rutherford high school rutherford, nj · rutherford high school rutherford, nj ... studies skills...

COURSE TITLE:

WORLD HISTORY HONORS

LENGTH:

FULL YEAR

GRADE 9

DEPARTMENT:

SOCIAL STUDIES

SCHOOL:

Rutherford High School

Rutherford, NJ

Revised 2017

Approved: April 24, 2017

World History Honors

I. INTRODUCTION

World History Honors provides a historical perspective for understanding

today’s pluralistic, multicultural society. By examining the roots of the major

cultures of today, the student will better know and comprehend the

interconnections and interdependencies prevalent throughout the modern world.

This one-year ninth grade course will survey the major world civilizations,

their historical growth and how this has a�ected the world today. Attention

will be given to geography, both historical and contemporary. The signi�cant

present economic, political and cultural conditions will be studied. A primary

goal is the erosion of stereotyped thinking about people in the non-western

world. This course will pursue a study of the foundations of major world

religions and also meets the Holocaust, genocide and Amistad mandates.

This course ful�lls the �rst year social studies requirement for high school

graduation.

II. OBJECTIVES

A. New Jersey Student Learning Standards for Social Studies (2014)

http://www.state.nj.us/education/cccs/2014/ss/

Standard 6.1

U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that re�ect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

Standard 6.2

World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment a�ect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

Standard 6.3

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Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world.

New Jersey Student Learning Standards for English Language Arts

Companion Standards in History/Social Studies, Science, and Technical

Subjects

www.state.nj.us/education/cccs/2016/ela

B. SKILLS

One of the major purposes of social studies education is to assist young

people in developing and using skills e�ectively. With an adequate

command of skills, students can gain insights concerning their society and

develop proper habits of social and intellectual behavior. Skills can be used

both in and out of school. The student who develops a command of social

studies skills can carry them into his/her adult years and establish a �rm

basis for continued learning throughout life. One objective is to develop

each student to the best of his/her ability in the following skill areas:

1. General Skills

a. locate information.

b. organize information.

c. evaluate information.

d. acquire information through reading.

e. acquire information through listening and observing.

f. communicate orally and in writing.

g. interact with others, develop problem solving strategies.

h. apply con�ict resolution skills.

i. use the Internet and other technological tools

2. Critical Thinking Skills

a. identify central issues

b. recognize underlying assumptions

c. evaluate evidence from primary and secondary sources

d. recognize stereotypes and clichés

e. recognize bias and emotional factors

f. distinguish between veri�able and unveri�able data

g. distinguish between the relevant and non-relevant

h. draw inferences

i. distinguish between fact and opinion

j. determine the strength of an argument

k. draw conclusions

l. recognize cause and e�ect

m. develop and practice debating skills

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n. analyze di�erences in historical interpretation

o. develop the ability to think creatively

3. Map Skills

a. orient a map

b. locate places by using a grid system

c. identify, locate and synthesize physical and political features

d. identify and interpret map symbols

e. interpret map scales, skewed maps and thematic maps

f. use maps to understand and explain geographic settings of historical

events

g. evaluate in�uence of geography upon history and culture

4. Picture, Chart, and Graph Skills

a. interpret pictures, apply information and draw conclusions

b. analyze cartoon as a means of expressing viewpoints

c. relate information obtained from pictures, charts and graphs

to that gained from other sources.

5. Time and Chronology Skills

a. comprehend historical chronology

b. use the vocabulary of time concepts (decade, score, generation,

century, era).

c. understand time lines

d. identify and understand what constitutes di�erences and

duration of various historical periods.

6 . Technology Skills

a. use the electronic sources for all research.

b. submit essays and reports using word processing and Google

Applications.

c. complete technology-based projects and oral presentations

d. use the Internet whenever possible as a part of their studies

C. CONTENT

1. Mediterranean World

a. Brief review of the ancient Greco-Roman World

b. The fall of the Western Roman Empire

c. The Byzantine Empire in East

2. Middle Ages

a. The Dark Ages

b. The feudal system

c. Manorial system

d. High Middle Ages

e. The Crusades

f. Christianity in the Middle Ages

g. Emergence of new nations

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3. The European Renaissance a. Italian city-states

1) politics 2) Niccolo Machiavelli

b. Cultural changes in Europe 1) individualism 2) secularism 3) humanism 4) art & literature

a) Leonardo Da Vinci, etc. b) Perspective, anatomy, religion, classical

c. Spread of the Renaissance 1) printing press 2) Northern Renaissance

d. Elizabethan Age e. Renaissance life

4. Reformation a. Criticisms of the Catholic Church b. Christian Humanism c. Protestant Reformation

1) Martin Luther 2) John Calvin

d. English Reformation 1) Anglican Church 2) Henry VIII 3) Elizabeth I

e. Catholic Reformation 1) Council of Trent

5. Religions of the World a. Christianity b. Judaism

c. Islam d. Hinduism

e. Buddhism f. Sikhism g. Confucianism h. Taoism i. Shinto

6. Islamic World a. Ottoman Empire

1) Fall of the Byzantines 2) Suleyman the Magni�cent

b. Safavid Empire 1) Shah Abbas 2) Sunni Muslims

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3) Shiite Muslims

c. Mughal Empire

1) Akbar

2) Hindu, Muslims, Sikhs

d. culture blending

1) causes and results

7. Age of Exploration & Isolation

a. European Exploration

1) God, Glory, Gold

2) tools of exploration

3) trade empires of Spain, Portugal & European nations

b. Isolation of China & Japan

1) Ming & Qing Dynasties

2) Tokugawa Shogunate

3) Chinese & Japanese art and literature

4) Closed country policy

8. Atlantic World

a. life in the Spanish colonies

1) encomienda system

b. conquistadors

1) Hernan Cortes

2) Francisco Pizarro

c. Europeans settle in North America

1) New France

2) French and Indian War

3) Jamestown

d. Atlantic Slave Trade

1) triangular trade system

2) slavery in the US

e. Columbian Exchange

f. The Growth of Mercantilism

1) capitalism

2) joint stock companies

3) favorable balance of trade

9. Absolutism

a. Spain- Phillip II

1) decline of Spanish Empire

b. France- Louis XIV

1) Edict of Nantes

2) Palace of Versailles

3) War of Spanish Succession

c. Central European Monarchs

1) Hapsburgs- Maria Teresa

2) Hohenzollerns- Frederick the Great

3) Thirty Years War

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4) Peace of Westphalia

5) Seven Years War

d. Russia-

1) Peter the Great

2) Catherine the Great

3) Westernization of Russia

e. England

1) English Civil War

2) Restoration

3) Habeas corpus

4) Glorious Revolution- James II

5) Constitutional monarchy

6) English Bill of Rights

10. Enlightenment & Revolution

a. Scienti�c Revolution

1) Roots of modern science

2) Scienti�c thinking and principles

b. Enlightenment

1) Enlightenment thinkers

2) Social and political views

3) Women in the Enlightenment

11. The French Revolution & Napoleon

a. Causes

b. Reign of Terror

c. French Republic

d. Napoleonic Age

e. Congress of Vienna

12. Nationalist Revolutions

a. Latin American colonies

b. France

c. Russia

d. Italy

e. Germany

f. Art & Literature

1) Romanticism

2) Realism

3) Impressionism

g. Nation state

h. Separation

i. Uni�cation

j. State-building

13. The Industrial Revolution

a. agricultural revolution

b. industrialization

c. advances in transportation, communication, etc.

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d. Life in the Victorian Age e. Reforming the Industrial World

14. An Age of Democracy and Progress a. Democratic reform & self rule for colonies b. Inventions of the 19th Century

15. Age of Imperialism a. reasons for imperialism b. colony c. protectorate d. sphere of in�uence e. indirect & direct control

1) South Africa i. Nelson Mandela ii. Apartheid

2) India i. British Rule ii. Mohandas Gandhi

3) Middle East i. Geopolitics

ii. Crimean War iii. Egypt & Persia 4) Southeast Asia

i. Paci�c Rim countries ii. Siam

16. Transformations Around the Globe a. China

1) Opium War 2) Extraterritorial rights 3) Taiping Rebellion 4) Boxer Rebellion 5) Chinese Nationalism

b. Japan 1) Modernization 2) Meiji Era

17. Human Rights & Holocaust and Genocide Studies

III. Pro�ciency Levels This course is the honors level of the ninth grade World History course.

IV. Methods of Assessment A. Student Assessment 1. Homework

2. Oral presentations

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3. Class participation/ discussions 4. Research papers/projects 5. Summer reading and written assignments 6. Alternate assessments-Teacher will use group work and other

projects, including Internet usage. 7. Quarterly benchmark assessments 8. Tests & quizzes 9. Research Simulation Tasks 10. Socratic Seminars

B. Teacher/Curriculum Assessment Throughout the semester, the teacher and the supervisor will continually discuss the curriculum to assess changes and needs. The teacher is

always encouraged to make suggestions for improvement. The supervisor may also request an annual meeting or written review

from the teacher for suggestions or modi�cations.

V. GROUPING Students are generally required to have an B+ average or better to be admitted in

the honors program for its duration. Additionally, each student must have the recommendation of their present social studies teacher to be admitted. The following criteria are those upon which the recommendation is based.

The student: a. Actively participates in class discussions and activities. b. Expresses thoughts well in discussions and in writing. c. Poses challenging and interesting questions. d. Shows evidence of being an avid reader and reads well above grade level. e. Maintains a high interest level in history and current a�airs. f. Keeps up with contemporary a�airs by reading newspapers and

magazines on a regular basis. g. Demonstrates the ability to work independently and to cooperate fully in

group work. h. Demonstrates pro�ciency in using technology for research and oral

presentations. i. Is able to relate past events to the present – is able to compare, contrast and

analyze material. j. Recommendations of social studies teachers based upon the criteria. k. Recommendations of the guidance counselor.

VI. ARTICULATION/SCOPE and SEQUENCE/TIME FRAME This is a ninth grade, full-year course that meets for a 56-minutes on a rotating block schedule.

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VII. RESOURCES A. Speakers

The teacher will work with the administration to obtain speakers that pertain to and enhance the curriculum. Community resources, such as parents and local organizations and businesses, may be potential sources. Also, the New Jersey Speakers Bureau can be contacted.

B. References 1. DVD’s – the social studies o�ce maintains the DVD’s for teacher/

student use for the appropriate units. The high school library maintains all of these and supplies a complete list to the faculty.

2. Online data-base resources 3. Textbook references and other reference materials – the social studies

o�ce maintains these materials for teacher use, including electronic media materials.

4. Internet sources available in the classroom and the library. 5. Holocaust and Genocide- New Jersey Department of Education

publications are in the social studies o�ce. C. Supplies/Materials

The social studies o�ce maintains some supplies and the teacher can request that supplies and materials be included in the annual budget request.

D. Textbooks/Supplemental Reading The social studies department maintains several sets of books to be used for supplemental reading as needed. Additional titles are ordered on request.

1. Modern World History, Patterns of Interaction (2007),

Beck, Black, Krieger, Naylor and Shabaka, McDougal Littell

2. Readings in World History (1999), Holt, Rinehart, Winston

VIII. Technology

http://www.state.nj.us/education/cccs/2014/tech/ 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts 8.1.12.A.2 B. Creativity and Innovation 8.1.12.B.1 C. Communication and Collaboration 8.1.12.C.1 D. Digital Citizenship 8.1.12.D.4 E. Research and Information Literacy 8.1.12.E.2

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F. Critical Thinking, Problem Solving, and Decision-Making 8.1.12.F.2 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. A. Nature of Technology: Creativity and Innovation 8.2.12.A.1 B. Design: Critical Thinking, Problem Solving, and Decision-Making 8.2.12.B.3 C. Technological Citizenship, Ethics, and Society 8.2.12.C.3 D. Research and Information Fluency 8.2.12.D.1 E. Communication and Collaboration 8.2.12.E.1 F. Resources for a Technological World 8.2.12.F.1 G . The Designed World 8.2.12.G.1

IX. METHODOLOGIES

This honors course is for those who meet its standards and criteria. There will be a range of academic abilities and learning styles for which the teacher

must use a variety of instructional methods. The following are suggestions, not limits, as to what a teacher will do.

1. Individualized assignments 2. Group work of all types 3. Computer and technology use 4. Videotapes and DVD’s 5. Di�erentiated instruction

X. SUGGESTED ACTIVITIES

Making appropriate adjustments to content, teaching strategies, expectations of student mastery, and scope and sequence is necessary in educating gifted students. Gifted students are more likely to develop study and production skills, experience success and struggle, and feel challenged in a classroom setting that encourages learners to master information more quickly.

Teaching strategies that will help gifted students do well include the following:

1. Interdisciplinary and problem-based assignments with planned scope and sequence

2. Internship, monitorship, and other forms of apprenticeship 3. Advanced, accelerated, or compacted content 4. Abstract and advanced higher-level thinking activities 5. Allowance for individual students interests

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6. Assignments geared to development in areas of a�ect, creativity,

cognition and research skills

7. Complex, in-depth assignments

8. Diverse enrichment that broadens learning

9. Variety in types of resources

10. Community involvement in student learning

11. Projects that focus on cultural diversity

Speci�c instructional approaches and arrangements for gifted

education include acceleration, enrichment, and grouping.

XI. INTERDISCIPLINARY CONNECTIONS

Whenever a teacher can use resources of the school district, it should be done.

Teachers will use interdisciplinary reading and writing assignments across the

curriculum to enhance student learning whenever possible.

XII. Di�erentiating Instruction for Students with Special Needs: Students with

Disabilities, English Language Learners, and Gifted & Talented Students

Di�erentiating instruction is a �exible process that includes the planning and

design of instruction, how that instruction is delivered, and how student

progress is measured. Teachers recognize that students can learn in multiple

ways as they celebrate students’ prior knowledge. By providing appropriately

challenging learning, teachers can maximize success for all students.

Examples of Strategies and Practices that Support

Students with Disabilities

• Use of visual and multi-sensory formats

• Use of assisted technology

• Use of prompts

• Modi�cation of content and student products

• Testing accommodations

• Authentic assessments

Gifted & Talented Students

• Adjusting the pace of lessons

• Curriculum compacting

• Inquiry-based instruction

• Independent study

• Higher-order thinking skills

• Interest-based content

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• Student-driven instruction • Real-world problems and scenarios

English Language Learners

• Pre-teaching of vocabulary and concepts • Visual learning, including graphic organizers • Use of cognates to increase comprehension • Teacher modeling • Pairing students with beginning English language skills with students

who have more advanced English language skills • Sca�olding

•word walls •sentence frames •think-pair-share •cooperative learning groups •teacher think- aloud

XIII. 21st CENTURY LIFE AND CAREERS Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. http://www.state.nj.us/education/cccs/2014/career/ 9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION C . CAREER PREPARATION: 9.2.12.C.1, 9.2.12.C.2, 9.2.12.C.3, 9.2.12.C.4, 9.2.12.C.5, 9.2.12.C.6, 9.2.12.C.7, 9.2.12.C.8, 9.2.12.C.9

XIV. PROFESSIONAL DEVELOPMENT

As per the 150 hours/PDP statement, the teacher will continue to improve expertise through participation in a variety of professional development opportunities.

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Curriculum Map - World History Honors

Class

September October November December

January


Review the Fall of the Roman Empire and the Middle Ages Byzantine Empire and Russia Renaissance Italian Northern

Reformation Luther/Calvin Catholic Reformation Muslim Empires Ottomans Safavids Mughals

Religions of the World Exploration & Expansion God, Glory, & Gold Spain Portugal

Explorers Economic systems Commercial Revolution Columbian Exchange Expansion & Isolation in Asia China- Ming & Qing Japan-Tokugawa

Absolutism Divine right of monarchs England Russia Austria Spain Prussia Government systems Constitutional monarchy Scienti�c Revolution

February March April May June

Enlightenment Revolutionary Ideas French Revolution reform and terror Haitian Revolution

Age of Napoleon Congress of Vienna Concert of Europe Nationalism Italy Germany

Industrial Revolution Age of Imperialism Colonization Africa Asia Latin America

20 th Century Africa & Asia Nationalist movements Gandhi Mandela Etc.

Modern World Human rights Spread of democracy Science & technology

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