World Civilization 1St Nine Weeks

World Civilization 1st Nine Weeks Lewis County High School

Grade 9 Course-World Civilization Year-2012-2013 Teacher-Anna Sullivan & Josh Hughes Month August September October Topic Culture/Religion Renaissance/Reformation Age of Exploration/Absolutism Middle Ages Review Core Content SS-HS-2.1.1 Students will explain how belief systems, SS-HS-2.3.1 SS-HS-4.2.2 Students will explain how physical (e.g., knowledge, technology, and behavior patterns define Students will explain the reasons why conflict and climate, mountains, and rivers) and human characteristics cultures and help to explain historical perspectives and competition (e.g., violence, difference of (e.g., interstate highways, urban centers, and workforce) of events in the modern world (1500 A.D. to present) and opinion, stereotypes, prejudice, discrimination, regions create advantages and disadvantages for human the United States (Reconstruction to present). genocide) may develop as cultures emerge in activities in a specific place. the modern world (1500 A.D. to present) and SS-HS-2.2.1 the United States (Reconstruction to present). SS-H-4.3.1 Students will describe the movement and Students will explain how various human needs are DOK 2 settlement patterns in various places and met through interaction in and among social institutions analyze the causes of that movement and (e.g., family, religion, education, government, settlement (e.g., push factors such as famines SS-HS-4.2.2 Students will explain how physical (e.g., economy) in the modern world (1500 A.D. to present) or military conflicts; pull factors such as climate, mountains, rivers) and human and the United States (Reconstruction to present) climate or economic opportunity) and the characteristics (e.g., interstate highways, impacts in the modern world (1500 A.S. to urban centers, workforce) of regions SS-HS-5.1.1 Present) and the United States create advantages and disadvantages for Students will use a variety of tools (e.g., primary and (Reconstruction to Present) human activities in a specific place. secondary sources, data, artifacts) to analyze DOK3 perceptions and perspective (e.g., gender, race, region, ethnic group, nationality, age, economic status, SS-HS-5.1.1 SS-HS-5.1.1 religion, politics, geographic factors) of people and Students will use a variety of tools (e.g., primary and Students will use a variety of tools (e.g., primary and historical events in the modern world (1500 A.D. to secondary sources, data, artifacts) to analyze secondary sources, data, artifacts) to analyze perceptions present) and United States History (Reconstruction to perceptions and perspective (e.g., gender, race, region, and perspective (e.g., gender, race, region, ethnic group, present). DOK 3 ethnic group, nationality, age, economic status, religion, nationality, age, economic status, religion, politics, politics, geographic factors) of people and historical geographic factors) of people and historical events in the events in the modern world (1500 A.D. to present) and modern world (1500 A.D. to present) and United States United States History (Reconstruction to present). History (Reconstruction to present). DOK 3 DOK 3 SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect SS-HS-5.1.2 Students will analyze how history is a relationships, tying past to present. DOK 3 series of connected events shaped by multiple cause and effect relationships, tying past to present. SS-HS-5.3.2 Students will explain and give examples of how DOK 3 new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute SS-HS-5.3.1- Students will explain how humans began monarchies and caused significant, political, economic and to rediscover the ideas of the Classical Age. (e.g. social changes, (disease, religious ideas, technologies, new humanism, development in art and architecture, plants/animals, forms of government) to other regions of the literature, political theories, rediscovery of Greco – world. DOK 2 Roman Philosophies) and to question their place in the universe during the Renaissance and Reformation. DOK 2

SS-HS-5.3.2 Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant, political, economic and social changes, (disease, religious ideas, technologies, new plants/animals, forms of government) to other regions of the world. DOK 2

Program of SS-H-CS-U-2 SS-H-CS-U-4 SS-H-HP-U-WC1 Students will understand that social institutions (e.g., Students will understand that culture affects how people Students will understand that world civilizations (e.g., Studies government, economy, education, religion, family) in a society behave in relation to groups and their African, Asian, European, Latin American, Middle Eastern) Understanding respond to human needs, structure society, and environment. can be analyzed by examining significant eras influence behavior within different cultures. (Renaissance, Reformation, Age of Exploration, Age of SS-H-HP-U-WC1 Revolution, Nationalism and Imperialism, Technological SS-H-HP-U-1 Students will understand that world civilizations (e.g., Age, 21st Century) to develop chronological understanding Students will understand that history is an African, Asian, European, Latin American, Middle and recognize cause-effect relationships and multiple account of human activities that is Eastern) can be analyzed by examining significant eras causation. interpretive in nature, and a variety of tools (Renaissance, Reformation, Age of Exploration, Age of (e.g., primary and secondary sources, data, Revolution, Nationalism and Imperialism, Technological SS-H-HP-U-WC2 artifacts) are needed to analyze historical Age, 21st Century) to develop chronological Students will understand that world civilizations events. understanding and recognize cause-effect relationships share common characteristics (e.g., government, and multiple causation. belief system, economy) and have been impacted SS-H-HP-U-3 by significant individuals and groups. Students will understand that geography and SS-H-HP-U-WC2 natural resources have a significant impact Students will understand that world SS-H-HP-U-WC3 on historical perspectives and events. civilizations share common characteristics Students will understand that each era in the (e.g., government, belief system, economy) history of the world has social, political and SS-H-HP-U-4 and have been impacted by significant economic characteristics. Students will understand that advances in research, individuals and groups. science and technology have a significant impact on historical events, American society, and the global SS-H-HP-U-2 SS-H-HP-U-WC4 community. Students will understand that history is a Students will understand that an increasingly series of connected events shaped by interdependent world provides challenges and multiple cause-effect relationships, tying past opportunities. to present.

SS-H-G-U-1 Students will understand that patterns emerge as humans move, settle and interact on Earth’s surface, and can be identified by examining the location of physical and human characteristics, how they are arranged, and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

Skills SS-H-CS-S-1 SS-H-HP-S-1 SS-H-G-S-1 Students will demonstrate an understanding of the Students will demonstrate an understanding Students will use a variety of geographic tools (e.g., maps, nature of culture: of the interpretative nature of history using a globes, charts, graphs, photographs, models, data bases, b) describe how belief systems, variety of tools (e.g., primary and secondary satellite images): knowledge, technology, and sources, Internet, timelines, maps, data): a) analyze the distribution of physical and human behavior patterns define cultures a) investigate and analyze perceptions and features on Earth's surface c) analyze historical perspectives and perspectives (e.g., gender, race, region, b) interpret patterns and develop rationales for the events in the modern world (1500 ethnic group, nationality, age, economic location and distribution of Earth's human features A.D. to present) and United States status, religion, politics, geographic factors) of (e.g., available transportation, location of resources (Reconstruction to present) in people and historical events in the modern and markets, individual preference, centralization terms of how they have affected world (world civilizations, U.S. history) versus dispersion) and been affected by cultural b) examine multiple cause-effect relationships issues and elements that have shaped history (e.g., showing how a SS-H-CS-S-5 series of events are connected) SS-H-G-S-2 Students will compare examples of cultural elements Students will investigate regions of the Earth’s surface using (e.g., beliefs, customs/traditions, languages, skills, information from print and non-print sources (e.g., books, literature, the arts) of diverse groups today to those of SS-H-HP-S-4 films, periodicals, Internet, geographic tools, news media): the past, using information from a variety of print and Students will research issues or interpret accounts of a) analyze pros and cons of physical (e.g., climate, non-print sources (e.g., autobiographies, biographies, historical events in world history using primary and mountains, rivers) and human characteristics documentaries, news media, artifacts) secondary sources (e.g., biographies, films, periodicals, (e.g., interstate highways, urban centers, SS-H-HP-S-1 Internet resources, textbooks, artifacts): workforce) of regions in terms of human activity Students will demonstrate an understanding a) explain how ideas of the Classical Age b) explain how cultural differences and perspectives of the interpretative nature of history using a (e.g., humanism, developments in art and sometimes result in conflicts in the modern world variety of tools (e.g., primary and secondary architecture, literature, political theories, (1500 A.D. to present) and United States sources, Internet, timelines, maps, data): rediscovery of Greco-Roman philosophies) (Reconstruction to present) a) investigate and analyze perceptions and impacted people’s perspectives during the perspectives (e.g., gender, race, region, Renaissance and Reformation ethnic group, nationality, age, economic SS-H-HP-S-1Students will demonstrate an status, religion, politics, geographic factors) understanding of the interpretative nature of of people and historical events in the modern history using a variety of tools (e.g., primary and world (world civilizations, U.S. history) secondary sources, Internet, timelines, maps, b) examine multiple cause-effect relationships data): that have shaped history (e.g., showing how a) Investigate and analyze perceptions and a series of events are connected) perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (world civilizations, U.S. history) b) Examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected)

SS-H-HP-S-2 Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War), and evaluate the impact of these efforts

SS-H-HP-S-4 Students will research issues or interpret accounts of historical events in world history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): Analyze how new ideas and technologies of the Age of Exploration by Europeans brought great wealth to the absolute monarchies and resulted in political, economic and social changes (e.g., disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world Resources  McDougell-Littell Text  McDougell-Littell Text  Rand-McNally Historical Atlas  HistoryAlive!  Rand McNally Historical Atlas  History Alive!  Rand-McNally Historical Atlas  Focus on Economics: World History  www.classzone.com  Culture Posters  www.questioning.org  Text: McDougell Littell  McDougal-Littell Text  Rand-McNally Historical Atlas  History Alive! Assessment  Cultural Pizza * Lord-Peasant Relationships in England before the  Mapping 23  Religion Matrix Black Death Activity  Graphic Organizer-  Quizzes * HA! Population Activity ^Compare and Contrast Absolute Monarchs  Exam-M.C. and O.R. and Art Analysis ^Countries and What they wanted  Art Analysis ^ KWL  Acrostic ^ Joint Stock vs. Corporation  Mapping Activity 22 & 24  HA! Protestant Spokes Activity 3.2E  Vocabulary Activity (Anna) Literacy CCR-1-Key Ideas and Details CCR-7-Integration of Knowledge and Ideas CCR-10-Range of Reading and Level of Text Complexity ^ Read closely to determine what the text says ^ Integrate and evaluate content presented in diverse ^ Read and Comprehend complex literary and Standards explicitly and to make logical inferences from it: cite formats and media, including visually and informational texts independently and proficient. CCR-Reading specific textual evidence when writing or speaking to quantitatively,, as well as in words. support conclusions drawn from the text.

CCR-4-Craft and Structure ^ Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meaning, and analyze how specific word choices shape meaning or tone.

CCR-5-Craft and Structure ^ Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Literacy CCR-W-Range of Writing CCR-W-Text Types and Purposes CCR-W-Text Types and Purposes  10-Write routinely over extended time frames  2-Write informative/explanatory texts to  3- Write narratives to develop real or imagines Standards- (times for research, reflection and revision) and examine and convey complex ideas and experiences or events using effective3 technique, CCR Writing shorter time frames ( a single sitting or a day or information clearly and accurately through the well-chosen details and well-structured event two) for a range of tasks, purposes, and effective selection, organization, and analysis of sequences. audiences. content. This will be ongoing throughout the year. Learning  I can define Culture  I can identify and use a primary and secondary  I can list the reasons for Age of Exploration.  I can define the Modern World as it pertains to source  I can identify the European countries financing Targets World Civilizations  I can identify and use data as it pertains to the exploration.  I can define and identify how cultural belief Renaissance and World Civilizations  I can identify the new ideas and technological systems, government, behavior patterns,  I can identify and use artifacts as they pertain to advancements that encouraged the Age of knowledge and technology define a culture. World Civilizations. Exploration.  I can identify different historical perspectives.  I can recognize different perceptions and  I can explain how the Age of Exploration brought  I can define economy as a characteristic of perspectives about how history has evolved. great wealth to the Absolute Monarchies of Europe. culture  I can define economic status.  I can define Absolute Monarchs.  I can define religion  I can define politics as it pertains to the  I can list and identify the social, economic and  I can define and identify the human needs of a Renaissance and Reformation. political changes that resulted from the Age of culture  I can identify and determine how geographic Exploration.  I can define a social institution and analyze the factors affected the people who settled in Italy components of it as I determine which ones are during the Renaissance. human needs  I can define Renaissance  I can identify a government as it relates to  I can analyze the Renaissance and culture. Reformation to develop a chronological understanding and recognize cause-effect relationships and multiple causation.  I can identify how the Classical Age influences the people of the Renaissance and Reformation.