/Core Content/Skills (What Needs To Be Taught?)

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NYS Learning/CoreStandardNYS: 1,2,3,4,5Content/Skills(What needs to be taught?)Period 1 – Technological andEnvironmental Transformations to 600B.C.E.Key Concept 1.1. Big Geography and the Peoplingof the EarthKey Concept 1.2. The Neolithic Revolution andEarly Agricultural SocietiesKey Concept 1.3. The Development andInteractions of Early Agricultural, Pastoral, andUrban Societies [CR3]CCLS: W1, W2, W4,R2, R4, 7, R9Topics for Discussion Early man in Africa (Olduvai Gorge) The Evolutionary Explanation Global Migration Paleolithic Age vs. Neolithic Age Increased population in Neolithicsettlements Language and communication Agriculture: Hunter and gatherer to farmer Cave art and portable art Agricultural Village The First Cities Sumer Religion: The Priesthood Job Specialization Monumental Architecture Writing: Cuneiform and hieroglyphics The Epic of Gilgamesh The Code of Hammurabi Upper and Lower Egypt King Menes and the Unification of Egypt Pyramids and the Old Kingdom The roots of the Indus Valley Well planned cities of the Indus (HarappaMohenjo Daro) The Shang Dynasty in China The Olmecs in Mesoamerica The Chavin in Andean South AmericaCurriculum Materials UsedSources Spodek Textbook Chapter1-3 Maps in textbook Chapter1-3 Class notes from StearnsTextbook Spodek CD Chapter 1-3Supplemental ReadingsThe First Civilizations[CR1c]Culture and Civilizations[CR1c]Neolithic Revolution[CR1c]Mesopotamia [CR1c]Epic of Gilgamesh[CR1c]The Code of Hammurabi[CR1c]The Reign of Sargon[CR1c]Egypt: The River of TwoLands [CR1c]Daily Life in Egypt[CR1c]Newcomers/IndoEuropeans [CR1c]Rigveda [CR1c]China: The Land of theYellow and Yangzi Rivers [CR1c]Assessments Used(Benchmarks)Lecture Style NotesAnalysis and classification of data inassigned readingsQuizzesTestsW1: Write arguments focused on disciplinespecific content.W2: Write informative/explanatory texts,including the narration of historical events,scientific procedures/experiments, ortechnical processes.W4: Produce clear and coherent writing inwhich the development, organization, andstyle are appropriate to task, purpose, andaudience.R3: Analyze in detail a series of eventsdescribed in a text: determine whetherearlier events caused later events or simplypreceded them.R4: Determine the meaning of words andphrases as they are used in a text, includingvocabulary describing political, social, oreconomic aspects of history/social studies.R7: Integrate quantitative or technicalanalysis (e.eg. charts, research data) withqualitative analysis in print or digital text.R9: Compare and contrast treatment of thesame topic in several primary and secondarysources.Selected Activities/AssessmentsApple iPad “5 Steps to a 5”Flashcard review on Chapters 1-3Mind Maps on: NeolithicVillages, Early Man, Population ShiftsEssay writing on: ContrastPaleolithic vs. Neolithic AgeApple iPad: using the iPad,make our own flashcards on the terms weare not comfortable with in preparation forthe Chapter-31TestApple iPad: Multiple ChoiceQuestion Review on Period 1-3Activity: Using the smartboard, students draw a chart and compareand contrast Egypt and MesopotamiaActivity: In groups, studentsdiscuss the Code of Hammurabi and howit is different from our law codes of theday.Timeline: Analyze patterns ofevents to show periodization (Spodekpages 6, 21,44,47,66,79,83)Time LineTime Period: 10weeks

NYS: 1,2,3,4,5Period 2 – Organization and reorganizationof Human Societies, 600 B.C.E. to 600 C.E.Time Period: 15 weeksKey Concept 2.1. The Development andCodification of Religious and Cultural TraditionsKey Concept 2.2. The Development of States andEmpiresKey Concept 2.3. Emergence of TransregionalNetworks of Communication and ExchangeCCLS: W1, W2, W4,R2, R4, 7, R9Topics for Discussion Persian Empire Cyrus and Darius Early Greeks (Minoans and Myceneans) Homer (Iliad and the Odyssey) Athens and the Development ofDemocracy Athens vs. Persia Athens evolves into a mini-empire Athenian historians Athenian philosophers Sparta The Peloponnesian War Philip of Macedon Alexander the Great The Conquest of Italy The Conquest of Carthage Patricians vs. Plebians The Law of the 12 Tables Bread and Circuses The Roman legions Roman generals The Fall of the Republic The birth of the Roman Empire Economic policies (supplying Rome,building cities, and luxury trading) Cultural policies (Greco-Roman culture,Stoicism, Religion in the empire) The triumph of Christianity The barbarians take over the empire Causes of the Decline of Rome Resurgence under Justinian Discuss the strength of the ByzantineEmpireSources Spodek Textbook Chapter4-8 Maps in textbook Chapter4-8 Class notes from StearnsTextbook Spodek CD Chapter 4-8Supplemental ReadingsThe Mandate ofHeaven[CR1c]Greek Civilization[CR1c]The Athenian as aCitizen[CR1c]Empires and MilitaryGlory: Herodotus Relates the Storyof Thermopylae[CR1c]Homer: The Iliad[CR1c]The City-State ofSparta[CR1c]The Figure ofAlexander[CR1c]The Transition fromRepublic to Principate:Tacitus[CR1c]The RomanEmpire[CR1c]Christianity in the RomanWorld[CR1c]“All Roads Lead toRome”: Strabo[CR1c]The StoicPhilosophy[CR1c]Sidonius Appolinaris:Rome’s Decay, and a Glimpse ofthe New Order[CR1c]Shi HuangTi of Qin: AStudy in Absolutism[CR1c]Confucianism: A MoralWay of the Past[CR1c]Confucius: TheAnalects[CR1c]Legalism[CR1c]Daoism: The Way that Isand Is Not[CR1c]Daoism[CR1c]Lecture Style NotesAnalysis and classification of data inassigned readingsQuizzesTestsW1: Write arguments focused on disciplinespecific content.W2: Write informative/explanatory texts,including the narration of historical events,scientific procedures/experiments, ortechnical processes.W4: Produce clear and coherent writing inwhich the development, organization, andstyle are appropriate to task, purpose, andaudience.R3: Analyze in detail a series of eventsdescribed in a text: determine whetherearlier events caused later events or simplypreceded them.R4: Determine the meaning of words andphrases as they are used in a text, includingvocabulary describing political, social, oreconomic aspects of history/social studies.R7: Integrate quantitative or technicalanalysis (e.eg. charts, research data) withqualitative analysis in print or digital text.R9: Compare and contrast treatment of thesame topic in several primary and secondarysources.Selected Activities/AssessmentsApple iPad “5 Steps to a5” Flashcard review on Chapters4-8Mind Maps on: Athensvs. Sparta, Athenian Democracy,Athenian Philosophers, Legalismof Shi Huangdi, the Reasons/Causes of the Fall ofRome, Contrast Legalism,Daoism, and Confucianism,Comparing and ContrastingTang and Song China.Essay writing on: Writea comparative essay on the Tangand Song Dynasties.Write a short summaryon the causes of the Fall of theRoman Empire.Apple iPad: using theiPad, make our own flashcards onthe terms we are not comfortablewith in preparation for theChapter4-8 TestTime Period: 10weeks

Discuss the Hagia Sophia and theOrthodox Church in Byzantine lifeMilitary power of the Qin and Shi HuangdiEconomic power of the QinAdministrative power of the QinConfucianismDaoismLegalismLegalism vs. ConfucianismThe Mandate of HeavenThe causes for the fall of the QinHan Confucian bureaucracyHan population and migrationHan economic powerFluctuations in administrative powerFall of the HanSui DynastyThe growth of the Tang DynastyArt and architecture under the Han andTangVietnam, Korea, and Japan and theirconnections with ChinaThe Maurya EmpireAsoka “The Buddhist Emperor”The Gupta EmpireDiscuss a Golden AgeMight Makes Right: the“Shu Ching” Sets Forth theMandate of Heaven[CR1c]Han China[CR1c]China: The Ages of Tangand Song[CR1c]The Tang Dynasty (618907) The Art ofGovernment[CR1c]Song China: ImperialExamination System[CR1c]Japan: Creating aDistinctive Civilization[CR1c]India and the Age ofEmpires[CR1c]Justinian the Great: TheFirst Byzantine Emperor[CR1c]Apple iPad: MultipleChoice Question Review onPeriod 4-8Activity: Using thesmart board, students draw aVenn diagram of the ancient citystates Sparta and Athenscomparing andcontastingtheir government and societiesActivity: In groups,students discuss thereligions/philosophies of AncientChina (Legalism, Daoism,Confucianism).Timeline: Analyzepatterns of events toshow periodization(Spodek pages 90, 92,97, 108, 109, 111, 140,166, 167, 207, 208,230,243, 244)

NYS: 1,2,3,4,5Period 3 – Regional and TransregionalInteractions, c. 600 C.E. to 1450Time Period: 15 weeksKey Concept 3.1. Expansion and Intensification ofCommunication and Exchange NetworksKey Concept 3.2. Continuity and Innovation ofState Forms and Their InteractionsKey Concept 3.3. Increased Economic ProductiveCapacity and Its ConsequencesCCLS: W1, W2, W4,R2, R4, 7, R9Topics for Discussion The origins of Hinduism Geography of India The central beliefs of Hinduism The Rigveda The caste system The Brahamanas and the Upanishads The Origins of Buddhism Mahayana Buddhism Decline of Buddhism in India Jainism Buddhism in China Silk Road Buddhism’s Decline in China Buddhism in Japan Comparing Hinduism and Buddhism Contrasting Hinduism and Buddhism The origins of Judaism The sacred scriptures of Judaism The essential beliefs of Judaism Patriarchy in Judaism Defeat, exile, and redefinition The Diaspora The life and teachings of Jesus The growth of the early Church Gender relations From persecution to triumph The conversion of Constantine How did Christianity succeed? How did Christianity spread? Christianity and the conversion of thebarbarians Decentralized power and monastic lifeSources Spodek Textbook Chapter9-11 Maps in textbook Chapter9-11 Class notes from StearnsTextbook Spodek CD Chapter 9-11Supplemental ReadingsShiva: AuspiciousDestroyer[CR1c]The Buddha-Setting inMotion the Wheel of theLaw[CR1c]Mahayana Buddhism[CR1c]Buddhism in East Asia:Acceptance, Rejection, andAccommodation[CR1c]Asoka: How a Life wasTurned Around[CR1c]Christianity: TheFoundations[CR1c]Two ChristianCivilizations: Byzantine and W.Europe[CR1c]A Carolingian Vision ofReality[CR1c]Political, Social, andCultural Changes in MedievalEurope[CR1c]Iconoclasm andOrthodoxy: The Second Council ofNicaea[CR1c]Byzantium and the Westin the Age of the Crusades: TheDividing of Christendom[CR1c]Launching of theCrusades (1095) “It is the Will ofGod” [CR1c]Islam[CR1c]Muhammad:Koran[CR1c]The Rise of IslamicCivilizations[CR1c]Analysis and classification of data inassigned readingsQuizzesTestsW1: Write arguments focused on disciplinespecific content.W2: Write informative/explanatory texts,including the narration of historical events,scientific procedures/experiments, ortechnical processes.W4: Produce clear and coherent writing inwhich the development, organization, andstyle are appropriate to task, purpose, andaudience.R3: Analyze in detail a series of eventsdescribed in a text: determine whetherearlier events caused later events or simplypreceded them.R4: Determine the meaning of words andphrases as they are used in a text, includingvocabulary describing political, social, oreconomic aspects of history/social studies.R7: Integrate quantitative or technicalanalysis (e.eg. charts, research data) withqualitative analysis in print or digital text.R9: Compare and contrast treatment of thesame topic in several primary and secondarysources.Selected Activities/AssessmentsApple iPad “5 Steps to a5” Flashcard review on Chapters9-11Mind Maps on: theorigins of Hinduism, theorigins of Buddhism, thecentral beliefs ofHinduism, the centralbeliefs ofBuddhism, the SilkRoad, Comparing andcontrasting Hinduismand Buddhism, the majorbeliefs of JudaismJudaism, the Schism inthe Christian Church,and the Five Pillars ofIslamEssay writing on: Writea comparative essay onHinduism andBuddhism.Essay writing on: WriteTime Period: 10weeks

The Church divides into East and West(Schism)The split between Rome andConstantinopleOrthodox Christianity and Catholicism(Pope vs. Patriarch)Christianity in Western Europe(Charlemagne)The life and teachings of MuhammadThe Five Pillars of IslamThe Hijra and the Islamic calendarCompare the monotheistic religions ofIslam, Christianity, and JudaismThe Sunni-Shi’a splitThe Umayyad Caliphs build an EmpireThe Weakening of the CaliphThe spread of Islam throughout the worldIslamic lawDiscuss the Muslim Golden Age (history,philosophy, mathematics, astronomy,architecture, and medicine)The CrusadesThe First Formulation ofSharia: God’s Law[CR1c]Islamic Science andMathematics[CR1c]a change over time essayon Islam from 600 C.E.to 1200 C.E.Write a short summaryon the Muslim Golden Age.Apple iPad: using theiPad, make our own flashcards onthe terms we are not comfortablewith in preparation for theChapter9-11 TestApple iPad: MultipleChoice Question Review onChapter 9-11Activity: Using thesmart board, students draw aVenn diagram of Hinduism andBuddhismActivity: In groups,students discuss the key religiousconcepts of Judaism, Christianity,and Islam.Timeline: Analyze patterns ofevents to show periodization(Spodek pages 273, 275, 308-309,339, 346)

NYS: 1,2,3,4,5Period 4 – Global Interactions, c. 1450 to c.1750Time Period: 15 weeksKey Concept 4.1. Globalizing Networks ofCommunication and ExchangeKey Concept 4.2. New Forms of SocialOrganization and Modes of ProductionKey Concept 4.3. State Consolidation and ImperialExpansionCCLS: W1, W2, W4,R2, R4, 7, R9Topics for Discussion Historical analysis of world trade Trade in the Americas before 1500 Trade in Sub-Saharan Africa Trade specifically in West and East Africa Mansa Musa Ibn Battuta Muslim and Jewish Traders The Polynesians of the South Pacific Malay Sailors Sailors and Merchants of the Indian Ocean International and internal trade in China Zheng He Pax Mongolica Chinggis (Genghis) Khan The spread of the Mongol Empire Plague along the Silk Road Atlantic trade Decline of trade in the Mediterranean Guilds in Europe Philosophy and Learning in Europe Famine and Plague in Europe Social unrest following the plague Discuss the rise of the Renaissance Artistic styles of the Renaissance Important people of the Renaissance Voyages and trades routes to the NewWorldOceaniaSources Spodek Textbook Chapter12-15 Maps in textbook Chapter12-15 Class notes from StearnsTextbook 12-15 Spodek CD Chapter 1215Supplemental ReadingsLong Distance Travel andExchangeAn African Pilgrim toMeccaMansa Musa: The KingWho Sits on a Mountain of GoldThe Land of Ghana:Eleventh-Century Western SudanIbn Battuta in MaliKilwa, Mombasa, and thePortuguese Realities of EmpireThe Rise and the Fall ofAfrican CivilizationsWilliam of Rubrick:Impressions of the MedievalMongolsA Summons fromChinggis KhanTraveling the Silk RoadAsian Empires: Japan,China, and MongoliaZheng He’s WesternVoyageEuropean’s in theAmericasAfrican Reactions toEuropean PresenceThe Peoples of Asia, theAmericas, and Africa EncounterEuropeansChinese and JapaneseReactions to the WestA Most Terrible Plague:Giovanni BoccaccioAnalysis and classification of data inassigned readingsQuizzesTestsW1: Write arguments focused on disciplinespecific content.W2: Write informative/explanatory texts,including the narration of historical events,scientific procedures/experiments, ortechnical processes.W4: Produce clear and coherent writing inwhich the development, organization, andstyle are appropriate to task, purpose, andaudience.R3: Analyze in detail a series of eventsdescribed in a text: determine whetherearlier events caused later events or simplypreceded them.R4: Determine the meaning of words andphrases as they are used in a text, includingvocabulary describing political, social, oreconomic aspects of history/social studies.R7: Integrate quantitative or technicalanalysis (e.eg. charts, research data) withqualitative analysis in print or digital text.R9: Compare and contrast treatment of thesame topic in several primary and secondarysources.Selected Activities/AssessmentsApple iPad “5 Steps to a 5”Flashcard review on Chapters 12-13Mind Maps on: Mansa Musa,the rise of Chinggis Khan,Zheng He, the PlagueEssay writing on: DocumentBased Question on Africantrade before and after 1500Essay writing on: Write acomparative essay on IbnBattuta and Zheng He.Write a short summary on theeffects of the Black Plague on Europe andAsia.Apple iPad: using the iPad,make our own flashcards on the terms weare not comfortable with in preparation forthe Chapter1213 TestApple iPad: Multiple ChoiceQuestion Review on Chapter 12-13.Activity: Using the smartboard, students draw a Venn diagram ofHinduism and BuddhismActivity: In groups, studentsdiscuss the key facts of West and EastAfrican trade and why it was sosuccessful.Time Period: 10weeks

Venn diagram of the ancient city-states Sparta and Athens comparing and contasting their government and societies Activity: In groups, . Comparing Hinduism and Buddhism RealityContrasting Hinduism and Buddhism The origins of Judaism Cult

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