CURRICULUM COVER SHEET Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLS
Curriculum Design Template
Content Area: Social Studies
Course Title: World History
Grade Level: 9
Unit I : Geography
2-3 weeks
Unit II: Eastern Religions
2-3 weeks
Unit III: Emergence of Eastern Powers
4 weeks
Unit IV: Renaissance
6 weeks
Unit V: Enlightenment and Revolution
6 weeks
Unit VI: Industrial Revolution and
Politics of Europe
6 weeks
Unit VII: World at War
4 weeks
Date Created: 5/8/11
Board Approved: August 27, 2012
Unit I: Geography
Essential Questions:
1. Why is location important? 2. How are the concepts of time and place vital to the understanding of history and geography? 3. How do physical and human geography affect people, places and regions?
Enduring Understandings:
1. Geography influences needs, culture, opportunities, choices, interests, and skills. 2. There is a relationship between the consumption and conservation of natural resources.
Key Terms:
1. Relative location
2. Absolute location
3. Place
4. Environment
5. Climate
6. Longitude
7. Latitude
8. Region
9. Continent
10. Ocean
11. City
12. Town
13. Civilization
14. Plateau
15. Valley
16. Mountain
17. River
18. Hill
19. Lake
Objectives
Content Statement Strand CPI# Cumulative Progress Indicator
Geography consists of the study of our planet, including climatic conditions, natural resources, topography, and the impact these factors have on the formation, advancement, and interactions of societies.
B. Geography, People, and the Environment
6.2.12.B.1.b Determine the role of natural resources, climate, and topography in European exploration, colonization, and settlement patterns.
Assessment
1. Clay molding activity (Formative)
2. Student created Stratalogica presentation (Summative)
3. Unit Test Geography (Summative)
4. Battleship activity (Formative)
Suggested Learning Activities
1. Students and/ or instructor created Stratalogica presentations
2. Clay molding activity- land forms
3. Battleship activity: longitude and latitude
4. 5 themes of geography-song
Unit II: Eastern Religions
Essential Questions:
1. What are the major religions of the Eastern world? 2. Why is religion important to people around the world? 3. What are the ceremonies and holidays associated with each religion? 4. What similarities and differences exist among the religions?
Enduring Understandings:
1. Religion can be both a unifying and divisive force in human relations. 2. People are affected by environmental, economic, social, cultural, and civic concerns. 3. Global societies are diverse, creating varied perspectives, contributions, and challenges. 4. Culture is a way of life of a group of people who share similar beliefs and customs.
Key Terms:
1. Culture 2. Buddhist 3. dharma 4. Five Noble Truths 5. Eightfold Path 6. Reincarnation 7. nirvana 8. Theravada 9. Mahayana 10. monks 11. temples 12. polytheism 13. Brahmins 14. caste system 15. Shaktism 16. Viashnavism 17. Shiavism 18. Confuscism 19. Filial Piety 20. Yin-yang 21. AdiGranth 22. Sikhs
23. Khanda
Objectives
Content Statement Strand CPI# Cumulative Progress Indicator
The study of Eastern religion is a vehicle to demonstrate the importance of respect for others beliefs. This includes not only being receptive to new ideas and interpretations of ideas, but more importantly creating guidelines for discussion to ensure that individuals will not judge the validity of a religion.
D. History, Culture, and Perspective
6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds.
Assessment:
1. World Religions Project (Summative)
2. KWL Chart Eastern Religions (Formative & Summative)
3. Unit Test (Summative)
4. Current Event Research Project (Summative)
Suggested Activities
1. World Religions Project- group assignment research and report on key aspects of a selected
Eastern religion
-Address: Stereotypes, Common misconceptions, religious practices, ceremonies, etc.
2. Primary document analysis (group or individual)
-Four Noble Truths
-Bhagavad Gita
-Confucius
3. Current event assignment status of religions in the 21st century
-American perspectives -Global perspectives
Unit III: Emergence of Eastern Powers
Essential Questions
1. What drives empires to expand?
2. How is power gained, used, and justified?
3. How does economic policy determine position in global politics?
4. What are the byproducts of cross-cultural interactions?
Enduring Understandings
1. Decisions concerning the allocation and use of economic resources impact individuals and groups.
2. Local, national, and international relationships are affected by economic transactions. 3. Progress is defined by cultural interpretation. 4. People respond to and resolve conflicts in a variety of ways. 5. After the collapse of the Western Roman Empire, Byzantium flourished for one thousand years
and left a lasting legacy for Eastern and Western societies and forced Western European societies to seek stability through feudalism and Roman Catholic Church
Key Terms:
1. Mongolia
2. Genghis Khan
3. Khanates
4. Gobi desert
5. Kublai Khan
6. Cavalry
7. Trading society
8. Infidel
9. Constantinople
10. Anatolian Peninsula
11. Byzantine empire
12. Trade routes
Objectives
Content Statement Strand CPI# Cumulative Progress Indicator
Unlike most of the other regions of Asia, Southeast Asia and the Middle East were never unified under a single government, largely due to their formidable geographic and social barriers. Therefore, the history of these areas is one of competition and interaction which fueled innovations in government structure and technology.
A. Civics, Government, and Human Rights
6.2.12.A.1.a
Compare and contrast the motivations for and methods by which various empires (e.g., Ming, Qing, Spanish, Mughal, or Ottoman) expanded, and assess why some were more effective than others in maintaining control of their empires.
C. Economics, Innovation, and Technology
6.2.12.C.1.a
Explain major changes in world political boundaries between 1450 and 1770, and
Content Statement Strand CPI# Cumulative Progress Indicator
assess the extent of European political and military control in Africa, Asia, and the Americas by the mid-18th century.
B. Geography, People, and the Environment
6.2.12.B.1.a Compare and contrast the economic policies of China and Japan, and determine the impact these policies had on growth, the desire for colonies, and the relative positions of China and Japan within the emerging global economy.
C. Economics, Innovation, and Technology
6.2.12.C.1.e
Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europes interactions with Islam and Asia provided the necessary tools for European exploration and conquest.
Assessment
1. Unit Test (Summative)
2. Timeline activity (Formative & Summative)
3. Writing a letter to Marco Polo (Formative)
4. Participation in: Life in Genghis Khans Army (Formative)
5. This Year in History Project (Summative)
Suggested Activities
1. Chinese invention research projects
2. Letter Prompt
3. Simulation: Life in Genghis Khans Army
4. Chart the similarities and differences between empires
5. Stratalogica presentations
6. Comparison project: This year in history
Unit IV: The Renaissance
Essential Questions:
1. What was the Renaissance and why did it begin in the Italian city/states?
2. What characterizes Renaissance art; identify various Italian artist from this period.
3. What was the Protestant Reformation and identify several of the leaders in this movement?
4. What was the response of the Roman Catholic Church after the reformation?
5. What started the slave trade in Africa and why did Portugal lead this movement?
Enduring Essentials:
1. The Renaissance was a period of rebirth to Greek and Roman times that began in the Italian
city/states because of the use of trade, an urban society, and their secular view on world affairs.
2. Renaissance art portrays the beauty and individuality of human figures in a realistic manner.
Such artists as Michelangelo, da Vinci, and Raphael will be examined.
3. Leaders were discontent with present circumstances and wanted to see changes in the Catholic
Church, bringing about the Protestant Reformation. Martin Luther and John Calvin will be
discussed as several of these Protestant leaders.
4. The Catholic Church made reforms themselves and started the Counter Reformation.
5. The need for cheap labor in the Americas and imperialism throughout Asia and Africa started
the slave trade. Port
