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2 weeks
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Geography Unit
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- Geography Vocabulary
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Read graphs, maps and charts
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Resources to be used at the teachers discretion
Textbook
Notes
Maps and Globe
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Homework, quizzes and tests
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2 weeks
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Ancient River Civilizations
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| (1) |
SS.9.1.a.1 |
Students will analyze the political, social, and economic differences in human lives before and after the Neolithic Revolution, including the shift in roles of men and women. |
| (1) |
SS.9.1.b.1 |
Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter. |
| (1) |
SS.9.1.c.1 |
Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions. |
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River Valley Civilizations Focus Questions
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https://drive.google.com/file/d/1uNFGoN3CG6Vd0UjqkJdqlGINspYlF_Eo/view?usp=share_link
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- Ancient Civilizations (Classical Age) Vocabulary
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Define culture and Civilization
Investigate both primary and secondary sources
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Resources to be used at the teachers discretion
Textbook
Notes
A/V China Dyansties of Power
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Homework
quizzes
tests
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4 weeks
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Classical Age
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| (2) |
SS.9.3.a.1 |
Students will examine the location and relative size of classical political entities (Greece, Gupta, Han, Maurya, Maya, Qin, Rome) noting the location and size of each in relation to the amount of power held within a region. |
| (1) |
SS.9.3.a.2 |
Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek, Roman, and Mayan civilizations. |
| (1) |
SS.9.3.b.1 |
Students will compare and contrast how the Mauryan, Qin, and Roman civilizations consolidated and increased power. |
| (2) |
SS.9.3.c.1 |
Students will examine the achievements of Greece, Gupta, Han Dynasty, Maya, and Rome to determine if the civilizations experienced a Golden Age. |
| (1) |
SS.9.3.d.1 |
Students will compare and contrast the forces that led to the fall of the Han Dynasty, the Mayan civilization, and the Roman Empire. |
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Classical Age Focus Questions
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https://drive.google.com/file/d/15A1cbd2mBcz_aClb0wvdaQRVxP1nnyYX/view?usp=share_link
https://drive.google.com/file/d/12MKvyRQ1PyGpbuR3kEgBjQXpWu1EA-GZ/view?usp=share_link
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- Ancient Civilizations (Classical Age) Vocabulary
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Discussion and analysis of Ancient Civilizations
Investigation of primary and secondary sources
Enduring Issues (D.B.Q.)
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Resources to be used at the teachers discretion
Textbook
Notes
Maps, charts and graphs
Overhead projection
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Homework
Quizzes
Tests
Essay
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4 weeks
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Emergence & Spread of Belief Systems
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| (1) |
SS.9.2.a.1 |
Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism. |
| (1) |
SS.9.2.b.1 |
Students will examine similarities and differences across Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effect on social order and gender roles. |
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Emergence and Spread of Belief Systems Focus Questions
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Judaism
wh07_te_ch02_s05.pdf
Christianity
wh07_te_ch05_s04.pdf
Islam
wh07_te_ch10_s01.pdf
Hinduism and Buddhism
wh07_te_ch03_p75_HumLit.pdf
wh07_te_ch03_s02.pd
All Major World Belief Systems
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- Belief Systems Vocabulary
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Compare and contrast belief systems
Analyze primary and secondary sources
Thematic essay
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Resources to be used at the teachers discretion
Textbook
Notes
Maps, charts and graphs
Primary and secondary sources
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Homework
Quizzes
Tests
Essay
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8 weeks
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Asian Dynasties: Gupta, Tang & Song, Byzantine, Russia, Japan, and Mongols
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| (2) |
SS.9.3.a.1 |
Students will examine the location and relative size of classical political entities (Greece, Gupta, Han, Maurya, Maya, Qin, Rome) noting the location and size of each in relation to the amount of power held within a region. |
| (2) |
SS.9.3.c.1 |
Students will examine the achievements of Greece, Gupta, Han Dynasty, Maya, and Rome to determine if the civilizations experienced a Golden Age. |
| (1) |
SS.9.4.d.1 |
Students will examine the emergence and expansion of political states along the Mediterranean Sea complex (Byzantine Empire and rise of Ottoman Empire) and Trans‐ Saharan routes (Ghana and Mali). |
| (2) |
SS.9.5.a.1 |
Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire including the role of Justinian and Theodora during the Middle Ages. |
| (2) |
SS.9.5.a.2 |
Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200. |
| (2) |
SS.9.5.b.1 |
Students will examine the location and relative size of postclassical states and empires at the height of their power including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced. |
| (2) |
SS.9.5.b.2 |
Students will compare and contrast the empire‐building processes of the Mongols and the Islamic caliphates, noting important disruptions in other regions. |
| (1) |
SS.9.5.c.1 |
Students will compare and contrast the achievements and innovations of the Tang and Song dynasties with the Abbasid Caliphate. |
| (1) |
SS.9.5.c.3 |
Students will examine feudal Japan tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society. |
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Asian Dynasties: Gupta, Tang & Song, Byzantine, Russia Focus Questions
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India
wh07_te_ch03_s01.pdf
wh07_te_ch03_s02.pdf
wh07_te_ch03_s03.pdf
China
wh07_te_ch03_s04.pdf
wh07_te_ch03_s05.pdf
Byzantine
wh07_te_ch09_s01.pdf
Russia
wh07_te_ch09_s02.pdf
wh07_te_ch09_s03.pdf
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- Asian Dynasties Vocabulary
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Examine similarites of empires
Analyze primary documents
Read graphs and charts
Reading maps
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Resources to be used at the teachers discretion
Textbook
Notes
Maps, charts and graphs
Primary and secondary sources
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Tests
Quizzes
Tests
Essay
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1 week
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Islamic Civilization
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| (2) |
SS.9.5.b.1 |
Students will examine the location and relative size of postclassical states and empires at the height of their power including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced. |
| (2) |
SS.9.5.b.2 |
Students will compare and contrast the empire‐building processes of the Mongols and the Islamic caliphates, noting important disruptions in other regions. |
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Islamic Civilizations Focus Questions
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chapter 10.pdf
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- Islamic Civilization Vocabulary
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Analyze development of culture
Review primary sources
Read graphs and charts
Reading maps
Enduring Issue (D.B.Q.)
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Resources to be used at the teachers discretion
Textbook
Maps, charts and graphs
Primary and secondary sources
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Homework
Quizzes
Tests
Essay
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3 weeks
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European Middle Ages
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| (2) |
SS.9.5.a.1 |
Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire including the role of Justinian and Theodora during the Middle Ages. |
| (2) |
SS.9.5.a.2 |
Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200. |
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Middle Ages Focus Questions
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wh07_te_ch08_s01.pdf
wh07_te_ch08_s02.pdf
wh07_te_ch08_s03.pdf
wh07_te_ch08_s04.pdf
wh07_te_ch08_s05.pdf
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- European Middle Ages Vocabulary
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Analyze development of culture
Review primary sources
Read graphs and charts
Reading maps
Enduring Issue (D.B.Q.)
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Resources to be used at the teachers discretion
Textbook
Notes
Maps, charts and graphs
Primary and secondary sources
a/v Black Death
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Homework
Quizzes
Tests
Essay
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2 weeks
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Renaissance and Scientific Revolution
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| (1) |
SS.9.9.a.3 |
Students will examine political ideas developed during the Renaissance including those of Machiavelli. |
| (1) |
SS.9.9.d.1 |
Students will examine the Scientific Revolution including the influence of Galileo and Newton. |
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- Renaissance and Scientific Revolution Vocabulary
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Investigate cultural development
Analyze primary sources
Essay organization and writing
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Resources to be used at the teachers discretion
Textbook
Notes
Maps, charts and graphs
Primary and secondary sources
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Homework
Quizzes
Tests
Essay
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2 weeks
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Reformation and Absolutism
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| (1) |
SS.9.9.b.1 |
Students will explore the roles of key individuals including Martin Luther, John Calvin, Elizabeth I, and Ignatius Loyola and the impact they had on the religious and political unity of Europe. |
| (1) |
SS.9.9.c.1 |
Students will investigate Russian efforts to remove Mongol and Islamic influence and expand and transform their society. |
| (1) |
SS.9.9.c.2 |
Students will investigate autocratic and absolutist rule by comparing and contrasting the reigns of Louis XIV and Peter the Great. |
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Reformation and Absolutism Focus Questions
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https://drive.google.com/file/d/1wDjWSbwPPHji_qnU3eaZsxoA3SplVKud/view?usp=share_link
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- Belief Systems Vocabulary
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Evaluate impact of religions
Investigate Ancient Civilizations
Analyze primary sources
Wrtie essay
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Resources to be used at the teachers discretion
Textbook
Notes
Maps, charts and graphs
Primary and secondary sources
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Homework
Quizzes
Tests
Essay
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3 weeks
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Age of Exploration, Global Trade, and Commercial Revolution
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| (1) |
SS.9.10.a.1 |
Students will explore the relationship between knowledge and technological innovations, focusing on how knowledge of wind and current patterns, combined with technological innovations, influenced exploration and transoceanic travel. |
| (1) |
SS.9.10.a.2 |
Students will trace major motivations for European interest in exploration and oceanic trade including the influence of Isabella and Ferdinand. |
| (1) |
SS.9.10.b.1 |
Students will map the exchange of crops and animals and the spread of diseases across the world during the Columbian exchange. |
| (1) |
SS.9.10.b.2 |
Students will investigate the population of the Americas before the Encounter and evaluate the impact of the arrival of the Europeans on the indigenous populations. |
| (1) |
SS.9.10.b.3 |
Students will contrast the demographic impacts on Europe and China after the introduction of new crops with demographic impacts on the Americas resulting from the Columbian exchange. |
| (1) |
SS.9.10.c.1 |
Students will examine how the demand for labor, primarily for sugar cultivation and silver mining, influenced the growth of the trade of enslaved African peoples. |
| (1) |
SS.9.10.c.2 |
Students will investigate European and African roles in the development of the slave trade, and investigate the conditions and treatment of enslaved Africans during the Middle Passage and in the Americas. |
| (1) |
SS.9.10.d.2 |
Students will investigate the different degrees of social and racial integration and assimilation that occurred under colonizing powers, laying the foundations for complex and varying social hierarchies in the Americas. |
| (1) |
SS.9.10.d.3 |
Students will examine the social, political, and economic impact of the Atlantic slave trade on Africa, including the development of the kingdoms of the Ashanti and Dahomey. |
| (1) |
SS.9.10.e.1 |
Students will explore how new transoceanic routes shifted trade networks (e.g., Indian Ocean, the Silk Road, Trans‐Saharan) in the Eastern Hemisphere. |
| (1) |
SS.9.10.e.2 |
Students will explore how shifts in the global trade networks and the use of gunpowder affected the Ottoman Empire. |
| (1) |
SS.9.10.e.3 |
Students will examine the development of European maritime empires and mercantilism. |
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Age of Exploration, Global Trade, and Commercial Revolution Focus Questions
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https://drive.google.com/file/d/1XnWJ-3eZnrPVZpCuGu--4y76915suYx2/view?usp=share_link
https://drive.google.com/file/d/1-_OWiHLDywRwYEqZWoFSC3iDbA_fu_T-/view?usp=share_link
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- Age of Exploration, Global Trade, and Commercial Revolution Vocabulary
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Research global impact
Analyze primary source
Read maps and charts
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Resources to be used at the teachers discretion
Textbook
Notes
Maps, charts and graphs
Primary and secondary sources
a/v Slave trade
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Homework
Quizzes
Tests
Essay
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1 week
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African Kingdoms
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| (1) |
SS.9.8.a.1 |
Students will locate the extent of the Songhai and East African states in Africa and the Aztec and Incan empires in the Americas using an Atlantic Ocean‐centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas. |
| (1) |
SS.9.8.a.3 |
Students will examine the influence of Islam on the growth of trade networks and power relations in the Songhai Empire and in East African city‐states. |
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African Kingdoms Focus Questions
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wh07_te_ch11_s01.pdf
wh07_te_ch11_s02.pdf
wh07_te_ch11_s03.pdf
wh07_te_ch11_s04.pdf
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- African Kingdoms Vocabulary
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Investigate the impact geography has on African Kingdoms
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Resources to be used at the teachers discretion
Textbook
Notes
Maps, charts and graphs
Primary and secondary documents
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Homework
Quizzes
Tests
Essay
|
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2 weeks
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Meso-American Civilizations
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| (1) |
SS.9.8.b.2 |
Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires. |
| (1) |
SS.9.8.c.1 |
Students will investigate the achievements and contributions of the Aztec, Inca, and Songhai empires. |
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Meso-American Civilizations Focus Questions
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wh07_te_ch06_s01.pdf
wh07_te_ch06_s02_p200_CC.pdf
wh07_te_ch06_s02.pdf
wh07_te_ch06_s03.pdf
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- Meso-American Civilizations Vocab
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Evaluate the difference between each civilization
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Resources to be used at the teachers discretion
Textbook
Notes
Maps, charts and graphs
Primary and secondary sources
|
Homework
Quizzes
Tests
Essay
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