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Grade 9

Social Studies Pacing Guide

Page 1 of 28

September

Key Concepts

·Human/ Physical Geography ·Change ·Diversity

Topic: Origins of Man

Guided Essential Questions

·Why are Scientists who study prehistory so important in providing knowledge about the past? ·What evidence shows that the first hominids originated in Africa more than three million years ago? ·What did Mary Leakey, an archaeologist, find in Laetoli, Tanzania that proved mankind existed in Africa? footprints and "Lucy" important?

Key Skills

Suggested Assessments / Activities

·Textbook / section assessments

Suggested Materials

·Textbook ­ Chapter and worksheets

NYS Standards / Key Ideas

Standards 2,3,4,5

·Reading/comprehension: Read Chapter 1 section #1, #2 and #3 in text and complete related accompanying worksheets ·Read case study on civilization developing in Sumer (Ur) today part of modern Iraq ­ Chapter 1 Section #3 ·Geographical location of archeological sites. Hypothesize why they began in these areas.

·Movement of People and Goods ·Why were the discoveries of hominid ·Culture ·Conflict ·Economic and Political Systems ·Science and Technology

·How does man move from the Paleolithic Age to the Neolithic Age? ·Who was the `ice man?' and why is this leading to controversy today? · What achievements were made in technology and art?

·Reading passages on Mary ·Electronic Leakey and Donald Library of Johanson Primary Sources ·Use web diagrams showing the effects of ·Critical development Thinking Transparency: ·Vocabulary lists ·Geography Transparency:

·Newspaper articles reflecting archeological ·Class discussion relating to findings. How do these Iraq today - current events. findings lead to more information on the past? ·Writing: class notes and

group discussions ·Primary Sources: Read and discuss various documents from the period ·Categorizing: ·Mapping: ·Analysis:

·How do a warm climate and a growing population lead to farming? ·What is the concept of villages growing into cities? ·What is a civilization? ·What type of political system emerges?

·Worksheets from each section ·Formal Assessment: Unit test on "Human Origins in Africa"

Grade 9

Social Studies Pacing Guide

Page 2 of 28

September/October

Key Concepts

·Human/ Physical Geography ·Change ·Diversity

Topic: Early River Valley Civilizations

Guided Essential Questions Key Skills

Suggested Assessments/ Activities

Suggested Materials

·Textbook ­ Chapter and worksheets ·Electronic Library of Primary Sources ·Critical Thinking Transparency: ·Geography Transparency: Video:

NYS Standards / Key Ideas

Standards 2,3,4,5

·Why did the earliest civilizations form on river plains? ·Why were the Sumerians (Mesopotamians) considered the first civilization? ·What is the `Fertile Crescent'? ·How is the geography of the Fertile Crescent area an environmental challenge to the early river valley peoples?

·Reading/comprehension: Read Chapter 2 sections #1, #2 & #3 in text and complete related accompanying worksheets ·Writing: Class generated notes followed by discussion of topic. ·Primary Sources: Read and discuss various documents from the time period ·Categorizing: List the major civilizations and contributions of each. ·Mapping: Students should be able to locate and identify where and why early river civilizations developed using maps. ·Analysis: What geographical features encouraged these settlements? ·Compare/Contrast: Use a map to compare/contrast the Middle East of today to this area during Ancient civilizations.

·Movement of People and ·Who were the Fertile Crescent civilizations? Goods ·Human Rights ·Conflict ·Economic and Political Systems ·Science and Technology

·How did advancements in technology and art influence these civilizations?

·What was the first empire? How did this

differ from the city-states?

·Did belief systems influence early river

valley civilizations?

·What is a theocracy? ·Why is India considered to be a "subcontinent"?

·How does the climate of South Asia affect

the development of early civilizations in 2500 B.C. and continue to affect them today?

Grade 9

Social Studies Pacing Guide

Page 3 of 28

October

Key Concepts

·Change ·Political Systems ·Conflict ·Science and Technology ·Cultural and Intellectual Life ·Economic Systems ·Human Geography ·Culture ·Physical Geography

Topic: China

Guided Essential Questions

·Explain how geography isolated China and directed where people settled. ·Describe the growth and structure of the Shang and Zhou dynasties. ·Explain the dynastic cycle in China and its impact on Chinese history. ·Analyze the roles of individuals and groups to the social, political, economic and cultural development of the country. ·Explain how the idea of family was central to Chinese culture. ·Discuss the ethical systems that developed in China. ·What impact did Mongol rule have on China?

Key Skills

Suggested Assessments/ Activities

Suggested NYS Materials Standards / Key Ideas

·Reading Comprehension: Text - pg 50 - 54 ·Guided Reading: pg 24 ·Primary Resources: AT 5 Chinese Bronze ·Map analyses of China's river valleys ·Reading Comprehension: Text pg 104 - 109 ·Workbook: pg 15 ·Geography Application: pg 56 ·Reading Comprehension: pg 323 - 329 ·Reading Study Guide: pg 107 ·Workbook Activity: pg 41 42

Grade 9 Topic: India

Key Concepts

·Change ·Economic

Social Studies Pacing Guide

Guided Essential Questions Key Skills Suggested Assessments / Activities

·Section 3 Assessment

Page 4 of 28

Suggested NYS Materials Standards / Key Ideas

·Textbook Standard 2 Key Ideas 2, 3, 4

·What geographic factors helped

·Reading

protect the Indus River Valley from invasion?

·Explain how the monsoon's winter

Comprehension: pg 44 49

·Guided Reading: pg 23 ·Workbook: pg 6 ·Reading Comprehension: pg 6165 ·Reading Study Guide: pg 23 ·Analyze the social, political and economic influence of Hinduism. ·Analyze the social, political and economic influence of Buddhism.

Systems

·Conflict ·Human

and summer weather patterns affected the Indian sub continent?

·What do the planned cities of the Indus Valley people tell us about their culture? ·What new scientific technologies did the people of the Indus River Valley develop? ·How did the Aryan invasion

·Create a chart of the levels ·Internet site of the caste system on Buddhism around the world. ·Workbook: page 9

Geography

·Cultural and Intellectual Life ·Nationalism ·Physical

Geography

·Science and

transform India?

·Describe the origins, beliefs and development of Hinduism. ·Describe the Mauryan and Gupta

Technology

·Political

Systems

Empires and analyze the reasons for their failure to unify India permanently.

·Explain how trade spread Indian

religions and cultural.

Grade 9 Social Studies Pacing Guide Topic: Development of Buddhism and Hinduism

Key Concepts

·Human/

Page 5 of 28

Guided Essential Questions

·Describe the origins, beliefs and development of Hinduism.

·Describe the origins, beliefs

Key Skills

Suggested Assessments/ Activities

· Using textbook Chapter 3, section

Suggested NYS Materials Standards / Key Ideas

· Textbook:

·Reading

Physical Geography

·Change ·Diversity

and practices of Buddhism.

·Be able to distinguish ·Movement of

Comprehension: Read Chapter 3 section 2 in text and complete related accompanying worksheets

·Writing: Class

2 have students compare and contrast Hinduism and Buddhism.

·Use a Venn diagram to compare the

beliefs and practices of both belief systems.

Chapter 3 Section 2 and worksheets Unit 1 pg 45 & 59

·Electronic

Standards 2,3,4,5

People and Goods

·Human Rights ·Conflict ·Economic and

between the Brahma, Brahman and Brahmin in the philosophy of Buddhism.

Political Systems

·Science and

Technology

generated notes on each ·Using computer generated belief system assignments have students look for photographs of sculptures or ·Primary Sources: Read paintings that illustrate the life of Buddha. and discuss various ·What is Jainsim? documents from the ·What is the caste system and time period ·Assign assessment at end of Section how does it affect the Hindus 2 reviewing the vocabulary and today? ·Categorizing: Related main ideas of this section. vocabulary ·Who was Siddhartha ·Critical Thinking: Make inferences Gautama? on how the belief in Reincarnation ·Mapping: Venn provided a form of social order in diagrams or webbing these two belief systems. techniques ·How does one reach enlightenment? ·Analysis: List ways ·Using In-Depth Resources: Unit 1 Buddhism and "Guided Reading, Page 45." ·How did trade encourage Hinduism are similar the spread of Buddhism and Hinduism? ·Formal Assessment: Teacher generated ·What are the Vedas?

Library of Primary Sources

·Critical Thinking Transparency: ·Geography

Transparency: GT 44

·Video:

Grade 9 Social Studies Pacing Guide Topic: The Origins of Judaism

Key Concepts

·Human/

Page 6 of 28

Guided Essential Questions

·Who were the Hebrews and what was the major belief system of the Ancient Hebrews? ·Explain the historical and cultural importance of the Exodus ·Be able to describe ways that the Torah and the Vedas are similar. ·How might the concept of monotheism have caused problems for the Hebrews? ·Who was Abraham?

Key Skills

Suggested Assessments/ Activities

·Have students use textbook Chapter 3 Section #4 to read and complete assessments at the end of section. Review the vocabulary and main ideas. ·Use horizontal chart transparency (CT80) and list the following categories: Law, Religious Beliefs, Technology, Language, Economics (trade, agriculture, and manufacturing) and Culture (arts, sports). Have students brainstorm about items in each category that are still in use or have served as the basis for modern versions. Complete the chart having students give the ancient item, its direct connection to modern life, and the people who developed it. ·Using a pie graph have students show the important religions in the world today. ·CT39 Chapter 3 Visual summary review on overhead with students. ·In- Depth Resources: Unit 1 Reteaching activity, Page 65 ·Formal Assessment - teacher generated quiz

Suggested Materials

·Textbook ­ Chapter 3 Section #4 and worksheets ·Electronic Library of Primary Sources ·Critical Thinking Transparency: (CT80) (CT39) (CT3) ·Geography Transparency: Unit 1 page 50 & 65 ·Video:

NYS Standards/ Key Ideas

Standards 2,3,4,5

Physical Geography

·Change ·Diversity ·Movement of

·Reading/ Comprehension: Read Chapter 3 section 4 in text and complete related accompanying worksheets ·Writing: Class generated notes ·Primary Sources: Read and discuss various documents from the time period ·Categorizing: Categorize the major beliefs of Judaism ·Mapping: Using the map on textbook pg 78 have students study the geographic features of the area that led to it being a `cultural crossroad.' ·Analysis: Identify how ancient cultures have helped shape the Western World

People and Goods

·Human Rights ·Conflict ·Economic and

Political Systems

·Science and

Technology

Grade 9

Social Studies Pacing Guide

Page 7 of 28

October/November

Key Concepts

·Human/ Physical Geography ·Change ·Diversity

Topic: Age of the First Empires: Egypt, Nubia, Assyria and Persia

Guided Essential Questions Key Skills

Suggested Assessments/ Activities ·Read textbook Chapter 4 Sections 14 completing one section at a time ·After each section complete assessments questions 1-4 identifying key vocabulary and main ideas ·Use In-Depth resources: Unit 1 and corresponding worksheets after each section. ·Use a compare and contrast strategy between Egypt and Nubia - Venn Diagram

Suggested Materials

·Textbook ­ Chapter 4 Sections 1-4 and worksheets ·Electronic Library of Primary Sources "An Assyrian Palace" ·Critical Thinking Transparency: (CT4) (CT40) ·Geography Transparency: GT4 ·Video: Patterns of Interaction "Building Empires: Rise of the Persians and the Incas"

NYS Standards / Key Ideas

Standards 2,3,4,5

·Identify the First Empires and what areas each occupied. ·What do students know about empires and how is single-person rule different from nation-states? ·Discuss whether developments in transportation and communication make creating an empire easier or harder.

·Reading/comprehension: Read Chapter 4 sections 1-4 in text and complete related accompanying worksheets ·Writing: Class generated notes on each of the Empires ·Primary Sources: Read and discuss various documents from the time period ·Categorizing: ·Mapping: Teacher created maps where students can label and locate each Empire

·Movement of People and ·How has technology been used to control Goods large groups of people? ·Human Rights ·Conflict ·Economic and Political Systems ·Science and Technology

·Why did the Hyskos invade Egypt? ·Identify the key events that led to the decline of Egypt's New Kingdom. ·Who were the Kushites? ·How did trade enhance the empires? ·Conquests brought Egypt riches and cultural influences; it also brought conflict with conquered peoples. Why? ·How did the Nile River influence the relationship between Egypt and Nubia? ·What were the belief systems of the early empires? How were they similar to each other?

·Analysis: Identify positive/negative features of each empire ·In textbook page 97 have students analyze primary sources and answer the skill builder questions 1 &

Grade 9

Key Concepts

Social Studies Pacing Guide

Guided Essential Questions Key Skills

Suggested Assessments/ Activities 2 "Interpreting Visual Sources" ·Compare communication and transportation systems of the Persian Empire with those of today. Have students make a chart and list these changes and then discuss how these systems have changed over time and what effects these changes have had on political unity. ·Show video from "Patterns of Interaction" "Building Empires: Rise of the Persians and the Incas" ·Formal Assessments - Individual section quiz

Page 8 of 28

Suggested Materials

NYS Standards / Key Ideas

·What architectural structures still exist today that show the advancements in technology and art of these early empires? ·What geographic features might have limited cultural diffusion between these early empires? ·Be able to identify physical features as being positive or negative in the development of early empires. ·What is a "Golden Age?" ·What lead to downfall of these ancient first empires? ·What natural resources are needed to keep an empire strong? ·What empires were more warlike in their nature? ·What are the "Hanging Gardens?" Why did Nebuchadnezzar create these beautiful gardens? ·Why do leaders today try to follow the Persian example of tolerance and wise government? ·Why did the Persian's empire last longer than most Ancient Empires? ·What are the "Royal Roads" and why are they such a great achievement for the Persians?

Grade 9

Social Studies Pacing Guide

Page 9 of 28

November/December

Topic: Classical Greece

Key Concepts

·Human/ Physical Geography ·Change ·Diversity

Guided Essential Questions

·What are some of the ways geography shaped early Greece? ·How did climate help shape Greek civilization? ·Who were the Mycenaeans? ·How did the Minoans come into contact with the Mycenaeans?

Key Skills

Suggested Assessments / Activities

·Encourage students to create a chart listing the geographic features and how they affected early Greek civilizations. ·On a map have students identify mainland Greece and its surrounding cities.

Suggested Materials

·Textbook ­ Chapter 5 and worksheets in corresponding books. In-Depth resources Unit 2 et al.

NYS Standards/ Key Ideas Standards 2,3,4,5

·Reading/ comprehension: Read Chapter 5 sections 1-5 in text and complete related accompanying worksheets ·Writing: Class generated notes ·Primary Sources: Read and discuss various documents from the time period ·Categorizing: List how geography shaped the Greek culture and encouraged its development

·Movement of People and ·Is trade a key factor in the development of early Greece? Goods ·Human Rights ·Conflict ·Economic and Political Systems ·Science and Technology

·Who fought in the "Trojan War?" ·Why did Greek culture decline under the Dorians? ·Explain why Greek epics and myths are so well known in today's society. ·Identify the different political systems that developed in the Greek city-states. ·What is the type of government that developed in Athens? ·How different was the government that developed in Sparta? ·How is the Athenian government similar to that of the United States today?

·Electronic Library of Primary Sources ·Reflecting on the map, "Spartan Discipline for encourage students to support Youths", " The the concept that Greeks felt they Athenians and the did not live on land but around Spartans", "Alexander a sea. Speaks to His Soldiers"

·Create a chart showing features of different cultures. ·After each section in chapter 5 have students complete the assessments questions 1-4 using vocabulary and main ideas for understanding ·Take notes by creating a time line noting the important events in the development of Athens and Sparta.

·Critical Thinking Transparency: CT5 ·Geography Transparency: GT5 ·Videos: -"Greek Culture" -"Greek Architecture" -"Troy"

·Mapping: Teacher ·Using the In-Depth Unit 2 book have students complete created reflecting the relatively small corresponding worksheets.

Grade 9

Key Concepts

Social Studies Pacing Guide

Guided Essential Questions Key Skills Suggested Assessments / Activities

·Direct students to the textbook page 134 and have a group discussion comparing the Athenian and United States democracies. Students should be able to cite differences and similarities between the two. ·To introduce students to the philosophers have students reread the section on the philosopher, then create a chart in their notebooks and write the main points of each philosopher on the chart ·Use a chart to list the Hellenistic achievements in various categories. Review these with the class. ·Formal Assessment: Unit test (Classical Greece) or Individual Section quizzes (teacher choice)

Page 10 of 28

Suggested Materials

NYS Standards/ Key Ideas

size of Greece

·What was the significance of festivals and sports in Ancient Greece?

·Analysis: Analyze the landforms and their effect on the ·What are the characteristics of the Olympics and how do they resemble the development of Olympics still practiced today? Greece

·Who fought in the Persian Wars and why? ·What battle formation was fearsome and formed during the Persian Wars? ·Identify the three goals of Pericles. ·How does Greek art and architecture still influence Greece today? ·Who are the famous Greek philosophers who searched for truth? ·Why did the Peloponnesian Wars occur? Who fought in these wars? ·Describe Philip's conquest of Greece? ·How did Alexander defeat the Persian Empire? ·Define Hellenistic Culture? ·Identify the great achievements during the Hellenistic period?

Grade 9

Social Studies Pacing Guide

Page 11 of 28

December

Key Concepts

·Human/ Physical Geography ·Change ·Diversity

Topic: Ancient Rome and Early Christianity

Guided Essential Questions Key Skills Suggested Assessments/ Activities

·Use textbook Chapter 6, have students read each section and follow with the chapter worksheets from the corresponding workbooks.

Suggested Materials

·Textbook ­ Chapter 6 and worksheets ·Electronic Library of Primary Sources ·Critical Thinking Transparency: CT6 7 CT42 ·Geography Transparency: GT6 ·Video: "Gladiator" ·World Art and Cultures Transparencies AT12, AT13, AT14

NYS Standards/ Key Ideas Standards 2,3,4,5

·How did geography influence the development of Rome? ·Why is Rome's location considered to be a `strategic location?' ·Who were Romulus and Remus and how did they contribute to the foundation of Rome?

·Reading/ comprehension: Read Chapter 6 sections 1-5 in text and complete related accompanying worksheets ·Writing: Class generated notes

·Before using worksheets have students complete each sections assessments ·Movement questions 1-4, using of People and ·What are the main institutions of a republic? Goods ·Primary Sources: Read vocabulary and recalling of main ideas for competency. and discuss various ·What is a republic? documents from the ·Human ·Who were the first `Romans'? Where ·Supplement with "Guided time period e.g. Julius Rights did they come from? Readings" from In-Depth Caesar by William resources: Unit 2 on ·Conflict Shakespeare ·Why is Latin considered the "Romantic powerful individuals in the Language?" empire ( e.g. Julius Caesar, ·Economic ·Categorizing: Constantine) and Political ·What were the Twelve Tables in early Accomplishments of Rome? Systems the Romans ·Teacher handout on the ·How does our government compare to Punic Wars and the story of ·Science and that of the Republic? ·Mapping: Teacher Hannibal's crossing of the Technology generated map of area ·What are the three main reasons that Alps. identifying important Rome became a magnificent empire? features that led to ·Using a transparent map Rome's greatness. ·How important was the military to (teacher supplied) show Students should Rome? Hannibal's route. brainstorm from map ·What problems did the Republic face that what would enhance

Grade 9

Key Concepts

Social Studies Pacing Guide

Guided Essential Questions Key Skills Suggested Assessments/ Activities

Page 12 of 28

Suggested Materials

NYS Standards/ Key Ideas

caused its eventual downfall? ·What led to the development of the Roman Empire? ·Why was trade a major part in the greatness of Rome and its strong economy? ·Who was Julius Caesar? What was his most lasting reform? ·Identify the period of great prosperity and peace? ·How did Augusts' role as emperor of Rome set the stage for the "Pax Romana?" ·What civilization had the greatest impact on the Roman belief system and how was it shown? ·How do we identify today with the architecture of the Romans? ·What have archeologists developed to help us gain insight into the past of the Romans in the city of Pompeii? ·How did the ethical system of Christianity spread throughout the Roman Empire? ·What influence did the Roman emperor Constantine have on the development of Christianity in the Empire? ·What led to the weakening and eventual

the development of Rome and its culture

·Chart showing how Rome changed as it became an ·Analysis: The rise and empire. fall of Rome ·History Maker in textbook page 161, have students read the segment and generate thoughts on Julius Caesar. ·Class discussion on the qualities of Roman life: Have students write a short story or plot outline exploring and describing daily life in Roman times and contrasting it with today's lifestyles. ·Follow-up with a class discussion reflecting on the picture in textbook page 166 on the "Life in a Roman Villa" ·Compare Judaism and Christianity. Using a Venn diagram show overlaps so students can recognize similarities and differences between the religions.

Grade 9

Key Concepts

Social Studies Pacing Guide

Guided Essential Questions Key Skills Suggested Assessments/ Activities

·Identify multiple causes of the Fall of the Western Roman Empire - Refer students to the chart on textbook page 174 and have them choose the factor from each column that they believe had the most impact. They should be able to explain their choice.

Page 13 of 28

Suggested Materials

NYS Standards/ Key Ideas

fall of the Roman Empire? ·Why was Emperor Constantine's decision to move the capital of the Empire from Rome to the Greek city of Byzantium such a major event in Roman history? Why did he choose this location? ·Romans called all invaders, `barbarians.' Who were these invaders that moved into Rome and destroyed everything in their path? ·What is meant by the `Legacy of GrecoRoman Civilization'? ·What is the Coliseum? How are the architectural designs of our stadiums today modeled after that of the Romans?

Grade 9

Social Studies Pacing Guide

Page 14 of 28

January

Key Concepts

·Human/ Physical Geography ·Change ·Diversity

Topic: African Civilizations

Guided Essential Questions Key Skills Suggested Assessments/ Activities

·Read Chapter 8 sections 1-3

Suggested Materials

·Textbook ­

NYS Standards/ Key Ideas Standards 2,3,4,5

·Identify the different geographic regions of Africa and explain how early Africans adapted to their environments. ·Why is Africa considered to be `nature's greenhouse'? ·What are the West African societies?

·Reading/

comprehension: Textbook: Read Chapter 8 sections 1-3 and complete related accompanying worksheets

after each section have students complete assessments. Questions will vary according to difficulty.

·Mapping: Students create a

Chapter 8 sections 1-3 and worksheets

·Electronic

·Movement ·Why might Africans continue living a of People and nomadic lifestyle? Goods ·Human Rights ·Conflict ·Economic and Political Systems ·Science and Technology

·How did living in extended family structures help early Africans survive in difficult environments? ·What is Animism? How did this belief system affect the early Africans? ·Why are `griots' so important in African culture? ·Why was ironworking such a valuable process to early Africans? ·Who are the Bantu people? Why did they migrate into the southern half of Africa? ·What are the effects of migration? ·Africa's languages fall into three main

map of Africa. The map will include a color coded key ·Writing: Teacher and show the different generated notes climate zones. They will ·Primary Sources: Read discuss the effect of climate on each of the regions of and discuss various Africa. documents from the time period ·Compare the size of Sahara desert to that of United ·Categorizing: States. Class discussion on its size. ·Mapping: Geographical map students examine ·Have students create a vegetation zones and family tree showing their how Africa is divided extended family systems and by the equator. How discussing how it would be might this affect to live in an extended family climate? situation. Give examples of this happening today. ·Analysis: Why did migration occur in

Library of Primary Sources: "Hunters of Modern Africa" & "The Aksumite Empire" "Nok Sculpture"

·Critical Thinking Transparency: CT8, CT44 ·Geography

Transparency: GT8

·Video:

Grade 9

Key Concepts

Social Studies Pacing Guide

Guided Essential Questions Key Skills Suggested Assessments/ Activities

·Hypothesize how ironworking and/or iron tools give a civilization advantages. ·Using the Internet, research

Page 15 of 28

Suggested Materials

NYS Standards/ Key Ideas

groups; what are they? ·What led to the powerful rise of the Kingdom of Aksum? ·What are some of the major achievements of the Aksums? ·The Aksum adopted the principles of Christianity until the Muslims invaded. How did this invasion affect them and their belief systems?

early Africa and why does it continue today?

the history of modern ironworking techniques. How do they benefit our life today?

·Identify the causes and

effects of specific events related to Bantu migration.

·Discuss why experts trace the patterns of movement of people over time by studying languages. ·On a map locate and identify the extent of Aksum's territory and trace his trading routes. Have students identify today what is Aksum (Ethiopia) ·Generate ideas how trade encourages growth in many different areas.

Grade 9

Social Studies Pacing Guide

Page 16 of 28

Topic: The Muslim World/ The Rise of Islam

Key Concepts

·Human/ Physical Geography ·Change ·Diversity

Guided Essential Questions

Key Skills

Suggested Assessments/ Activities

·Have students use notebooks to compare and contrast the global religions/philosophies around the world. ·Have students restate the Five Pillars of Islam in their own words. ·Using textbook and corresponding worksheets learn the significance of the site of the Dome of the Rock for Muslims and Jews. Recognize the architectural importance of the Dome of the Rock.

Suggested Materials

·Textbook ­ Chapter 10 and worksheets- In Depth Resources: Unit 3 ·Electronic Library of Primary Sources Page 8: "From the Qu'ran", "Pilgrimage to Mecca", "Men and Women" ·Critical Thinking Transparency: CT10, CT46 ·Geography Transparency: GT10

·Video: "Not Without my Daughter" ·World Art and Cultures Transparencies: AT21, AT22

NYS Standards/ Key Ideas Standards 2,3,4,5

·How important is exchanges between cultures? ·Who are the Muslims? What are some of their major achievements? ·Where is Arabia? What was this area like before the rise of Islam?

·Reading/ comprehension: Read Chapter 10 sections 1-3 in text and complete related accompanying worksheets ·Writing: Class generated notes. Encourage students to create a chart in notebook listing the major religions/philosophies. List the beliefs and practices of each.

·Movement of People and ·Why is this area the `crossroads' for trade? What three continents make-up Goods this area? ·Human ·How did Muhammad unify the Rights Arabian Peninsula under Islam? ·Conflict ·List some of the practices and beliefs of Islam. ·Economic and Political ·How did the physical features of the Systems land and the climate influence the ·Science and development of the early peoples? Technology ·How did trade affect what the people of Arabia knew about the world? ·Where is Mecca and why is it an important aspect of the Islamic faith today?

·Primary Sources: Read and discuss various ·Students should be able to documents from the compare the Qu'ran to other time period `holy' or `sacred writings'. ·Categorizing: List the important aspects of Islam ·After each section in Chapter 10 have students complete the section assessments. Focus on vocabulary, main ideas and critical thinking.

·Mapping: Using a

·Encourage students to focus

Grade 9

Key Concepts

Social Studies Pacing Guide

Guided Essential Questions Key Skills Suggested Assessments/ Activities

on the history of religious tolerance and share their ideas. Internet search of religious tolerance. ·Discussion on the concept as cities being centers of learning and do cities as centers of learning still exist today? Encourage students to give examples. ·Research information on marriages in the Muslim culture. How rigid is the class structure of Muslim society. ·Recognize important similarities in Muslim art and understand the reasons for them. ·Formal Assessment on The Muslim World/Islam

Page 17 of 28

Suggested Materials

NYS Standards/ Key Ideas

·How has the Muslim culture spread into the modern world? ·What are some of the accomplishments of the Muslim culture in the areas of Art and Science? ·Describe the Muslim attitudes toward philosophy and religion?

regional map have students describe the most direct route a trader might have taken. ·Analysis: Why was the location of Mecca ideal for the spread of Islam?

Grade 9

Social Studies Pacing Guide

Page 18 of 28

January/February

Key Concepts

·Human/ Physical Geography

Topic: The Byzantine Empire

Guided Essential Questions

·After Rome split, what was the name of the Eastern Empire?

Key Skills

Suggested Assessments / Activities

Suggested Materials

NYS Standards/ Key Ideas

Standards 2,3,4,5

·In textbook read chapter ·Textbook ­ 11 sections 1 & 3. After Chapter 11 and each section complete the worksheets ·How did this Empire influence the assessment questions 1-5. Christian religion? ·Electronic ·Change ·Use the workbooks and Library of ·Who was the Byzantine nobleman Primary complete corresponding ·Diversity ·Writing: Write an essay Justinian? Sources comparing the ways in which worksheets. ·Why did Justinian consider himself to the different groups in this ·Movement ·Create a cluster diagram ·Critical section interacted. of People and be the next Caesar? Thinking to show Justinian's Goods ·What was the official language of the Transparency: ·Primary Sources: Read and accomplishments as Byzantine Empire? CT11, CT47 Emperor of the New discuss various documents ·Human ·What was Constantinople? Rome. from the time period Rights ·Geography ·How did strengthening the connection Transparency: ·Using the map in the ·Conflict ·Categorizing: between church and state strengthen GT11 textbook page 302 Justinian's own power? complete the Geography ·Economic ·Mapping: European map ·Video: skill builder question on and Political ·Explain the Justinian Code. How did depicting the area of the this code unite the empire? Systems Byzantine Empire in the East Human-Environment ·World Art and Interaction. ·How did Constantinople's location help Cultures ·Science and it survive so long? ·Analysis: Analyze the Transparencies: ·Analyze the key Technology problems that erupted in the ·What caused the empire to weaken and east part the Empire. AT23 & AT24 concepts of the Roman eventually collapse? Catholic Church and the Eastern Orthodox ·Analyze the Russian ·Differences in the western and eastern religious art and architecture Church. parts of the Christian church caused a ·Reading/comprehension: Read Chapter 11 sections 1 & 3 in text and complete related accompanying worksheets

split in 1054. What were the results of this split?

·Formal Assessment:

Grade 9

Key Concepts

Social Studies Pacing Guide

Guided Essential Questions

·Who were the Seljuk Turks and what was their impact on Persian culture? ·Why did the Turks confront the Crusaders and the Mongols?

Page 19 of 28

Key Skills

Suggested Assessments / Activities

Unit test

Suggested Materials

NYS Standards/ Key Ideas

Grade 9

Social Studies Pacing Guide

Page 20 of 28

March

Key Concepts

·Change ·Political Systems ·Conflict ·Culture ·Cultural and Intellectual Life ·Physical Geography ·Decision Making ·Movement of People and Goods

Topic: Japan

Guided Essential Questions Key Skills Suggested Assessments/ Activities

·Create a sample poster of Japanese art forms. ·Explain how the Japanese were able to incorporate both Shinto and Buddhism into their traditions.

Suggested Materials

·Textbook ·Internet site of the Japanese art forms

NYS Standards/ Key Ideas Standard 2 -Key Ideas 2, 3, 4

·How did the geography of Japan help to shape its history? ·What factors led to the erosion of imperial power and the rights of feudalism? ·How did the Samurai and the code of Bushido impact Japanese history?

·Reading Comprehension - pages 339 - 343. ·Geography Application - page 49. ·Analyze the development of Shinto and its impact on Japan. ·Complete DBQ on feudal Japan and feudal Europe.

Grade 9

Social Studies Pacing Guide

Page 21 of 28

April/May

Key Concepts

·Human /Physical Geography ·Change ·Diversity

Topic: The Middle Ages NYS Standards/Key Ideas: 2,3,4,5

Guided Essential Questions

·Identify the effects of Germanic invasions. ·Who was Charlemagne? ·Explain new ideas about Government. ·Trace the spreading of Christianity among Germanic peoples.

Key Skills

·Reading/ comprehension: Read Chapter 13 sections 1-4 in text and complete related accompanying worksheets

Suggested Assessments/ Activities

·Have students use notebooks to take notes on the events that occurred in Western Europe after the fall of western half of the Roman Empire. ·Textbook Chapter 13 Sections 1-4Read and complete assessments at end of the sections.

Suggested Materials

·Textbook ­ Chapter 13 Section #1-4 and worksheets ·Electronic Library of Primary Sources - from "Life of Charlemagne" ·Critical Thinking Transparencies - CT 13, CT 49 ·Geography Transparency GT 13 ·Video: "Life in the Middle Ages", Patterns of Interaction Video Series ­ "Modern and Medieval Weapons"

·Movement of People and ·How did politics play a role in spreading Christianity? Goods ·Human Rights ·Conflict ·Economic and Political Systems ·Science and Technology ·Who was Clovis? Why did the church support his campaigns against other Germanic peoples? ·Who was Pope Gregory? How was Pope Gregory I like a Roman emperor? ·What is meant by the secular? Under Gregory how did the papacy become `secular'? ·How did the church adapt to the rural conditions? ·What is the `major domo'? Who was the major domo in the Frankish Kingdom? ·After Charles Martel died he passed his power onto his son Pepin the Short. How did Pepin gain the appointment of "king" bestowed upon him by the Pope? ·What was the Carolingian Dynasty? How long did

·Writing: DBQ on ·Use In-Depth Resources: Unit #3 Medieval Europe ·Guided Reading pg 66 ·Primary Sources: Read and discuss various documents from the time period ·Categorizing: European Feudalism ·Mapping: Venn Diagrams, Webbing Diagrams ·Research life in a medieval monastery. Have students write expository paragraphs on what life was like during the Middle Ages in a medieval monastery ·Textbook pg 356 - Interpret the Map and Geography Skill Builder ·Formal Assessment: Section # 1 quiz ·Textbook Chapter 13 Section #2 ·In Depth-Resource: Unit #3 Guided Reading Page 67 ·Textbook pg 359 - Interpreting the Map; do the Skill Builder showing the

Grade 9

Key Concepts

it last?

Social Studies Pacing Guide

Guided Essential Questions Key Skills Suggested Assessments/ Activities

different routes of invasion. ·Analysis: List similarities between feudalism in Europe and feudalism in Japan ·Review the chart in the textbook on page 361 ­ comparing European feudalism with Japanese feudalism ·Connect to Today - pg 361 in textbook ·History in Depth - pg 362 in textbook. ·Formal Assessment ­ Section #2 quiz ·Textbook Section #3 ·In-Depth Resources pg 68 ·Skill Builder Practice - pg 71 ·Textbook pg 366 - Compare offensive and defensive tactics used during a siege

Page 22 of 28

Suggested Materials

·Who was Charlemagne? Why was the coronation of Charlemagne by Pope Leo III such a historical event? ·How did the invasions on Western Europe change the way things were to be organized? ·How did Feudalism help organize Western Europe? ·How did religion help support the Feudal system? ·Manors served as a self-sufficient environment for the peoples of Western Europe. Why? ·What is chivalry? How did strategy and technology combine to create the culture of the knight? ·How did the relationship of lords and knights exemplify the system of feudalism? ·How did the roles of noblewomen compare to those of knights? ·Describe the church's structure, power, and influence. Why did church leaders and political leaders compete for power and authority? ·Why were excommunication and interdiction so feared? ·Why did Medieval peasants support the church? ·Who was Otto I and what did he create?

·Analyzing the Primary Sources ­ pg 368 - Answering the Document Based Questions ·Formal Assessment ­ Section #3 quiz ·Textbook Section #4 ·In-Depth Resources: Unit #3 ·Guided Reading pg 69 ·Geography Application: Feudal Europe's Religious Influences; pg 72

Grade 9

Key Concepts

Social Studies Pacing Guide

Guided Essential Questions

·The Church was not happy with kings and the way they ruled. Why? ·How did the Church wield its power over the emperors and kings? ·What was the `Concordat of Worms' and why were the pope and the emperor willing to accept its terms?

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Key Skills

Suggested Assessments/ Activities

·Formal Assessment ­ Section #4 quiz

Suggested Materials

Grade 9

Social Studies Pacing Guide

Page 24 of 28

May

Topic: The Renaissance NYS Standards/Key Ideas: 2,3,4,5

Key Concepts

·Human /Physical Geography ·Change ·Diversity ·Humanism ·Cultural Diffusion ·Conflict ·Economic and Political Systems ·Science and Technology

Guided Essential Questions

·Why did the Renaissance begin in Italy? ·What factors contributed to the spread of Renaissance ideas? ·What are the characteristics of the Renaissance in the areas of thought, art and science?

Key Skills

Suggested Assessments/ Activities

·Complete Main Ideas Worksheet "Italy: Birthplace of the Renaissance" (Ch 17 sec 1) ·Complete worksheet - "The Northern Renaissance" (Ch 17 sec 2) ·View video "Galileo: The Challenge of Reason" and complete/discuss accompanying worksheet questions ·Create a poster or a multi media presentation that profiles an artist or scientist of the period with an explanation of one of their works or discoveries. ·Research project on the Renaissance/ Reformation/ Exploration that organizes data, considers multiple perspectives in interpreting the topic and explains how different motives, beliefs, interests, and perspectives influence interpretations of the past.

Suggested Materials

·Reading/comprehension: Read Chapter 17 sections 1& 2 in text and complete related accompanying worksheets ·Writing: Answer a Document Based Question on the Renaissance ·Primary Sources: -Read and discuss various documents from the time period -Use paintings, sculpture, and writings of the Renaissance to describe the thought, art, and scientific achievements of the period in project and DBQ.

·Textbook ­ Chapter 17 sec 1 &2 ·Worksheet "Italy: Birthplace of the Renaissance" (Ch 17 sec 1) ·Worksheet "The Northern Renaissance" (Ch 17 sec 2) ·Electronic Library of Primary Sources : "The Art of Painting" from Notebooks ·World Art and Cultures Transparencies -(AT 36) ­ The Last Supper -(AT 37) ­ Mona Lisa -(AT 38) ­ Van Eyck's Wedding Portrait ·Video: "Galileo: The Challenge of Reason"

·How did the Renaissance change ·Categorizing: List the European society? characteristics of Renaissance thought, art, and science ·How is it possible for historians to ·Analysis: Analyze the roles and have different contributions of individuals and interpretations of groups had on the social, political, the same historical economic, cultural, and religious event? development of the period

Grade 9

Social Studies Pacing Guide

Page 25 of 28

Topic: The Reformation NYS Standards/Key Ideas: 2,3,4,5

Key Concepts

·Human /Physical Geography ·Change ·Human Rights ·Conflict ·Economic and Political Systems ·Science and Technology

Guided Essential Questions

·What political, social, and economic factors helped bring about the Protestant Reformation? ·What role did Martin Luther, John Calvin, and King Henry VIII of England play in the Protestant Revolution? ·How did the Catholic Church react to the Protestant Reformation?

Key Skills

Suggested Assessments/ Activities

·Complete Cause and Effect Worksheet - "Luther Leads the Reformation" Ch 17 sec. 3 ·Complete worksheet - "The Reformation Continues" Ch 17 sec. 4 ·Write and give a speech to the Council of Trent outlining your objections to church practices and suggestions for a course of reform ·Role play activity - Martin Luther testifying before the Diet of Worms

Suggested Materials

·Reading/comprehension: Read Chapter 17 sections 3 & 4 in text and complete related accompanying worksheets ·Writing: Write a speech about reforming the Catholic Church ·Primary Sources: Read and discuss various documents related to the Reformation ·Categorizing: Be able to list the causes and effects of the Protestant and Catholic Reformations.

·Textbook ­ Chapter 17 and worksheets ·Electronic Library of Primary Sources -Excerpt from the "Ninety-Five Theses" -"The St. Bartholomew's Day Massacre" -"Luther: Giant of Time and Ours" ·Critical Thinking Transparency (CT17) ­ "The Protestant and Catholic Reformations" ·Geography Transparency (GT 17) ­ "Reformation"

·Mapping: Be able to interpret a map ·Report on the spread of of Protestant and Catholic areas in Protestantism throughout Europe by Europe identifying regions on a map where these religious sects spread and ·Analysis: Analyze the roles and describing the effects on the lives of contributions of various individuals the people who lived in these ·What measures did and groups which played a role in regions. the Catholic Church the Reformation. take in response to ·Formal Assessment: Test the Reformation? ·How did the Reformation affect Europe?

Grade 9

Social Studies Pacing Guide

Page 26 of 28

June

Topic: The Age of Exploration NYS Standards/Key Ideas: 2,3,4,5

Key Concepts

·Human /Physical Geography

Guided Essential Questions

·What role did the Renaissance play in launching the Age of Exploration?

Key Skills

Suggested Assessments/ Activities

·Complete time line worksheet -"Europeans Explore the East" (Ch 19 sec. 1) ·Complete Cause and Effect Worksheet - "China Limits European Contacts" (Ch 19 sec. 2 ·Complete Main Ideas Worksheet - "Japan Returns to Isolation" (Ch 19 sec. 3) ·Complete Time Line Worksheet - "Spain Builds an American Empire" (Ch 20 sec. 1) ·Complete Cause and Effect Worksheet - "The Atlantic Slave Trade" (Ch 20 sec. 3) ·Complete Cause and Effect Worksheet - " The Columbian Exchange and Global Trade" (Ch 20 sec. 4) ·Create a map of the routes of key explorers and the flow of goods and ideas from the `Old

Suggested Materials

·Reading/ comprehension: Read Chapters 19 and 20 in text and complete ·Change related accompanying ·What were the motives worksheets ·Diversity behind European exploration in the ·Writing: Write a ·Movement 1400s? mock travel log for a of People and European explorer's Goods ·How did the Age of voyage to Asia Exploration affect the ·Human lives of people ·Primary Sources: Rights throughout the world? Read and discuss various documents ·Conflict ·What was the reaction from the time period of China and Japan to ·Economic and Political European exploration? ·Categorizing: List the causes and effects Systems ·How did European of the Age of exploration of the Exploration. ·Science and "New World" affect the Technology peoples and culture of ·Mapping: Create the Western desk maps or hemisphere? computer generated interactive maps ·What impact did the depicting the Atlantic Atlantic slave trade and slave trade and the Columbian Columbian

·Textbook ­ Chapters 19 & 20 ·Worksheets: -"Europeans Explore the East" (Ch 19 sec. 1) -"China Limits European Contacts" (Ch 19 sec. 2 -"Japan Returns to Isolation" (Ch 19 sec. 3) -"Spain Builds an American Empire" (Ch 20 sec. 1) -"European Nations Settle North America" (Ch 20 sec. 2) -"The Atlantic Slave Trade" (Ch 20 sec. 3) -"The Columbian Exchange and Global Trade" (Ch 20 sec. 4) ·Electronic Library of Primary Sources : -"Letter to King George III" -excerpt from "The Life and Letters of St. Francis Xavier" -excerpt from "The Act of Seclusion" -"On the Destruction of the Indies" -excerpt from "Letter to King Charles V of Spain" -"Letter to the King of Portugal" "Concerning the Dearness of All

Grade 9

Key Concepts Guided Essential Questions

Exchange have on Europe, Africa and the Americas?

Social Studies Pacing Guide

Key Skills Suggested Assessments/ Activities

World' to the `New World' ·Create a map depicting the Atlantic Slave trade and Triangular Trade. ·Create a Geography Lab based on the routes of European explorers, colonization, the slave trade, Columbian Exchange, and various mapping and geography skills ·Write a mock travel log of one of the European voyages to Asia or the New World. Using the internet research details such as weather, sailing equipment and technology of the period and the people the Europeans encountered. ·Assessment: DBQ

Page 27 of 28

Suggested Materials

Exchange. ·Analysis: Analyze the factors that brought about the Age of Exploration and the effect exploration had on Europe and the Western Hemisphere.

Things" ·Critical Thinking Transparencies: -(CT 19) ­ "The Impact of Exploration on East Asia" -(CT 20) ­ "The Atlantic Slave Trade, 1451-1870" ·Geography Transparency (GT 20) ­ "Spain's Colonies" ·World Art and Culture Transparencies -(AT 43) ­ "Meeting of Cortes and Montezuma" -(AT 44) - Meynell's "Slaves Below the Deck" ·Videos: -"The Spread of Epidemic Disease" -"The Impact of Potatoes and Sugar"

Grade 9

Social Studies Pacing Guide

Page 28 of 28

Topic: Review for Global Studies 9 Final Exam

Suggested Activities/Assessments

·Complete worksheets, thematic essays and Document Based Questions on topics covered in Global Studies 9 ·Complete exercises from Global History and Geography Regents Exam: A Classroom Companion ·Read and complete exercises from Global History and Geography Regents Review ·Discuss strategies for taking a final exam Complete skills exercise (charts, graphs, cartoons, etc.) packet ·Various games (e.g. Jeopardy, Wheel of Fortune, etc) and class activities designed for review.

Suggested Materials

·Global History and Geography Regents Exam: A Classroom Companion ·Global History and Geography Regents Review. ·Star Review ·Student review worksheets, exercises and packets

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