WORLD HISTORY CURRICULUM GUIDE GRADE 9
Objectives	Core Curr. Content Standards	Instructional Activities	Assessment (Cross-curricular) (Multi-cultural)	Resources	GEPA HSPA Terra Nova
I. THE WORLD TODAY The student will be able to:			Teacher Made Tests Textbook Author Generated Tests Teacher Observation Class Discussion Research Papers Projects: debates; video analysis skits; role play mock trials; original artwork original compositions models/displays Book Reports (oral and written) Student Reports (oral and written) Surveys Utilization Primary Resources Problem Solving Activities Construction of maps, charts, graphs Quizzes Students will achieve at least a satisfactory level of 70% score in mastering course objectives utilizing above skills	World History: Connections to Today, Ellis and Esler, Prentice Hall 1997 Chapters 14-37 Patterns of Civilization, Burton F. Beers, Prentice Hall 1988 Chapters 16-40 Issues in World History, Exercises in Critical Thinking, Barbara Levadi, Editor, Globe Fear on Educational Publisher 1996 World History Perspectives on the past, DC Health & Co., Enrichment Activities Field Trips Films/Videos Guest Speakers Graph for EWT/HSPT Media Center Resources
Identify the location and features of the world today.	6.7	A. Geography Label a map of the world today which identifies environmental, cultural, political or economic diversity Conduct a comparative study of the U.S. and another nation by creating a Geographic Profile of both nations. The list may include location, climate, type of land, major waterways, plant and animal life, resources and outstanding geographic features			R. III   R. II R. III
Recognize the cultural diversity of the world and understand its impact on a nation’s political and social systems.	6.5	B. Diversity Create a map of chart which highlights the cultural and political diversity of the world Conduct a survey on community diversity. Present the research which includes languages, religions, buildings, clothing styles, foods, cultural events, etc., in a written report Locate and discuss newspaper articles which address political conflict due to cultural diversity			R. II     R. II R. IV
Evaluate the impact of individuals on the global community.	6.3	C. Impact of the Individual Skim the newspaper or news magazine to find the names of contemporary world leaders. Report on their contributions to the global community Create a pictorial and biographical dictionary of contemporary world leaders Discuss several world leaders and their handling of a current international issue			R. IV R. II R. III R. IV
Understand the relationship of technology and economics		D. Economics and Technology Locate advertisements or articles that deal with advances in technology and economic issues. Summarize the topics addressed Enact a global summit on economic issues			R. II R. III R. IV
Give reasons for global interdependence.		E. Global Interaction Find articles in a current newspaper concerning interaction between the U.S. and other countries. Discuss the reasons for these relationships Given a list of global issues i.e. over population, deforestation, desertification, Aids, proliferation, hunger/famine, international debt, pollution, terrorism, human rights, students will complete a chart which lays the foundation for a discussion on interdependence (See Appendix) Compose independent case study on one of the international organizations i.e. NATO, UN Participate in Model UN Visit the Museum of Natural History and write a report on environmental consequences			R. II R. IV R. II R. II R. III R. II R. III R. IV R. II R. III
II. THE RENAISSANCE AND REFORMATION The student will be able to:
Explain how the rediscovery of classical models influenced the art and literature of the Renaissance.	6.2	A. Art and Literature Construct a chart which identifies the Renaissance ideals, prominent artists and writers, and the subject matter of their work and classical themes Prepare an oral or written report on one of the Renaissance writers or artists and their works Examine the works of Renaissance artists and identify classical themes Visit a museum exhibit on Renaissance art. Report on experience			R. II
Explain how religious dissension lead to the Protestant Reformation.	6.5 6.9	B. Religions and Value Systems Compare and contrast the teachings of the Catholic Church to those of Martin Luther, John Calvin, and other leaders of the Reformation			R. III
Assess the impact of the Reformation on Europe’s social and political institutions.	6.3 6.4	Study the causes and effects of the Reformation In cooperative learning groups, debate and formulate position papers on the protestant, dissentants and their exodus from the Catholic Church Create a map which traces the spread of protestant religions in Europe during the 1500’s Read about and discuss Religion in America today. Compare to period of Protestant Reformation			R. III R. II
Evaluate the mutual influences of technology and culture.	6.6	C. Economics and Technology Students will discuss the impact of the printing press Students will discuss how computer technology has revolutionized communications today Students will complete a comparative study on European culture before and after the invention of the printing press and American culture pre and post the computer age			R. II R. III
Understand how the Scientific Revolution transformed people’s perceptions of the physical world.	6.5	D. Continuity and Change Students will outline the scientific revolution using a herringbone graphic organizer (See Appendix) Use critical thinking skills of formulating questions, investigation and analysis to design experiment using the scientific method (See Appendix)			R. II R. IV
III. THE FIRST GLOBAL AGE
Assess the impact technology had on European exploration and its establishment of trading empires in Asia.	6.6	A. Economics and Technology Create a chart of navigational technology which records the function, importance (impact)			R. II
Evaluate the effect overseas empires had on Europe’s economy.	6.6	In cooperative learning groups students acting as advisors to a European ruler in 1500, should prepare and briefing report about reasons to extend trade into Asia (See Appendix) Work in pairs to calculate the value of treasure brought to Spain from the Americas in different coins (See Appendix) Create a graphic organizer illustrating the positive and negative effects of vast wealth from the European colonies on the imperial powers			R. II R. IV
Identify the patterns of civilizations which emerged in Southeast Asia.	6.5	B. Diversity Produce a chart highlighting the diverse traditions of Southeast Asia			R. II
Recognize the consequences of subordinate group status and detect bias in the recording of history.	6.5 6.9	Create a map illustrating the empires and kingdoms of Southeast Asia In groups make up a quiz show based on the groups topic (Kingdom of Pagan, Vietnam, Khmer, Srivijeye Empire etc.) Discuss the impact of imperialism on the colonies Use primary sources to compare and contrast the imperial power and colonial territories assessment of colonialism (See Appendix)			R. II R. III
Explain new global patterns and exchanges occurred as a result of European exploration and expansion.	6.7 6.8	C. Global Interaction Create maps representing European trade routes, exploration voyages and land claims in Asia, Africa and the Americas Design a graphic organizer illustrating the interactions that created a new culture in the Americas. Discuss interactions that are currently changing the culture of the U.S.			R. II
IV. THE AGE OF ABSOLUTISM The student will be able to:
Understand how absolute monarchs centralized their power.	6.3	A. Political and Social Systems Produce a timeline highlighting the centralizing of power in Spain, France, Prussia, Russia, England In cooperative learning groups students will review the systems of absolute monarchy used in Spain and France. They will create their own absolute monarchy for an imaginary nation Critique an absolute monarchy in an original essay			R. II R. IV R. III
Identify the role by individual rulers in the shaping of their nations.	6.3	B. Impact of the Individual Create a chart showing the contribution of rulers like Louis XIV, Peter the Great, Philip II, Elizabeth I, Maria Theresa Based upon research, prepare: an interview of a selected monarch or a dialogue between two rulers about the events of their reigns, their use of power, their plans for their country, etc. Apply their knowledge of an absolute monarch and give examples of his/her contemporary counter part			R. II R. IV
Draw conclusions concerning the role of government in fostering the arts.	6.3 6.4	C. Art and Literature Describe three ways that, Louis XIV and his court at Versailles influenced the arts Investigate governmental (national, state and local) agencies established to promote the arts. Discuss the influence they have had			R. III R. II R. IV
V. THE ENLIGHTENMENT AND REVOLUTION
Understand how the Enlightenment challenged the traditional order in Europe.	6.5	A. Religions and Value Systems Organize a chart summarizing the philosophies of the Enlightenment thinkers. Discuss how they challenged the traditional social, political and religious order Read and discuss Diderot’s Encyclopedia or Voltaire’s Candid highlighting the reform themes			R. II
Explain how the ideas of the physiocrats clashed with mercantilist policy.	6.6	B. Economics and Technology Review mercantilist policy Explore the concepts of "laissez-faire" and "free market" Discuss the economic theories of Adam Smith and compare them to the traditional/mercantilist philosophies			R. II R. III
Recognize the relationship of enlightenment ideas to American Revolutionary thought.	6.8	C. Global Interaction Given a list of political concepts developed during the Age of Reason, students will match them with related concepts from the Declaration of Independence and the Constitution of the U.S. Compare an essay comparing the political philosophies of John Locke and Thomas Jefferson			R. II R. IV R. III
VI. THE AGE OF REVOLUTION The student will be able to:
Give examples of how the French Revolution reshaped social and political institutions. List the goals and achievements of revolutionaries in Europe during the 1800’s.	6.3 6.4	A. Political and Social Systems Create a cause-effect chart for the French Revolution Complete a chart comparing life in France under the Old Regime to The French Republic Design a diagram illustrating the goals and achievements of the conservatives, liberals, nationalists and socialists Research the above groups in European politics today. Discuss how they compare to the conservatives, liberals, nationalists and socialists of the 1800’s			R. II   R. III
Analyze the role of a dynamic personality in the creation of revolution and reform.	6.3	B. Impact of the Individual Create a time line charting the rise of Napoleon Bonaparte, Toussaint L’Ouverture, or Simon Bolivar In cooperative learning groups, conduct an interview of Napoleon Bonaparte, Simon Bolivar, Toussaint L’Ouverture, Maximilien Robespierre, Jeanne Roland, Olympe de Gouges, Metternich, Louis Napoleon, Father Hibalgo, in which they attempt to convince others to support them Simulate a fictitious joint trial of King Louis XVI and Queen Marie Antoinette (See Appendix)			R. II R. III R. IV
Understand how economic changes contributed to revolutionary unrest in Europe.	6.6	C. Economics and Technology List the economic causes contributing to revolution in Europe In groups brainstorm economic conditions in America today which could possibly lead to rebellion. Compare and contrast economic conditions today with those of Europe in the 1800’s			R. II R. III
Identify the events and ideas in Europe and their impact on the people of Latin America.	6.8 6.9	D. Global Interaction Read the writings of Latin American liberators i.e. Manuel Belgrano and Simon Bolivar. Discuss European ideologies found Work in groups to create thematic maps and explanatory paragraphs on topics i.e.: a) red drawn map of Europe following the Congress of Vienna; b) Independent nations of Latin America 1844; c) Revolutions in Latin America and Europe Write and perform a play about Latin American wars of independence (See Appendix)			R. IV R. II
VII. THE INDUSTRIAL AGE
Describe the role capital and technology played in the Industrial Revolution. Explain how science and new ways of doing business promoted industrial growth.	6.6	A. Economics and Technology Create a chart outlining inventions of the era, their impact and connection Evaluate various methods of raising capital and new business organizations In groups develop a new invention or research an existing one design a campaign which includes a budget for product production, distribution and advertisement			R. II R. III R. IV
Identify important contributions made by individuals in science, business and the arts during the industrial age.	6.3	B. Impact of the Individual Research information about key personalities of the industrial age and write monologues in that person’s voice describing their background and work, and perform the monologue In cooperative learning groups students will produce an encyclopedia of science, business or art			R. III R. II
Understand how music, literature and visual arts reflect changing attitudes and values.	6.5	C. Art and Literature In groups students will select a work of art, literature or music. They will do a dramatic reading, presentation, display or performance of that work for the class. The group will explain the ideology of the artist whose work they presented			R. II
Comprehend why new social and political philosophies developed during the industrial age. Recognize the social, economic and intellectual developments which reshaped western social values.	6.3 6.4 6.6	D. Political, Value and Social Systems Define: laissez-faire, utilitarianism, socialism, communism, proletariat social Darwinism Outline key figures i.e.: Adam Smith, Thomas Malthus, David Ricardo, John Stuart Mill, Robert Owen, Karl Marx and Charles Darwin and their theories Enact a town meeting to debate the impact the above philosophies have had on the lives of the citizens			R. II R. III
VIII. THE NEW GLOBAL AGE
Assess the effect nationalism had on European governments. Explain how Britain and France became more democratic. Identify conditions in Africa and Asia which aided European imperialism. Recognize patterns of imperialism in Southeast Asia, Latin America and the Pacific.	6.3 6.4 6.9	A. Political and Social Systems Create timelines which trace the unification of Germany and Italy Compose editorials on political and social reforms in Britain and France Design cause-effect charts showing the reasons for the partition of Africa Create charts that list the pros and cons of British rule in India Produce political cartoons to illustrate imperialism in China In groups, create thematic maps			R. II R. III R. IV
Recognize the political leaders who contributed to the unification of Germany and Italy.	6.3	B. Impact of the Individual In cooperative learning groups, produce TV newscast reporting the rise of Guiseppe, Mazzini, Garibaldi, Bismark			R. II
Understand how nationalism affected ethnically diverse empires in central and Eastern Europe. Trace the steps taken by women, religious and ethnic groups to gain greater rights. Distinguish the various responses to imperialism.	6.5 6.9	C. Diversity Create maps which illustrate ethnic diversity in Europe before and after the unification movements Groups will produce newspapers focusing on reforms in England during the 1800’s In groups, produce a documentary on western imperialism and the colonial response in Japan, Thailand or French Indochina			R. II R. III
IX. WORLD WARS AND REVOLUTION The student will be able to:
Explain the causes of W.W. I and W.W. II. Understand how the Soviet Union became a totalitarian state. Assess the impact nationalism and the desire for modernization had on African and Latin America. Compare and contrast the emergence of authoritarian governments in Italy, Japan and Germany.	6.3 6.4   6.3 6.4   6.3 6.4 6.3	A. Political and Social Systems Complete a graphic organizer In groups create a newspaper reporting on events leading up to the war Read aloud a chapter of Nicholas and Alexandra by Robert Massie and compare the facts to those presented in the textbook on the March and November revolutions Complete a chart showing nationalist movements and resulting reforms in Mexico, Kenya, Egypt, Turkey, Iran Complete a comparative chart about fascism, socialism, communism Prepare a report to brief the President of the U.S. on the background and status of totalitarian governments in Italy, Japan and Germany in the 1920’s and 1930’s			R. II R. II R. III R. II R. III R. II
Understand why W.W. I became the 1st global war. Comprehend how W.W. II changed the balance of world power. Visualize the changes in political boundaries due to the world wars.	6.8 6.8 6.9	B. Global Interaction Number the sequence of events resulting in W.W. I Create a map identifying the allies and central power Label thematic maps of W.W. II Discuss the changes in the balance of power			R. II R. II R. II R. III
Give examples of nationalist leaders during the 1900’s and the impact on their countries.	6.3	C. Impact of the Individual Prepare political cartoons editorializing the policies of Stalin, Lenin, Emiliano Zapata, Jomo Kenyatto, Ataturk etc. Role play interviews of nationalist leaders Create a graphic organizer outlining the nationalists, their goals, activities and critique their effectiveness			R. III R. II R. II R. III
Identify the causes and effects of the Great Depression. Evaluation the impact the Great Depression had on Europe’s economy. Understand technology’s affect on W.W. II.	6.6   6.6   6.6	D. Economics and Technology Complete a chart on the causes and effects of the Depression Create graphs that show unemployment rates in the periods from 1921-1929 and 1930-1938 Describe new weapons and other military technology used during W.W. II. Compare civilian casualties of W.W. I and W.W. II			R. II R. II R. II R. III
Analyze and discuss the controversial and moral issues of the period.	6.1 6.3 6.4	E. Value Systems Research and debate issues such as: a) the policy of appeasement; b) U.S. entry into W.W. II; c) Nazi genocide; d) the use of propaganda; e) use the atomic bomb; f) war crime trials; g) The United Nations; h) The League of Nations; i) The Treaty of Versailles; j) containment Simulate the peace conferences of W.W. I or W.W. II (See Appendix)			R. II R. III R. IV R. IV

NOTE SPECIAL EDUCATION MODIFICATIONS SUGGESTIONS. SEE IEP FOR SPECIFIC ACCOMMODATIONS.