Roselle Public Schools World History Curriculum … Public Schools World History Curriculum Units of...

Roselle Public Schools

World History Curriculum Units of Study 9th

Grade

1

Unit/Chapter Title: Unit 1 Global Exploration and the

Renaissance

Course/Grade: World History 9

Unit Length: 10 weeks

Interdisciplinary Connections: ELA/Technology

Unit Overview: Welcome to the first unit of World History 9. The global world in 1400 is a closed circuit. Limited human

interactions as an effect of the global pandemic known as the Black Death have stalled learning, economic growth, environmental

progress, political theory and destroyed cities. Citizens of the world live primarily in a totally agrarian society that is, as Thomas

Hobbes would later describe, “nasty, brutish, and short”. Beginning with the arrival of Columbus in the New World in 1492,

worldwide global interactions became a true reality. The legacy and wide-ranging political, social, economic, and environmental

effects of these interactions continue to have a long lasting effect today. The division of the globe into the so-called New and Old

Worlds create opportunities for new interactions and exchanges between at the time two very unbelievably distinct cultures. Almost

immediately, new learning and technology are encouraged and reinvigorated, the arts begin to thrive, invention blooms, world

populations begin to boom, and human interactions not just across continents but even locally begin to quickly expand. Learning is

shared across oceans and the globe begins to have an understanding of the planet as a whole instead of a much more narrow view of

the human legacy. However, these interactions also lead to all manner of power vacuums and ethical dilemmas for those involved in

the interaction with, and later colonization and domination of, the area known as the New World. What can the perspectives of those

involved in all aspects of these new interactions tell us about the past and inform us of the potential for greatness or danger as we

move forward in a 21st century world of ever increasing globalization? How will the decisions made by the global community at this

seminal moment in human history paradoxically come to create tremendous worldwide success for some and unfathomable horror for

others?



Grade

2

Standard: 6.2 World History/Global Studies All students will acknowledge and skills to think analytically and systemically about

how past interactions of people, cultures, and the environment affect 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.

6.3 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 the challenges that are inherent in living in an

interconnected world.

Strands:

A. Civics, Government, and Human Rights

B. Geography, People, and the Environment

C. Economics, Innovation, and Technology

D. History, Culture, and Perspectives



Grade

3

CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects

RH 9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date

and origin of the information.

RH 9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key

events or ideas develop over the course of the text.

RH 9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply

preceded them.

RH 9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or

economic aspects of history/social science.

RH 9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details

they include and emphasize in their respective accounts.

RH 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.

RH 9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

21st Century Life and Careers Standards

9.3.12.C.8 Interpret how changing economic and societal needs influence employment trends and future education

9.1.12.F.5 Formulate an opinion on a current workplace or societal/ethical issue based on research

9.1.8.F.2 Explain how rules, laws, and practices protect individual rights in the global workplace

Interdisciplinary Connections: RST 9-10. 7 Translate quantitative or technical information expressed in words in a text into visual



Grade

4

form ( e.g. table or chart) and translate information expressed visually or mathematically ( e.g. equations) into words

English/Literacy: CCSS ELA W.5.2.A-E Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Computer Technology: 8.1.12.A.2 Produce and edit a multi-page document for a commercial or professional audience using desktop

publishing and/or graphics software

Essential Questions Enduring Understandings

1) What impact did the collision of cultures have on World

History and advancement(s) of society?

2) How do culture, philosophy, technology and religion cause

societies to change over time?

3) How did worldwide global interactions come to create

worldwide economic, political, social, and environmental systems

and idea?

4) How did worldwide global explorations lead to an increase in

learning, the arts, and technology?

5) What factors determine if a culture or society will flourish?

6) How did motivations for exploration and colonization differ?

7) Why were Native societies, cultures, and their environment

unequipped to cope with the influx of European colonists to their

lands?

8) Why did exploration quickly come to be viewed as an

economic endeavor more than a scientific one?

The interactions between the New and Old World

cultures in the past still influences interactions

today

Conflict is inherent in human interactions such as

politics, philosophy, economic systems, and

culture

There are differences in the dynamic between

individual rights and thoughts and the thoughts and

actions of societies as a whole

Individuals have the power to make positive

changes in society

Exploration led to new individual opportunities for

creation and societal growth

Societies who continually invest financially and

educationally in growth will flourish faster and

with greater effect than those that do not

The methods and motivations for global

exploration and conquest resulted in increased

patterns of trade, globalization, colonization, and



Grade

5

conflict between nations

Colonization was inspired by the desire to access

to new markets and goods, often at the expense of

the Native population, culture, and environment

Student Learning Objectives

(What students should know and be able to do?)

What students should know

What students should be able to do

6.2.12.D.1.a Assess the political, social, and economic impact

of the Columbian Exchange of plants, animals, ideas, and

pathogens on Europeans and Native Americans.

6.2.12.D.1.f Analyze the political, cultural, and moral role of

Catholic and Protestant Christianity in the European

colonies.

6.2.12.B.1.a Explain major changes in world political

boundaries between 1450 and 1770, and assess the extent of

European political and military control in Africa, Asia, and the

Americas by the mid-18th century.

6.2.12.C.1.e Determine the extent to which various

technologies, (e.g., printing, the marine compass, cannonry,

Arabic numerals) derived from Europe’s interactions with

Analyze the impact of conquest and exploration

using primary source accounts and journals

Evaluate the cultural, political, and economic

effects of colonization on Native populations

Analyze social, political, and cultural change and

evaluate its impact on different levels of society

Differentiate between specific pieces of

Renaissance art and explain how specific artistic

techniques came to not only define the period but

advance global art

Explain the role of exploration in utilizing and

creating new technologies to improve the human

experience

Identify key geographic areas of both the

Renaissance period and global exploration

Compare and contrast new inventions and

technologies of the Renaissance period

Assess the role of European expansion in changing



Grade

6

Islam and Asia provided the necessary tools for European

exploration and conquest.

6.2.12.B.2.a Relate the geographic location of Italian city-states

to the fact that Italy was the center of the Renaissance.

6.2.12.D.2.a Determine the factors that led to the Renaissance

and the impact on the arts.

geopolitical borders in Africa, Asia, and the

Americas

Explain the role of new economic systems in

expanding the Renaissance across the world

Analyze the need for labor in the New World and

the various systems leading to abject slavery

utilized to meet these needs

Identify key areas of the New World which were

explored by European navigators

Compare the New World to the Old World

Explain the scope and impact of the Columbian

Exchange on social, economic, and environmental

conditions in both the New and Old Worlds

Identify the necessary tools for colonization

Instructional Strategies

(How will the students reach the

learning targets?)

Scaffolds for

Learning/Extensions

(How will I differentiate?)

Assessments

(How will the students

demonstrate mastery?)

Resources/Technology

(What resources and materials

will students need?)

Close Reading of Texts

Use Cornell notes

Use graphic organizers

to identify main idea and

Scaffolds for Learning:

Use a main idea

organizer to identify

the essential and non-

essential information

Formative Assessments:

Teacher Observation

Presentation

Text/s:

Prentice Hall – World History :

The Modern Era

Other Texts:



Grade

7

supporting details

Compare and contrast

events using a Venn

Diagram

Summarize Venn

Diagram and Cornell

Notes

Use context clues to

decode words and ideas

Take notes while

reading

Utilize highlighters for

close reading

Utilize GIST method of

summarization

Checks for

Understanding oral and

written

Entrance/Exit Tickets

Utilize videos and video

response questions

Use an inference chart

while reading a story or

a particular event and

draw conclusions about

what was read.

Pose questions

Skim and scan an

assigned reading to

identify text features

and structure.

Utilize graphic

organizers to chunk

information

Extensions:

Respond to an open-

ended question based

on an editorial or any

informational text read

in class

Complete a dialectical

journal or Cornell notes

with questions that

encourage critical

thinking. Then write a

brief summary of their

questions at the end of

Quizzes/Test

Portfolios

Group Discussions

Mock Trial

Constructed responses

Socratic Seminar Questions

See Appendix A

Performance Tasks

See Appendix B

Summative Assessment

See Appendix C

Student Portfolios

See Appendix D

Websites:

www.readwritethink.org

www.studentsfriend.com/onhis

t.how.html

www.phschool.com

www.newberry.org/center-

renaissance-studies

http://www.njamistadcurriculu

m.com/

http://www.corestandards.org/

http://www.studentnewsdaily.c

om/

http://learning.blogs.nytimes.c

om/category/current-events/

Ancillary Materials

Journals/portfolios

Print and Online graphic

organizers

http://www.readwritethink.org/

http://www.studentsfriend.com/onhist.how.html

http://www.studentsfriend.com/onhist.how.html

http://www.phschool.com/

http://www.newberry.org/center-renaissance-studies

http://www.newberry.org/center-renaissance-studies

http://www.njamistadcurriculum.com/

http://www.njamistadcurriculum.com/

http://www.corestandards.org/

http://www.studentnewsdaily.com/

http://www.studentnewsdaily.com/

http://learning.blogs.nytimes.com/category/current-events/

http://learning.blogs.nytimes.com/category/current-events/



Grade

8

each dialectical journal

or Cornell notes.

Create a portfolio

highlighting key

aspects of time periods

studied and multiple

avenues of presentation

Open-Ended Response

Rubric

Word Walls

Internet

Various Writing Prompts

Exemplars

Student Portfolios

Feedback worksheets

NJ Holistic Scoring

Rubric

Key Terms/Vocabulary Words:

caravel, circumnavigate, plantations, missionaries, Boers, compass rose, Cape Town, sovereign, cartographers,

heliocentric, theocracy, perspective, humanism, Line of Demarcation, Treaty of Tordesillas, Renaissance, city-

state, globalization



Grade

9

Appendix A

Socratic Seminar Questions

Read excerpts from the journal of Christopher Columbus, and respond to the following questions citing textual evidence. Once

you have responded to the questions and found quotations in the journal to support your responses, come to class prepared for

a Socratic Seminar.

1. Columbus outlines his feelings about natives of the New World, their culture, and the interactions of he and crew with

them. The excerpts describe Columbus interactions with Natives and ever shifting ideas of racism. How does

Columbus feel about the natives, their culture, and the role they will play in his/colonial Spain’s plans for the New

World? How does he bring his opinion forth in his writing? Does his opinion of the natives change at all over the

course of his journaling?

2. In his writing, Columbus identifies his own religious beliefs and how they have shaped both his worldview and his

actions. How do these views agree with or conflict with his actions? If it was not for his religious beliefs, how might

Columbus have acted differently toward Natives and/or reflected differently? What does his religious confliction reflect

about the time period and the moral dilemmas that European explorers/colonizers will face in the New World?

Grading: (Refer to Socratic Seminar Rubric found under Common Rubrics)



Grade

10

Appendix B

Performance Task/s

1. Map Activity: Create a map illustrating the exploration routes of specific (given) European Explorers. Given a blank world map,

Students will be asked to:

1) Identify all oceans, continents, Cape of Good Hope, Portugal, Spain, Italy, England, Mediterranean Sea, and Caribbean Sea

2) Create a compass rose properly labeled with 8 directions

3) Illustrate utilizing color or marking of their choice the complete seaward exploration routes of: Prince Henry, Bartholomeu Dias,

Vasco Da Gama, Christopher Columbus, Ferdinand Magellan and John Cabot labeled with dates of their voyages

4) Create a key differentiating between the routes of the explorers

5) Using RSS/RSSE, respond to the following question: Given the routes of European sea explorers, how did the expansion of new sea

routes allow for new learning about the world outside of Europe and create the conditions for both worldwide social interaction and

worldwide trade? What previously held ideas were debunked by these voyages and conversely what new ideas were explicitly found

to have truth?



Grade

11

2.Narrative Writing Task:

Christopher Columbus was warned that his attempted journey to the New World would be a failure and not to undertake it. Many of

the world’s greatest explorers thought the trip would be a failure and advised him that his journey would lead to disaster. This turned

out to not be the case and, in fact, his successful journey would become one of the most impactful events in World History.

Think of a time when you were encountered skeptical people, but chose not to heed their advice. What was the situation? What was

the final outcome? What was the consequence on your life?

Your response will be scored using the NJ Holistic Scoring Rubric and will be expected to be in the Narrative form

Grading: See NJ Registered Holistic Scoring Rubric found under Common Rubrics



Grade

12

Appendix C

Summative Assessment (Mock Trial)

Unit 1

Title: Global Exploration and the Renaissance

Subject: World History

Grade Level: 9

_____________________________________________________________________________________

Instructional Focus: 6.2.12.D.1.a, 6.2.12.D.1.f, 6.2.12.B.1.a, 6.2.12.c.1.e, 6.2.12.B.2.a, 6.2.12.D.2.a

Reading RL 9-10.4, RL 9-10.5, RL 9-10. 8

Writing: W.11.1; W.11.3; W.11.6; W.11.8; W.11.9

Speaking and Listening: SL11.1, SL 11.2

21st Century Life and Careers Standards: 9.1. A.1, 9.1. B.2, 9.1. C. 5, 9.1. D.1, 9.1. F.2, 9.4.A.11

_____________________________________________________________________________________________________

Essential Questions:

1. Why did Europeans engage in worldwide exploration? What conditions were present to allow for their success in this endeavor that

may/may not have been previously available?



Grade

13

2. What were the initial consequences (pre-Columbus) for the failures and/or early successes of European exploration? What

economic benefits were there in Europe? How did this economic renewal come to aid the period or artistic and scientific growth

known as the Renaissance? Conversely what effects did European explorers have on worldwide trade?

3. How did Columbus’ s arrival in the New World come to signal the end for native cultures worldwide and almost immediately begin

a process of European world colonization? What were the moral conflicts involved in this assumed superiority and right to land and

resources? How did these conflicts come to affect Native populations, individual colonists, and the decision-making process of

European governments?

4. Who is most responsible for the basic breakdown of the Native culture? European explorers? The government who financially

backed them? Individual colonists? The Natives?

Student Learning: Students will be able to complete the following:

Respond to a variety of literary questions by citing strong textual evidence using RSS/RSSE

Students will research globalization and/or the Renaissance and determine connections between past and present occurrences..

Students will create personal views and provide valid and strong reasons to support their claims

Students will utilize presentation skills to convey the messages

Take a position and cite strong textual evidence to support position.

Compare writings of Columbus and de las Casas to current world issues

Examine the social injustices that come from European colonization of the New World

Determine the importance of new technologies in aiding previously impossible global explorations

Identify key Renaissance artists and explain important aspects and techniques involved in their most important artistic works

Demonstrate the ability to write a narrative essay

Identify the elements of argumentative writing

Develop a concise thesis statement

Compare and contrast alternate or opposing claims

Identify key European explorers and identify their exploratory routes and accomplishments

Participate in a mock trail where social issues involved in colonization are parodied.

Analyze the social and economic injustices of the 15th

and 16th

Centuries



Grade

14

____________________________________________________________________________________________________________

Introduction: After the arrival of Europeans in the New World and their subsequent colonization of the area, the Native population

and culture were destroyed. Why did this happen? Who is the responsible for this incredibly destructive act? What motivations played

into this devastation and how did these motives come to effect the actions of those involved? Using Columbus’ interaction with the

Taino as a specific case study, determine who is at fault for great shift in geopolitics. In this Mock Trial, students will take

responsibility for not only determining blame but also putting themselves in the proverbial shoes of European colonials and Natives

and assessing their roles in the destruction of the Native culture.

Task: Columbus Mock Trial

Preview:

1. Ask students to review their arguments and come up with a few questions for another group

2. Put all students names in a hat and pull out 4-5 students to be the jury

3. All students must swear to tell the truth and nothing but the truth

4. One student from the group must plead guilty or innocent and present their defense

5. Each group can ask a student representative from another group come to the stand and question them

6. The jury will file out of the room and deliberate and acquit each group or assign a percentage guilt – 25%

or 75%

7. Instructor will then read each indictment against each group and then question them

Columbus Questions

Do you agree that you kidnapped Native Americans and brought them back to Spain as slaves?

Do you agree that you tricked the Taino Indians into giving you all their gold?

Do you admit to starting the policy that forced Taino Indians over the age of 14 to work collecting gold

for the Spanish and when they didn’t collect enough you ordered your men to chop off their hands?

Do you agree that within a few years after your arrival, thousands of Taino Indians had died due to

disease or mistreatment?



Grade

15

Do you admit that as Viceroy or Governor that you are ultimately responsible for what went on in

Hispaniola?

Columbus’ Men Questions

Do you admit to raping women? Setting dogs on infants? Cutting off the hands of Taino Indians who did

not deliver enough gold?

Do you agree that you could have willfully ignored his orders if it hurt another person?

Do you agree that it was really you that carried out Columbus’ orders?

Do you agree that without your help, Spain would not have been able to build an empire?

King Ferdinand and Queen Isabella Questions

Did you have the right to claim Hispaniola for Spain?

Do you understand that it was your money that backed Columbus and therefore all blame can be traced

back to you?

Do you admit that when Columbus returned with the shipment of Taino Indians and you did nothing that

you were condoning the enslavement of men against their will?

Do you understand that by not stopping Columbus you in essence legalized everything he did?

Do you admit that it was greed for more gold that prevented you from enforcing your rules about

humanely treating the Taino?

The System of Empire Questions

Do you admit that your system is flawed because it values property over people?

Do you admit that your system is flawed because innocent people died under the violence of forced

labor?

Do you admit that your system is flawed because it did not value non-Christian people?

Do you admit that your system is flawed because had another country arrived instead of Spain, perhaps

the Tainos would not have been enslaved or died out tragically?

Taino Indians Questions

Do you agree that you failed to fight back against Columbus and his men?



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Do you admit that when Columbus claimed your island for Spain that you should have killed him on the

spot as an enemy of the Taino?

Do you imagine that the Spanish could have been so successful in the New World if you had killed

Columbus and all his men so that nobody could have returned to Spain and nobody would know about

the New World?

Do you agree that even though you lacked superior weapons, you did have thousands of Taino Indians

who could have fought off the few hundred, and later few thousand Spanish who arrived on your island?

Exit ticket: Think about which group was named guilty. What should be the punishment?

Websites: www.readwritethink.org

http://ab-speced2011-2013.wikispaces.com/file/view/King+Affonso+I+Letter+to+King+.PDF

http://mith.umd.edu/eada/html/display.php?docs=columbus_journal.xml

http://www.gutenberg.org/files/32474/32474-h/32474-h.htm

http://www.constitution.org/mac/prince.pdf

http://arthistory.about.com/cs/leonardo/a/last_supper.htm

http://www.readwritethink.org/

http://ab-speced2011-2013.wikispaces.com/file/view/King+Affonso+I+Letter+to+King+.PDF

http://mith.umd.edu/eada/html/display.php?docs=columbus_journal.xml

http://www.gutenberg.org/files/32474/32474-h/32474-h.htm

http://www.constitution.org/mac/prince.pdf

http://arthistory.about.com/cs/leonardo/a/last_supper.htm



Grade

17

Rubric: Mock Trial Scoring Rubric Grading: Students can obtain a maximum of 100 points on this summative Mock Trial. To

determine the score, assign a point value to each category (e.g., voice) and multiply that by the number in parenthesis (e.g., 6).

Preparation and Performance (x6)

9-10 Witness statement fully developed, completely consistent with historical record, accurately performed. Attorney questions

relevant, logical, and clear; questions properly formed and delivered.

7-8 Witness statement adequately developed, fairly consistent, and accurately performed. Attorney questions clear, logical, and

relevant most of the time; most questions properly formed

6-5 Written work or performance shows a lack of preparation.

VOICE (X1)

9-10 Easily understood; consistent use of appropriate rate, volume, and intonation.

7-8 Understood most of the time; appropriate rate, volume, and resonance most of the time.

5-6 Not easily understood; delivery needs work.

EYE CONTACT (X1)

9-10 Establishes appropriate eye contact for the situation and setting.

7-8 Establishes appropriate eye contact most of the time.

5-6 Does not establish eye contact.

AUTHENTICITY (X1)



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9-10 Seems very real; excellent use of body and facial expression; body language appropriate; well adapted to setting

7-8 Believable; adequate use of body and facial expression

5-6 Lacks authenticity.

COURTROOM DECORUM (X1)

9-10 Appropriate interaction with Justices and attorneys; stays in character.

7-8 Appropriate interaction with others most of the time.

5-6 Distracted, inappropriate behavior

Source: Matt Johnson, social studies teacher, Benjamin Banneker Senior High School, Washington, D.C



Grade

19

Appendix D

Texts/Articles and or Documents:

Title Genre

Journal excerpts of Christopher Columbus Primary source document- journal

The Prince- Niccolo Machiavelli Novel

The Last Supper- Leonardo Da Vinci Painting

Letter To King John III of Portugal- King Affonso I Primary Source document- letter

The True History of the Conquest of New Spain- Bernal Diaz del

Castillo

Primary Source document- journal

Journal Excerpts of Bartolome de Las Casas Primary Source document- journal

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