Mr.RinikerGrade9WorldHistoryTermFive 2016–2017

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Trade & Interactionsaround the World

The Rise & Spread ofIslam

The Plague ChangesSociety

Mr.RinikerGrade9WorldHistoryTermFive 2016–2017

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Term Five Introduction: This term will help students understand and appreciate the many types of interactions that took place among the world’s peoples during the period 600-1500 CE. You will be given the opportunity to analyze developments that connected societies across regions and around the world. You will explore examples of cultural exchanges involving trade, migrations, religious expansion, transfer of knowledge, and diffusion of inventions and crops. These exchanges all contributed in one way or another to the acceleration of technological, cultural, political, and economic changes throughout the world. In addition students will learn to appreciate the cross-cultural exchanges that preceded and laid the groundwork for scientific, technological, and other developments often incorrectly assumed to have originated only in Europe. Cultural achievements typically associated only with one particular civilization or another are presented in the larger context of dynamic interrelations among diverse peoples. Topic(s) Overview: 5.2 Afroeurasia and the Rise of Islam 600 – 1000 C.E. 5.3 Consolidation of Trans-Hemispheric Networks 1000 – 1250 C.E. 5.4 The Mongols 1200 – 1400 C.E. 5.5 Calamities and Recoveries 1300 – 1500 C.E.

Essential Questions 1. InwhatwaysdidthespreadofIslamfacilitatecontactsandcommunicationamongfar-flunggroups

ofpeople?2. HowdidthegrowthofChristianity,Buddhism,andIslaminthefirstmillenniumCEaffectthe

exchangeofscientificknowledge,technology,andthearts?3. Howdidtheformationoflargeempires,humanmigrations,andthespreadofreligionsincrease

contactsamongfar-flunggroupsofpeople?4. DidtheMongolconquestsdoanylong-termorpermanentdamagetothenaturalorphysical

environmentinpartsofAfroeurasia?5. HowmightyoucomparetheconditionsofthePaxMongolicawiththoseofthePaxRomanaofthe

secondandthirdcenturiesC.E.?6. WhydoyouthinktheCommunistgovernmentinMongoliafrom1924totheearly1990shadno

interestinveneratingChinggisKhan?7. Whyhaven’tpandemicsliketheBlackDeathoccurredmoreoften?8. InwhatwaysdidtheBlackPlaguechangesocietiesinEurope?Doyouthinkthesearepositiveor

negativeeffects?Why?9. Howdoesthe“late”startofagricultureinCentralinSouthAfricaaffecthowAfricanregionsdevelop

andtheirabilitytounify?10. Howdoestheenvironmentinfluencethedevelopmentofempiresduringthistimeperiod?

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Skills List: RH.9.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending such features as the date and origin of the information. RH.9.2. Determine the central ideas or information of a primary or secondary source, provide an accurate summary of how key events or ideas develop over the course of the text. RH.9.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH.9.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. RH.9.5. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. RH.9.8. Compare and contrast treatments of the same topic in several primary and secondary sources. WH.9.4. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and display information flexibly and dynamically. WH.9.5 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WH.9.7 Draw evidence from informational texts to support analysis, reflection, and research. SL.9.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with divers partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.9.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9.4. Present information, findings and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9.5. Make strategic use of digital media (e.g., textual, geographical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. HT.9.3 Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. HT.9.2 Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.

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Skills Chart: Students when you feel confident in your skills/abilities, please take a moment to explain how you reached these goals.

Skill: ___________ ☐ Explanation: Skill: ___________ ☐ Explanation: Skill: ___________ ☐ Explanation: Skill: ___________ ☐ Explanation: Skill: ___________ ☐ Explanation: Skill: ___________ ☐ Explanation:

Skill: ___________ ☐ Explanation:

Skill: ___________ ☐ Explanation:

Skill: ___________ ☐ Explanation: Skill: ___________ ☐ Explanation: Skill: ___________ ☐ Explanation: Skill: ___________ ☐ Explanation: Skill: ___________ ☐ Explanation: Skill: ___________ ☐ Explanation: Skill: ___________ ☐ Explanation:

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Reference Materials: E. Burke III, et. al., World History: The Big Era Andrea, Alfred. The Human Record: Sources of Global History, Vol. I & II. Boston, MA: Wadsworth, 2012 Spielvogel, Jackson J. World History, Columbus, OH: McGraw-Hill/Glencoe 2005

Lesson Overview:

Class: 1-3 Unit 5.2 Afroeurasia & the Rise of Islam 600 – 1000 C.E.

Goal: Students will understand the reasons behind the rise and spread of Islam and how belief systems during this period gain new power that has helped shape our modern world.

Topics: The Rise and Spread of Islam, Cultural Impact, Modern Day Implications Materials Notebooks, handouts, videos, and laptop

Class: 4-6 Unit 5.3 Consolidation of Trans-Hemispheric Networks 1000 – 1250 C.E. Goal: Students will uncover and analyze the interactions of peoples around the globe and how

these interactions change cultures. Topics: Markets and Trade Routes, Transfer of Goods, Ideas and Culture, Exploration

Materials Notebooks, textbook, videos, and laptop

Class: 7-9 Unit 5.4 The Mongols 1200 – 1400 C.E. Goal: Students will understand the short and long term implications of the rise of an unlikely

group of Nomads. Topics: The rise of the Mongols, Military Practices, Influence on the world

Materials Notebooks, textbook, videos, and laptop

Class: 10-12 Unit 5.5 Calamities and Recoveries 1300 – 1500 C.E. Goal: Students will analyze how calamities can have profound negative and positive effects on

people and society. Topics: Disasters around the world, Black Death, Changes that come from disease

Materials Notebooks, textbook, videos, and laptop

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Assessment & Projects: Grading Summary:

Assessment Value

World History Survey 10% Homework/Primary Source 15%

End of Year Reflection 10% Historical Portfolio 15% Class Trip Project 20%

Final Exam 30%

Course Survey: Students will be required to fill out an in-class survey reflecting upon the World History class they have just taken and offering positive aspects of the course and ideas for improvement. Homework & Primary Source Analysis: Students will be required to read, analyze, and synthesize primary sources documents from a variety of sources and answer questions prompting an in-depth response. Students will also show their work by completing a Historical document guide, (a template will be provided from the teacher). End of Year Reflection: Students will take some time to reflect upon their first year of high school and their achievements in class. The reflection will include in-depth analysis of their strengths and weaknesses and how they can improve their studying habits over the course of the summer as they prepare for the next school year. Historical Portfolio: The historical portfolio is designed to assess individual growth and improvement in historical thinking and writing throughout this course. You will be responsible for all course readings and filling in all worksheets associated with the readings. The portfolio is a living document, which you will be adding all finished work to as you progress through this course. Details about the portfolio and how it will be assessed will be discussed in class and within the rubric.

Class Trip Project: Students will work in groups to create a project specifically designed include important historical implications of the relationship of China and Taiwan. Final Exam: At the end of this term students will be tested on the knowledge they have gained throughout the year thus far and should use their handouts, homework and classwork to prepare for this exam. The historical portfolio students have created in both terms will guide their studying activities.

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Expansion Pack: Guns, Germs and Steel: The Fates of Human Societies Diamond, Jared Collapse: How Societies Choose to Fail or Succeed Diamond, Jared Salt: A World History Kurlansky, Mark Cod: A Biography of the Fish that Changed the World Kurlansky, Mark When Asia Was the World: Traveling Merchants, Scholars, Warriors, and Monks Who Created the “Riches of the “East” Gordon, Stewart Gilgamesh: A Verse Narrative Mason, Herbert Gunpowder: Alchemy, Bombards, and Pyrotechnics Kelly, Jack A History of the World in 12 Maps Brotton, Jerry Religions of the Silk Road: Premodern Patterns of Globalization Foltz, Richard The Broken Spears: The Aztec Account of the Conquest of Mexico Leon-Portilla, Miguel Cows, Pigs, Wars, and Witches: The Riddles of Culture Harris, Marvin The Ottoman Centuries Lord Kinross

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Historical Portfolio Rubric Your World History portfolio should demonstrate that you have mastered the standards and concepts studied during the Term. Your portfolio should show that you are able to connect specific details of an era to the larger fabric of history and thus see patterns in history. Format: 3 ring binder Points: 100 points/____% of your Term ___ Grade Contents:

1. Illustrated Cover Page o Name, term, teacher, class o Title: title should refer to the thread, theme or major concept covered throughout the term. o Visual illustration or metaphor for that thread, theme or concept studied during the term

2. Introduction and Table of Contents o Paragraph introducing portfolio: explain the cover art and how you've grown as a critical thinker. o On that same page include a table of contents (include page numbers)

3. Essential Questions & Threads through History (this is all of your completed classwork and homework from the term) o Make sure to include all the content we have covered throughout the term

§ Includes all classwork, homework, handouts, chapter questions, etc…

4. Completed Social Studies Standards & Skills Checklist (this is located in your Term Assignment) 5. Proof of mastery of five of the content standards (this is the meat of your portfolio)

o Choose five of the Standards from your Skills Checklist. Prove that you have mastered these standards by including work you've done. Suggested ways to show mastery:

§ Work samples, class work, student handouts, etc… § Create a new document about that standard (visual elements, Venn diagram, quotes, and explanations.)

o Write a short reflection on each standard explaining why the work samples prove mastery of the standard.

6. Layout & Aesthetics (Does the layout provide a readable, logical & appealing organized portfolio) 7. Completed projects from the term or a picture of the project (Maps, Timelines etc…)

Assessment Criteria

Contents Excellent + Adequate Ö Below Standard -

Illustrated Cover Page

Intro

& Table of contents

q Cover has all identification info, including title and subtitle, cover is visually appealing and original metaphor which makes sense

q Intro paragraph clearly explains metaphor for theme, thread, or concept through history and explains how the student has grown as a thinker—shows reflection,

q Table of contents is complete & easy to follow

q Cover has most ID info, cover’s visual metaphor is neat/somewhat appealing but not original

q Intro paragraph shows some understanding of threads, theme, concept in history, but may lack some focus, explains student’s growth

q Table of contents is organized but incomplete

q Cover is missing some ID info (title? Subtitle? Name? Period? Date? Teacher’s name?), cover’s visual metaphor is missing, or unrelated to a thread, theme, concept in history

q Intro paragraph is hard to follow, may not include thread through history, may vaguely explain student growth

q Table of content is confusing

Essential Questions

& Threads of

History (Home &

Class Work)

q Essential questions thoroughly answered with in-depth thought & analysis

q Threads are answered thoroughly and all work shows historical thinking & in-depth thought

q Dynamic writing, thought provoking

q Essential questions are answered but without much depth or analysis

q Questions are answered but haven’t been completed with much thought or analysis

q Well written, but with some errors

q Essential questions not completed or show very little thought or analysis

q Threads are confusing or missing, lacks thought or analysis of content

q Weak writing—poor organization, many errors

Skills Checklist

& Masery of Standards

q Proof (work samples) clearly shows, understanding & mastery of content.

q Excellent samples, clearly fit the standard. Reflection paragraphs clearly explains how work samples show mastery

q Checklist is complete (but not thorough) Proof shows some mastery

q Work samples match standard and show mastery, reflection is there but be vague or lack convincing details

q Incomplete checklist. Little or no proof of understanding

q Samples unrelated to standard selected, reflections are vague, only a sentence or two long, incomplete or missing

Layout &

Aesthetics

q Layout & flow of portfolio is logical easy to follow & read

q Organized and visually appealing

q Layout of portfolio is easy to read but a few items are out of order

q Organized

q Layout of portfolio is very random q Disorganized & lacks visual appeal

Additional Comments:

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WHAT’S DUE TERM 5: WEEKLY HOMEWORK REMINDER

May 1 – 5

9A - (T-W-TH) #3

9B - (M-T-TH) #3

9C - (M-T-F) #3

May 8 – 12

9A - (T-W-TH) #3

9B - (M-T-TH) #3

9C - (M-T-F) #2

May 22 – 26

9A - (T-W-TH) #3

9B - (M-T-TH) #3

9C - (M-T-F) #2

May 29 – June 2

9A - (T-W-TH) #3

9B - (M-T-TH) #3

9C - (M-T-F) #3

June 5 – 9

FINAL EXAMS

v May 15 – 19 World Experience Tour v June 5 – 9 Final Exams