Massapequa Public Schools 9 th Grade Global Studies and Geography I Self Contained 2 Curriculum Summer 2010 Committee Members William Hahn II L. Richard McNeil III Board of Education Christine Lupetin Perrino – President Maryanne Fisher – Vice President Thomas Caltabiano – Secretary Timothy Taylor – Trustee Jane Ryan – Trustee Administration Charles V. Sulc, Superintendent Alan Adcock, Assistant for Business Lucille Iconis, Assistant Superintendent Curriculum and Instruction 1
Transcript
Massapequa Public Schools
9th Grade Global Studies and Geography I Self Contained 2 Curriculum
Summer 2010
Committee MembersWilliam Hahn II
L. Richard McNeil III
Board of EducationChristine Lupetin Perrino – President
Alan Adcock, Assistant for BusinessLucille Iconis, Assistant Superintendent Curriculum and Instruction
Dr. Thomas Fasano, Assistant to the Superintendent Curriculum and InstructionRobert Schilling, Executive Director for Assessment, Student Data and TechnologyDr. James Grossane, Assistant to the Superintendent for Student Support Services
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Table of Contents and Calendar
QuarterUnit Page #’s Weeks
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Introduction and Unit 1Peopling of the World 3-4 2
Unit 2Early River Valley Civilizations and the Worlds First Empires 5-8 8
2
Unit 3Classical Greece and the Foundations of the Modern World 9-10 3
Unit 4Ancient Rome and The Han Dynasty: The Foundations of the Modern World 11-13 3
Unit 5African Civilization, Migration and the spread of Islam 14-15 3
Review for Midterm 1
3
Unit 6Byzantines, Russians and Turks 16-17 1
Unit 7Empires in East Asia 18-19 3
Unit 8Europe in the Middle Ages 20-22 4
Unit 9Renaissance and the Reformation 23-24 2
4
Unit 10Age of Exploration and Isolation 25-26 2
Unit 11The Atlantic World 27-28 3
Unit 12The Age of Absolutism 29-30 2
Review for Final Exam1-2
Websites and NYS Standards 31-33
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Massapequa High School Global Studies and Geography I SC 2 CurriculumUnit 1-Peopling the WorldStage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies_X_#2: World History _X_#3: Geography ___#4: Economics ___#5: Civics, Citizenship and Government “The Big Idea” : Students will understand…
How concepts of time and place are vital to the understanding of history and geography.
How physical and human geography affects people, places and regions.
Essential Questions: How do world events, both past and present,
contribute to and impact on our modern society? What can fossil evidence and artifacts reveal
about the earliest humans and their societies? What role does geography play in the study of
peoples and their society? Why did early peoples migrate from place to
place? Why was the introduction of agriculture referred
to as the Neolithic Revolution? Students will understand that:
Early people were dependent on their environment for survival.
The Neolithic Revolution was a fundamental change in the way people lived.
Humans began to cultivate crops and domesticate certain animals.
The use of agriculture allowed humans to develop permanent settlements, social classes, and new technologies.
Students will be able to: Define culture and civilization. Investigate the various components of cultures
and civilizations. Understand the broad patterns, relationships, and
interactions of cultures and civilizations during particular eras and across eras.
Unit Vocabulary/Key Words:artifact culture hominid Paleolithic Age Neolithic Age technology Homo Sapiens civilization specialization artisan Bronze Age barter nomad hunter-gatherer slash-and-burn farming domestication
Stage II – Assessment EvidencePerformance Task(s): Intermediate Level
Given primary and secondary source documents, Students will be able to:
Define culture and civilization Answer 3-5 comprehension questions based on
readings Identify components of culture and civilizations Describe in a 2 paragraph essay broad patterns,
relationships, and interactions of cultures and civilizations during and across eras.
Performance Task(s): Mastery Level Given primary and secondary source documents,
Students will be able to: Define culture and civilization Answer 6-10 comprehension questions based on
readings Identify components of culture and civilizations Describe in a 4 paragraph essay broad patterns,
relationships, and interactions of cultures and civilizations during and across eras.
1. Read passages from the textbook on history and geography of early people. 2. Define and describe culture and civilization.3. Identify Early Human Migration on a map. 4. Create a picture timeline showing advances, discoveries, and inventions of hominids. 5. Chart the differences between the Paleolithic and Neolithic Age. 6. Complete index cards of important vocabulary terms.7. Discuss how settlements changed society.
Supplemental Activity(ies):Students will:
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Massapequa High School Global Studies and Geography I SC 2 CurriculumUnit 2: Early River Valley Civilizations
Stage I – Desired ResultsContent Standard(s) & Desired Goals: Learning Standards for Social Studies_X_#2: World History _X_#3: Geography _X_#4: Economics _X_#5: Civics, Citizenship and Government “The Big Idea” Students will understand: How civilization and culture developed and
changed over time. How Western civilization developed and the
connections it has with other world civilizations and cultures.
The broad patterns, relationships, and interactions of cultures and civilizations during specific eras and across eras.
Essential Questions: How do world events, both past and present,
contribute to and impact on our modern society? What can fossil evidence and artifacts reveal
about the earliest humans and their societies? What role does geography play in the study of
peoples and their society? Why did early peoples migrate from place to
place? Why was the introduction of agriculture referred
to as the Neolithic Revolution? Students will understand that:Topic 1: Fertile Crescent
Agricultural villages, food surpluses, and new technology led to the rise of civilizations.
The earliest civilization in Asia arose in Mesopotamia and organized into city-states.
The Hebrews maintained monotheistic religious beliefs unique to the ancient world.
Assyria conquered an empire and established imperial administration.
The Persian Empire ruled with tolerance and careful government.
Topic 2: Ancient Egypt Civilizations emerged in Egypt and united
into a kingdom ruled by pharaohs. Egypt and Nubia forged commercial,
cultural, and political connections along the Nile.Topic 3: River Dynasties in China
Early Chinese rulers introduced ideas about government and society.
Social disorder in Chinese warring states
Students will be able to: Define culture and civilization. Investigate the various components of cultures
and civilizations. Identify broad patterns, relationships, and
interactions of cultures and civilizations during particular eras and across eras.
Explain how ancient civilizations used science and technology to adapt to their environment
Create timelines that display important events and developments from world history across time and place
Analyze evidence critically and explain how circumstances of time and place influence perspective.
Identify ancient peoples and empires. Compare how different empires governed
diverse population Identify and explain the lasting contributions and
achievements of ancient river valley civilizations and early empires.
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fostered Chinese philosophy and unification.Topic 4: India and the Indus Valley
The first Indian civilizations built cities on the banks of the Indus River.
Indo-Europeans migrated into Europe, India, and Southwest Asian .
The religious beliefs of the Vedic Age developed into Hinduism and Buddhism.
The Mauryas and Guptas established Indian empires, but neither unified India permanently.
Indian religions, culture, and science evolved and spread to other regions through trade.
Vocabulary/Key Words: Topic 1: Fertile Crescent civilization specialization institution Bronze Age Ziggurat Fertile Crescent Silt Irrigation City-state DynastyCultural diffusion polytheism empire Hammurabi PalestineTorah Monotheism Covenant Moses IsraelJudah Tribute Assyria Satrap Royal RoadTopic 2: Ancient Egypt Cataract delta Menes pharaoh theocracy Pyramid mummification hieroglyphics papyrus KushTopic 3: River Dynasties in China oracle bone Mandate of Heaven Feudalism Confucius Filial piety Bureaucracy Daoism Legalism Qin dynasty AutocracyTopic 4: India and the Indus Valley monsoon Indo-Europeans Migration Hittites AryansVedasCaste Mahabharata Reincarnation Karma JainismSiddhartha Gautama Enlightenment Nirvana Mauryan EmpireAsoka Tamil Gupta Empire patriarchal MatriarchalMahayana Theravada Brahma Vishnu Silk Roads
Stage II – Assessment EvidencePerformance Task(s): Intermediate LevelGiven primary and secondary source documents, Students will be able to:
Define 10-15 vocabulary terms. Answer 3-5 comprehension questions based on
readings. Identify components of Early River Valley
Civilizations and their government organizations. Describe in a 2 paragraph essay the strengths
weaknesses of an ancient ruler. Answer 15-20 MPQ Test.
Performance Task(s): Mastery LevelGiven primary and secondary source documents, Students will be able to: Define 16-20 vocabulary terms. Answer 6-10 comprehension questions based on
readings. Identify components of Early River Valley
Civilizations and their government organizations. Describe in a 4 paragraph essay the strengths
weaknesses of an ancient ruler. Answer 20-25 MPQ Test.
1. Read passages from the textbook on history and geography of the India, China, and Egypt.2. Define and describe monotheism.3. Identify the fertile crescent on a map.
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4. Create a timeline showing of the major developments in early Chinese dynasties 5. Chart the differences between Hinduism and Buddhism 6. Complete index cards of important vocabulary terms.7. Discuss the lasting contributions of the ancient river valley civilizations.
Supplemental Activity(ies):1. Relate their lives to the lives of a person in ancient civilization / empire.2. Role play as a leader of a Hebrew Tribe.3. Write short essays describing the differences between different ancient religions.
Technology to be utilized: SMART board MS PowerPoint MS Office CastleLearning.com Regents prep.org Epals.com Class Website/E-Mail Blogging
Skills to be embedded: Study/Research Skills-Index cards ,Essay Organizers, Highlighting Map Work-Interpretation and Analysis Essay –Thesis Writing, Outline, Organization, and Execution Test Taking-Process of Elimination, Word Association, Positive or
Negative, and Check Work Identifying Relationships-Cause and Effect, Similarities and
Differences, and Connections to Today
Differentiation:Group Work- TimelineEssay Writing- Short essays Graphic Organizers- Cause and Effect, Similarities and DifferencesCurrent Events- Connections to Today
Suggested Documents and ReadingsLunger, Norman. Global History and Geography. Amsco: New York, New York. 2003.
Topic 1 – Fertile Crescent A Sumerian Schoolboy’s Tale The Code of Hammurabi
Topic 2 - Egypt The Birth of Hatshepsut
Topic 3 – River Dynasties in China Women and Marriage in Ancient China Confucius on Personal Responsibility
Topic 4 – India and the Indus Valley A Hindu God Speaks to a Warrior Sayings of the Buddha
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
Topic 1 – Fertile Crescent An Early City in the Tigris-Euphrates Valley Sargon II’s Conquests A Debate on Government (Persia)
Topic 2 – Egypt Advice for Egyptian Students
Topic 3 – River Dynasties in China The Wisdom of Confucius The Dao De Ching of Laozi Mo Tzu on Universal Love
Topic 4 – India and the Indus Valley Buddhism and Equality
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The Place of Women in Hindu Society A Day in the Life of a Mogul Emperor
Topic 3: River Dynasties in China http://www.crystalinks.com/china.htmlhttp://library.thinkquest.org/23062/frameset.htmlhttp://www-chaos.umd.edu/history/ancient1.html
Topic 4: India and the Indus Valley http://www.harappa.com/har/har0.html
Massapequa High School Global Studies and Geography I SC 2 CurriculumUnit 3- Classical Greece and the Foundations of the Modern World
Stage I – Desired ResultsContent Standard(s) & Desired Goals: Learning Standards for Social Studies_X_#2: World History _X_#3: Geography _X_#4: Economics _X_#5: Civics, Citizenship and Government “The Big Idea” Students will understand:
How ancient Greek society was influenced and shaped by its major geographic features.
The evolution of Athenian democracy. The scientific achievements and new schools of
philosophy dominant during the Hellenistic Age.
Essential Questions: What factors contributed to the rise of Classical
Greece? How did people of Greece adapt to their
environment? What is a “Golden Age”? What are the contributions of the Classical
Mediterranean Civilization? What impact did Greece have on the development
of later political systems? What factors led to the demise of Classical
Greece?Students will understand that:
The Minoans and Mycenaens shaped the first Greek civilizations.
Greek city-states developed different types of government.
Competition among Greek city-states led to conflict.
Alexander the Great created a large empire and spread Greek culture throughout the region.
Students will be able to: Explain how ancient Greek society was
influenced and shaped by its major geographic features.
Investigate the various components of Ancient Greece Civilization.
Compare and contrast the basic characteristics of Hellenic and Hellenistic culture.
Unit Vocabulary/Key Words:Mycenaeans myths Trojan War polis Alexander the Great Homer epics acropolis monarchy oligarchy phalanx tyrant democracy Persian Wars philosophers
Stage II – Assessment EvidencePerformance Task(s): Intermediate LevelGiven primary and secondary source documents, Students will be able to:
Define 10-15 vocabulary terms. Answer 3-5 comprehension questions based on
readings. Identify components of Greek Civilization. Describe in a 2 paragraph essay the similarities
and differences of Athens and Sparta. Answer 15-20 MPQ Test.
Performance Task(s): Mastery LevelGiven primary and secondary source documents, Students will be able to: Define 16-20 vocabulary terms. Answer 6-10 comprehension questions based on
readings. Identify components of culture and civilizations. Describe in a 4 paragraph essay the similarities
and differences of Athens and Sparta. Answer 20-25 MPQ Test.
1. Read passages from the textbook on history and geography of Ancient Greece. 2. Define and describe Ancient Greek culture and civilization.3. Identify the major geographic features of the Balkan Peninsula and southern European/eastern
Mediterranean region. 4. Create a timeline showing the conquests of Alexander the Great. 5. Chart the differences between Athens and Sparta. 6. Complete index cards of important vocabulary terms.7. Discuss the impact Greek civilization had over time.
Supplemental Activity(ies):1. Relate their lives to the lives of Ancient Greece.2. Role play as Greek philosophers. 3. Write short essays describing components of Greek Civilization.
Technology to be utilized: SMART board MS PowerPoint MS Office CastleLearning.com Regents prep.org Epals.com Class Website Class E-Mail Blogging
Skills to be embedded: Study/Research Skills-Index cards ,Essay Organizers,
Highlighting Map Work-Interpretation and Analysis Essay –Thesis Writing, Outline, Organization, and Execution Test Taking-Process of Elimination, Word Association,
Positive or Negative, and Check Work Identifying Relationships-Cause and Effect, Similarities and
Differences, and Connections to TodayDifferentiation:Group Work- Timeline Essay Writing- Short essays Graphic Organizers- Cause and Effect, Similarities and DifferencesCurrent Events- Connections to Today
Suggested Documents and Readings Lunger, Norman. Global History and Geography. Amsco: New York, New York. 2003.
Athenian Democracy: A Golden AgeHolt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
The Making of Spartan Soldiers The Greatness of Athens The Death of Socrates Aristotle’s View on Education The Medical Aphorisms of Hippocrates
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999. In-Depth Resources – Unit 1, Chapter 3, Section 3 In-Depth Resources – Unit 2, Chapter 5
WebsitesPrimary and secondary sources http://www.wsu.edu:8080/~dee/GREECE/GREECE.HTM
http://www.lebanon2000.com/ph.htmEarly and Classical Greece Unit http://www.mrdonn.org/Greek Women in Athens http://www.angelfire.com/ca3/ancientchix/
Massapequa High School Global Studies and Geography I SC 2 CurriculumUnit 4: Ancient Rome and The Han Dynasty
Stage I – Desired ResultsContent Standard(s) & Desired Goals: Learning Standards for Social Studies_X_#2: World History _X_#3: Geography _X_#4: Economics _X_#5: Civics, Citizenship and Government“The Big Idea” Students will understand:
The ways in which the Han Dynasty was of lasting significance for Chinese history.
The ways in which the Roman Empire has had a lasting effect on western civilization.
Factors leading to the growth of the Roman Empire and the Han Dynasty.
Causes of decline of the Roman Empire and Han Dynasty.
Essential Questions: What factors caused the rise of Ancient Rome? How did ancient Romans adapt to their environment? What were the characteristics of the Roman Republic? How did the Roman Empire come to exist? How did it control its conquered peoples? What was the “Pax Romana”? What are the origins of Early Christianity? What impact
did it have on the Roman Empire? What are the contributions of the Roman Empire? What impact did the Roman Empire have on the
development of later political systems? What factors led to the demise of the Roman Empire? How did the Han Empire govern its people? How did the Han Empire impact the development of
Chinese culture, politics, religion and economics? What factors led to the demise of the Han Dynasty?
Students will understand that: Early Romans established a republic, which
grew powerful and spread its influence. The creation of the Roman Empire
transformed Roman government, society, economy, and culture.
Christianity arose in Roman-occupied Judea and spread throughout the Roman Empire.
Internal problems and nomadic invasions spurred the division and decline of the Roman Empire.
The Romans developed many ideas and institutions that became fundamental to Western civilization.
The Han Dynasty expanded China’s borders and developed a system of government that lasted for centuries.
Students will be able to: Explain how Rome’s geography affected it’s
development and decline. Compare and contrast Roman Republic and Roman
Empire in terms of government, society, economy, and culture.
Identify problems which weakened the Han Dynasty’s power.
Discuss the lasting contributions the Han Dynasty made to the history of China.
Unit Vocabulary/Key Words:Han Dynasty Centralized government civil service monopoly
Assimilation Republic Dictator plebeian Pax Romana civil war Julius Caesar Augustus Jesus Constantine Inflation
Stage II – Assessment EvidencePerformance Task(s): Intermediate LevelGiven primary and secondary source documents, Students will be able to:
Define 10-15 vocabulary terms. Answer 3-5 comprehension questions based on
readings. Identify components of Han Dynasty
Government. Describe in a 2 paragraph essay the factors that
contributed to the rise and fall of the Roman Empire.
Answer 15-20 MPQ Test.
Performance Task(s): Mastery LevelGiven primary and secondary source documents, Students will be able to: Define 16-20 vocabulary terms. Answer 6-10 comprehension questions based on
readings. Identify components of Han Dynasty Government Describe in a 4 paragraph essay the factors that
contributed to the rise and fall of the Roman Empire.
1. Read passages from the textbook on history and geography of the Roman Empire and the Han Dynasty.2. Define and describe cultural diffusion.3. Identify natural features which contributed to Han/Roman development on a map. 4. Create a timeline showing the growth and decline of the Roman Empire / Han Dynasty. 5. Chart the differences and similarities between the Roman Empire and Han Dynasty.6. Complete index cards of important vocabulary terms.7. Discuss the lasting impacts that the Roman Empire and Han Dynasty had on their respective cultures.
Supplemental Activity(ies):1. Relate their lives to the life of a person living under the Han Dynasty.2. Create a chart of contributing factors and immediate causes of the fall of the Roman Empire.3. Write short essays describing the development and spread of Christianity.
Technology to be utilized: SMART board MS PowerPoint MS Office CastleLearning.com Regents prep.org Epals.com Class Website /Class E-Mail Blogging
Skills to be embedded: Study/Research Skills-Index cards ,Essay Organizers, Highlighting Map Work-Interpretation and Analysis Essay –Thesis Writing, Outline, Organization, and Execution Test Taking-Process of Elimination, Word Association, Positive or
Negative, and Check Work Identifying Relationships-Cause and Effect, Similarities and
Differences, and Connections to Today
Differentiation:Group Work- Time lineEssay Writing- Short essaysGraphic Organizers- Cause and Effect, Similarities and DifferencesCurrent Events- Connections to Today
Suggested Documents and ReadingsLunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
The Roman Emperor Nero The Roman Sack of Jerusalem A Sermon From the New Testament
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Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
Rome’s Perfect Location Christians in the Roman Empire A Description of the Barbarians
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999. In-Depth Resources – Unit 2
Ancient Rome http://www.vroma.org/~bmcmanus/romangvt.htmlhttp://www.roman-empire.net/republic/rep-index.htmlhttp://www.roman-empire.net/http://www.roman-empire.net/children/ (children’s section)http://www.pbs.org/empires/romans/http://www.wsu.edu/~dee/ROME/LATE.HTM
Han Dynasty http://www.mnsu.edu/emuseum/prehistory/china/early_imperial_china/han.htmlhttp://magma.nationalgeographic.com/ngm/0402/feature1/http://www.aasianst.org/eaa/silkroad.htm
Massapequa High School Global Studies and Geography I SC 2 CurriculumUnit 5 - African Civilization, Migration and the Spread of Islam
Stage I – Desired ResultsContent Standard(s) & Desired Goals: Learning Standards for Social Studies_X_#2: World History _X_#3: Geography _X_#4: Economics _X_#5: Civics, Citizenship and Government “The Big Idea” Students will understand:
How movements of people and ideas (cultural diffusion) affect world history.
The impact regional and global trade networks have on world cultures.
The major characteristics of the Muslim religion. The contributions of Islamic culture to world
civilization.
Essential Questions: Why did African peoples develop diverse
societies? How did trade impact Africa? How did Bantu migration change sub-Saharan
Africa? What are the basic beliefs and practices of Islam? What factors caused Islam to spread? What contributions did the Muslim World make
to the Modern World?Students will understand that:
African kingdoms experienced conditions necessary for cultural and intellectual achievement.
Early migration led to cultural diffusion in Africa. Islam had a significant influence on African
Kingdoms. Trade, conquest, and missionaries played a role in
the spread of Islam.
Students will be able to: Explain how geographic features affected Africa's
contact with other regions. Analyze the importance of the gold-salt trade to
the development of West Africa. List the major contributions of Islamic culture to
world civilization.
Unit Vocabulary/Key Words:Sahara desertification clan animism Qur’an Bantu Djenne-Djeno Allah Abbasids Shia /Sunna Islam Muhammad Muslim Shia Sufi mosque Ibn Battuta hajj shari’a Mansa Musa caliphs Umayyads lineage Ghana Mali Songhai
Stage II – Assessment EvidencePerformance Task(s): Intermediate LevelGiven primary and secondary source documents, Students will be able to:
Define culture and civilization. Answer 3-5 comprehension questions based on
readings. Identify components of African Kingdoms and
the religion of Islam. Describe in a 2 paragraph essay the role that
trade, conquest, and missionaries play in the spread of Islam.
Performance Task(s): Mastery LevelGiven primary and secondary source documents, Students will be able to: Define culture and civilization. Answer 6-10 comprehension questions based on
readings. Identify components of African Kingdoms and the
religion Islam. Describe in a 4 paragraph essay the role that trade,
conquest, and missionaries play in the spread of Islam.
1. Read passages from the textbook on history and geography of African Kingdoms. 2. Explain how geographic features affected Africa's contact with other regions.3. Identify characteristics of traditional African tribal life.4. Create a newsletter to describe the importance of Timbuktu to trans-Saharan Africa.
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5. Identify the Five Pillars of Islam.6. Complete index cards of important vocabulary terms.7. List the major contributions of Islamic culture to world civilization.
Supplemental Activity(ies):1. Relate their lives to early African Traders.2. Create a poster of three things they cannot live without. 3. Write short essays describing the spread of Islam and the impact of trade on Africa.
Technology to be utilized: SMART board MS PowerPoint MS Office CastleLearning.com Regents prep.org Epals.com Class Website/E-Mail Blogging
Skills to be embedded: Study/Research Skills-Index cards ,Essay Organizers,
Highlighting Map Work-Interpretation and Analysis Essay –Thesis Writing, Outline, Organization, and Execution Test Taking-Process of Elimination, Word Association, Positive or
Negative, and Check Work Identifying Relationships-Cause and Effect, Similarities and
Differences, and Connections to TodayDifferentiation:Group Work- Timeline and NewsletterEssay Writing- Short essays Graphic Organizers- Cause and Effect, Similarities and DifferencesCurrent Events- Connections to Today
Suggested Documents and Readings Lunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
The Qur’an A Ruler Helps a Poor Woman
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997. The Muslim Conquest of Spain Social Classes in Muslim India Mansa Musa’s Pigramage Aristotle’s View on Education
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999. In-Depth Resources – Unit 2, Chapter 8 In-Depth Resources – Unit 3, Chapter 10 & 15
Islam http://www.sunnah.org/history/islamamr.htmhttp://www.san.beck.org/AB13-MuhammadandIslam.htmlhttp://www.bbc.co.uk/worldservice/people/features/world_religions/islam_life.shtml
Massapequa High School Global Studies and Geography I SC 2 CurriculumUnit 6: Byzantines, Russians and Turks
Content Standard(s) & Desired Goals: Learning Standards for Social Studies_X_#2: World History _X_#3: Geography _X_#4: Economics _X_#5: Civics, Citizenship and Government“The Big Idea” Students will understand:
The Byzantine Empire’s Role in Preserving and Transmitting Greek and Roman Cultures.
The impact the Byzantine Empire had in the development of historical Russia.
Islam’s role in the formation of new empires.
Essential Questions: How did Byzantine culture deeply influence
Orthodox Christianity? How did the Byzantines become the cultural
preservers of a Western Tradition? In what ways did early Russia separate itself
from the West? What impact did the Turkish conversion people
to Islam have on the creations of new empires?Students will understand that:
Constantinople ruled an eastern empire that survived for over a thousand years.
Russia grew out of a blending of Slavic and Byzantine cultures with Eastern Orthodox traditions.
Turkish people converted to Islam and founded new empires that would renew Muslim civilization.
Students will be able to: Explain the geographic advantages of
Constantinople's location. Discuss how the Byzantine Empire carried on
many of the traditions of ancient Rome. Identify the Greek characteristics found in
Byzantine culture. Analyze how Islamic conversion of Turks
contributed to the formation of new empires.Unit Vocabulary/Key Words:Justinian Code patriarch icon excommunication schismCyrillic alphabet Slavs boyars czar Seljukes
Stage II – Assessment EvidencePerformance Task(s): Intermediate LevelGiven primary and secondary source documents, Students will be able to:
Define 10-15 vocabulary terms. Answer 3-5 comprehension questions based on
readings. Identify components of the Byzantine Empire
that reflect aspects of the Roman Empire. Describe in a 2 paragraph essay how the
Byzantine Empire influenced the development of Russian.
Answer 15-20 MPQ Test.
Performance Task(s): Mastery LevelGiven primary and secondary source documents, Students will be able to: Define 16-20 vocabulary terms. Answer 6-10 comprehension questions based on
readings. Identify components of the Byzantine Empire that
reflect aspects of the Roman Empire. Describe in a 4 paragraph essay how the Byzantine
Empire influenced the development of Russian. Answer 20-25 MPQ Test.
1. Read passages from the textbook on history and geography of the Byzantine Empire.2. Define and describe the role of schism in creating the Byzantine Empire.3. Identify the Byzantine, Russian, and Seljuk empires on a map. 4. Create a timeline showing the major events in the rise and fall of Byzantine, Russian, and Seljuk
empires.5. Chart the differences between the Roman Catholic and Eastern Orthodox Christian traditions.6. Complete index cards of important vocabulary terms.7. Discuss the role that Islam played in creating the new empires.
Supplemental Activity(ies):1. Relate their lives to the life of a Byzantine citizen.2. Analyze primary sources describing the Mongol invasions of Russia. 3. Write short essays describing the role of the Byzantine Empire in preserving Greek and Roman
traditions.Technology to be utilized: SMART board MS PowerPoint MS Office CastleLearning.com Regents prep.org Epals.com Class Website Class E-Mail Blogging
Skills to be embedded: Study/Research Skills-Index cards ,Essay Organizers, Highlighting Map Work-Interpretation and Analysis Essay –Thesis Writing, Outline, Organization, and Execution Test Taking-Process of Elimination, Word Association, Positive or
Negative, and Check Work Identifying Relationships-Cause and Effect, Similarities and Differences,
and Connections to Today
Differentiation:Group Work- Time lineEssay Writing- Short essaysGraphic Organizers- Cause and Effect, Similarities and DifferencesCurrent Events- Connections to Today
Suggested Documents and ReadingsLunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
Empress Theodora and Her CourtiersHolt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
Justinian’s Code Justinian Puts down a Rebellion Ivan the Terrible’s Punishment of Novgorod
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999. In-Depth Resources – Unit 3
o Chapter 11, Sections 1, 2, 3Websites
Primary and secondary sources http://www.fordham.edu/halsall/byzantium/http://www.fordham.edu/halsall/sbook1c.html
Massapequa High School Global Studies and Geography I SC 2 CurriculumUnit 7- Empires in East Asia
Stage I – Desired ResultsContent Standard(s) & Desired Goals: Learning Standards for Social Studies
_X_#2: World History _X_#3: Geography _X_#4: Economics _X_#5: Civics, Citizenship and Government “The Big Idea” Students will understand:
How China, under the Tang emperors, reached a new "Golden Age".
That global trade expanded due to the political stability provided by Mongol rulers.
How geography influenced the history, society, and culture of Asia.
Essential Questions: What factors contributed to an era of prosperity
and technological innovation during the Tang and Song dynasties?
What factors led to the Mongols building the largest unified land empire in world history?
How did the Mongols conquer the Chinese? What impact did cultural borrowing have on
Japanese civilization? What factors led to the rise of feudalism and
military leaders in Japan? How did Indian and Chinese culture influence the
cultures of South East Asia and Korea?Students will understand that:
China under the Tang emperors reached a new Golden Age.
The Mongol Peace was a time of global trade and cultural diffusion.
Japanese civilization was shaped by cultural borrowing from China and the rise of feudalism and military rulers.
East and Southeast Asia were culturally influenced by India and China.
Students will be able to: Explain how China, under the Tang emperors,
reached a new "Golden Age". Investigate the impact Mongol Peace had on
interaction between East and West. Discuss the power of the shogun in feudal Japan. Analyze the role of Korea as a "cultural land
bridge" between China and Japan.
Unit Vocabulary/Key Words:Tang Taizong Wu Zhao movable type gentry pastoralist clan Genghis Khan Kublai Khan Shinto samurai Bushido shogun Khmer Empire Angkor Wat Koryu Dynasty
Stage II – Assessment EvidencePerformance Task(s): Intermediate LevelGiven primary and secondary source documents, Students will be able to:
Define 10-15 vocabulary terms. Answer 3-5 comprehension questions based on
readings. Describe in a 2 paragraph essay how the Tang
and Song emperors strengthened and weakened China’s Empire.
Answer 15-20 MPQ Test.
Performance Task(s): Mastery LevelGiven primary and secondary source documents, Students will be able to: Define 16-20 vocabulary terms. Answer 6-10 comprehension questions based on
readings. Describe in a 4 paragraph essay how the Tang and
Song emperors strengthened and weakened China’s Empire.
1. Read passages from the textbook on history and geography of Asian empires.2. Chart the similarities and differences between the Tang and Song dynasties.3. Create a movie poster showing factors contributed to an era of prosperity and technological innovation
17
during the Tang and Song dynasties.4. Define and describe the Mongol Peace and the impact the Mongols had on both Europe and Asia.5. Identify Mongol conquests and trading routes on a map. 6. Complete index cards of important vocabulary terms.7. Discuss the factors that led to the rise of feudalism and military leaders in Japan.
Supplemental Activity(ies):1. Write a letter describing life as a Mongol soldier.2. Analyze maps, quotes and short passages.3. Write short essays describing empires in East Asia.
Technology to be utilized: SMART board MS PowerPoint MS Office CastleLearning.com Regents prep.org Epals.com Class Website/E-Mail Blogging
Skills to be embedded: Study/Research Skills-Index cards ,Essay Organizers, Highlighting Map Work-Interpretation and Analysis Essay –Thesis Writing, Outline, Organization, and Execution Test Taking-Process of Elimination, Word Association, Positive or
Negative, and Check Work Identifying Relationships-Cause and Effect, Similarities and
Differences, and Connections to TodayDifferentiation:Group Work- Timeline, Poster, and NewsletterEssay Writing- Short essays Graphic Organizers- Cause and Effect, Similarities and DifferencesCurrent Events- Connections to Today
Suggested Documents and ReadingsLunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
Japan, the Divine Country The Japanese Feudal Code Chinese Feudalism: A Golden Age Europeans Encounter Japanese Eating Habits
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997. Kublai Khan’s Great Park at Shangdu Drinking Tea for Long Life
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999. In-Depth Resources – Unit 3, Chapter 12
WebsitesPrimary and secondary sources http://www.fordham.edu/halsall/eastasia/eastasiasbook.html
http://afe.easia.columbia.edu/
Massapequa High School Global Studies and Geography I SC 2 CurriculumUnit 8: Europe in the Middle Ages
Stage I – Desired ResultsContent Standard(s) & Desired Goals: Learning Standards for Social Studies_X_#2: World History _X_#3: Geography
_X_#4: Economics _X_#5: Civics, Citizenship and Government“The Big Idea” Students will understand:
The fall of the Roman Empire led to power struggles among both political leaders and Church leaders.
The Church was a unifying force during the Middle Ages and affected all aspects of life.
The crusades resulted in cultural, economic, and academic exchange between Europe and the Muslim world.
Essential Questions: What caused the rise of the European Middle
Ages? How did the spread of Christianity impact
Medieval Europe? How did Feudalism affect European society? What are the contributions of the Classical
Mediterranean Civilization? How did Greece impact the development of later
political systems? How was Europe affected by the struggle for
power between the Church and Monarchs? What were some of the early ways the Catholic
Church underwent reforms? What were the causes and effects of the Crusades
on both Europe and the Middle East? What caused the rise of towns and cities in the late
Middle Ages? What political factors in the high Middle Ages
paved the way for the rise of European nations? What were the political, social and economic
results of the plague on European society?Students will understand that:
Many Germanic kingdoms that succeeded the Roman Empire were reunited under Charlemagne.
Europeans developed feudalism, a system of protective alliances and relationships.
Church and political leaders competed for power and authority.
The Catholic Church underwent reform and launched Crusades against Muslims and others.
European cities challenged the feudal system as agriculture, trade, and universities developed.
As England and France began to develop into nations, certain democratic traditions evolved.
During the 1300s, Europe was torn apart by religious conflict, the plague, and the Hundred Years’ War.
Students will be able to: Describe the feudal system and explain the roles
the individuals played within it. Identify cultural and academic exchanges that
were results of the crusades. Describe the code of chivalry and its impact on
everyday life. Evaluate the Church’s impact on everyday life. Identify the reforms that the Church underwent. Identify the causes and long-term effects of the
Bubonic plague.
Unit Vocabulary/Key Words:Middle Ages Franks Monastery Secular Carolingian Dynasty Lord
Fief Vassal knight serf Holy Roman Empire manorTithe chivalry Clergy bubonic plague Cannon law CrusadeSimony Inquisition guild Magna Carta Hundred Years’ War Sacrament
Stage II – Assessment EvidencePerformance Task(s): Intermediate LevelGiven primary and secondary source documents, Students will be able to:
Define 10-15 vocabulary terms.
Performance Task(s): Mastery LevelGiven primary and secondary source documents, Students will be able to: Define 16-20 vocabulary terms.
19
Answer 3-5 comprehension questions based on readings.
Identify components and relationships of the feudal system.
Describe in a 2 paragraph essay how the Church was a unifying force throughout Europe.
Answer 15-20 MPQ Test.
Answer 6-10 comprehension questions based on readings.
Identify components and relationships of the feudal system.
Describe in a 4 paragraph essay how the Church was a unifying force throughout Europe.
1. Read passages from the textbook on history and geography of Middle Age Europe.2. Define and describe the feudal system.3. Identify Charlemagne’s Empire, Holy Roman Empire on a map. 4. Create a timeline showing major events during Frankish rule in Europe. 5. Chart the different methods of spreading Christianity of different leaders. 6. Complete index cards of important vocabulary terms.7. Discuss how the Church was a unifying force throughout the middle ages.
Supplemental Activity(ies):1. Relate their lives to the life of a person in the Middle Ages.2. Role play as political and church leaders.3. Write short essays describing the cultural benefits of the Crusades.
Technology to be utilized: SMART board MS PowerPoint MS Office CastleLearning.com Regents prep.org Epals.com Class Website/E-Mail Blogging
Skills to be embedded: Study/Research Skills-Index cards, Essay Organizers, Highlighting Map Work-Interpretation and Analysis Essay –Thesis Writing, Outline, Organization, and Execution Test Taking-Process of Elimination, Word Association, Positive or
Negative, and Check Work Identifying Relationships-Cause and Effect, Similarities and Differences,
and Connections to TodayDifferentiation:Group Work- Time lineEssay Writing- Short essaysGraphic Organizers- Cause and Effect, Similarities and DifferencesCurrent Events- Connections to Today
Suggested Documents and ReadingsLunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
The Norman Conquest of England The Laws of William the Conqueror European Christians Launch the Crusades A Crusader Writes to his Wife Magna Carta Thomas Aquinas on Human Law The Black Death
20
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997. Peasant Life During the Time of Charlemagne An Exchange Between Pope Gregory VII and Henry VI The Black Death in Paris A Woman’s Hundred Years
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999. In-Depth Resources – Unit 3
o Chapter 13o Chapter 14
WebsitesPrimary and secondary sources http://www.fordham.edu/halsall/medieval.html
Massapequa High School Global Studies and Geography I SC 2 CurriculumUnit 9-Renaissance and the Reformation
Stage I – Desired ResultsContent Standard(s) & Desired Goals: Learning Standards for Social Studies_X_#2: World History _X_#3: Geography _X_#4: Economics _X_#5: Civics, Citizenship and Government “The Big Idea” Students will understand:
Essential Questions: What were the causes of the Italian Renaissance?
The impact regional and global trade networks have on world cultures.
The affect technological change has on people, places, and regions.
The influence the Protestant Reformation had on political and social aspects of European life.
How did Renaissance ideas begin to spread? What was the impact on Europe?
What were the long and short term causes and effects of the Reformation?
What are the similarities and differences between the various protestant sects?
Students will understand that: The Renaissance was a time of creativity and
change in Europe. The Renaissance produced a golden age with
many achievements in art, literature, and science. Humanism was an intellectual movement where
people began to focus on life in the present. The most important technological innovation of
the time was the printing press. The Protestant Reformation affected social,
political, economic, and religious life.
Students will be able to: Analyze the role of the city-state of Florence and
the Medici family in the development of the Renaissance.
Discuss the meaning of the term humanism. List the ways in which the printing press prepared
the way for the Protestant Reformation. Identify the events which led Martin Luther to take
a stand against the Catholic Church.
Unit Vocabulary/Key Words:Renaissance humanism secular Johan Gutenberg perspective vernacular utopia William Shakespeare predestination Protestant patron Peace of Augsburg Council of Trent Calvinism theocracy Catholic Reformation Martin Luther excommunication 95 Theses Sale of Indulgences
Stage II – Assessment EvidencePerformance Task(s): Intermediate LevelGiven primary and secondary source documents, Students will be able to:
Define 10-15 vocabulary terms. Answer 3-5 comprehension questions based on
readings. Identify 3 major characteristics of the
Renaissance. Describe in a 2 paragraph essay how the
Renaissance ideas began to spread and the impact on Europe.
Answer 15-20 MPQ Test.
Performance Task(s): Mastery LevelGiven primary and secondary source documents, Students will be able to: Define 16-20 vocabulary terms. Answer 6-10 comprehension questions based on
readings. Identify 5 major characteristics of the Renaissance.
Describe in a 4 paragraph essay how the Renaissance ideas began to spread and the impact on Europe.
1. Read passages from the textbook on history and geography of the Renaissance and the Reformation.2. Describe role of the city-state of Florence and the Medici family in the development of the Renaissance.3. Identify the growing religious division in Europe on a map. 4. Create a newsletter identifying the major artists of the Renaissance.5. Chart the religious, political causes of the Reformation on a map. 6. Complete index cards of important vocabulary terms.7. Discuss the events which led Martin Luther to take a stand against the Catholic Church.
Supplemental Activity(ies):1. Describe an artist from today that works in more than one field.
22
2. Create an encyclopedia entry for one historical figure from the Renaissance or Reformation.3. Write short essays describing life during the Renaissance and Reformation.
Technology to be utilized: SMART board MS PowerPoint MS Office CastleLearning.com Regents prep.org Epals.com Class Website/ E-Mail Blogging
Skills to be embedded: Study/Research Skills-Index cards ,Essay Organizers, Highlighting Map Work-Interpretation and Analysis Essay –Thesis Writing, Outline, Organization, and Execution Test Taking-Process of Elimination, Word Association, Positive or
Negative, and Check Work Identifying Relationships-Cause and Effect, Similarities and Differences,
and Connections to TodayDifferentiation:Group Work- Timeline, Poster, and NewsletterEssay Writing- Short essays Graphic Organizers- Cause and Effect, Similarities and DifferencesCurrent Events- Connections to Today
Suggested Documents and ReadingsLunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
Dante’s Vision of Hell Leonardo da Vinci, Renaissance Man
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997. Advice to Princes Luther’s Refusal at the Diet of Worms Sports in England On the Motion of the Heart and Blood
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999.o In-Depth Resources – Unit 4, Chapter 10
WebsitesPrimary and secondary sources http://www.fordham.edu/halsall/medieval.html
Massapequa High School Global Studies and Geography I SC 2 CurriculumUnit 10: Age of Exploration and Isolation
Stage I – Desired ResultsContent Standard(s) & Desired Goals: Learning Standards for Social Studies_X_#2: World History _X_#3: Geography _X_#4: Economics _X_#5: Civics, Citizenship and Government“The Big Idea” Students will understand:
The results of European exploration in the East.
Essential Questions: What are the long and short term causes of the Age
The economic motives of European explorers. The contributing factors which caused and/or
facilitated the Age of Exploration.
What impact did the spread of Christianity have on the Age of Exploration?
Why did some nations like China and Japan turn inward during this time period?
Students will understand that: Europeans began an age of exploration due in
part to a desire for wealth and Christian converts. Advances under the Ming and Quing dynasties
left China self-contained and uninterested in European contact.
The Tokugwa regime unified Japan and began a 200-year period of isolation, autocracy, and economic growth.
Students will be able to: Evaluate the effectiveness of China and Japan’s
isolationist policies. Chart the accomplishments of Japanese leaders. Identify the short and long term causes of the age
of exploration. Describe the effects of the Age of Exploration.
Unit Vocabulary/Key Words:Bartolomeu Dias Prince Henry Dutch East India Company Vasco da GamaTreaty of Tordesillas Ming Dynasty Tokugawa Shogunate Zheng HeManchus Qing Dynasty
Stage II – Assessment EvidencePerformance Task(s): Intermediate LevelGiven primary and secondary source documents, Students will be able to:
Define 10-15 vocabulary terms. Answer 3-5 comprehension questions based on
readings. Identify causes of the age of exploration. Describe in a 2 paragraph essay China and
Japan’s reactions to European exploration. Answer 15-20 MPQ Test.
Performance Task(s): Mastery LevelGiven primary and secondary source documents, Students will be able to: Define 16-20 vocabulary terms. Answer 6-10 comprehension questions based on
readings. Identify causes of the age of exploration.
Describe in a 4 paragraph essay China and Japan’s reactions to European exploration.
1. Read passages from the textbook on history and geography of Europe, China, and Japan 1400-1800.2. Identify and describe the short and long term factors contributing to European exploration.3. Create a timeline showing major events in European exploration. 4. Identify European exploration routes on a map.5. Chart the accomplishments of Chinese emperors.6. Complete index cards of important vocabulary terms.7. Discuss the Eastern response to European exploration.
Supplemental Activity(ies):1. Relate their lives to the lives of explorers.2. Role play as Japanese or Chinese leaders.
24
3. Write short essays describing motivations for exploration.Technology to be utilized: SMART board MS PowerPoint MS Office CastleLearning.com Regents prep.org Epals.com Class Website/E-Mail Blogging
Skills to be embedded: Study/Research Skills-Index cards ,Essay Organizers, Highlighting Map Work-Interpretation and Analysis Essay –Thesis Writing, Outline, Organization, and Execution Test Taking-Process of Elimination, Word Association, Positive or
Negative, and Check Work Identifying Relationships-Cause and Effect, Similarities and Differences,
and Connections to TodayDifferentiation:Group Work- Time lineEssay Writing- Short essaysGraphic Organizers- Cause and Effect, Similarities and DifferencesCurrent Events- Connections to Today
Suggested Documents and Readings Lunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
Columbus finds “Indians” in the Americas Montezuma and Cortez: Two Views The City of Tenochtitlan Pizarro Takes the Incan King Captive
Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997. The Incas: Worshippers of the Sun First Impressions of the New World
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999. In-Depth Resources – Unit 4
o Chapter 19Websites
Primary and secondary sources http://afe.easia.columbia.edu/http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-AgeOfExploration.htmlhttp://www.chenowith.k12.or.us/tech/subject/social/explore.html
Massapequa High School Global Studies and Geography I SC 2 CurriculumUnit 11- The Atlantic WorldStage I – Desired Results
Content Standard(s) & Desired Goals: Learning Standards for Social Studies_X_#2: World History _X_#3: Geography _X_#4: Economics _X_#5: Civics, Citizenship and Government “The Big Idea” Students will understand:
The cause and effect of the technological advances of the Aztec and Incan empires.
Essential Questions: What were the main achievements of the Mayan,
Aztec and Incan Empires? What was the impact of the Spanish conquest of the
The impact of regional and global trade networks on world cultures.
That later American civilization relied on the technology achievements of earlier cultures to move forward.
Americas? What were the immediate and long term effects of
the Atlantic slave trade on Africa, the Americas and Europe?
What impact did the Columbian Exchange and global trade have on world history?
Students will understand that: The Mesoamerican civilizations built powerful
civilizations through the use of a traditional economy and limited trade.
The growth of trade, towns, and cities resulted in a commercial revolution.
Successful exploration resulted in Europe establishing colonies throughout the Americas.
The slave trade resulted in the African Diaspora, which is the large, forced migration of millions of people.
Students will be able to: Identify the main achievements of the Mayan,
Aztec and Incan Empires. Investigate the various components of
Mesoamerican civilizations. Understand the broad patterns, relationships, and
interactions of cultures and civilizations during particular eras and across eras.
Unit Vocabulary/Key Words:Christopher Columbus colony triangular trade Commercial Revolution Hernando Cortes capitalism conquistadors Atlantic Slave trade Montezuma II mestizo mercantilism Columbian Exchange Francisco Pizarro encomienda middle passage joint-stock company
Stage II – Assessment EvidencePerformance Task(s): Intermediate LevelGiven primary and secondary source documents, Students will be able to:
Define 10-15 vocabulary terms. Answer 3-5 comprehension questions based on
readings. Identify 2-3 components of Mesoamerican
civilizations. Describe in a 2 paragraph essay 2-3 changes that
resulted from conquest. Answer 15-20 MPQ Test.
Performance Task(s): Mastery LevelGiven primary and secondary source documents, Students will be able to: Define 16-20 vocabulary terms. Answer 6-10 comprehension questions based on
readings. Identify 3-5 components of Mesoamerican
civilizations. Describe in a 4 paragraph essay 3-5 changes that
1. Read passages from the textbook on history and geography of Mesoamerican civilizations.2. Describe main achievements of the Mayan, Aztec and Incan Empires.3. Analyze map and identify the most beneficial and harmful aspects of the Columbian Exchange.4. Create a poster showing the growth of trade, towns, and cities resulted in a commercial revolution. 5. Chart the differences between the Mayan, Aztec and Incan Empires.6. Complete index cards of important vocabulary terms.7. Discuss the impact the Columbian Exchange and global trade had on world history.
Supplemental Activity(ies):1. Investigate and illustrate the major items exchanged between the United States, and either Asia, Africa,
or Europe. 2. Create a Newsletter describing the impact of regional and global trade networks on world cultures.
26
3. Write short essays investigating the various components of Mesoamerican civilizations.Technology to be utilized: SMART board MS PowerPoint MS Office CastleLearning.com Regents prep.org Epals.com Class Website/ E-Mail Blogging
Skills to be embedded: Study/Research Skills-Index cards ,Essay Organizers, Highlighting Map Work-Interpretation and Analysis Essay –Thesis Writing, Outline, Organization, and Execution Test Taking-Process of Elimination, Word Association, Positive or
Negative, and Check Work Identifying Relationships-Cause and Effect, Similarities and
Differences, and Connections to TodayDifferentiation:Group Work- Timeline, Poster, and NewsletterEssay Writing- Short essays Graphic Organizers- Cause and Effect, Similarities and DifferencesCurrent Events- Connections to Today
Suggested Documents and ReadingsLunger, Norman. Global History and Geography. Amsco: New York, New York. 2003
A Reformed Slave Traders Regret Eyewitness: Olaudah Equiano, An African Bo
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999.o In-Depth Resources – Unit 4, Chapter 16 & 20
WebsitesPrimary and secondary sources http://afe.easia.columbia.edu/
Massapequa High School Global Studies and Geography I SC 2 CurriculumUnit 12: The Age of Absolutism
Stage I – Desired ResultsContent Standard(s) & Desired Goals: Learning Standards for Social Studies_X_#2: World History _X_#3: Geography _X_#4: Economics _X_#5: Civics, Citizenship and Government“The Big Idea” Students will understand:
The results of the emergence of Muslim empires.
The causes of increases in the power of
Essential Questions: What were the long-term and immediate causes for
the Age of Absolute Monarchs? What are the common characteristics of an
European monarchs. The economic effects exploration had on
European countries. Many world cultures incorporate influences
from various peoples and traditions.
Spain Central Europe and Russia, exemplify these characteristics?
Why does England fight to limit the power of the Monarchy?
How do the European Monarchs compare to the Mughals of South Asia and the Ottomans in the Middle East?
Students will understand that: The Ottomans established a Muslim empire that
combined many cultures and lasted for more than 600 years.
The Mughal Empire brought Turks, Persians, and Indians together in a vast empire.
Phillip II ruled Spain harshly during a time of religious and economic instability.
After a century of war and riots, France was ruled by Louis XIV.
After a period of turmoil, absolute monarchs ruled Austria and the Germanic state of Prussia.
Peter the Great made many changes in Russian to try to make it more like Western Europe.
Students will be able to: Define absolute monarchy and constitutional
monarchy. Identify the causes for the rise of European
Monarchs. Describe the economic effects of European
expansion. Compare and contrast the European Monarchs and
the leaders in Muslim empires. Discuss the reasons why England fought to limit
the power of the Monarchy.
Unit Vocabulary/Key Words:absolute monarch Isma’il Mughal Babur constitutional monarchyWar of Spanish Succession Phillip II skepticism divine right Edict of NantesCardinal Richelieu westernization Sikh boyars Thirty Years WarSeven Years’ War Ivan the terrible Peter the Great Restoration English Civil WarGlorious Revolution Habeas corpus
Stage II – Assessment EvidencePerformance Task(s): Intermediate LevelGiven primary and secondary source documents, Students will be able to:
Define 10-15 vocabulary terms. Answer 3-5 comprehension questions based on
readings. Identify causes and effects of the rise of
European monarchs. Describe in a 2 paragraph essay the similarities
and differences between European monarchies and Muslim empires.
Answer 15-20 MPQ Test.
Performance Task(s): Mastery LevelGiven primary and secondary source documents, Students will be able to: Define 16-20 vocabulary terms. Answer 6-10 comprehension questions based on
readings. Identify causes and effects of the rise of European
monarchs. Describe in a 4 paragraph essay the similarities and
differences between European monarchies and Muslim empires.
1. Read passages from the textbook on history and geography of European monarchies and Muslim empires.
2. Define and describe absolute and constitutional monarchies.3. Identify the Ottoman, Safavid, and Mughal empires on a map. 4. Create a timeline showing the European progression from absolutism to revolution. 5. Chart the similarities/differences between the European monarchs and Muslim rulers.6. Complete index cards of important vocabulary terms.
28
7. Discuss the cross cultural influences incorporated in various peoples.Supplemental Activity(ies):
1. Relate their lives to the life of a European under an absolute monarch.2. Role play as a monarch.3. Write short essays describing the reasons for English opposition to an absolute monarch.
Technology to be utilized: SMART board MS PowerPoint MS Office CastleLearning.com Regents prep.org Epals.com Class Website/E-Mail Blogging
Skills to be embedded: Study/Research Skills-Index cards ,Essay Organizers, Highlighting Map Work-Interpretation and Analysis Essay –Thesis Writing, Outline, Organization, and Execution Test Taking-Process of Elimination, Word Association, Positive or
Negative, and Check Work Identifying Relationships-Cause and Effect, Similarities and Differences,
and Connections to TodayDifferentiation:Group Work- TimelineEssay Writing- Short essaysGraphic Organizers- Cause and Effect, Similarities and DifferencesCurrent Events- Connections to Today
Suggested Documents and Readings Holt, Rinehart and Winston. Readings in World History. Harcourt Brace & Company: Austin, Texas. 1997.
A Day in the Life of Louis XIV Charles I’s Speech on the Scaffold The Fall of James II
McDougal Littell. World History Patterns of Interaction. Evanstan, Illinois. 1999. In-Depth Resources – Unit 4
o Chapter 21Websites
Primary and secondary sources http://lcweb.loc.gov/exhibits/bnf/bnf0005.htmlhttp://links.gordonshistory.com/global%20links/Absolutism.html
General Websites Regents Review www.regentsprep.orgNYS SS Standards http://www.emsc.nysed.gov/nysatl/standards.htmlNYSED Regents http://www.nysedregents.org/NYSED Global Units http://www.emsc.nysed.gov/ciai/socst/ghgonline/units/6/u6c.htmlTeacher Sites http://www.historyteacher.net/Fordham University http://www.fordham.edu/halsall/Videos and lessons www.wliw.orgPBS http://www.pbs.org/teachersource/soc_stud.htmWorld Civilizations http://www.wsu.edu:8080/~dee/WORLD.HTMWorld Religion http://wri.leaderu.com/
BBC History http://www.bbc.co.uk/history/Textbook http://web001.greece.k12.ny.us/webpages/jclifford/resources.cfm?subpage=27945Maps http://mappinghistory.uoregon.edu/Asia http://afe.easia.columbia.edu/
New York State Learning StandardsStandard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major
ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Performance Indicators
1. Study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.
2. Distinguish between past, present, and future time periods.3. Compare important events and accomplishments from different time periods in world
history.4. Understand the roles and contributions of individuals and groups to social, political,
economic, cultural, scientific, technological, and religious practices and activities.5. Consider different interpretations of key events and developments in world history and
understand the differences in these accounts.6. Develop timelines by placing important events and developments in world history in their
correct chronological order.7. Study about major turning points in world history by investigating the causes and other
factors that brought about change and the results of these changes. 8. Interpret and analyze documents and artifacts related to significant developments and
events in world history.9. Explain the literal meaning of a historical passage or primary source document,
identifying who was involved, what happened, where it happened, what events led up to these developments, and what consequences or outcomes followed.
10. Understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Performance Indicators
1. Draw maps and diagrams that serve as representations of places, physical features, and objects.
2. Identify and compare the physical, human, and cultural characteristics of different regions and people.
3. Investigate how people depend on and modify the physical environment.4. Ask geographic questions about where places are located; why they are located where
they are; what is important about their locations; and how their locations are related to the location of other people and places.
5. Analyze geographic information by making relationships, interpreting trends and relationships, and analyzing geographic data.
6. Map information about people, places, and environments.7. Investigate why people and places are located where they are located and what patterns
can be perceived in these locations.8. Use a number of research skills (e.g., computer databases, periodicals, census reports,
maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems.
Standard 4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of how
30
societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Performance Indicators
1. Explain how people's wants exceed their limited resources and that this condition defines scarcity.
2. Know that scarcity requires individuals to make choices and that these choices involve costs.
3. Understand how societies organize their economies to answer three fundamental economic questions: What goods and services shall be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced?
4. Investigate how production, distribution, exchange, and consumption of goods and services are economic decisions with which all societies and nations must deal.
5. Locate economic information, using card catalogues, computer databases, indices, and library guides.
6. Explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources.
7. Define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems.
8. Identify and collect economic information from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and secondary sources.
9. Organize and classify economic information by distinguishing relevant from irrelevant information, placing ideas in chronological order, and selecting appropriate labels for data.
10. Develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the nations of the world; the basic civic values of democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Performance Indicators
1. Explain the probable consequences of the absence of government and rules.2. Describe the basic purposes of government and the importance of civic life.3. Understand that social and political systems are based upon people's beliefs.4. Discuss how and why the world is divided into nations and what kinds of governments
other nations have.5. Examine what it means to be a good citizen in the classroom, school, home, and
community.6. Identify and describe the rules and responsibilities students have at home, in the
classroom, and at school.7. Identify basic rights that students have and those that they will acquire as they age.8. Discuss the role of an informed citizen in today's changing world.9. Explain the role that civility plays in promoting effective citizenship in preserving
democracy.10. Participate in negotiation and compromise to resolve classroom, school, and community
