellion TOPIC 10: ASIA IN TRANSITION (THE MUSLIM EMPIRES) Videos: The Ottoman Empire Ottomans Gain Control of Constantinople The Battle for Vienna Suleiman, Leader of the Ottoman Empire Slavery in the Ottoman Empire Suleyman’s Advisers and Army Suleyman’s Legacy: Triumph and Tragedy Suleiman the Magnificent and the Ottoman Empire (BGL) The Story of Emperor Akbar, Spiritual Architect of the Mughals 35 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 Spiriual Tolerance: From Akbar to Modern India Absolutism and the Mogul Empire Taj Mahal: A Monument to Love and Islam Aurangzeb’s Tyrannical Rule Agra and the Taj Mahal Introducing Sikhism Sikhism Audio: Stuff You Missed in History Class Podcast: Were People Vying to Become Slaves in the Ottoman Empire Images: A Map, Rise of the Ottoman Empire. A map showing the decline of the Ottoman Empire. Ottoman Bey Giving Alms to the Poor Mehmet II, Conqueror of Istanbul Timur, also known as Tamerlane, (ca. 1336-1405). Akbar (1542-1605) most famous Mughal emperor. Aurangzeb (reigned 1659-1707). Aurangzeb takes Shah Jahan prisoner. Articles: Suleiman I Abbas I (Iran) Nadir Shah Akbar TOPIC 11: A NEW ERA OF ABSOLUTISM AND ENLIGHTENMENT Videos: England under Queen Elizabeth I The English Civil War Cromwell, Charles II, and the American Colonies The Glorious Revolution, 1688-1689 A Different England Absolute Monarchy Living Under the Absolute Monarchy of France The Reformation & the Thirty Years' War 36 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 Early Years of Louis XIV End of the Sun King's Reign Unification with Spain Romanov Empire What’s so Great about Peter? (BGL) Western Ideals in Russia (Modernizing Medieval Russia Part 2) A City by the Sea (Modernizing Medieval Russia Part 2) Peter the Great Tackles Issues Plaguing Russia Catherine the Great Maintains a Personal Life Freedom and the Hapsburg Dynasty Muskets and the Treatment of Military Gunshot Wounds Seven Years' War and Pontiac's War The Oppressive Nature of Pre-Enlightenment France The Philosophes The Ideas of the Enlightenment Diderot Makes Knowledge More Accessible Voltaire and the Enlightenment Two Treatises on Government: Natural Rights The Enlightenment in France: The Rise of Democratic Ideals Audio: The French Revolution: The Influence of the Enlightenment The History of World Literature: The Age of Reason: Observers of Life The History of World Literature: The Age of Reason: A Middle Class Consciousness Stuff You Missed in History Class Podcast: The Gunpowder Plot, Part 1 Stuff You Missed in History Class Podcast: The Gunpowder Plot, Part 2 Stuff You Missed in History Class Podcast: Catherine the Great in Power Images: Oliver Cromwell dissolves Parliament in 1653. The Palace of Versailles, built by Louis XIV. Initiation of the Thirty Years' War (1618-1648). Map: Europe after the Thirty Years? War, 1648. A cartoon lampooning Louis XIV's ambitions. The British capture Gibraltar, 1704. Engraving of Peter The Great Supervising the Building of St. Petersburg Catherine the Great (1729-1796) and her family. The family of King Philip II of Spain. Maria Theresa of Austria (1717-1780). 37 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 Joseph II, German King and Holy Roman Emperor John Locke, philosopher and political theorist. The Baron de Montesquieu (1689-1755). Mary Wollstonecraft (1759-1797). Articles: Absolutism Monarchy English Revolution Maria Theresa Austrian Succession, War of the Spanish Succession, War of the Seven Years’ War TOPIC 12: EMPIRES, COLONIES, AND PEOPLES OF THE AMERICAS Videos: Spanish Conquest of the Americas The Spaniards in North America Spanish Conquest St. Augustine, Florida The First Free African American Settlement Spanish Colonies The Consequences of Colonization Languages of Latin America: Spanish and Portuguese Bartoleme de las Casa’s Anti-Racism Policy Spanish Colonies at the End of the Seventeenth Century Sioux Warrior Sitting Bull Sitting Bull and Crazy Horse Lead the Lakota to Victory in the Battle of Little Big Horn The Aftermath of the Battle of Little Big Horn A Martial Art Form Scarcity, Exploration, and Trade of Dutch Colonists The Dutch Establish the Colony of New Netherland English and Dutch Colonies Dutch Colonial Expansions Governing New France and Trading Posts New France after the War Indentured Servants Arrive from Africa and West Indies 38 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History LITERACY IN HISTORY/SOCIAL STUDIES 9-10 Life on Southern Plantations Plantation Life: The Reality Plantations in the United States The Story of Olaudah Equiano Early African American Writers The Slave Trade on Africa's Gold Coast John Newton and the Abolitionist Movement in Europe and the United States Abolishing the Slave Trade in England Audio: Imperialism: Spanish Treatment of Indigenous Latin Populations Images: The Potosímine. Priests with Indians and Mestizos A hacienda in the Central Valley, Chile, ca. 1830. Engraving of West Indies Sugar Plantation Sitting Bull, Chief of the Oglala Sioux. A poster for Buffalo Bill's Wild West show. Dutch take the Island of Mannar, off Ceylon. The battle of Guararapes, Brazil. A manumission document. Slave ship dumping slaves while being chased Articles: Creole Peonage Frontenac, Louis de Buade, Comte de Palluau et de Skill Builder: Cotton Production and the Slave Population 39