Download Curriculum Map - Volusia County Schools

Grade 9
World History
2010-2011
CURRICULUM MAP
Social Studies
Curriculum Map
Volusia County Schools
World History
2109310/NXB
2109320/NXC
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
UNDERSTANDING THE CURRICULUM MAPS – Teaching with a Purpose in Mind
If you look at the document entitled, “Social Studies Curriculum Mapping – Teaching With a Purpose in Mind,” you will see a chart
that shows the basic framework for our curriculum maps. Everything begins with the purpose, the Organizing Principle. The OP is
like a thesis statement in an essay. It provides the direction for an essay and lets the reader know what the writer is trying to prove.
Similarly, an OP provides direction for a unit of study in a classroom. It lets the student know what you as a teacher are trying to
prove. All the concepts, essential questions/learning targets, and vocabulary you teach should come back to the Organizing Principle
in some way. By the end of the unit of instruction, a student should be able to look at the Organizing Principle and prove it to you
(or perhaps in some instances, disprove it).
The phrase Essential Questions/Learning Targets in the maps refers to content/skills students should be able to answer, the things
students should absolutely know. The same holds true for the Concepts and People, Places, Events (many PPE’s involve only surface
or reference level knowledge). You’ll see the connection among the Concepts, Learning Targets and Terms as they are horizontally
aligned and all of these connect to the Organizing Principle.
You will also find examples of teaching resources and assessment in the curriculum document. These are only examples of some of
the items you can use to teach the unit. Likewise, the assessment section provides only examples. Please refer to the SS Best
Practices document on the Social Studies web site as a guide to Social Studies pedagogy and levels of instruction.
One thing to keep in mind is that each of our courses are survey-level; we cannot possibly teach everything there is to know about
history and the associated economics, geography, and government. We are bound to the Sunshine State Standards and have a
responsibility to teach the necessary timeline (for instance, in American History teachers should make it to contemporary periods).
The maps are designed to help teachers determine areas of coverage and to avoid trying to teaching 34 chapters in a textbook. Instead
the maps are designed around the Organizing Principles and teachers are encouraged to use a variety of resources to teach the
content and skills. The textbook should be merely one of the resources.
The mapping teams have done a great job on the maps but something important to know is the curriculum maps are not static
documents, they are dynamic and open to revision. If you have questions or suggestions about specific teaching units please use the
reflection pages to note ideas.
Jason Caros
Social Studies Curriculum Specialist
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
Social studies curriculum mapping
-TEACHING WITH A PURPOSE IN MIND-
Next Generation Sunshine
State Standards
Organizing Principle
(Thesis)
Pedagogy
Content / Skills / Attitudes
Assessment
Formative & Summative
Revised July 10
Volusia County Schools
Teaching Resources
Grade 9
World History
2010-2011
CURRICULUM MAP
NOTE FOR HONORS AND PRE-AP/IB WORLD HISTORY
Teacher and Student Expectations
In an effort to boost the rigor and better prepare our high school students for Advanced Placement or IB courses this document has been prepared as a guide for
Honors (Pre-AP), and Pre-IB teachers.
-
Instruction should be based on content / skills from the Volusia County Schools Curriculum Map. The course curriculum map should serve as the
instructional guide, not a textbook or any specific resource.
-
Use the unit Organizing Principle as your starting point: have it posted, and review it regularly with your students to provide them with a framework for
instruction (remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Essential Question(s) you
are focusing on each day. They should be visible and discussed before and after instruction.
-
Social Studies Literacy Strategies should be utilized regularly (Cornel Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS
analysis tools, and PERSIA or G-SPRITE categorization tools).
-
Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary
sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. History Alive lessons).
-
Students should conduct research projects related to the Social Studies Fair.
-
Assessment should include both formative assessments “for learning” and summative assessments. Questions should include Level 1 items that involve low
order, foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought,
thinking beyond the information at hand.
-
Writing for Understanding is not only the name of a TCI strategy but is an essential element in the learning process. Students should be engaged in higher
order writing on a regular basis, short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical
writing, that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).
-
Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide
cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).
-
Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework
shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work
related to projects, etc. (read Marzano’s article on homework)
o
o
Previews involve activating prior knowledge, preparing students for the next topic of instruction.
Process activities relate to content/skills recently learned where students are involved in metacognition.
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
Organizing Principles - 9th Grade World History
1. The earliest river civilizations began as farming settlements that evolved into the first cities, kingdoms, and empires.
2. The Indian subcontinent was the site of one of the world’s most ancient civilizations, and Indian culture has had a major
influence on the development of multiple Asian societies.
3. Ancient China developed a unique and long lasting culture that served as a cradle of Asian civilization, and a source of
important intellectual achievement.
4. The Ancient Greeks planted the seeds that would have a lasting impact on western civilization including the areas of art &
architecture, government, literature, philosophy, and science.
5. The Roman Republic and Empire greatly shaped the cultural legacy of Western civilization through its system of laws and
republican government, the Latin language, its military and technological accomplishments, and the spread of Greek ideas.
6. Byzantium was the torchbearer that bridged the ancient Greco-Roman and modern worlds; it lasted for more than a thousand
years and its influence can be seen in the Islamic, Slavic, and Western Christian civilizations.
7. Islamic civilization grew as it interacted with pre-existing civilizations; it became a dominating force in parts of Asia, Africa,
and Europe through military conquest, trade and a centralized religious message.
8. The vacuum left by the disintegration of the Western Roman Empire resulted in the development of the feudal system, new
kingdoms, and a unifying role played by the Roman Catholic Church in Western Europe.
9. In East and West Africa powerful empires emerged, and important trade networks were developed linking Africa to European
and Asian civilizations.
10. Major academic, artistic, economic, political, and religious changes took place in Western Europe as a result of internal
conflict and interaction with the East.
11. Using new-found technological advances, Europeans pushed outwards, seeking powerful economic and religious empires
abroad.
12. With the decline of feudalism and the power of the Church, stronger kingdoms emerged under the control of absolute rulers.
13. The ideals of The Scientific Revolution and The Age of Enlightenment provided Western Civilization with a new vision in
science, politics, and psychology.
14. Inspired by the ideas of the American Revolution, the French established a new political order that was further impacted by
Napoleon.
15. Innovations in technology led to the Industrial Revolution and set the stage for the growth of cities and a change in the
economic structure of Europe.
16. Western countries colonized large areas of Africa and Asia, leading to major political and cultural changes in these regions.
17. The global conflicts of the twentieth century had far-reaching political, economic, religious, and cultural effects.
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 1: The
earliest river civilizations began as farming settlements
that evolved into the first cities, kingdoms and empires.
Concepts
Pre-History
History
BC - BCE
AD - CE
Archaeology
Historical Evidence
Primary/Secondary Source
Historiography
Culture
Decade, Century, Epoch,
Millennium
Paleolithic, Neolithic
Revolution
Bronze Age
Nomadic
Domestication
Agriculture
Economy
Hunting-Gathering
Slash & Burn
Ancient
River Valley
Delta
Near East
Civilization
Specialization of Labor
Barter
City-State
Kingdom, Empire
Cuneiform
Ziggurat
Wheel
Law Code
Astronomy
Astrology
Calendar
Epic
ESTIMATED # OF WEEKS:
PACING:
Traditional – 2.5 Weeks
August-September
Essential Questions / Learning Targets
1. Why is the study of history essential to transmit and preserve
civilization and culture? How does it help to provide a map of human
character?
2. How do archaeologists and historians study early history?
3. How are economics, geography, and government an important part of
the study of history?
People, Places, Events
Archaeologist
Historian
Paleontologist
4. What changes are associated with the Neolithic Revolution?
5. How did the domestication of plants and animals encourage the rise of
agricultural communities?
6. Locate Mesopotamia and ancient Egypt on a map.
7. How did geography affect the development of Ancient Mesopotamian,
Egyptian, Indus and Huang He River Valley civilizations?
8. What do many historians consider to be the five characteristics of a
civilization?
9. What are the major achievements of ancient Mesopotamian
civilizations?
Revised July 10
Volusia County Schools
Mesopotamia
Fertile Crescent
Tigris and Euphrates Rivers
Nile River, Red Sea
Indus & Ganges Rivers
Upper & Lower Egypt
Huang He River
Sumer
Babylonians
Assyrians
Chaldeans
Hittites
Persians
King, Priest, Scribe
Hammurabi
Epic of Gilgamesh
Enuma Elish
Nebuchadnezzar
Benchmark(s)
SS.A.1.4.1
SS.A.2.4.1
SS.A.2.4.1
SS.B.2.4.5
SS.B.2.4.7
SS.A.2.4.2
SS.B.1.4.1
SS.A.1.4.2
SS.B.2.4.3
SS.B.2.4.2
SS.A.2.4.2
SS.A.2.4.3
SS.A.2.4.3
SS.B.2.4.2
SS.A.2.4.3
Grade 9
World History
Pharaoh
Dynasty
Old, Middle, New Kingdoms
Pyramid
Mummification
2010-2011
CURRICULUM MAP
10. Who were the significant people and what were the major
achievements of ancient Egyptian civilization?
11. How do historians account for the decline of the Egyptian Empire?
12. What were the effects of the Kush conquering Egypt?
Hieroglyphics
Papyrus
Polytheism
Monotheism
Covenant
Commandments
Torah
Prophet
Diaspora
13. How did the ancient Hebrews’ monotheistic beliefs differ from other
belief systems of the time?
Alphabet
Maritime Commerce
Colonization
Purple Dye
Galley
Satrap
Zoroastrianism
Cultural Diffusion
14. What impact did the Phoenicians have on the Mediterranean world?
15. How did the Persians establish a large and powerful empire?
Revised July 10
Volusia County Schools
Narmer
Khufu
Imhotep
Hatshepsut
Akhenaten
Tutankhamun
Ramses II
Legend of Osiris
Great Pyramid, Sphinx
Hyksos
Kush, Nubia
Piankhi
Abraham, Moses
David, Soloman
Isaiah
Jerusalem
Israel
Judah
Tyre, Sidon, Byblos
Carthage
Cyrus the Great
Darius the Great
Xerxes
Zoroaster
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
1. Daily activities featuring the “skills” listed for this unit.
2. Content overview/PowerPoint presentations using the “Power
Presentations” disc (ancillary materials)
3. History Alive Activities – Early Humans
1.2 Understanding Our Place in History
3.1 From Paleolithic to Neolithic
4.1 Discovering How Sumerian City-States Emerged
Ancient Egypt and the Near East
1.2 Understanding geography’s Effect on Settlement in Three Regions
2.2 Applying the Code of Hammurabi to Babylonian Court Cases
3.2 Creating Illustrated Journals About Ancient Egyptian Daily Life
3.3 Trading Goods to Understand the Power of Kush
4.1 Origins of Judaism
4.2 Responding to Challenges Faced by the Ancient Israelites
4. “Analyzing Key Concepts”, page 6 – components of culture, page 21 civilization.
5. “Humans Try to Control Nature”, Reading Study Guide. Page 7
6. “Analyzing Primary Resources”, page 33 – Hammurabi’s Code of Laws,
page 79 – The Ten Commandments, page 83 – The Flood Story
7. “Taking Notes”, page 95 – Assyrian and Chaldean Empires
8. “Geography Skillbuilder”, page 101 – Persian Empire, 500B.C.
Resources
1. Textbook Chapters 1, 2.1, 2.2,3.4,4.1,4.2,4.3
2. Literature – the Torah, Epic of Gilgamesh, and The Fish Incarnation of
Vishnu, page 83
3. Primary Source – “Primary Source”, page 16; the Code of Hammurabi,
page 33
4. National Geographic video - Iceman
5. Videos – The Birth of Civilization: 6000B.C.-2000B.C., Social Studies
School Service, 1985, Nile: River of Gods, Films for the Humanities and
Sciences, 1994
ASSESSMENT
1. Either of the following can be used as a pretest for FCAT skills - Practice
Test 1 “King Tut’s Tomb” or Synthesizing Information and Drawing
Conclusions exercise “Prehistory: Our Ancestors Emerge” from the
workbook, Mastering FCAT Social Studies Content Reading Grade 10,
AMSCO Publishing. The FCAT Preparation and Practice Workbook
(ancillary materials) also contains FCAT practice tests that can be used as a
pretest.
2. Pretest on writing skills, using the following prompts:
1. Why is Ancient Egypt referred to as the “Gift of the Nile”?
2. Why is Mesopotamia considered the “Cradle of
Civilization”
3. Unit Test covering the “essential questions” and “skills” for this unit, using
the “Test Generator” disc (ancillary materials)
4. Document –Based Questions Strategies and Practice Book (ancillary
materials) provides reading and writing assessment activities.
History Alive – Early Humans – Culminating Project
Activity 5.1 Creating a Character Collage of Early Human Achievements
History Alive – Ancient Egypt and the Near East – Culminating Project
Activity 6.1 Creating Mobile to Compare Ancient Civilizations
Other possible activities:
-Compare and contrast the Paleolithic and Neolithic Age
-Create a chart listing the economic, political, religious, and social characteristics of the
four ancient river valley civilizations
-Create a graphic organizer contrasting the religions of the Egyptians and the Hebrews
(Judaism)
-Compare maps of the Assyrian, Chaldean and Persian Empires. Describe how each
empire was developed
Suggested Teacher Resource for Further Study:
* Egypt, Greece, and Rome: Civilizations of the Ancient Mediterranean
by Charles Freeman (text includes history of various Mesopotamian societies)
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
The Indian subcontinent was the site of one of the world’s
most ancient civilizations, and Indian culture has had a major influence on the
development of multiple Asian societies.
ORGANIZING PRINCIPLE 2:
Concepts
ESTIMATED # OF WEEKS:
PACING:
1.5
September
Essential Questions / Learning Targets
Peninsula
Sub-Continent
1. Locate ancient India on a map and discuss the importance of its major
river systems and other geographic features to its civilization.
Indo-European
Migration
2. What theories do historians offer to explain the collapse of early Indus
Valley civilizations?
People, Places, Events
Indus, Ganges
Himalayas
Khyber Pass, Hindu Kush
Indian Ocean
Arabian Sea, Bay of Bengal
Deccan Plateau
Harapa
Mohenjo-Daro
Mahajanapadas
3. What is the Indo-Aryan migration theory, and what important
contributions did the Aryans make to Ancient India?
Reincarnation
Karma
Moksha
Buddha
Four Noble Truths
Eight Fold Path
Enlightenment
Nirvana
Mission
Caste
Jainism
Edict
Sanskrit
Hindu Numerals
Zero Concept
Infinity
6. What effects did the caste system have on Indian society?
Rig Veda
Upanishads
Brahma, Vishnu, Shiva
Siddartha Guatama
Brahmins
Kshatriya
Vaisya
Shudras
7. Compare and contrast the Mauryan and Gupta empires politically,
religiously, and socially.
Chandragupta Maurya
Ashoka
4. Explain the origins of Hinduism and Buddhism and compare the main
beliefs of each.
5. How did Buddhism spread beyond India and what were the effects of
this diffusion?
8. Discuss important artistic and intellectual achievements associated with
ancient India.
Revised July 10
Volusia County Schools
Ramayana
Mahabharata
Bhagavad Gita
Benchmark(s)
SS.A.2.4.2
SS.B.1.4.1
SS.B2.4.3
SS.A.3.4.4
SS.B.2.3.1
SS.B.2.4.2
SS.A.3.4.4
SS.B.3.7.1
SS.B.2.2.3
SS.B.3.7.1
SS.B.2.2.3
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
1. Textbook chapters 2.3, 3.1 & 3.2, 7.1, 18.3
2. Critical Thinking “The Geography of the Indian Subcontinent”
and Skillbuilder “Ancient India” TE p. 44 and 45
3. Guided Reading chapter 2 section 3, “Planned Cities on the
Indus”
4. Science and Technology, p. 47 “Plumbing in Mohenjo Daro”
5. Comparing and Contrasting exercise, TE p. 63 – Aryans v.
Dasas
6. Taking Notes – comparing Hinduism and Buddhism, p. 66
7. Taking Notes – comparing the Mauryan and Gupta Empires,
p.189
8. Geography Skillbuilder – Interpreting Maps (Indian Empires)
p. 191
9. Taking Notes – chronology of Mughal emperors and their
successes, p. 516
10. Geography Skillbuilder – Interpreting Maps (Growth of the
Mughal Empire)
11. Reading Tool Kit – L.26-27
12. History Alive
1.1 Predicting Areas of Early Settlement in India
2.2 Understanding Hindu Beliefs in the Ramayana
2.3 Discovering the Buddha’s Path to Enlightenment
13. DBQ Project – Ghandi, King and Mandela: What Made
Non-violence Work?
14. Mastering FCAT Social Studies Content, “Ghandi: A
Memoir” p. 53
1. Unit Test covering the “essential questions” and “skills” for
this unit, using the “Test Generator” disc (ancillary materials)
2. Document –Based Questions Strategies and Practice Book
(ancillary materials) provides reading and writing assessment
activities.
3. History Alive – Ancient India – Culminating Project
Activity 5.1 Creating a Palm-Leaf Book About Ancient India
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 3: Ancient
China developed a unique and long lasting culture
that served as a cradle of Asian civilization, and a source of important intellectual
achievement that impacted societies around the world.
Concepts
ESTIMATED # OF WEEKS:
PACING:
1.5
September
Essential Questions / Learning Targets
1. Locate the Huang-He river system on a map and discuss its importance
to ancient Chinese civilization during the Shang Dynasty.
2. How did the geographic features of China make governance and the
spread of ideas and goods difficult, and help to isolate the civilization?
Oracle Bone
Mandate of Heaven
Ethics
Ying and Yang
Kinship
Order, Hierarchy
Filial Piety
Civil Service
Dynasty
Autocracy
Bureaucracy
Paper
Compass
Gun Powder
Printing
Movable Type
Khanate
Isolationist
3. Describe the concept of the Mandate of Heaven and its connection to the
Zhou dynasty.
4. What were the basic teachings associated with Taoism, Confucianism,
and Legalism and how did they influence ancient Chinese civilization?
5. What were the political and cultural achievements of the Qin and Han
dynasties?
6. How did silk influence China’s government, economy and culture
during the Han period?
7. What were the major characteristics and achievements of the Tang and
Song dynasties?
8. What were the causes of the rise of the Mongol Empire, and what
impact did the Mongolians have on Asian and European civilization?
9. How did China go from one of the most advanced civilizations in the
world during the early Ming Dynasty to a weak and isolated one when
Japan and Western European nations began controlling them from the
outside?
10. Evaluate the following quote by the Chinese philosopher Confucius:
“Study the past if you would divine the future.”
Revised July 10
Volusia County Schools
People, Places, Events
Yellow River (Huang He)
Yangtze River
Mongolia
Gobi and Taklamakan Deserts
Tibetan Plateau
Zhou
Laozi
Confucius
Mencius
Warring States Period
Sun Tzu
Shi Huangdi
Liu Bang
Great Wall of China
Great Silk Road
Ghengis Khan
Kublai Khan
Yuan Dynasty
Marco Polo
Ming Dynasty
Benchmark(s)
SS.B.2.4.5
SS.A.1.4.3
SS.A.2.4.3
SS.B.1.4.4
SS.B.1.4.5
SS.A.2.4.8
SS.B.2.4.1
SS.B.2.4.2
SS.B.2.4.3
SS.A.2.4.8
SS.A.2.4.11
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
1. Textbook chapters 2.4, 4.4, 7.3 and 12.1-3
2. Critical Thinking exercise – The Geography of China, TE p. 50
3. Comparing Cultures exercise – Ancient China and Modern U.S., TE
p. 52
4. Zhou and the Dynastic Cycle, TE p. 54
5. Skillbuilder – “Chinese Ethical Systems”, p. 106
6. Social History – “Chinese Society”, p. 202
7. Create a chart listing technological achievements of the Han and the
impact of those achievements using pp. 203-205.
8. Global Impact: Trade Routes, pp. 204-205
9. Taking Notes – Comparing and contrasting Tang and Song
dynasties, p. 323
10. Social History – “Tong and Song China: People and Technology”
pp. 328-329
11. Taking Notes – a chronology of the creation of the Mongol Empire,
p. 330
12. Skillbuilder – “A Mighty Fighting Force”, p. 333
13. Taking Notes – web diagram of the impact of Kublai Khan, p. 335
14. Primary Sources 12 – Marco Polo and the Mongol Court
15. History Alive – Ancient China
1.1 Creating Annotated relief Maps of Ancient China
2.2 Learning about three ways of thought: Confucianism, Daoism
and Legalism
3.1 Examining the Rise of Qin Shi Huang Di
3.3 The Silk Road: examining foreign Influence on Chinese
culture.
16. Reading Toolkit
L.26 “You must remember this”, L.26 “Read aloud / Think aloud”
L.26, Finding Main Ideas, L.26 Listening / Reading Guide
17. DBQ Project Binder - How Barbaric were the Barbarians?
1. Unit Test covering the “essential questions” and “skills” for
this unit, using the “Test Generator” disc (ancillary materials)
2. 3. History Alive - Ancient China – Culminating Project
Activity 5.1 Creating an Illustrated Accordion Book
3. DBQ Project – Classical Athens and Han China: How Great
Were the Differences?
4. Mastering FCAT Social Studies Content, “The Great Wall of
China”, p. 185
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 4: The Ancient Greeks planted the seeds that would have a lasting
ESTIMATED # OF WEEKS:
2.5
impact on western civilization in the areas of art & architecture, government, literature,
mathematics, philosophy, and science.
Concepts
Essential Questions / Learning Targets
City-State
1. Locate Greece and areas of Greek colonization on a map.
Polis
2. How did geography influence the development of city-states and the economic
life of ancient Greece?
3. What were some of the influences of Near Eastern (e.g. Babylonian, Phoenician)
and Egyptian civilizations on ancient Greece?
Monarchy
Aristocracy
Oligarchy
Tyrant
Democracy
Direct Democracy
Constitution
Jury
Citizen
Freedom
Free Speech
Ostracism
Classical
Arete
Myth
Epics, Drama
History
Sophistry
Philosophy
Reason (rationality)
Human Condition
Golden Age
Agoge
Alliance
Civil War
4. Describe the following types of rule that existed in Greek city-states prior to the
creation of democracy in Athens and other cities: monarchy, aristocracy, oligarchy,
and tyranny.
5. What contributions did Solon, Cleisthenes and Pericles make to Athenian
democracy?
6. How were literature and drama important to ancient and Classical Greek
civilization? History and philosophy?
7. How did Greece set lasting standards in art, architecture, drama, government,
literature, mathematics, medicine, and philosophy & science?
8. How were social life and government in Athens similar and different from Sparta?
9. What were the causes and effects of the Persian Wars?
10. What were the causes and effects of the Peloponnesian War?
Revised July 10
Volusia County Schools
PACING:
September-October
People, Places, Events
Benchmark(s)
Mediterranean Minoa
Aegean Sea
Mycenae
Ionian Sea
Linear B
Hellespont
Asia Minor
Sicily
SSA.2.4.1
SSB.1.4.1
SSB.1.4.3
SSB.2.4.1
SSB.2.4.3
SSB.2.4.5
SSA.2.4.4
SSA.2.4.4
SSB.1.4.4
SSA.2.4.3
SSA.2.4.4
SSB.1.4.4
SSB.2.4.1
SSB.2.4.3
SSA.2.4.4
SSA.2.4.3
SSB.2.4.2
SSB.1.4.4
SSB.2.4.6
SSB.2.4.2
SSB.2.4.4
Draco
Solon
Cleisthenes
Pericles
Oracle at Delphi
Homer - Iliad, Odyssey
Aesop’s Fables
Herodotus, Thucydides
Tragedy, Comedy (Aeschylus,
Aristophanes, Sophocles, Euripides)
Thales, Socrates, Plato, Aristotle
Pythagoras
Hippocrates
Myron, Phidias
Parthenon
Lycurgas
Helot, Temple, Gymnasium
Agora, Theater, Olympics
Phalanx, Hoplite, Trireme
Thermopylae, Leonidas
Marathon, Miltiades
Salamis, Themistocles
Xerxes
Lysander
Epaminondas
Grade 9
World History
Hellenism
Stoicism
Epicureanism
2010-2011
CURRICULUM MAP
11. What were the accomplishments of Alexander the Great?
12. What were achievements of the Hellenistic period?
13. Evaluate the following statement from the British poet Percy Bysshe Shelley:
"We are all Greeks. Our laws, our literature, our religion, our arts have their roots in
Greece."
14. Evaluate the following quote from the Greek philosopher Heraclitus: “A man’s
character is his fate.”
Revised July 10
Volusia County Schools
Phillip II, Macedonia
Granicus, Issus, Darius III
Alexandria
Library at Alexandria
Hellenic Kingdoms, Ptolemy I
Aristarchus, Euclid, Archimedes
Colossus of Rhodes
The Septuagint
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
Activities
1. Textbook chapter 5
2. Daily activities featuring the “skills” listed for this unit. Skills
Activities – textbook page 122 , “Interact with History”, textbook page
128, “Interpreting Charts – Forms of Government” and textbook page
134, “Athenian and United States Democracy”, textbook page 144,
“Geography Skillbuilder – Alexander and His Successors”
2. Content overview/power point presentations using the “Power
Presentations” disc (ancillary materials)
3. History Alive Activities – Ancient Greece
1.1 – Understanding Geography’s Effect on settlement in Ancient
Greece
1.2 – Creating Dramatic Presentations of The Odyssey
1.4 - Tracing the Development of Democracy
2.2 – Touring Athens During the Golden Age
2.3 – Greek Against Greek: Athens v. Sparta
3.1 – Alexander the Great – Hero or Villain?
3.2 – Creating Human Statues to Honor Significant Greeks
4.1 – Recognizing Ancient Greek Achievements in the Modern World
Assessments
1. Unit Test covering the “essential questions” and “skills” for this unit,
using the “Test Generator” disc (ancillary materials)
2. Document –Based Questions Strategies and Practice Book (ancillary
materials) provides reading and writing assessment activities.
3. History Alive – Ancient Greece – Culminating Project
Activity 5.1 - Creating a Dramatic Reading to Commemorate Ancient
Greece
4. DBQ Project Binder: Classical Greece and China: How Great Were
the Differences?
4. Primary Resource/DBQ questions - A Husband’s Advice page 129,
the Iliad and the Odyssey, Pericles Funeral Oration
5. “Greek Culture of the Golden Age” – from the workbook Mastering
FCAT Reading Grade 10 Social Studies Content, Amsco Publications
(focuses on finding the main idea, details and patterns of organization)
6. Videos – Ancient Greece – Time/Life, The Spirit of Alexander the
Great – Films for the Humanities and Sciences
7. J. Weston Walch Publisher’s, Document-Based Assessment
Activities for Global History Classes, pages 1-5 “Ancient Greek
Contributions”
Other possible activities:
-Create a graphic organizer comparing the political systems of Athens
and Sparta.
-Write a persuasive argument suggesting which city-state, Athens or
Sparta, would be best to live in.
-Make a list/categorize the achievements of the Greeks in the fields of
art, government, literature and philosophy. Provide examples of how
the Greeks influenced our society today in each of those fields.
-Evaluate the societies of Athens and Sparta and predict a winner in the
Peloponnesian War. Read about the causes and outcome of the
Peloponnesian War to find out if the prediction was or was not correct
and why.
-Map the route of Alexander the Great and calculate how long it would
take to march the extent of his conquests.
Suggested Teacher Resource for Further Study:
Twelve Greeks and Romans Who Changed the World by Carl J.
Richard (much more than biographies, gives an excellent overview of
the Greek and Roman civilizations)
Greek Ways: How the Greeks Created Western Civilization by Bruce Thornton
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 5: The Roman Republic and Empire greatly shaped the cultural
ESTIMATED # OF WEEKS:
2.5
legacy of Western civilization through its system of laws and republican government, the Latin
language, its military and technological accomplishments, and the spread of Greek ideas.
Concepts
Essential Questions / Learning Targets
Legend
1. Describe the origins of Roman civilization as seen through Roman literature.
2. Locate Rome and the extent of its territories on a map.
3. How was the development of the Roman Republic and Empire influenced by
geography?
PACING:
October
People, Places, Events
Romulus and Remus
The Aeneid
Etruscans, Latins
Palatine Hill
Italian Peninsula
Tiber and Rubicon Rivers
The Alps
Hadrian’s Wall
Republic
Representative Assembly
Dictator
Civic Virtue
Law
Order
Justice
Roman Citizenship
Civil War
Triumvirate
Emperor
Imperial
Pax Romana
Christianity
Church
Martyrdom
Hierarchy
Pagan
Imperial Cult
Epicureanism
Stoicism
Hedonism
4. Describe the organization of Roman government during the Republic.
5. What similarities exist between the government of the ancient Roman Republic
and modern United States?
6. What were the causes and effects of the Punic Wars?
7. How did Rome treat populations in conquered lands, and how did Rome deal
with rebellion within their empire (e.g. Jewish-Roman War)?
8. How did Rome transform from a republic to empire and how were the two
forms of government different?
9. What were the basic teachings of Jesus Christ and the beliefs and practices of
the early Christian church? What impact did Christianity have on the Roman
Empire?
10. Describe the extent of religious freedom in the Roman Empire. How were
some Christian teachings seen as being at odds with Roman values and religious
ideas?
Revised July 10
Volusia County Schools
Cincinnatus
Patrician
Plebian
Tribune
Consul
Senate
Twelve Tables
Legion
Punic Wars
Cannae
Carthage, Hannibal
Scipio Africanus
Titus
Diaspora, Josephus
Caesar’s Civil War
Pompeii, J. Caesar, Crassus
Augustus, Mark Antony, Cleopatra
Actium
Jesus Christ
Bible, New Testament
Apostles, Peter, Paul
Mary, Mary Magdalene
Deacon(ess), Priest
Bishop, Pope, Diocese
Constantine the Great
Eusebius
Vulgate
Benchmark(s)
SS.B.2.4.1
SS.B.2.4.2
SS.B.2.4.6
SS.A.2.4.5
SS.C.1.4.1
SS.A.2.4.5
SS.A.2.4.5
SS.A.1.4.1
SS.A.1.4.3
SS.A.2.4.5
SS.A.1.4.2
SS.A.2.4.5
Grade 9
World History
2010-2011
CURRICULUM MAP
Greco-Roman
11. Describe the achievements and contributions of ancient Roman civilization to
later civilizations (i.e. law, government, spread of Greek ideas, Latin, literature,
etc).
12. What is meant by the term “Greco-Roman?
13. Assess the validity of this statement: “along with ancient Greece, ancient
Rome has had a greater impact on Western society than any other civilization.”
Satire
Tacitus, Virgil
Cicero, Seneca
Plutarch - “Parallel Lives”
Galen
Aqueduct
Coliseum
Gladiator
Circus Maximus
Corruption
Inflation
Mercenary
Barbarian
14. Why did Western Roman Empire eventually disintegrate (e.g. financial
problems, Germanic invasions, military decline, rise of Christianity, emphasis on
Eastern Empire, etc.)?
Attila the Hun
Leo the Great
Goths, Visigoths, Vandals
Germanic Invasions
Augustine of Hippo – “City of God”
15. Evaluate the following quote by the Roman statesman Cicero: “Not to know
what happened before you were born is to be forever a child.”
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
1. Textbook Resources (McDougal Littell)
2. History Alive - Ancient Rome Binder
1.2 Patricians and Plebeians: Experiencing a Struggle for Power
1.3 Predicting the Outcomes of the Punic Wars Between Rome &
Carthage
2.1 Creating Columns to Evaluate Roman Emperors
2.2 Writing a Travel Guide About Daily Life in Ancient Rome
3.1 The Beginning of Christianity
3.2 Comparing Early Christian and Ancient Roman Beliefs
4.1 Discovering the Influence of Latin on Modern English
4.2 Recognizing Roman Engineering Achievements in the Modern
World
3. Mastering FCAT Reading (Amsco Publications)
• Rome…Making of an Empire
• Hadrian’s Wall & Vindolanda
• The Surviving Evidence of A Great People
4. Romans…a simulation of the history and culture of ancient
Rome (Interact)
5. World History Map Activities (J. Weston Walch)
6. Knowlton-Wallbank World History Map Transparencies
(Nystrom)
7. Books
• What Life Was Like when Rome ruled the World
(Time/Life)
• Eyewitness Books – Ancient Rome (Dorling
Kindersley)
8. Videos
• Ancient Rome Vol. 1-4 (The History Channel)
• Lost Civilizations (Time/Life Video)
• The Roman Empire in the First Century (PBS)
1.
2.
3.
4.
5.
Student Notebook//Portfolio
Quizzes
Unit Exam
Research Paper and/or Project
History Alive Culminating Project 5.1 – Creating a Mosaic
about Ancient Rome
Other possible activities:
-Create a diagram that illustrates the organization of the Roman
government
-Construct a flow chart that summarizes the major events in Julius
Caesar’s life
-Complete a dialogue between a Roman and Christian to illustrate
conflicting religious values and beliefs
-Evaluate a series of political cartoons to explore the reasons why the
Roman Empire fell.
-Create a mosaic that illustrates how ancient Rome has influenced the
modern world.
Suggested Teacher Resource for Further Study:
Twelve Greeks and Romans Who Changed the World by Carl J.
Richard (much more than biographies, gives an excellent overview of
the Greek and Roman civilizations)
9. Computer Software
• NGS Picture Show – Greece and Rome
(National Geographic Society)
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 6: Byzantium was the torchbearer that bridged the ancient Greco-Roman
ESTIMATED # OF WEEKS:
PACING:
and modern worlds; it lasted for more than a thousand years and its influence can be seen in the Islamic,
2.5
October-November
Slavic, and Western Christian Civilizations.
Concepts
People, Places, Events
Benchmark(s)
Essential Questions / Learning Targets
New Rome
Bosphorus, Sea of Marmara
1. On a map, locate the extent of Byzantine territory at the height of the empire
SS.912.W.2.1
East Roman
Golden Horne
and discuss the advantages of Constantinople’s physical location.
SS.912.W.2.2
Byzantine
Silk Road
SS.912.W.2.3
Empire
Constantine the Great
SS.912.W.2.4
Theodosian Walls
Christendom
Theocracy
Monasticism
Law Codes
2. Discuss the impact of Constantine the Great’s recognition of Christianity as a
legal religion.
3. What major impact did Justinian’s Code have on the future governments in the
Europe and the United States?
Icon(ography)
Iconoclasm
Ecumenical Council
Eastern Orthodox
Roman Catholic
Schism
Excommunication
Byzantine Golden Age
Missionary
Czar
Third Rome
4. What were the causes and effects of the following religious crises during the
Byzantine Era: the Iconoclastic controversy of the 8th and 9th centuries, and the
11th century Christian schism between the churches of Constantinople and Rome?
Edict of Milan
Hagia Sophia
Byzantine Chant
Mount Athos
Juris Civilis
Tribonian
John of Damascus
Emperor Leo
Empress Irene
Empress Theodora
Great Schism of 1054
5. Explain the Byzantine influence on Russian and other Slavic lands of Eastern
Europe.
6. What impact did the Mongol invasions have on the development of the Russian
kingdom and empire?
Rus
Slavs
Patriarch Photios
Cyril and Methodius
Cyrillic Alphabet
Prince Vladimir
Yaroslav the Wise
Ivan III
Kiev, Moscow
St. Basil Cathedral
7. How did the Byzantines withstand attacks on their empire for over 1000 years?
8. Label a map showing the numerous groups of people that invaded Byzantium
from both Western and Eastern Europe, and Asia.
Sassanids, Khusru I (Chosroes)
Byzantine-Persian Wars
Justinian the Great, Empress Theodora
Procopius
Belisarius
Heraclius
Arab Attacks on Const., 673, 717
Greek Fire
Basil the Bulgar Slayer
Revised July 10
Volusia County Schools
SS.912.W.2.5
SS.912.W.2.6
SS.912.W.2.7
SS.912.W.2.8
SS.912.W.3.3
SS.912.W.3.7
Grade 9
World History
2010-2011
CURRICULUM MAP
Greco-Roman
9. Analyze the extent to which the Byzantine Empire was a continuation of the old
Roman Empire and in what ways it was a departure.
Plague
Crusade
10. Analyze the following as causes of the fall of the Byzantine Empire:
Justinian’s Plague, Byzantine-Persian Wars, Muslim military advances, the rise of
Western European kingdoms, and the Crusades.
11. Describe the rise of the Ottoman Empire and the effects of the fall of
Constantinople in 1453 (e.g. Growth of Ottomans, Moscow would become the
Third Rome, and the impact it would have on Western Europe including the
Renaissance, how it would help lead to the Age of Exploration, etc).
Revised July 10
Volusia County Schools
Anna Comnena
Fourth Crusade
Ottomans
Battle of Constantinople, 1453
Emperor Constantine XI
Giovanni Giustiniani
Mehmet the Conqueror
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
1. McDougal World History – Chapter 11
2. Reading Tool Kit L38-L40
3. History Alive Activities – Europe After the Fall of Rome
2.1 Inside the Byzantine Empire
2.2 Comparing the Justinian Code to Contemporary Law
2.3 Creating Monuments to Daily Life in Constantinople
4. Mastering FCAT – Social Studies Content, Amsco –“The
Empress Irene”, p. 95-98 (focuses on main idea and details)
5. Geography Skillbuilder, p. 302 (textbook) viewing a map of
Constantinople
6. Analyzing Key Concepts, p. 305 (textbook) comparing Roman
Catholics and Eastern Orthodoxy
7. Analyzing Primary Sources, p. 310 (textbook) on Mongol rule.
8. Visual Summary, p. 318 (textbook) on timelines comparing
the Byzantines, Russians and Turks
9. Geography Applications – growth of Early Russia
10. Primary Sources – Pope Urban’s call for Crusades, Justinian
Code, “Secret History” and “The Hagia Sophia” – Ancillary
“Primary Source” documents
11. History Makers – Theodora
12. Transparencies – critical thinking geography
1. Unit test covering the essential questions and skills for this
unit, using the “Test Generator” disc (ancillary materials)
2. History Alive Activity 2.3, “Creating Monuments to Daily Life
in Constantinople” can be used as a group alternate assessment
activity
3. Critical Thinking, p. 318 (textbook) question 1 and the
Standards Based Assessment, p. 319
Other possible activities:
-While examining a map of Constantinople, students will point out
geographic features that made the city such an ideal location for the
empire’s capital
-Create a foldable comparing the military triumphs of Belisarius to
Alexander the Great
-Create a Venn diagram comparing and contrasting the Orthodox and
Roman Catholic religions
-Examine examples of Russian religion, art and architecture. From
these examples explain the Byzantine influence and how they received
this influence
-Label a map that shows the numerous invaders of Byzantium from
Western and Eastern Europe, and Asia over the centuries.
-Research the role of women in Byzantine society and compare it to
women from other ancient and medieval societies.
Suggested Teacher Resource for Further Study:
A Concise History of Byzantium by Warren Treadgold
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
Islamic civilization grew as it interacted with pre-existing ESTIMATED # OF WEEKS:
civilizations; it became a dominating force in parts of Asia, Africa, and Europe through 2.5
military conquest, trade and a centralized religious message.
ORGANIZING PRINCIPLE 7:
Concepts
Essential Questions / Learning Targets
1. Discuss the impact of physical geography on the development of
Arabic culture and use maps and globes to locate the rapid growth and
expansion of Islamic boundaries to AD 1500.
Islam
Muslim
Revelation
Sect
2. What are the origins of Islam?
3. What are the Five Pillars and main principles of Islam?
4. How are Islam, Judaism, and Christianity similar and different?
Dar al-Harb
Dar al-Islam
Jihad
Caliphate
Dhimmitude
Calligraphy
Arabic-Hindu Numerals
5. Describe the various sects within Islam.
6. Analyze the causes and effects of Islamic military expansion west
from Arabia to the Iberian Peninsula and east to India.
7. Describe key economic and political developments in Islamic history:
the rise of the caliphate, the struggle between Sunni and Shi’a Muslims,
and the importance of trade in the development of Islamic civilization.
8. Describe the dhimmi status of Christians and Jews living in lands
conquered by Muslims, and the creation of the Islamic slave trade.
9. How did the infusion of Greco-Roman, Persian and Hindu ideas
impact Islamic society?
10. What were the accomplishments of the Islamic “Golden Age” and
who were key individuals associated with it?
11. What impact did Muslim legalists and the Mongol invasions have on
the Islamic Golden Age?
Revised July 10
Volusia County Schools
PACING:
November-December
People, Places, Events
Arabian Peninsula
Mecca
Medina
Allah, Muhammad
Quran, Hadith, Sharia
Hijrah
Mosque
People of the Book
Sunni, Shia, Sufi
Assassins
Iberia
Caliph
Rightly Guided Caliphs
Khalid bin Al-Waleed
Battle of al-Qadisiyyah
Battle of Yarmuk
Battle of Tours
Ummayyads, Abbasids
Baghdad
Indonesia
Mughals
Pact of Umar
Dome of the Rock
Al-Ma’mun
House of Wisdom
Cairo, Cordoba
Alhambra
Avicenna, Averroes
Al-Khwarzimi, Al-Hassan
Maimonides
Al-Ghazali
Legalists
Ibn Battuta
Benchmark(s)
SS.A.1.4.1
SSA.2.4.6
SS.B.2.4.2
SS.B.2.4.6
SS.A.1.4.1
SS.B.1.4.1
SS.C.1.4.1
SS.B.2.4.3
SS.A.2.4.6
SS.A.2.4.7
SS.A.1.4.2
SS.B.1.4.4
Grade 9
World History
2010-2011
CURRICULUM MAP
12. What impact did the rise of the Ottoman Turks have on Islamic
civilization?
Revised July 10
Volusia County Schools
Osman I
Mehmet the Conqueror
Istanbul
Selim I
Suleyman the Magnificent
Sultan, Vizier
Janissaries
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
1. Textbook chapter 10
2. Create a timeline of development and expansion of Islam.
3. Primary Resource document – Muhammad (ancillary materials)
4. Ask students to describe how their daily life would change
(adjustments you would have to make) if they converted to Islam. Use
the Five Pillars and other Islamic customs as a resource (textbook page
267 and 273-274), as well as knowledge from Islamic students you may
have in the class.
5. Taking Notes activity, p. 269 (textbook) summarizing the
developments of Islam since Muhammad’s death through the Abbasid
Dynasty.
6. Chart page 271, comparing basic differences between Sunni and
Shi’a Muslims
7. Science and Technology, p. 274 and Analyzing Art, p. 277
(textbook) describing Islamic achievements
8. Write a letter to Muhammad describing his legacy and that of Islam
today.
9. READING TOOL KIT
1. P.L.A.N.
2. Three column journal --------------------------------------------L.35
3. Summarizing ------------------------------------------------------L.35
4. You must remember this-----------------------------------------L.35
5. SQ3R---------------------------------------------------------------L.36
10. Visual Summary, p. 280, describing the empire, culture and the
religion of early Muslims
11. DBQ Project Binder – The Black Death: How Different Were
Christian and Muslim Responses?
12. History Alive – The Rise of Islam
1.1 Adapting to the Geography of the Arabian Peninsula
2.2 The Development of the Muslim Empire
3.1 The Contributions of Muslims to World Civilization
1. Unit Test covering the “essential questions” and “skills” for
this unit, using the “Test Generator” disc (ancillary materials)
2. Document –Based Questions Strategies and Practice Book
(ancillary materials) provides reading and writing assessment
activities.
3. History Alive – The Rise of Islam - Culminating Project
5.1 Designing Museums
Other possible activities:
Analyze the chart of world religions and ethical systems comparing and
contrasting Islam with Christianity and Judaism.
Create a timeline showing the territorial expansion of the Muslims from
the 7th through the 15th centuries.
Read the ‘Pact of Umar’ regarding the rules for dhimmis and infer how
effective this policy might have been for the Muslim conquerors and
how beneficial or harmful it may have been for the dhimmis.
Construct a map of the Islamic Empire that includes: key cities, bodies
of water, and physical features.
Create a foldable depicting the achievements during the Islamic Golden
Age.
Suggested Teacher Resource for Further Study:
Islam and The West by Bernard Lewis
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 8: The vacuum left by the disintegration of the Western Roman
ESTIMATED # OF WEEKS:
2.5
Empire resulted in the development of the feudal system, new kingdoms, and a unifying role
played by the Roman Catholic Church in Western Europe.
Concepts
Essential Questions / Learning Targets
Middle Ages
1. On a map, label the conquests of Germanic tribes in Western Europe by AD
(Medieval)
500.
Dark Age
2. Analyze the impact of the collapse of the Western Roman Empire on Europe
Clergy, Sacraments
(i.e. Dark Ages, emergence of feudalism, rise in power of the Germanic
Tithe, Canon Law
kingdoms, and the authority and influence of the Church).
Feudalism
3. Describe the orders of medieval social hierarchy, the emergence of feudalism,
Manor Economy
and the development of private property as a distinguishing feature of Western
Chivalry
Civilization.
Tournaments
Noble
Gregorian Chant
Western Notation
Illumination
Simony
Lay Investiture
Revival
Reform
Religious Orders
Excommunication
Romanesque
Gothic Architecture
Reconquista
Crusade
Inquisition
Scholasticism
Natural Law
Scientific Method
Vernacular
4. Discuss the importance of Christian monasteries and convents as centers of
education, charitable and missionary activity, economic productivity, and political
power.
5. Describe the rise and achievements of Charlemagne and the Empire of the
Franks.
6. What impact did the revival known as The Age of Faith have on medieval
Europe?
7. What were the causes and effects of the Reconquista and Crusades?
8. How did contact with Muslims help lead to a revival of learning during the late
Middle Ages?
9. Discuss the rise and impact of Scholasticism and the beginnings of the scientific
method on European civilization.
Revised July 10
Volusia County Schools
PACING:
December
People, Places, Events
Vikings
Magyars
Angles, Saxons
Lord, Knight, Vassal, Serf
Fief
Troubador
Song of Roland
Beowulf
Monastery
Benedict of Nursia
Scholastica
Scriptorium
Franks
Carolingian Dynasty
Holy Roman Empire
Pope Leo III
Otto the Great
Cluniac Reforms
Pope Gregory VII
Henry IV
Cathedrals
Francis of Assisi
Pope Urban II
Eleanor of Aquitaine
Richard Lionheart
Saladin
King Louis IX
Moors
Roger Bacon
Thomas Aquinas
Geoffrey Chaucer
Dante Alighieri
Benchmark(s)
SSA.2.4.7
SSB.2.4.2
SSA.2.4.7
SSA.1.4.2
SSA.2.4.6
SSA.2.4.7
SSA.1.4.3
SSA.1.4.3
SSB.1.4.1
SSA.1.4.2
SSA.2.4.7
SSB.1.4.1
SSB.2.4.2
SSB.2.4.5
Grade 9
World History
Guild
Commercial
Gunpowder
Siege Cannons
Habeas Corpus
Common Law
2010-2011
CURRICULUM MAP
10. Account for initial emergence of a modern economy, including the growth of
banking, technological and agricultural improvements, commerce, towns, and a
merchant class.
11. What was the impact of the Chinese invention of gunpowder coming into
Europe through Muslims during the late Middle Ages?
12. How did England and France develop strong kingdoms in the late Middle
Ages?
13. Describe developments in medieval English legal and constitutional history
and their importance in the rise of modern democratic institutions and procedures,
including the Magna Carta, parliament, and habeas corpus.
Ice Age
Famine
College of Cardinals
14. What were the causes and effects of the Great Famine of 1315-13-16, The
Black Death, The Great Schism of 1378, and the Hundred Years War on Western
Europe?
15. Explain how Western civilization arose from a synthesis of classical GrecoRoman civilization, Christianity, and the cultures of northern European peoples
fostering a cultural unity in Europe.
Revised July 10
Volusia County Schools
Three-Field System
Horse Harness
Merchant
Florence, Venice
Anglo-Saxons
Normans
William the Conqueror
Battle of Hastings
Magna Carta
Parliament
Henry II
John
Capetian Dynasty
Phillip II (Augustus)
Estates General
Little Ice Age
Bubonic Plague
Longbow
Battle of Agincourt
Joan of Arc
Avignon
Council of Constance, 1414
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
Activities
1. Daily activities featuring textbook chapters 13 and 14, and the “skills” listed
for this unit.
2. Content overview/power point presentations using the “Power
Presentations” disc (ancillary materials)
3. History Alive Activities – Europe After the Fall of the Roman Empire
1.2 Traders and Invaders of the Roman Empire
3.1 Experiencing European Feudalism
3.2 The Development of Feudalism in Western Europe
4.1 The role of the church in Medieval Europe
4. “Examining the Issues” exercise, page 352 and “History in Depth”, page
362, describing life on manors
5. Complete the “Interpreting the Map” exercise on p. 351 and 359 –
Teacher’s Edition in regard to invasions by the Germanic tribes and later the
Vikings, Muslims and Magyars.
5. Taking Notes exercise page 353, 379, 387 and 393 concerning the
chronology of Charlemagne’s kingdom, the Age of Faith, changes in medieval
society, and the growth of democracy in England
6. Skillbuilder exercise on page 365 and 381– Interpreting Visual Sources –
artwork depicting chivalry and gothic architecture, respectively.
7. “Analyzing Primary Resources” activity (DBQ) page 368, 386, 395 and 399
describing medieval women, the Crusades, the Magna Carta and the Plague.
8. Skillbuilder exercise on page 390 of the text – Interpreting Graphics on the
Commercial Revolution
9. Skillbuilder exercise, page 397 Interpreting Charts, in reference to the
chronological development of the nations of England and France
10. “Global Impact: The Spread of Epidemic Disease”, page 400
11. Literature – The Song of Roland,
12. Primary Source – The Art of Courtly Love, The Magna Carta, textbook
(page 395), Entry of the Crusaders into Constantinople (transparency 31)
13. Videos - The Dark Ages: Europe after the Fall of Rome, Society for Visual
Education, 1995. The Black Death, Ambrose video, 1995. History’s Ancient
Legacies III: Dark Age, Ambrose video, 2001.
ASSESSMENT
1. “Analyzing Primary Resources - Vikings” or “Synthesizing Information and
Drawing Conclusions – Defining the Knights” from the workbook, Mastering
FCAT Social Studies Content Reading Grade 10 (Amsco Publications). You
could also use the FCAT Preparation and Practice Workbook (ancillary
materials).
2. Unit Test covering the “essential questions” and “skills” for this unit, using
the “Test Generator” disc (ancillary materials)
3. Document –Based Questions Strategies and Practice Book (ancillary
materials) provides reading and writing assessment activities. Also, DBQ 2 –
“Fall of the Western Roman Empire” from the book Document Based
Assessment Activities of Global History Classes (J. Weston Walch).
4. “The Black Death: How Different Were Christian and Muslim
Responses?”, The DBQ Project, 2005
5. History Alive – Europe After the Fall of Rome – Culminating Project
Activity 5.1 Creating an Illuminating Poem About Medieval Society
Other possible activities:
-Create a timeline labeling the most important events in the unification of the Germanic tribes
between c. 500 and the reign of Charlemagne.
-Label the routes of Viking, Muslim and Magyar invaders in Europe, c. 700-1000.
-Create a graphic organizer describing the social order of the feudal system.
-Compare and contrast the roles of peasant and noblewomen in medieval society.
-Analyze how medieval art and literature depicts chivalry and knighthood
-Compare how the structure of the Church was similar to that of the feudal system.
-Write a persuasive essay supporting or contradicting Thomas Madden’s assertion that the
Crusades were a defensive war, “a belated response to Muslim conquest of…the Christian world.”
-Interpret a flow chart describing the growth of cities and the Commercial Revolution
-Identify the steps England took to become more democratic from 1100-1400.
Suggested Teacher Resources for Further Study:
The Middle Ages by Morris Bishop
The New Concise History of the Crusades by Thomas Madden
How the Catholic Church Built Western Civilization by Thomas E. Woods Jr
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 9: In East and West Africa powerful empires emerged, and important
trade networks were developed linking Africa to European and Asian civilizations.
Concepts
Push-Pull Factors
Migration
Bantu Languages
Animism
Oral Tradition
Terrace Farming
Central Government
Stateless Society
Lineage
Patrilineal
Matrilineal
Ancestral Worship
Animism
Trans-Saharan
Savanna
Ghana
Mansa
ESTIMATED # OF WEEKS:
PACING:
2
January
Essential Questions / Learning Targets
People, Places, Events
1. How did ancient African peoples adapt to the physical environment and
develop complex societies?
2. Why were griots and oral tradition important to African societies?
3. What were the causes and effects of the Bantu migrations into southern
Africa?
Djenne-Djeno
Congo River
Kalahari Desert
Swahili
Griot
3. Describe the rise and fall of the Kingdom of Aksum.
4. How did trade affect the Kingdom of Aksum’s culture and way of life
(e.g. Aksum’s relationship with Ancient Rome)?
Ethiopia
Horn of Africa
Gulf of Aden
Adulis
Ezana
5. How were the people of central Africa able to develop societies without
any central government?
6. What role did Christianity and Islam play in the history of East and
North Africa?
7. Locate the African kingdoms-empires of Ghana, Mali, and Songhai on a
map.
8. What were the characteristics of the Empire of Ghana (Wagadugu) with
regard to political structure and economics and trade?
9. Who were the significant people and what were the important
achievements of the Empire of Mali?
10. What were the events that led to the rise of the Empire of Songhai, and
what were the achievements of the empire under Askia Muhammad?
Revised July 10
Volusia County Schools
Coptic and Ethiopian Orthodox
Sahara
Maghrib
Almohad Empire
Almoravid Empire
Berbers
Sahel
Gold-Salt Trade
Soninke
al-Bakri
Sundiata
Mansa Musa
Timbuktu
University of Sankore
Ibn Battuta
Askia Muhammad
Sunni Ali
Benchmark(s)
SS.B.2.4.5
SS.A.2.4.8
SS.B.2.4.2
SS.A.2.4.8
SS.B.2.4.2
SS.B.2.4.5
SS.A.2.4.8
SS.A.2.4.8
SS.A.2.4.8
SS.B.2.4.2
SS.A.2.4.8
Grade 9
World History
2010-2011
CURRICULUM MAP
11. What was the impact of the interaction between West-Africans and
Europeans?
12. What were the reasons for the decline of the Empires of Ghana, Mali,
and Songhai?
Proverb
13. In what ways were other West African civilizations different than the
Trans-Saharan empires?
14. What is the meaning of the following traditional Ghanian proverb:
“The ruin of a nation begins in the homes of its people.”
Revised July 10
Volusia County Schools
Hausa
Yoruba
Benin
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
10. Textbook Resources (McDougal Littell)
11. History Alive – Empires and Kingdoms of Sub-Saharan Africa
1.1 Mapping the Physiographic Features of Africa
1.2 Adapting to the Climate Regions of Sub-Saharan Africa
2.1 Trading Gold for Salt in West Africa
2.2 The Empires of West Africa
2.3 Reaching West Africa
3.1 Kingdoms of Central and Southern Africa
3.2 Comparing Three African States Through Visual Discovery
3.3 Commemorating African States with Praise Songs
4.1 Understanding Proverbs of the Shona: Lessons for Life
4.2 Discovering Elements of African Art
4.3 Exploring the African influence on African-American art
12. Mastering FCAT Reading (Amsco Publications)
• The Problem of Desertification in Africa
13. World History Map Activities (J. Weston Walch)
14. Knowlton-Wallbank World History Map Transparencies
(Nystrom)
15. Videos/DVD
• National Geographic – Africa
16. Computer Software
• History of the World (Dorling Kindersley)
17. Books
• Samburu
• Eyewitness Books – Africa (Dorling Kindersley)
• Lost Civilizations – Africa’s Glorious Legacy
(Time/Life Books)
6. Student Notebook//Portfolio
7. Quizzes
8. Unit Exam
9. Research Paper and/or Project
10. History Alive Culminating Project - 5.1 A Griot’s tale of
Africa’s Past
Suggested Teacher Resources for Further Study:
Africa in History by Basil Davidson
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 10: Major academic, artistic, economic, political, and religious changes took
place in Western Europe as a result of internal conflict and interaction with the East.
Concepts
Renaissance
ESTIMATED # OF WEEKS:
PACING:
2 Weeks
January-February
Essential Questions / Learning Targets
1. How did the cities of northern Italy help create the Renaissance?
2. What were the causes, both internal and external (i.e. Byzantine
influence), that sparked the Renaissance?
3. Why did Church leaders and the wealthy become patrons of the arts?
Humanism
Vernacular
Perspective
Secular
Machiavellian
4. In what ways did literature and the arts change during the Renaissance?
5. How did the northern Renaissance differ from the Italian Renaissance?
Annul
Indulgence
Protestantism
Mysticism
Patron
Utopia
Nepotism
Corruption
Simony
Predestination
Theocracy
Calvinism
Doctrine
Salvation by faith
Salvation by works
6. What role did the printing press play in the spread of the Reformation
and the spread of political ideas?
7. What specific criticisms did early reformers have of the Roman Catholic
Church?
8. What political, economic, and social factors helped bring about the
Reformation?
9. What were the causes of the conflict between Martin Luther and the
Church?
10. In what ways did Calvinism differ from Lutheranism?
11. How did the English monarchs influence the development of the
Reformation in their country?
Revised July 10
Volusia County Schools
People, Places, Events
Venice
Florence
Milan
Martin V
Leo X
Alexander VI
Petrarch
Dante
Cosimo de Medici
Catherine de Medici
Leonardo da Vinci
Michelangelo
Donatello
Raphael
El Greco
Giotto
William Shakespeare
Brunelleschi
Machiavelli
Van Eyck
Johann Gutenberg
John Wycliffe
Jan Hus
Erasmus
Reformation
Martin Luther
Jean Calvin
Henry VIII
Anglican
Presbyterian
Anabaptist
Mary I
Elizabeth I
Benchmark(s)
SS.A.3.4.1
SS.A.1.4.4
SS.A.3.4.2
Grade 9
World History
Counter Reformation
Catholic Reformation
Depopulation
2010-2011
CURRICULUM MAP
12. What was the goal and response of the Catholic Church to the
Protestant Reformation?
13. What were the causes and effects of the wars associated with the
Reformation, culminating with the Thirty Years’ War?
14. What lasting impact did the Renaissance and Reformation have on
Western Europe?
Revised July 10
Volusia County Schools
Jesuits
Council of Trent
Francis de Sales
Charles Borromeo
Teresa of Avila
John of the Cross
Ignatius of Loyola
Pope Paul III
Charles V
Peace of Augsburg
St. Bartholomew’s Day Massacre
Thirty Years’ War
Peace of Westphalia
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
-Textbook Resources (McDougal Littell)
-History Alive - Europe’s Transition to the Modern World
1.1 Mapping the Land and Emerging Cities of Europe
1.2 Europe’s Transition from the Middle Ages to the Renaissance
1.3 Rediscovering the Classical Tradition Through Art
1.4 A Walking Tour of Florence
2.1 Experiencing the Power of the Press
2.3 A Renaissance Ball
2.4 Biographical Poems Celebrating the Renaissance Spirit
3.1 Purchasing Homework Indulgences
3.2 The Spread of Protestantism
3.3 Creating Spoke Diagrams on the Religions of the Reformation
-Mastering FCAT Reading (Amsco Publications)
Johann Gutenberg
-World History Map Activities (J. Weston Walch)
-Knowlton-Wallbank World History Map Transparencies (Nystrom)
-Exciting Plays for Medieval History Classes (J. Weston Walch)
-Document Based Questions in World History
(The DBQ Project)
What was the most important consequence of the printing press?
-Videos/DVD
PBS Empires Series – The Medici
PBS Empires Series – Martin Luther
A&E Biography – Leonardo da Vinci
-Computer Software
History of the World (Dorling Kindersley)
- Student Notebook//Portfolio
- Quizzes
- Unit Exam
- Research Paper and/or Project
- History Alive Culminating Project – 5.1 Publishing a
News Magazine on Change in Europe
Suggested Teacher Resource for Further Study:
The Renaissance: A Short History by Paul Johnson
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 11: Using new-found technological advances, Europeans pushed
outwards, seeking powerful economic and religious empires.
Concepts
Pre-Columbian
Colonization
Reconquista
ESTIMATED # OF WEEKS:
PACING:
2
February
Essential Questions / Learning Targets
1. What were the motives behind early European exploration?
2. What role did the Crusades and Renaissance play in launching an “Age of
Exploration?”
3. What technological breakthroughs allowed early European sailors to travel long
distances?
4. What role did Portugal’s Prince Henry play in overseas exploration?
5. What countries competed for Asian trade during the Age of Exploration?
6. What were the important characteristics of the Aztec and Incan civilizations?
7. Why were the Spanish interested in establishing colonies in the Americas?
8. What was the legacy of Christopher Columbus?
9. What were the conquests of early Spanish explorers?
10. What was the impact of European exploration?
Triangular Trade
Slavery
11. How was the practice of slavery applied in Europe, Africa, and Asia?
12. Explain the process of Triangular Trade.
Revised July 10
Volusia County Schools
People, Places, Events
Vikings
Leif Ericson
Bartolomeu Dias
Prince Henry
Vasco da Gama
Walter Raleigh
Francis Drake
Jacques Cartier
Henry Hudson
Samuel de Champlain
Atahualpa
Incas
Peru
Tenochtitlan
Aztecs
Montezuma
Quetzacoatl
Treaty of Tordesillas
Line of Demarcation
Portugal
Spain
Christopher Columbus
San Salvador
Amerigo Vespucci
Ferdinand Magellan
Hernando Cortes
Conquistador
Mexico
Fransisco Pizarro
Mestizo
Bartolomeo de las Casas
Benchmark(s)
SS.A.3.4.3
SS.A.1.4.4
SS.A.3.4.5
SS.A.4.4.1
SS.A.4.4.2
SS.B.2.4.1
SS.B.2.4.3
SS.B.1.4.4
SS.B.2.4.2
Grade 9
World History
Middle Passage
Encomienda system
Columbian Exchange
2010-2011
CURRICULUM MAP
13. What conditions were experienced by Africans traveling the Middle Passage?
14. How did the encomienda system lead to the use of enslaved Africans as a
labor source?
15. What was the scope and impact of the Columbian Exchange?
16. Compare and contrast the European economic and political systems
established in the New World.
ACTIVITIES (Teaching Resources)
1. Textbook chapters 16.3, 16.4, 19.1, 20.1, 20.3, 20.4
2. Skillbuilder – “Interpreting Charts”, pages 458 and 463 on the rise and fall
of the Aztecs and Incas.
3. Taking Notes – page 529 on the important events of European exploration
of the east.
4. Science and Technology – page 531 on the tools of exploration.
5. Chapter 19 section one “Guided Reading” activity (ancillary materials)
6. Geography Skill Builder – pages 534, 555, and 568 on Europeans in the
East, European Exploration of the Americas, and Triangular Trade.
7. Different Perspectives – page 560 on the Legacy of Columbus.
8. Analyzing Primary Sources – page 568 on the Middle Passage.
9. Global Impact: Food Exchange – page 572 on the Columbian Exchange.
10. Mastering FCAT Reading Grade 10 Social Studies Content, Amsco – “The
Lost World’s of Ancient America”, When World’s Collide”, “An Empire Held
Together by String” and “The Rise and Fall of the Incas”.
11. The DBQ Project, 2005, The Aztecs: What Should History Say?” and
“What Drove the Sugar Trade?”
12. Document Based Assessment Activities for Global History Classes, Walch
Publishing, “Civilizations of the Americas”
13. History Alive! , Europe’s Transition into the Modern World
Activity 4.1 Charting Scientific Breakthroughs
Activity 4.2 Investigating a Sunken Ship: Motives for Exploration
Activity 4.3 Creating Monuments to Exploration: Two Perspectives
14. Media – The Golden Age of Exploration, Knowledge Unlimited, 1997,
Christopher Columbus, Library Video Company, 1995
ASSESSMENT
1. Unit Test covering the “Essential Questions” and “Skills” for
this unit, using the “Test Generator” disc (ancillary materials)
2. History Alive! , “Europe’s Transition into the Modern World”
– section 5 assessment activity
3. FCAT skills assessment - Mastering FCAT Reading Grade 10
Social Studies Content, Amsco – “The Lost World’s of Ancient
America”, When World’s Collide”, “An Empire Held Together
by String” and “The Rise and Fall of the Incas”.
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 12: With the decline of feudalism and the power of the
ESTIMATED # OF WEEKS:
PACING:
Church, stronger kingdoms emerged under the control of absolute rulers.
2
February
Concepts
Absolutism
Divine Right
Totalitarianism
State Hood
Monarchy
Essential Questions / Learning Targets
1. How did Phillip II create a powerful empire?
2. What were the achievements of the Spanish Golden Age, and what led to Spain’s
eventual decline?
3. What ideas and events led to the development of absolute rulers in Europe?
4. Explain the rise in power of Louis XIV.
5. How did the palace of Versailles reflect the power and strength of Louis XIV?
6. What was the legacy of Louis XIV?
Westernization
Rights
Habeas Corpus
Civil War
Constitutional Monarchy
People, Places, Events
Philip II
Don Quixote
Cervantes
Absolute Monarchs
Louis XIV
Intendant
Jean Baptiste Colbert
Cardinal Richelieu
War of Spanish Succession
Palace at Versailles
Edict of Nantes
7. How did Austria and Prussia gain strength in the 1600’s?
Maria Theresa
Frederick the Great
Seven Years War
8. How did monarchs such as Ivan III, Ivan IV, and Peter the Great come to power in
Russia?
9. How did the reforms of Peter the Great impact Russia?
Golden Horde
Ivan III
Ivan the Terrible
Boyar
Peter the Great
St .Petersburg
Charles I
English Civil War
Oliver Cromwell
Restoration
Glorious Revolution
William and Mary
10. What caused the English Civil War and what were the results?
11. What were the results of the Restoration and Glorious
Revolution?
Revised July 10
Volusia County Schools
Benchmark(s)
SS.A.3.4.3
SS.A.1.4.2
SS.A.3.4.1
SS.A.3.4.6
SS.A.1.4.4
SS.A.1.4.1
SS.B.2.4.5
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
1. Textbook – Chapter 21
2. Examining the Issues – absolute rulers, p. 588
3. Critical Thinking Questions – absolute rulers, Spain’s Golden Age,
TE pp. 589 and 591
4. Taking Notes – conditions leading to absolute rule, p. 589
5. Analyzing Key Concepts – absolutism, p. 594
6. Guided Reading 21.2 - “The Reign of Louis XIV”
7. Primary Sources –Two views of Versailles, p. 600
8. Literature Reading – “The Cat and the King” (Louis XIV)
9. Geography Application – Old Empires and New Empires
10. Geography Skillbuilder “Europe After the Thirty Years’ War”, p.
604
11. Taking Notes – comparing Maria Theresa and Frederick the Great,
p. 603
12. Skillbuilder Practice 21. 4 – “Evaluating Decisions”
13. Guided Reading/Reading Study guide 21.5 – “Parliament Limits
the English Monarchy”
14. Primary Source 21.5 0 “English Bill of Rights”
15. Differentiating Instruction – “The Life and Death of William of
Orange”, TE p. 616
16. Connect to Today – “U.S. Democracy”, p. 617
17. Visual Summary – “Absolute Monarchs in Europe”, p. 618
18. History Alive: Europe’s Transition to the Modern World
1.1 Mapping the Land and Emerging Cities of Europe
Western Europe in the Modern World
19. Mastering FCAT Social Studies Content, Amsco – “Spanish
Aramada Defeated by English”, p. 195
20. Videos – The Baroque, Society for Visual Education, 1992, The
Spanish Armada, Ambrose Video, 1997, Cromwell
1. Unit Test covering the “essential questions” and “skills” for
this unit, using the “Test Generator” disc (ancillary materials)
2. Document –Based Questions Strategies and Practice Book
(ancillary materials) provides reading and writing assessment
activities.
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
The ideals of the Scientific Revolution and Age of
Enlightenment provided Western Civilization with a new vision in science, politics and
philosophy.
ORGANIZING PRINCIPLE 13:
ESTIMATED # OF WEEKS:
PACING:
2
February-March
Concepts
Essential Questions / Learning Targets
People, Places, Events
Romanticism
Scientific
Method
Revolution
1. How did the Renaissance set the stage for the Scientific Revolution?
2. How did scientist’s theories and methods during the Scientific Revolution
differ from early classical and medieval scholars?
3. What were major achievements of the Scientific Revolution?
Geocentric Theory
Scientific Revolution
Heliocentric Theory
Nicolaus Copernicus
Galileo Galilei
Francis Bacon
Rene Descartes
Isaac Newton
Kepler
Vesalius
Enlightenment
Natural law
Enlightened
Despots
4. How did the Scientific Revolution set the stage for the Enlightenment?
5. What were the political beliefs of Thomas Hobbes, John Locke and
“philosophes” of the Enlightenment?
6. What legacy was achieved by the Enlightenment?
Social Contract
Thomas Hobbes
John Locke
Philosophe
Voltaire
Baron de Montesquieu
Jean Jacques Rousseau
Mary Wollstonecraft
Diderot
Salons
Baroque
Neoclassical
7. How did the ideas of the Enlightenment spread, especially as it applies to
the arts and “enlightened despots?”
8. In what ways did the Enlightenment ideals impact the political, economic,
and religious structures in Europe?
Catherine the Great
Joseph II
Frederick the Great
9. How were the ideas of the Enlightenment used to justify American
independence?
10. What were the causes and effects of the Latin American and Caribbean
independence movements?
Thomas Jefferson
George Washington
Benjamin Franklin
John Adams
Simon Bolivar
Jose de San Martin
Toussaint L’Ouverture
Revised July 10
Volusia County Schools
Benchmark(s)
SS.A.3.4.5
SS.A.3.4.6
SS.A.4.4.3
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
1. Textbook chapter 22
2. Reading Study Guide 22.1 – “The Scientific Revolution”
3. Literature Selection 22.1 – “The Recantation of Galileo
Galilei”
4. Interpreting the Chart – “Major Steps in the Scientific
Revolution”, p. 626
5. Analyzing Primary Resources – p. 631 ((Rousseau and
Montesquieu)
6. Primary Source 22.3, “A Vindication of the Rights of Woman”
7. Reading Study Guide Chapter 22.3 – “The Enlightenment
Spreads”
8. Researching Enlightenment Arts – TE, p. 637
9. Guided Reading 22.4 – American Revolution
10. Visual Summary, p. 646
11. Reading Toolkit Binder - L.81 Preview map,L.81 Read
Aloud/Think Aloud, L.81 Bias Detector, L.82 Three Column
Journal, L.82 Collaborative Rereading, L.80 Definition Mapping,
L.80 Listening and Reading Guide, L.80 Summarizing
12. Videos – The Enlightenment: Keeping the Fire Burning,
Films for the Humanities and Sciences, 2003, Galileo’s Dialogue,
Films for the Humanities and Sciences, 1997
1. Unit Test covering the “essential questions” and “skills” for
this unit, using the “Test Generator” disc (ancillary materials)
2. Document –Based Questions Strategies and Practice Book
(ancillary materials) provides reading and writing assessment
activities.
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 14: Inspired by the ideas of the American Revolution, the
ESTIMATED # OF WEEKS:
PACING:
French established a new political order that was further impacted by Napoleon.
2
March
Concepts
Revolution
Social Class
Nationalism
Liberty
Equality
Fraternity
Essential Questions / Learning Targets
1. Explain the political, social, and economic factors which led to the French Revolution.
2. To what extent did Enlightenment ideas influence the principle behind of the French
Revolution?
3. Evaluate the following statement: “the French Revolutionary principles of “liberty,
equality, and fraternity” led to chaos while the American Revolutionary principles of
“order, justice, and liberty” led to a stable democracy.”
4. What political reforms developed in France in response to the Revolution?
Terror
5. Explain the rise and collapse of political movements during the Reign of Terror.
Empire
6. How was Napoleon able to rise and seize power?
Coup d’etat
Guerrilla
Alliances
Legitimacy
Balance of power
7. What events led to the downfall of Napoleon?
8. Describe the influences of the Congress of Vienna.
9. How did the unifications of Germany and Italy affect the balance of power in
Europe?
People, Places, Events
Old Regime
Estate
Louis XVI
Marie Antoinette
Estates General
National Assembly
Tennis Court Oath
Great Fear
Bastille
Legislative Assembly
Sans-culotte
Jacobin
Declaration of the Rights of Man
Guillotine
Maximilien Robespierre
Reign of Terror
Émigré
Napoleon Bonaparte
Plebiscite
Concordat
Napoleonic Code
Scorched Earth policy
Waterloo
Hundred Days
Duke of Wellington
Battle of Trafalgar
Blockade
Continental System
Congress of Vienna
Klemens von Metternich
Holy Alliance
Concert of Europe
Otto von Bismarck
Cavour
Victor Emmanuel
Garibaldi
Revised July 10
Volusia County Schools
Benchmark(s)
SS.A.3.4.6
SS.D.2.4.3
SS.A.1.4.1
SS.C.2.4.5
SS.A.1.4.4
SS.A.3.4.7
SS.C.1.4.1
SS.C.1.4.2
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
1. Textbook chapter 23
2. Three Estates chart p. 652
3. History Makers, p. 653 – Louis XVI and Marie Antoinette
4. Taking Notes , p. 656 – Recognizing effects following the
creation of the Constitution of 1791
5. Science and Technology p. 659 on the guillotine
6. Reading Tool Kit L84 – L88
7. Different Perspectives p.662 – 3 primary resources on the
French Revolution
8. Visual Summary - cause and effect on the French Revolution
and Napolean, p. 676
9. Critical Thinking Exercise, p. 676 describing the reign of
Napoleon
10. Literature – A Tale of Two Cities, Les Miserables
11. History Alive - Western Europe in the Modern World
1.2 Debating the Ideal Form of Government: A Meeting of
Minds
1.3 Experiencing the Fervor of the French Revolution
12. Primary Sources – Declaration of the Rights of Man,
Execution of Louis XVI
13. Mastering FCAT – Social Studies Content, p. 121 “Napoleon
and Europe”
1. Unit Test covering the “essential questions” and “skills” for
this unit, using the “Test Generator” disc (ancillary materials)
2. Document –Based Questions Strategies and Practice Book
(ancillary materials) provides reading and writing assessment
activities.
3. History Alive - Western Europe in the Modern World
1.4 Creating a Storybook About the French Revolution
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 15: Innovations in technology led to the Industrial
ESTIMATED # OF WEEKS:
1.5
Revolution and set the stage for the growth of cities and a change in the economic structure of
Europe.
Concepts
Essential Questions / Learning Targets
Industrialization
1. Which factors allowed for the Industrial Revolution to begin in England?
Revolution
2. Describe the key inventions and improvements that evolved during the
Technology
Industrial Revolution.
Social Class
3. How did transportation impact British Industry?
Corporation
Laissez-Faire
Capitalism
Middle Class
Unionization
Urbanization
4. Evaluate the positive and negative effects of the Industrial Revolution on
society?
PACING:
March-April
People, Places, Events
Benchmark(s)
Industrial Revolution
Enclosures
Crop Rotation
Factors of production
Factory entrepreneur
Stock Corporation
Robert Fulton
London
Manchester
Liverpool
SS.A.1.4.3
SS.A.3.4.5
SS.A.1.4.2
SS.A.5.4.1
SS.A.3.4.8
SS.A.1.4.1
SS.B.2.4.3
SS.B.1.4.4
SS.C.2.4.6
SS.C.2.4.5
SS.C.1.4.4
SS.D.1.4.1
Union
Strike
5. How did the Industrial Revolution in Great Britain affect agricultural and
technological innovations in Europe, the Americas, and Japan?
Socialism
Communism
Utilitarianism
Suffrage
Labor laws
Chartist Movement
6. What economic, social, and political reforms arose from the Industrial
Revolution in Europe, Japan, and the United States?
7. What are the differences in the political and economic philosophies associated
with capitalism and communism?
Meiji
Karl Marx
Communist Manifesto
Adam Smith
The Wealth of Nations
Reform Bill of 1832
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
1. McDougal World History textbook – Chapter 25
2. Reading Study Guide, chapter 25, section 1 – “The Beginnings
of Industrialization”
3. In-Depth Resources – Unit 6 – “The Opening of the Liverpool
Manchester Railway”, chapter 25 section 1 and “Industrialization
Case Study: Manchester”, chapter 25 section 2
3. Primary Source 25 – “Testimony on Child Labor” (ancillary
materials), “The Day of a Child Laborer” and Primary Source
Elizabeth Gaskel, p. 724 (textbook)
4. Interacting with History – “What are Fair Working
Conditions?” p. 716 (textbook)
5. Analyzing Key Concepts – “Industrialization” p. 727
5. Different Perspectives – “Industrialization” pg 741 (textbook)
6. Taking Notes – “Comparing” (Industrialization in the U.S. and
Europe) p. 729 (textbook)
7. Analyzing Key Concepts – “Capitalism v. Communism” p.
737 (textbook)
8. Visual summary – “The Industrial Revolution” (effects of) p.
742
9. History Alive Activities: Western Europe in the Modern World
2.1 The Rise of Industrialism
2.2 Investigating the Effects of the Industrial Revolution
2.3 Painting, Music, and Literature of the Industrial Era
10. DBQ Project Binder – Female Mill Workers in England and
Japan: How Similar Were Their Experiences?
11. Video – The Industrial Revolution, Library Video Company,
2000
1. Unit Test covering the “essential questions” and “skills” for
this unit, using the “Test Generator” disc (ancillary materials)
2. Document –Based Questions Strategies and Practice Book
(ancillary materials) provides reading and writing assessment
activities.
3. “The Industrial Revolution in Europe” Practice Test, Mastering
FCAT Social Studies Content, Amsco p.248
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 16: Western nations colonized large areas of Africa and Asia leading to
major political and cultural changes in these regions.
Concepts
Imperialism
Racism
Social Darwinism
White Man’s Burden
Paternalism
Assimilation
Geopolitics
Annexation
“Jewel in the Crown”
ESTIMATED # OF WEEKS:
PACING:
1.5
April
Essential Questions / Learning Targets
1. What factors motivated Europeans to colonize African, Asia, and Oceana?
2. How did Europeans use Social Darwinism to justify empire building?
3. Which forms of imperialistic control did Europeans use in Africa?
4. Why did Africans resist imperialism despite the superiority of European military
strength?
5. How did colonial rule cause a breakdown in traditional African culture?
6. Why did the Russian, British, and French all want control of Ottoman territories?
People, Places, Events
Berlin Conference
Shaka
Boer
Boer War
Menelik II
Crimean War
Suez Canal
7. How were the reactions of African and Middle Eastern rulers to imperialism similar
and different?
8. Why did Britain consider India its most valuable colony?
9. Why didn’t Indians unite against the British in the Sepoy Mutiny?
Sepoy
Sepoy Mutiny
Raj
East India Company
10. What changes took place in Southeast Asia as a result of colonial control?
11. What economic, political, and social conditions encouraged the growth of
imperialism in Africa, Asia, and Oceana?
Indochina
King Mongkut
Emilio Aguinaldo
Pacific Rim
Queen Liliuokalani
12. In what ways did the Chinese attempt to resist Western Imperialism?
Opium Wars
Taiping Rebellion
Boxer Rebellion
13. Assess the legacy of 19th and early 20th century imperialism?
Revised July 10
Volusia County Schools
Benchmark(s)
SS.A.3.4.3
SS.A.1.4.2
SS.A.2.4.3
SS.B.2.4.2
SS.A.3.4.7
SS.B.2.4.6
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
24. Textbook Resources (McDougal Littell)
25. History Alive - Western Europe in the Modern World
3.1 The Scramble for Territory
3.2 The Quest for Empire: Analyzing European Motives
- Modern Africa
2.2 Facing Colonialism: How Would You Respond?
3.1 Understanding the System of Apartheid
3.2 Discovering the Roots of Apartheid in South African History
26. Mastering FCAT Reading (Amsco Publications)
Gandhi: A Memoir
Empire Building in the 19th Century
27. World History Map Activities (J. Weston Walch)
28. Knowlton-Wallbank World History Map Transparencies
(Nystrom)
6. Document Based Questions in World History
(The DBQ Project)
How did Colonialism Affect Kenya?
9. Videos/DVD
National Geographic – Africa
Gandhi
10. Computer Software
History of the World (Dorling Kindersley)
11. Books
a. Things Fall Apart (McGraw-Hill)
16. Student Notebook//Portfolio
17. Quizzes
18. Unit Exam
19. Research Paper and/or Project
Revised July 10
Volusia County Schools
Grade 9
World History
2010-2011
CURRICULUM MAP
ORGANIZING PRINCIPLE 17: The global conflicts of the twentieth century had far-reaching political,
economic, religious, and cultural effects.
Concepts
Nationalism
Imperialism
Militarism
Appeasement
Containment
Trench Warfare
Capitalism
Welfare State
Genocide
Totalitarianism
Fascism
Nazism
Communism
Socialism
Marxism
Total War
Deterrence
ESTIMATED # OF WEEKS:
PACING:
3-4
May
Essential Questions / Learning Targets
1. How did the alliance system, imperialism, and nationalism, lead to the outbreak of World
War I?
2. What were both the immediate and long-term effects of World War I?
3. What the causes and effects of The Great Depression?
4. How industrial governments around the world respond to the Great Depression?
5. What caused the rise of totalitarianism in the Soviet Union, Italy, Germany, Spain, and
Japan?
6. What were the causes and effect of World War II?
7. Trace the causes and key events of WWII.
8. What were the causes and effects of mass terror in the Soviet Union and the Holocaust
in Germany?
9. What was the war-time strategy and post war plans of Allied leaders?
(Roosevelt, Truman, Churchill, Stalin)
10. What was Truman’s reasoning for, and the effects of, dropping the atomic
bomb on Japan?
Revised July 10
Volusia County Schools
People, Places, Events
Central Powers
Allied Powers
Treaty of Versailles
Reparations
League of Nations
Russian Revolution
Weimar Republic
Great Depression
New Deal
Franklin Roosevelt
Holocaust
Benito Mussolini
Adolf Hitler
Axis Powers
Allied Powers
Pearl Harbor
Hiroshima and Nagasaki
Winston Churchill
Francisco Franco
Hirohito
Tojo
Joseph Stalin
Truman
Roosevelt
Battle of Britain
Pearl Harbor
El Alamein
Midway
Stalingrad
D-Day
Battle of the Bulge
Iwo Jima
Potsdam
Yalta
Casablanca
Benchmark(s)
SSA.3.4.7
SSA.3.4.9
SSA.3.4.10
SSA.5.4.3
SSA.5.4.4
SSA.5.4.5
SSA.5.4.6
Grade 9
World History
2010-2011
CURRICULUM MAP
Zionism
Fundamentalism
Terrorism
11. How did the establishment of the modern state of Israel result in military and political
conflicts between the Arab and Israeli world?
Communism
Socialism
Fascism
Social Darwinism
Cold War
Brinkmanship
Détente
Glasnost
Perestroika
Coalition
Iron Curtain
13. What new political/economic structures resulted in a Cold War between The United
States and the Soviet Union?
14. In what ways did post-WWII political conflict lead to the Korean War and the Vietnam
Conflict?
15. What caused the expansion of Soviet Rule after World War II and what eventually led
to the breakup of the Soviet Union?
Decolonization
16. What were the causes and effects of independence movements in Africa and the effects
of decolonization?
17. What major political developments occurred in Latin America, the Middle East and
China in the 20th century?
18. How did India gain independence from Britain in the 20th century?
12. In what ways has Islamic fundamentalism affected the development of
politics and events in the Middle East?
Revised July 10
Volusia County Schools
Balfour Declaration
Six Day War
Suez Crisis
PLO
Iranian Revolution
Ayatollah Khomeini
Mujahideen
Gulf War
al-Qaeda
United Nations
Marshall Plan
Truman Doctrine
NATO
Warsaw Pact
Berlin Airlift
Ho Chi Minh
Diem Bien Phu
Ngo Dinh Diem
38th parallel
Macarthur
Ronald Reagan
Mikhail Gorbachev
Pope John Paul II
Prague Spring
Solidarity Movement
Josef Stalin
Five Year Plan
Berlin Wall
Soviet Invasion of Afghanistan
Afrikaners
Apartheid
Fidel Castro
Cuban Missile Crisis
Sandinistas
Alliance for Progress
Government of India Act
Mohandas Gandhi
Mao Zedong
Great Leap Forward
Cultural Revolution
Red Guard
Tiananmen Square
Geneva Conference
Grade 9
World History
2010-2011
CURRICULUM MAP
Free Trade
Global Economy
19. In what ways have technological breakthroughs of the 20th and 21st centuries have
affected our lives?
20. How has the global economy changed since World War II?
Poverty
Overpopulation
3rd World Country
Ethnic Cleansing
21. What social and economic issues continue to challenge the nations of the world today?
22. What are the causes of the various reoccurrences of modern day genocide movements
in the world?
Revised July 10
Volusia County Schools
NAFTA
European Union
Internet
DNA
Albert Einstein
Microchip
Atomic energy
HIV
Balkans
Darfur
Khmer Rouge
Rwanda
Northern Ireland
Tibet
Kashmir
Grade 9
World History
2010-2011
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
1. For identifying people, places events and for completing the skills activities, use textbook
chapters 29-35 (see number three below for specific pages and topics)
2. History Alive – Western Europe in the Modern World
Section 4 - Challenges to Modernization: The World Wars
Activity 4.3 – Recounting Stories of Resistance from the Holocaust
Activity 4.4 – Artistic Reactions to War and the Modern War
The Rise and Fall of the Soviet Union
Section 3 – The Cold War
Activity 3.1 – The Roots of the Cold War
Activity 3.2 – Exploring Events of the Cold War in Europe
Modern Latin America
Section 5 - Culminating Project – Creating an Annotated Mural of Modern
Latin America
Modern Africa
Section 5 - Culminating Project – A Book About Africa: What Everyone
Should Know
The Modern Middle East
Section 2 - State Formation in the Middle East
Activity 2.2 Key Events in the Formation of States
Section 5 – Culminating Project – Creating a Visual Metaphor on the
Modern Middle East
1. Unit test covering the skills and essential questions.
2. Culminating group projects as mentioned in the Activities section of this
chart
3. Analysis of videos related to the 20th century
3. These activities might aid in completing the skills activities on this chart:
Visual Summary - World War I – p. 862
Visual Summary - Revolutionary Leaders (Lenin, Stalin, etc) – p.892
Analyzing Key Concepts – Capitalism v. Socialism – p. 737, Fascism – p.911
Visual Summary - Great Depression – p. 920
Taking Notes Activity - Great Depression - p.904
Taking Notes Activity – Early Events World War II, p. 925
Expansion of Genocide (Holocaust) – DBQ, p. 957
Taking Notes Activity – Europe and Japan in Ruins, p. 948
Taking Notes Activity – Cold War, p. 965
Taking Notes Activity – Cold War, p. 982
History in Depth – Cold War, p. 983
Visual Summary – Cold War, p. 992
The Cold War Thaws, Reading Study Guide chapter 33 section 5
Taking Notes – Vietnam and Korean Conflicts, p. 967
Tracking Independence Movements, p. 1001 (India)
Taking Notes Activity – African Independence, p. 1012
Israeli-Palestinian Conflict – p. 1021
Visual Summary – The Struggle for Independence, p. 1028
Taking Notes – Latin American Democracy, p. 1033
Taking Notes Activity – Collapse of the Soviet Union, p. 1046
Mao’s Attempt at Change – page 1059
Visual Summary – 18 Years of Democratic Struggles, p. 1066
4. Videos – Twentieth Century Warfare (7 part series)
Revised July 10
Volusia County Schools