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Massapequa Public Schools
9th Grade Global Studies and Geography I
Self Contained 2 Curriculum
Summer 2010
Committee Members
William Hahn II
L. Richard McNeil III
Board of Education
Christine Lupetin Perrino – President
Maryanne Fisher – Vice President
Thomas Caltabiano – Secretary
Timothy Taylor – Trustee
Jane Ryan – Trustee
Administration
Charles V. Sulc, Superintendent
Alan Adcock, Assistant for Business
Lucille Iconis, Assistant Superintendent Curriculum and Instruction
Dr. Thomas Fasano, Assistant to the Superintendent Curriculum and Instruction
Robert Schilling, Executive Director for Assessment, Student Data and Technology
Dr. James Grossane, Assistant to the Superintendent for Student Support Services
1
Quarter
1
2
3
4
Table of Contents and Calendar
Unit
Introduction and Unit 1
Peopling of the World
Unit 2
Early River Valley Civilizations and the Worlds First Empires
Unit 3
Classical Greece and the Foundations of the Modern World
Unit 4
Ancient Rome and The Han Dynasty: The Foundations of the Modern World
Unit 5
African Civilization, Migration and the spread of Islam
Review for Midterm
Unit 6
Byzantines, Russians and Turks
Unit 7
Empires in East Asia
Unit 8
Europe in the Middle Ages
Unit 9
Renaissance and the Reformation
Unit 10
Age of Exploration and Isolation
Unit 11
The Atlantic World
Unit 12
The Age of Absolutism
Review for Final Exam
Page #’s
3-4
5-8
9-10
11-13
14-15
Weeks
2
8
3
3
3
1
16-17
18-19
20-22
23-24
25-26
27-28
29-30
1
3
4
2
2
3
2
1-2
Websites and NYS Standards
31-33
2
Massapequa High School Global Studies and Geography I SC 2 Curriculum
Unit 1-Peopling the World
Stage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies
_X_#2: World History
_X_#3: Geography
___#4: Economics
___#5: Civics, Citizenship and Government
“The Big Idea” :
Students will understand…
 How concepts of time and place are vital to the
understanding of history and geography.
 How physical and human geography affects
people, places and regions.
Essential Questions:
 How do world events, both past and present,
contribute to and impact on our modern society?
 What can fossil evidence and artifacts reveal
about the earliest humans and their societies?
 What role does geography play in the study of
peoples and their society?
 Why did early peoples migrate from place to
place?
 Why was the introduction of agriculture referred
to as the Neolithic Revolution?
Students will be able to:
 Define culture and civilization.
 Investigate the various components of cultures
and civilizations.
 Understand the broad patterns, relationships, and
interactions of cultures and civilizations during
particular eras and across eras.
Students will understand that:
 Early people were dependent on their
environment for survival.
 The Neolithic Revolution was a fundamental
change in the way people lived.
 Humans began to cultivate crops and domesticate
certain animals.
 The use of agriculture allowed humans to develop
permanent settlements, social classes, and new
technologies.
Unit Vocabulary/Key Words:
artifact
culture
hominid
Paleolithic Age
Neolithic Age
technology
Homo Sapiens
civilization
specialization
artisan
Bronze Age
barter
nomad
hunter-gatherer
slash-and-burn farming
domestication
Stage II – Assessment Evidence
Performance Task(s): Mastery Level
Performance Task(s): Intermediate Level
 Given primary and secondary source documents,
 Given primary and secondary source documents,
Students will be able to:
Students will be able to:
 Define culture and civilization
 Answer 3-5 comprehension questions based on
readings
 Identify components of culture and civilizations
 Describe in a 2 paragraph essay broad patterns,




Define culture and civilization
Answer 6-10 comprehension questions based on
readings
Identify components of culture and civilizations
Describe in a 4 paragraph essay broad patterns,
relationships, and interactions of cultures and
relationships, and interactions of cultures and
civilizations during and across eras.
civilizations during and across eras.
Other Evidence: Quizzes, Tests, Projects, Academic Prompts, Observations, Homework, Journal Writing
(Essays)
Stage III – Learning Plan
Students will:
1. Read passages from the textbook on history and geography of early people.
2. Define and describe culture and civilization.
3
3.
4.
5.
6.
7.
Identify Early Human Migration on a map.
Create a picture timeline showing advances, discoveries, and inventions of hominids.
Chart the differences between the Paleolithic and Neolithic Age.
Complete index cards of important vocabulary terms.
Discuss how settlements changed society.
Supplemental Activity(ies):
Students will:
1. Relate their lives to the lives of the early People.
2. Recreate tools that the Early People used.
3. Write short essays describing the life of early people.
Technology to be utilized:
 SMART board
 MS PowerPoint
 MS Office
 CastleLearning.com
 Regents prep.org
 Epals.com
 Class Website
 Class E-Mail
 Blogging
Skills to be embedded:
 Study/Research Skills-Index cards ,Essay Organizers,
Highlighting
 Map Work-Interpretation and Analysis
 Essay –Thesis Writing, Outline, Organization, and
Execution
 Test Taking-Process of Elimination, Word
Association, Positive or Negative, and Check Work
 Identifying Relationships-Cause and Effect,
Similarities and Differences, and Connections to
Today
Differentiation:
Group Work- Timeline
Essay Writing- Short essays
Graphic Organizers- Cause and Effect, Similarities and Differences
Current Events- Connections to Today
Suggested Documents and Readings
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
 The Task of the Archaeologist
 The Nomadic Life
 The First Painters
 An Early Agricultural Village
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999.
 In-Depth Resources Unit 1 – Chapter 1, Sections 1 and 2
Websites
http://www.archaeologyinfo.com/evolution.htm
Human Ancestry
http://www.nms.ac.uk/default.aspx
National Museum of Scotland
4
Massapequa High School Global Studies and Geography I SC 2 Curriculum
Unit 2: Early River Valley Civilizations
Stage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies
_X_#2: World History
_X_#3: Geography
_X_#4: Economics
_X_#5: Civics, Citizenship and Government
“The Big Idea”
Essential Questions:
Students will understand:
 How do world events, both past and present,
contribute to and impact on our modern society?
 How civilization and culture developed and
changed over time.
 What can fossil evidence and artifacts reveal
 How Western civilization developed and the
about the earliest humans and their societies?
connections it has with other world civilizations
 What role does geography play in the study of
and cultures.
peoples and their society?
 The broad patterns, relationships, and
 Why did early peoples migrate from place to
interactions of cultures and civilizations during
place?
specific eras and across eras.
 Why was the introduction of agriculture referred
to as the Neolithic Revolution?
Students will understand that:
Students will be able to:
Topic 1: Fertile Crescent
 Define culture and civilization.
 Agricultural villages, food surpluses, and new
 Investigate the various components of cultures and
technology led to the rise of civilizations.
civilizations.
 Identify broad patterns, relationships, and
 The earliest civilization in Asia arose in
Mesopotamia and organized into city-states.
interactions of cultures and civilizations during
particular eras and across eras.
 The Hebrews maintained monotheistic religious

Explain how ancient civilizations used science and
beliefs unique to the ancient world.
technology to adapt to their environment
 Assyria conquered an empire and established

Create timelines that display important events and
imperial administration.
developments from world history across time and
 The Persian Empire ruled with tolerance and
place
careful government.
 Analyze evidence critically and explain how
Topic 2: Ancient Egypt
circumstances of time and place influence
 Civilizations emerged in Egypt and united into a
perspective.
kingdom ruled by pharaohs.
 Identify ancient peoples and empires.
 Egypt and Nubia forged commercial, cultural,
 Compare how different empires governed diverse
and political connections along the Nile.
population
Topic 3: River Dynasties in China
 Identify and explain the lasting contributions and
 Early Chinese rulers introduced ideas about
achievements of ancient river valley civilizations
government and society.
and early empires.
 Social disorder in Chinese warring states
fostered Chinese philosophy and unification.
Topic 4: India and the Indus Valley
 The first Indian civilizations built cities on the
banks of the Indus River.
 Indo-Europeans migrated into Europe, India, and
Southwest Asian .
 The religious beliefs of the Vedic Age developed
into Hinduism and Buddhism.
 The Mauryas and Guptas established Indian
empires, but neither unified India permanently.
5
 Indian religions, culture, and science evolved
and spread to other regions through trade.
Vocabulary/Key Words:
Topic 1: Fertile Crescent
civilization
specialization
institution
Bronze Age
Ziggurat
Fertile Crescent
Silt
Irrigation
City-state
Dynasty
Cultural diffusion
polytheism
empire
Hammurabi
Palestine
Torah
Monotheism
Covenant
Moses
Israel
Judah
Tribute
Assyria
Satrap
Royal Road
Topic 2: Ancient Egypt
Cataract
delta
Menes
pharaoh
theocracy
Pyramid
mummification
hieroglyphics
papyrus
Kush
Topic 3: River Dynasties in China
oracle bone
Mandate of Heaven Feudalism
Confucius
Filial piety
Bureaucracy
Daoism
Legalism
Qin dynasty
Autocracy
Topic 4: India and the Indus Valley
monsoon
Indo-Europeans
Migration
Hittites
Aryans Vedas
Caste
Mahabharata
Reincarnation
Karma
Jainism
Siddhartha
Gautama
Enlightenment
Nirvana
Mauryan Empire
Asoka
Tamil
Gupta Empire
patriarchal
Matriarchal
Mahayana
Theravada
Brahma
Vishnu
Silk Roads
Stage II – Assessment Evidence
Performance Task(s): Intermediate Level
Performance Task(s): Mastery Level
Given primary and secondary source documents,
Given primary and secondary source documents,
Students will be able to:
Students will be able to:
 Define 10-15 vocabulary terms.
 Define 16-20 vocabulary terms.
 Answer 3-5 comprehension questions based on
 Answer 6-10 comprehension questions based on
readings.
readings.
 Identify components of Early River Valley
 Identify components of Early River Valley
Civilizations and their government
Civilizations and their government organizations.
organizations.
 Describe in a 4 paragraph essay the strengths
weaknesses of an ancient ruler.
 Describe in a 2 paragraph essay the strengths
weaknesses of an ancient ruler.
 Answer 20-25 MPQ Test.
 Answer 15-20 MPQ Test.
Other Evidence: Quizzes, Tests, Projects, Academic Prompts, Observations, Homework, Journal Writing
(Essays)
Stage III – Learning Plan
Students will:
1. Read passages from the textbook on history and geography of the India, China, and Egypt.
2. Define and describe monotheism.
3. Identify the fertile crescent on a map.
4. Create a timeline showing of the major developments in early Chinese dynasties
5. Chart the differences between Hinduism and Buddhism
6. Complete index cards of important vocabulary terms.
7. Discuss the lasting contributions of the ancient river valley civilizations.
Supplemental Activity(ies):
1. Relate their lives to the lives of a person in ancient civilization / empire.
2. Role play as a leader of a Hebrew Tribe.
3. Write short essays describing the differences between different ancient religions.
6
Technology to be utilized:
Skills to be embedded:
 SMART board
 Study/Research Skills-Index cards ,Essay Organizers, Highlighting
 MS PowerPoint
 Map Work-Interpretation and Analysis
 MS Office
 Essay –Thesis Writing, Outline, Organization, and Execution
 CastleLearning.com
 Test Taking-Process of Elimination, Word Association, Positive or
Negative, and Check Work
 Regents prep.org

Identifying Relationships-Cause and Effect, Similarities and
 Epals.com
Differences, and Connections to Today
 Class Website/E-Mail
 Blogging
Differentiation:
Group Work- Timeline
Essay Writing- Short essays
Graphic Organizers- Cause and Effect, Similarities and Differences
Current Events- Connections to Today
Suggested Documents and Readings
Lunger, Norman. Global History and Geography. Amsco: New York, New York. 2003.
Topic 1 – Fertile Crescent
 A Sumerian Schoolboy’s Tale
 The Code of Hammurabi
Topic 2 - Egypt
 The Birth of Hatshepsut
Topic 3 – River Dynasties in China
 Women and Marriage in Ancient China
 Confucius on Personal Responsibility
Topic 4 – India and the Indus Valley
 A Hindu God Speaks to a Warrior
 Sayings of the Buddha
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas.
1997.
Topic 1 – Fertile Crescent
 An Early City in the Tigris-Euphrates Valley
 Sargon II’s Conquests
 A Debate on Government (Persia)
Topic 2 – Egypt
 Advice for Egyptian Students
Topic 3 – River Dynasties in China
 The Wisdom of Confucius
 The Dao De Ching of Laozi
 Mo Tzu on Universal Love
Topic 4 – India and the Indus Valley
 Buddhism and Equality
 The Place of Women in Hindu Society
 A Day in the Life of a Mogul Emperor
7
Primary Sources
Websites
http://eawc.evansville.edu/anthology/hammurabi.htm
http://afe.easia.columbia.edu/tps/1000bce.htm#qin
http://www.fordham.edu/halsall/ancient/asbook04.html
http://www.harappa.com/har/har0.html
Topic 1: Fertile Crescent
http://www.mesopotamia.co.uk/menu.html.
http://ce.eng.usf.edu/pharos/wonders/gardens.html
http://www-groups.dcs.stand.ac.uk/~history/HistTopics/Babylonian_mathematics.html
Topic 2: Egypt
http://www.ancientegypt.co.uk/pyramids/home.html
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/2chapt
er5.shtml
http://www.ancient-egypt.org/glossary/astro.html
http://www2.si.umich.edu/chico/mummy/
http://www.fordham.edu/halsall/ancient/asbook04.html
Topic 3: River Dynasties in China
http://www.crystalinks.com/china.html
http://library.thinkquest.org/23062/frameset.html
http://www-chaos.umd.edu/history/ancient1.html
Topic 4: India and the Indus Valley
http://www.harappa.com/har/har0.html
8
Massapequa High School Global Studies and Geography I SC 2 Curriculum
Unit 3- Classical Greece and the Foundations of the Modern World
Stage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies
_X_#2: World History
_X_#3: Geography
_X_#4: Economics
_X_#5: Civics, Citizenship and Government
“The Big Idea”
Essential Questions:
Students will understand:
 What factors contributed to the rise of Classical
Greece?
 How ancient Greek society was influenced and
shaped by its major geographic features.
 How did people of Greece adapt to their
environment?
 The evolution of Athenian democracy.
 The scientific achievements and new schools of
 What is a “Golden Age”?
philosophy dominant during the Hellenistic Age.
 What are the contributions of the Classical
Mediterranean Civilization?
 What impact did Greece have on the development
of later political systems?
 What factors led to the demise of Classical
Greece?
Students will understand that:
Students will be able to:
 The Minoans and Mycenaens shaped the first
 Explain how ancient Greek society was
Greek civilizations.
influenced and shaped by its major geographic
features.
 Greek city-states developed different types of
government.
 Investigate the various components of Ancient
Greece Civilization.
 Competition among Greek city-states led to
conflict.
 Compare and contrast the basic characteristics of
Hellenic and Hellenistic culture.
 Alexander the Great created a large empire and
spread Greek culture throughout the region.
Unit Vocabulary/Key Words:
Mycenaeans
myths
Trojan War
polis
Alexander the Great
Homer
epics
acropolis
monarchy
oligarchy
phalanx
tyrant
democracy
Persian Wars
philosophers
Stage II – Assessment Evidence
Performance Task(s): Intermediate Level
Performance Task(s): Mastery Level
Given primary and secondary source documents,
Given primary and secondary source documents,
Students will be able to:
Students will be able to:
 Define 10-15 vocabulary terms.
 Define 16-20 vocabulary terms.
 Answer 3-5 comprehension questions based on
 Answer 6-10 comprehension questions based on
readings.
readings.
 Identify components of Greek Civilization.
 Identify components of culture and civilizations.
 Describe in a 2 paragraph essay the similarities
 Describe in a 4 paragraph essay the similarities
and differences of Athens and Sparta.
and differences of Athens and Sparta.
 Answer 15-20 MPQ Test.
 Answer 20-25 MPQ Test.
Other Evidence: Quizzes, Tests, Projects, Academic Prompts, Observations, Homework, Journal Writing
(Essays)
9
Stage III – Learning Plan
Students will:
1. Read passages from the textbook on history and geography of Ancient Greece.
2. Define and describe Ancient Greek culture and civilization.
3. Identify the major geographic features of the Balkan Peninsula and southern European/eastern
Mediterranean region.
4. Create a timeline showing the conquests of Alexander the Great.
5. Chart the differences between Athens and Sparta.
6. Complete index cards of important vocabulary terms.
7. Discuss the impact Greek civilization had over time.
Supplemental Activity(ies):
1. Relate their lives to the lives of Ancient Greece.
2. Role play as Greek philosophers.
3. Write short essays describing components of Greek Civilization.
Technology to be utilized:
Skills to be embedded:
 SMART board
 Study/Research Skills-Index cards ,Essay Organizers,
 MS PowerPoint
Highlighting
 MS Office
 Map Work-Interpretation and Analysis
 CastleLearning.com
 Essay –Thesis Writing, Outline, Organization, and Execution
 Regents prep.org
 Test Taking-Process of Elimination, Word Association,
 Epals.com
Positive or Negative, and Check Work
 Class Website
 Identifying Relationships-Cause and Effect, Similarities and
 Class E-Mail
Differences, and Connections to Today

Blogging
Differentiation:
Group Work- Timeline
Essay Writing- Short essays
Graphic Organizers- Cause and Effect, Similarities and Differences
Current Events- Connections to Today
Suggested Documents and Readings
Lunger, Norman. Global History and Geography. Amsco: New York, New York. 2003.
 Athenian Democracy: A Golden Age
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
 The Making of Spartan Soldiers
 The Greatness of Athens
 The Death of Socrates
 Aristotle’s View on Education
 The Medical Aphorisms of Hippocrates
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999.
 In-Depth Resources – Unit 1, Chapter 3, Section 3
 In-Depth Resources – Unit 2, Chapter 5
Websites
Primary and secondary sources
http://www.wsu.edu:8080/~dee/GREECE/GREECE.HTM
http://www.art-and-archaeology.com/timelines/greece/greece.html
http://www.mnsu.edu/emuseum/prehistory/aegean/thecities/athens.html
http://ancienthistory.miningco.com/cs/greece/
http://www.lebanon2000.com/ph.htm
Early and Classical Greece Unit
http://www.mrdonn.org/
Greek Women in Athens
http://www.angelfire.com/ca3/ancientchix/
10
Massapequa High School Global Studies and Geography I SC 2 Curriculum
Unit 4: Ancient Rome and The Han Dynasty
Stage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies
_X_#2: World History
_X_#3: Geography
_X_#4: Economics
_X_#5: Civics, Citizenship and Government
“The Big Idea”
Essential Questions:
Students will understand:
 What factors caused the rise of Ancient Rome?
 The ways in which the Han Dynasty was of  How did ancient Romans adapt to their environment?
lasting significance for Chinese history.
 What were the characteristics of the Roman Republic?
 The ways in which the Roman Empire has
 How did the Roman Empire come to exist?
had a lasting effect on western civilization.  How did it control its conquered peoples?
 Factors leading to the growth of the Roman  What was the “Pax Romana”?
Empire and the Han Dynasty.
 What are the origins of Early Christianity? What impact
 Causes of decline of the Roman Empire
did it have on the Roman Empire?
and Han Dynasty.
 What are the contributions of the Roman Empire?
 What impact did the Roman Empire have on the
development of later political systems?
 What factors led to the demise of the Roman Empire?
 How did the Han Empire govern its people?
 How did the Han Empire impact the development of
Chinese culture, politics, religion and economics?
 What factors led to the demise of the Han Dynasty?
Students will understand that:
Students will be able to:
 Early Romans established a republic, which
 Explain how Rome’s geography affected it’s
grew powerful and spread its influence.
development and decline.
 The creation of the Roman Empire
 Compare and contrast Roman Republic and Roman
transformed Roman government, society,
Empire in terms of government, society, economy, and
economy, and culture.
culture.
 Christianity arose in Roman-occupied Judea
 Identify problems which weakened the Han Dynasty’s
and spread throughout the Roman Empire.
power.
 Internal problems and nomadic invasions
 Discuss the lasting contributions the Han Dynasty made
spurred the division and decline of the
to the history of China.
Roman Empire.
 The Romans developed many ideas and
institutions that became fundamental to
Western civilization.
 The Han Dynasty expanded China’s borders
and developed a system of government that
lasted for centuries.
Unit Vocabulary/Key Words:
Han Dynasty
Centralized government
civil service
monopoly
Assimilation
Republic
Dictator
plebeian
Pax Romana
civil war
Julius Caesar
Augustus
Jesus
Constantine
Inflation
Constantinopl
aqueduct
Pompeii
11
Stage II – Assessment Evidence
Performance Task(s): Intermediate Level
Performance Task(s): Mastery Level
Given primary and secondary source documents,
Given primary and secondary source documents,
Students will be able to:
Students will be able to:
 Define 10-15 vocabulary terms.
 Define 16-20 vocabulary terms.
 Answer 3-5 comprehension questions based on
 Answer 6-10 comprehension questions based on
readings.
readings.
 Identify components of Han Dynasty
 Identify components of Han Dynasty Government
Government.
 Describe in a 4 paragraph essay the factors that
contributed to the rise and fall of the Roman
 Describe in a 2 paragraph essay the factors that
contributed to the rise and fall of the Roman
Empire.
Empire.
 Answer 20-25 MPQ Test.
 Answer 15-20 MPQ Test.
Other Evidence: Quizzes, Tests, Projects, Academic Prompts, Observations, Homework, Journal Writing
(Essays)
Stage III – Learning Plan
Students will:
1. Read passages from the textbook on history and geography of the Roman Empire and the Han Dynasty.
2. Define and describe cultural diffusion.
3. Identify natural features which contributed to Han/Roman development on a map.
4. Create a timeline showing the growth and decline of the Roman Empire / Han Dynasty.
5. Chart the differences and similarities between the Roman Empire and Han Dynasty.
6. Complete index cards of important vocabulary terms.
7. Discuss the lasting impacts that the Roman Empire and Han Dynasty had on their respective cultures.
Supplemental Activity(ies):
1. Relate their lives to the life of a person living under the Han Dynasty.
2. Create a chart of contributing factors and immediate causes of the fall of the Roman Empire.
3. Write short essays describing the development and spread of Christianity.
Technology to be utilized:
Skills to be embedded:
 SMART board
 Study/Research Skills-Index cards ,Essay Organizers, Highlighting
 MS PowerPoint
 Map Work-Interpretation and Analysis
 MS Office
 Essay –Thesis Writing, Outline, Organization, and Execution
 CastleLearning.com
 Test Taking-Process of Elimination, Word Association, Positive or
 Regents prep.org
Negative, and Check Work
 Epals.com
 Identifying Relationships-Cause and Effect, Similarities and
 Class Website /Class E-Mail
Differences, and Connections to Today

Blogging
Differentiation:
Group Work- Time line
Essay Writing- Short essays
Graphic Organizers- Cause and Effect, Similarities and Differences
Current Events- Connections to Today
Suggested Documents and Readings
Lunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
 The Roman Emperor Nero
 The Roman Sack of Jerusalem
 A Sermon From the New Testament
12
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas.
1997.
 Rome’s Perfect Location
 Christians in the Roman Empire
 A Description of the Barbarians
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999.
 In-Depth Resources – Unit 2
o Chapter 6
o Chapter 7, Section 3
Websites
Primary and
http://www.fordham.edu/halsall/ancient/asbook09.html
secondary
http://www.roman-emperors.org/histsou.htm
sources
http://www.roman-emperors.org/
http://www.chinainstitute.org/index.cfm?fuseaction=page.viewPage&pageID=712&nodeID=1
http://afe.easia.columbia.edu/tps/1000bce.htm#han
Ancient Rome http://www.vroma.org/~bmcmanus/romangvt.html
http://www.roman-empire.net/republic/rep-index.html
http://www.roman-empire.net/
http://www.roman-empire.net/children/ (children’s section)
http://www.pbs.org/empires/romans/
http://www.wsu.edu/~dee/ROME/LATE.HTM
Han Dynasty
http://www.mnsu.edu/emuseum/prehistory/china/early_imperial_china/han.html
http://magma.nationalgeographic.com/ngm/0402/feature1/
http://www.aasianst.org/eaa/silkroad.htm
13
Massapequa High School Global Studies and Geography I SC 2 Curriculum
Unit 5 - African Civilization, Migration and the Spread of Islam
Stage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies
_X_#2: World History
_X_#3: Geography
_X_#4: Economics
_X_#5: Civics, Citizenship and Government
“The Big Idea”
Essential Questions:
Students will understand:
 Why did African peoples develop diverse
 How movements of people and ideas (cultural
societies?
diffusion) affect world history.
 How did trade impact Africa?
 The impact regional and global trade networks
 How did Bantu migration change sub-Saharan
have on world cultures.
Africa?
 The major characteristics of the Muslim religion.
 What are the basic beliefs and practices of Islam?
 The contributions of Islamic culture to world
 What factors caused Islam to spread?
civilization.
 What contributions did the Muslim World make
to the Modern World?
Students will understand that:
Students will be able to:
 African kingdoms experienced conditions
 Explain how geographic features affected Africa's
necessary for cultural and intellectual
contact with other regions.
achievement.
 Analyze the importance of the gold-salt trade to
the development of West Africa.
 Early migration led to cultural diffusion in Africa.
 Islam had a significant influence on African
 List the major contributions of Islamic culture to
Kingdoms.
world civilization.
 Trade, conquest, and missionaries played a role in
the spread of Islam.
Unit Vocabulary/Key Words:
Sahara
desertification
clan
animism
Qur’an
Bantu
Djenne-Djeno
Allah
Abbasids
Shia /Sunna
Islam
Muhammad
Muslim
Shia
Sufi
mosque
Ibn Battuta
hajj
shari’a
Mansa Musa
caliphs
Umayyads
lineage
Ghana Mali
Songhai
Stage II – Assessment Evidence
Performance Task(s): Intermediate Level
Performance Task(s): Mastery Level
Given primary and secondary source documents,
Given primary and secondary source documents,
Students will be able to:
Students will be able to:
 Define culture and civilization.
 Define culture and civilization.
 Answer 3-5 comprehension questions based on
 Answer 6-10 comprehension questions based on
readings.
readings.
 Identify components of African Kingdoms and
 Identify components of African Kingdoms and the
the religion of Islam.
religion Islam.
 Describe in a 2 paragraph essay the role that
 Describe in a 4 paragraph essay the role that trade,
trade, conquest, and missionaries play in the
conquest, and missionaries play in the spread of
spread of Islam.
Islam.
Other Evidence: Quizzes, Tests, Projects, Academic Prompts, Observations, Homework, Journal Writing
(Essays)
Stage III – Learning Plan
Students will:
1. Read passages from the textbook on history and geography of African Kingdoms.
14
2. Explain how geographic features affected Africa's contact with other regions.
3. Identify characteristics of traditional African tribal life.
4. Create a newsletter to describe the importance of Timbuktu to trans-Saharan Africa.
5. Identify the Five Pillars of Islam.
6. Complete index cards of important vocabulary terms.
7. List the major contributions of Islamic culture to world civilization.
Supplemental Activity(ies):
1. Relate their lives to early African Traders.
2. Create a poster of three things they cannot live without.
3. Write short essays describing the spread of Islam and the impact of trade on Africa.
Technology to be utilized:
Skills to be embedded:
 SMART board
 Study/Research Skills-Index cards ,Essay Organizers,
 MS PowerPoint
Highlighting
 MS Office
 Map Work-Interpretation and Analysis
 CastleLearning.com
 Essay –Thesis Writing, Outline, Organization, and Execution
 Regents prep.org
 Test Taking-Process of Elimination, Word Association, Positive or
 Epals.com
Negative, and Check Work
 Class Website/E-Mail
 Identifying Relationships-Cause and Effect, Similarities and
 Blogging
Differences, and Connections to Today
Differentiation:
Group Work- Timeline and Newsletter
Essay Writing- Short essays
Graphic Organizers- Cause and Effect, Similarities and Differences
Current Events- Connections to Today
Suggested Documents and Readings
Lunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
 The Qur’an
 A Ruler Helps a Poor Woman
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
 The Muslim Conquest of Spain
 Social Classes in Muslim India
 Mansa Musa’s Pigramage
 Aristotle’s View on Education
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999.
 In-Depth Resources – Unit 2, Chapter 8
 In-Depth Resources – Unit 3, Chapter 10 & 15
Websites
http://www.fordham.edu/halsall/africa/africasbook.html
Primary and
http://web.cocc.edu/cagatucci/classes/hum211/timelines/htimeline.htm
secondary sources
http://africanhistory.about.com/od/kingdoms/
http://www.sunnah.org/history/islamamr.htm
Islam
http://www.san.beck.org/AB13-MuhammadandIslam.html
http://www.bbc.co.uk/worldservice/people/features/world_religions/islam_life.shtml
15
Massapequa High School Global Studies and Geography I SC 2 Curriculum
Unit 6: Byzantines, Russians and Turks
Stage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies
_X_#2: World History
_X_#3: Geography
_X_#4: Economics
_X_#5: Civics, Citizenship and Government
“The Big Idea”
Essential Questions:
Students will understand:
 How did Byzantine culture deeply influence
Orthodox Christianity?
 The Byzantine Empire’s Role in Preserving and
Transmitting Greek and Roman Cultures.
 How did the Byzantines become the cultural
preservers of a Western Tradition?
 The impact the Byzantine Empire had in the
development of historical Russia.
 In what ways did early Russia separate itself
 Islam’s role in the formation of new empires.
from the West?
 What impact did the Turkish conversion people
to Islam have on the creations of new empires?
Students will understand that:
Students will be able to:
 Constantinople ruled an eastern empire that
 Explain the geographic advantages of
survived for over a thousand years.
Constantinople's location.
 Russia grew out of a blending of Slavic and
 Discuss how the Byzantine Empire carried on
Byzantine cultures with Eastern Orthodox
many of the traditions of ancient Rome.
traditions.
 Identify the Greek characteristics found in
Byzantine culture.
 Turkish people converted to Islam and founded
new empires that would renew Muslim
 Analyze how Islamic conversion of Turks
civilization.
contributed to the formation of new empires.
Unit Vocabulary/Key Words:
Justinian Code
patriarch
icon
excommunication
schism
Cyrillic alphabet
Slavs
boyars
czar
Seljukes
Stage II – Assessment Evidence
Performance Task(s): Intermediate Level
Performance Task(s): Mastery Level
Given primary and secondary source documents,
Given primary and secondary source documents,
Students will be able to:
Students will be able to:
 Define 10-15 vocabulary terms.
 Define 16-20 vocabulary terms.
 Answer 3-5 comprehension questions based on
 Answer 6-10 comprehension questions based on
readings.
readings.
 Identify components of the Byzantine Empire
 Identify components of the Byzantine Empire that
that reflect aspects of the Roman Empire.
reflect aspects of the Roman Empire.
 Describe in a 2 paragraph essay how the
 Describe in a 4 paragraph essay how the Byzantine
Byzantine Empire influenced the development of
Empire influenced the development of Russian.
Russian.
 Answer 20-25 MPQ Test.
 Answer 15-20 MPQ Test.
Other Evidence: Quizzes, Tests, Projects, Academic Prompts, Observations, Homework, Journal Writing
(Essays)
16
Stage III – Learning Plan
Students will:
1. Read passages from the textbook on history and geography of the Byzantine Empire.
2. Define and describe the role of schism in creating the Byzantine Empire.
3. Identify the Byzantine, Russian, and Seljuk empires on a map.
4. Create a timeline showing the major events in the rise and fall of Byzantine, Russian, and Seljuk
empires.
5. Chart the differences between the Roman Catholic and Eastern Orthodox Christian traditions.
6. Complete index cards of important vocabulary terms.
7. Discuss the role that Islam played in creating the new empires.
Supplemental Activity(ies):
1. Relate their lives to the life of a Byzantine citizen.
2. Analyze primary sources describing the Mongol invasions of Russia.
3. Write short essays describing the role of the Byzantine Empire in preserving Greek and Roman
traditions.
Technology to be utilized:
Skills to be embedded:
 SMART board
 Study/Research Skills-Index cards ,Essay Organizers, Highlighting
 MS PowerPoint
 Map Work-Interpretation and Analysis
 MS Office
 Essay –Thesis Writing, Outline, Organization, and Execution
 CastleLearning.com
 Test Taking-Process of Elimination, Word Association, Positive or
 Regents prep.org
Negative, and Check Work
 Epals.com
 Identifying Relationships-Cause and Effect, Similarities and Differences,
 Class Website
and Connections to Today


Class E-Mail
Blogging
Differentiation:
Group Work- Time line
Essay Writing- Short essays
Graphic Organizers- Cause and Effect, Similarities and Differences
Current Events- Connections to Today
Suggested Documents and Readings
Lunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
 Empress Theodora and Her Courtiers
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
 Justinian’s Code
 Justinian Puts down a Rebellion
 Ivan the Terrible’s Punishment of Novgorod
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999.
 In-Depth Resources – Unit 3
o Chapter 11, Sections 1, 2, 3
Websites
Primary and secondary sources
http://www.fordham.edu/halsall/byzantium/
http://www.fordham.edu/halsall/sbook1c.html
17
Massapequa High School Global Studies and Geography I SC 2 Curriculum
Unit 7- Empires in East Asia
Stage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies
_X_#2: World History
_X_#3: Geography
_X_#4: Economics
_X_#5: Civics, Citizenship and Government
“The Big Idea”
Essential Questions:
Students will understand:
 What factors contributed to an era of prosperity
and technological innovation during the Tang and
 How China, under the Tang emperors, reached a
new "Golden Age".
Song dynasties?
 That global trade expanded due to the political
 What factors led to the Mongols building the
stability provided by Mongol rulers.
largest unified land empire in world history?
 How geography influenced the history, society,
 How did the Mongols conquer the Chinese?
and culture of Asia.
 What impact did cultural borrowing have on
Japanese civilization?
 What factors led to the rise of feudalism and
military leaders in Japan?
 How did Indian and Chinese culture influence the
cultures of South East Asia and Korea?
Students will understand that:
Students will be able to:
 China under the Tang emperors reached a new
 Explain how China, under the Tang emperors,
Golden Age.
reached a new "Golden Age".
 The Mongol Peace was a time of global trade
 Investigate the impact Mongol Peace had on
and cultural diffusion.
interaction between East and West.
 Japanese civilization was shaped by cultural
 Discuss the power of the shogun in feudal Japan.
borrowing from China and the rise of feudalism
 Analyze the role of Korea as a "cultural land
and military rulers.
bridge" between China and Japan.
 East and Southeast Asia were culturally
influenced by India and China.
Unit Vocabulary/Key Words:
Tang Taizong
Wu Zhao
movable type
gentry
pastoralist
clan
Genghis Khan
Kublai Khan
Shinto
samurai
Bushido
shogun
Khmer Empire
Angkor Wat
Koryu Dynasty
Stage II – Assessment Evidence
Performance Task(s): Intermediate Level
Performance Task(s): Mastery Level
Given primary and secondary source documents,
Given primary and secondary source documents,
Students will be able to:
Students will be able to:
 Define 10-15 vocabulary terms.
 Define 16-20 vocabulary terms.
 Answer 3-5 comprehension questions based on
 Answer 6-10 comprehension questions based on
readings.
readings.
 Describe in a 2 paragraph essay how the Tang
 Describe in a 4 paragraph essay how the Tang and
and Song emperors strengthened and weakened
Song emperors strengthened and weakened
China’s Empire.
China’s Empire.
 Answer 15-20 MPQ Test.
 Answer 20-25 MPQ Test.
Other Evidence: Quizzes, Tests, Projects, Academic Prompts, Observations, Homework, Journal Writing
(Essays)
18
Stage III – Learning Plan
Students will:
1. Read passages from the textbook on history and geography of Asian empires.
2. Chart the similarities and differences between the Tang and Song dynasties.
3. Create a movie poster showing factors contributed to an era of prosperity and technological innovation
during the Tang and Song dynasties.
4. Define and describe the Mongol Peace and the impact the Mongols had on both Europe and Asia.
5. Identify Mongol conquests and trading routes on a map.
6. Complete index cards of important vocabulary terms.
7. Discuss the factors that led to the rise of feudalism and military leaders in Japan.
Supplemental Activity(ies):
1. Write a letter describing life as a Mongol soldier.
2. Analyze maps, quotes and short passages.
3. Write short essays describing empires in East Asia.
Technology to be utilized:
Skills to be embedded:
 SMART board
 Study/Research Skills-Index cards ,Essay Organizers, Highlighting
 MS PowerPoint
 Map Work-Interpretation and Analysis
 MS Office
 Essay –Thesis Writing, Outline, Organization, and Execution
 CastleLearning.com
 Test Taking-Process of Elimination, Word Association, Positive or
 Regents prep.org
Negative, and Check Work
 Epals.com
 Identifying Relationships-Cause and Effect, Similarities and
 Class Website/E-Mail
Differences, and Connections to Today

Blogging
Differentiation:
Group Work- Timeline, Poster, and Newsletter
Essay Writing- Short essays
Graphic Organizers- Cause and Effect, Similarities and Differences
Current Events- Connections to Today
Suggested Documents and Readings
Lunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
 Japan, the Divine Country
 The Japanese Feudal Code
 Chinese Feudalism: A Golden Age
 Europeans Encounter Japanese Eating Habits
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
 Kublai Khan’s Great Park at Shangdu
 Drinking Tea for Long Life
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999.
 In-Depth Resources – Unit 3, Chapter 12
Websites
http://www.fordham.edu/halsall/eastasia/eastasiasbook.html
Primary and secondary sources
http://afe.easia.columbia.edu/
19
Massapequa High School Global Studies and Geography I SC 2 Curriculum
Unit 8: Europe in the Middle Ages
Stage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies
_X_#2: World History
_X_#3: Geography
_X_#4: Economics
_X_#5: Civics, Citizenship and Government
“The Big Idea”
Essential Questions:
Students will understand:
 What caused the rise of the European Middle
Ages?
 The fall of the Roman Empire led to power
struggles among both political leaders and
 How did the spread of Christianity impact
Church leaders.
Medieval Europe?
 The Church was a unifying force during the
 How did Feudalism affect European society?
Middle Ages and affected all aspects of life.
 What are the contributions of the Classical
 The crusades resulted in cultural, economic, and
Mediterranean Civilization?
academic exchange between Europe and the
 How did Greece impact the development of later
Muslim world.
political systems?
 How was Europe affected by the struggle for
power between the Church and Monarchs?
 What were some of the early ways the Catholic
Church underwent reforms?
 What were the causes and effects of the Crusades
on both Europe and the Middle East?
 What caused the rise of towns and cities in the late
Middle Ages?
 What political factors in the high Middle Ages
paved the way for the rise of European nations?
 What were the political, social and economic
results of the plague on European society?
Students will understand that:
Students will be able to:
 Many Germanic kingdoms that succeeded the
 Describe the feudal system and explain the roles
Roman Empire were reunited under Charlemagne.
the individuals played within it.
 Europeans developed feudalism, a system of
 Identify cultural and academic exchanges that
protective alliances and relationships.
were results of the crusades.
 Church and political leaders competed for power
 Describe the code of chivalry and its impact on
and authority.
everyday life.
 The Catholic Church underwent reform and
 Evaluate the Church’s impact on everyday life.
launched Crusades against Muslims and others.
 Identify the reforms that the Church underwent.
 European cities challenged the feudal system as
 Identify the causes and long-term effects of the
agriculture, trade, and universities developed.
Bubonic plague.
 As England and France began to develop into
nations, certain democratic traditions evolved.
 During the 1300s, Europe was torn apart by
religious conflict, the plague, and the Hundred
Years’ War.
20
Unit Vocabulary/Key Words:
Middle Ages Franks
Monastery
Secular
Carolingian Dynasty
Lord
Fief
Vassal
knight
serf
Holy Roman Empire
manor
Tithe
chivalry
Clergy
bubonic plague
Cannon law
Crusade
Simony
Inquisition
guild
Magna Carta
Hundred Years’ War
Sacrament
Stage II – Assessment Evidence
Performance Task(s): Intermediate Level
Performance Task(s): Mastery Level
Given primary and secondary source documents,
Given primary and secondary source documents,
Students will be able to:
Students will be able to:
 Define 10-15 vocabulary terms.
 Define 16-20 vocabulary terms.
 Answer 3-5 comprehension questions based on
 Answer 6-10 comprehension questions based on
readings.
readings.
 Identify components and relationships of the
 Identify components and relationships of the feudal
feudal system.
system.
 Describe in a 2 paragraph essay how the Church
 Describe in a 4 paragraph essay how the Church
was a unifying force throughout Europe.
was a unifying force throughout Europe.
 Answer 15-20 MPQ Test.
 Answer 20-25 MPQ Test.
Other Evidence: Quizzes, Tests, Projects, Academic Prompts, Observations, Homework, Journal Writing
(Essays)
Stage III – Learning Plan
Students will:
1. Read passages from the textbook on history and geography of Middle Age Europe.
2. Define and describe the feudal system.
3. Identify Charlemagne’s Empire, Holy Roman Empire on a map.
4. Create a timeline showing major events during Frankish rule in Europe.
5. Chart the different methods of spreading Christianity of different leaders.
6. Complete index cards of important vocabulary terms.
7. Discuss how the Church was a unifying force throughout the middle ages.
Supplemental Activity(ies):
1. Relate their lives to the life of a person in the Middle Ages.
2. Role play as political and church leaders.
3. Write short essays describing the cultural benefits of the Crusades.
Technology to be utilized:
Skills to be embedded:
 SMART board
 Study/Research Skills-Index cards, Essay Organizers, Highlighting
 MS PowerPoint
 Map Work-Interpretation and Analysis
 MS Office
 Essay –Thesis Writing, Outline, Organization, and Execution
 CastleLearning.com
 Test Taking-Process of Elimination, Word Association, Positive or
 Regents prep.org
Negative, and Check Work
 Epals.com
 Identifying Relationships-Cause and Effect, Similarities and Differences,
 Class Website/E-Mail
and Connections to Today

Blogging
Differentiation:
Group Work- Time line
Essay Writing- Short essays
Graphic Organizers- Cause and Effect, Similarities and Differences
Current Events- Connections to Today
21
Suggested Documents and Readings
Lunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
 The Norman Conquest of England
 The Laws of William the Conqueror
 European Christians Launch the Crusades
 A Crusader Writes to his Wife
 Magna Carta
 Thomas Aquinas on Human Law
 The Black Death
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
 Peasant Life During the Time of Charlemagne
 An Exchange Between Pope Gregory VII and Henry VI
 The Black Death in Paris
 A Woman’s Hundred Years
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999.
 In-Depth Resources – Unit 3
o Chapter 13
o Chapter 14
Primary and secondary sources
Websites
http://www.fordham.edu/halsall/medieval.html
http://www.fordham.edu/halsall/sbook2.html
http://eawc.evansville.edu/mepage.htm
http://history.hanover.edu/project.html
http://www.deremilitari.org/resources/primarysources.htm
22
Massapequa High School Global Studies and Geography I SC 2 Curriculum
Unit 9-Renaissance and the Reformation
Stage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies
_X_#2: World History
_X_#3: Geography
_X_#4: Economics
_X_#5: Civics, Citizenship and Government
“The Big Idea”
Essential Questions:
Students will understand:
 What were the causes of the Italian Renaissance?
 The impact regional and global trade networks
 How did Renaissance ideas begin to spread? What
have on world cultures.
was the impact on Europe?
 The affect technological change has on people,
 What were the long and short term causes and
places, and regions.
effects of the Reformation?
 The influence the Protestant Reformation had
 What are the similarities and differences between
on political and social aspects of European life.
the various protestant sects?
Students will understand that:
Students will be able to:
 The Renaissance was a time of creativity and
 Analyze the role of the city-state of Florence and
change in Europe.
the Medici family in the development of the
Renaissance.
 The Renaissance produced a golden age with
many achievements in art, literature, and science.
 Discuss the meaning of the term humanism.
 Humanism was an intellectual movement where
 List the ways in which the printing press prepared
people began to focus on life in the present.
the way for the Protestant Reformation.
 The most important technological innovation of
 Identify the events which led Martin Luther to take
the time was the printing press.
a stand against the Catholic Church.
 The Protestant Reformation affected social,
political, economic, and religious life.
Unit Vocabulary/Key Words:
Renaissance
humanism
secular
Johan Gutenberg
perspective
vernacular
utopia
William Shakespeare
predestination
Protestant
patron
Peace of Augsburg
Council of Trent
Calvinism
theocracy
Catholic Reformation
Martin Luther
excommunication
95 Theses
Sale of Indulgences
Stage II – Assessment Evidence
Performance Task(s): Intermediate Level
Performance Task(s): Mastery Level
Given primary and secondary source documents,
Given primary and secondary source documents,
Students will be able to:
Students will be able to:
 Define 10-15 vocabulary terms.
 Define 16-20 vocabulary terms.
 Answer 3-5 comprehension questions based on
 Answer 6-10 comprehension questions based on
readings.
readings.
 Identify 3 major characteristics of the
 Identify 5 major characteristics of the Renaissance.
Renaissance.
 Describe in a 4 paragraph essay how the
Renaissance ideas began to spread and the impact
 Describe in a 2 paragraph essay how the
Renaissance ideas began to spread and the
on Europe.
impact on Europe.
 Answer 20-25 MPQ Test.
 Answer 15-20 MPQ Test.
Other Evidence: Quizzes, Tests, Projects, Academic Prompts, Observations, Homework, Journal Writing
(Essays)
23
Stage III – Learning Plan
Students will:
1. Read passages from the textbook on history and geography of the Renaissance and the Reformation.
2. Describe role of the city-state of Florence and the Medici family in the development of the Renaissance.
3. Identify the growing religious division in Europe on a map.
4. Create a newsletter identifying the major artists of the Renaissance.
5. Chart the religious, political causes of the Reformation on a map.
6. Complete index cards of important vocabulary terms.
7. Discuss the events which led Martin Luther to take a stand against the Catholic Church.
Supplemental Activity(ies):
1. Describe an artist from today that works in more than one field.
2. Create an encyclopedia entry for one historical figure from the Renaissance or Reformation.
3. Write short essays describing life during the Renaissance and Reformation.
Technology to be utilized:
Skills to be embedded:
 SMART board
 Study/Research Skills-Index cards ,Essay Organizers, Highlighting
 MS PowerPoint
 Map Work-Interpretation and Analysis
 MS Office
 Essay –Thesis Writing, Outline, Organization, and Execution
 CastleLearning.com
 Test Taking-Process of Elimination, Word Association, Positive or
 Regents prep.org
Negative, and Check Work
 Epals.com
 Identifying Relationships-Cause and Effect, Similarities and Differences,
 Class Website/ E-Mail
and Connections to Today

Blogging
Differentiation:
Group Work- Timeline, Poster, and Newsletter
Essay Writing- Short essays
Graphic Organizers- Cause and Effect, Similarities and Differences
Current Events- Connections to Today
Suggested Documents and Readings
Lunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
 Dante’s Vision of Hell
 Leonardo da Vinci, Renaissance Man
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
 Advice to Princes
 Luther’s Refusal at the Diet of Worms
 Sports in England
 On the Motion of the Heart and Blood
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999.
o In-Depth Resources – Unit 4, Chapter 10
Websites
Primary and secondary sources
http://www.fordham.edu/halsall/medieval.html
http://www.fordham.edu/halsall/mod/modsbook.html
http://www.sc.edu/library/spcoll/sccoll/renprint/renprint.html
http://www.learner.org/exhibits/renaissance/
24
Massapequa High School Global Studies and Geography I SC 2 Curriculum
Unit 10: Age of Exploration and Isolation
Stage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies
_X_#2: World History
_X_#3: Geography
_X_#4: Economics
_X_#5: Civics, Citizenship and Government
“The Big Idea”
Essential Questions:
Students will understand:
 What are the long and short term causes of the
Age of Exploration?
 The results of European exploration in the East.
 The economic motives of European explorers.
 What impact did the spread of Christianity have
on the Age of Exploration?
 The contributing factors which caused and/or
facilitated the Age of Exploration.
 Why did some nations like China and Japan turn
inward during this time period?
Students will understand that:
Students will be able to:
 Europeans began an age of exploration due in
 Evaluate the effectiveness of China and Japan’s
part to a desire for wealth and Christian converts.
isolationist policies.
 Advances under the Ming and Quing dynasties
 Chart the accomplishments of Japanese leaders.
left China self-contained and uninterested in
 Identify the short and long term causes of the age
European contact.
of exploration.
 The Tokugwa regime unified Japan and began a
 Describe the effects of the Age of Exploration.
200-year period of isolation, autocracy, and
economic growth.
Unit Vocabulary/Key Words:
Bartolomeu Dias
Prince Henry
Dutch East India Company
Vasco da Gama
Treaty of Tordesillas
Ming Dynasty
Tokugawa Shogunate
Zheng He
Manchus
Qing Dynasty
Stage II – Assessment Evidence
Performance Task(s): Intermediate Level
Performance Task(s): Mastery Level
Given primary and secondary source documents,
Given primary and secondary source documents,
Students will be able to:
Students will be able to:
 Define 10-15 vocabulary terms.
 Define 16-20 vocabulary terms.
 Answer 3-5 comprehension questions based on
 Answer 6-10 comprehension questions based on
readings.
readings.
 Identify causes of the age of exploration.
 Identify causes of the age of exploration.
 Describe in a 2 paragraph essay China and
 Describe in a 4 paragraph essay China and Japan’s
Japan’s reactions to European exploration.
reactions to European exploration.
 Answer 15-20 MPQ Test.
 Answer 20-25 MPQ Test.
Other Evidence: Quizzes, Tests, Projects, Academic Prompts, Observations, Homework, Journal Writing
(Essays)
25
Stage III – Learning Plan
Students will:
1. Read passages from the textbook on history and geography of Europe, China, and Japan 1400-1800.
2. Identify and describe the short and long term factors contributing to European exploration.
3. Create a timeline showing major events in European exploration.
4. Identify European exploration routes on a map.
5. Chart the accomplishments of Chinese emperors.
6. Complete index cards of important vocabulary terms.
7. Discuss the Eastern response to European exploration.
Supplemental Activity(ies):
1. Relate their lives to the lives of explorers.
2. Role play as Japanese or Chinese leaders.
3. Write short essays describing motivations for exploration.
Technology to be utilized: Skills to be embedded:
 SMART board
 Study/Research Skills-Index cards ,Essay Organizers, Highlighting
 MS PowerPoint
 Map Work-Interpretation and Analysis
 MS Office
 Essay –Thesis Writing, Outline, Organization, and Execution
 CastleLearning.com
 Test Taking-Process of Elimination, Word Association, Positive or
 Regents prep.org
Negative, and Check Work
 Epals.com
 Identifying Relationships-Cause and Effect, Similarities and Differences,
 Class Website/E-Mail
and Connections to Today

Blogging
Differentiation:
Group Work- Time line
Essay Writing- Short essays
Graphic Organizers- Cause and Effect, Similarities and Differences
Current Events- Connections to Today
Suggested Documents and Readings
Lunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
 Columbus finds “Indians” in the Americas
 Montezuma and Cortez: Two Views
 The City of Tenochtitlan
 Pizarro Takes the Incan King Captive
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
 The Incas: Worshippers of the Sun
 First Impressions of the New World
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999.
 In-Depth Resources – Unit 4
o Chapter 19
Websites
Primary and secondary sources
http://afe.easia.columbia.edu/
http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinksAgeOfExploration.html
http://www.chenowith.k12.or.us/tech/subject/social/explore.html
26
Massapequa High School Global Studies and Geography I SC 2 Curriculum
Unit 11- The Atlantic World
Stage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies
_X_#2: World History
_X_#3: Geography
_X_#4: Economics
_X_#5: Civics, Citizenship and Government
“The Big Idea”
Essential Questions:
Students will understand:
 What were the main achievements of the Mayan,
Aztec and Incan Empires?
 The cause and effect of the technological
advances of the Aztec and Incan empires.
 What was the impact of the Spanish conquest of
the Americas?
 The impact of regional and global trade networks
on world cultures.
 What were the immediate and long term effects of
 That later American civilization relied on the
the Atlantic slave trade on Africa, the Americas
technology achievements of earlier cultures to
and Europe?
move forward.
 What impact did the Columbian Exchange and
global trade have on world history?
Students will understand that:
Students will be able to:
 The Mesoamerican civilizations built powerful
 Identify the main achievements of the Mayan,
civilizations through the use of a traditional
Aztec and Incan Empires.
economy and limited trade.
 Investigate the various components of
Mesoamerican civilizations.
 The growth of trade, towns, and cities resulted in
a commercial revolution.
 Understand the broad patterns, relationships, and
interactions of cultures and civilizations during
 Successful exploration resulted in Europe
establishing colonies throughout the Americas.
particular eras and across eras.
 The slave trade resulted in the African Diaspora,
which is the large, forced migration of millions
of people.
Unit Vocabulary/Key Words:
Christopher Columbus
colony
triangular trade
Commercial Revolution
Hernando Cortes
capitalism
conquistadors
Atlantic Slave trade
Montezuma II
mestizo
mercantilism
Columbian Exchange
Francisco Pizarro
encomienda
middle passage
joint-stock company
Stage II – Assessment Evidence
Performance Task(s): Intermediate Level
Performance Task(s): Mastery Level
Given primary and secondary source documents,
Given primary and secondary source documents,
Students will be able to:
Students will be able to:
 Define 10-15 vocabulary terms.
 Define 16-20 vocabulary terms.
 Answer 3-5 comprehension questions based on
 Answer 6-10 comprehension questions based on
readings.
readings.
 Identify 2-3 components of Mesoamerican
 Identify 3-5 components of Mesoamerican
civilizations.
civilizations.
 Describe in a 2 paragraph essay 2-3 changes that
 Describe in a 4 paragraph essay 3-5 changes that
resulted from conquest.
resulted from conquest.
 Answer 20-25 MPQ Test.
 Answer 15-20 MPQ Test.
Other Evidence: Quizzes, Tests, Projects, Academic Prompts, Observations, Homework, Journal Writing
(Essays)
27
Stage III – Learning Plan
Students will:
1. Read passages from the textbook on history and geography of Mesoamerican civilizations.
2. Describe main achievements of the Mayan, Aztec and Incan Empires.
3. Analyze map and identify the most beneficial and harmful aspects of the Columbian Exchange.
4. Create a poster showing the growth of trade, towns, and cities resulted in a commercial revolution.
5. Chart the differences between the Mayan, Aztec and Incan Empires.
6. Complete index cards of important vocabulary terms.
7. Discuss the impact the Columbian Exchange and global trade had on world history.
Supplemental Activity(ies):
1. Investigate and illustrate the major items exchanged between the United States, and either Asia, Africa,
or Europe.
2. Create a Newsletter describing the impact of regional and global trade networks on world cultures.
3. Write short essays investigating the various components of Mesoamerican civilizations.
Technology to be utilized:
Skills to be embedded:
 SMART board
 Study/Research Skills-Index cards ,Essay Organizers, Highlighting
 MS PowerPoint
 Map Work-Interpretation and Analysis
 MS Office
 Essay –Thesis Writing, Outline, Organization, and Execution
 CastleLearning.com
 Test Taking-Process of Elimination, Word Association, Positive or
 Regents prep.org
Negative, and Check Work
 Epals.com
 Identifying Relationships-Cause and Effect, Similarities and
 Class Website/ E-Mail
Differences, and Connections to Today

Blogging
Differentiation:
Group Work- Timeline, Poster, and Newsletter
Essay Writing- Short essays
Graphic Organizers- Cause and Effect, Similarities and Differences
Current Events- Connections to Today
Suggested Documents and Readings
Lunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
 A Reformed Slave Traders Regret
 Eyewitness: Olaudah Equiano, An African Bo
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999.
o In-Depth Resources – Unit 4, Chapter 16 & 20
Websites
Primary and secondary sources
http://afe.easia.columbia.edu/
http://www.fordham.edu/halsall/africa/africasbook.html
28
Massapequa High School Global Studies and Geography I SC 2 Curriculum
Unit 12: The Age of Absolutism
Stage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies
_X_#2: World History
_X_#3: Geography
_X_#4: Economics
_X_#5: Civics, Citizenship and Government
“The Big Idea”
Essential Questions:
Students will understand:
 What were the long-term and immediate causes
for the Age of Absolute Monarchs?
 The results of the emergence of Muslim
empires.
 What are the common characteristics of an
Absolute Monarch? In what ways do France,
 The causes of increases in the power of
European monarchs.
Spain Central Europe and Russia, exemplify these
characteristics?
 The economic effects exploration had on
European countries.
 Why does England fight to limit the power of the
Monarchy?
 Many world cultures incorporate influences
from various peoples and traditions.
 How do the European Monarchs compare to the
Mughals of South Asia and the Ottomans in the
Middle East?
Students will understand that:
Students will be able to:
 The Ottomans established a Muslim empire that
 Define absolute monarchy and constitutional
combined many cultures and lasted for more than
monarchy.
600 years.
 Identify the causes for the rise of European
Monarchs.
 The Mughal Empire brought Turks, Persians,
and Indians together in a vast empire.
 Describe the economic effects of European
expansion.
 Phillip II ruled Spain harshly during a time of
religious and economic instability.
 Compare and contrast the European Monarchs and
the leaders in Muslim empires.
 After a century of war and riots, France was
ruled by Louis XIV.
 Discuss the reasons why England fought to limit
 After a period of turmoil, absolute monarchs
the power of the Monarchy.
ruled Austria and the Germanic state of Prussia.
 Peter the Great made many changes in Russian
to try to make it more like Western Europe.
Unit Vocabulary/Key Words:
absolute monarch
Isma’il
Mughal
Babur
constitutional monarchy
War of Spanish Succession Phillip II
skepticism
divine right Edict of Nantes
Cardinal Richelieu
westernization
Sikh
boyars
Thirty Years War
Seven Years’ War
Ivan the terrible Peter the Great
Restoration English Civil War
Glorious Revolution
Habeas corpus
Stage II – Assessment Evidence
Performance Task(s): Intermediate Level
Performance Task(s): Mastery Level
Given primary and secondary source documents,
Given primary and secondary source documents,
Students will be able to:
Students will be able to:
 Define 10-15 vocabulary terms.
 Define 16-20 vocabulary terms.
 Answer 3-5 comprehension questions based on
 Answer 6-10 comprehension questions based on
readings.
readings.
 Identify causes and effects of the rise of
 Identify causes and effects of the rise of European
European monarchs.
monarchs.
 Describe in a 2 paragraph essay the similarities
 Describe in a 4 paragraph essay the similarities and
29
and differences between European monarchies
differences between European monarchies and
and Muslim empires.
Muslim empires.
 Answer 15-20 MPQ Test.
 Answer 20-25 MPQ Test.
Other Evidence: Quizzes, Tests, Projects, Academic Prompts, Observations, Homework, Journal Writing
(Essays)
Stage III – Learning Plan
Students will:
1. Read passages from the textbook on history and geography of European monarchies and Muslim
empires.
2. Define and describe absolute and constitutional monarchies.
3. Identify the Ottoman, Safavid, and Mughal empires on a map.
4. Create a timeline showing the European progression from absolutism to revolution.
5. Chart the similarities/differences between the European monarchs and Muslim rulers.
6. Complete index cards of important vocabulary terms.
7. Discuss the cross cultural influences incorporated in various peoples.
Supplemental Activity(ies):
1. Relate their lives to the life of a European under an absolute monarch.
2. Role play as a monarch.
3. Write short essays describing the reasons for English opposition to an absolute monarch.
Technology to be utilized:
Skills to be embedded:
 SMART board
 Study/Research Skills-Index cards ,Essay Organizers, Highlighting
 MS PowerPoint
 Map Work-Interpretation and Analysis
 MS Office
 Essay –Thesis Writing, Outline, Organization, and Execution
 CastleLearning.com
 Test Taking-Process of Elimination, Word Association, Positive or
 Regents prep.org
Negative, and Check Work
 Epals.com
 Identifying Relationships-Cause and Effect, Similarities and Differences,
 Class Website/E-Mail
and Connections to Today

Blogging
Differentiation:
Group Work- Timeline
Essay Writing- Short essays
Graphic Organizers- Cause and Effect, Similarities and Differences
Current Events- Connections to Today
Suggested Documents and Readings
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
 A Day in the Life of Louis XIV
 Charles I’s Speech on the Scaffold
 The Fall of James II
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999.
 In-Depth Resources – Unit 4
o Chapter 21
Websites
Primary and secondary sources
http://lcweb.loc.gov/exhibits/bnf/bnf0005.html
http://links.gordonshistory.com/global%20links/Absolutism.html
30
General Websites
www.regentsprep.org
http://www.emsc.nysed.gov/nysatl/standards.html
http://www.nysedregents.org/
http://www.emsc.nysed.gov/ciai/socst/ghgonline/units/6/u6c.html
http://www.historyteacher.net/
http://www.fordham.edu/halsall/
www.wliw.org
http://www.pbs.org/teachersource/soc_stud.htm
http://www.wsu.edu:8080/~dee/WORLD.HTM
http://wri.leaderu.com/
http://www.bbc.co.uk/worldservice/people/features/world_religions/index.shtml
http://www.adherents.com/
http://www.bbc.co.uk/history/
BBC History
http://web001.greece.k12.ny.us/webpages/jclifford/resources.cfm?subpage=27945
Textbook
http://mappinghistory.uoregon.edu/
Maps
http://afe.easia.columbia.edu/
Asia
New York State Learning Standards
Students will use a variety of intellectual skills to demonstrate their understanding of major
Standard 2:
World History ideas, eras, themes, developments, and turning points in world history and examine the broad
sweep of history from a variety of perspectives.
1. Study about different world cultures and civilizations focusing on their accomplishments,
Performance
contributions, values, beliefs, and traditions.
Indicators
2. Distinguish between past, present, and future time periods.
3. Compare important events and accomplishments from different time periods in world
history.
4. Understand the roles and contributions of individuals and groups to social, political,
economic, cultural, scientific, technological, and religious practices and activities.
5. Consider different interpretations of key events and developments in world history and
understand the differences in these accounts.
6. Develop timelines by placing important events and developments in world history in their
correct chronological order.
7. Study about major turning points in world history by investigating the causes and other
factors that brought about change and the results of these changes.
8. Interpret and analyze documents and artifacts related to significant developments and
events in world history.
9. Explain the literal meaning of a historical passage or primary source document,
identifying who was involved, what happened, where it happened, what events led up to
these developments, and what consequences or outcomes followed.
10. Understand how to develop and use maps and other graphic representations to display
geographic issues, problems, and questions.
Students will use a variety of intellectual skills to demonstrate their understanding of the
Standard 3:
geography of the interdependent world in which we live—local, national, and global—
Geography
including the distribution of people, places, and environments over the Earth’s surface.
1. Draw maps and diagrams that serve as representations of places, physical features, and
Performance
objects.
Indicators
2. Identify and compare the physical, human, and cultural characteristics of different regions
and people.
3. Investigate how people depend on and modify the physical environment.
31
Regents Review
NYS SS Standards
NYSED Regents
NYSED Global Units
Teacher Sites
Fordham University
Videos and lessons
PBS
World Civilizations
World Religion
Standard 4:
Economics
Performance
Indicators
Standard 5:
Civics,
Citizenship,
and
Government
4. Ask geographic questions about where places are located; why they are located where
they are; what is important about their locations; and how their locations are related to the
location of other people and places.
5. Analyze geographic information by making relationships, interpreting trends and
relationships, and analyzing geographic data.
6. Map information about people, places, and environments.
7. Investigate why people and places are located where they are located and what patterns
can be perceived in these locations.
8. Use a number of research skills (e.g., computer databases, periodicals, census reports,
maps, standard reference works, interviews, surveys) to locate and gather geographical
information about issues and problems.
Students will use a variety of intellectual skills to demonstrate their understanding of how
societies develop economic systems and associated institutions to allocate scarce resources,
how major decision-making units function in national economies, and how an economy solves
the scarcity problem through market and nonmarket mechanisms.
1. Explain how people's wants exceed their limited resources and that this condition defines
scarcity.
2. Know that scarcity requires individuals to make choices and that these choices involve
costs.
3. Understand how societies organize their economies to answer three fundamental
economic questions: What goods and services shall be produced and in what quantities?
How shall goods and services be produced? For whom shall goods and services be
produced?
4. Investigate how production, distribution, exchange, and consumption of goods and
services are economic decisions with which all societies and nations must deal.
5. Locate economic information, using card catalogues, computer databases, indices, and
library guides.
6. Explain how societies and nations attempt to satisfy their basic needs and wants by
utilizing scarce capital, natural, and human resources.
7. Define basic economic concepts such as scarcity, supply and demand, markets,
opportunity costs, resources, productivity, economic growth, and systems.
8. Identify and collect economic information from standard reference works, newspapers,
periodicals, computer databases, textbooks, and other primary and secondary sources.
9. Organize and classify economic information by distinguishing relevant from irrelevant
information, placing ideas in chronological order, and selecting appropriate labels for
data.
10. Develop conclusions about economic issues and problems by creating broad statements
which summarize findings and solutions.
Students will use a variety of intellectual skills to demonstrate their understanding of the
necessity for establishing governments; the governmental system of the nations of the world;
the basic civic values of democracy; and the roles, rights, and responsibilities of citizenship,
including avenues of participation.
32
Performance
Indicators
1.
2.
3.
4.
Explain the probable consequences of the absence of government and rules.
Describe the basic purposes of government and the importance of civic life.
Understand that social and political systems are based upon people's beliefs.
Discuss how and why the world is divided into nations and what kinds of governments
other nations have.
5. Examine what it means to be a good citizen in the classroom, school, home, and
community.
6. Identify and describe the rules and responsibilities students have at home, in the
classroom, and at school.
7. Identify basic rights that students have and those that they will acquire as they age.
8. Discuss the role of an informed citizen in today's changing world.
9. Explain the role that civility plays in promoting effective citizenship in preserving
democracy.
10. Participate in negotiation and compromise to resolve classroom, school, and community
disagreements and problems.
33