Social Studies: World History Pacing Resource Document Unit 1: The Development of Ancient Civilizations

Essential  Questions:  What  does  “civilization”  really  mean? Standards: 6.3.10: Explain that cultures change in three ways: cultural diffusion, invention, and innovation. 6.3.11: Define the terms anthropology and archeology and explain how these fields contribute to our understanding of societies in the present and the past WH.1.1 Describe and evaluate social, cultural, and economic changes of small agriculture communities which led to the development of large agricultural settlements such as the movement from hunting and gathering societies to civilization. WH.1.2 Identify the key components that make up a civilization and the key differences between civilizations and other forms of social organization. WH.1.3 Review the key elements of the development of early river valley civilizations in Mesopotamia, Egypt, the Indus River Valley, and Shang China. WH.7.1 Identify patterns of historical change and duration and construct a representation that illustrates continuity and change. WH.7.4 Explain issues and problems of the past by analyzing various interests and viewpoints of the participants involved. WH.7.5 Use technology in the process of conducting historical research and to present products of historical research Suggested Target Questions: What are the tools and methods historians use to examine the ancient past? 6.3.10, 6.3.11, WH.7.1, WH.7.5 What common features did early civilizations share in terms of land, climate and natural resources? (use comparative diagrams) WH.1.1, WH.1.2 How did human communities change over time as they as adopted farming practices during the Neolithic Age? WH.1.1, 6.3.10 How is culture defined and compared across time and space? 6.3.10, 6.3.11, WH.1.2 What ideas or beliefs began to typify most early civilizations? WH.1.3, WH.7.1 What elements of social organization and specialization began to emerge in early societies? WH.1.3, WH.7.1 How did technology aid the emerging civilizations? WH.1.3, WH.7.1 Text-based Practice: World History (Prentice-Hall) Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register) Chapter 1, pp. 2-24 Infographic: Piecing the Past Together, pp. 6-7 Chapter 2, pp. 28-62 Infographic: Cuneiform Develops in Stages, pp. 32-33 Chapter 3, pp. 66-108 Concept Connector: Belief Systems, p. 83

Web-based Resources: IPS Online - Secondary Social Studies Resources 2012-201 – World History Q1 (A wealth of great resources!) https://onlinebb.ips.k12.in.us Discovery Education Tech Book – World History – Chapter 1 & Chapter 2 (login required) http://app.discoveryeducation.com/ Five Themes of Geography (on IPS Secondary Social Studies Group 2012-2013)

Social Studies: World History Pacing Resource Document IDOE Resources for Course:

IDOE Home page http://www.doe.in.gov/ IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page) http://www.doe.in.gov/standards/englishlanguage-arts IDOE  Online  Communities  of  Practice  (see  “Middle  Grades”)   http://www.doe.in.gov/elearning/online-communities-practice General Resources for Historical Thinking and Assessment Essential World History Questions https://www.ocps.net/cs/services/cs/currareas/soc/IR/Documents/Overarching%20Essential%20Questions.pdf Stanford History Education Group – Introduction to Historical Thinking (Lessons) http://sheg.stanford.edu/intro-historical-thinking Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments available) https://beyondthebubble.stanford.edu/ Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts http://www.readingquest.org/

https://onlinebb.ips.k12.in.us/section/default.asp?id=GROUP-120715-160607-FAB General Middle School Geography Resource http://www.sldirectory.com/studf/geography.html Reading  Like  a  Historian  (see  lessons  under  “World  – Ancient”  category) http://sheg.stanford.edu/world Hippocampus.org/History & Government/Presentations (Mesopotamia) http://www.hippocampus.org/HippoCampus/History%20%26%20Government Annenberg Media – Bridging World History – Unit 3 (Human Migrations) and Unit 4 (Agriculture and Urban Revolutions) http://www.learner.org/resources/series197.html Noreen Reale Falcone Library – Compiled listing of primary document sites for ancient history – very complete and diversified http://resources.library.lemoyne.edu/content.php?pid=210266&sid=1764556 World History for All of Us (a robust web site of fully developed units/lessons for the entire course) – Big Era 2 http://worldhistoryforusall.sdsu.edu/

Example Unit Application

Unit Assessment Question: How did emergence and refinement of stone tools allow early human populations to spread around the globe?

Social Studies: World History Pacing Resource Document

1) Backgrounder: This is a beginning of the week lesson and helps students how humans came to inhabit so many different regions of the planet. Examine the importance of stone technology as a way of adapting to otherwise harsher environments (building, hunting, gathering, skinning, etc.). See: http://worldhistoryforusall.sdsu.edu/eras/era1.php

2) Ask students to create a visual/descriptive cause and effect chart of how this technology led to migration and cultural change 3) Extend this lesson into performance based lesson creating an advertisement or commercial to sell a set of stone tools (remember the Ginsu knives on

T.V.!)

Social Studies: World History Pacing Resource Document Unit Assessment Question: Using the diagram to left, can you explain the relationship between population and agricultural (food) production? 1. Ask students to write this relationship down in their own words 2. As they explain, have them try to work out a cause and effect explanation (Which one came first? Can we know? What kind of evidence would historians/archeologists look for to answer that question?)

Social Studies: World History Pacing Resource Document Unit 2: Classical Civilizations

Essential Question: Why should we study the past’s cultural achievements? Standards: WH.2.3 Examine the development of Greek civilization including differing political and social structures as well as conflicts such as the Persian and Peloponnesian wars. (Sociology, Economics, Government, Geography) WH.2.4 Describe the rise of Alexander the Great and the influence of Hellenism in Southwest and South Asia, WH.2.9 Examine the significant achievements of the Greeks and Romans and their impact on the modern world. North Africa, and parts of Europe. WH.7.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past. Suggested Target Questions: What are the specific geographic, environmental and social conditions of the Aegean Sea region that helped give rise to Greek civilization? WH.2.3 What are some of the significant Greek cultural achievements that have influenced later societies, including our own? (use comparative diagrams) WH.1.1, WH.1.2 How did competition, conflict and alliance between city-states shape Greek culture? WH.2.3 What issue led to the downfall of Athens? WH.2.3, WH.7.2 What were key Greek notions about government, art, science and logic? WH.2.9 How did Greek colonization into Italy and other parts of Europe influence other cultures? WH.2.4 Text-based Practice: World History (Prentice-Hall) Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register) Chapter 1, pp. 2-24 Infographic: Piecing the Past Together, pp. 6-7 Chapter 2, pp. 28-62 Infographic: Cuneiform Develops in Stages, pp. 32-33 Chapter 3, pp. 66-108 Concept Connector: Belief Systems, p. 83 IDOE Resources for Course:

IDOE Home page http://www.doe.in.gov/ IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page) http://www.doe.in.gov/standards/englishlanguage-arts IDOE  Online  Communities  of  Practice  (see  “Middle  Grades”)  

Web-based Resources: IPS Online - Secondary Social Studies Resources 2012-201 – World History Q1 (A wealth of great resources!) https://onlinebb.ips.k12.in.us Discovery Education Tech Book – World History – Chapter 1 & Chapter 2 (login required) http://app.discoveryeducation.com/ Five Themes of Geography (on IPS Secondary Social Studies Group 2012-2013) https://onlinebb.ips.k12.in.us/section/default.asp?id=GROUP-120715-160607-FAB General Middle School Geography Resource http://www.sldirectory.com/studf/geography.html Reading  Like  a  Historian  (see  lessons  under  “World  – Ancient”  category) http://sheg.stanford.edu/world Hippocampus.org/History & Government/Presentations (Mesopotamia) http://www.hippocampus.org/HippoCampus/History%20%26%20Government

Social Studies: World History Pacing Resource Document http://www.doe.in.gov/elearning/online-communities-practice General Resources for Historical Thinking and Assessment Essential World History Questions https://www.ocps.net/cs/services/cs/currareas/soc/IR/Documents/Overarching%20Essential%20Questions.pdf Stanford History Education Group – Introduction to Historical Thinking (Lessons) http://sheg.stanford.edu/intro-historical-thinking Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments available) https://beyondthebubble.stanford.edu/ Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts http://www.readingquest.org/

Annenberg Media – Bridging World History – Unit 3 (Human Migrations) and Unit 4 (Agriculture and Urban Revolutions) http://www.learner.org/resources/series197.html Noreen Reale Falcone Library – Compiled listing of primary document sites for ancient history – very complete and diversified http://resources.library.lemoyne.edu/content.php?pid=210266&sid=1764556 The British Museum (Interactive Content/Games) http://www.britishmuseum.org/learning/schools_and_teachers/resources/online_resources.aspx The Greeks – PBS http://www.pbs.org/empires/thegreeks/educational/lesson1.html World History for All of Us (a robust web site of fully developed units/lessons for the entire course) – http://worldhistoryforusall.sdsu.edu/

Example Unit Application

Unit Assessment Question: Was  the  Battle  of  Thermopylae  depicted  accurately  in  “300”  or  does  the  historical record suggest differently? See this site for documents: http://usf.usfca.edu/classes/AuthEd/Set.Goes/SStudies/Thermopylae/Thermopylae.html

1) Backgrounder: Explain the popularity of the movie  “300”  was because of its exciting action, but that its historical accuracy  is  less  impressive.  Talk  to  students  about  whether  it’s  important  to  know  what really happened at the Battle of Thermopylae and how they might find out. 2) Examine different excerpts  of  Herodotus’  accounts  of  the  battle  (was  he  really  there  himself?). Note  that  Herodotus  is  one  of  the  West’s  earliest  examples  of  an  historian. 3) Discuss the event using primary text. Ask students to back up their ideas by pointing to proof or support in these texts (use a Socratic Seminar method/or model it with one group)

4) Ask students to take the role of Herodotus and write their own primary account of what happened.

Social Studies: World History Pacing Resource Document Unit Assessment Question: How did the achievements in Greek theater influence our own style of entertainment today? Visit the site for Greek Theater at Education Portal: http://education-portal.com/academy/lesson/greek-theatre-tragedy-and-comedy.html#lesson Show a portion of the video describing types of Greek Drama/Comedy Ask students to list and describe these types Then have students find a current American entertainment (T.V. show/movie/comedy act) that uses one of these dramatic approaches. Explain this as a connection out culture

shares with the Greek past.

Social Studies: World History Pacing Resource Document Unit 1: The Rise of Empires

Essential Question: Why do civilizations emerge and decline? Standards: WH.2.4 Describe the rise of Alexander the Great and the influence of Hellenism in Southwest and South Asia WH.2.6 Trace the changes that culminated in the end of the Republic and the formation of the Roman Empire WH.2.9 Examine the significant achievements of the Greeks and Romans and their impact on the modern world. North Africa, and parts of Europe. WH.2.7 Examine  the  origins,  rise,  and  spread  of  Christianity  including  the  life  of  Jesus,  and  Christianity’s  impact  on the Roman Empire. WH.2.8 Analyze the causes, conditions, and consequences of the decline and fall of the western part of the Roman Empire. WH.7.3 Investigate and interpret multiple causation in analyzing historical actions and analyze cause-and-effect relationships. WH.7.4 Explain issues and problems of the past by analyzing various interests and viewpoints of the participants involved WH.2.10 Trace the development and major achievements of civilizations in India such as the Mauryan and Gupta empires. WH.2.11 Compare  and  contrast  the  influence  of  Hinduism  and  Buddhism  on  civilization  in  India  and  Buddhism’s spread throughout Asia. WH.2.12 Compare and contrast the influence of Confucianism, Taoism, and Legalism on East Asian civilizations. WH.2.13 Trace the developments and achievements of the Qin and Han Dynasties WH.3.1 Analyze the impact of trade networks such as the Silk Road and Indian Ocean trade network. WH.3.2 Explain the rise and achievements of the Byzantine Empire. WH.3.11 Examine the key achievements of civilizations in Africa prior to European contact. Suggested Target Questions: How did Alexander the Great create such a vast empire? WH.2.4 How did Rome develop from a Republic to an Empire? WH.2.6 In  what  way  does  Rome’s  Empire  compare to other empires of Asia and Africa (China/India/Benin/Zimbabwe)? WH.2.4, WH.2.6, WH2.13, WH.3.11, WH.7.3 What ideas and social values in our culture has been influenced by Rome? WH.2.9 What are the challenges that can make empires like Rome decline? WH.2.7, WH.2.8 How do empires use ideas (religious/non-religious) to support or challenge its social order? WH.2.7, WH.2.11, WH. 2.12, What are the opportunities for trade and cultural achievement in an empire? WH.3.2 Text-based Practice: Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register)

Web-based Resources:

Social Studies: World History Pacing Resource Document World History (Prentice-Hall) Chapter 1, pp. 2-24 Infographic: Piecing the Past Together, pp. 6-7 Chapter 2, pp. 28-62 Infographic: Cuneiform Develops in Stages, pp. 32-33 Chapter 3, pp. 66-108 Concept Connector: Belief Systems, p. 83

IDOE Resources for Course:

IDOE Home page http://www.doe.in.gov/ IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page) http://www.doe.in.gov/standards/englishlanguage-arts IDOE Online Communities of Practice (see 9th grade) http://www.doe.in.gov/elearning/online-communities-practice General Resources for Historical Thinking and Assessment Developing Essential Questions for American History https://www.gilderlehrman.org/history-by-era/resources/essential-questions-teaching-american-history Stanford History Education Group – Introduction to Historical Thinking (Lessons) http://sheg.stanford.edu/intro-historical-thinking Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments available) https://beyondthebubble.stanford.edu/ Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts http://www.readingquest.org/

IPS Online - Secondary Social Studies Resources 2012-201 – World History Q1 (A wealth of great resources!) https://onlinebb.ips.k12.in.us Discovery Education Tech Book – World History – Chapter 6 through Chapter 10 (login required) http://app.discoveryeducation.com/ Five Themes of Geography (on IPS Secondary Social Studies Group 2012-2013) https://onlinebb.ips.k12.in.us/section/default.asp?id=GROUP-120715-160607-FAB General Middle School Geography Resource http://www.sldirectory.com/studf/geography.html Reading  Like  a  Historian  (see  lessons  under  “World  – Ancient”  category) http://sheg.stanford.edu/world Hippocampus.org/History & Government/Presentations (Mesopotamia) http://www.hippocampus.org/HippoCampus/History%20%26%20Government Annenberg Media – Bridging World History – Unit 3 (Human Migrations) and Unit 4 (Agriculture and Urban Revolutions) http://www.learner.org/resources/series197.html Noreen Reale Falcone Library – Compiled listing of primary document sites for ancient history – very complete and diversified http://resources.library.lemoyne.edu/content.php?pid=210266&sid=1764556 West  African  Kingdom’s  – Kingdom of Ghana (Story of Africa – BBC) http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index_section4.shtml World History for All of Us (a robust web site of fully developed units/lessons for the entire course) – http://worldhistoryforusall.sdsu.edu/ NYC Dept. of Education Global History and Geography Online Resource Guide http://www.p12.nysed.gov/ciai/socst/ghgonline/units.html Nancy  Hester’s  Pre-World History AP Website with Accessible Materials on all Classical Empires http://www.georgetownisd.org/Page/6470 Collapse – Why do civilizations decline? – Interactive lesson on Annenberg Media http://www.learner.org/interactives/collapse/index.html

Social Studies: World History Pacing Resource Document Example Unit Application

Unit Assessment Question: Which early western civilization would you want to live in?: – Rome, Greece, Han China, Gupta India, Ghana Africa? 1) Backgrounder: This is an assessment that requires students to do a fair amount of inquiry to decide which ancient empire was – in their view – would be the best to live in. It will give students a broader understanding  of  ‘empire’  and  the  incredible  achievements  each  was  able  to  accomplish  before  reaching  their  conclusion 2) Look at the World History for Us All and text book to gather research on Rome, Greece (may include Macedonian Empire under Alexander), Han China, Gupta India and Ghana Africa 3) See: http://worldhistoryforusall.sdsu.edu/eras/era1.php , http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index_section4.shtml and http://www.georgetownisd.org/Page/6470 (find  “Decline  of  Rome  word  doc  and  use  the  Comparing  Achievements  of  Classical  Era”  handout). Write the achievements in the handout grid 4) Allow students to use statements (1-16) in the handout to guide them with placing information in the correct grid spot 5) Ask groups to present their findings and the require them to cite research evidence to back up their choice 6. Extension: Ask students to use the Hyper History link below to construct a timeline of all the empires of the classical world. (search between periods 500 B.C. to 500 A.D.) http://www.hyperhistory.com/online_n2/History_n2/a.html