Download Standard 2: World History

Course Description 9th Grade Global History
Through an investigative approach to world history, students in their first year of
global history will begin their examination into the social, political, cultural and economic
developments that helped create the cultures of the world of today. Students will focus on
the impact of geography and technological advancements on cultures across the globe.
Students will utilize primary and secondary source readings, maps, periodicals and
technology in addition to their textbook. Students will also use graphs, charts and timelines
to help organize material and encourage cognitive growth. Assessments will be both
traditional and alternative, with a focus on authentic assessments and writing samples. The
study of world cultures will allow students to gain a comprehensive understanding of the
early history of the world and serve as preparation for their continued studies of world
history in the tenth-grade.
Standards Addressed:
NY State Learning Standards

Standard 2: World History

Standard 3: Geography

Standard 4: Economics

Standard 5: Civics, Citizenship, and Government
NCSS Thematic Strands:
 Culture
 Time, Continuity, Change
 People, Places, and Environment
 Individual Development and Identity
 Individual, Groups, Institutions
 Power, Authority, Governance
 Production, Distribution, Consumption
 Science, Technology, Society
 Global Connections
 Civic Ideals and Practices
Course Essential Questions





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
Do belief systems unite or divide people?
How do the movements of people and ideas (cultural diffusion) affect world history?
How does technological change affect people, places, and regions?
How are economic systems structured to meet the needs and wants of different
societies?
What impact do regional and global trade networks have on world cultures?
What assumptions do different groups hold about power, authority, governance, and
law?
How does the individual influence world events?

To what extent do the concepts of justice and human rights differ across time and
place?
UNIT #1- The Dawn of Civilizations
Unit Overview
This unit will focus on the beginnings of ancient cultures with a focus on geography. The
unit will illustrate that geography and the environment were the catalysts for the development
of civilizations. Students will also comprehend the struggle within early societies between
permanence and the desire for change. In addition, students will demonstrate an
understanding of the importance of archeological evidence from the past.
NY Standards/ NCSS Thematic Strands
NY Standards
A History
A.1
Skills of historical analysis
A.1.c Explain the importance of historical evidence
A.2
Understand the concepts of change and continuity over time
A.4
Time frames and periodization
A.5
Roles and contributions of individuals and groups
B Geography
B.1 Elements of geography
B.1.a Human geography
B.1.b Physical geography
B.1.c Political geography
B.1.d Migration
B.1.e Trade
B.1.f Environment and society
B.1.g The uses of geography
B.2 Critical thinking skills
B.2.a Asking and answering geographic questions
B.2.b Analyzing theories of geography
B.2.c Acquiring, organizing, and analyzing geographic information
B.3 Identifying and defining world regions
D Political science
D.1 The purposes of government
D.4 Rights and responsibilities of citizenship across time and space
Common Core Standards
Readings Standards
1. Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier
events caused later ones or simply preceded them.
4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies.
5. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative
analysis in print or digital text.
Writing Standards
2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
NCSS Thematic Strands: #2. Time, Continuity and Change, #3. People, Places and
Environments, #4. Individual Development and Identity, #8 Science, Technology and Society
Essential Questions





How do artifacts give us information about the past?
How did geography influence the life of early humans?
How does technological change affect people, places, and regions?
How did the development of agriculture affect the life of humans?
What defines a turning point?
Enduring Understandings
 Geography affects the development and settlement of peoples
 The study of artifacts helps us understand our place in history
 Technological advancements have affected change in people and places
Students Will Be Able To…
Geography-


Analyze maps
Trace movement on a map
Reading Read actively for information
 Explain the main idea of a reading passage
Writing Develop factual, interpretive and thematic questions
Speaking
 Express themselves clearly
 Use evidence to support an argument
 Listen to others and build off their ideas
 Develop factual, interpretive and thematic questions
Content
 Recognize and analyze different types of maps used in geography
 Investigate the characteristics and distribution of early human populations across the
earth
 Explain how geography can affect people, places and societies
 Explain how technological advancements affect people and the environment
 Develop and analyze timelines of the earliest humans
 Discuss the importance of agriculture as a turning point in human history
Students will know….
 The movement from hunting-gathering to agriculture as a means of survival
 The purpose of hunting and gathering
 The revolutionary forces of domestication of plants and animals
 The turning point of the Neolithic Revolution
 The physical structure of men and women determined gender roles
Vocabulary Words/Terms
Pre-history
Archeologists
Artifacts
Location
Place
Human-environmental interactions
Movement
Regions
Evidence of Learning
Quiz, Test, Writing samples, Charts and Graphs-Students will utilize graphs and charts to
organize material learned, Formative assessments (Exit Tickets, Think-Pair-Shares,
Teacher Observation)
Resources
Global History Textbook: World History, Patterns of Interaction, Evolution by PBS
Reading: Hunting/Gathering vs. Farming-“Was farming a good idea?” Maps and
Magazines to complete geography exercises
Unit #2 Ancient Civilizations-Rivers Run Through Them
Unit Overview
This unit will focus on the relationship between human activities and natural forces and
physical features. It will show that development that occurred among prehistoric cultures
happened in direct relation to changes in their environment whether by migration or natural
phenomena. Additionally, it will lead to an understanding of the importance of location and
physical features to the development of an area and its culture. The unit will serve as an
introduction to both geography and the ways in which historical scientists explore information
from the past. It will also include the advent of farming and the domestication of animals and
the development of subsistence farming.
NY Standards/ NCSS Thematic Strands
NY Standards:
1 Ancient World-Civilizations and Religions (4000 BC - 500 AD) Unit
1.A Early peoples
1.A.1 Human and physical geography
1.A.2 Hunters and gatherers-nomadic groups
1.A.3 Relationship to the environment
1.A.5 Early government
1.A.5.a Purposes
1.A.5.b Decision making
1.A.5.c Move toward more complex government systems
1.B Neolithic Revolution and early river civilizations
1.B.1 Compare and contrast (Mesopotamia, Egypt, the Indus Valley, and Yellow River
civilizations)
1.B.1.a Human and physical geography of early river civilizations
1.B.1.b Traditional economies
1.B.1.c Political systems
1.B.1.d Social structures and urbanization
1.B.1.e Contributions
1.B.1.e.1 Writing systems
1.B.1.e.2 Belief systems
1.B.1.e.3 Early technology-irrigation, tools, weapons
1.B.1.e.4 Architecture
1.B.1.e.5 Legal systems-Code of Hammurabi
Common Core Standards
Readings Standards
1. Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier
events caused later ones or simply preceded them.
4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies.
5. Analyze how a text uses structure to emphasize key points or advance an explanation
or analysis.
6. Compare the point of view of two or more authors for how they treat the same or
similar topics, including which details they include and emphasize in their respective
accounts
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative
analysis in print or digital text.
8. Assess the extent to which the reasoning and evidence in a text support the author’s
claims.
9. Compare and contrast treatments of the same topic in several primary and secondary
sources
Writing Standards
1. Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among the
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each
while pointing out the strengths and limitations of both claim(s) and counterclaims in
a discipline-appropriate form and in a manner that anticipates the audience’
knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the
argument presented.
2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text,
create cohesion, and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of
the topic and convey a style appropriate to the discipline and context as well as to the
expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and
research.
10. Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
NCSS Thematic Strands: #1 Culture, #2 Time, Continuity and Change, #3 People, Places
and Environments, #4 Individual Development and Identity, #5 Individuals, Groups and
Institutions, #6 Power, Authority and Government, #7 Production, Distribution and
Consumption, #8 Science, Technology and Society
Essential Questions
 How does geography affect a society’s economy, culture and development?
 What defines a civilization?
 What defines a culture?
 How and why do civilizations change overtime?
 To what extent is life a constant struggle between continuity and change?
 How have science and technology helped humans meet their basic needs and wants?
Enduring Understandings
 Humans interact and are defined by the environment in which they live.
 Civilizations are defined by characteristics such as urban centers, specialized labor,
government, writing and food production.
 Culture is a way of life including art, a belief system and the institutions of a given
population.
 Humans struggle between holding onto the past and accepting change.
Students will be able to…
Geography Analyze maps
 Trace movement on a map
Reading Read actively for information
 Explain the main idea of a reading passage
 Put events in chronological order based on a reading\
 Use evidence to support answers
Writing Develop a clear thesis statement
 Develop factual, interpretive and thematic questions
Speaking
 Express themselves clearly
 Use evidence to support an argument
 Listen to others and build off their ideas
 Develop factual, interpretive and thematic questions
Content
 Locate early civilizations on maps
 Discuss the importance of geographical aspects (namely, rivers) to the development of
civilizations
 Connect the emergence of civilizations with the development of stratified, agricultural
societies
 Describe the major technological, religious and artistic accomplishments of the
world’s earliest civilizations, Mesopotamia and Egypt
 Articulate the importance of art, architecture and archeology in understanding the past
 Trace the establishment of government and systems of law in Mesopotamia and Egypt
 Describe technological, mathematical, and scientific innovations.
 Outline significant patterns of events in the history of Mesopotamia and Egypt
 Explain the role of women in the Mesopotamia and Egypt
 Identify important leaders and achievers in Mesopotamia and Egypt
 Identify production, consumption, and distribution of goods, services, and wealth in
the early civilizations.
 List causes and results of the rise and decline of Mesopotamia and Egypt
Students will know…
 The five aspects of civilizations
 Importance of geography to the development of civilizations
 The importance of writing to the development of civilizations
 Important leaders of ancient civilizations including Hammurabi, Ramses, Nefertiti
 The development of the Ur civilization and Mesopotamia
 Architectural achievements of Mesopotamia
 The development of the Egyptian civilization
 Ancient Egyptian art and architecture
 Important artistic and architectural achievements of Mesopotamians and Egyptians




Technological and scientific advancements of the earliest civilizations
The development of social and class systems in the earliest civilizations including
slaves
How legal structures reflect a culture’s values
How religion influences society
Vocabulary Words/Terms
Neolithic Revolution
Domestication
Subsistence Farming
Civilization
Culture
City State
Bronze Age
Artisan
Polytheism
Monotheism
Deity
Cuneiform
Code
Stratified
Delta
Valley
Irrigation
Inundation
Dynasty
Pharaoh
Theocracy
Old/Middle/New Kingdoms
Mummification
Sarcophagus
Hieroglyphics
Papyrus
Resources
Global History Textbook: World History, Patterns of Interaction, Engineering an
Empire, Engineering Egypt by The History Channel, Origins of Earth:
http://www.ancientegypt.co.uk/gods/story/main.html, Embalming Game:
http://www.bbc.co.uk/history/interactive/games/mummy_maker/index.shtml
The Art of Ancient Egypt, Edith Watts. Available at:
http://www.metmuseum.org/explore/publications/egypt.htm
Examples of Cuneiform and Hieroglyphics, Various readings created by the teacher
regarding pharaohs, mummification and kingdoms of Egypt
Evidence of Learning
Quizzes, Tests, Civilization Project, Formative assessments (Exit Tickets, Think-PairShares, Teacher Observation)
Unit #3 Africa-The Birthplace of Humanity?
Unit Overview
This unit will guide students through important cultures in Africa. With a focus on trade
routes and the impact of Islam on Africa, students will explore various Bantu groups and the
influence of geography on migratory patterns and lifestyle. Students will utilize maps and
explore the various natural resources found in Africa. They will also begin to question the
geographical origins of poverty of Africa with an in-depth study of issues associated with
living on the continent with the oldest ancestry and a diverse geography. They will also
research ways in which the international community may combat the hardships in Africa.
NY Standards/ NCSS Thematic Strands
NY Standards:
1 Ancient World-Civilizations and Religions (4000 BC - 500 AD)
1.B.2 Identify demographic patterns of early civilizations and movement of peopleBantu migration (500 BC - 1500 AD)
1.E The emergence and spread of belief systems
1.E.1 Place of origin and major beliefs
1.E.1.a Animism-African
1.E.1.g Islam
3 Global Interactions (1200 - 1650)
3.C.3 Ibn Battuta
3.D Rise and fall of African civilizations: Ghana, Mali, Axum, and Songhai empires
3.D.1 Human and physical geography
3.D.2 Organizational structure
3.D.3 Contributions
3.D.4 Roles in global trade routes
3.D.5 Spread and impact of Islam- Mansa Musa
3.D.6 Timbuktu and African trade routes
Common Core Standards
Readings Standards
1. Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier
events caused later ones or simply preceded them.
4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies.
5. Analyze how a text uses structure to emphasize key points or advance an explanation
or analysis.
6. Compare the point of view of two or more authors for how they treat the same or
similar topics, including which details they include and emphasize in their respective
accounts
7. Integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.
8. Assess the extent to which the reasoning and evidence in a text support the author’s
claims.
9. Compare and contrast treatments of the same topic in several primary and secondary
sources
Writing Standards
1. Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among the
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each
while pointing out the strengths and limitations of both claim(s) and counterclaims
in a discipline-appropriate form and in a manner that anticipates the audience’
knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the
argument presented.
2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the
text, create cohesion, and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity
of the topic and convey a style appropriate to the discipline and context as well as
to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
9. Draw evidence from informational texts to support analysis, reflection, and
research.
10. Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
NCSS Thematic Strands: #1 Culture, #2 Time, Continuity and Change, #3 People, Places
and Environments, #4 Individual Development and Identity, #5 Individuals, Groups and
Institutions, #6 Power, Authority and Government, #7 Production, Distribution and
Consumption, #8 Science, Technology and Society, #9 Global Connections, #10, Civic
Ideals and Practices
Essential Questions




What role did missionaries, traders, and conquerors play in the spread of religions?
How did the expansion of religion encourage the encounter and exchanges of
peoples, goods, and ideas?
What caused the Bantu to migrate south and east from their West African origins?
How did Bantu migration change sub- Saharan Africa?
Enduring Understandings
 Humans interact and are defined by the environment in which they live.
 Religious structures provide stability and unify peoples
 Epics and legends serve to establish beliefs and values in a society
 Nationalism develops through the common goals of societies
Students will be able to…
Geography Analyze maps
 Trace movement on a map
Reading Read actively for information
 Explain the main idea of a reading passage
 Put events in chronological order based on a reading
Writing Use evidence to support an argument
 Write from a historical perspective
 Develop factual, interpretive and thematic questions
Speaking
 Express themselves clearly
 Use evidence to support an argument
 Listen to others and build off their ideas
 Argue an opposing viewpoint
 Speak from a historical perspective
 Develop factual, interpretive and thematic questions
Content
 Create maps indicating major Saharan trade routes
 Analyze maps to discover natural resources found in Africa
 Discuss connections between Bantu language groups
 Describe the importance of Islam and its connection to trade
 Define and describe the different types of early African societies
 Explain the role of women in early Africa
 Draw conclusions of the role of women in early Africa by analyzing artwork
 Describe major accomplishments of the three major kingdoms of ancient Africa
 Ghana, Mali and Songhai
 Describe the use of oral histories and proverbs to create moral and ethical codes
within African cultures with a focus on the Shona proverbs
Students will know:
 The role African kingdoms played in overland and maritime trade routes of the era
 The impact did Islam have on these kingdoms
 The forces that contributed to the rise and fall of African kingdoms
 How traditional art reflected the beliefs of African kingdoms
Vocabulary:
Climate
Sahel
Savanna
Sahara
Desert
Grasslands
Tropical Rainforest
Bantu
Migration
Ghana
Mali
Songhai
Mansa Musa
Timbuktu
Ibn Battuta
Trans Saharan Trade Routes
Resources:
Global History Textbook: World History, Patterns of Interaction, Maps regarding
resources and climate of Africa, Trans Saharan Trade route maps from The Learning
Center, Clip of film regarding Timbuktu from Discovery Education: Streaming, Clip of
influence of Mansa Musa from Discovery Streaming, Interactive map of Bantu migrations
http://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_06_206_bantu/AC_06_206
_bantu.html
Assessments:
Quiz and mini-unit test, response paper to a short article by Jared Diamond based on his
ideas from Guns, Germs and Steel regarding the connections between the geography of
Africa and its poverty, Various formative assessments (Exit Tickets, Think-Pair-Shares,
Teacher Observation)
Unit #4 India and Southeast Asia
Cultural Exchanges
Unit Overview
This unit will begin to focus students on the development and continuity of world cultures.
Students will study the Indus Valley Civilization and will continue to concentrate on the
region of India as they examine various Empires up through the development of important
trade routes through the Tenth Century A.D. Students will also begin their focus on world
religions with an in-depth study of Hinduism and Buddhism.
NY Standards/ NCSS Thematic Strands
NY Standards:
1.C Classical civilizations
1.C.4 Indian (Maurya) Empire
1.C.4.a Human and physical geography (monsoons)
1.C.4.b Contributions-government system
1.E The emergence and spread of belief systems
1.E.1 Place of origin and major beliefs
1.E.1.b Hinduism
1.E.1.c Buddhism
1.E.1.j Jainism
2 Expanding Zones of Exchange and Encounter (500 - 1200)
Unit
2.A Gupta Empire (320-550 AD)
2.A.1 Human and physical geography
2.A.2 Artistic, scientific, and mathematical contributions
2.A.3 Ties to Hinduism
2.A.4 Organizational structure
Common Core Standards
Readings Standards
1.Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
2.Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
3.Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
4.Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies.
5.Analyze how a text uses structure to emphasize key points or advance an explanation or
analysis.
6.Compare the point of view of two or more authors for how they treat the same or similar
topics, including which details they include and emphasize in their respective accounts
7.Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative
analysis in print or digital text.
8.Assess the extent to which the reasoning and evidence in a text support the author’s
claims.
9.Compare and contrast treatments of the same topic in several primary and secondary
sources
Writing Standards
1. Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among the claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while
pointing out the strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form and in a manner that anticipates the audience’ knowledge
level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument
presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text,
create cohesion, and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of
the topic and convey a style appropriate to the discipline and context as well as to the
expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance of
the topic).
4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
7. Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and
research.
10. Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
NCSS Thematic Strands: #1 Culture, #2 Time, Continuity and Change, #3 People, Places
and Environments, #4 Individual Development and Identity, #5 Individuals, Groups and
Institutions, #6 Power, Authority and Government, NCSS #7 Production, Distribution and
Consumption, #8 Science, Technology and Society, #10 Civic Ideals and Practices
Essential Questions





How does geography affect a society’s economy, culture and development?
How might the availability or scarcity of different resources affect cultural
development?
What can we learn from studying early human society that helps us to understand
events/issues today?
How does a system of economics affect peoples of a nation?
How does religion affect societies?
Enduring Understandings
 Humans interact and are defined by the environment in which they live.
 The development of class systems leads to stability but also intolerance
 Religious structures provide stability and unify peoples
 Epics and legends serve to establish beliefs and values in a society
Students will be able to…
Geography Analyze maps
 Trace movement on a map
Reading Read actively for information




Explain the main idea of a reading passage
Make connections between and among various sources
Analyze the perspective of an author
Put events in chronological order based on a reading
Writing Develop a clear thesis statement
 Use evidence to support an argument
 Develop factual, interpretive and thematic questions
Speaking
 Express themselves clearly
 Use evidence to support an argument
 Listen to others and build off their ideas
 Speak from a historical perspective
 Develop factual, interpretive and thematic questions
Content
 Explain why the Indus River Valley civilization developed when and where it did.
 Describe the growth and decline of the Indus Valley civilization by exploring
geographic, political, economic and social structures of the early people
 Discuss the major religions that developed in India
 Explain the tenets of Buddhism
 Illustrate the tenets of Hinduism
 Describe and outline the caste system within India
 Summarize why Indus Valley and later India became important centers of artistic
and technological achievement
 Define cultural diffusion and describe cultural diffusion within India
 Identify major empires of early Indian civilization including the Gupta Empire,
Mauryan Empire and the Mogul Empire
 Compare and contrast Hinduism and Buddhism
 Outline the economic importance of trade in India
 Explain the role of women in the early Indian empires
Students will know:
 Geographical features of the Indus Valley Civilization and India’s first empires
 Architectural achievements at Mohenjo-Daro
 Migration and languages of Indo-Europeans
 The caste system and family structure of India
 Important religions that developed in India, specifically Hinduism and Buddhism
 The legacy of Siddhartha Gautama
 The cultural diversity of Indian society
 India’s first empires including the Mauryan Empire, Gupta Empire and the Mogul
Empire
 Artistic achievements of the earliest Indian cultures
 Economic policies of the early Indian empires


The importance of trade to Indian economics
The role of women in Indian society
Vocabulary Words
Subcontinent
Monsoons
Indo-Europeans
Steppes
Religious toleration
Tamil
Patriarchal
Matriarchal
Caste
Untouchables
Edict
Hindu Terms: Brahma, Shiva, Vishnu,
Krishna, and Ganesha
Enlightenment
Buddhist Terms: Nirvana, Buddha
Siddhartha Gautama
Silk Road
Resources
Global History Textbook: World History, Patterns of Interaction, India documentary,
Primary source materials on the effects of Monsoons, Photos of artifacts from the
Harrapa Valley, Readings from the Jakata Tales, Scenes from Little Buddha, the film
Asoka, Maps of Climate of India and the Silk Road, Short Documentary “Dastaar,”
Quotes from the Rig Veda, Photos of Taj Mahal, Qtub Minar & Hamnuyum’s Tomb,
Indian Music (pop and classical) the film Water
Evidence of Learning
Quizzes, Unit Test, Timelines, Graphic Organizers, Writing Samples,
Project on Hindu gods or the Four Noble Truths of Buddhism
Various formative assessments (Exit Tickets, Think-Pair-Shares, Teacher Observation)
Unit #5 Asia- China and Japan
Isolation and Achievement
Unit Overview
This unit will continue to center students on world cultures by uncovering the civilizations
of China. Students will study the river dynasties of China from Shang Dynasty through the
Ming Dynasty. This unit will begin to focus students on the development and continuity of
world cultures. Students will study the culture of China through music, literature, art and
religion. A special focus will be placed on the Silk Road to connect students to the
importance of trade throughout time. In addition, students will connect the history of Japan
to that of China by exploring the influences of Chinese thought and religion on Japan.
NY Standards/ NCSS Thematic Strands
NY Standards
1.C Classical civilizations
1.C.1 Chinese civilization
1.C.1.a Human and physical geography
1.C.1.b Chinese contributions (engineering, tools, writing, silk, bronzes,
government system)
1.C.1.c Dynastic cycles
1.C.1.d Mandate of Heaven
1.D The rise and fall of great empires
1.D.1 Han Dynasty
1.D.1.a Human and physical geography
1.D.1.b Factors leading to growth
1.D.1.c Contributions
1.D.1.d Causes of decline
1.D.1.e Role of migrating nomadic groups from Central Asia
1.E The emergence and spread of belief systems
1.E.1 Place of origin and major beliefs
1.E.1.c Buddhism
1.E.1.d Chinese philosophies (Confucianism, Daoism)
1.E.1.h Legalism
1.E.1.i Shintoism
1.E.2 Expansion of Christianity, Islam, Confucianism, and Buddhism
2 Expanding Zones of Exchange and Encounter (500 - 1200)
Unit
2.B Tang and Song Dynasty (618-1126 AD)
2.B.1 Human and physical geography
2.B.2 Contributions
2.B.3 Chinese influence on Korea and Japan
2.B.4 Cultural flowering
2.B.5 Growth of commerce and trade
3 Global Interactions (1200 - 1650) Unit
3.A Early Japanese history and feudalism
3.A.1 Human and physical geography
3.A.2 Early traditions (Shintoism)
3.A.3 Ties with China and Korea: cultural diffusion, Buddhism, and Confucianism
3.A.4 Tokugawa Shogunate
3.A.5 Social hierarchy and stratification
3.A.6 Comparison to European feudalism
3.A.7 Zen Buddhism
3.B The rise and fall of the Mongols and their impact on Eurasia
3.B.1 Human and physical geography
3.B.2 Origins-Central Asian nomadic tribes
3.B.3 The Yuan Dynasty: a foreign non- Chinese dynasty
3.B.4 Extent of empire under Ghengis Khan and Kublai Khan
3.B.5 Impact on Central Asia, China, Korea, Europe, India, Southwest Asia
3.B.7 Interaction with the West and global trade, Pax Mongolia (e.g., Marco Polo)
3.B.8 Causes of decline
NCSS Thematic Strands: #1 Culture, #2 Time, Continuity and Change, #3 People, Places
and Environments, #4 Individual Development and Identity, #5 Individuals, Groups and
Institutions, #6 Power, Authority and Government, NCSS #7 Production, Distribution
and Consumption, #8 Science, Technology and Society, #10 Civic Ideals and Practices
Essential Questions






How does geography affect a society’s economy, culture and development?
How might the availability or scarcity of different resources affect cultural
development?
What can we learn from studying early human society that helps us to understand
events/issues today?
How does a system of economics affect peoples of a nation?
How does philosophy and religion affect societies?
How does the individual influence world events?
Enduring Understandings
 Humans interact and are defined by the environment in which they live.
 Philosophies and religious structures provide stability and unify peoples
 Epics and legends serve to establish beliefs and values in a society
 Nationalism develops through the common goals of societies
Students will be able to…
Geography Analyze maps
 Trace movement on a map
Reading Read actively for information
 Explain the main idea of a reading passage
 Make connections between and among various sources
 Analyze the perspective of an author
 Put events in chronological order based on a reading
Writing Develop a clear introduction paragraph
 Develop
 Use evidence from research to write a 5 paragraph essay
 Write from a historical perspective
 Develop factual, interpretive and thematic questions
Speaking
 Express themselves clearly
 Use evidence to support an argument
 Listen to others and build off their ideas
 Speak from a historical perspective
 Develop factual, interpretive and thematic questions
Content
 Explain the development of civilizations in China
 Discuss the varied geographical features that affected the development of Chinese
civilization.











Illustrate the rise of Confucianism and its tenets
Identify the importance of family and community over the individual
Explain the class differences between nobles and peasants
Discuss the Mandate of Heaven
Summarize the achievements of the dynasties of China, with a focus on the Shang,
Qin, Han and Ming dynasties
Explain the importance of trade in to the people of China
Identify and discuss the importance of Genghis and Kublai Khan
Define civil service and discuss the importance of civil service to the stable
government of China
Identify ethnocentrism and the effect it had on the peoples inside and outside of
China
Explain the role of women in ancient/early Chinese societies
Debate the controversy of “ownership” of Tibet
Students will know:
 The major geographical features of China including the Yangtze and Yellow Rivers,
and the Gobi Desert.
 Major dynasties of ancient and medieval China: Shang, Qing, Song, Tang, and Ming
 The basic beliefs of Confucianism and Daoism, Buddhism
 The impact Confucianism had on the social and political structure of China
 The hierarchal social structure of China
 The invention of printing occurred in China hundreds of years before Europe
 The society in China was and is patriarchal
 The history of Tibet
 The Silk Road and Marco Polo
 Achievements of the various Chinese dynasties
 The importance of trade to China and the entire world
 Chinese isolationism
 The importance of Buddhism, Confucianism and Daoism to daily life in China
 Women’s roles in China
Vocabulary Words
Loess
Isolation
Feudalism
Mandate of Heaven
Middle Kingdom
Daoism
Yin and Yang
Confucius
Confucianism
Taoism
Filial piety
Centralized government
Bureaucracy
Civil service
Movable type
Assimilation
Pastoralist
Clan
Genghis Khan
Kublai Khan
Marco Polo
Silk Road
Manchus
Ethnocentrism
Sino-centrism
Animism
Shinto
Resources
 Global History Textbook: World History, Patterns of Interaction, Map of China
including geographical features, Readings from the Mandate of Heaven worksheets,
Tao of Pooh, Readings from Confucius, Information regarding Tibet from the
following website, http://www.rangzen.org/history/views.htm, Great Wall of
China Worksheets from McDougal supplements, Excerpt from the NY State Civil
Service Exam, From Asia for Educators-Columbia website scene from The
Beijing hand-scroll, reading from Those Doll-Sized Feet, lips from the films, Hero,
Genghis and Memoirs of a Geisha, Short clips from a film that shows geography of
China, The Merchant’s Tale reading, physical maps of Japan,
Assessments
Unit Test, Quiz, Paper on women’s roles in China, Various formative assessments (Exit
Tickets, Think-Pair-Shares, Teacher Observation)
Unit #6 Middle East
Religious and Cultural Achievements
Unit Overview
The Middle East brings students the wonders of technology and innovation, and the struggle
between religion and state. Students will explore the origins and basic tenets of the three
major religions, Judaism, Islam and Christianity. Students will turn their focus to the study
of the achievements of Islam and the Islamic Empires of the Middle East. They will take an
in depth study of the accomplishments of Islamic Empire and the Ottoman Empire.
Students will also begin to encounter internal religious strife with a focus on the conflicts
between Shi’a and Sunni Muslims
NY Standards/ NCSS Thematic Strands
NY Standards
1.E The emergence and spread of belief systems
1.E.1 Place of origin and major beliefs
1.E.1.e Judaism
1.E.1.f Christianity
1.E.1.g Islam
2.E The spread of Islam to Europe, Asia, and Africa
2.E.1 Human and physical geography
2.E.2 Organizational structure
2.E.3 The development of Islamic law and its impact
2.E.4 Social class: women and slavery in Muslim society
2.E.6 The golden age of Islam
2.E.6.a Contributions to mathematics, science, medicine, art, architecture, and
literature
2.E.6.b Role in preserving Greek and Roman culture
4.B The impact of the Ottoman Empire on the Middle East and Europe
4.B.1 Human and physical geography
4.B.2 Contributions
4.B.3 Suleiman I (the Magnificent, the Lawgiver)
4.B.4 Disruption of established trade routes and European search for new ones
4.B.5 Limits of Ottoman Europe
NCSS Thematic Strands: #1 Culture, #2 Time, Continuity and Change, #3 People, Places
and Environments, #4 Individual Development and Identity, #5 Individuals, Groups and
Institutions, #6 Power, Authority and Government, #8 Science, Technology and Society,
#9 Global Connections, #10, Civic Ideals and Practices
Essential Questions







Do belief systems unite or divide people?
How do the movements of people and ideas (cultural diffusion) affect world history?
How does technological change affect people, places, and regions?
What impact do regional and global trade networks have on world cultures?
What assumptions do different groups hold about power, authority, governance, and
law?
How does the individual influence world events?
To what extent do the concepts of justice and human rights differ across time and
place?
Enduring Understandings
 Humans interact and are defined by the environment in which they live.
 Religious structures provide stability and unify peoples
 Religious structures can serve to divide peoples
 Epics and legends serve to establish beliefs and values in a society
Students will be able to…
Geography Analyze maps
 Trace movement on a map
Reading Read actively for information
 Explain the main idea of a reading passage
 Make connections between and among various sources
 Analyze the perspective of an author
 Put events in chronological order based on a reading
Writing Use evidence to support an argument
 Write from a historical perspective

Develop factual, interpretive and thematic questions
Speaking
 Express themselves clearly
 Use evidence to support an argument
 Listen to others and build off their ideas
 Argue an opposing viewpoint
 Speak from a historical perspective
 Develop factual, interpretive and thematic questions
Content
 Discuss how Judaism developed in the Middle East
 Describe how have Jewish laws and traditions helped shape the lives of its people
 Explain how Christianity developed in the Middle East
 Summarize the lessons Jesus taught
 Discuss the legacy of the Persian Empire
 Illustrate how Zoroastrianism influence other religion
 Explain how Muhammad established Islam
 Discuss how the beliefs and practices of Islam shape its believers
 Describe the basic beliefs and practices of Islam
Identify the 5 Pillars of Islam
 Debate why is there conflict between Muslims
 Summarize the cultural achievements of the “Golden Age” of Islam
 Describe how the Ottoman Empire developed
 Explain why the Ottoman Empire is considered one of the greatest empires in the
world
 Discuss the importance of Constantinople (also known as Istanbul)
Students will know:
 The factors that led to the development of the 3 religions of the Middle East:
Judaism, Christianity & Islam
 How the three major religions are different from one another
 How the Muslim world expanded over three continents and the impact this had on
various cultures
 The contributions that Islamic culture mad to global history
 The status of women under Islamic law
 How are the roles of Muslim women are evolving
 How Muslim art and architecture reflect a blend of many different cultures
 The factors that led to the rise of the Ottoman Empire
Vocab:
Deserts
Zoroastrianism
Judaism
Abraham
Moses
Torah
Hebrew
Synagogue
Rabbi
Christianity
Jesus
Parables
Bible
Church
Islam
Muslims
Muhammad
Allah
Qur’an (or Koran)
5 Pillars of Islam
Mecca
Sunni
Shi’a
Extremist
Fundamentalism
Ottoman Empire
Istanbul/Constantinople
Sultan
Janissary
Suleiman the Magnificent
(also known as the Lawgiver)
Safavid Empire
Resources:
Global History Textbook: World History, Patterns of Interaction, maps on water
shortages in the Middle East, paintings of famous events from the “Old Testament,”
Readings from the Torah and the Talmud (basic laws), Readings from the New
Testamenton Muhammad and Islam, short video from Discovery Streaming regarding
Muhammad, video from BBC News on Sunni/Shi’a violence in the Middle East, Video
of The Kite Runner, article “Young Muslim Women are Reclaiming The Hijab”, Naheed
Mustafa,
Assessments:
Quiz and Unit Test, 5 Pillars of Islam class activity, various formative assessments (exit
tickets, teacher observation).
Unit #7 Ancient Greece
Rise of Classical Civilization
Unit Overview
Ancient Greece will begin our study of Europe through the Middle Ages. Students will
focus their studies in Greece on the development of widely disparate culture due to
geographical features, and the struggle for control over Peloponnesus. Students will also
explore the beginnings of democracy, and the great thinkers of Ancient Greece. The unit
will also be strongly centered on the artistic achievements of Ancient Greece.
NY Standards/ NCSS Thematic Strands
NY Standards:
1 Ancient World-Civilizations and Religions (4000 BC - 500 AD)
1.C Classical civilizations
1.C.2 Greek civilization
1.C.2.a Human and physical geography
1.C.2.b The rise of city-states- Athens/Sparta
1.C.2.c Contributions: art, architecture, philosophy, science-Plato, Socrates,
Aristotle
1.C.2.d Growth of democracy in Athens versus the Spartan political system
1.C.2.e Alexander the Great and Hellenistic culture-cultural diffusion
NCSS Thematic Strands: #1 Culture, #2 Time, Continuity and Change, #3 People, Places
and Environments, #4 Individual Development and Identity, #5 Individuals, Groups and
Institutions, #6 Power, Authority and Government, #9 Global Connections, #10, Civic
Ideals and Practices
Essential Questions







How do the movements of people and ideas (cultural diffusion) affect world history?
How does technological change affect people, places, and regions?
How are economic systems structured to meet the needs and wants of different
societies?
What impact do regional and global trade networks have on world cultures?
What assumptions do different groups hold about power, authority, governance, and
law?
How does the individual influence world events?
To what extent do the concepts of justice and human rights differ across time and
place?
Enduring Understandings
 Geography affects the development and settlement of peoples
 Culture is a way of life including art, a belief system and the institutions of a given
population.
 Humans struggle between holding onto the past and accepting change.
 Epics and legends serve to establish beliefs and values in a society
Students will be able to…
Geography Analyze maps
 Trace movement on a map
Reading Read actively for information
 Explain the main idea of a reading passage
 Make connections between and among various sources
 Analyze the perspective of an author
 Put events in chronological order based on a reading
Writing Develop a 4 to 5 page paper based on evidence found during research
 Use evidence to support an argument
 Write from a historical perspective
 Develop factual, interpretive and thematic questions
Speaking
 Express themselves clearly
 Use evidence to support an argument
 Listen to others and build off their ideas
 Argue an opposing viewpoint


Speak from a historical perspective
Develop factual, interpretive and thematic questions
Content:
 Discuss the impact of geography on the people of Greece
 Compare and contrast Athens and Sparta
 Describe the important artistic and political contributions of ancient Greece
 Illustrate the important of Alexander the Great to ancient and contemporary history
Students will know:
 How geography affected the rise of city-states in Greece
 The contributions of Ancient Greece to humankind
 The forces that caused the rise and fall of Ancient Greece
 How contemporary democratic governments are rooted in Ancient Greece
 The impact Greece had on the development of later political systems
 The status and role of women in Ancient Greece
 How the institution of slavery fit within the Athenian concept of democracy
Vocabulary:
City-State
Polis
Acropolis
Democracy
Totalitarianism
Phalanx
Philosophy
Socrates
Plato
Pericles
Aristotle
The Persian Wars
The Peloponnesian War
Delian League
Phillip II
Alexander the Great
Empire
Hellenistic Culture
Resources:
Global History Textbook: World History, Patterns of Interaction, various images of art
from The Metropolitan Museum of Art’s online database, Greece: Crucibles of
Civilization, Clash of the Titans, Myths from Various Sources, map of Greek
topography, The Peloponnesian War, the Persian Wars, short scene from 300
Assessments:
Quizzes, Unit Test, Greek Mythology Project, Various Formative Assessments (Exit
Tickets, Responses, Teacher Observation)
Unit #8 Ancient Rome
The Birth an Empire
Unit Overview
.
NY Standards/ NCSS Thematic Strands
NY Standards
1 Ancient World-Civilizations and Religions (4000 BC - 500 AD)
1.C Classical civilizations
1.D.2 Roman Empire
1.D.2.a Human and physical geography
1.D.2.b Factors leading to growth (engineering, empire building, trade)
1.D.2.c Contributions
1.D.2.d Causes of decline
1.D.2.e Role of migrating nomadic groups from Central Asia
1.D.2.f Pax Romana
1.E The emergence and spread of belief systems
1.E.1.f Christianity
2 Expanding Zones of Exchange and Encounter (500 - 1200)
2.C Byzantine Empire (330-1453 AD)
2.C.1 Human and physical geography
2.C.2 Achievements (law-Justinian Code, engineering, art, and commerce)
2.C.3 The Orthodox Christian Church
2.C.4 Political structure and Justinian Code
2.C.5 Role in preserving and transmitting Greek and Roman cultures
2.C.6 Impact on Russia and Eastern Europe
NCSS Thematic Strands: #1 Culture, #2 Time, Continuity and Change, #3 People, Places
and Environments, #4 Individual Development and Identity, #5 Individuals, Groups and
Institutions, #6 Power, Authority and Government, #9 Global Connections, #10, Civic
Ideals and Practices
Essential Questions






How do the movements of people and ideas (cultural diffusion) affect world history?
How does technological change affect people, places, and regions?
What impact do regional and global trade networks have on world cultures?
What assumptions do different groups hold about power, authority, governance, and
law?
How does the individual influence world events?
To what extent do the concepts of justice and human rights differ across time and
place?
Enduring Understandings
 Geography affects the development and settlement of peoples
 Culture is a way of life including art, a belief system and the institutions of a given
population.
 Humans struggle between holding onto the past and accepting change.
 Epics and legends serve to establish beliefs and values in a society
Students will be able to…
Geography Analyze maps
 Trace movement on a map
Reading Read actively for information
 Explain the main idea of a reading passage
 Make connections between and among various sources
 Analyze the perspective of an author
 Put events in chronological order based on a reading
Writing Use evidence to support an argument
 Write from a historical perspective
 Develop factual, interpretive and thematic questions
Speaking
 Express themselves clearly
 Use evidence to support an argument
 Listen to others and build off their ideas
 Argue an opposing viewpoint
 Speak from a historical perspective
 Develop factual, interpretive and thematic questions
Content
 Describe the developments and achievements of Roman civilization and analyze the
significance of the fall of Rome.
 Illustrate how geography affected the development of Rom
 Discuss the influence of Greece over Rome
 Explain what a Republic is
 Discuss the aspects of a Republican government
 Connect the Roman Republic’s influence on the U.S.
 Illustrate how Rome tried to expand its power
 Describe the Punic Wars
 Summarize the important leaders of the Roman Empire
 Describe how the lower class of Roman Society was vital to its economic survival
 Discuss the lasting contributions of the Roman Empire
 Describe the factors that led to the fall of the Roman Empire
 Explain the rise of the Byzantine Empire
 Detail the important ideas that the Byzantine Empire spread and preserved
Students will know:
 Ancient Rome’s contributions to the history of humankind
 The forces that caused the rise and fall of the Roman Republic/Empire
 The status of women in the Roman Republic/Empire?
 How the Roman Republic governed
 How contemporary democratic governments are rooted in ancient Rome
 The impact Rome had on the development of later political systems
 How geography affected the rise of the Roman Empire
Vocabulary:
Peninsula
Republic
Republican Government
Twelve Tables
Dictator
Punic Wars
Carthage
Hannibal
Triumvirate
Julius Caesar
Barbarians
Octavian
Pax Romana
Christianity
Persecution
Gladiator
Aqueducts
Byzantine Empire
Justinian Code
Resources:
Global History Textbook: World History, Patterns of Interaction, topographic map of
Rome, copies of the Twelve Tables and Bill of Rights, Timeline of Carthaginian War,
various images of art from The Metropolitan Museum of Art’s online database, scene
from Gladiator, excerpt from Shakespeare’s “Julius Caesar,” Christianity in Rome
reading from http://www.schoolhistory.co.uk/year7links/romans/christianity.pdf , photos
of various achievements of the ancient Roman Empire as seen today.
Assessments:
Quizzes, Unit Test, Various Formative Assessments (Exit Tickets, Responses, Teacher
Observation), Mini Project of Teachers Choice
Unit #9 Europe-Middle Ages
Light in the Dark Ages
Unit Overview
.
NY Standards/ NCSS Thematic Strands
NY Standards:
2 Expanding Zones of Exchange and Encounter (500 - 1200)
2.F Medieval Europe (500-1400)
2.F.1 Human and physical geography
2.F.2 Frankish Empire-Charlemagne
2.F.3 Manorialism
2.F.4 Feudalism
2.F.4.a Social hierarchy and stratification
2.F.4.b Role of men and women
2.F.5 Spiritual and secular role of the Church
2.F.6 Monastic centers of learning
2.F.7 Anti-Semitism
2.F.8 Art and architecture
2.G Crusades
2.G.1 Causes
2.G.2 Impacts on Southwest Asia, Byzantium, and Europe
2.G.3 Perspectives
2.G.4 Key individuals-Urban II, Saladin, and Richard the Lion- Hearted
3 Global Interactions (1200 - 1650)
3.C Global trade and interactions
3.C.1 Resurgence of Europe
3.C.1.a Hanseatic League and Italian city-states
3.C.1.b Trade fairs and towns
3.C.1.c Medieval guilds
3.C.1.d Commercial revolution
3.C.2 Major trading centers-Nanjing/ Calicut/Mogadishu/Venice
3.C.4 Expansion of the Portuguese spice trade to Southeast Asia and its
impact on Asia and Europe
4 The First Global Age (1450 - 1770)
4.G The response to absolutism: The rise of parliamentary democracy in England
4.G.1 Background-Magna Carta
NCSS Thematic Strands: #1 Culture, #2 Time, Continuity and Change, #3 People, Places
and Environments, #4 Individual Development and Identity, #5 Individuals, Groups and
Institutions, #6 Power, Authority and Government, #7 Production, Distribution and
Consumption, #9 Global Connections, #10, Civic Ideals and Practices
Essential Questions
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How do the movements of people and ideas (cultural diffusion) affect world history?
How does technological change affect people, places, and regions?
What impact do regional and global trade networks have on world cultures?
What assumptions do different groups hold about power, authority, governance, and
law?
How does the individual influence world events?
To what extent do the concepts of justice and human rights differ across time and
place?
Enduring Understandings
 Geography affects the development and settlement of peoples
 Culture is a way of life including art, a belief system and the institutions of a given
population.
 Humans struggle between holding onto the past and accepting change.
 Epics and legends serve to establish beliefs and values in a society
Students will be able to…
Geography Analyze maps
 Trace movement on a map
Reading Read actively for information
 Explain the main idea of a reading passage
 Make connections between and among various sources
 Analyze the perspective of an author
 Put events in chronological order based on a reading
Writing Develop a 5 DBQ paragraph essay utilizing Documents prepared by the teacher
 Use evidence to support an argument
 Write from a historical perspective
 Develop factual, interpretive and thematic questions
Speaking
 Express themselves clearly
 Use evidence to support an argument
 Listen to others and build off their ideas
 Argue an opposing viewpoint
 Speak from a historical perspective
 Develop factual, interpretive and thematic questions
Content
 Discuss the rise of Feudalism in response to the need for protection
 Describe life on the Feudal Manor for a Serf, a Knight and A person of noble
descent
 Outline the lifestyle of a woman in Feudal society
 Illustrate the traditional economy of Manorialism
 Summarize the role of the Church in a feudal person’s daily life
 Describe the power of the Church including the rise of the power of the Pope
 Discuss the need for the Magna Carta and its importance
 Detail the cause and effects of the Crusades
 Connect the rise of the “Black Death” with trade and its effects on the peoples of the
world
Students will know:
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The assumptions medieval people made regarding power, authority, governance, and
law
The way the roles of men and women differed in medieval society
The role individual citizens played in feudal society
Decisions were made based on the scarcity of resources in medieval Europe
Manorialism and Feudalism were based on the need for mutual protection
The Crusades and the Bubonic Plague led to the rise of the Renaissance
Vocabulary:
Precedent
Charlemagne
Feudalism
Manorialism
Traditional Economy
Self Sufficient
Vassal
Chivalry
Serf
Canon Law
Excommunicate
Great Schism
Magna Carta
Crusades
Holy War
Greco-Roman
Gothic Art
Epidemic
Pandemic
Plague
Resources:
Global History Textbook: World History, Patterns of Interaction, Map of Europe,
Pyramid Chart of feudalism, The Knights Code of Chivalry and the vows of Knighthood
from Song of Roland, and Knights Code of Chivalry described by the Duke of Burgandy,
excerpts from The Magna Carta, primary source documents regarding the bubonic
plague (suggestion: “Plague in Siena,” by Agnolo di Tura, pieces of art from The
Metropolitan Museum of Art Website, Gregorian Chants
Assessments:
Quizzes, Unit Test, Mini Project- Map a Manor, and Gothic Art Projects, Various
Formative Assessments (Exit Tickets, Responses, Teacher Observation), Mini Project of
Teachers Choice,
Unit #10 Europe-Renaissance and Reformation
Unit Overview
.
NY Standards/ NCSS Thematic Strands
NY Standards:
3 Global Interactions (1200 - 1650)
3.F Renaissance and humanism
3.F.1 Human and physical geography
3.F.2 Shift in worldview-other- worldly to secular
3.F.3 Greco-Roman revival (interest in humanism)
3.F.4 Art and architecture (e.g., da Vinci and Michelangelo)
3.F.5 Literature (e.g., Dante, Cervantes, Shakespeare)
3.F.6 Political science (e.g., Machiavelli)
3.F.7 New scientific and technological innovations (Gutenberg's moveable type
printing press, cartography, naval engineering, and navigational and nautical
devices)
3.G Reformation and Counter Reformation
3.G.1 Human and physical geography
3.G.2 Martin Luther's Ninety-Five Theses: the challenge to the power and authority
of the Roman Catholic Church
3.G.4 Henry VIII and the English Reformation
3.G.5 Calvin and other reformers
3.G.6 Counter Reformation (Ignatius Loyola, Council of Trent)
3.G.7 Roles of men and women within the Christian churches
3.G.8 Religious wars in Europe: causes and impacts
3.H The rise and impact of European nation-states/decline of feudalism Case studies:
England- Elizabeth I: France-Joan of Arc
3.H.1 Forces moving toward centralization
3.H.2 Role of nationalism
NCSS Thematic Strands: #1 Culture, #2 Time, Continuity and Change, #3 People, Places
and Environments, #4 Individual Development and Identity, #5 Individuals, Groups and
Institutions, #6 Power, Authority and Government, #7 Production, Distribution and
Consumption, #8 Science, Technology and Society, #9 Global Connections, #10, Civic
Ideals and Practices
Essential Questions






How do the movements of people and ideas (cultural diffusion) affect world history?
How does technological change affect people, places, and regions?
What impact do regional and global trade networks have on world cultures?
What assumptions do different groups hold about power, authority, governance, and
law?
How does the individual influence world events?
To what extent do the concepts of justice and human rights differ across time and
place?
Enduring Understandings
 Geography affects the development and settlement of peoples
 Culture is a way of life including art, a belief system and the institutions of a given
population.
 Humans struggle between holding onto the past and accepting change.
 Epics and legends serve to establish beliefs and values in a society
Students will be able to…
Geography Analyze maps
 Trace movement on a map
Reading Read actively for information
 Explain the main idea of a reading passage
 Make connections between and among various sources
 Analyze the perspective of an author
 Put events in chronological order based on a reading
Writing Develop a clear thesis statement
 Use evidence to support an argument
 Write from a historical perspective
 Develop factual, interpretive and thematic questions
Speaking
 Express themselves clearly
 Use evidence to support an argument
 Listen to others and build off their ideas
 Argue an opposing viewpoint
 Speak from a historical perspective
 Develop factual, interpretive and thematic questions
Content
 Discuss why the Renaissance was known as a “rebirth”
 Summarize the main focuses of the Renaissance
 Identify the causes of the Renaissance
 Describe why the Renaissance is a turning point in world history
 Detail the characteristics of an ideal ruler, according to Machiavelli
 Explain the Protestant Reformation
 Summarize the causes and effects of the Reformation
 Identify the leaders of the Reformation
 Discuss how did the Church respond to those who went against it
 Summarize the Counter-Reformation
 Describe the causes and effects of the Counter-Reformation
Students will know:
 The impact that newly rising capitalism had on the Renaissance
 The importance of trade unions (guilds) and patrons to the emerging artists and
scientists
 How the Renaissance differed from the medieval period
 The focus of humanism
 The important innovations by Leonardo Da Vinci
 The impact of the Renaissance on the Age of Exploration and the discovery of the
“New World,” and the Scientific Revolution
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How religious reform led to conflict
To what extent these conflicts were resolved
The various leaders of the Protestant Reformation including Luther, Calvin, Henry
VIII
Vocabulary:
Renaissance
Florence
Medici Family
Patron
Guild
Secular
Perspective
Vernacular
Leonardo DaVinci
Machiavelli
The Prince
Reformation
Protestant
Indulgence
Martin Luther
Edict of Worms
Heretic
Calvin
Henry VIII
Church of England
Resources:
Global History Textbook: World History, Patterns of Interaction, Website of DaVinci’s
innovations: http://www.mos.org/sln/Leonardo/LeosMysteriousMachinery.html, images of Da
Vinci’s Mona Lisa, Michelangelo’s Statue of David, Raphael’s School of Athens, and a
reading from Shakespeare’s “Romeo and Juliet,” Readings from The Prince, excerpts
from Luthers “95 Theses,” readings from Council of Trent, Excerpt from The Thirty
Nine Articles, 1571, 1662, and The Supremacy Act (England), 1534, MP3 of
Renaissance Music to compare and contrast Middle Ages and Renaissance.
Assessments:
Quizzes, Unit Test, Various Formative Assessments (Exit Tickets, Responses, Teacher
Observation), Mini Project of Teachers Choice