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					                                                                   Spotsylvania County Schools
                                                                         Curriculum Map
                                                                                  2008-2009
                      www.spotsylvania.k12.va.us                                                            Course: World History and Geography to 1500 A.D. (C.E.)
                                                                                                                                                     Grade Level: 8

Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                  Suggested Assessments & Resources
1st Nine Weeks     The Curriculum Framework 2008 is contained      Interactive Student Notebook – organizes           Curriculum Framework
52 days/26         within this Curriculum Map                      instruction, reinforces study skills, and guides   http://www.doe.virginia.gov/VDOE/Instruction/
Blocks in 1st                                                      at-home study.                                     History/curriculum_framework_2008/WHI-CF-
Nine Weeks                                                         Components:                                        08.pdf
                   All students will use the Interactive Student         Preview:
                   Notebook format.                                Short, engaging assignment, beginning of           World History and Geography to 1500 Pacing
                                                                   lesson to discover background knowledge.           Guide
                                                                         Reading Notes:
                                                                   Activities after reading to engage student in      Social Studies SpotCheck
                                                                   learning; graphically organized, aids
                                                                   comprehension                                       Two-Column Notes help students organize
                                                                         Processing Assignment:                        information from reading assignments,
                                                                   Students independently demonstrate mastery,          lectures, videos, etc.
                                                                   uses a rubric to establish standards                 Fold paper to make two columns -
                                                                                                                            Left column (1/3 page) contains main
                                                                   Primary Source Analysis                                     ideas in the form of questions or key
                                                                   APPARTS                                                     words.
                                                                   Author: Who created the source?                          Right column (2/3s of page) contains
                                                                   Place and Time: Where and when was it created?              details which support and elaborate the
                                                                   Prior Knowledge: What do you already know                   main points.
                                                                   about it?
                                                                   Audience: For who was the source created?
                                                                   Reason: Why was this source produced?
                                                                   The Main Idea: What point is it conveying?
                                                                   Significance: Why is this source important?




Revised 5/9/2011                                                                                                                                             Page 1 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                   Suggested Assessments & Resources
1st Nine Weeks     INTRODUCTION TO GEOGRAPHY                         INTRODUCTION TO GEOGRAPHY                         INTRODUCTION TO GEOGRAPHY
(cont.)            GEOGRAPHY FACTS TO KNOW                           GEOGRAPHY FACTS TO KNOW                           GEOGRAPHY FACTS TO KNOW
                    Define geography – importance and application    Identify maps – grid system and location; map
Introduction        Define: map, globe                                skills – elements, types, projections
to
Geography
                                                                     7 Continents:
                   GEOGRAPHIC FACTS TO KNOW                          North America, South America, Africa, Asia,
This is to be                                                        Australia, Antarctica, Europe
introduced                                                           5 Oceans: Atlantic, Pacific, Arctic, Indian,
through the                 NORTH AMERICA                            Southern                                          GEOGRAPHIC FACTS TO KNOW
teaching of                     Mountains:
                            Rockies, Appalachian,                    GEOGRAPHIC FACTS TO KNOW                              SOUTH, EAST AND SE ASIA
World
History and                   Water Features:                                                                                        Mountains:
                                 Great Lakes                            RUSSIA AND CENTRAL ASIA                         Himalayas, Mt. Everest, Mt. Fuji, Ring of
will be tested                                                                                                                           Fire
at the end of                  Land Features:                                    Mountains:
                    Hawaiian Archipelago, Mt. McKinley,                                                                            Water Features:
year                                                                                 Ural
                    Coastal Plain, Appalachian Highlands,                                                                            Sea of Japan
                                                                              Water Features:                                      Land Features:
                     Canadian Shield, Interior Lowlands,                  Caspian Sea, Bering Strait,
                    Great Plains, Rocky Mountains, Basin                                                                    Plateau of Tibet, Gobi Desert,
                                                                            Lake Baikal, Aral Sea                                  Taiwan/Formosa
                         and Range ,Coastal Range
                                    Rivers:                                    Land Features:                                           Rivers:
                     Colorado, Mississippi, Rio Grande,                      Siberia, Gobi Desert                              Ganges, Yellow, Yangtze
                       James, Columbia, St. Lawrence                               Rivers:                                               Cities:
                                                                                    Volga                                  Seoul, Tokyo, Beijing, Hong Kong,
                                   Cities:
                    Los Angeles, Washington, D.C., Seattle,                         Cities:                                Singapore, Shanghai, Taipei, Xi’an
                    New York, Richmond, Ottawa, Toronto,                 Moscow, Kiev, St. Petersburg,
                    Quebec, Montreal, Pittsburgh, Chicago
                                                                            N AFRICA AND SW ASIA
                                                                                   (Middle East)
                       LATIN AMERICA AND THE                                                                              AUSTRALIA, ANTARCTICA
                                                                                    Mountains:
                             CARIBBEAN                                                 Atlas,                             AND THE PACIFIC WORLD
                              Mountains:
                                                                                 Water Features:                                     Mountains:
                           Andes, Sierra Madres
                                                                       Suez Canal, Strait of Hormuz, Red Sea,                    Great Dividing Range
                             Water Features:                           Persian Gulf/Arabian Gulf, Black Sea,                       Water Features:
                        Panama Canal, Caribbean Sea                                 Arabian Sea                                   Great Barrier Reef
                             Land Features:                                      Land Features:                                    Land Features:
                         Pampas, Galapagos Islands,                     Sinai Peninsula, Sahara, Palestine,                          The Outback
                                                                                Arabian Peninsula                                       Rivers:
                                   Rivers:
                                                                                      Rivers:                                           Darling
                             Rio Grande, Amazon
                                                                                 Tigris, Euphrates,                                     Cities:
                                    Cities:                                                                                       Sydney, Melbourne
                      Mexico City, Rio de Janeiro, Buenos                             Cities:
                                  Aires, Lima                           Jerusalem, Mecca, Tehran, Damascus,
                                                                        Baghdad, Alexandria, Cairo, Istanbul,



Revised 5/9/2011                                                                                                                                                    Page 2 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                  Suggested Assessments & Resources
1st Nine Weeks     GEOGRAPHIC FACTS TO KNOW                          GEOGRAPHIC FACTS TO KNOW                         GEOGRAPHIC FACTS TO KNOW
(con’t)
                                  EUROPE                                   SUB-SAHARAN AFRICA
                                 Mountains:                                        Mountains:
                                    Alps,                                             Atlas
Geography                     Water Features:                                    Water Features:
(con’t)             Mediterranean Sea, Strait of Gibraltar,                       Lake Victoria,
On-going                      English Channel,                                   Land Features:
This is to be                  Land Features:                                        Sahara,
introduced          Iberian Peninsula, Balkan Peninsula,                             Rivers:
through the                Scandinavian Peninsula,                         Nile, Congo, Zambezi, Niger
teaching of                   Jutland Peninsula,
                                                                                     Cities:
World                              Rivers:                                 Lagos, Cape Town, Dakar,
History and            Danube, Thames, Seine, Rhine,
                                                                            Johannesburg, Timbuktu
will be tested                      Cities:
                    Paris, London, Rome, Madrid, Berlin,
at the end of
                      Amsterdam, Athens, Vatican City,
year                               Sarajevo




                   Era I: Human Origins and Early                    Era I: Human Origins and Early                   Era I: Human Origins and Early
                   Civilizations, Prehistory to 1000 BC (B.C.E.)     Civilizations, Prehistory to 1000 BC (B.C.E.)    Civilizations, Prehistory to 1000 BC (B.C.E.)

                   PALEOLITHIC ERA TO AGRICULTURAL                   PALEOLITHIC ERA TO AGRICULTURAL                  PALEOLITHIC ERA TO AGRICULTURAL
                   REVOLUTION                                        REVOLUTION                                       REVOLUTION
                   HUNTER-GATHERER SOCIETIES {WHI.2a}                HUNTER-GATHERER SOCIETIES {WHI.2a)               HUNTER-GATHERER SOCIETIES {WHI.2a}
                    Their physical environment shaped the life of    Use maps, globes, artifacts, and pictures to    Why are hunter-gatherers described as
                     early hunter-gatherer societies.                  analyze the impact of geographic environment     nomads?
                                                                       on hunter-gather societies.{WHI.1b}
Paleolithic Era     How did physical geography influence the         Identify major geographic features important
to                   lives of early humans?                            to the study of world history. {WHI.1c}
Agricultural                                                          Analyze trends in human migration and
Revolution                                                             cultural interaction. {WHI.1e}                 .
2 Blocks
                                                                     The student will demonstrate knowledge of
                                                                     early development of humankind from the
                                                                     Paleolithic Era to the agricultural revolution
                                                                     by explaining the impact of geographic
                                                                     environment on hunter-gatherer societies.



Revised 5/9/2011                                                                                                                                           Page 3 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                    Suggested Assessments & Resources
1st Nine Weeks                                                       Homo sapiens emerged in East Africa between
(cont.)                                                               100,000 and 400,000 years ago.

                                                                     Homo sapiens migrated from Africa to Eurasia,
2 Blocks
                                                                      Australia, and the Americas.
Paleolithic Era
to
Agricultural                                                         Early humans were hunters and gatherers
Revolution                                                            whose survival depended on the availability of
(con’t)                                                               wild plants and animals.


                   CHARACTERISTICS {WHI.2b}                         CHARACTERISTICS {WHI.2b}                            CHARACTERISTICS {WHI.2b}
                    Early human societies, through the              Use artifacts and pictures to analyze              Describe the roles of men and women in
                     development of culture, began the process of     characteristics of hunter-gatherer societies,       hunter-gatherer societies.
                     overcoming the limits set by the physical        including use of fire and tools. {WHI.1b}
                     environment.                                    Analyze the impact of economic forces,
                                                                      including taxation, government spending, trade
                    What were the characteristics of hunter-         resources, and monetary systems on events.
                     gatherer societies?                              {WHI.1f}

                                                                    The student will demonstrate knowledge of
                                                                    early development of humankind from the
                                                                    Paleolithic Era to the agricultural revolution
                                                                    by listing characteristics of hunter-gatherer
                                                                    societies, including their use of tools and fire.

                                                                     Hunter-gatherer societies during the
                                                                      Paleolithic Era (Old Stone Age)
                                                                     Were nomadic (migrated in search of food,
                                                                      water and shelter)
                                                                     Invented the first tools, including simple
                                                                      weapons
                                                                     Learned how to make and use fire
                                                                     Lived in clans
                                                                     Developed oral language
                                                                     Created “cave art”




Revised 5/9/2011                                                                                                                                             Page 4 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                       Suggested Assessments & Resources
1st Nine Weeks     TECHNOLOGICAL AND SOCIAL                            TECHNOLOGICAL AND SOCIAL                            TECHNOLOGICAL AND SOCIAL
(cont.)            ADVANCEMENTS {WHI.2c}                               ADVANCEMENTS {WHI.2c}                               ADVANCEMENTS {WHI.2c}
                    The beginning of settled agriculture (including    Use artifacts and pictures to analyze              History Alive!, Activity 2.3, "Understanding
2 Blocks             permanent settlements) was a major step in the      advancements physical and cultural                  Why Paleolithic Art Was Created."
Paleolithic Era
                     advance of civilization.                            landscapes of the world and interpret the past.
to
Agricultural                                                             {WHI.1b}                                           History Alive!, Activity 3.1, "From Paleolithic
Revolution          How did the beginning of agriculture and the       Describe technological and social                   to Neolithic." Cut out pictures and place them
(con’t)              domestication of animals promote the rise of        advancements that gave rise to stable               in correct order for Old and New Stone Age.
                     settled communities?                                communities. {WHI.1e}                               Explain how the changes affected daily life.

                                                                       The student will demonstrate knowledge of
                                                                       early development of humankind from the
                                                                       Paleolithic Era to the agricultural revolution
                                                                       by describing technological and social
                                                                       advancements that gave rise to stable
                                                                       communities.

                                                                        Societies during the Neolithic Era (New
                                                                         Stone Age)
                                                                        Developed agriculture (domesticated plants)
                                                                        Domesticated animals
                                                                        Used advanced tools
                                                                        Made pottery
                                                                        Developed weaving skills

                                                                       ARCHAEOLOGY {WHI.2d}
                   ARCHAEOLOGY {WHI.2d}                                 Identify, analyze, and interpret primary and      ARCHAEOLOGY {WHI.2d}
                    Archaeologists continue to find and interpret       secondary sources to make generalizations          History Alive!, Ancient World: Lesson 1
                     evidence of early humans and their lives.           about events and life in world history.            “Investigating the Past”.
                                                                         {WHI.1a}
                    How does archaeology provide knowledge of          Use artifacts and pictures from archaeological
                     early human life and its changes?                   digs to analyze the physical and cultural
                                                                         landscapes of the world and interpret the past.
                                                                         {WHI.1b}
                                                                        Analyze trends in human migration and
                                                                         cultural interaction from prehistory to 1500
                                                                         AD {WHI.1e}
                                                                        Analyze the impact of economic forces,
                                                                         including taxation, government spending,
                                                                         trade, resources, and monetary systems on
                                                                         events. {WHI.1f}


Revised 5/9/2011                                                                                                                                                  Page 5 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                      Suggested Assessments & Resources
1st Nine
Weeks                                                                 The student will demonstrate knowledge of
(con’t)                                                               early development of humankind from the
                                                                      Paleolithic Era to the agricultural revolution
2 Blocks                                                              by explaining how archaeological discoveries
Paleolithic Era                                                       are changing present-day knowledge of early
to                                                                    peoples.
Agricultural
Revolution
(con’t)
                                                                       Archaeologists study past cultures by locating
                                                                        and analyzing human remains, settlements,
                                                                        fossils, and artifacts.

                                                                       Archaeologists apply scientific tests such as
                                                                        carbon dating to analyze fossils and artifacts.

                                                                       Stonehenge is an example of an archaeological
                                                                        site in England that was begun during Neolithic
                                                                        and completed during the Bronze Age.

                                                                       Aleppo and Jericho are examples of early cities
                                                                        in the Fertile Crescent studied by
                                                                        archaeologists.

                                                                       Catalhoyuk is an example of a Neolithic
                                                                        settlement currently under excavation in
                                                                        Anatolia.

                   ANCIENT RIVER VALLEY CIVILIZATIONS                 ANCIENT RIVER VALLEY CIVILIZATIONS                  ANCIENT RIVER VALLEY CIVILIZATIONS
2 Blocks
Ancient River                                                         LOCATING ANCIENT RIVER VALLEY                       LOCATING ANCIENT RIVER
                   LOCATING ANCIENT RIVER
Valley                                                                                                                    CIVILIZATIONS IN TIME AND PLACE
                   CIVILIZATIONS IN TIME AND PLACE                    CIVILIZATIONS IN TIME AND PLACE
Civilizations-
                   {WHI.3a}                                           {WHI.3a}                                            {WHI.3a}
Location and
Time Frame          During the New Stone Age, permanent               Use maps, globes, artifacts, and pictures to       History Alive!, Ancient World: Geography
                     settlements appeared in river valleys and          analyze the physical and cultural landscapes of     Challenge 2, “Ancient Egypt and the Near
                     around the Fertile Crescent.                       the world and interpret the past. {WHI.1b}          East”.
                                                                       Identify major geographic features of the
                    River valleys provided rich soil for crops, as     ancient river civilizations.{WHI.1c}              Mesopotamia
                     well as protection from invasion.                                                                     History Alive!, Ancient World: Lesson 4,
                                                                      The student will demonstrate knowledge of            “The Rise of Sumerian City States”.
                    Why did ancient civilizations develop in river   ancient river valley civilizations, including
                     valleys?                                         Mesopotamia, Egypt, the Indus River Valley,         Egypt
                                                                      and China and the civilizations of the               History Alive!, Ancient World: Lesson 8,


Revised 5/9/2011                                                                                                                                               Page 6 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                         Suggested Assessments & Resources
1st Nine Weeks      Where were the earliest civilizations located?     Hebrews, Phoenicians, and Nubians, by                 “The Ancient Egyptian Pharoahs”.
(con’t)                                                                 locating these civilizations in time and place.
                    When did these civilizations exist?                                                                      Create a map of River valley civilizations
2 Blocks                                                                 River valley civilizations (about 3500 to 500
Ancient River
                                                                          B.C. [B.C.E])                                       Egyptian foldable 5 w’s of Egypt’s kingdoms
Valley
Civilizations-                                                           Mesopotamian civilization – Tigris and
Location and                                                              Euphrates River Valley (Southwest Asia)             Map locations of each civilization
Time Frame                                                               Egyptian civilization – Nile River Valley and
(con’t)                                                                   Delta (Africa)
                                                                         Indian civilization – Indus River Valley (South
                                                                          Asia)
                                                                         Chinese civilization – Huang He Valley (East
                                                                          Asia)

                                                                        These river valleys offered rich soils and
                                                                        irrigation waters for agriculture, and they tended
                                                                        to be in locations easily protected from invasion
                                                                        by nomadic peoples.

                                                                         Other early civilizations (about 2000 to 500
                                                                          B.C. [B.C.E.])
                                                                         Hebrews settled between the Mediterranean
                                                                          Sea and the Jordan River Valley (part of Fertile
                                                                          Crescent in Southwest Asia)
                                                                         Phoenicians settled along the Mediterranean
                                                                          coast (part of Fertile Crescent in Southwest
                                                                          Asia)
                                                                         Nubia was located on the upper (southern) Nile
                                                                          River (Africa).


5 blocks                                                                SOCIAL, POLITICAL, AND ECONOMIC
Social,            SOCIAL, POLITICAL, AND ECONOMIC                                                                           SOCIAL, POLITICAL, AND ECONOMIC
                                                                        PATTERNS, INCLUDING SLAVERY
Political, and     PATTERNS, INCLUDING SLAVERY                          {WHI.3b}                                             PATTERNS, INCLUDING SLAVERY
Economic, and      {WHI.3b}                                                                                                  {WHI.3b}
                                                                         Identify, analyze, and interpret primary and
Religious Life,     River valleys were the "Cradles of                                                                       Chart the development of social patterns,
                                                                          secondary sources to make generalizations
Development          Civilization." Early civilizations made major                                                             political patterns, and economic patterns.
of Writing:
                                                                          about social, political and economic patterns
                     contributions to social, political, and economic     of ancient river civilizations. {WHI.1a}
Sumerians/           progress.
Babylonians;                                                             Analyze trends in human migration and
Egyptians;                                                                cultural interaction. {WHI.1e}
Kush                What were the social, political, and economic
                     characteristics of early civilizations?

Revised 5/9/2011                                                                                                                                                    Page 7 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                       Suggested Assessments & Resources
1st Nine                                                              The student will demonstrate knowledge of
Weeks                                                                 ancient river valley civilizations, including
(con’t)                                                               Mesopotamia, Egypt, the Indus River Valley,
                                                                      and China and the civilizations of the
5 blocks
Social,
                                                                      Hebrews, Phoenicians, and Nubians, by
Political, and                                                        describing the development of social, political,
Economic, and                                                         and economic patterns, including slavery.
Religious Life,
Development                                                            Development of social patterns
of Writing:                                                            Hereditary rulers (dynasties of kings, pharaohs)
Sumerians/                                                             Rigid class system, where slavery was accepted
Babylonians;
Egyptians;
Kush
                                                                       Development of political patterns
(con’t)                                                                World’s first states (city-states, kingdoms,
                                                                        empires)
                                                                       Centralized government (often based on
                                                                        religious authority)
                                                                       Written law codes (Ten Commandments, Code
                                                                        of Hammurabi)

                                                                       Development of economic patterns
                                                                       Metal tools and weapons (bronze, iron)
                                                                       Increasing agricultural surplus (better tools,
                                                                        plows, irrigation)
                                                                       Increasing trade along rivers and by sea
                                                                        (Phoenicians)
                                                                       Development of the world’s first cities
                                                                       Development of the practice of slavery in the
                                                                        ancient world among most cultures, taking
                                                                        various forms


                   RELIGIOUS TRADITIONS {WHI.3c}                      RELIGIOUS TRADITIONS {WHI.3c}                        RELIGIOUS TRADITIONS {WHI.3c}
                    Religion was a major part of life in all early    Identify, analyze, and interpret primary and        History Alive!, Early Humans - Activity 4.1,
                     civilizations.                                     secondary sources to make generalizations            "How Sumerian City-States Emerged." Create
                                                                        polytheism and monotheism. {WHI.1a}                  a flow chart to graphically illustrate the
                                                                       Use maps, globes, artifacts, and pictures to
                    What religious traditions developed in ancient                                                          development of small farming villages into
                                                                        analyze the physical and cultural landscapes of      complex Sumerian city-states. List four
                     civilizations?
                                                                        the world and interpret the past. {WHI.1b}           problems and four solutions and create visuals
                                                                       Analyze trends in human migration and                to illustrate ideas.
                                                                        cultural interaction. {WHI.1e}


Revised 5/9/2011                                                                                                                                                  Page 8 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                   Suggested Assessments & Resources
1st Nine                                                                                                                Activity 4.2, "Sumerian Achievements."
Weeks                                                                The student will demonstrate knowledge of           Classify the Sumerian contributions into six
(con’t)                                                              ancient river valley civilizations, including       characteristics of civilization.
                                                                     Mesopotamia, Egypt, the Indus River Valley,
5 blocks                                                             and China and the civilizations of the             Make a model of a mummy, accompanied by a
Social,                                                              Hebrews, Phoenicians, and Nubians by                report explaining the mummification process
Political, and                                                       explaining the development of religious             and how this fits into their religion.
Economic, and                                                        traditions.
Religious Life,
                                                                                                                        Make a poster illustrating the various
Development
of Writing:                                                           Development of religious traditions               craftsmen in ancient Egypt with explanations
Sumerians/                                                            Polytheism was practiced by most early            describing their occupations.
Babylonians;                                                           civilizations.
Egyptians;                                                            Monotheism was practiced by the Hebrews.
Kush
(con’t)

                   DEVELOPMENT OF LANGUAGE AND                       DEVELOPMENT OF LANGUAGE AND                       DEVELOPMENT OF LANGUAGE AND
                   WRITING {WHI.3e}                                  WRITING {WHI.3e}                                  WRITING {WHI.3e}
                    Language and writing were important cultural     Identify, analyze, and interpret primary and     History Alive!, Activity 4.3 "Tracing the
                     innovations.                                      secondary sources to make generalizations         Development of Cuneiform." Create written
                                                                       about language and writing -pictograms            symbols for objects, ideas, and sounds.
                    What forms of language and writing existed in     (earliest written symbols), hieroglyphics         Explain the impact of cuneiform on Sumerian
                     early civilizations?                              (Egypt), cuneiform (Sumer), alphabet              culture.
                                                                       (Phoenicians). {WHI.1a}
                                                                      Use maps and pictures to analyze the physical    Make a poster containing a drawing of the
                                                                       and cultural landscapes of the world and          Rosetta Stone, with "pretend" three languages,
                                                                       interpret the past. {WHI.1b}                      a paragraph explaining the Rosetta Stone, its
                                                                                                                         importance in understating Egyptian
                                                                     The student will demonstrate knowledge of           hieroglyphics and ancient Eastern culture.
                                                                     ancient river valley civilizations, including
                                                                     Mesopotamia, Egypt, the Indus River Valley,
                                                                     and China and the civilizations of the
                                                                     Hebrews, Phoenicians, and Nubians by
                                                                     explaining the development of language and
                                                                     writing.

                                                                      Language and Writing
                                                                      Pictograms (earliest written symbols)
                                                                      Hieroglyphics (Egypt)
                                                                      Cuneiform (Sumer)
                                                                      Alphabet (Phoenicians)


Revised 5/9/2011                                                                                                                                              Page 9 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                    Suggested Assessments & Resources
1st Nine Weeks     HEBREWS, PHOENICIANS {WHI.3d}                      HEBREWS, PHOENICIANS {WHI.3d}                     HEBREWS, PHOENICIANS{WHI.3d}
(con’t)             The monotheism of Abraham became the              Identify, analyze, and interpret primary and     History Alive!, Ancient Egypt and the Far East,
                     foundation of Judaism, Christianity, and Islam     secondary sources to make generalizations         Activity 4.1, “Origins of Judaism,” “The
                     - religions that changed the world. The            about events and life in world history.           History of the Ancient Israelites.” Note key
3 Blocks
                     Hebrews were the first to become monotheists.      {WHI.1a}                                          events in the history of ancient Israelites during
Phoenicians
and Hebrews                                                            Use maps, globes, and pictures to analyze the     a slide lecture show in order to understand the
                    What were essential beliefs of Judaism?            physical and cultural landscapes of the world     origins of Judaism.
                                                                        and interpret the past. {WHI.1b}
                    How did Judaism influence Western                                                                   Create a flag that the Israelites may have
                     civilization?                                    The student will demonstrate knowledge of           displayed. The flag should include symbols
                                                                      ancient river valley civilizations, including       representing three ways the Israelites overcame
                                                                      Mesopotamia, Egypt, the Indus River Valley,         challenges. Write a one-sentence caption to
                                                                      and China and the civilizations of the              explain each symbol.
                                                                      Hebrews, Phoenicians, and Nubians
                                                                      describing the origins, beliefs, traditions,       Make a booklet of the Ten Commandments
                                                                      customs, and spread of Judaism.                     with accompanying drawings and paragraphs
                                                                                                                          explaining how these commandments affect
                                                                       Origins of Judaism:                               our lives today, or write an essay explaining
                                                                       Abraham                                           whether you think the Ten Commandments
                                                                       Moses                                             should be posted in public schools.
                                                                       Jerusalem

                                                                       Beliefs, traditions, and customs of Judaism:
                                                                       Belief in one God (monotheism)
                                                                       Torah, which contains written records and
                                                                        beliefs of Jews
                                                                       Ten Commandments, which state moral and
                                                                        religious conduct

                                                                       Spread of Judaism:
                                                                       Exile
                                                                       Diaspora




Revised 5/9/2011                                                                                                                                                Page 10 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                        Suggested Assessments & Resources
1st Nine Weeks     Era II: Classical Civilizations and Rise of          Era II: Classical Civilizations and Rise of         Era II: Classical Civilizations and Rise of
(con’t)            Religious Traditions: 1000 BC to 500 AD              Religious Traditions: 1000 BC to 500 AD             Religious Traditions: 1000 BC to 500 AD

                   CIVILIZATIONS OF INDIA, AND CHINA                    CIVILIZATIONS OF INDIA, AND CHINA                   CIVILIZATIONS OF INDIA, AND CHINA
2 Blocks
India              INDIA, ARYAN MIGRATIONS, CASTE                       INDIA, ARYAN MIGRATIONS, CASTE                      INDIA, ARYAN MIGRATIONS, CASTE
                   SYSTEM {WHI.4b}                                      SYSTEM {WHI.4b}                                     SYSTEM {WHI.4b}
                    Classical Indian civilization began in the Indus    Use maps, globes, artifacts, and pictures to       History Alive!, Ancient World: Geography
                     River Valley and spread to the Ganges River          analyze the physical and cultural landscapes of     Challenge 3, “Ancient India”.
                     Valley, then through the Indian subcontinent.        the world and interpret the past. {WHI.1b}
                     It continued with little interruption because of    Identify major geographic features - physical      History Alive!, Ancient World: Lesson 13,
                     its geographic location.                             barriers such as the Himalayas, the Hindu           “Geography and the Settlement of Early India”.
                                                                          Kush, and the Indian Ocean made invasion
                    The Indo-Aryan people migrated into the area,        more difficult, mountain passes in the Hindu       History Alive!, Ancient World: Lesson 19,
                     creating a structured society (caste system)         Kush provided invasion routes into the Indian       “Timeline Challenge 3, “Ancient India”.
                     blended their belief with those of the               subcontinent, and the Indus and Ganges were
                     indigenous people.                                   the most important rivers in the Indian            Create a poster with pictures and explanations
                                                                          subcontinent.{WHI.1c}                               of the four classes in a caste system, their roles,
                    During the Golden Age of classical Indian           Analyze trends in human migration and               and the purpose of the caste system.
                     culture, Indian people made significant              cultural interaction. {WHI.1e}
                     contributions to world civilization.                                                                    Write an essay either defending the caste
                                                                        The student will demonstrate knowledge of             system or repudiating it based upon what the
                    Why were physical geography and location           the civilizations of Persia, India, and China in      student learned about the different varnas.
                     important to the development of Indian             terms of chronology, geography, social
                     civilization?                                      structures, government, economy, religion,          GUPTA Empire
                                                                        and contributions to later civilizations by          History Alive!, Ancient World: Lesson 18,
                    What impact did the Aryans have on India?          describing India, with emphasis on the Aryan          “The Achievements of the Gupta Empire”.
                                                                        migrations and the caste system.
                    Why was the caste system central to Indian
                     culture?                                            Physical barriers such as the Himalayas, the
                                                                          Hindu Kush, and the Indian Ocean made
                    What were the accomplishments of the                 invasion more difficult.
                     Mauryan and Gupta Empires?
                                                                         Mountain passes in the Hindu Kush provided
                                                                          migration routes into the Indian subcontinent.

                                                                         The Indus and Ganges were the most important
                                                                          rivers in the Indian subcontinent.

                                                                         Indus River Valley civilization (Harappa and
                                                                          Mohenjo-Daro)


Revised 5/9/2011                                                                                                                                                     Page 11 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                     Suggested Assessments & Resources
1st Nine Weeks                                                         Aryans (Indo-Aryans):
(con’t)                                                                Migration, assertion of dominance
                                                                       Caste system which influenced all social
2 Blocks
India
                                                                        interactions and choices of occupations
(con’t)
                                                                       Mauryan Empire - Asoka:
                                                                       Continued political unification of much of
                                                                        India
                                                                       Contributions – spread Buddhism, free
                                                                        hospitals, veterinary clinics, and good roads

                                                                       Gupta Empire:
                                                                       Golden Age of classical Indian culture
                                                                       Contributions – mathematics (concept of zero),
                                                                        medical advances (set bones), astronomy
                                                                        (concept of earth as round), new textiles,
                                                                        literature

                                                                      HINDUISM {WHI.4c}                                  HINDUISM {WGI.4c}
                   HINDUISM {WHI.4c}
                                                                       Use maps, globes, artifacts, and pictures to      History Alive!, Activity 2.1, Ancient India,
2 Blocks            Hinduism was an important contribution of
                                                                        analyze India and Hinduism. {WHI.1b}               "Creating a Mandala of Hindu Beliefs." Use
Hinduism             classical India.
                                                                       Identify major geographic features important       chart for notes.
                    Hinduism influenced Indian society and culture     to the study of India. {WHI.1c}
                                                                       Analyze trends in human migration and             History Alive!, Understanding Hindu Beliefs in
                     and is still practiced in India today.
                                                                        cultural interaction. {WHI.1e}                     the Ramayana, WH6.3, Activity 2.2
                    What are the beliefs of the Hindu religion?
                                                                      The student will demonstrate knowledge of
                    How did Hinduism influence Indian society        the civilizations of Persia, India, and China in
                     and culture?                                     terms of chronology, geography, social
                                                                      structures, government, economy, religion,
                                                                      and contributions to later civilizations by
                                                                      describing the origins, beliefs, traditions,
                                                                      customs, and spread of Hinduism.

                                                                       Hinduism:
                                                                       Belief in many forms of one God
                                                                       Reincarnation: Rebirth based upon Karma
                                                                       Karma: Knowledge that all thoughts and
                                                                        actions result in future consequences
                                                                       Vedas and Upanishads: Sacred writings.
                                                                       Spread along major trade routes


Revised 5/9/2011                                                                                                                                              Page 12 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                    Suggested Assessments & Resources
1st Nine Weeks     BUDDHISM {WHI.4d}                                BUDDHISM {WHI.4d}                                   BUDDHISM {WHI.4d}
(con’t)             Siddhartha Gautama founded Buddhism in a        Identify, analyze, and interpret primary and       History Alive!, Activity 2.3, Ancient India,
                     part of India that is in present-day Nepal.      secondary sources to make generalizations           "Discovering the Budda's Path to
                                                                      about Buddhism.{WHI.1a}                             Enlightenment."
1 Blocks            Buddhism became a major faith when Asoka        Use maps, globes, artifacts, and pictures to
Buddhism
                     sent missionaries throughout Asia.               analyze how the Asoka's missionaries and their     Annotate drawings and summarize key events
                                                                      writings spread Buddhism from India to China        after viewing and learning about the Buddha's
                    What are the beliefs of Buddhism?                and other parts of Asia.{WHI.1b}                    life and his basic teachings.
                                                                     Identify major geographic features important
                    How did Buddhism spread?                         to the study of world history. {WHI.1c}            Create captions to represent how events
                                                                     Analyze the characteristics of Buddhism -           contributed to the Buddha's enlightenment.
                                                                      Founder: Siddhartha Gautama (Buddha)
                                                                      -Four Noble Truths,-Eightfold Path to              History Alive!, Activity 3.1, Ashoka Edicts
                                                                       Enlightenment. {WHI.1e}

                                                                    The student will demonstrate knowledge of
                                                                    the civilizations of Persia, India, and China in
                                                                    terms of chronology, geography, social
                                                                    structures, government, economy, religion,
                                                                    and contributions to later civilizations by
                                                                    describing the origins, beliefs, traditions,
                                                                    customs, and spread of Buddhism.

                                                                     Buddhism:
                                                                     Founder – Siddhartha Gautama (Buddha)
                                                                     Four Noble Truths
                                                                     Eightfold Path to Enlightenment

                                                                     Asoka’s missionaries and their writings spread
                                                                      Buddhism from India to China and other parts
                                                                      of Asia.
                   Benchmark 1 Material Ends

                   CHINA, DEVELOPMENT OF THE EMPIRE                 CHINA, DEVELOPMENT OF THE EMPIRE                    CHINA, DEVELOPMENT OF THE EMPIRE
                   AND GREAT WALL {WHI.4e}                          AND GREAT WALL {WHI.4e}                             AND GREAT WALL {WHI.4e}
                    Classical China was centered on the Huang He    Use maps, globes, artifacts, and pictures to      (Editor’s note: Ancient World Lesson Guide 2
3 Blocks
China                (Yellow River) and was geographically            analyze the physical and cultural landscapes of   begins with China.)
                     isolated. Invaders entered China from the        China.{WHI.1b}                                     History Alive!, Ancient World: Geography
                     North. The Great Wall was built for China's     Identify major geographic features - migratory      Challenge 4, “Ancient China”.
                     protection.                                      invaders raided Chinese settlements from the
                                                                      North. The Great Wall was built by Quinn Shi       History Alive!, Activity 1.2, WH6.4,
                    Why was the Great Wall of China built?           Huang as a line of defense against invasions,       Legendary Emperors.

Revised 5/9/2011                                                                                                                                               Page 13 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                       Suggested Assessments & Resources
1st Nine Weeks                                                          the Silk Roads facilitated trade and contact
(con’t)             What were the contributions of classical China     between China and other cultures as far away        History Alive!, Ancient World: The Silk
                     to world civilization?                             as Rome.                                             Road”. After viewing slides, History Alive!,
                                                                       Analyze trends in human migration and                Activity 3.3, Ancient China, "The Silk Road."
3 Blocks
                                                                        cultural interaction -contributions of classical     After viewing slides and placards about
China (con’t)
                                                                        China: civil service system, paper, porcelain        artifacts, create visuals and record notes about
                                                                        and silk. {WHI.1e}                                   how each artifact reflects a foreign influence.

                                                                      The student will demonstrate knowledge of             History Alive!, Activity 2.1, WH6.4, Shang
                                                                      the civilizations of Persia, India, and China in       Tumb Artifacts.
                                                                      terms of chronology, geography, social
                                                                      structures, government, economy, religion,
                                                                      and contributions to later civilizations by
                                                                      describing China, with emphasis on the
                                                                      development of an empire and the
                                                                      construction of the Great Wall.

                                                                       Migratory invaders raided Chinese settlements
                                                                        from the North. The Great Wall was built by
                                                                        Qin Shi Huangdi as a line of defense against
                                                                        invasions.

                                                                       China was governed by a succession of ruling
                                                                        families called dynasties.

                                                                       Chinese rulers were considered divine, but they
                                                                        served under a Mandate of Heaven only as
                                                                        long as their rule was just.

                                                                       The Silk Roads facilitated trade and contact
                                                                        between China and other cultures as far away
                                                                        as Rome.

                                                                       Contributions of classical China:
                                                                       Civil service system
                                                                       Paper
                                                                       Porcelain
                                                                       Silk




Revised 5/9/2011                                                                                                                                                  Page 14 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                  Suggested Assessments & Resources
2nd Nine           Benchmark # 1
Weeks

41 Days / 20       IMPACT OF CONFUCIANISM, TAOISM,                IMPACT OF CONFUCIANISM, TAOISM,                     IMPACT OF CONFUCIANISM, TAOISM,
Blocks in 2nd
                   BUDDHISM {WHI.4f}                              BUDDHISM {WHI.4f}                                   BUDDHISM {WHI.4f}
Nine Weeks
                    Chinese culture began around 1500 BC          Use maps, globes, artifacts, and pictures to      History Alive!, Activity 2.2A, Ancient China.
Benchmark            (B.C.E.).                                      analyze the physical and cultural landscapes of    Read background information on
1 Block                                                             the world and interpret the past. {WHI.1b}          Confucianism.
                    Of Chinese contributions to civilization,     Identify major geographic features important
                     Confucianism and Taoism are among the most     to the study of world history. {WHI.1c}            Write and act out short skits demonstrating the
2 Blocks             noted.                                        Identify contributions of Confucianism in           beliefs of Confucianism and the five key
Confucianism,                                                       forming the social order in China.                  relationships that a harmonious society is based
Taoism,             Why were Confucianism, Taoism, and                                                                 upon.
Buddhism             Buddhism important in the formation of       The student will demonstrate knowledge of
                     Chinese culture?                             the civilizations of Persia, India, and China in     Why were Confucianism, Taoism, and
                                                                  terms of chronology, geography, social                Buddhism important in the formation of
                                                                  structures, government, economy, religion,            Chinese culture?
                                                                  and contributions to later civilizations by
                                                                  describing the impact of Confucianism,
                                                                  Taoism, and Buddhism.

                                                                   Contributions of Confucianism in forming
                                                                    the social order in China:
                                                                   Belief that humans are good, not bad
                                                                   Respect for elders
                                                                   Code of politeness, still used in Chinese
                                                                    society today
                                                                   Emphasis on education
                                                                   Ancestor worship

                                                                   Contributions of Taoism in forming Chinese
                                                                    culture and values:
                                                                   Humility
                                                                   Simple life and inner peace
                                                                   Harmony with nature

                                                                   Yin/Yang represented opposites for
                                                                    Confucianism and Taoism.

                                                                   Chinese forms of Buddhism spread throughout
                                                                    Asia.


Revised 5/9/2011                                                                                                                                            Page 15 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                     Suggested Assessments & Resources
2nd Nine           GREECE                                             GREECE                                             GREECE
Weeks              INFLUENCE OF GEOGRAPHY {WHI.5a}                    INFLUENCE OF GEOGRAPHY {WHI.5a}                    INFLUENCE OF GEOGRAPHY {WHI.5a}
(con’t)             The physical geography of the Aegean Basin        Use maps, globes, artifacts, and pictures to      History Alive!, Activity 1.1, Ancient Greece,
                     shaped the economic, social, and political         analyze the location and place of Greece -         "Understanding Geography's Effect on
                     development of Greek civilization.                 Aegean Sea, Greek peninsula, Europe, Asia          Settlement in Ancient Greece." Create a real
                                                                        Minor; Mediterranean Sea; Black Sea,               estate advertisement using words and visuals to
                    The expansion of Greek civilization, through       Dardanelles; Athens, Sparta, Troy; and             encourage people to move to ancient Greece.
                     trade and colonization, led to the spread of       Macedonia {WHI.1b}                                 Include information on geography and
8 Blocks             Hellenic culture across the Mediterranean and     Identify major geographic features important       opportunities for trade and farming by using
Classical            Black seas.                                        to the study of Greece. {WHI.1c}                   notes, text, and other references.
Greece                                                                 Identify and compare political boundaries with
                    How did the mountains, seas, islands, harbors,     the location of civilizations, empires, and       History Alive!, Ancient World Geography
                     peninsulas, and straits of the Aegean Basin        kingdoms. {WHI.1d}                                 Challenge 5, “Ancient Greece”.
                     shape Greek economic, social, and political       Analyze trends in human migration and
                     development and patterns of trade and              cultural interaction -economic, social, and
                     colonization?                                      political development. {WHI.1e}
                                                                       Analyze the impact of economic forces,
                                                                        including taxation, government spending,
                                                                        trade, resources, and monetary systems on
                                                                        events. {WHI.1f}

                                                                      The student will demonstrate knowledge of
                                                                      ancient Greece in terms of its impact on
                                                                      Western civilization by assessing the influence
                                                                      of geography on Greek economic, social, and
                                                                      political development, including the impact of
                                                                      Greek commerce and colonies.


                                                                       Location and place
                                                                       Aegean Sea
                                                                       Balkan and Peloponnesus peninsulas, Europe,
                                                                        Asia Minor
                                                                       Mediterranean Sea
                                                                       Black Sea, Dardanelles
                                                                       Athens, Sparta, Troy
                                                                       Macedonia

                                                                       Economic and social development
                                                                       Agriculture (limited arable land)
                                                                       Commerce and the spread of Hellenic culture


Revised 5/9/2011                                                                                                                                               Page 16 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                      Suggested Assessments & Resources
2nd Nine                                                                Shift from barter to money economy (coins)
Weeks
(con’t)                                                                 Political development
                                                                        Mountainous terrain helped and hindered the
                                                                         development of city-states.
8 Blocks
                                                                        Greek cities were designed to promote civic
Classical
                                                                         and commercial life.
Greece
(con’t)                                                                 Colonization related to overpopulation and the
                                                                         search for arable land.



                   GREEK MYTHOLOGY AND RELIGION                        GREEK MYTHOLOGY AND RELIGION                       GREEK MYTHOLOGY AND RELIGION
                   {WHI.5b}                                            {WHI.5b}                                           {WHI.5b}
                    Greek mythology was based on a polytheistic        Identify, analyze, and interpret primary and      Write and give a 200 word oral presentation of
                     religion that was integral to the culture,          secondary sources on Greek mythology.              a dialogue between a Greek god or goddess
                     politics, and art in ancient Greece.                {WHI.1a}                                           and an ancient Greek.

                    Many of Western civilization's symbols,           The student will demonstrate knowledge of           Complete a crossword puzzle about Greek
                     metaphors, words, and idealized images come       ancient Greece in terms of its impact on             mythology and religion using information from
                     from ancient Greek mythology.                     Western civilization by describing Greek             text and handouts.
                                                                       mythology and religion.
                    How did mythology help the early Greek                                                                Write a research report on a Greek belief in life
                     civilization explain the natural world and the                                                         after death, the Oracle at Delphi, Perseus,
                     human condition?                                   Greek Mythology                                    Hercules, or Theseus who has come to tell the
                                                                        Based on polytheistic religion                     class about your adventures.
                    What impact did Greek mythology have on            Explanations of natural phenomena, human
                     later civilizations and the contemporary world?     qualities, and life events


                                                                        Greek gods and goddesses
                                                                        Zeus, Hera, Apollo, Artemis, Athena and
                                                                         Aphrodite
                                                                        Symbols and images in Western literature, art,
                                                                         and architecture.




Revised 5/9/2011                                                                                                                                                 Page 17 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                    Suggested Assessments & Resources
2nd Nine           SOCIAL STRUCTURE, SLAVERY,                      SOCIAL STRUCTURE, SLAVERY,                           SOCIAL STRUCTURE, SLAVERY,
Weeks              CITIZENSHIP, DEMOCRACY, ATHENS                  CITIZENSHIP, DEMOCRACY, ATHENS                       CITIZENSHIP, DEMOCRACY, ATHENS
(con’t)            AND SPARTA {WHI.5c}                             AND SPARTA {WHI.5c}                                  AND SPARTA {WHI.5c}
                    Classical Athens developed the most            Use maps, globes, artifacts, and pictures to        History Alive!, Activity 1.4, Ancient Greece,
8 Blocks             democratic system of government the world       analyze the physical and cultural landscapes         "The Development of Democracy in Ancient
Classical            had ever seen, although not everyone could      Greece.{WHI.1b}                                      Greece."
Greece               participate in decision-making. It became a    Identify and compare political boundaries with
(con’t)              foundation of modern democracies.               the location of Athens and Sparta. {WHI.1d}         Complete worksheet and create a graphic
                                                                                                                          organizer to sequence democracy's
                    Contrasting philosophies of government        The student will demonstrate knowledge of              development in Greece, giving specific facts
                     divided the Greek city-states of Athens       ancient Greece in terms of its impact on               about people and dates to accompany each one.
                     (democracy) and Sparta (oligarchy).           Western civilization by identifying the social
                                                                   structure and role of slavery, explaining the         Read "An Athenian Dream" and "A Spartan
                    How did democracy develop in Athens?          significance of citizenship and the                    Life" from Choosing Your Way Through the
                                                                   development of democracy, and comparing                World's Ancient Past by J. Weston Walsh,
                    How did Sparta differ from Athens?            the city-states of Athens and Sparta.                  Publisher.

                                                                    Social structure and citizenship in the Greek       Write a story or poem comparing/contrasting
                                                                     polis:                                               Athens and Sparta.
                                                                    Citizens (free adult males) had political rights
                                                                     and the responsibility of civic participation in    Assuming the role of either an Athenian or a
                                                                     government                                           Spartan, write a 250-word speech to convince
                                                                    Women and foreigners had no political rights         people to move to the respective city-state.
                                                                    Slaves had no political rights
                                                                                                                         History Alive!, Ancient World: Lesson 27,
                                                                    Athens:                                              “Life in Two City-States: Athens and Sparta”.
                                                                    Stages in evolution of Athenian government:
                                                                     Monarchy, aristocracy, tyranny, democracy
                                                                    Tyrants who worked for reform: Draco, Solon
                                                                    Origin of democratic principles: Direct
                                                                     democracy, public debate, duties of the citizen

                                                                    Sparta:
                                                                    Oligarchy (rule by a small group)
                                                                    Rigid social structure
                                                                    Militaristic and aggressive society




Revised 5/9/2011                                                                                                                                              Page 18 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                     Suggested Assessments & Resources
2nd Nine           PERSIA {WHI.4a}                                   PERSIA {WHI.4a}                                     PERSIA {WHI.4a}
Weeks               Built on earlier Central Asian and               Use maps, globes, artifacts, and pictures to       Using the text, complete a graphic organizer
(con’t)              Mesopotamian civilizations, Persia developed      analyze the physical and cultural landscapes of     that illustrates the different officials who
                     the largest empire in the world.                  the world and interpret the past. {WHI.1b}          carried out the King's orders and policies, and
                                                                      Identify major geographic features important        describe what jobs each did.
                    Zoroastrianism was the main Persian religion,     to the study of Persia. {WHI.1c}
                     although other religions were tolerated.         Identify and compare political boundaries with     Describe Persia, with emphasis on the
8 Blocks                                                               the location of civilizations, empires, and         development of an imperial bureaucracy.
Classical           How did Persia govern its empire?                 kingdoms. {WHI.1d}
Greece                                                                Analyze Persians as rulers:
(con’t)                                                                -Tolerance of conquered peoples
                                                                       -Development of imperial bureaucracy
                                                                       -Zoroastrianism as a religion
                                                                       -Road system. {WHI.1e}


                                                                     The student will demonstrate knowledge of
                                                                     the civilizations of Persia, India, and China in
                                                                     terms of chronology, geography, social
                                                                     structures, government, economy, religion,
                                                                     and contributions to later civilizations by
                                                                     describing Persia, including Zoroastrianism
                                                                     and the development of an imperial
                                                                     bureaucracy.


                                                                      Persian Empire
                                                                      Tolerance of conquered peoples
                                                                      Development of imperial bureaucracy
                                                                      Road system
                                                                      Zoroastrianism
                                                                         - Religion of Persia
                                                                         - Belief in two opposing forces in the
                                                                           universe




Revised 5/9/2011                                                                                                                                                Page 19 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                  Suggested Assessments & Resources
2nd Nine           PERSIAN AND PELOPONNESIAN WAR                  PERSIAN AND PELOPONNESIAN WAR                       PERSIAN AND PELOPONNESIAN WAR
Weeks              {WHI.5d}                                       {WHI.5d}                                            {WHI.5d}
(con’t)             The Greeks defeated the Persian Empire and    Use maps, globes, artifacts, and pictures to       Discuss what key events happened in the
                     preserved their political independence.        analyze the physical and cultural landscapes of     Persian Wars, what the results were, and how
8 Blocks                                                            Persia.{WHI.1b}                                     they affected the development of Ancient
Classical           Competition between Sparta and Athens for     Identify and compare political boundaries with      Greece.
Greece               control of Greece helped cause the             the location of civilizations, empires, and
(con’t)              Peloponnesian War.                             kingdoms. {WHI.1d}                                 History Alive, Activity 2.3, "Greek Against
                                                                   Analyze trends in cultural interaction - the        Greek" for Peloponnesian Wars.
                    Why were wars with Persia important to the     importance of the Persian Wars (499-449 BC)
                     development of Greek culture?                  and Peloponnesian War (431-404 BC)                 Create two different diagrams showing
                                                                    {WHI.1e}                                            differences between Athens and Sparta in the
                    Why was the Peloponnesian War important to                                                         categories of geography, government, quality
                     the spread of Greek culture?                 The student will demonstrate knowledge of             of life, treatment of citizens and economy.
                                                                  ancient Greece in terms of its impact on
                                                                  Western civilization by evaluating the               History Alive!, Ancient World: Lesson 28,
                                                                  significance of the Persian and Peloponnesian         “Fighting the Persian Wars”.
                                                                  Wars.

                                                                   Importance of Persian Wars (499 – 449 B.C.
                                                                    [B.C.E.]
                                                                   Persian wars united Athens and Sparta against
                                                                    the Persian Empire
                                                                   Athenian victories over the Persians at
                                                                    Marathon and Salamis left Greeks in control of
                                                                    the Aegean Sea
                                                                   Athens preserved its independence and
                                                                    continued innovations in government and
                                                                    culture

                                                                   Importance of Peloponnesian Wars (431 –
                                                                    404 B.C. [B.C.E.]
                                                                   Caused in part by competition for control of
                                                                    the Greek world – Athens and the Delian
                                                                    League v. Sparta and the Peloponnesian
                                                                    League
                                                                   Resulted in the slowing of cultural advance and
                                                                    the weakening of political power




Revised 5/9/2011                                                                                                                                           Page 20 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                      Suggested Assessments & Resources
2nd Nine           GOLDEN AGE OF PERICLES {WHI.5e}                   GOLDEN AGE OF PERICLES {WHI.5e}                      GOLDEN AGE OF PERICLES {WHI.5e}
Weeks               Athenian culture, during the Classic Era,        Identify, analyze, and interpret primary and        History Alive!, Activity 2.2, Ancient Greece,
(con’t)              became one of the foundation stones of            secondary sources to make generalizations            "Athens During the Golden Age."
                     Western civilization.                             about the Golden Age of Pericles. {WHI.1a}
8 Blocks                                                              Use maps, globes, artifacts, and pictures to        Take a "walking tour" of Athens in the 5th
Classical           Why was the leadership of Pericles important      analyze the Golden Age of Pericles. {WHI.1b}         century BC, and complete handouts consisting
Greece               to the development of Athenian life and Greek    Identify and compare political boundaries with       of various tasks.
(con’t)              culture?                                          the location of civilizations, empires, and
                                                                       kingdoms. {WHI.1d}                                  Read Pericles “Funeral Oration” and
                                                                      Analyze trends in human migration and                compare/contrast it to Lincoln’s “Gettysburg
                                                                       cultural interaction to explain why the              Address”.
                                                                       leadership of Pericles was important.
                                                                       {WHI.1e}

                                                                     The student will demonstrate knowledge of
                                                                     ancient Greece in terms of its impact on
                                                                     Western civilization by characterizing life in
                                                                     Athens during the Golden Age of Pericles.


                                                                      Golden Age of Pericles (mostly occurring
                                                                       between the Persian and Peloponnesian
                                                                       Wars)
                                                                      Pericles extended democracy; most adult males
                                                                       had equal voice
                                                                      Pericles had Athens rebuilt after destruction in
                                                                       Persian Wars; the Parthenon is an example of
                                                                       this reconstruction.


                   DRAMA, POETRY, HISTORY, SCULPTURE,                DRAMA, POETRY, HISTORY, SCULPTURE,                   DRAMA, POETRY, HISTORY, SCULPTURE,
                   ARCHITECTURE, SCIENCE,                            ARCHITECTURE, SCIENCE,                               ARCHITECTURE, SCIENCE,
                   MATHEMATICS, AND PHILOSOPHY                       MATHEMATICS, AND PHILOSOPHY                          MATHEMATICS, AND PHILOSOPHY
                   {WHI.5f}                                          {WHI.5f}                                             {WHI.5f}
                    Athenian culture, during the Classic Era,        Identify, analyze, and interpret primary and        History Alive!, Activity 4.1, Ancient Greece,
                     became one of the foundation stones of            secondary sources to make generalizations            "Recognizing Ancient Greek Achievements."
                     Western civilization.                             about the contributions of Greek culture to
                                                                       Western civilization - Drama: Aeschylus,            Create five commemorative "stamps" with
                    What were some important contributions of         Sophocles; Poetry: Homer (Iliad and                  different designs highlighting various Greek
                     Greek culture to Western civilization?            Odyssey); history-Herodotus, Thucydides;             achievements accompanied by a description of
                                                                       Sculpture: Phidias; architecture - types of          each one.
                                                                       columns included Doric (Parthenon), Ionian,

Revised 5/9/2011                                                                                                                                                Page 21 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                    Suggested Assessments & Resources
2nd Nine                                                              and Corinthian; science -Archimedes,               History Alive!, Ancient World: Lesson 31,
Weeks                                                                 Hippocrates; mathematics- Euclid,                   “The Legacy of Ancient Greece”.
(con’t)                                                               Pythagoras; Philosophy- Socrates, Plato,
                                                                      Aristotle {WHI.1a}
Classical
Greece                                                               The student will demonstrate knowledge of
(con’t)                                                              ancient Greece in terms of its impact on
                                                                     Western civilization by citing contributions in
                                                                     drama, poetry, history, sculpture,
                                                                     architecture, science, mathematics, and
                                                                     philosophy, with emphasis on Socrates, Plato,
                                                                     and Aristotle.


                                                                      Contributions of Greek culture to Western
                                                                       civilization
                                                                      Drama: Aeschylus, Sophocles
                                                                      Poetry: Home (Iliad and Odyssey)
                                                                      History: Herodotus, Thucydides
                                                                      Sculpture: Phidias
                                                                      Architecture: Types of columns included Doric
                                                                       (Parthenon), Ionian and Corinthian
                                                                      Science: Archimedes, Hippocrates
                                                                      Mathematics: Euclid, Pythagoras
                                                                      Philosophy: Socrates, Plato and Aristotle



                                                                                                                        CONQUEST OF GREECE BY MACEDONIA
                                                                     CONQUEST OF GREECE BY MACEDONIA
2 Blocks           CONQUEST OF GREECE BY MACEDONIA                                                                      AND THE SPREAD OF
                                                                     AND THE SPREAD OF HELLENISTIC
Macedonia          AND THE SPREAD OF                                                                                    HELLENISTIC CULTURE BY ALEXANDER
                                                                     CULTURE BY ALEXANDER THE GREAT
and                HELLENISTIC CULTURE BY ALEXANDER                                                                     THE GREAT {WHI.5g}
                                                                     {WHI.5g}
Alexander          THE GREAT {WHI.5g}                                                                                    History Alive!, Activity 3.1, Ancient Greece,
                                                                      Use maps, globes, artifacts, and pictures to
                    The Macedonian conquest of Greece followed                                                           "Alexander the Great: Hero or Villain?"
                                                                       analyze the conquest of Greece by Macedonia
                     the weakening of Greek defenses during the
                                                                       and the spread of Helienistic culture by
                     Peloponnesian Wars.                                                                                 Develop act-it-outs about Alexander's military
                                                                       Alexander the Great. {WHI.1b}
                                                                                                                          career and his impact on the spread of Greek
                                                                      Identify and compare political boundaries with
                    Alexander the Great adopted Greek culture and                                                        culture.
                                                                       the location of civilizations, empires, and
                     spread Hellenistic influences throughout his
                                                                       kingdoms. {WHI.1d}
                     vast empire.                                                                                        Record notes from act-it-outs and from
                                                                      Analyze trends in human migration and
                                                                                                                          information given in lessons, and respond to
                                                                       cultural interaction. {WHI.1e}
                    How did the empire of Alexander the Great                                                            four key critical-thinking questions in the

Revised 5/9/2011                                                                                                                                              Page 22 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                      Suggested Assessments & Resources
2nd Nine            establish a basis for the spread of Hellenistic                                                        activity.
Weeks               culture?                                          The student will demonstrate knowledge of
(con’t)                                                               ancient Greece in terms of its impact on             History Alive!, Ancient World: Lesson 30,
                                                                      Western civilization by explaining the                “Alexander the Great and His Empire”.
2 Blocks                                                              conquest of Greece by Macedonia and the
Macedonia                                                             formation and spread of Hellenistic culture by
and                                                                   Alexander the Great.
Alexander
(con’t)                                                                Philip II, King of Macedon
                                                                       Conquered most of Greece

                                                                       Alexander the Great
                                                                       Established an empire from Greece to Egypt
                                                                        and the margins of India
                                                                       Extended Greek cultural influences

                                                                       Hellenistic Age
                                                                       Blend of Greek and oriental elements
                                                                       Spread of Hellenistic culture through trade




                   ROME FROM 700 BC (B.C.E.) TO 500 AD                ROME FROM 700 BC (B.C.E.) TO 500 AD                 ROME FROM 700 BC (B.C.E.) TO 500 AD
1 Block            (C.E.)                                             (C.E.)                                              (C.E.)
Roman              INFLUENCE OF GEOGRAPHY {WHI.6a}                    INFLUENCE OF GEOGRAPHY {WHI.6a}                     INFLUENCE OF GEOGRAPHY {WHI.6a}
Geography           The city of Rome, with its central location on    Use maps, globes, artifacts, and pictures to       Color-code a map of the Roman Empire
                     the Italian peninsula, was able to extend its      analyze the physical and cultural landscapes of     indicating growth to ascertain the economic,
                     influence over the entire Mediterranean Basin.     Rome. {WHI.1b}                                      social and political development of the republic
                                                                       Identify and compare political boundaries with      to an empire.
                    The Italian peninsula was protected by the sea     the location of civilizations, empires, and
                     and an arc of mountains, the Alps.                 kingdoms. {WHI.1d}                                 History Alive!, “Ancient World: Geography
                                                                       Analyze trends in human migration and               Challenge 6, “Ancient Rome”.
                    How was geographic location important to           cultural interaction to explain the importance
                     economic, social, and political development of     of the geographic location of Rome. {WHI.1e}
                     ancient Rome?
                                                                      The student will demonstrate knowledge of
                                                                      ancient Rome from about 700 B.C. (B.C.E.) to
                                                                      500 A.D. (C.E.) in terms of its impact on
                                                                      Western civilization by assessing the influence
                                                                      of geography on Roman economic, social, and


Revised 5/9/2011                                                                                                                                                Page 23 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                 Suggested Assessments & Resources
2nd Nine                                                           political development.
Weeks
(con’t)                                                             Location and place
                                                                    Rome – Centrally located in the Mediterranean
1 Block                                                              Basin and distant from eastern Mediterranean
Roman                                                                powers
Geography                                                           Italian Peninsula
(con’t)                                                             Alps – Protection
                                                                    Mediterranean Sea – Protection, sea-borne
                                                                     commerce

                   ROMAN MYTHOLOGY AND RELIGION                    ROMAN MYTHOLOGY AND RELIGION                      ROMAN MYTHOLOGY AND RELIGION
                   {WHI.6b}                                        {WHI.6b}                                          {WHI.6b}
                    Roman mythology, like Greek mythology, was     Identify, analyze, and interpret primary and     Write an imaginary dialogue between at least
1 Block              based upon a polytheistic religion that was     secondary sources to make generalizations         three Roman gods and/or goddesses during one
Roman                integral to culture, politics, and art.         about Roman mythology and                         of the Punic Wars.
Mythology                                                            religion.{WHI.1a}
                    Many of Western civilization's symbols,        Analyze the impact of economic forces,
                     metaphors, words, and idealized images come     including taxation, government spending,
                     from ancient Roman mythology.                   trade, resources, and monetary systems on
                                                                     events. {WHI.1f}
                    What was the source of Roman mythology?
                                                                   The student will demonstrate knowledge of
                    What impact did Roman mythology have on       ancient Rome from about 700 B.C. (B.C.E.) to
                     later civilizations?                          500 A.D. (C.E.) in terms of its impact on
                                                                   Western civilization by describing Roman
                                                                   mythology and religion.

                                                                    Roman mythology
                                                                    Based on the Greek polytheistic religion
                                                                    Explanations of natural phenomena, human
                                                                     qualities, and life events

                                                                    Roman gods and goddesses
                                                                    Jupiter, Juno, Apollo, Diana, Minerva and
                                                                     Venus
                                                                    Symbols and images in literature, art, and
                                                                     architecture
2 Blocks
                   GEOGRAPHY
Geography
                   Benchmark material 2 ends


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Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                 Suggested Assessments & Resources
3rd Nine           Benchmark # 2
Weeks

44 days / 22       SOCIAL STRUCTURE, SLAVERY,                   SOCIAL STRUCTURE, SLAVERY,                           SOCIAL STRUCTURE, SLAVERY,
Blocks in 3rd
                   CITIZENSHIP, REPUBLIC {WHI.6c}               CITIZENSHIP, REPUBLIC {WHI.6c}                       CITIZENSHIP, REPUBLIC {WHI.6c}
Nine Weeks
                    Although women, most aliens (non-Romans     Use artifacts and pictures to analyze the social    History Alive!, Activity 1.2, Ancient Rome, "
Benchmark            living in the Republic), and slaves were     structure of the Roman Republic, citizenship,        and Plebians."
1 Block              excluded from the governing process, the     and features of democracy. {WHI.1b}
                     Roman Republic made major strides in the    Identify and compare political boundaries with      History Alive!, Ancient World: Lesson 33,
3 Blocks             development of representative democracy,     the location of civilizations, empires, and          “The Rise of the Roman Republic”.
Roman Social         which became a foundation of modern          kingdoms. {WHI.1d}
Structure,           democracy.
Military, Pax                                                   The student will demonstrate knowledge of
Romana
                    How did the government of the Roman        ancient Rome from about 700 B.C. (B.C.E.) to
                     Republic become more democratic in its     500 A.D. (C.E.) in terms of its impact on
                     decision making?                           Western civilization by explaining the social
                                                                structure and role of slavery, significance of
                                                                citizenship, and the development of
                                                                democratic features in the government of the
                                                                Roman Republic.

                                                                 Social structure in the Roman Republic
                                                                 Patricians – Powerful nobility (few in number)
                                                                 Plebeians – Majority of population
                                                                 Slaves – Not based on race

                                                                 Citizenship
                                                                 Patrician and plebeian men
                                                                 Selected foreigners
                                                                 Rights and responsibilities of citizenship
                                                                  (taxes, military service)

                                                                 Features of Democracy
                                                                 Representative democracy
                                                                 Assemblies
                                                                 The Senate
                                                                 Consuls
                                                                 Laws of Rome codified as Twelve Tables




Revised 5/9/2011                                                                                                                                          Page 25 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                    Suggested Assessments & Resources
3rd Nine
Weeks
(con’t)            MILITARY DOMINATION OF                            MILITARY DOMINATION OF                             MILITARY DOMINATION OF
                   MEDITERRANEAN BASIN AND WESTERN                   MEDITERRANEAN BASIN AND WESTERN                    MEDITERRANEAN BASIN AND WESTERN
3 Blocks           EUROPE {WHI.6d}                                   EUROPE {WHI.6d}                                    EUROPE {WHI.6d}
Roman Social        After the victory over Carthage in the Punic     Use maps, globes, artifacts, and pictures to      History Alive!, Activity 1.3, Ancient Rome,
Structure,
                     Wars, Rome was able, over the next 100 years,     explain why Rome was able to conquer               "The Punic Wars Between Rome and
Military, Pax
Romana               to dominate the Mediterranean basin, leading      Carthage and extend its influence. {WHI.1b}        Carthage."
(con’t)              to the diffusion of Roman culture.               Identify and compare political boundaries with
                                                                       the location of civilizations, empires, and       Complete a map of Rome's expansion as a
                    Why was Rome able to conquer Carthage and         kingdoms. {WHI.1d}                                 result of the Punic Wars.
                     then go on to extend its influence across the    Analyze trends in human migration and
                     entire Mediterranean basin and much of            cultural interaction. {WHI.1e}                    Prepare for and participate in a panel
                     Western Europe?                                                                                      discussion about Roman expansion and its
                                                                     The student will demonstrate knowledge of            effects using information given in the activity.
                                                                     ancient Rome from about 700 B.C. (B.C.E.) to
                                                                     500 A.D. (C.E.) in terms of its impact on
                                                                     Western civilization by sequencing events
                                                                     leading to Roman military domination of the
                                                                     Mediterranean basin and Western Europe
                                                                     and the spread of Roman culture in these
                                                                     areas.

                                                                      Punic Wars: Rome v. Carthage (264-146
                                                                       B.C. [B.C.E.])
                                                                      Rome and Carthage were in competition for
                                                                       trade
                                                                      Hannibal invaded the Italian Peninsula
                                                                      Three wars results in Roman victory, the
                                                                       destruction of Carthage, and expanded trade
                                                                       and wealth for Rome.


                                                                      Evolution of the Roman Empire and spread
                                                                       of Roman culture
                                                                      Mediterranean basin (Africa, Asia, Europe,
                                                                       including the Hellenistic world of the Eastern
                                                                       Mediterranean)
                                                                      Western Europe (Gaul, British Isles)




Revised 5/9/2011                                                                                                                                               Page 26 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                     Suggested Assessments & Resources
3rd Nine           IMPACT OF MILITARY CONQUESTS ON                   IMPACT OF MILITARY CONQUESTS ON                     IMPACT OF MILITARY CONQUESTS ON
Weeks              ARMY, ECONOMY, SOCIAL STRUCTURE                   ARMY, ECONOMY, SOCIAL STRUCTURE                     ARMY, ECONOMY, SOCIAL STRUCTURE
(con’t)            OF ROME, ROLES OF JULIUS AND                      OF ROME, ROLES OF JULIUS AND                        OF ROME {WHI.6e}
                   AUGUSTUS CAESAR IN THE COLLAPSE                   AUGUSTUS CAESAR IN THE COLLAPSE                      History Alive!, Activity 1.4, Ancient Rome,
3 Blocks
                   OF THE REPUBLIC AND RISE OF                       OF THE REPUBLIC AND RISE OF                           "Debating Whether Military Expansion Helped
Roman Social
Structure,         IMPERIAL MONARCHS {WHI.6e} {WHI.6f}               IMPERIAL MONARCHS {WHI.6e} {WHI.6f}                   or Hurt Rome."
Military, Pax       The Roman Republic, in the face of changing      Use maps, globes, artifacts, and pictures to
Romana               social and economic conditions, succumbed to      analyze the physical and cultural landscapes of    Draw the heads and faces of the eight historic
(con’t)              civil war and was replaced by an imperial         the collapse of the Republic.{WHI.1b}               figures, and write voice bubbles describing
                     regime, the Roman Empire.                        Identify and compare political boundaries with      what each historic figure thought about Rome's
                                                                       the location of civilizations, empires, and         military expansion.
                    Why did the Roman Republic fail to survive        kingdoms. {WHI.1d}
                     challenges by Julius Caesar?                     Analyze trends in human migration and              History Alive!, Activity 2.1, Ancient Rome,
                                                                       cultural interaction. {WHI.1e}                      "Creating Columns to Evaluate Roman
                    How did military conquests alter economic and    Analyze the impact of economic forces,              Emperors."
                     social life in Rome?                              including taxation, government spending,
                                                                       trade, resources, and monetary systems on
                    How did an imperial monarchy come to rule         events. {WHI.1f}
                     Rome?

                                                                     The student will demonstrate knowledge of
                                                                     ancient Rome from about 700 B.C. (B.C.E.) to
                                                                     500 A.D. (C.E.) in terms of its impact on
                                                                     Western civilization by
                                                                     e) assessing the impact of military conquests
                                                                     on the army, economy, and social structure of
                                                                     Rome;
                                                                     f) assessing the roles of Julius and Augustus
                                                                     Caesar in the collapse of the Republic and the
                                                                     rise of imperial monarchs.


                                                                      Causes for the decline of the Roman
                                                                       Republic
                                                                      Spread of slavery in the agricultural system
                                                                      Migration of small farmer into cities and
                                                                       unemployment
                                                                      Civil war over the power of Julius Caesar
                                                                      Devaluation of Roman currency; inflation




Revised 5/9/2011                                                                                                                                              Page 27 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                         Suggested Assessments & Resources
3rd Nine                                                                  The origin and evolution of Imperial Rome
Weeks                                                                     First triumvirate
(con’t)                                                                   Julius Caesar – Seizure of power, assassination
3 Blocks                                                                  Augustus Caesar – Civil war, defeat of Marc
Roman Social                                                               Anthony, Rome’s first emperor
Structure,                                                                Empire – Unified and enlarged, using imperial
Military, Pax                                                              authority and the military
Romana                                                                    Failure to provide for peaceful succession of
(con’t)                                                                    Emperors



                   ECONOMIC, SOCIAL, AND POLITICAL                       ECONOMIC, SOCIAL, AND POLITICAL                     ECONOMIC, SOCIAL, AND POLITICAL
                   IMPACT OF PAX ROMANA {WHI.6g}                         IMPACT OF PAX ROMANA {WHI.6g}                       IMPACT OF PAX ROMANA {WHI.6g}
                    Augustus Caesar established the Roman                Use maps, globes, artifacts, and pictures to       Create an illustrated travel guide with tips to
                     Empire by instituting civil service, rule by law,     analyze the economic, social and political          help time travelers prepare for a trip back to
                     a common coinage, and secure travel and trade         impact of Pax Romana. {WHI.1b}                      ancient Rome.
                     throughout the Empire.                               Identify and compare political boundaries with
                                                                           the location of civilizations, empires, and
                    Following Augustus Caesar, the Roman                  kingdoms. {WHI.1d}
                     Empire enjoyed 200 years of peace and
                     prosperity known as the Pax Romana.                 The student will demonstrate knowledge of
                                                                         ancient Rome from about 700 B.C. (B.C.E.) to
                    What was the Pax Romana?                            500 A.D. (C.E.) in terms of its impact on
                                                                         Western civilization by explaining the
                    What was the impact of the Pax Romana on the        economic, social, and political impact of the
                     Roman Empire?                                       Pax Romana.

                                                                          The Pax Romana
                                                                          Two centuries of peace and prosperity under
                                                                           imperial rule
                                                                          Expansion and solidification of Roman
                                                                           Empire, particularly in the Near East

                                                                          Economic impact of the Pax Romana
                                                                          Established uniform system of money, which
                                                                           helped to expand trade
                                                                          Guaranteed safe travel and trade on Roman
                                                                           roads
                                                                          Promoted prosperity and stability



Revised 5/9/2011                                                                                                                                                     Page 28 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                       Suggested Assessments & Resources
3rd Nine
Weeks (con’t)                                                         Social impact of the Pax Romana
                                                                      Returned stability to social classes
3 Blocks
Roman Social
                                                                      Increased emphasis on family
Structure,
Military, Pax                                                         Political impact of the Pax Romana
Romana                                                                Created a civil service
(con’t)                                                               Developed a uniform rule of law



                   CHRISTIANITY {WHI.6h}                             CHRISTIANITY {WHI.6h)                                 CHRISTIANITY {WHI.6h}
                    The followers of Jesus spread Christianity       Use maps, globes, artifacts, and pictures to         History Alive!, Activity 3.1, Ancient Rome,
                     throughout the Roman Empire, bringing it into     analyze the origin, beliefs, traditions, customs,     "The Beginning of Christianity."
2 Blocks
Christianity,        conflict with Roman polytheism and eventually     and spread of Christianity. {WHI.1b}
Impact of            changing Western civilization.                   Analyze trends in human migration and                Views slides, and match biblical passages with
Church                                                                 cultural interaction. {WHI.1e}                        artwork depicting each event in a written
                    How did Christianity become established                                                                 assignment.
                     within the Roman Empire?                        The student will demonstrate knowledge of
                                                                     ancient Rome from about 700 B.C. (B.C.E.) to           History Alive!, Ancient World: Lesson 36,
                    What were the essential beliefs of the early    500 A.D. (C.E.) in terms of its impact on               “The Origins and Spread of Christianity”.
                     Christian faith?                                Western civilization by describing the origin,
                                                                     beliefs, traditions, customs, and spread of
                    How and why did Christianity spread?            Christianity.

                                                                      Origins of Christianity
                                                                      Had its roots in Judaism
                                                                      Was led by Jesus of Nazareth, who was
                                                                       proclaimed the Messiah
                                                                      Conflicted with polytheistic beliefs of Roman
                                                                       Empire

                                                                      Beliefs, traditions, and customs of
                                                                       Christianity
                                                                      Monotheism
                                                                      Jesus as both Son and incarnation of God
                                                                      Life after death
                                                                      New Testament, containing accounts of the life
                                                                       and teachings of Jesus, as well as writings of
                                                                       early Christians
                                                                      Christian doctrine established by early church


Revised 5/9/2011                                                                                                                                                Page 29 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                   Suggested Assessments & Resources
3rd Nine                                                                councils
Weeks                                                                  Spread of Christianity
(con’t)                                                                Popularity of the message
                                                                       Early martyrs inspired others
                                                                       Carried by the Apostles, including Paul,
                                                                        throughout the Roman Empire



                   CATHOLIC CHURCH IN THE LATE ROMAN                  CATHOLIC CHURCH IN THE LATE ROMAN                CATHOLIC CHURCH IN THE LATE ROMAN
2 Blocks           EMPIRE {WHI.6i}                                    EMPIRE {WHI.6i)                                  EMPIRE {WHI.6i}
Christianity,       As the Roman Empire declined in the West, the     Use maps, globes, artifacts, and pictures to    History Alive!, Activity 3.2, Ancient Rome,
Impact of            Church in Rome grew in importance,                                                                  "Comparing Early Christian and Ancient
                                                                        analyze the impact of the Church of Rome in
Church               membership, and influence.                                                                          Roman beliefs."
(con’t)                                                                 the late Roman empire.{WHI.1b}
                                                                       Analyze trends in human migration and
                    What was the impact of the early Church in the     cultural interaction. {WHI.1e}                  Compare early Christian beliefs with early
                     late Roman Empire?                                                                                  Roman religious beliefs to learn why conflicts
                                                                      The student will demonstrate knowledge of          arose between the two groups.
                                                                      ancient Rome from about 700 B.C. (B.C.E.) to
                                                                      500 A.D. (C.E.) in terms of its impact on
                                                                      Western civilization by) explaining the
                                                                      development and significance of the Church
                                                                      in the late Roman Empire.

                                                                       Impact of the Church of Rome in the late
                                                                        Roman Empire
                                                                       The Emperor Constantine converted to
                                                                        Christianity and made it legal.
                                                                       Christianity later became the official state
                                                                        religion.
                                                                       The Church became a source of moral
                                                                        authority.
                                                                       Loyalty to the Church became more important
                                                                        than loyalty to the Emperor.
                                                                       The Church became the main unifying force of
                                                                        Western Europe.




Revised 5/9/2011                                                                                                                                             Page 30 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                     Suggested Assessments & Resources
3rd Nine           ART, ARCHITECTURE, TECHNOLOGY,                    ART, ARCHITECTURE, TECHNOLOGY,                      ART, ARCHITECTURE, TECHNOLOGY,
Weeks              SCIENCE, MEDICINE, LITERATURE,                    SCIENCE, MEDICINE, LITERATURE,                      SCIENCE, MEDICINE, LITERATURE,
(con’t)            HISTORY, LANGUAGE, RELIGIOUS                      HISTORY, LANGUAGE, RELIGIOUS                        HISTORY, LANGUAGE, RELIGIOUS
                   INSTITUTIONS, LAW {WHI.6j}                        INSTITUTIONS, LAW {WHI.6j}                          INSTITUTIONS, LAW {WHI.6j}
                    Conquests and trade spread Roman cultural        Identify, analyze, and interpret primary and       History Alive!, Activity 4.1, Ancient Rome,
2 Blocks             and technological achievements throughout the     secondary sources to make generalizations           "Discovering the Influence of Latin or Modern
Legacy of            Empire.                                           about the contributions of ancient Rome:            English."
Rome                                                                   -Art/architecture: Pantheon, Coliseum, Forum
                    Western civilization was influenced by the        -Technology: Roads, aqueducts, Roman               Use Latin terms to locate visuals featuring
                     cultural achievements of Rome.                      arches                                            English words derived from them.
                                                                       -Science: Ptolemy
                    How did Roman achievements influence              -Medicine: Emphasis on public health (public       History Alive!, Activity 4.2, Ancient Rome,
                     Western civilization?                               baths; public water system; medical schools)      "Recognizing Roman Achievements in the
                                                                       -Language: Latin, Romance languages                 Modern World."
                                                                       -Literature: Virgil's Aeneid
                                                                       -Religion: Roman mythology; adoption of            Create a spectrum that ranges from "greatly
                                                                        Christianity as the imperial religion              affects us" to "doesn't affect us" with
                                                                       -Law: The principle of "innocent until proven       explanations to support each one.
                                                                        guilty" (from the Twelve Tables) {WHI.1a}
                                                                      Use maps, globes, artifacts, and pictures to       History Alive!, Ancient World: Lesson 37,
                                                                       analyze the physical and cultural landscapes of     “The Legacy of Rome in the Modern World”.
                                                                       the world and interpret the past. {WHI.1b}
                                                                      Analyze trends in human migration and
                                                                       cultural interaction. {WHI.1e}

                                                                     The student will demonstrate knowledge of
                                                                     ancient Rome from about 700 B.C. (B.C.E.) to
                                                                     500 A.D. (C.E.) in terms of its impact on
                                                                     Western civilization by listing contributions in
                                                                     art and architecture, technology and science,
                                                                     literature and history, language, religious
                                                                     institutions, and law.

                                                                      Contributions of ancient Rome
                                                                      Art/architecture: Pantheon, Colosseum, Forum
                                                                      Technology: Roads, aqueducts, Roman arches
                                                                      Science: Ptolemy
                                                                      Medicine: Emphasis on public health (public
                                                                       baths; public water system; medical schools)
                                                                      Language: Virgil’s Aeneid
                                                                      Religion: Roman mythology; adoption of


Revised 5/9/2011                                                                                                                                                Page 31 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                      Suggested Assessments & Resources
3rd Nine                                                                 Christianity as the imperial religion
Weeks                                                                   Law: The principle of “innocent until proven
(con’t)                                                                  guilty” (from the Twelve Tables)
2 Blocks
Legacy of
Rome (con’t)
                   DECLINE AND FALL OF ROMAN EMPIRE                    DECLINE AND FALL OF ROMAN EMPIRE                   DECLINE AND FALL OF ROMAN EMPIRE
                   {WHI.6k}                                            {WHI.6k}                                           {WHI.6k}
                    Over a 300-year period, the western part of the    Use maps, globes, artifacts, and pictures to      Make graphic organizers about the fall.
                     Roman Empire steadily declined because of           analyze the decline of the western part of the
                     internal and external problems.                     Roman Empire.{WHI.1b}                             Write a one-page report telling whether the
                                                                        Identify major geographic features important       U.S. is showing any signs of weakening the
                    Why did the Western Roman Empire decline?           to the study of world history. {WHI.1c}            same way the Roman Empire did. Cite specific
                                                                        Analyze trends in human migration and              events that happened in Rome, and parallel
                                                                         cultural interaction. {WHI.1e}                     these events with events in the United States.

                                                                                                                          (Editor’s note: For the WHI Standards of
                                                                       The student will demonstrate knowledge of          Learning covering Topics post Rome, use
                                                                       ancient Rome from about 700 B.C. (B.C.E.) to       History Alive! The Medieval World and Beyond.
                                                                       500 A.D. (C.E.) in terms of its impact on          Lesson Guide One contains Europe during the
                                                                       Western civilization by citing the reasons for     Middle Ages, The Rise of Islam, and The
                                                                       the decline and fall of the Western Roman          Kingdom of West Africa. Lesson Guide Two
                                                                       Empire.                                            contains Japan, Civilizations of the Americas,
                                                                                                                          Europe’s Renaissance and Reformation and
                                                                                                                          Europe Enters the Modern Age.
                                                                        Causes for the decline of the Western
                                                                         Roman Empire
                                                                        Geographic Size – difficulty of defense and
                                                                         administration
                                                                        Economy – The cost of defense and
                                                                         devaluation of Roman currency
                                                                        Military – Army membership starting to
                                                                         include non-Romans, resulting in decline of
                                                                         discipline
                                                                        Moral decay – People’s loss of faith in Rome
                                                                         and the family
                                                                        Political problems – Civil conflict and weak
                                                                         administration
                                                                        Invasion – Attacks on borders



Revised 5/9/2011                                                                                                                                               Page 32 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                    Suggested Assessments & Resources
3rd Nine                                                                Division of Roman Empire
Weeks                                                                   Move of Capital by Constantine form Rome to
(con’t)                                                                  Byzantium, renaming it Constantinople
                                                                        Survival of Western Roman Empire until 476
2 Blocks                                                                 A.D. (C.E.), when it ceased to have a Roman
Legacy of                                                                Emperor
Rome (con’t)                                                            Eastern Roman Empire (Byzantine Empire)




                   Era III: Post-Classical Civilizations, 500 to       Era III: Post-Classical Civilizations, 500 to    Era III: Post-Classical Civilizations, 500 to
                   1000 AD (C.E.)                                      1000 AD (C.E.)                                   1000 AD (C.E.)

3 Blocks           ESTABLISHMENT OF CONSTANTINOPLE                     ESTABLISHMENT OF CONSTANTINOPLE                  ESTABLISHMENT OF CONSTANTINOPLE
Byzantine                                                              {WHI.7a}                                         {WHI.7a}
                   {WHI.7a}
Empire                                                                                                                   Make a chart citing reasons Constantinople
                    The capital of the Eastern Roman Empire was        Use maps, globes, artifacts, and pictures to
                     changed to Constantinople to provide political,     analyze why the capital of the Eastern Roman     became the capitol city in the Eastern Roman
                     economic, and military advantages.                  Empire was changed to Constantinople.            Empire.
                                                                         {WHI.1b}
                    Why was Constantinople established as the          Identify major geographic features important
                     capital of the Eastern Roman Empire?                to the study of Constantinople. {WHI.1c}
                                                                        Analyze trends in human migration and
                                                                         cultural interaction. {WHI.1e}
                                                                        Analyze the impact of economic forces,
                                                                         including taxation, government spending,
                                                                         trade, resources, and monetary systems on
                                                                         events. {WHI.1f}

                                                                       The student will demonstrate knowledge of
                                                                       the Byzantine Empire and Russia from about
                                                                       300 to 1000 A.D. (C.E.) by explaining the
                                                                       establishment of Constantinople as the capital
                                                                       of the Eastern Roman Empire.

                                                                        Location of Constantinople
                                                                        Protection of the eastern frontier
                                                                        Distance from Germanic invasions in the
                                                                         western empire
                                                                        Crossroads of trade


Revised 5/9/2011                                                                                                                                             Page 33 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                      Suggested Assessments & Resources
3rd Nine                                                                Easily fortified site on a peninsula bordering
Weeks                                                                    natural borders
(con’t)
                                                                        Role of Constantinople
3 Blocks                                                                Seat of the Byzantine Empire until Ottoman
Byzantine                                                                conquest
Empire                                                                  Preserved classical Greco-Roman culture
(con’t)                                                                 Center of trade


                                                                       JUSTINIAN, CODIFICATION OF ROMAN                   JUSTINIAN, CODIFICATION OF ROMAN
                   JUSTINIAN, CODIFICATION OF ROMAN                    LAW, EXPANSION OF BYZANTINE                        LAW, EXPANSION OF BYZANTINE
                   LAW, EXPANSION OF BYZANTINE                         EMPIRE AND ECONOMY {WHI.7b}                        EMPIRE AND ECONOMY {WHI.7b}
                   EMPIRE AND ECONOMY {WHI.7b}                          Use maps, globes, artifacts, and pictures to      Complete a graphic organizer about the
                    As the first to codify Roman law, Justinian         analyze the Byzantine Emperor                      contributions of Justinian.
                     provided the basis for the law codes of Western     Justinian.{WHI.1b}
                     Europe.                                            Identify and compare political boundaries with    Pretend that you are a citizen of Constantinople
                                                                         the location of civilizations, empires, and        and write a letter to a relative in Alexandria
                    Under Justinian, the Byzantine Empire reached       kingdoms. {WHI.1d}                                 extolling the many virtues, contributions and
                     its height in culture and prosperity.              Analyze trends in human migration and              achievements of Justinian.
                                                                         cultural interaction. {WHI.1e}
                    What was the influence of Justinian's
                                                                                                                           History Alive!, The Medieval World &
                     codification of Roman law on the Byzantine        The student will demonstrate knowledge of            Beyond: Lesson 6, “The Byzantine Empire”.
                     Empire and later legal codes?                     the Byzantine Empire and Russia from about
                                                                       300 to 1000 A.D. (C.E.) by identifying
                    What was Justinian's influence on the             Justinian and his contributions, including the
                     expansion of the Byzantine Empire and its         codification of Roman law, and describing the
                     economy?                                          expansion of the Byzantine Empire and
                                                                       economy.

                                                                        Byzantine Emperor Justinian
                                                                        Codification of Roman law (impact on
                                                                         European legal codes)
                                                                        Re-conquest of former Roman territories
                                                                        Expansion of trade




Revised 5/9/2011                                                                                                                                                Page 34 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                       Suggested Assessments & Resources
3rd Nine           BYZANTINE ART AND ARCHITECTURE,                     BYZANTINE ART AND ARCHITECTURE,                     BYZANTINE ART AND ARCHITECTURE,
Weeks              PRESERVATION OF GREEK AND ROMAN                     PRESERVATION OF GREEK AND ROMAN                     PRESERVATION OF GREEK AND ROMAN
(con’t)            TRADITIONS {WHI.7c}                                 TRADITIONS {WHI.7c}                                 TRADITIONS {WHI.7c}
                    Greek Orthodox Christianity and imperial           Identify, analyze, and interpret primary and       Write a one-page descriptive report on the
3 Blocks             patronage enabled the Byzantine Empire to           secondary sources to make generalizations           Hagia Sophia.
Byzantine            develop a unique style of art and architecture.     about Byzantine achievements in art and
Empire                                                                   architecture and Byzantine culture. {WHI.1a}       Cite Byzantine military conquests to restore the
(con’t)             Greek and Roman traditions were preserved in       Use artifacts and pictures to analyze the           glory and power of Rome.
                     the Byzantine Empire.                               physical and cultural landscapes of the
                                                                         Byzantine Empire. {WHI.1b}
                    What were the contributions of Byzantine art
                     and architecture?                                 The student will demonstrate knowledge of
                                                                       the Byzantine Empire and Russia from about
                    How did Greek and Roman culture survive           300 to 1000 A.D. (C.E.) by characterizing
                     within the Byzantine Empire?                      Byzantine art and architecture, and the
                                                                       preservation of Greek and Roman traditions.

                                                                        Byzantine achievements in art and
                                                                         architecture
                                                                        Inspiration provided by Christian religion and
                                                                         imperial power
                                                                        Icons (religious images)
                                                                        Mosaics in public and religious structures
                                                                        Hagia Sophia (a Byzantine domed church)

                                                                        Byzantine Culture
                                                                        Continued flourishing of Greco-Roman
                                                                         traditions
                                                                        Greek language (as contrasted with Latin in the
                                                                         West)
                                                                        Greek Orthodox Christianity
                                                                        Greek and Roman knowledge preserved in
                                                                         Byzantine libraries




Revised 5/9/2011                                                                                                                                                 Page 35 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                      Suggested Assessments & Resources
3rd Nine           SPLIT BETWEEN ROMAN CATHOLIC                       SPLIT BETWEEN ROMAN CATHOLIC                        SPLIT BETWEEN ROMAN CATHOLIC
Weeks              CHURCH AND GREEK ORTHODOX                          CHURCH AND GREEK ORTHODOX                           CHURCH AND GREEK ORTHODOX
(con’t)            CHURCH {WHI.7d}                                    CHURCH {WHI.7d}                                     CHURCH {WHI.7d}
                    The cultural and political differences between    Use maps, globes, artifacts, and pictures to       Create a graphic organizer that highlights at
3 Blocks             the eastern and western Roman Empire               analyze the split between the Roman Catholic        least four areas of dispute between the two
Byzantine            weakened the unity of the Christian Church         Church and the Greek Orthodox Church.               churches.
Empire               and led to its division.                           {WHI.1b}
(con’t)                                                                Identify and compare political boundaries with     Write a one-page dialogue between the Pope
                    What factors produced the division within the      the location of civilizations, empires, and         and the Byzantine emperor expressing the
                     Christian Church?                                  kingdoms. {WHI.1d}                                  differing views of each.


                                                                      The student will demonstrate knowledge of
                                                                      the Byzantine Empire and Russia from about
                                                                      300 to 1000 A.D. (C.E.) by explaining disputes
                                                                      that led to the split between the Roman
                                                                      Catholic Church and the Greek Orthodox
                                                                      Church.

                                                                       Eastern Church
                                                                       Centered in Constantinople
                                                                       Close to seat of power after Constantinople
                                                                        became capital
                                                                       Use of Greek language in the liturgy

                                                                       Western Church
                                                                       Centered in Rome
                                                                       Farther from seat of power after
                                                                        Constantinople became capital
                                                                       Use of Latin language in the liturgy

                                                                       Division between Western and Eastern
                                                                        Churches
                                                                       Authority of the Pope eventually accepted in
                                                                        the West
                                                                       Authority of the Patriarch accepted in the East
                                                                       Practices such as celibacy eventually accepted
                                                                        in the West




Revised 5/9/2011                                                                                                                                                 Page 36 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                      Suggested Assessments & Resources
3rd Nine           BYZANTINE INFLUENCE AND TRADE                      BYZANTINE INFLUENCE AND TRADE                       BYZANTINE INFLUENCE AND TRADE
Weeks              {WHI.7e}                                           {WHI.7e}                                            {WHI.7e}
(con’t)             Byzantine civilization influenced Russian and     Identify, analyze, and interpret primary and       Using a map that includes the Byzantine
                     Eastern European civilizations through its         secondary sources to make generalizations           Empire, Russia and Eastern Europe, create a
3 Blocks             religion, culture, and trade.                      about the influence of Byzantine culture on         key to illustrate trade between the Byzantines
Byzantine                                                               Eastern Europe and Russia. {WHI.1a}                 and Slavs, as well as a one-paragraph
Empire              Why did the Byzantine Empire have so much         Use maps, globes, artifacts, and pictures to        explanation of how Byzantine influence made
(con’t)              influence on religion, culture, and trade in       analyze the physical and cultural landscapes of     its way to Russia and Eastern Europe.
                     Russia and Eastern Europe?                         Eastern Europe and Russia. {WHI.1b}
                                                                       Identify and compare political boundaries with
                                                                        the location of civilizations, empires, and
                                                                        kingdoms. {WHI.1d}
                                                                       Analyze trends in human migration and
                                                                        cultural interaction. {WHI.1e}

                                                                      The student will demonstrate knowledge of
                                                                      the Byzantine Empire and Russia from about
                                                                      300 to 1000 A.D. (C.E.) by mapping and
                                                                      assessing the impact of Byzantine influence
                                                                      and trade on Russia and Eastern Europe.


                                                                       Influence of Byzantine culture on Eastern
                                                                        Europe and Russia
                                                                       Trade routes between Black Sea and Baltic Sea
                                                                       Adoption of Orthodox Christianity by Russia
                                                                        and much of Eastern Europe
                                                                       Adoption of Greek alphabet to the Slavic
                                                                        languages by St. Cyril (Cyrillic alphabet)
                                                                       Church architecture and religious art




                   ISLAMIC CIVILIZATION FROM ABOUT 600                ISLAMIC CIVILIZATION FROM 600 AD TO                 ISLAMIC CIVILIZATION FROM ABOUT 600
3 Blocks           AD TO 1000 AD (C.E.)                               1000 AD (C.E.)                                      AD TO 1000 AD (C.E.)
Islam              ISLAM {WHI.8a}                                     ISLAM {WHI.8a}                                      ISLAM {WHI.8a}
                    The revelations of Muhammad form the basis        Identify, analyze, and interpret primary and       Create an eight-page booklet about the origin,
                     of the Islamic religion, a monotheistic faith.     secondary sources to make generalizations           development, beliefs and spread of Islam.
                                                                        about Islam. {WHI.1a}
                    Muhammad and his followers spread Islam.          Use maps, globes, artifacts, and pictures to       Make a large collage depicting the origin,
                                                                                                                            beliefs and spread of Islam with pictures and

Revised 5/9/2011                                                                                                                                                Page 37 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                         Suggested Assessments & Resources
3rd Nine            Islamic traditions and customs developed over        analyze the origin, beliefs, traditions, customs    explanations.
Weeks                centuries and created a distinct Muslim culture.     and spread of Islam. {WHI.1b}
(con’t)                                                                  Identify major geographic features important        Write a two-page dialogue between a Christian
                    Where did the Islamic religion originate?            to the study of the spread of Islam. {WHI.1c}        or Jew and a Muslim highlighting key
                     Where did it spread?                                Analyze trends in human migration and                similarities and differences between the faiths.
3 Blocks                                                                  cultural interaction. {WHI.1e}
Islam               What are the beliefs, traditions, and customs of                                                         History Alive!, The Medieval World &
(con’t)              Islam?                                             The student will demonstrate knowledge of              Beyond: Lesson 8, “The Prophet Muhammad”.
                                                                        Islamic civilization from about 600 to 1000
                                                                        A.D. (C.E.) by describing the origin, beliefs,        History Alive!, The Medieval World &
                                                                        traditions, customs, and spread of Islam.              Beyond: Lesson 9, “The Teaching of
                                                                                                                               Muhammad”.

                                                                         Origins of Islam
                                                                         Muhammad, the Prophet
                                                                         Mecca and Medina on the Arabian Peninsula;
                                                                          Early Muslim cities

                                                                         Spread of Islam
                                                                         Across Asia and Africa, and into Spain
                                                                         Geographic extent of first Muslim empire

                                                                         Beliefs, traditions and customs of Islam
                                                                         Monotheism (Allah, Arabic word for “God”)
                                                                         Qur’an (Koran) – The word of God
                                                                         Five pillars of Islam
                                                                         Acceptance of Judeo-Christian prophets,
                                                                          including Moses and Jesus

                                                                                                                             INFLUENCE OF GEOGRAPHY {WHI.8b}
                   INFLUENCE OF GEOGRAPHY {WHI.8b}                      INFLUENCE OF GEOGRAPHY {WHI.8b}
                                                                                                                              Draw a map of the Islamic World around 750
                    In the first three centuries after Muhammad's       Use maps, globes, artifacts, and pictures to
                                                                                                                               AD depicting Arab trade routes, and explain
                     death, Muslim rule expanded rapidly,                 analyze the geographic influences on the origin
                                                                                                                               how these trade routes developed and how
                     overcoming geographic barriers, and facilitated      and spread of Islam. {WHI.1b}
                                                                                                                               they, in turn, spread the Islam religion and
                     by weakened political empires.                      Identify and compare political boundaries with
                                                                                                                               customs.
                                                                          the location of civilizations, empires, and
                    Political unity and the Arabic language              kingdoms. {WHI.1d}
                                                                                                                              History Alive!, The Medieval World &
                     facilitated trade and stimulated intellectual       Analyze how political and cultural geography
                                                                                                                               Beyond: Geography Challenge 2, “Islam”.
                     activity.                                            facilitate trade and cultural activity in early
                                                                          Islamic lands.{WHI.1e}
                                                                                                                              History Alive!, The Medieval World &
                    How did geography influence the rapid               Analyze the impact of economic forces,
                                                                                                                               Beyond: Lesson 7, “The Geography of the

Revised 5/9/2011                                                                                                                                                    Page 38 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                           Suggested Assessments & Resources
3rd Nine            expansion of territory under Muslim rule?               including taxation, government spending,            Arabian Peninsula”.
Weeks                                                                       trade, resources, and monetary systems on
(con’t)             How did political and cultural geography               events. {WHI.1f}
                     facilitate trade and cultural activity in the early
                     Islamic lands?                                        The student will demonstrate knowledge of
3 Blocks                                                                   Islamic civilization from about 600 to 1000
Islam                                                                      A.D. (C.E.) by assessing the influence of
(con’t)                                                                    geography on Islamic economic, social, and
                                                                           political development, including the impact of
                                                                           conquest and trade.



                                                                            Geographic influences on the origin and
                                                                             spread of Islam
                                                                            Diffusion along trade routes from Mecca and
                                                                             Medina
                                                                            Expansion despite great distances, desert
                                                                             environments, and mountain barriers
                                                                            Spread into the Fertile Crescent, Iran, and
                                                                             Central Asia, facilitated by weak Byzantine
                                                                             and Persian empires

                                                                            Geographic influences on economic, social,
                                                                             and political development
                                                                            Political unity of the first Muslim empire was
                                                                             short lived
                                                                            Arabic language spread with Islam and
                                                                             facilitated trade across Islamic lands
                                                                            Slavery was not based on race


                                                                           HISTORICAL TURNING POINTS IN                        HISTORICAL TURNING POINTS IN
                   HISTORICAL TURNING POINTS IN
                                                                           SPREAD AND INFLUENCE OF ISLAMIC                     SPREAD AND INFLUENCE OF ISLAMIC
                   SPREAD AND INFLUENCE OF ISLAMIC
                                                                           CIVILIZATION {WHI.8c}                               CIVILIZATION {WHI.8c}
                   CIVILIZATION {WHI.8c}
                                                                            Use maps, globes, artifacts, and pictures to       Complete a graphic organizer called a
                    Major historical turning points marked the
                                                                             analyze the major turning points in the spread      "Sequence Chain" to identify historical turning
                     spread and influence of Islamic civilization.
                                                                             and influence of Islamic civilization. {WHI.1b}     points for Islam - its beginning, development,
                                                                            Analyze trends in cultural interaction.             how it spread and changed, and its influence in
                    What were some major historical turning                                                                     France in 732 AD, thus enabling Christianity to
                     points that marked the spread and influence of          {WHI.1e}
                                                                                                                                 survive in Western Europe.
                     Islamic civilization?


Revised 5/9/2011                                                                                                                                                     Page 39 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                       Suggested Assessments & Resources
3rd Nine                                                               The student will demonstrate knowledge of            Create a visual with voice bubbles or captions
Weeks                                                                  Islamic civilization from about 600 to 1000           for each turning point identified in the graphic
(con’t)                                                                A.D. (C.E.) by identifying historical turning         organizer.
                                                                       points that affected the spread and influence
                                                                       of Islamic civilization, with emphasis on the        History Alive!, The Medieval World &
3 Blocks                                                               Sunni-Shi’a division, and the Battle                  Beyond: Lesson 14, “The Influence of Islam on
Islam                                                                  of Tours.                                             West Africa”.
(con’t)
                                                                        Historical turning points
                                                                        Death of Ali – Sunni-Shi’s division
                                                                        Muslim conquest of Jerusalem and Damascus
                                                                        Islamic capital moved to Baghdad
                                                                        Muslim defeat at the Battle of Tours
                                                                        Fall of Baghdad to the Mongols


                                                                       CULTURAL AND SCIENTIFIC                             CULTURAL AND SCIENTIFIC
                   CULTURAL AND SCIENTIFIC                             ACHIEVEMENTS OF ISLAMIC                             ACHIEVEMENTS OF ISLAMIC
                   ACHIEVEMENTS OF ISLAMIC                             CIVILIZATION {WHI.8d}                               CIVILIZATION {WHI.8d}
                   CIVILIZATION {WHI.8d}                                Identify, analyze, and interpret primary and       Make a booklet; complete with visuals and
                    Early Islamic civilization was characterized by     secondary sources to make generalizations           captions, that highlights the achievements of
                     achievements in science and the arts that           about cultural and scientific contributions and     Islamic Arabs in the fields of chemistry,
                     transformed the Islamic world and contributed       achievements of Islamic civilization. {WHI.1a}      mathematics, literature, astronomy, history,
                     to world civilization.                             Use maps, globes, artifacts, and pictures to        medicine, the arts, as well as religious beliefs.
                                                                         analyze the physical and cultural landscapes of
                    How did Islamic civilization preserve and           the world and interpret the past. {WHI.1b}         Write a poem or report about the achievements
                     extend ancient Greek, Persian, and Indian                                                               of Islamic Arabs in the fields of chemistry,
                     learning?                                         The student will demonstrate knowledge of             mathematics, literature, astronomy, history,
                                                                       Islamic civilization from about 600 to 1000           medicine, the arts, as well as religious beliefs.
                    What were some contributions of Islamic           A.D. (C.E.) by citing cultural and scientific
                     civilization?                                     contributions and achievements of Islamic            Research a different field of contributions and
                                                                       civilization.                                         achievements. Make a presentation to the class
                                                                                                                             pretending to be an Arab who made this
                                                                        Cultural contributions and achievements             contribution.
                                                                        Architecture (Dome of the Rock)
                                                                                                                            History Alive!, The Medieval World &
                                                                        Mosaics
                                                                                                                             Beyond: Lesson 10, “Contributions of Muslims
                                                                        Arabic alphabet
                                                                                                                             to World Civilization”.
                                                                        Universities
                                                                        Translation of ancient texts into Arabic

                                                                        Scientific contributions and achievements


Revised 5/9/2011                                                                                                                                                   Page 40 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                     Suggested Assessments & Resources
3rd Nine                                                               Arabic numerals (adapted from India,
Weeks                                                                   including zero)
(con’t)                                                                Algebra
                                                                       Medicine
                                                                       Expansion of geographic knowledge
3 Blocks
Islam
(con’t)
                   Benchmark 3 Material Ends


                   CHRISTIANITY AND THE CATHOLIC                      CHRISTIANITY AND THE CATHOLIC                      CHRISTIANITY AND THE CATHOLIC
                   CHURCH {WHI.9a}                                    CHURCH {WHI.9a}                                    CHURCH {WHI.9a}
2 Blocks            The Roman Catholic Church grew in                 Identify major geographic features important      Write a report highlighting the key aspects of
Christianity         importance after Roman authority declined. It      to the study of growth of the Catholic Church      the period or person's life, including events in
and the              became the unifying force in Western Europe.       in the Middle Ages.{WHI.1c}                        that historical period or person's life which led
Catholic                                                               Analyze trends in human migration and              to the spread of Christianity and the Catholic
Church              During the Middle Ages, the Pope anointed the      cultural interaction. {WHI.1e}                     Church throughout Europe during the early
                     Emperors, missionaries carried Christianity to    Use maps, globes, artifacts, and pictures to       Middle Ages.
                     the Germanic tribes, and the Church served the     analyze the Age of Charlemagne. {WHI.1b}           a) Christianization of Ireland
                     social, political, and religious needs of the     Identify and compare political boundaries with     b) The rule of the Frank king, King Clovis
                     people.                                            the location of civilizations, empires, and        c) the Frank, Charles the Hammer
                                                                        kingdoms. {WHI.1d}                                 d) the Frank King, Charlemagne
                    How and why did the Church grow in
                     importance during the Middle Ages?               The student will demonstrate knowledge of           Demonstrate knowledge of Western Europe
                                                                      Western Europe during the Middle Ages from           during the Middle Ages from about 500 to
                                                                      about 500 to 1100 A.D. (C.E.) in terms of its        1000 AD in terms of its impact on Western
                                                                      impact on Western civilization by sequencing         civilization by sequencing events related to the
                                                                      events related to the spread and influence of        spread and influence of Christianity and the
                                                                      Christianity and the Catholic Church                 Catholic Church throughout Europe.
                                                                      throughout Europe.
                                                                                                                          Demonstrate knowledge of Western Europe
                                                                       Foundations of early medieval society              during the Middle Ages from about 500 to
                                                                       Classical heritage of Rome                         1000 AD in terms of its impact on Western
                                                                       Christian beliefs                                  civilization by sequencing events related to the
                                                                                                                           spread and influence of Christianity and the
                                                                       Customs of Germanic tribes
                                                                                                                           Catholic Church throughout Europe.
                                                                       Influence of the Roman Catholic Church
                                                                                                                          Explain the rise of Frankish kings and the Age
                                                                       Secular authority declined, while church
                                                                                                                           of Charlemagne.
                                                                        authority grew
                                                                       Monasteries preserved Greco-Roman cultural
                                                                                                                          History Alive!, The Medieval World &

Revised 5/9/2011                                                                                                                                                 Page 41 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                       Suggested Assessments & Resources
3rd Nine                                                                achievements                                        Beyond: Lesson 3, “The Role of the Church in
Weeks                                                                  Missionaries carried Christianity and Latin         Medieval Europe”
(con’t)                                                                 alphabet to Germanic tribes
                                                                       Pope anointed Charlemagne Emperor in 800
                                                                        A.D. (C.E.)
2 Blocks                                                               Parish priests served religious and social needs
Christianity                                                            of the people
and the
Catholic
Church
(con’t)            TRANSFER TO WESTERN EUROPE OF                      TRANSFER TO WESTERN EUROPE OF                        TRANSFER TO WESTERN EUROPE OF
                   GREEK, ROMAN, AND ARABIC                           GREEK, ROMAN, AND ARABIC                             GREEK, ROMAN, AND ARABIC
                   PHILOSOPHY, MEDICINE, AND SCIENCE                  PHILOSOPHY, MEDICINE, AND SCIENCE                    PHILOSOPHY, MEDICINE, AND SCIENCE
                   {WHI.12d}                                          {WHI.12d}                                            {WHI.12d}
                                                                       Identify, analyze, and interpret primary and        History Alive!, The Medieval World &
                    Education was largely confined to the clergy       secondary sources to make generalizations            Beyond: Lesson 10, “Contributions of Muslims
                     during the Middle Ages. The masses were            about church scholars during the Middle Ages.        to World Civilization” (this is an activity
                     uneducated, while the nobility was concerned       {WHI.1a}                                             suggested above but it covers this SOL in part).
                     with feudal obligations. Church scholars          Use maps, globes, artifacts, and pictures to
                     preserved ancient literature in monasteries in     analyze the physical and cultural landscapes of     Interpret a flow chart detailing the preservation
                     the East and West.                                 the world and interpret the past to 1500 AD          and spread of Arab and classical learning.
                                                                        {WHI.1b}
                    How did European scholars begin to interpret      Analyze trends in human migration and
                     and value ancient learning?                        cultural interaction from prehistory to 1500
                                                                        AD {WHI.1e}

                                                                      The student will demonstrate knowledge of
                                                                      social, economic, and political changes and
                                                                      cultural achievements in the late medieval
                                                                      period by explaining the preservation and
                                                                      transfer to Western Europe of Greek, Roman,
                                                                      and Arabic philosophy, medicine, and science.

                                                                       Church scholars
                                                                       Were among the very few who could read and
                                                                        write
                                                                       Worked in monasteries
                                                                       Translated Greek and Arabic works into Latin
                                                                       Made new knowledge in philosophy, medicine,
                                                                        and science available in Europe
                                                                       Laid the foundation for the rise of universities


Revised 5/9/2011                                                                                                                                                  Page 42 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                    Suggested Assessments & Resources
3rd Nine                                                             in Europe
Weeks
(con’t)
                   FRANKISH KINGS {WHI.9c}                          FRANKISH KINGS {WHI.9c}                             FRANKISH KINGS {WHI.9c}
                    Frankish kings used military power to expand    Use maps, globes, artifacts, and pictures to       Explain the rise of Frankish kings and the Age
                     their territory.                                 analyze the physical and cultural landscapes of     of Charlemagne.
1 Block                                                               feudal society. {WHI.1b}
Frankish            The alliance between Frankish kings and the     Identify and compare political boundaries with
Kings and            church re-established Roman culture              the location of civilizations, empires, and
Invasion,            (Christianity) in Western Europe.                kingdoms. {WHI.1}
Settlements,        How did Charlemagne revive the idea of the      Identify and compare political boundaries with
Migratory            Roman Empire?                                    the location of civilizations, empires and
Groups                                                                kingdoms. {WHI.1d}


                                                                    The student will demonstrate knowledge of
                                                                    Western Europe during the Middle Ages from
                                                                    about 500 to 1000 A.D. (C.E.), in terms of its
                                                                    impact on Western civilization by explaining
                                                                    the rise of Frankish kings, the Age of
                                                                    Charlemagne, and the revival of the idea of
                                                                    the Roman Empire.


                                                                     Age of Charlemagne
                                                                     Franks emerged as a force of Western Europe.
                                                                     The Pope crowned the Emperor.
                                                                     Power of the church was established in
                                                                      political life.
                                                                     Roman culture was reinterpreted.
                                                                     Most of Western Europe was included in the
                                                                      new empire.
                                                                     Churches, roads, and schools were built to
                                                                      unite the empire.




Revised 5/9/2011                                                                                                                                              Page 43 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                   Suggested Assessments & Resources
3rd Nine           INVASIONS, SETTLEMENTS, MIGRATORY                INVASIONS, SETTLEMENTS, MIGRATORY                  INVASIONS, SETTLEMENTS, MIGRATORY
Weeks              GROUPS {WHI.9d}                                  GROUPS {WHI.9d}                                    GROUPS {WHI.9d}
(con’t)             Invasions by Angles, Saxons, Magyars, and       Use maps, globes, artifacts, and pictures to      Write a poem or song about Alfred the Great
                     Vikings disrupted the social, economic, and      analyze the invasions of the Angles, Saxons,       telling of his great deeds that united England
                     political order of Europe.                       Magyars, and Vikings.{WHI.1b}                      and improved life in England under his rule.
                                                                     Identify major geographic features important
1 Block             How did the invasions by the Angles, Saxons,     to the study of the invasion of the Angles,       Make a large poster highlighting information
Frankish             Magyars, and Vikings influence the               Saxons, Magyars, and Vikings. {WHI.1c}             about the daily life of Vikings including family
Kings and            development of Europe?                          Identify and compare political boundaries with     life, occupations, religion, and include visual
Invasion,                                                             the location of civilizations, empires, and        illustrations with accompanying captions.
Settlements,                                                          kingdoms. {WHI.1d}
Migratory                                                            Analyze trends in human migration and
Groups                                                                cultural interaction. {WHI.1e}
(con’t)
                                                                    The student will demonstrate knowledge of
                                                                    Western Europe during the Middle Ages from
                                                                    about 500 to 1000 A.D. (C.E.), in terms of its
                                                                    impact on Western civilization by sequencing
                                                                    events related to the invasions, settlements,
                                                                    and influence of migratory groups, including
                                                                    Angles, Saxons, Magyars, and Vikings.

                                                                     Areas of settlement
                                                                     Angles and Saxons from continental Europe to
                                                                      England
                                                                     Magyars from Central Asia to Hungary
                                                                     Vikings from Scandinavia to Russia

                                                                     Influence of the Angles, Saxons, Magyars,
                                                                      and Vikings
                                                                     Manors with castles provided protection from
                                                                      invaders, reinforcing the feudal system
                                                                     Invasions disrupted trade, towns declined, and
                                                                      the feudal system was strengthened




Revised 5/9/2011                                                                                                                                              Page 44 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                         Suggested Assessments & Resources
4th Nine           FEUDALISM {WHI.9b}                                    FEUDALISM {WHI.9b}                                  FEUDALISM {WHI.9b}
Weeks               The decline of Roman influence in Western            Use maps, globes, artifacts, and pictures to       Create two columns labeled "Lords" and
43 days / 21         Europe left people with little protection against     analyze the physical and cultural landscapes of     "Vassals." Write the responsibilities of each in
Blocks in the        invasion, so they entered into feudal                 feudal society. {WHI.1b}                            the appropriate column.
4th Nine             agreements with land-holding lords who               Identify and compare political boundaries with
Weeks                promised them protection.                             the location of civilizations, empires, and        Write a paragraph explaining why the
                                                                           kingdoms. {WHI.1d}                                  relationship between lords and vassals
                    How did a feudal society develop in Europe in        Analyze the impact of economic forces               developed and whether it was a fair one.
4 Blocks             the Middle Ages?                                      including taxation, government spending,
Feudalism,                                                                 trade, resources, and monetary system on           History Alive!, The Medieval World &
Japan, Black
                    How did the medieval manor function as a              events. {WHI.1f}                                    Beyond: Lesson 2, “The Development of
Death,
Conflict with        social and economic system?                                                                               Feudalism in Western Europe”.
Eurasian                                                                 The student will demonstrate knowledge of
Powers                                                                   Western Europe during the Middle Ages from           History Alive1, The Medieval World &
                                                                         about 500 to 1000 A.D. (C.E.) in terms of its         Beyond: Lesson 4, “Life in Medieval Towns”.
                                                                         impact on Western civilization by explaining
                                                                         the structure of feudal society and its
                                                                         economic, social, and political effects.

                                                                          Invasions shattered Roman protection over
                                                                           the Empire.

                                                                          Feudal society during the Middle Ages
                                                                          Fief
                                                                          Vassals
                                                                          Serfs
                                                                          Feudal obligations

                                                                          Manorial system during the Middle Ages
                                                                          Rigid class structure
                                                                          Self-sufficient manors



                   JAPAN, SHINTO, AND BUDDHIST                           JAPAN, SHINTO, AND BUDDHIST                         JAPAN, SHINTO, AND BUDDHIST
                   TRADITIONS AND INFLUENCE OF                           TRADITIONS AND INFLUENCE OF                         TRADITIONS AND INFLUENCE OF
                   CHINESE CULTURE {WHI.10c}                             CHINESE CULTURE {WHI.10c}                           CHINESE CULTURE {WHI.10c}
                    Japanese cultural development was influenced         Use maps, globes, artifacts, and pictures to       Complete a graphic organizer
                     by proximity to China.                                analyze the physical and cultural landscapes of     comparing/contrasting Shintoism and
                                                                           Japan -Mountainous Japanese archipelago             Buddhism.
                    Shinto and Buddhism coexisted as religious            (four main islands), Sea of Japan or East Sea
                     traditions in the Japanese culture.                                                                      Write a "pretend" letter of a Japanese citizen

Revised 5/9/2011                                                                                                                                                    Page 45 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                               Suggested Assessments & Resources
4th Nine                                                           between Japan and Asian mainland, proximity      writing to a Chinese relative extolling the many
Weeks               How has Japan's geography influenced its      to China and Korea. {WHI.1b}                     cultural traditions and practices the Japanese
(con’t)              development?                                 Analyze trends in human migration and            have imported and implemented from the
                                                                   cultural interaction -influence of Chinese       Chinese.
                    How did Chinese culture influence Japan?      culture (writing, architecture, Buddhism) and
                                                                   Shinto (ethnic religion unique to Japan,         History Alive!, The Medieval World &
4 Blocks
                    Why were Shinto and Buddhism important to     importance of natural features, forces of         Beyond: Geography Challenge 5, “Japan”.
Feudalism,
Japan, Black         the development of Japanese culture?          nature, and ancestors, state religion;
Death,                                                             worshipping the emperor, coexistence with        History Alive!, The Medieval World &
Conflict with                                                      Buddhism). {WHI.1e}                               Beyond: Lesson 20, “The Influence of
Eurasian                                                                                                             Neighboring Cultures on Japan”.
Powers                                                           The student will demonstrate knowledge of
(con’t)                                                          civilizations and empires of the Eastern
                                                                 Hemisphere and their interactions through
                                                                 regional trade patterns by describing Japan,
                                                                 with emphasis on the impact of Shinto and
                                                                 Buddhist traditions and the influence of
                                                                 Chinese culture.

                                                                  Location and place
                                                                  Mountainous Japanese archipelago (four main
                                                                   islands)
                                                                  Sea of Japan or East Sea between Japan and
                                                                   Asia mainland
                                                                  Proximity to China and Korea

                                                                  Influence of Chinese culture
                                                                  Writing
                                                                  Architecture
                                                                  Buddhism

                                                                  Shinto
                                                                  Ethnic religion unique to Japan
                                                                  Importance of natural features, forces of
                                                                   nature, and ancestors
                                                                  State religion; worshipping the emperor
                                                                  Coexistence with Buddhism




Revised 5/9/2011                                                                                                                                        Page 46 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                Suggested Assessments & Resources
4th Nine           Era IV: Regional Interactions, The Eastern     Era IV: Regional Interactions, The Eastern        Era IV: Regional Interactions, The Eastern
Weeks              and Western Hemispheres 1000 to1500            and Western Hemispheres 1000 to1500               and Western Hemispheres 1000 to1500
(con’t)
                   The Eastern Hemisphere                         The Eastern Hemisphere                            The Eastern Hemisphere
4 Blocks
Feudalism,         MAJOR TRADE ROUTES {WHI.10a}                   MAJOR TRADE ROUTES {WHI.10a}                      MAJOR TRADE ROUTES {WHI.10a}
Japan, Black        During the Medieval Period, several major     Use maps, globes, artifacts, and pictures to     Create posters with maps showing major trade
Death,               trading routes developed in the Eastern        analyze the major trade route patterns of         routes in Europe, the Arab world, China and
Conflict with        Hemisphere. These trading routes developed     Eastern Europe from 1000 to 1500 AD (C.E.).       India by 1400.
Eurasian             among Europe, Africa and Asia.                 {WHI.1b}
Powers                                                             Analyze the impact of economic forces,           Write a report explaining the trade patterns
(con’t)
                    Where were the major trade routes in the       including taxation, government spending,          with specific information on Venician trade
                     Eastern Hemisphere from 1000 to 1500 AD        trade, resources, and monetary systems on         with Arabs and Western Europeans, the
                     (C.E.)?                                        events. {WHI.1f}                                  Hanseatic League, and the Silk Road to China.
                                                                   Identify major geographic features important      Chart the diffusion of goods, technology,
                                                                    to the study of major trade route patterns of     and ideas.
                                                                    Eastern Europe from 1000 to 1500 AD (C.E.):
                                                                    - Silk roads across Asia to the Mediterranean    History Alive!, The Medieval World &
                                                                      basin                                           Beyond: Lesson 19, “China’s Contact with the
                                                                    - Maritime routes across the Indian Ocean         Outside World”.
                                                                    - Trans-Saharan routes across North Africa
                                                                    - Northern European links with the Black Sea
                                                                    - Western European sea and river trade
                                                                    - South China Sea and lands of Southeast
                                                                      Asia.{WHI.1c}

                                                                  The student will demonstrate knowledge of
                                                                  civilizations and empires of the Eastern
                                                                  Hemisphere and their interactions through
                                                                  regional trade patterns by locating major
                                                                  trade routes.

                                                                   Major trade patterns of the Eastern
                                                                    Hemisphere from 1000 to 1500 A.D. (C.E.)
                                                                   Silk roads across Asia to the Mediterranean
                                                                    basin
                                                                   Maritime routes across the Indian Ocean
                                                                   Trans-Saharan routes across North Africa
                                                                   Northern European links with the Black Sea
                                                                   Western European sea and river trade
                                                                   South China Sea and lands of Southeast Asia


Revised 5/9/2011                                                                                                                                         Page 47 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                     Suggested Assessments & Resources
4th Nine           TECHNOLOGICAL ADVANCES AND                          TECHNOLOGICAL ADVANCES AND                        TECHNOLOGICAL ADVANCES AND
Weeks              TRANSFERS, ECONOMIC                                 TRANSFERS, ECONOMIC                               TRANSFERS, ECONOMIC
(con’t)            INTERDEPENDENCE, CULTURAL                           INTERDEPENDENCE, CULTURAL                         INTERDEPENDENCE, CULTURAL
                   INTERACTIONS {WHI.10b}                              INTERACTIONS {WHI.10b}                            INTERACTIONS {WHI.10b}
                    Regional trade networks and long-distance          Identify, analyze, and interpret primary and     Write a poem or song or make a poster or
4 Blocks
Feudalism,           trade routes in the Eastern Hemisphere aided        secondary sources to make generalizations         booklet illustrating the key technological
Japan, Black         the diffusion and exchange of technology and        about how trade facilitated the diffusion of      advances in the Eastern Hemisphere between
Death,               culture between Europe, Africa and Asia.            goods and ideas among different cultures.         1000 AD and 1500 AD. Include the printing
Conflict with                                                            {WHI.1a}                                          press and innovations in shipbuilding and
Eurasian            How did trade facilitate the diffusion of goods    Analyze trends in human migration and             navigation.
Powers               and ideas among different cultures?                 cultural interaction {WHI.1e}
(con’t)                                                                                                                   Write a 300 word essay entitled "Johannes
                                                                       The student will demonstrate knowledge of           Gutenberg, an Inventor of Revolutionary
                                                                       civilizations and empires of the Eastern            Magnitude."
                                                                       Hemisphere and their interactions through
                                                                       regional trade patterns by identifying
                                                                       technological advances and transfers,
                                                                       networks of economic interdependence, and
                                                                       cultural interactions.


                                                                        Goods
                                                                        Gold from West Africa
                                                                        Spices from lands around the Indian Ocean
                                                                        Textiles from India, China, the Middle East,
                                                                         and later Europe
                                                                        Porcelain from China and Persia
                                                                        Amber from the Baltic region

                                                                        Technology
                                                                        Paper from China through the Muslim world to
                                                                         Byzantium and Western Europe
                                                                        New crops from India (e.g., for making sugar)
                                                                        Waterwheels and windmills
                                                                        Navigation – Compass from China, lateen sail
                                                                         from Indian Ocean

                                                                        Ideas
                                                                        Printing and paper money from China
                                                                        Spread of religions across the hemisphere
                                                                           - Buddhism from China to Korea and Japan


Revised 5/9/2011                                                                                                                                              Page 48 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                   Suggested Assessments & Resources
4th Nine                                                                  - Hinduism and Buddhism from India to
Weeks (con’t)                                                               Southeast Asia
                                                                          - Islam into West Africa, Central and
4 Blocks                                                                    Southeast Asia
Feudalism,
Japan, Black
Death,
Conflict with
Eurasian
Powers             BLACK DEATH {WHI.12c}                              BLACK DEATH {WHI.12c}                            BLACK DEATH {WHI.12c}
(con’t)             In the fourteenth century, the Black Death        Use maps, globes, artifacts, and pictures to    Pretend to be someone who lived in Europe
                     (Bubonic Plague) decimated the population of       analyze the Black Death's impact on economic     right after the Black Death, and write a letter
                     much of Asia and then the population of much       and social institutions in Asia and Europe.      describing the conditions and reasons that
                     of Europe.                                         {WHI.1b}                                         made Europe susceptible to the plague and the
                                                                       Analyze trends in human migration and            beneficial results of the plague in economic
                    How did the Black Death (Bubonic Plague)           cultural interaction from prehistory to 1500     and political terms.
                     alter economic and social institutions in much     AD {WHI.1e}
                     of Asia and then in Europe?                       Analyze the impact of economic forces,          History Alive!, The Medieval World &
                                                                        including taxation, government spending,         Beyond: Lesson 5, Experience 2 (page 120-121
                                                                        trade, resources, and monetary systems on        of Lesson Guide 1).
                                                                        events. {WHI.1f}



                                                                      The student will demonstrate knowledge of
                                                                      social, economic, and political changes and
                                                                      cultural achievements in the late medieval
                                                                      period by identifying patterns of crisis and
                                                                      recovery related to the Black Death (Bubonic
                                                                      plague).

                                                                       Impact of the Black Death (Bubonic Plague)
                                                                       Decline in population
                                                                       Scarcity of labor
                                                                       Towns freed from feudal obligations
                                                                       Decline of church influence
                                                                       Disruption of trade




Revised 5/9/2011                                                                                                                                             Page 49 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                         Suggested Assessments & Resources
4th Nine           CONFLICTS AMONG EURASIAN POWERS                        CONFLICTS AMONG EURASIAN POWERS                    CONFLICTS AMONG EURASIAN POWERS
Weeks (con’t)      (Crusades, Mongol conquests, fall of                   (Crusades, Mongol conquests, fall of               Crusades, Mongol conquests, fall of
                   Constantinople) {WHI.12b}                              Constantinople) {WHI.12b}                          Constantinople) {WHI.12b}
4 Blocks            Crusades were carried out by Christian                Use maps, globes, artifacts, and pictures to      Using a large poster, make an illustrated
Feudalism,
                     political and religious leaders to take control of     analyze the key events of the                      timeline organizing events during the rise of
Japan, Black
Death,               the Holy Land from the Muslims.                        Crusades.{WHI.1b}                                  Monarchies in Europe, specifically England,
Conflict with                                                              Identify and compare political boundaries of       France, Spain, Germany and Russia during the
Eurasian            Mongol armies invaded Russia, Southwest                the Holy Land during the Crusades, Mongol          late Middle Ages. Identify the most important
Powers               Asia, and China, creating an empire.                   invasion of Russia, Southwest Asia, and China,     events, and develop symbols to make those
(con’t)                                                                     and the Ottoman Turks' conquest of the             dates stand out on the timeline by using color
                    Ottoman Turks conquered the Byzantine                  Byzantine Empire. {WHI.1d}                         symbols to distinguish events of different
                     Empire.                                               Analyze trends in human migration and              nations.
                                                                            cultural interaction from prehistory to 1500
                    What were key events and effects of the                AD {WHI.1e}                                       With the class divided into three separate
                     Crusades?                                                                                                 groups, have Group 1 pretend to be the Pope's
                                                                          The student will demonstrate knowledge of            assistants. Create posters for each of the
                    What were the effects of the Mongol                  social, economic, and political changes and          Crusades (peasants', nobles', kings', and
                     invasions?                                           cultural achievements in the late medieval           childrens') illustrating what attracted people to
                                                                          period by explaining conflicts among                 the Holy War and to persuade people to join
                    What were the effects of the Ottoman invasions       Eurasian powers, including the Crusades, the         the Crusades.
                     of Europe?                                           Mongol conquests, and the fall of
                                                                          Constantinople.                                     Group 2 will create and perform a skit about
                                                                                                                               the Mongol conquests in China, Central Asia,
                                                                           Key events of Crusades                             Russia, and the Middle East containing factual
                                                                           Pope Urban’s speech                                information about Genghis Khan, Kublai Khan,
                                                                           The capture of Jerusalem                           the terror tactics of Mongols, the
                                                                           Founding of Crusader states                        accomplishments of them, and the results of
                                                                           Loss of Jerusalem to Saladin                       their rule.
                                                                           Sack of Constantinople by western Crusaders       Group 3 will create posters or booklets using
                                                                                                                               facts and visuals summarizing and illustrating
                                                                           Effects of Crusades                                the decline and fall of Constantinople to the
                                                                           Weakened the Pope and nobles; strengthened         Ottoman Turks in 1452 AD.
                                                                            monarchs
                                                                           Stimulated trade throughout the Mediterranean
                                                                            area and the Middle East
                                                                           Left a legacy of bitterness among Christians,
                                                                            Jews, and Muslims
                                                                           Weakened the Byzantine Empire

                                                                           Mongol armies
                                                                           Invaded Russia, China, and Muslim states in


Revised 5/9/2011                                                                                                                                                     Page 50 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                   Suggested Assessments & Resources
4th Nine                                                             Southwest Asia, destroying cities and
Weeks (con’t)                                                        countryside
                                                                    Created an empire
4 Blocks
Feudalism,
Japan, Black                                                        Constantinople
Death,                                                              Fell to the Ottoman Turks in 1453, ending the
Conflict with                                                        Byzantine Empire
Eurasian                                                            Became capital of the Ottoman Empire
Powers
(con’t)




                   LATE MEDIEVAL PERIOD                            LATE MEDIEVAL PERIOD                                LATE MEDIEVAL PERIOD
1 Block            NATION-STATES (ENGLAND, FRANCE,                 NATION-STATES (ENGLAND, FRANCE,                     NATION-STATES (ENGLAND, FRANCE,
Rise of            SPAIN, RUSSIA) {WHI.12a}                        SPAIN, RUSSIA) {WHI.12a}                            SPAIN, RUSSIA) {WHI.12a}
Nation States       European monarchies consolidated power and     Identify, analyze, and interpret primary and       Write a report, poem, song, or create an
                     began forming nation-states in the late         secondary sources to make generalizations           illustrated booklet on:
                     medieval period.                                about how England, France, Spain, and Russia        a) William the Conqueror
                                                                     expanded their territories and consolidated         b) Henry II of England
                    How did European nation-states expand their     their power. {WHI.1a}                               c) Magna Carta
                     territories and consolidate power?             Use maps, globes, artifacts, and pictures to        d) Phillip II of France
                                                                     analyze the physical and cultural landscapes of     e) Phillip II of France
                                                                     the England, France, Spain, and Russia.             f) Otto I of Germany
                                                                     {WHI.1b}                                            g) Frederick I of Germany
                                                                    Identify and compare political boundaries with      h) Frederick II of Germany
                                                                     the location of England, France, Spain, and         i) Ferdinand and Isabella of Spain
                                                                     Russia. {WHI.1d}
                                                                                                                        History Alive!, The Medieval World &
                                                                   The student will demonstrate knowledge of             Beyond: Lesson 5, “The Decline of
                                                                   social, economic, and political changes and           Feudalism”.
                                                                   cultural achievements in the late medieval
                                                                   period by describing the emergence of nation-
                                                                   states (England, France, Spain, and Russia)
                                                                   and distinctive political developments in each.

                                                                    England
                                                                    William the Conqueror, leader of the Norman
                                                                     Conquest, united most of England
                                                                    Common law had its beginning during the
                                                                     reign of Henry II


Revised 5/9/2011                                                                                                                                          Page 51 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                    Suggested Assessments & Resources
4th Nine                                                             King John signed the Magna Carta, limiting the
Weeks                                                                 King’s power
(con’t)                                                              The Hundred Years’ War between England and
                                                                      France helped define England as a nation
                                                                     Evolution of Parliament
1 Block
Rise of                                                              France
Nation-states                                                        Hugh Capet established the French throne in
(con’t)                                                               Paris, and his dynasty gradually expanded their
                                                                      control over most of France
                                                                     The Hundred Years’ War between England and
                                                                      France helped define France as a nation
                                                                     Joan of Arc was a unifying factor

                                                                     Spain
                                                                     Ferdinand and Isabella unified the country and
                                                                      expelled the Jews and Moors.
                                                                     Spanish Empire in the Western Hemisphere
                                                                      expanded under Charles V.

                                                                     Russia
                                                                     Ivan the Great threw off the rule of the
                                                                      Mongols, centralized power in Moscow, and
                                                                      expanded the Russian nation.
                                                                     Power was centralized in the hands of the tsar.
                                                                     The Orthodox Church influenced unification.


                   RENAISSANCE {WHI.13a}                            RENAISSANCE {WHI.13a}                               RENAISSANCE {WHI.13a}
5 Blocks            The Crusades stimulated trade by introducing    Identify and compare political boundaries to       History Alive!, Activity 1.2, The Renaissance.
ALL                  Europeans to many desirable products.            show how the Crusades stimulated trade.
Renaissance                                                          Analyze trends in human migration and              Create a Venn diagram comparing/contrasting
topics              Trade promoted frequent contacts with the        cultural interaction from prehistory to 1500        towns in the Middle Ages with towns during
                     Byzantine and Muslim Empires.                    AD {WHI.1e}                                         the Renaissance.
                                                                     Analyze the impact of economic forces,
                    New economic institutions developed.             including taxation, government spending,           History Alive!, The Medieval World &
                                                                      trade, resources, and monetary systems on           Beyond: Geography Challenge 7, “Renaissance
                    How did the Crusades stimulate trade between     events. {WHI.1f}                                    and Reformation”.
                     Europe and the Muslim Empire?
                                                                                                                         History Alive!, The Medieval World &
                    What were the economic foundations of the                                                            Beyond: Lesson 28, “The Renaissance
                     Italian Renaissance?                                                                                 Begins”.

Revised 5/9/2011                                                                                                                                              Page 52 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                         Suggested Assessments & Resources
4th Nine                                                                The student will demonstrate knowledge of
Weeks                                                                   developments leading to the Renaissance in
(con’t)                                                                 Europe in terms of its impact on Western
                                                                        civilization by identifying the economic
5 Blocks                                                                foundations of the Italian Renaissance.
ALL
Renaissance                                                              Economic effects of the Crusades:
Topics                                                                   Increased demand for Middle Eastern products
(con’t)                                                                  Stimulated production of goods to trade in
                                                                          Middle Eastern markets
                                                                         Encouraged the use of credit and banking

                                                                         Important economic concepts:
                                                                         Church rule against usury and the banks’
                                                                          practice of charging interest helped to
                                                                          secularize northern Italy.
                                                                         Letters of credit served to expand the supply of
                                                                          money and expedite trade.
                                                                         New accounting and bookkeeping practices
                                                                          (use of Arabic numerals) were introduced.


                   RISE OF ITALIAN CITY-STATES {WHI.13b}                RISE OF ITALIAN CITY-STATES {WHI.13b}                RISE OF ITALIAN CITY-STATES {WHI.13b}
                    Wealth accumulated from European trade with         Identify, analyze, and interpret primary and        History Alive!, Activity 1.2, The Renaissance.
                     the Middle East led to the rise of Italian city-     secondary sources to make generalizations
                     states. Wealthy merchants were active civic          about the rise of Italian city-states and their     Draw and annotate two staircases to
                     leaders.                                             political development. {WHI.1a}                      graphically represent the decline of feudalism
                                                                         Use maps, globes, artifacts, and pictures to         and the development of The Renaissance.
                    Machiavelli observed city-state rulers of his        analyze how northern Italian cities benefit
                     day and produced guidelines for the acquisition      from their geographic location. {WHI.1b}            Pretending that you are a member of the
                     and maintenance of power by absolute rule.          Identify and compare political boundaries with       famous Medici family in Florence, write a
                    How did northern Italian cities benefit from         the location of civilizations, empires, and          letter to another family member in 1513
                     their geographic location?                           kingdoms from 4000 BC to 1500 AD {WHI.1d}            describing how you feel your family has been
                                                                         Analyze trends in human migration and                unjustly criticized for ruthlessness by detailing
                    How did Italian city-states achieve importance       cultural interaction from prehistory to 1500         a defense of the Medicis specifically
                     and develop politically?                             AD {WHI.1e}                                          referencing Machiavelli's The Prince and
                                                                                                                               including the positive accomplishments that are
                    What were Machiavelli's ideas about power?         The student will demonstrate knowledge of              typical of Renaissance achievements.
                                                                        developments leading to the Renaissance in
                                                                        Europe in terms of its impact on Western              Write an essay explaining how Machiavelli
                                                                        civilization by sequencing events related to the       believed rulers of states could best use and
                                                                                                                               maintain their power and explain why you

Revised 5/9/2011                                                                                                                                                    Page 53 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                            Suggested Assessments & Resources
4th Nine                                                                  rise of Italian city-states and their political        agree or disagree with Machiavelli.
Weeks (con’t)                                                             development, including Machiavelli’s theory
                                                                          of governing as described in The Prince.               History Alive!, The Medieval World &
5 Blocks
                                                                                                                                  Beyond: Lesson 29, “Florence: The Cradle of
ALL
                                                                                                                                  Renaissance”
Renaissance
                                                                           Florence, Venice, and Genoa:
Topics
                                                                           Had access to trade routes connecting Europe
(con’t)
                                                                            with Middle Eastern markets.
                                                                           Served as trading centers for the distribution of
                                                                            goods to Northern Europe.
                                                                           Were initially independent city-states governed
                                                                            as republics.

                                                                           Machiavelli’s The Prince
                                                                           An early modern treatise on government
                                                                           Supported absolute power of the ruler
                                                                           Maintains that the end justifies the means
                                                                           Advises that one should do good if possible,
                                                                            but do evil when necessary

                   ARTISTIC, LITERARY AND                                                                                       ARTISTIC, LITERARY AND
                                                                          ARTISTIC, LITERARY AND
                   PHILOSOPHICAL CREATIVITY {WHI.13c}                                                                           PHILOSOPHICAL CREATIVITY {WHI.13c)
                                                                          PHILOSOPHICAL CREATIVITY {WHI.13c}
                    The Renaissance produced new ideas that were                                                                Make a booklet featuring the best of The
                                                                           Identify, analyze, and interpret primary and
                     reflected in the arts, philosophy, and literature.                                                           Renaissance art and literature along with at
                                                                            secondary sources to make generalizations
                     Patrons, wealthy from newly expanded trade,                                                                  least four of The Renaissance artists and
                                                                            about the art, philosophy, and literature of the
                     sponsored works which glorified city-states in                                                               writers.
                                                                            Renaissance. {WHI.1a}
                     northern Italy. Education became increasingly         Analyze trends in human migration and
                     secular.                                                                                                    History Alive!, Activity 1.3, The Renaissance.
                                                                            cultural interaction from prehistory. {WHI.1e}
                    How did the arts and literature of the                                                                      Compare/contrast classical, medieval and
                     Renaissance differ from those of the Middle                                                                  Renaissance art, and analyze placards of seven
                                                                          The student will demonstrate knowledge of
                     Ages?                                                                                                        art pieces determining which period each is
                                                                          developments leading to the Renaissance in
                                                                                                                                  from.History Alive!, The Medieval World &
                                                                          Europe in terms of its impact on Western
                    Who were prominent Italian Renaissance                                                                       Beyond: Lesson 30, “Leading Figures of the
                                                                          civilization by citing artistic, literary, and
                     artists and writers?                                                                                         Renaissance”.
                                                                          philosophical creativity, as contrasted with
                                                                          the medieval period, including Leonardo da
                    How did classical knowledge of the ancient           Vinci, Michelangelo, and Petrarch.
                     Greeks and Romans foster humanism in the
                     Italian Renaissance?                                  Medieval art and literature focused on the
                                                                            Church and salvation; Renaissance art and


Revised 5/9/2011                                                                                                                                                       Page 54 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                         Suggested Assessments & Resources
4th Nine                                                                 literature focused on individuals and
Weeks                                                                    worldly matters, along with Christianity.
(con’t)
                                                                         Artistic and literary creativity
5 Blocks                                                                 Leonardo daVinci – Mona Lisa and The Last
ALL
                                                                          Supper
Renaissance
Topics                                                                   Michelangelo – Ceiling of the Sistine Chapel
(con’t)                                                                   and David
                                                                         Petrarch – Sonnets, humanist scholarship

                                                                         Humanism
                                                                         Celebrated the individual
                                                                         Stimulated the study of Greek and Roman
                                                                          literature and culture
                                                                         Was supported by wealthy patrons


                                                                        COMPARING THE ITALIAN AND                            COMPARING THE ITALIAN AND
                   COMPARING THE ITALIAN AND                                                                                 NORTHERN RENAISSANCE {WHI.13d}
                   NORTHERN RENAISSANCE {WHI.13d}                       NORTHERN RENAISSANCE {WHI.13d}
                                                                         Identify, analyze, and interpret primary and        Using an atlas, create a map with a key of the
                    With the rise of trade, travel and literacy, the                                                             distribution of the five major religions since
                     Italian Renaissance spread to northern Europe.       secondary sources to make generalizations
                                                                          about the Northern Renaissance. {WHI.1a}                the 1500’s.
                     The art and literature changed as people of                                                              Create a brochure of the five major religions –
                     different cultures adopted Renaissance ideas.       Use artifacts, and pictures to analyze the
                                                                          Northern Renaissance writers (Erasmus, Sir              noting their main text, area, key figures,
                                                                          Thomas More).{WHI.1b}                                   and social impact
                    How did ideas of the Italian Renaissance
                     change as they became adopted in northern           Analyze trends in human migration and
                                                                          cultural interaction to explain how the ideas of    Create a map booklet of the following major
                     Europe?                                                                                                      states and empires (England, France, Spain,
                                                                          the Italian Renaissance changed as they
                                                                          became adopted in northern Europe. {WHI.1e}             Russia, Ottoman Empire, Persia, China,
                    Who were important artists and writers of the                                                                Mughal India, Songhai Empire) (Western
                     Northern Renaissance?                                                                                        Hemisphere – Incan, Mayan and Aztec
                                                                        The student will demonstrate knowledge of                 Empires)
                                                                        developments leading to the Renaissance in
                                                                        Europe in terms of its impact on Western
                                                                        civilization by comparing the Italian and the
                                                                        Northern Renaissance, and citing the
                                                                        contributions of writers.

                                                                         Northern Renaissance
                                                                         Growing wealth in Northern Europe supported
                                                                          Renaissance ideas.


Revised 5/9/2011                                                                                                                                                    Page 55 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                         Suggested Assessments & Resources
4th Nine                                                                  Northern Renaissance thinkers merged
Weeks                                                                      humanist ideas with Christianity.
(con’t)                                                                   The movable type printing press and the
                                                                           production and sale of books (Gutenberg
5 Blocks                                                                   Bible) helped disseminate ideas.
ALL
Renaissance
Topics                                                                    Northern Renaissance writers
(con’t)                                                                   Erasmus – The Praise of Folly (1511)
                                                                          Sir Thomas More – Utopia (1516)

                                                                          Northern Renaissance artists portrayed
                                                                           religious and secular subjects.




                                                                         EAST AFRICAN KINGDOMS OF AXUM                       EAST AFRICAN KINGDOMS OF AXUM
                   EAST AFRICAN KINGDOMS OF AXUM                         AND ZIMBABWE, WEST AFRICAN                          AND ZIMBABWE, WEST AFRICAN
3 Blocks           AND ZIMBABWE, WEST AFRICAN                            CIVILIZATIONS OF GHANA, MALI,                       CIVILIZATIONS OF GHANA, MALI,
Africa             CIVILIZATIONS OF GHANA, MALI,                         SONGHAI {WHI.10d}                                   SONGHAI {WHI.10d}
                   SONGHAI {WHI.10d}                                      Use maps, globes, artifacts, and pictures to       Write a report or make a booklet using visuals
                    African civilizations developed in sub-Saharan        analyze the physical and cultural landscapes of     and voice bubbles or captions on one of the
                     west and east Africa.                                 African civilizations. {WHI.1b}                     following African kingdoms: Kush, Axum,
                                                                          Identify major geographic features important        Ghana, Mali or Songhai, detailing its
                    Trade brought important economic, cultural,           to the study of African civilizations. {WHI.1c}     geographic location, language, religion,
                     and religious influences to African civilizations    Identify and compare political boundaries with      government, economy (including items of trade
                     from other parts of the Eastern hemisphere.           the location of Axum, Zimbabwe, Ghana, Mali,        and with whom) and other significant aspects.
                                                                           and Songhai. {WHI.1d}
                    States and empires flourished in Africa during       Analyze trends in human migration and              Write a report on African culture (music,
                     the medieval period, including Ghana, Mali,           cultural interaction. {WHI.1c}                      dance, sculpture, jewelry, food, holidays and
                     and Songhai in West Africa, Axum in east             Analyze the impact of economic forces,              literature). Identify African influences in our
                     Africa, and Zimbabwe in southern Africa.              including taxation, government spending,            United States' society today.
                                                                           trade, resources, and monetary systems on
                                                                           events. {WHI.1f}                                   Wear clothes or jewelry reflecting African
                    What were the characteristics of civilizations in                                                         influence, or play African music and perform
                     sub-Saharan Africa during the medieval                                                                    an African dance.
                     period?                                             The student will demonstrate knowledge of
                                                                         civilizations and empires of the Eastern            West Africa
                                                                         Hemisphere and their interactions through            History Alive!, The Medieval World &
                                                                         regional trade patterns by describing east            Beyond: Geography Challenge 3, “West
                                                                         African kingdoms of Axum and Zimbabwe                 Africa”.


Revised 5/9/2011                                                                                                                                                    Page 56 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                                      Suggested Assessments & Resources
4th Nine                                                              and west African civilizations of Ghana, Mali,       History Alive!, The Medieval World &
Weeks                                                                 and Songhai in terms of geography, society,           Beyond: Lesson 13, “Ghana: A West African
(con’t)                                                               economy, and religion.                                Trading Empire”.
3 Blocks
Africa
                                                                       Axum
(con’t)                                                                Location relative to the Ethiopian Highlands
                                                                        and the Nile River
                                                                       Christian kingdom

                                                                       Zimbabwe
                                                                       Location relative to the Zambezi and Limpopo
                                                                        rivers and the Indian Ocean coast
                                                                       City of “Great Zimbabwe” as capital of a
                                                                        prosperous empire

                                                                       West African kingdoms
                                                                       Location of Ghana, Mali, Songhai empires
                                                                        relative to Niger River and the Sahara
                                                                       Importance of gold and salt to trans-Saharan
                                                                        trade
                                                                       City of Timbuktu as center of trade and
                                                                        learning
                                                                       Role of animism and Islam




                                                                                                                          The Western Hemisphere
                                                                      The Western Hemisphere
                   The Western Hemisphere
                                                                                                                          MAYAN, AZTEC, AND INCAN {WHI.11b}
3 Blocks                                                              MAYAN, AZTEC, AND INCAN {WHI.11a}
Western            MAYAN, AZTEC, AND INCAN {WHI.11a}                                                                       Pretend to be anthropologists and give a
                                                                      {WHI.11b}
Hemisphere         {WHI.11b}                                                                                                presentation reporting on a tour of African or
                                                                       Use maps, globes, artifacts, and pictures to
                    The Mayan, Aztec, and Incan civilizations                                                              American historical sites.
                                                                        analyze the physical and cultural landscapes of
                     emerged in South America, Central America,
                                                                        the Mayan, Aztec, and Incan civilizations.
                     and Mexico.                                                                                           Create collages of each of the three
                                                                        {WHI.1b}
                                                                                                                            civilizations' cultures (Mayan, Aztec and
                                                                       Identify major geographic features important
                    What were the characteristics of Mayan, Aztec,                                                         Incan). Include visuals and details of their
                                                                        to the study of the Mayan, Aztec, and Incan
                     and Incan civilizations?                                                                               location, religion, government, economy,
                                                                        civilizations. {WHI.1c}
                                                                                                                            language, jobs, and achievements.
                                                                       Identify and compare political boundaries with
                                                                        the location of civilizations, empires, and
                                                                                                                           Make a drawing or build a model of one of the

Revised 5/9/2011                                                                                                                                                 Page 57 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                      Suggested Assessments & Resources
4th Nine                                                  kingdoms. {WHI.1d}                               temple or pyramids of the Mayan, Incan or
Weeks                                                    Analyze trends in human migration and            Aztec civilization.
(con’t)                                                   cultural interaction. {WHI.1e].
                                                                                                           Using paper, modeling clay or yarn, create a
                                                        The student will demonstrate knowledge of           craft item from the Mayan, Incan or Aztec
3 Blocks
                                                        major civilizations of the Western                  civilization illustrating the unique patterns and
Western
Hemisphere                                              Hemisphere, including the Mayan, Aztec, and         colors of that civilization.
(con’t)                                                 Incan by
                                                        a) describing geographic relationship, with        History Alive!, The Medieval World &
                                                        emphasis on patterns of development in terms        Beyond: Geography Challenge 6,
                                                        of climate and physical features;                   “Civilizations of the Americas”.
                                                        b) describing cultural patterns and political
                                                        and economic structures.                           History Alive!, The Medieval World &
                                                                                                            Beyond: Lesson 23, “The Maya”.
                                                         Mayan civilization
                                                         Located in the Mexican and Central American      History Alive!, The Medieval World &
                                                          rain forest                                       Beyond: Lesson 24, “The Aztecs”.
                                                         Represented by Chichen Itza
                                                         Group of city-states ruled by a king             History Alive! The Medieval World &
                                                         Economy based on agriculture and trade            Beyond: Lesson 26, “The Incas”.
                                                         Polytheistic religion – Pyramids

                                                         Aztec civilization
                                                         Located in arid valley in central Mexico
                                                         Represented by Tenochtitlan
                                                         Ruled by an emperor
                                                         Economy based on agriculture and tribute from
                                                          conquered peoples
                                                         Polytheistic religion – Pyramids / rituals

                                                         Incan civilization
                                                         Located in the Andes Mountains of South
                                                          America
                                                         Represented by Machu Picchu
                                                         Ruled by an emperor
                                                         Economy based on high-altitude agriculture
                                                         Polytheistic religion
                                                         Road system

                                                         Achievements of Mayan, Aztec, and Incan
                                                          civilizations

Revised 5/9/2011                                                                                                                                  Page 58 of 59
Nine Weeks         Essential Understandings & Questions Essential Knowledge & Skills                 Suggested Assessments & Resources
4th Nine                                                 Calendars
Weeks                                                    Mathematics
(con’t)                                                  Writing and other record keeping systems




3 Blocks           TOOLS OF GEOGRAPHY and
Geography          WORLD RELIGION REVIEW

                   END OF YEAR GEOGRAPHY TEST
                   FROM 7 REGIONS OF THE
                   WORLD, CONTINENTS, OCEANS,
                   MAPS, GLOBES




Revised 5/9/2011                                                                                                                Page 59 of 59

				
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