History Curriculum Map Teacher: Kevin Jordan and Tommy Fothergill Course & Grade/Level: 9th Week: 1 of 36 Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit) Student Expectations, Instructional Activities, Assessments, etc. Unit/Focus: Early Man Paleolithic Neolithic Essential or Guiding Question/s: What factors led to the eventual transition from hunter/gatherers to agrarian societies? How are certain aspects of man’s society similar to future ones? How are they different? Arizona State Standards: Concept 2: Early Civilizations: PO 1: Describe the Development of Early Prehistoric People, Their Agriculture, and Settlement Concept 1: Research Skills for History PO 1: Interpret Historical Data Displayed in Maps, Graphs, Tables, Charts, and Geographic Time Scales PO 2: Distinguish Among Dating Methods That Yield Calendar Ages (e.g., Dendochronology), Numerical Ages (e.g., Radiocarbon), Correlated Ages (e.g., Volcanic Ash), and Relative Ages (e.g., Geologic Time) NCSS Standards: Culture -Societies are constantly adapting, and change over time Time, Continuity, and Change -Studying the past presents students with the precursor to understanding chronology and changes cultures over time People, Places, and Environments -By studying the relationship between people, places, and the environments, and the ensuing issues that arise, students learn to better suggest policies or courses of action based on sound reasoning skills Science, Technology, and Society -Students will understand how scientific and technological advances have allowed culture (beginning with early man) to adapt to outside forces Through thorough examination of Early Man’s activities and movements, students will: Examine and interpret historical data found in a number of examples (e.g., maps, charts, tables, graphs, and geographic time scales Describe the transition of early man from a hunter-gatherer society to an agricultural one View various geographic locations and examine their features to gain an understanding of how these features can give clues to correctly date them Assessments: Students will participate in multiple informal discussions centered on the development of Early Man’s societies and how they were the precursor for later cultures Students will also be a brief quiz to assess their understanding of dating methods and the differences between them Reference The National Curriculum Standards for Social Studies, as well as the Arizona State World History Standards to check for Compliancy. Week: 2 - 4 of 36 Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit) Student Expectations, Instructional Activities, Assessments, etc.
The Different Religions of the World Essential or Guiding Question/s: How have each of these religions developed over time? How has religion aided the development of certain societies over time? How has religion been detrimental to society? Arizona State Standards: Concept 2: Early Civilizations PO 2: Analyze the development and historical significance of Hinduism, Judaism, Buddhism, Christianity, and NCSS Standards: Individuals, Groups, and Institutions -Students will be provided opportunities to examine, use, and add to the body of knowledge offered by the behavioral sciences and social theory in relation to the ways people and groups organize themselves around common needs, beliefs, and interests Global Connections -Societies maintain relations with one another, especially by way of religious ideals and practices By studying various religions practiced around the world, students will: Discuss how the institution of religion has been both beneficial and detrimental to the advancement of various cultures Examine how religion has evolved over time Identify how religious institutions have enable relations between cultures to develop Assessment: Students will observe multiple videos detailing important aspects of various religions and their similarities/differences Students will be quizzed, at the end of the unit, on the aspects both within the videos and brought up in class discussions Week: 6 and 7 of 36 Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit) Student Expectations, Instructional Activities, Assessments, etc.
Unit or Focus: Ancient Greece Essential or Guiding Question/s: What developments of the Greek Empire influenced future civilizations? What social and political institutions of the Empire are still in use today? How are they different? How are they similar? What impact did philosophers like Socrates, Aristotle, Plato, etc. have upon both the Greek Empire, as well as future cultures? Arizona State Standards: Concept 2: Early Civilizations PO 3: Analyze the enduring Greek and Roman contributions and their impact on later civilization: Development of concepts of governments and citizenship (e.g., democracy, republics, codification of law, and development of empire) Scientific and cultural advancements (e.g., network of roads, aqueducts, art and architecture, literature and theater, mathematics, and philosophy) NCSS Standards: Time, Continuity, and Change - Studying the past presents students with the precursor to understanding chronology and changes among cultures over time Power, Authority, and Governance - Students will have opportunities to their knowledge and skills to participate in the workings of the various levels of power, authority, and governance (especially as it pertains to the government of Ancient Greece) Science, Technology, and Society - Students will understand how scientific and technological advances have allowed every culture to adapt to outside forces, as well as develop ways to improve their society as a whole By closely examining the Ancient Greek Empire, students will: Acknowledge and explain similarities and differences between styles of governance that existed then and now Identify and Analyze contributions of the Ancient Greeks and impacts on later civilizations Compare/contrast scientific and cultural advancements of both the Greeks and later civilizations Assessment: At the beginning of the unit, students will discuss their current understanding of Ancient Greek society, important individuals (i.e., Socrates, Aristotle, etc.), and various institutions and contributions that still exist today Students will read about, discuss, and view videos regarding the Ancient Greek Empire and the contributions they gave to later societies Students will also be quizzed on these aspects of Greek society upon the completion of the unit Week: 8 of 36 Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit) Student Expectations, Instructional Activities, Assessments, etc.
Unit/Focus: Ancient Rome Essential or Guiding Question/s: What developments of the Roman Empire influenced future civilizations? What social and political institutions of the Roman Empire are still in use today? How are they different? How are they similar? In what ways was the Empire similar to the Greek Empire? In what ways was it different? Arizona State Standards: Concept 2: Early Civilizations PO 3: Analyze the enduring and Roman contributions and their impact on later civilization: Development of concepts of governments and citizenship (e.g., democracy, republics, codification of law, and development of empire) Scientific and cultural advancements (e.g., network of roads, aqueducts, art and architecture, literature and theater, mathematics, and philosophy) NCSS Standards: Time, Continuity, and Change - Studying the past presents students with the precursor to understanding chronology and changes among cultures over time Power, Authority, and Governance - Students will have opportunities to their knowledge and skills to participate in the workings of the various levels of power, authority, and governance (especially as it pertains to the government of Ancient Rome) Science, Technology, and Society - Students will understand how scientific and technological advances have allowed every culture to adapt to outside forces, as well as develop ways to improve their society as a whole By closely examining the Ancient Roman Empire, students will: Acknowledge and explain similarities and differences between styles of governance that existed then and now Identify and Analyze contributions of the Ancient Romans and impacts on later civilizations Compare/contrast scientific and cultural advancements of both the Romans and later civilizations Identify both similarities and differences between the Greek and Roman Empires Assessment: At the beginning of the unit, students will discuss their current understanding of Ancient Roman society and various institutions and contributions that still exist today Students will read about, discuss, and view videos regarding the Ancient Roman Empire and the contributions they gave to later societies Students will also be quizzed on these aspects of Roman society upon the completion of the unit Week: 9 of 36 Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit) Student Expectations, Instructional Activities, Assessments, etc.
Unit or Focus: The Fall of Rome/The Rise of Byzantium Essential or Guiding Question/s: What factors led to the fall of the Roman Empire? What factors led to the rise of the Byzantine Empire? How did the fall of Rome correspond with the rise and development of various Arab Empires? Arizona State Standards: Concept 3: World in Transition PO 1: Contrast the fall of Rome with the development of the Byzantine and Arab Empires (e.g., religion, culture, language, governmental structure) Concept 1: Research Skills in History PO 5: Evaluate primary and secondary sources for: a. author’s main points b. purpose and perspective c. facts vs. opinions d. different points of view on the same historical event (e.g., Geography Concept 6 – geographical perspective can be different from economic perspective) e. credibility and validity PO 7: Compare present events with past events: a. cause and effect b. change over time c. different points of view NCSS Standards: Time, Continuity, and Change - Studying the past presents students with the precursor to understanding chronology and changes among cultures over time Production, Distribution, and Consumption -Students will be presented with basic understandings of how economic policy and sociopolitical systems have diverse impacts upon cultures Science, Technology, and Society - Students will understand how scientific and technological advances have allowed culture to adapt to outside forces, as well as develop ways to improve their society as a whole By studying the fall of Rome, and the concurrent rise and development of the Byzantine and Arab Empires, students will: Identify which factors contributed to the fall of Rome, and explain how these factors had the impact they did Analyze the development of Byzantium and explain why it did so Synthesize an informed argument as to why various Arab cultures developed with the concurrent fall of Rome Assessment: Students will be asked to compare and contrast the Roman Empire with the Greek Empire Students will also take a short quiz regarding the fracturing of the Roman Empire Lastly, students will produce a argument paper stating why the Byzantine Empire was able to develop during Rome’s decline Week: 10 of 36 Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit) Student Expectations, Instructional Activities, Assessments, etc.
Unit/Focus: The French Revolution and Napoleon Bonaparte Essential or Guiding Question/s: Who was Napoleon Bonaparte? What were the reasons behind the French Revolution? How did the French Revolution and the rule of Napoleon spur a of nationalism within Europeans? What did the Congress of Vienna achieve and how did it affect European society? Arizona State Standards: Concept 6: Age of Revolution PO 4: Analyze the developments of the French Revolution and the rule of Napoleon: Reign of terror Rise of Napoleon Spread of nationalism in Europe Defeat of Napoleon and Congress of Vienna NCSS Standards: Time, Continuity, and Change -Studying the past presents students with the precursor to understanding chronology and changes among cultures over time Science, Technology, and Society -Students will understand how scientific and technological advances have allowed every culture to adapt to outside forces Individuals, Groups, and Institutions -Studying how institutions are formed, what controls and influences them, the influences they have on culture, etc. will allow for an understanding of identity By closely examining the French Revolution and Napoleon’s rise to and subsequent defeat, student will: Understand and explain the factors behind the French Revolution Explain the wave of nationalism that swept over Europe during the time of the French Revolution and the rule of Napoleon Analyze the and achievements of the Congress of Vienna, and how it affected European society as a whole Assessment: Students will reenact certain Napoleonic battles and gain an understanding of Napoleonic strategies and why Napoleon was defeated Students will then discuss the wave of nationalism that spread throughout Europe during this time Week: 20 and 21 of 36 Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit) Student Expectations, Instructional Activities, Assessments, etc.
Unit/Focus: Terrorism Essential or Guiding Question/s: What similarities/differences are there between different terrorist groups in different time periods/places? What are some factors that lead people to terrorism? Arizona State Standards: Concept 9: Contemporary World PO 2: Explain the roots of terrorism: background and motives religious conflict (e.g., Northern Ireland, Chechnya, Southwestern Philippines, Southern Thailand, Kashmir) background of modern Middle East conflicts (e.g., Israeli – Palestinian conflict, Persian Gulf conflicts, Afghanistan) economic and political inequities and cultural insensitivities NCSS Standards: Culture - Societies are constantly adapting, and change over time Time, Continuity, and Change - Studying the past presents students with the precursor to understanding chronology and changes among cultures over time Individuals, Groups, and Institutions - Studying how institutions are formed, what controls and influences them, the influences they have on culture, etc. will for an understanding of identity Global Connections - Societies maintain relations with one another, especially by way of commerce and economic ideals Through research and historical investigation, students will learn to discern between different types and reasons for terrorism: Students will examine current events and past articles with historical inquiries into terrorism Students will debate the reasons for current terrorist happenings Assessments: Students will be assessed through participation in debate and discussion. Week: 31 and 32 of 36 Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit) Student Expectations, Instructional Activities, Assessments, etc.
Unit or Focus: Research Project Finalization and Turn in Essential or Guiding Question/s: What is the topic of your project? How and where will you research/find information for/on your topic? What is your thesis? Who, what, when, where, why, how, and why is it important? What, if any, connections does your make with other events throughout world history? Arizona State Standards: Concept 1: Research Skills for History PO 1: Interpret historical data displayed in maps, graphs, tables, charts, and geologic times scales. PO 3: Formulate questions that can be answered by historical and research. PO 4: Construct graphs, tables, timelines, charts, and narratives to interpret historical data. PO 5: Evaluate primary and secondary sources for: authors’ main points purpose and perspective facts vs. opinions different points of view on the same historical event credibility and validity PO 6: Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO 7: Compare present events with past events: and effect change over time different points of view NCSS Standards: All Ten NCSS Thematic Standards -By submitting students’ final projects, the class will cover all thematic standards by way of discussing the varying topics their projects were based upon Students will learn in-depth research, reading, writing, and historical analysis skills. Assessment: Research Project due. Week: 34 of 36 Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit) Student Expectations, Instructional Activities, Assessments, etc.