Quarter One Scope and Sequence: Standards 1-2, Beginnings of Civilization and Early River Civilizations



Download 58.2 Kb.
Date conversion20.04.2016
Size58.2 Kb.

World History 9 Quarter 1 Planning Guide


Quarter One Scope and Sequence: Standards 1-2, Beginnings of Civilization and Early River Civilizations

Unit One: Standard 1 - The Beginnings of Civilization (suggested time frame: 2 weeks)

Skills Standards

9SSK7: Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications.

9SSK13: Students analyze human modifications of landscapes.

Essential Understandings

1. Geography shapes the development of a civilization.

2. Humans shape, react, and adapt to their environment.


Social Studies Content Standards

Guiding Questions

Suggested Instructional Strategies and (ELA Standards)

Suggested Assessments

Resources

9SS1: Students examine the lives of the hunting and gathering people of the ancient world during the beginnings of human society.

9SS1.a: Trace the approximate chronology and territorial range of early communities, and analyze the processes that led to their development.

9SS1.b: Analyze and compare how peoples of West Africa, Europe, Southeast Asia, East Asia, and the Americas domesticated food plants and developed agricultural communities in response to local needs and conditions.

9SS1.c: Evaluate the types of evidence and methods of investigation by which scholars have reconstructed the early history of domestication, agricultural settlement, and cultural development.

9SS1.d: Describe social, cultural, and economic characteristics of large agricultural settlements on the basis of evidence gathered by archaeologists. Examples: Catal Hayuk and Jericho




1. How does geography influence the placement of early societies?

2. What were the social, cultural, and economic characteristics of hunting and gathering people?

3. How did people domesticate food plants and animals in developing agricultural communities?

4. What are the types of evidence and methods of investigation used to reconstruct early history?




Course Overview
Create class norms

Syllabus
Project(s)


Grading (weighting)
Assessments
Looking at student work-samples (9E1b.3)
Text-feature Analysis
Critical Reading Strategies for Informational Text – Avid, Cornell Notes or SQ3R,

Re-reading the text to clarify information, summarize, and organize ideas (9E 2a.1)(9E2a.5)

Organizational Words in Writing Prompts p. 37, Selective and Purpose Driven Reading pp. 49-50, Alternatives to “Says” p. 80, Sentence Templates—Citation, p. 81

Resource Overview
Elements of Literature online resources
Blackboard
Gaggle
Online Subscription Databases
MyHistoryLab
MyLiteratureLab
Virtual Library
TurnItIn.com
Rubric banks (6 Traits, EoL Writing Samples) (9E2a.5)

SS Journal – students make inferences about evidence and methods of investigation as they read textbook sections to address Standard 2



Research Overview
MLA
Plagiarism
Notation, citation
Media Center (collaborate with specialist & ET)

(9E1b.3)


LAWL A Cloze Selection
The Ancient World, LAWLA
Motel of the Mysteries by David Macaulay or Body Rituals of the Nacirema, see *Add-

Tional Resources, DoDEA Library Databases




Beginning of the year diagnostic writing sample, “Tell about your life, talents, personality and document your assertions with primary resources from family, friends, letters, anecdotes, media documents or awards. Use MLA format for citing sources.”

Motel of the Mysteries reading guide

Howard Carson or Horace Miner-style writing assignment focused on interpreting the culture http://www.dodea.edu/

curriculum/infoCenters. cfm?cId=hs or artifacts of the Usans


9SS1a: HWC Ch 1 pp. 4-5


9SS1b. HWC: Ch. 1 pp. 5-7

Ch. 5 pp. 129-138 Africa

Ch. 1 pp. p. 24 China

Ch. 1 pp. 27-29 Americas


MyHistoryLab Primary Source Documents listed at the end of each chapter.
*see Additional Resources, AVID


*see Additional Resources, World History for US ALL
9SS1.c: *see Additional Resources,

World History for US ALL


9SS1.d: HCW Ch. 1 p. 6

Catal Hayuk/Jericho Holt Human Legacy resource



Holt Online Diagnostic, Entry-Level Reading Test



LAWL A Cloze Selection


The Ancient World (LAWL A p1)

Motel of the Mysteries
by David Macaulay (class set)

PDF of Body Rituals of the Nacirema,




Unit Two: Standard 2 – Early River Civilizations (suggested time frame: 7 weeks)

Skills Standards

9SSK2: Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and political but also values and beliefs.

9SSK3: Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ides, technological innovations, and goods.

9SSK4: Students relate current events to the physical and human characteristics of places and regions.

Essential Understandings

1. Civilizations share common characteristics.

2. Societies change over time.

3. Language, literature, and the arts reflect the values and beliefs of a civilization and transmit culture.




Part A: Foundations of Civilization and Ancient River Civilizations of the Near East (suggested time frame: 2 weeks)

Content Standards

Guiding Questions

Suggested Instructional Strategies

Suggested Assessment

Resources

9SS2: Students examine the characteristics of early civilizations including those of Egypt, Mesopotamia, the Indus River Valley, and China, from 4000 to 500 B.C.E. 9SS2.a: Explain the criteria that have been used to define the idea of civilization and compare the key differences between civilizations and other forms of social organization.

9SS2.b: Compare causes and conditions by which civilizations developed in Egypt, Southwest Asia and the Eastern Mediterranean region, India, and China, and explain why the emergence of these civilizations was a decisive transformation in human history.

9SS2.c: Differentiate hierarchies in the social structures of early civilized peoples and explain the influence of religious belief systems upon ancient governmental systems, including analysis of the importance of Judaism.

9SS2.g: Explain relationships in early civilizations, including those in Egypt or China, between the development of state authority and the growth of aristocratic power, taxation systems, and institutions of coerced labor including slavery.

9SS2.f: Construct a timeline of main events in the origin and early development of civilizations in Mesopotamia, Egypt, the Indus River Valley, and China.

1. What is civilization, and why did early societies flourish where they did?

2A. What conditions contributed to the development of civilizations in the Fertile Crescent?

3A. How did social structures develop in early civilizations?

4A. What were some notable cultural achievements of these civilizations, and why were they significant?

5A. How did religious belief systems influence early people and governments?

6A. Why did early peoples create myths?

7A. How are cultural differences represented with the myth form?

8A. Why do cultures change overtime?




Visit National Geographic online article about Chauvet Cave

Online resources for Lasceaux Cave

Jigsaw activity (9E2b.9)
SS Chart or graphic organizer to identify defining characteristics of civilizations and examples of these criteria from civilizations under study.

SS Guided essay: How do civilizations differ from other forms of social organization?

(9E1.a.1, 9E1a.2)
Heroic Cycle
Epic of Gilgamesh (LAWL A p56)

Descent of Ishtar to the Underworld (LAWL A p98)

Book of Ruth (LAWL A p178)

Book of Job (LAWL A p125)

Group reading assignments, response to section, jigsaw
Discussion/Venn Diagram about different translations, tone/voice/etc.


Creative Response: Dialogue Writing Assignment

Comparison matrix


Write an original origin story
Share origin stories in small or whole class groups
Comparison matrix
Creation of a heroic story
MyLiteratureLab Quizzes for Epic of Gilgamesh and the Book of Job

Write 10 laws that would suit the classroom.


Write a paragraph describing the Code of Hammurabi and debate if the Code was just; support your position with examples that were reflective of the time.

Venn diagram (Essential understandings 13-15) perceives the subtle differences & variations of Translations. Why would those words and ideas change over time?

Students construct illustrated tiered timeline (digital or paper), color-coded to represent change over time in specific regions /civilizations – add to the timelines with each unit in this standard


Chauvet Cave article

Online resources for Lasceaux Cave

9SS2.a HWC Ch. 1 p. 4

Babylonian Theogeny (LAWL A p23)

Genesis, ch 1-11 (LAWL A p28)
Memphite Theogeny (LAWL A 23)
Optional: In the Beginning Virginia Hamilton
Joseph Campbell, The Power of Myth DVD
Epic of Gilgamesh (LAWL A p56)

Descent of Ishtar to the Underworld (LAWL A p98)

Book of Ruth (LAWL A p178)

Book of Job (LAWL A p125)


9SS2.b, c, f, and g SW Asia/Eastern Mediterranean:

Sumerians, Babylonians, Near Eastern Empires: HWC Ch. 1 pp. 7-11,

16-18
Hebrews: HWC Ch 2 pp. 44-49

The Code of Hammurabi (Online)


Persians: HWC Ch. 4 pp. 91-96

Translations (LAWL A p39)





Part B: Nile River Civilization (suggested time frame: 2 weeks)

9SS2.b: Compare causes and conditions by which civilizations developed in Egypt, Southwest Asia and the Eastern Mediterranean region, India, and China, and explain why the emergence of these civilizations was a decisive transformation in human history.

9SS2.c: Differentiate hierarchies in the social structures of early civilized peoples and explain the influence of religious belief systems upon ancient governmental systems, including analysis of the importance of Judaism.

9SS2.g: Explain relationships in early civilizations, including those in Egypt or China, between the development of state authority and the growth of aristocratic power, taxation systems, and institutions of coerced labor including slavery.

9SS2.f: Construct a timeline of main events in the origin and early development of civilizations in Mesopotamia, Egypt, the Indus River Valley, and China.

2B. What conditions contributed to the development of civilization in the Nile River valley?

3B. How did social structures develop in early civilizations?

4B. What were some notable cultural achievements of the Nile civilization, and why were they significant?

5B. How did religious belief systems influence early people and governments?

6B. Why do cultures change over time?


Choral reading
Cooperative learning groups to comprehend and rewrite individual poems in modern language using correct conventions and complex, compound sentences.

Literature Circles

(9E1a.1-9E1a.2)


Write a paragraph response: How is the Egyptian concept of death and the afterlife different from the modern, Western concept? What protocols do people of each culture adhere to?

Discuss similarities and differences among the love poems

Students construct illustrated tiered timeline (digital or paper), color-coded to represent change over time in specific regions /civilizations – add to the timelines with each unit in this standard


9SS2.b, c, f, and g Egypt: HWC Ch. 1 pp. 12-15
Book of the Dead (LAWL A p102)

Poetry of Love & Devotion (LAWL A p41)

The Two Brothers (LAWL A 153)

Optional: Pyramid, by David Macaulay


Part C: Ancient River Civilizations of India and China (suggested time frame: 3 weeks)

9SS2.b: Compare causes and conditions by which civilizations developed in Egypt, Southwest Asia and the Eastern Mediterranean region, India, and China, and explain why the emergence of these civilizations was a decisive transformation in human history.

9SS2.c: Differentiate hierarchies in the social structures of early civilized peoples and explain the influence of religious belief systems upon ancient governmental systems, including analysis of the importance of Judaism.

9SS2.d: Examine and compare the main tenets of Hinduism and Buddhism using primary and secondary resources.

9SS2.e: Describe the life of Confucius; compare the fundamental teachings of Confucianism and Taoism; and explain the influence of these ideas on Chinese civilization.

9SS2.g: Explain relationships in early civilizations, including those in Egypt or China, between the development of state authority and the growth of aristocratic power, taxation systems, and institutions of coerced labor including slavery.

9SS2.f: Construct a timeline of main events in the origin and early development of civilizations in Mesopotamia, Egypt, the Indus River Valley, and China.

2C. What conditions contributed to the development of civilizations in the river valleys of India and China?

3C. How did social structures develop in early civilizations?

4C. What were some notable cultural achievements of these civilizations, and why were they significant?

5C. How did religious belief systems influence early people and governments?

6C. Why do cultures change over time?


Mahabarata (LAWL A p809)

Bhagavad Gita (LAWL A p851)

(9E1a.1)

Using “The Book of Songs” as an example, compose a 2-3 verse song, rap or poem that reflects a present-day personal situation. Perform the song for the class or make a music video.

(9E2a.1)(9E1c)(9E2.a.1)(9E3a.4)\

(9E3a.13)(9E3a.17)

Read the source documents and have students reflect on:


  1. How did Buddhists define the main goals of life?

  2. How did Buddhism and Hinduism reflect the traditions of their cultures?

  3. How did Buddhism resemble Hinduism?

  4. How did it differ from Hinduism?

(9E1c.2)(9E2b.2.c)

Modern Day Connection

Explain the literary term, maxim. Have students read and compare Ben Franklin’s maxims to those in the Analects.


Compare and contrast Confucius and Franklin’s maxims. How did they practice the Golden Rule?
Focus on: Writing Thesis Statements

(9E2b.3a)



Place yourself in the role of a warrior and write a letter to your family describing the technology, your training and your daily life.

Read the source documents and have students reflect on:


1. How did the Buddhists define the main goals of life?
2. How did Buddhism and Hinduism reflect the tradition of their cultures?
3. How did Buddhism resemble Hinduism?
4. How did it differ from Hinduism?
MyLiteratureLab quiz
Evaluate student work.

Assessment of student thesis statements

Students construct illustrated tiered timeline (digital or paper), color-coded to represent change over time in specific regions /civilizations – add to the timelines with each unit in this standard


Mahabarata (LAWL A p809)

Bhagavad Gita (LAWL A p851)

9SS2.b, c, f, and g

Indus, Vedic Aryan: HWC Ch. 1 pp. 18-24


Book of Songs (LAWL A p1026)
9SS2.b, c, f, and g

Early China: HWC Ch. 1 pp. 24-27

9SS2.d-e: HWC Ch. 2 pp. 32-43
The Analects (LAWL A p1046)

Daoism & Its Ways (LAWL A p1061)




*Additional Resources: World History and Literature online resources

http://www.dodea.edu/curriculum/infoCenters.cfm?cId=hs


http://www.historyguide.org/index.html http://www.historyguide.org/conditions.html

http://worldhistoryforusall.sdsu.edu/ http://worldhistoryforusall.sdsu.edu/condofuse.php

http://www.wsu.edu:8080/~dee/WORLD.HTM email permission from the site administrator, Richard Hines is granted for DoDEA to reproduce materials for classroom use or teacher reference; cite author Richard Hooker of Washington State University and include specific URL link.

http://commoncore.org/maps/index.php/maps/ , DoDEA given permission to link to curriculum maps



AVID College Readiness: Working With Sources, AVID Center, Honors Bb site




The database is protected by copyright ©essaydocs.org 2016
send message

    Main page