El Capitan Curriculum Map

Course Title: World History Semester : 1 Academic Year: 2017 - 2018

Teacher: Linda Earl

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

What is History 8/14-14

Understanding the importance of studying history is foundational to the course.

Why Study History Slideshow

Computer and answer sheet

The Rise of Civilization

8/21-24

-Use artifacts and pictures to analyze characteristics of hunter-gatherer societies, including use of fire and tools.

-Homo sapiens emerged in East Africa between 100,000 and 400,000 years ago. -Homo sapiens migrated from Africa to Eurasia, Australia, and the Americas. -Early humans were hunters and gatherers whose survival depended on the availability of wild plants and animals.

-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.

-Describe the roles of men and women in hunter-gatherer societies. -Hunter Gatherer Activity - Chapter Reviews and Assessments

Activity Sheets and articles Computer and answer sheet

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Archaeology 8/28-31

-Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. Use artifacts and pictures from archaeological digs to analyze the physical and cultural landscapes of the world and interpret the past

-Archaeologists continue to find and interpret evidence of early humans and their lives.

How does archaeology provide knowledge of early human life and its changes?

- The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by explaining how archaeological discoveries are changing present-day knowledge of early peoples.

-Paper Bag Archaeology - Chapter Reviews and Assessments

Activity Sheets, articles, assessment documents

Spread of Civilization

9/4-7

-Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. -Identify major geographic features of the ancient river civilizations

-During the New Stone Age, permanent settlements appeared in river valleys and around the Fertile Crescent.

-River valleys provided rich soil for crops, as well as protection from invasion.

-Why did ancient civilizations develop in river valleys?

- The student will demonstrate knowledge of ancient river valley civilizations, including Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by locating these civilizations in time and place.

-Then and Now Activity -Chapter Reviews and Assessments

Computer, projector, compare and contrast sheet

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Early Empires in the Ancient Near East

9/11-14

-Identify, analyze, and interpret primary and secondary sources to make generalizations about language and writing -pictograms (earliest written symbols), hieroglyphics (Egypt), cuneiform (Sumer), alphabet (Phoenicians).

-Language and writing were important cultural innovations.

What forms of language and writing existed in early civilizations?

-The student will demonstrate knowledge of 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.

- "Tracing the Development of Cuneiform." Create written symbols for objects, ideas, and sounds. Explain the impact of cuneiform on Sumerian culture. -Chapter Reviews and Assessments

Cuneiform documents, erasers, alphabets

The Ancient Greeks

9/18-22

-Identify major geographic features important to the study of Greece. -Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. -Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events.

-The physical geography of the Aegean Basin shaped the economic, social, and political development of Greek civilization. -The expansion of Greek civilization, through trade and colonization, led to the spread of Hellenic culture across the Mediterranean and Black seas.

-How did the mountains, seas, islands, harbors, peninsulas, and straits of the Aegean Basin shape Greek economic, social, and political development and patterns of trade and colonization?

- 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.

-Troy Study Guide -Chapter Reviews and Assessments

Activity Sheets

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

India’s First Empires

9/25-28

-Identify major geographic features important to the study of Greece. -Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. -Analyze trends in human migration and cultural interaction -economic, social, and political development. -Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events.

-The Indo-Aryan people migrated into the area, creating a structured society (caste system) blended their belief with those of the indigenous people. -During the Golden Age of classical Indian culture, Indian people made significant contributions to world civilization.

-Why were physical geography and location important to the development of Indian civilization?

-What impact did the Aryans have on India?

-Why was the caste system central to Indian culture?

-What were the accomplishments of the Mauryan and Gupta Empires?

-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 India, with emphasis on the Aryan migrations and the caste system.

-Create a poster with pictures and explanations of the four classes in a caste system, their roles, and the purpose of the caste system. -Write an essay either defending the caste system or repudiating it based upon what the student learned about the different varnas. -Chapter Reviews and Assessments

Computers, powerpoint, internet, word document

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

First Chinese Empires

10/2-5

-Identify major geographic features important to the study of Greece. -Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. -Analyze trends in human migration and cultural interaction -economic, social, and political development. -Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events.

-Classical China was centered on the Huang He (Yellow River) and was geographically isolated. Invaders entered China from the North. The Great Wall was built for China's protection.

-Why was the Great Wall of China built?

-What were the contributions of classical China to world civilization?

-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 China, with emphasis on the development of an empire and the construction of the Great Wall.

-Ancient China, "The Silk Road." After viewing slides and placards about artifacts, create visuals and record notes about how each artifact reflects a foreign influence. -Chapter Reviews and Assessments

Computers, placards

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

The Romans 10/9-19

-Use artifacts and pictures to analyze the social structure of the Roman Republic, citizenship, and features of democracy. -Identify and compare political boundaries with the location of civilizations, empires, and kingdoms.

-Roman mythology, like Greek mythology, was based upon a polytheistic religion that was integral to culture, politics, and art.

-Many of Western civilization's symbols, metaphors, words, and idealized images come from ancient Roman mythology.

-What was the source of Roman mythology?

-What impact did Roman mythology have on later civilizations? -Although women, most aliens (non-Romans living in the Republic), and slaves were excluded from the governing process, the Roman Republic made major strides in the development of representative democracy, which became a foundation of modern democracy.

-How did the government of the Roman Republic become more democratic in its decision making?

-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 explaining the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman Republic.

-Ancient Rome, "The Punic Wars Between Rome and Carthage."

-Complete a map of Rome's expansion as a result of the Punic Wars.

-Prepare for and participate in a panel discussion about Roman expansion and its effects using information given in the activity. -Chapter Reviews and Assessments

Questionnaires

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Islam and the Arab Empire

10/23-26

-Use maps, globes, artifacts, and pictures to analyze the origin, beliefs, traditions, customs and spread of Islam. -Identify major geographic features important to the study of the spread of Islam. -Analyze trends in human migration and cultural interaction.

-Islamic traditions and customs developed over centuries and created a distinct Muslim culture.

-Where did the Islamic religion originate? Where did it spread?

-What are the beliefs, traditions, and customs of Islam?

-The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by assessing the influence of geography on Islamic economic, social, and political development, including the impact of conquest and trade.

-Draw a map of the Islamic World around 750 AD depicting Arab trade routes, and explain how these trade routes developed and how they, in turn, spread the Islam religion and customs. -Chapter Reviews and Assessments

Maps, colored pencils, Outlines, internet

Medieval Kingdoms

10/30 -11/2

-Use maps, globes, artifacts, and pictures to analyze the invasions of the Angles, Saxons, Magyars, and Vikings -Identify major geographic features important to the study of the invasion of the Angles, Saxons, Magyars, and Vikings. -Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. -Analyze trends in

-The decline of Roman influence in Western Europe left people with little protection against invasion, so they entered into feudal agreements with land-holding lords who promised them protection.

-How did a feudal society develop in Europe in the Middle Ages?

-How did the medieval manor function as a social and economic system? -How did the Black Death (Bubonic Plague) alter economic and social institutions in much of Asia and then

- 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 structure of feudal society and its economic, social, and political effects.

-Create two columns labeled "Lords" and "Vassals." Label responsibilities of each in the appropriate column. -Write a paragraph explaining why the relationship between lords and vassals developed and whether it was a fair one.

Computers, Rubric, formatting guide

human migration and cultural interaction

in Europe?

-Chapter Reviews and Assessments

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Crusades and Culture of the Middle Ages

11/6-9

-Identify, analyze, and interpret primary and secondary sources to make generalizations about how England, France, Spain, and Russia expanded their territories and consolidated their power.

-Crusades were carried out by Christian political and religious leaders to take control of the Holy Land from the Muslims.

-Mongol armies invaded Russia, Southwest Asia, and China, creating an empire.

-Ottoman Turks conquered the Byzantine Empire.

-What were key events and effects of the Crusades?

-What were the effects of the Mongol invasions?

-What were the effects of the Ottoman invasions of Europe?

-The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by explaining conflicts among Eurasian powers, including the Crusades, the Mongol conquests, and the fall of Constantinople.

-Using a large poster, make an illustrated timeline organizing events during the rise of Monarchies in Europe, specifically England, France, Spain, Germany and Russia during the late Middle Ages. Identify the most important events, and develop symbols to make those dates stand out on the timeline by using color symbols to distinguish events of different nations.

-Chapter Reviews and Assessments

Computers, poster board or paper, pencils, rulers, markers

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Kingdoms of Africa

11/13-16

-Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of African civilizations. -Identify major geographic features important to the study of African civilizations. -Identify the political boundaries with the location of Axum, Zimbabwe, Ghana, Mali, and Songhai.

-African civilizations developed in sub-Saharan west and east Africa.

-Trade brought important economic, cultural, and religious influences to African civilizations from other parts of the Eastern hemisphere.

-States and empires flourished in Africa during the medieval period, including Ghana, Mali, and Songhai in West Africa, Axum in east Africa, and Zimbabwe in southern Africa.

-What were the characteristics of civilizations in sub-Saharan Africa during the medieval period?

-The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion.

-Write a report or make a booklet using visuals and voice bubbles or captions on one of the following African kingdoms: Kush, Axum, Ghana, Mali or Songhai, detailing its geographic location, language, religion, government, economy (including items of trade and with whom) and other significant aspects. -Chapter Reviews and Assessments

Computer, maps, internet, graphic design program

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Pre-Columbian America

11/20-22

-Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the Mayan, Aztec, and Incan civilizations. -Identify major geographic features important to the study of the Mayan, Aztec, and Incan civilizations. -Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. -Analyze trends in human migration and cultural interaction.

-The Mayan, Aztec, and Incan civilizations emerged in South America, Central America, and Mexico.

-What were the characteristics of Mayan, Aztec, and Incan civilizations?

The student will demonstrate knowledge of major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan by a) describing geographic relationship, with emphasis on patterns of development in terms of climate and physical features; b) describing cultural patterns and political and economic structures.

-Compare and Contrast paper and graphic organizer

-Create collages of each of the three civilizations' cultures (Mayan, Aztec and Incan). Include visuals and details of their location, religion, government, economy, language, jobs, and achievements. -Chapter Reviews and Assessments

Computer, maps, internet, graphic design program

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Renaissance in Europe

11/27-12/7

-Identifying, analyzing, and interpreting primary and secondary sources to make generalizations about intellectual and artistic ideas that developed during the Renaissance.

-New intellectual and artistic ideas that developed during the Renaissance marked the beginning of the modern world.

-What were the artistic, literary, and intellectual ideas of the Renaissance?

-The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by describing artistic, literary, and intellectual ideas of the Renaissance.

-Map Italian city-states.

-Create a three column graphic organizer showing intellectual (Erasmus), literary (sonnets, plays, essays, Shakespeare), and artistic (Michelangelo, Leonardo da Vinci) work of the Renaissance . -Compare the works of visual arts in the Middle Ages and the Renaissance.

-Participate in a Renaissance Faire. -Chapter Reviews and Assessments

Computer, maps, internet, graphic design program, graphic organizer

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Reformation in Europe

12/11-21

-Identifying, analyzing, and interpreting primary and secondary sources to make generalizations about intellectual and artistic ideas that developed during the Renaissance.

-For centuries, the Roman Catholic Church had little competition in religious thought and action. The resistance of the church to change led to the Protestant Reformation, which resulted in the birth of new political and economic institutions.

-What were the problems and issues that provoked religious reforms in Western Christianity? -What were the beliefs of Martin Luther, John Calvin, Henry VIII, and Elizabeth I? -At first, the Reformation divided the countries of Europe on religious principles, leading to religious intolerance.

-Power in most European states was concentrated in the monarch.

-Gradually religious toleration emerged.

-What were some of the changing cultural values, traditions, and philosophies during the Reformation?

-The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by describing the impact of religious conflicts, the Inquisition, and Catholic Reformation, on society and government actions. -The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press.

-Complete a graphic organizer on the impact of the Reformation.

-Complete a flow chart of religions showing the movement from Judaism to Catholicism to the Protestant Movement. -Chapter Reviews and Assessments

Computer, maps, internet, graphic design program, graphic organizer