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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