Wood River High School
World History A
Instructor: Mr. Radford Phone: 578-5020 ext 2241
Teacher Website: http://wrhs.schoolwires.net//Domain/53
Follow Link to World History
I. Course Description:
9th Grade World History is a survey of the history of the world since the dawn of civilizations through the
20th century with a focus on the development of democracy.
Units Unit Question Concepts/Skills Example Activities
Unit 1: How did we get Landscape, topography, and climate Human Map Migration activity
Early Humans & here anyway? all contributed to the rise of human Survival of the fittest
Early Civilizations civilization. Paleolithic Neolithic Thought Bubble
Cave Art APPART/SOAPS analysis
Unit 2: Why is religion To encourage a global appreciation Research a religion.
World Religions important to of the issues surrounding religious Create religion graphic organizer
humans around and spiritual beliefs, controversies View film on world religions.
the world? and movements in the world today. Complete a Big World Venn diagram
Religion is one of the attempts by comparing and contrasting three of the
humans to answer unanswerable world religions
Unit 3: What did we steal To recognize the influence of Greek Draw map of Greece
Rise of from the Greco- and Roman Culture on Modern Complete a museum project
Democracy – Romans? Cultures. Analyze Pericles Funeral Oration using the
Greece and SOAPS method
Rome Compare and contrast Sparta and Athens
Alexander the Great Character Collage
Unit 4: How “dark” were To recognize the development of Draw a map of a Manor
Feudalism in the dark ages? social classes and the struggle for Journal roles in the Feudal Society
Europe vs. political power. Design a crusades recruiting poster
Feudalism in Is my feudalism Create acrostic poem
Japan better than your Venn diagram comparing Japanese and
feudalism? European Feudalism
Unit 5: Are we To understand the development Renaissance Man sensory figure
Renaissance/ enlightened yet? and transition to the use of reason Renaissance Art Analysis
Reformation/ to solve scientific social, political, Enlightenment Character Fakebook page
Enlightenment and economic problems.
Unit 6: How has To understand the drive, impacts, Imperialism simulation
Industrialization/ industrialization and trade-offs to improve our Write Industrialization Letter to the Editor
Imperialism made your life standard of living. Invention research
(What is progress?)
Unit 7: Why can’t we just Analyze how modern warfare Diary entry of solider in WWI
World War I all get along? impacted global societies. Trench Warfare Activity
(What causes Draw WWI Map
Unit 8: What is the legacy To analyze the political fallout of Treaty of Versailles Simulation
Between Wars of WWI? WWI. Propaganda Analysis
Unit 9: How do we To understand how the world Memorial Project
World War II & remember difficult reacted to universal injustice.
Unit 10: What do I want to To understand historical events Research and Presentation
Culminating know? impacts on society through
Project individual research.
Curriculum and instruction integrate the fundamental concepts of the IB Middle Years Programme:
intercultural awareness, holistic learning, and communication.
Students are expected to strive to develop characteristics of the IB Learner Profile:
Inquirers Knowledgeable Thinkers Communicators Principled
Open-minded Caring Risk-takers Balanced Reflective
II. Aims & Objectives
By the end of the 9th Grade World History students should be able to develop the following:
Knowledge: Know a range of terminology and use it accurately and appropriately. Demonstrate
knowledge of a range of relevant facts and examples to show understanding.
Concepts: Demonstrate the application of concepts appropriately and shows depth. The student
demonstrates conceptual awareness and understanding by explaining connections to the subject
matter. The student applies concepts to other situations.
o Understand that time is a continuum of significant events of the past.
o Understand how place/space is categorized.
o Examine the forces that shape the world.
o Engage in a broad global context to encourage understanding and respect for other
societies and cultures including their own.
o Understand that everything is connected to a system or systems.
Skills: The student selects and uses a range of relevant information to demonstrate a good level of
critical analysis. Arguments, decisions and judgments are well supported and balanced. The
student demonstrates effective investigative skills.
Organization and Presentation: The student communicates relevant information, appropriate to
the task and sequences the content logically. Presentations and expression are clear; attention is
paid to the audience and purpose in terms of appropriate language, style and visual
representation. Sources of information are documented adhering to conventions.
III. Areas of Interaction:
World History will be studied through at least one of five different lenses throughout the year:
Approaches to Learning (How do I learn best? How do I know? How do I communicate my
Environments (Where do we live? What resources do we have or need? What are my
Health & Social Education (How do I think and act? How am I changing? How can I look after
myself and others?)
Community & Service (How do we live in relation to others? How can I contribute to the
community? How can I help others?)
Human Ingenuity (Why and how do we create? What are the consequences?)
IV. Texts & Resources:
Glencoe World History 2010 ed.
See teacher websites for details and access to the online text.
World History is driven by a hands-on approach to teach students how to be historical thinkers.
Simulations are used to put the students in the shoes of people in the past. Socratic Dialogs are used to
discuss answers to unit questions and historical thinking is developed through the use of primary
document analysis and guided research.
VI. Methods of Assessment/Grading Policy:
30% Daily Assignments/Projects (Cornell Notes, SOAPS, Vocabulary Inventory)
30 % Tests/Quizzes
10% Final Exam (End of Course Exam)
Projects are all assessed using the IB Humanities grading criteria of Knowledge, Concepts, Skills, and
Organization and Presentation.
Absences are detrimental to your success in this class. You need to be
present to learn.
It is the student’s responsibility to get information missed during an absence.
See pg. 8 and 9 of Student Handbook regarding pre-excused absences. All
pre-excused work is due upon a student’s return to class.
Students will have 2 school days to make up missed work.
It is the student’s responsibility to submit all work on time. Assignments are due at the
beginning of the period, when the bell rings. Late work will receive 50% Credit up until
the Unit Test. After the unit test late work will receive no credit.