Global Studies 9 – Britto (2007-2008)

Unit 1 – Culture and Human Origins (18-20 Days)Overview - This unit covers an introduction to the course, the basic vocabulary of the theme culture, an

outline of the study of history, culture and geography, and the development of early man from his origin to early settlements.

Assignments – Culture collage and explanatory paragraph, Vocabulary 1-3, Quiz on Vocab and Early Man (short answer), World Map Quiz, Unit Exam.

Textbook – pages 7-21

Day1 – Welcome and Introductions. Do Now: Have students complete the following sentences on a sheet of paper: 1. Success to me is… 2. Examples of my successes are … 3. I achieve these successes by… 4. Things that usually get in the way of my success are… Gameplan: Handout “Rules and Expectations” sheet and go over how to be successful in this class. Also, handout Student Information Sheet to be completed for HW. Assign Collage and Paragraph. Explain requirements and how it will be graded. Memorize student names/ get to know one another by saying your name, then the students before you. R&E sheet signed and 3-ring binder due in 2-3 days. Conclusion: *Honors – “Lessons of History” reading and discussion.

Day 2 – What is Culture? Do Now: Collect HW – signed R&E sheet, Student Info Sheet, (Nurse’s card from 1st period). Explain note taking procedures – aim, do now, Q&A. Gameplan: Tell the “Pie Story” explaining what culture is. Define on board/ in notebooks. What does it look like? – go over students’ collages of what their culture looks like and make lists on board with no headings. After lists are made, assign a heading to each – these are the 5 Components of Culture. How can we use these to study/ understand history? – explain concept/example (abstract vs. concrete) and the use of themes in world history. (7-digit number has no meaning until you put a title to it = what is it the phone number to? – this is similar to assigning examples to the themes we will be studying - ex. Use components just listed and how other cultures have same themes (components) but different examples) Conclusion: Ask students what they know about other modern-day cultures within these components. List on board.

Day 3 – What are customs, values and traditions? Do Now: Handout worksheet “Common Elements in All Societies” and have students complete it. Gameplan: Handout textbooks. Go through the homework procedures explaining my expectations and how it should be done. Assign vocabulary homework. Show students how to use the textbook to find words and what to do if the word is not in the textbook. Remind students of assignments due. Review yesterday’s definition of culture. Write each word (custom, value, tradition) on the board one by one and define with examples by asking the students what they mean. Discuss for each word how these help us study and understand culture. Conclusion: Worksheet on values.

Day 4 – How do cultures change? Do Now: Have students read “Cultural Diffusion” worksheet and define the term cultural diffusion – the spread of ideas or goods from one place to another - in their own words in their notebooks. Next we will answer the questions on the worksheet together. Gameplan: Ask: How does cultural diffusion happen? (Students will write this question in their notebook and we will answer it together.) War, trade, migration, missionaries. Ask: Are all cultures the same? – No. This is called cultural diversity – the differences between cultures in a specific area. Discuss examples of this and list in notebook. Next, Ask: What happens when people of different cultures interact? – Sometimes cultural diffusion, sometimes problems (racism, bias, prejudice) – these are called ethnocentrism – the belief that your culture or ethnicity is superior. Conclude by reading “Ethnocentric Attitudes” *(If time runs short, do ethnocentrism lesson on next day)

Day 5 - How do we study culture and history? Do Now: Read “Egnarts Nacirema” to students and ask for their reaction. Review ethnocentrism (if I have not introduced it yet, use this reading to do so). Gameplan: Ask: Where do we find information about history and culture? Sources. Discuss the difference b/t primary and secondary sources by showing examples and listing them on board/ in notebooks. Why is it important to know

your source? Discuss bias, reliability and perspective. Ask: Who studies history and culture? Handout “The Social Sciences” worksheet with list of professions and their description and have students complete questions on bottom. Conclude by having students list the 5 artifacts/sources that would best describe their culture.

Day 6 – What is geography? Do Now: The Penny Lesson. Explain that each student will take on the role of an archaeologist by using one lone artifact found from a long forgotten culture. Their assignment is to find out as much about the culture as possible from this one artifact. When students finish we will go over together and show how much information you can get from one small artifact. Gameplan: 1. Brainstorm a list of prior student knowledge about geography – what is it, what are its components, what are some examples of it. 2. Assign geography vocabulary – due Friday. Handout blank world map and discuss how it should be labeled. Conclusion: Allow students to begin labeling it in class.

Day 7 – How can geography influence the course of history? Do Now: Go over world map Gameplan: 1. (Notes) How can geography influence a region? – begin by discussing how our surroundings influence our culture. 2. How will the following influence a region: river, mountain range, desert, ocean, plain, and climate? 3. How do we think about time? Discuss time as a man made concept and discuss how we break it up into manageable pieces (periodization). Conclusion: Complete worksheet on time and periodization.

Day 8 – Where do humans come from? Do Now: Study notes for World Map Quiz. Gameplan: 1. Take Geography Quiz. 2. As students finish the quiz, have them answer the aim in their own words. 3. When all students finish the quiz and answer the question, we will discuss this question, the two prevailing sides of the debate, why it is so controversial and what this means to our study of history. Conclusion: Read articles on evolution vs. creationism.

Day 9 – Where have we found evidence of the earliest humans? Do Now: Make a list of 5 things you know about the Stone Age. Gameplan: 1. Where do we get evidence about the first humans? – read Early Stone Age worksheet and answer questions. Explain what a hominid is, where they were found and what they mean to our study of history. Show plastic skulls and note the differences. 2. Who discovered these fossils? – read worksheet on the Leakey’s/ Johansson. Answer questions (what did they find, where, when, what was its significance) and discuss the impact these finds had/ have on history. Also explain that finds like these continue today. Conclusion: Assign “Peopling of the World: Prehistoric – 2500 B.C.” worksheet and “Fossil Hunting” worksheet for homework.

Day 10 – What was life like for the earliest humans? Do Now: Read the “Mammoth Hunter” worksheet and list characteristics of early humans you find in the reading.Gameplan: 1. Review yesterday’s lesson – where do we find remains of the earliest humans? Who found them? 2. List the 5 components of culture – from the do now reading, what are some characteristics of the early human culture? 3. Read “Cave Paintings” and complete the chart. 4. Look at Paleolithic Tools (Worksheet) and match them to modern day equivalents. Conclusion: Read about present day nomadic hunter/gatherer cultures.

Day 11 – How and why did life change for early humans? Do Now: Journal Entry: In 7-10 sentences, describe what a typical day would be if you were a Paleolithic teenager. Gameplan: 1. What would change life for the Paleolithic people the most? – a new source of food because their entire life is based and getting food for survival. 2. Explain the Neolithic Revolution by describing the migratory patterns of nomadic hunters and gatherers and how farming started. 3. Read primary sources on Neolithic Revolution, answer questions and discuss. Conclusion: Write a new journal entry imagining you as a teenager in the newly discovered Neolithic Age.

Day 12 – What are the characteristics of the Neolithic Age? Do Now: 1. Finish up journal entries or 2. Handout Neolithic Review HW (not HW) and complete. 3. Collect HW. & assign Vocabulary #3 for everyone

and the Current Event assignment for Honors classes. Gameplan: 1. Go over Neolithic worksheet. 2. Discuss theme of River Valley Civilizations. Show map of where they are. Explain that while they are unique, each have certain things in common. Handout Early River Valley Civilization notes sheet. We will be working on this for the next few days. Assign each person a river valley and explain the assignment – to be worked on in class. Conclusion: Review for quiz tomorrow

Day 13 – What have we learned about culture and human origins so far? Do Now: Review notes for quiz. Gameplan: 1. Take Quiz. 2. When students finish, have them use a textbook and work on the worksheet. Conclusion: Go over worksheet.

Day 14 – What are the similarities and differences between the major river valley civilizations? Do Now: 1. Complete Paleolithic vs. Neolithic chart. 2. Remind students there is a test Friday. Gameplan 1. What is a civilization? Using the textbooks, define together. 2. What are the components of a civilization? Have the students put into their own words what each of the 5 characteristics of a civilization are. 3. How is Sumeria a civilization? – use Sumeria as an example of civilization and write down its characteristics in each of the components of civilization. Conclusion: Discuss how the term civilized has been used ethnocentrically.

Day 15 – How does architecture reflect the values of a civilization? Do Now: What piece of architecture best reflects your culture? Explain your answer. Gameplan: 1. Review do now. Then ask “What piece of architecture do you associate with the Egyns?” - Pyramids. 2. How do Pyramids reflect the values and cultural characteristics of the Egyptians? - discuss all the aspects of Egyptian culture one can deduce from the pyramids. 3. Read “Egyptian Pyramids” and “Herodotus Visits the 3Pyramids of Egypt”. What else can we decipher about Egyptian culture from these pieces of architecture? What else is unique to Egyptian culture? – notes on the Early River Valley Civilization worksheet. Conclusion: What does our architecture tell people about us?

Day 16 – How did the Harappans use government and technology together? Do Now: Answer review questions on board – unit test in 2 days! A. What do the following words mean: culture, cultural diffusion, cultural diversity, and ethnocentrism? B. What does the study of culture and history involve? (Who, what) Gameplan: 1. Review the do now – reminder! Test in 2 days! 2. What were the major technological developments unique to the Indus River Valley? – planned cities on a grid, 2 story buildings, sewage and water systems. 3. How do these reflect government influence? – had to be organized, prioritized and built for the benefit of the people. 4. What kind of government does this sound like? – Democracy – some scientists suggest Harappa had an early form of democracy – Why? – Because these advancements benefited the majority. Conclusion: How does this differ form the other river valley civilization’s governments? – Theocracy, monarchy, dynasty (what do these mean?)

Day 17 – What can Oracle Bones tell us about Chinese culture? Do Now: Answer the following review questions – test tomorrow!! A. Where do humans come from? B. What was life like for the earliest humans? C. How did life change for Stone Age humans? D. What were the results of this change? Gameplan: 1. Go over review questions – test tomorrow. 2. What are oracle bones and what do they tell us about Chinese culture? Reading on Oracle bones and outline Shang culture. 3. Compare the 4 river valley civilizations – what is similar/ what is different. Conclusion: What is the best way to study for an exam?

Day 18 – Unit I Test – 50 mc questions. (Honors – part II – short answer questions)

Essay Writing (3-5 Days)

Overview – While students have learned essay writing in earlier grade levels, the specific format of the NYS Global Regents Exam essay is different from many of those they have learned. Since they will be using this format in the 9th, 10th and 11th grades, it is imperative we take the time to break down the process and explain how it can be useful for organizing student ideas and ensuring students answer the entire question,

Assignments – Technology essay (in class together), Geography essay (first HW essay).

Day 1 – What do you know about essay writing ? Do Now – Assess student knowledge on writing by having them brainstorm a list of everything and anything they know about essay writing. Go over together. Eliminate those pieces of information that will not be helpful in writing essays for this class. Gameplan: 1. What are the four keys to writing a successful essay? – list and explain (answer the question, use specific details, organize, proofread). 2. What is a Thematic Essay? – explain themes and the different question that go with them. 3. How would you organize an essay? – Handout in class essay #1 on Technology and ask students how they would organize it to ensure they followed the keys to writing an essay. 4. What is a stem? – explain how this will help answer the question asked.

Day 2 – How do you write a Thematic Essay? Do Now: Review the format/ stems. Gameplan: 1. How do you write an outline? Hand out outline sheets. Explain the steps and how you organize your ideas. 2. Where do you find specific ideas? – use the textbook to show how you find and use specific information. Conclusion : Outline the sample essay together.

Day 3 – How do you write the final draft of your essay? Do Now: Show students how to write the introduction and conclusion. Gameplan: 1. Go over writing rules – punctuation, grammar, spelling. 2. Write a body paragraph together. 3. Have students write one on their own. Conclusion: For HW, have students type up these essays and hand them in.

Unit 2 – China (15 – 17 Days)Overview – This unit covers the geographic region of East Asia – primarily the nation of China and the

history of Mongolia. Topics included are geography, a review of the river valley civilization theme, the dynastic cycle and the early dynasties, the major philosophies created during the Warring States Period, Han China and the Silk Roads, the Golden Age during the Tang and Song Dynasties, the Mongol Conquest and Empire, the voyages of Zheng He and the Ming isolation.

Assignments – Geography Quiz, Vocabulary, Textbook reading and Q&A, Thematic essay on Geography, Philosophy Quiz, Unit Exam

Textbook – pages 46-51, 97-101, 181-187, 287-302, 469-470

Day 1 - How can the geography of a nation or region influence its culture? Do Now: 1. Write the aim/unit/date in notebooks. 2. List 6 major geographic features where you live. How do they influence your culture? (Be specific). 3. Read page 46 - how does China’s geography influence its people? Gameplan: 1. Review the do now - how does geography influence our culture today? - Climate, mountains, NYC, Hudson River. 2. Find and label the following geographic features in China on the blank map provided: Himalayan Mountains, Taklamakan Desert, Gobi Desert, Mongolia, Yellow River, Yangtze River, Xi River, Plateau of Tibet, Pacific Ocean, Yellow Sea, South China Sea, East China Sea, Sea of Japan, Japan, Taiwan, North Korea, South Korea, India, Hong Kong, and Beijing. 3. How might these features influence the development of Chinese culture? - Have students make observations - first in their notes, then as a whole class. Conclusion : What are the similarities or differences between the way geography effects China and our region?

Day 2 - How does China’s geography influence its culture? Do Now: Review the map (quiz tomorrow). Gameplan: 1.Assign the students a reading and a feature and have them begin to fill out the char outlining China’s geographic features and their effect on Chinese culture. 2. Go over the chart with the students writing the answers on the board. 3. Ask questions about China’s geography (from my notes). 4. What is the overall, or most important, effect that China’s geography has had on its culture? - Isolation = ethnocentrism (give an

example). Conclusion : Compare China’s ethnocentrism to our own - Where does it come from and how is it different/ the same?

Day 3 - What was China’s earliest civilization like? Do Now: Review for the Chinese Geography Quiz. Gameplan: 1. Take the quiz. 2. When students complete the quiz, they will read the worksheet “Mandate of Heaven” about China’s government and belief systems. 3. What do we already know about Shang China? - Review from unit 1 (river valley civilization, oracle bones, components of culture). 4. What is the Mandate of Heaven? - define/ go over the reading. Conclusion : What does this tell us about Chinese culture?

Day 4 - What is the Dynastic Cycle? Do Now : How/ when does our government (the people who run the country) change hands? - explain the process as best you can. Gameplan: 1. Review the Mandate of Heaven. 2. Go over the do now - they are elected every x number of years. 3. Explain the Dynastic Cycle using the visual. Describe why each stage happens and what the indicators for each stage are. Questions - How do they claim the Mandate of Heaven? How can they lose it? How do people know the ruler has lost the Mandate of Heaven? What do the people do when the ruler has lost the Mandate of Heaven? Conclusion : What does this tell us about the values of Chinese culture?

Day 5 - What were the causes and effects of the Warring States Period? Do Now: Review - What is the Mandate of Heaven? Summarize the Dynastic Cycle. Gameplan: 1. What were the 2 main characteristics of the Zhou Dynasty? - Feudalism (define) and the discovery of the iron smelting process (for what? - weapons and tools). 2. How did this affect Chinese culture and history? - Explain the causes of the Warring States Period - iron + feudalism = chaos, fighting and an abandonment of traditional values. Conclusion : How will they solve the Warring States Period? - How would you?

Day 6 - How could the Warring States Period be stopped? Do Now: Summarize the causes of the Warring States Period from our lesson yesterday. Gameplan : 1. Ask: Is man naturally good or naturally evil? -explain what this means. 2. What does this have to do with the Warring States Period and its end? - come to a solution differently depending on your opinion. 3. Split the class in to 3 groups - one for each major philosophy. Each group will be assigned a reading or readings from one of the philosophies. The task is to outline the key ideas of the philosophy based on the reading. Conclusion : The group should conclude by outlining the way their philosophy would propose ending the Warring States Period.

Day 7 - What are the characteristics of the 3 major philosophies in early Chinese history? Do Now : Get back into groups from yesterday. Have students complete their notes and be sure each group member has the correct information. Gameplan: 1. Have students get into groups of 3 - one person from each philosophy. Their tasks: a. share the key points of their philosophy with their other group members so that everyone has the main ideas about each philosophy. b. outline the solutions each would suggest for solving the chaos and fighting of the Warring States Period. 2. Go over both tasks as a whole group, making sure everyone has the correct answers written in their notebooks. Conclusion: What are the similarities and differences between the 3 philosophies?

Day 8 - What are the characteristics of the Qin Dynasty? Do Now: 1.Review the philosophies (word splash). 2. Which do you think is the best solution and why? Gameplan : 1. Discuss: There will be two philosophies employed by the Chinese - one in the short term (quick fix) and one for the long term (lasting institution). Which philosophies will they use? - Legalism and Confucianism. 2. How did Legalism help end the Warring States Period? - read pages 99- 101 and outline the characteristics of the Qin Dynasty. 3. Why do you think this lasted such a short period of time? Conclusion: Why do you think Confucianism will last longer?

Day 9 - What was the lasting legacy of the Han Dynasty? Do Now : Review for Philosophies quiz - tomorrow. Gameplan : 1. How will the Han Dynasty use Confucianism? - explain/ take notes on centralized government, bureaucracy, civil service exam and the importance of education/scholars. 2. What are the Silk

Roads? - map/ explain. 3. How will this affect the Han Dynasty? Conclusion : Who is the Han Dynasty most often compared to? - The Roman Empire - why? - Roads, centralized bureaucracy, expansion.

Day 10 - What was China’s Golden Age like? Do Now: Review briefly for Philosophies Quiz. Gameplan : 1. Take Philosophies Quiz. 2. When students are finished, they will copy the chart from their textbook on China’s golden age and then answer questions about the chart and the causes and effects of China’s Golden Age. Conclusion: Go over questions and answers (if time permits. If not, then first thing tomorrow.)Day 11 – What were the characteristics of the Mongol Conquest? Do Now: 1. Assign review homework in preparation for the unit exam. 2. Read the articles provided about the Mongols and use the visuals taped up around the room to deduce the main characteristics of Mongolian Culture. Gameplan: 1. What was China’s Golden Age like? – Review from day 10’s notes. – How will this affect the surrounding regions? – make them jealous, want to invade, take from the wealthy, prosperous culture, invade and conquer. 2. What are the Mongols like? – go over characteristics from the do now. 3. Who was Genghis Khan? – Notes on characteristics from reading or play. 4. How did the Mongols create the largest land empire ever? – 5 characteristics of Mongol conquest. Conclusion: Geography skill builder – pg. 298 (overhead).

Day 12 – What were the positive and negative results of the Mongol Conquests? Do Now: Divide the class into two sections. One will be responsible for outlining the positive characteristics of the Mongol Conquests. The other will be responsible for outlining the negative characteristics of the Mongol Conquests. Gameplan: 1. Go over the do now by making a T-chart and writing on the board their answers. 2. Mongol Conquests from a Global Perspective. – Using a visual organizer, outline the effects of the Mongol Conquests on China as well as the effects of the Mongol Conquests on the rest of Asia. Conclusion: Read “Nomads No More” about Mongolia today.

Day 13 – What were the characteristics of the Mongol Empire? Do Now : Read “Dinner with the Great Khan” and list the characteristics of Kublai Khan that you find in the reading. Gameplan: 1. Go over the do now. 2. Ask: What is the difference between conquest and empire? - taking over with force vs. ruling over a different group of people. What is involved with each? Review Mongol Conquests; discuss what it takes to rule over another people. 3. How did Kublai Khan rule over China? – read Balancing Mongol and Chinese Ideas and list the Mongol characteristics and the Chinese characteristics that Kublai Khan used during his reign as emperor of China. Conclusion: Read “Kublai Khan’s Park” and answer the questions on the bottom of the reading.

Day 14 – Who was Marco Polo? Do Now: Review Questions – Test in 2 days! List the most important characteristic about each of the topics we have studied (Geography, Early History, 3 Philosophies, Qin, Han, Golden Age, Mongols). Gameplan: 1. What does Marco Polo have to do with Chinese history? - read selection about Marco Polo in China. Answer questions from the worksheet. 2. What effect did Marco Polo’s travels have? - on China - was used as a government adviser of sorts, didn’t really influence their culture all that much (ethnocentrism). On Europe - influenced Europeans, inspired them to explore. His stories become legendary and inspire many Europeans to “see what’s out there.” Conclusion: If you could travel anywhere outside the US, where would you go and why?

Day 15 - What were the characteristics of the Ming Dynasty? Do Now: Read “The Voyages of Zheng He” and answer questions 1-5. Gameplan: 1. Go over the worksheet. 2. Notes on the Ming Dynasty - when, main accomplishments/ policies. 3. Ask: Why did the emperor end Zheng He’s voyages? - Cost, ethnocentrism. Conclusion: Honors - Consider how world history might have been different had the Chinese continued exploring. Debate whether or not the Chinese could have discovered America and whether it was wise for the Chinese to end these voyages. Regents - review for unit exam.

Day 16 - Review for Unit II Exam

Day 17 - Unit 2 Exam - 50 mc questions (Honors - part II - short answer)

Unit 3 – Middle East (15 – 17 Days)Overview – This unit covers the geographic region of Southwest Asia and North Africa focusing on the

following topics: geography, Ancient civilizations (Including, but not exclusive to Egypt, Sumer, Babylon, Phoenicians, Hittites, and Assyrians), Three Major Religions (Judaism, Christianity and Islam), and the Islamic Empire (creation, split, spread, golden age, and decline).

Assignments – Geography Quiz, Vocabulary, Textbook reading and Q&A (248 11-20), thematic essay on Geography and Religions, Religions Quiz, Unit Exam.

Textbook – pages 27-39, 68-71, 72-77, 83-96, 153-157, 233-247

Day 1- What is the Middle East? Do Now : Hand out a picture to each student from a National Geographic magazine and have the students describe what the Middle East’s geography is like according to that picture. Gameplan: 1. Make a list of the types of geographic features from the pictures. 2. Ask: What is a region? – define together. Ask: How is the Middle East a region? – common language (Arabic), religion (mostly Islam), geography (desert), history. 3. Label the map – both political and physical features:PhysicalRed Sea Persian Gulf Sahara Desert Taurus MountainsNile River Black Sea Arabian Sea Mediterranean SeaCaspian Sea Atlas Mountains Rub al Khali Tigris & Euphrates RiversAtlas MountainsPoliticalEgypt Iran Iraq Syria Saudi ArabiaKuwait Jordan Turkey Israel AfghanistanMecca Baghdad Cairo Tehran JerusalemConclusion: What will the main effects of Middle East geography be on Middle East culture?

Day 2 – How is Middle East geography similar to and different from China’s geography? Do Now: 1. Write unit/ aim/ date. 2. Copy down chart – columns: features, China - describe, effects, MidEast - describe effects. Rows: mountains, deserts, rivers, oceans/ seas, climate. Gameplan: 1. Go over Map – quiz tomorrow. 2. Assign each feature from the chart to a student. Have that students use their notes and textbook to fill in the chart for both regions – both a description of the feature including names of the features and the effect that feature had on Chinese or Middle East culture. 3. Have students get into groups of 5 – one person fro each feature – and share their info with the rest of the group. Conclusion: As a whole group, go over similarities and differences between these two regions.

Day 3 – What are the characteristics of the ancient civilizations of the Middle East? Do Now: Study for map quiz. Gameplan: 1. Take map quiz. 2. When students finish, they will be given a packet with readings from each of the ancient civilizations of the Middle East – Egyptians, Sumerians, Assyrians, Babylonians, Hittites, and Phoenicians. They are to read the packet and list one characteristic for each civilization in each of the following categories: economy, social organization, technology, language and religion. Conclusion: Time permitting; go over the most important feature of each civilization.

Day 4 – What do laws tell us about a civilization? Do Now: Complete assignment from yesterday – components of culture for each civilization. Gameplan: 1. Go over the ancient civilization assignment. Be sure to point out the key feature of each one (Egypt-religion, Sumerian-technology. Assyrians, Hittites – war, Phoenicians – language, Babylonians – laws). 2. Ask & discuss – Why do we have laws? – Purpose of laws. Review from discussion from China/ 3 philosophies. 3. Read worksheet on Code of Hammurabi and answer questions about these laws from the worksheet explaining what these laws mean and what they are about. 4. What do these laws tell us about ancient Babylonian Civilization? – discuss in pairs, then as a whole group. Focus on value system, government and social class system (i.e. – who is important/ powerful and what do they do with that power.) Conclusion: What do US laws tell us about our society?

Day 5 – What are the major beliefs of Judaism? Do Now: 1. Write the unit/ aim/ date in notebook. 2. Answer the following questions: What is religion? Why do we have it? What questions does it answer? Gameplan: 1. Go over do now questions 2. Explain how/ why we will study religions – not the beliefs to try and convert but the major characteristics of each, the similarities and differences between them and how they affected world history. 3. Discuss story of Abraham (National Geographic story) – Why was he viewed negatively during his time? How does this compare to today? 4. Read worksheet on origins of Judaism. Outline the key characteristics of the religion. Conclusion: Ask students to hypothesize: How might this religion impact the Middle East?

Day 6 – What are the main beliefs of Christianity? Do Now: 1. Write unit/ aim/ date. 2. Review beliefs/ origins of Judaism. Gameplan: 1. Discuss prior knowledge about Christianity. 2. Notes: Origins and beliefs of Christianity. Using the worksheet on Christianity, have students outline the key beliefs of Christianity. 3. In pairs, students should compare and contrast Judaism and Christianity. Conclusion: As a whole group, go over the comparisons between Judaism and Christianity.

Day 7 – What are the main beliefs of Islam? Do Now: Read and discuss news articles about religion in the world today. Gameplan: 1. Read about the beliefs and origins of Islam. Outline the characteristics of this religion in notes. 2. Compare and contrast the beliefs of all 3 religions. Have students create a Venn Diagram in their notes to accomplish this task. Conclusion: Go over the chart as a whole group.

Day 8 – What are the characteristics of the 3 main religions? Do Now: 1. Using the diagram completed in class yesterday, write 4 comparative statements about the religions we studied. Gameplan: 1. Go over do now. 2. Brief review for quiz. 3. Quiz on Middle East Religions. Conclusion: As students finish, they should begin to outline the Thematic Essay on Belief Systems, where they will write about 2 of the 3 religions we have just studied.

Day 9 – What was the Middle East like before Islam? Do Now : Compare the 3 Middle East religions with the 3 philosophies from China. Gameplan: 1. Read worksheet “The Middle East before Islam” and answer corresponding questions. 2. Go over as a whole group. Conclusion: Review key points of thematic essay writing and Middle East religions for essay assignment.

Day 10 – Who was Mohammed and what did he do? Do Now: Discuss the theme of People in World History. How can an individual have a large impact on others? Cite examples from our study of Global History so far. Gameplan: 1. What are the key characteristics of Mohammed? - Have students read one of the following worksheets: Mohammed, Mohammed’s Wife. They should make a list of the characteristics of Mohammed and any key characteristics they read about. 2. Make a list as a whole group of the major characteristics of Mohammed and the key events in his life. 3. Compare 3 main holy figures in Middle East history - Jesus, Abraham, and Mohammed - using a Venn Diagram. Conclusion: Go over comparison.

Day 11 - How and to where did Islam spread? Do Now: Middle East Review Questions - Multiple Choice - complete and go over answers. Gameplan: 1. What happened after Mohammed died? - Create a timeline of the key political events in Muslim history from 632 - 750 AD. 2. Question: Why did Islam split into 2 groups? - explain Sunni-Shi’a split, discuss our own order of succession, voting and term limits and how it relates to this (peaceful transfer of power vs. violent - elsewhere?) 3. How did the religion of Islam spread and where did it spread to? - Have the student’s pair up. One partner will read the worksheet on the spread of Islam while the other will read the textbook section on causes of the spread. Each group will be responsible for answering the following questions: What were the causes of the spread of Islam, where did it spread to and what was the effect of the spread of Islam. 4. Look at the map of the Spread of Islam - what facilitated the spread of this religion? What prevented the spread into other places? Conclusion: Go over the answers to these questions as a whole group.

Day 12 - What were the characteristics of Islam’s Golden Age? Do Now: 1. Notes on Islamic Empire (q&a using the notes). 2. Mapping History Activity 6: Distant Outposts questions 1-4 & 6. Gameplan: 1. Go over the do now. 2. Divide the class into 6 groups - each group will be responsible for outlining the characteristics of the important advancements from Muslim culture from one of the following 6 categories: Art/Architecture, Literature, Astronomy, Philosophy/Religion, Math/Science, and Medicine. Be sure students include the following info: name of advances, people involved in the creation of the advances, and the effects of these advances on Middle Eastern culture. 2. Review - What is a Golden Age? What causes a golden age? - Use China’s golden age as an example. Conclusion: Go over advancements. Discuss which they think is the most important advancement.

Day 13- How did the Islamic Empire decline? Do Now : 1. Discuss tips for reviewing for the unit exam - look at notes, textbook, assignments, have friends quiz you, makeup questions based on the daily aims. Gameplan: 1. What does it mean for an empire to “decline”? - discuss the decline of empires and how they usually fall (too big geographically, corrupt rulers, economy falters, outside invaders - review from China). 2. Read Middle East in Decline and list the main reasons why the Islamic Empire fell. 3. Choose 1 of those reasons and create a visual representation of that cause. Conclusion: Who were the Ottomans - notes on key characteristics, explain where students will pick up in next year’s global 10 curriculum.

Day 14- Review for Unit III Exam.

Day 15 – Unit 3 Test – 50 mc questions. (Honors – part II – short answer questions)

Unit 4 – Africa (18-20 Days)Overview – African history is one of the most exciting regions we study due to the fact that so much of

it is brand new! Only within the past 60-70 years have historians uncovered and translated African records written by Africans. For much of recorded history, the Western world has received its African history from an outsider’s perspective, not allowing us to fully understand and appreciate the African story. A major theme in this unit is looking at the events and institutions important in African history through both African and Western eyes.

Assignments – Geography Quiz, Vocabulary, Textbook page 207 questions 11-20, Unit Exam.Textbook - 7-11, 83-87, 190-207, 364-383, 495-499

Day 1 – What is going on in Africa today? Do Now : Brainstorm a list – What do you know about Africa? Gameplan: 1. Read headlines from articles about Africa today. What are the key issues affecting Africa today? Discuss as a whole group. 2. Why is Africa affected by these issues? 3. What re the key features of Africa’s geography? – Label the map. Conclusion: Go over map.

Day 2 – How did Africa’s geography influence its culture? Do Now: Go over the map of Africa. Quiz tomorrow. Gameplan: 1. How might these features impact the culture of Africa? – use the map and your knowledge of geography to guess how the features might impact the culture. 2. What are the main ideas of African geography? – Diversity due to barriers. Explain why/ how this is the case. 3. How do the features of Africa influence its culture? – go over each feature and its effect. Conclusion: Compare to Middle East and China’s geography.

Day 3 – Geography Quiz. Do Now : Study for geography Quiz. Gameplan: 1. Take Quiz. 2. When students are finished, handout requirements for Travel Brochure assignment – Students will create a travel brochure for one of the three regions we have studied so far (China, The Middle East or Africa). Brochure must include pictures of the geographic features and an explanation/ description of each feature. Creativity a plus and would include why one would want to go there, describing activities one could participate in when they went and “getting into” the spirit of the assignment (travel agency). Conclusion: Display previous brochures as exemplars.

Day 4 – What is the connection between Africa and the earliest humans? Do Now: Map exercise on early humans (worksheet). Gameplan: 1. Go over do now. Review: Where is evidence of the earliest humans found? What is the significance of this? Why is this controversial? 2. Read worksheet on human origins in Africa. Conclusion: Go over questions and answers from worksheet. Discuss what this will mean for studying African history - longest history in the world - humans have lived there longest!

Day 5 - What are the characteristics of Traditional African Society? Do Now : Define the term traditional and discuss what it means to be a traditional society. Gameplan: 1. Divide the class into groups and assign each group one of the aspects of Traditional Africa Society. Each group will be responsible for outlining the major characteristics of Traditional African Society in that category. 2. Each group will pick a recorder and have that student write on the board the major characteristics that the rest of the class should know about that category. 3. Students will write down in their notes the key facts about Traditional African Society from each group’s findings written on the board. Conclusion: Compare traditional African Society to Traditional Chinese and Middle Eastern Societies.

Day 6 - What are the major beliefs of Animism? Do Now : Watch video clips from “The Lion King” and have students identify what religious beliefs are being portrayed in those clips. Gameplan: 1. Go over do now. List the beliefs that the students came up with on the board. 2. Notes: Origins and beliefs of Animism. 3. Compare to other religions/ philosophies we have studied. Conclusion: Assign Belief Systems Thematic essay - students will have to choose Animism for one of the choices.

Day 7 - How do the oral traditions of Traditional African Society affect their culture and history? Do Now: Watch video clip of “Return of the Jedi” and discuss what the main character is doing and why. (This clip illustrates how a griot would relay stories). Gameplan: 1. Go over do now. 2. Discuss storytelling. Ask students what makes a good story, what is a good story they remember and who are the storytellers in their family. 3. Notes on griots - what they were, how they practiced their craft and why they were important. 4. What effect might these oral historians have had on African culture and history? - Notes on impact of griots. Conclusion: Solicit “oral traditions” stories from students. What makes them so memorable? How do you think that might relate to the African griots?

Day 8 - What does the art of Traditional African Society tell us about their culture? Do Now: Discuss art today and what it tells us about our culture (not just paintings/ drawings - movies/ TV, music, dance). Discuss art we have studied already and review what it told us about those cultures (China, Middle East, cave paintings of the Paleolithic Age). Gameplan: 1. Students will complete the handout on African Art. Read passages, examine examples of African Art and answer questions. 2. Go over answers to questions. Conclusion: Have students create their own African Mask.

Day 9 - What were the main characteristics of the East African Kingdoms? Do Now : Review the geography of Africa. What is the most influential feature of this region? - Sahara Desert. Discuss how this separates the continent, along with other natural barriers. Explain how this makes studying Africa and making generalizations about Africa very difficult. Gameplan: 1. What were the East African Kingdoms? - label on a map, discuss geographic features that will influence these kingdoms. 2. Have students read the handout on the East African Kingdoms and list 4 main ideas about these kingdoms. 3. Go over these main ideas. Conclusion: Discuss how these kingdoms were the exception to the Traditional African Society.

Day 10 - What was the effect of the Bantu Migration? Do Now: Have students copy the chart from page 203 and answer the skill builder questions from that chart. Gameplan: 1. Have students read pages 203-205 and list the reasons why the Bantus migrated and the effects the migration had on Africa. 2. Have students get into pairs and discuss their answers with their partner. 3. Next, students will complete the geography skill builder on page 205. 4. Go over answers to geography skill builder. 5. Answer question 3 on page 205 - Section Assessment. Conclusion: Discuss how this is an example of the world history theme of cultural diffusion.

Day 11 - What were the main characteristics of the kingdom of Ghana? Do Now : 1. Students will read a worksheet on Ghana and answer the questions. Gameplan: 1. Go over do now. 2. On a map, label Ghana and discuss the geographic features that would have influenced the culture. 3. Notes on West African kingdoms - common features, economic system (gold and salt trade). Conclusion: Review main ideas about the unit so far.

Day 12 - How did Mansa Musa’s hajj impact West Africa? Do Now: Label Africa map with the following places: Sahara Desert, Niger River, Timbuktu, Nile River, Cairo, Mecca, Mediterranean Sea, Atlantic Ocean, Sahel, Gao, and Red Sea. Gameplan: 1. Go over map. 2. Ask: How can an individual impact an entire region? - review from past units the themes of individuals and turning points. 3. Group Work - go over the group work rules and explain what we will be doing: Each group will be assigned a primary source reading from Mansa Musa’s hajj. Each group will have to outline the main idea of their primary source.

Day 13 - continued from yesterday. 4. Students will get into groups with one person from each of the original groups. Each person will be responsible for teaching the other group members about their primary source. 5. Review everyone’s answers as a whole group. Conclusion: Discuss the impact Mansa Musa had not only on West Africa, but also on Egypt and the Middle East as well.

Day 14 - What were the characteristics of West Africa’s Golden Age? Do Now : Review golden ages - what are their causes and what happens during these time periods? Gameplan: 1. Go over do now. 2. Notes: What caused West Africa’s Golden Age? - Songhai Empire - gold/ salt trade, Islam and the importance of education, trade because of wealth displayed on Mansa Musa’s pilgrimage - influenced many to come to West Africa. 3. What were the characteristics of the Songhai Empire? - Timbuktu, economic wealth, strong, powerful government. 4. How does this compare to other golden ages we have studied? Conclusion: How did the West African kingdoms come to an end? (Slave trade)

Day 15 - What was the impact of the African Slave Trade on Africa? Do Now : Discuss point of view in history and how important it is in helping us to understand the past. Gameplan: 1. Discuss how the history of the slave trade might be explained if it was told from the Europeans side. 2. Now ask students what might be different if you studied this event from African sources. 3. Discuss the importance of multiple perspectives and how it specifically relates to this topic. Conclusion: What are some current events that might be much different if we studied them from multiple perspectives?

Day 16 - Review for Unit IV Exam

Day 17 - Unit 4 Exam - 50 mc questions (Honors – part II - short answer)

Unit 5 – India (16-18 Days)Overview – India plays a key role in world history as a producer of important ideas - religious, scientific

and otherwise, a source for an abundance of natural resources, and a stage for major conflicts. In our study of this region, we will lay the foundation for understanding its role in World history today and understand how many of the things that influence our lives have roots in Indian culture. Notable distinctions to be made clear are that we will be studying South Asian Indians, not Native American Indians, a common source of confusion for some students. Important topics we will study include geography, the early civilizations of the Harappans, the Aryan Invasion, the key religions of Hinduism and Buddhism, and the major Empires of the Maurya, the Gupta and the Mughal.

Assignments – Geography Quiz, Vocabulary, pg. 188 questions 11-16, pg. 458 questions 18-20.Textbook - 42-45, 59-66, 172-180, 451-457.

Day 1 - What are the major current events in India today? Do Now: 1. Have students make a new tab in their notebooks titled India. 2. Make a list of anything you know about India. Gameplan: 1. Discuss midterm, review tips, plan for the next 3 weeks. Lots of assignments, time management skills are vital, stay on top of all

work and due dates (in all classes), don’t get bogged down, take advantage of snow days. 2. Go over do now - include a discussion on current events - What is in the headlines for India at this time? 3. Discuss how the topics we will study will provide a background for our study of this region. Conclusion: Handout map and have students begin to label the key features.

Day 2- How does geography affect Indian culture? Do Now: Complete map of India. Review the features as a whole class. Gameplan: 1. Assign each feature to a student and have them describe it with detail and explain the possible effect. Review these as a whole class. 2. Handout notes sheet on Indian geography and have students use that sheet to check their answers to the first assignment. 3. Next, students will choose one feature from a region we have already studied and compare it to one in India. We will then share the students’ answers. Conclusion: Review for geography quiz. Ask students to identify where specific features are located in the world (which regions or continents).

Day 3 - How do the monsoons influence Indian culture? Do Now: Review map - study tips for quiz tomorrow. Gameplan: Monsoon Group Work 1. - assign each student a reading on the monsoons. Have the students answer the questions for their reading, fill out the section on the chart that corresponds with their reading. 2. Students will then get into groups with other students from their reading and compare answers, being sure to complete their section of the chart. 3. Next, students will be grouped with one representative from each reading and teach the other group members about their reading. 4. We will then go over the chart as a whole group. Conclusion: How do the monsoons influence Indian culture?

Day 17 – Review for Unit V Exam

Day 18 – Unit 5 Exam - mc questions (Honors – part II - short answer)

Unit 6 – Latin America (10-12 Days)Overview – Latin America plays a pivotal role in world history. This region includes the country of

Mexico, the Caribbean Islands, Central America and South America. For the 9th grade curriculum, this unit deals with a study of the geography of the region, the migration of humans to the Americas, the pre classical civilizations, the classical civilizations, first contact with Europeans and colonization of the region from the natives perspective. Understanding the history of Latin America from the native point of view and relaying to the students that this was a region with very advanced civilizations before the Europeans arrived is a key idea of this unit.

Assignments – Vocabulary, Map/ Geography Quiz, pg 412, 13-20, Geography essay. Technology essayTextbook – pgs 208-225, 388-413, 480-489

Day 1 – What is Latin America? Do Now: KWL: Ask students “What do you know about Latin America?” Gameplan: 1. Review: What is regionalism? – define and review examples (Middle East). 2. Notes: What is Latin America and what do Latin Americans have in common? – 4 parts (Mexico, Caribbean Islands, Central America, and South America). People share language (Spanish/ Portuguese), religion (Roman Catholic), history (conquest, colonization, independence). 3. Geography packet – 7 documents (maps) – have students look at each map and write the main idea of the map (i.e. what does the map tell us about Latin America?) in the space provided. Conclusion: Go over main ideas of each document, and then discuss the effects that the geography will have on the culture of Latin America.

Day 2 – What are the important geographic features of Latin America? Do Now: Label the map of Latin America with the key geographic features (map, list of features and textbook provided). Gameplan: 1. Go over features – geography quiz next day. 2. Notes – main ideas of Latin American geography. 3. Read and discuss features and effects (on back of map). Conclusion: What is similar and/ or different between Latin America and other regions we have studied?

Day 3 – How has Latin America’s geography affected its culture? Do Now: Review Map - quiz on day 5. Gameplan: 1. Review thematic essay format – go over steps, how the essays are graded, and key tips. 2. Assign a geographic feature to each row. Have the students in that row write their own body paragraph about one of the features from Latin America (assigned by the teacher). 3. Peer review. When students complete the paragraph, they will switch with someone in a neighboring row and make corrections/ suggestions. Conclusion: Assign the body paragraph –typed and revised – for Homework.

Day 4 – When did the first humans arrive in the Americas? Do Now: 1. Complete the activity following the reading of “Ancient Roots of Leadership Roles” worksheet. 2. Review - Make a list of everything you know about early humans and the Stone Age culture we studied. Gameplan: 1. Go over the do now. Compile a class list on the board. 2. Read worksheet “Humans Migrate and Produce Food” and answer questions 1&2. 3. In pairs, complete the map activity for #3 on the “Humans Migrate…” worksheet. Provide students with colored pencils and crayons to complete the assignment. Conclusion: Have students present their maps and discuss similarities and differences between the Stone Age cultures in the Eastern Hemisphere vs. the Western Hemisphere.

Day 5 – What were the early civilizations of Latin America like? Do Now: Take geography quiz. Gameplan: 1. Review and discuss periodization – what is it, how do historians use it, what are some examples from our study of global history and geography. 2. How do we periodize Latin American history? – discusss the different time periods of Latin American history (Stone Age, pre-classical, classical, first contact, conquest & colonization, independence, nationalism, modern.) 3. Notes – introduce the 3 classical Latin American civilizations (Mayan, Aztec, and Inca) and discuss how they were influenced by earlier, simpler civilizations. 4. Case Study: Olmec Civilization. Have students read the worksheet on the Olmec’s and identify the key characteristics of their culture. Conclusion: Look at Mayan culture and identify the influences the Olmec had on the Mayans.

Day 6 – What were the characteristics of the 3 classical civilizations of Latin America? Do Now: 1. Assign HW – 412, q.13-20. Gameplan: 1. Students will receive a packet with notes on the three classical civilizations of Latin America. There will be questions on the overhead about each of the civilizations. Assignment – students will read the packet and answer the questions in their notebooks. The goal is to gather as much information about each civilization as possible. 2. When students complete the assignment, we will go over it as a whole class. 3. Similarities and differences – Students will create a Venn diagram in their notes and in pairs outline the similarities and differences between the 3 cultures. Conclusion: Students will write 4 sentences describing the similarities and differences between the Mayans, Aztecs and Incas.

Day 7 – How did the Mayan Belief System influence their culture? Do Now: 1. Write unit/ aim and date. 2. Read worksheet on Mayan Pyramids. Compare and contrast the Mayan Pyramids to the Egyptian Pyramids we have already studied. Gameplan: 1. Go over similarities and differences between Mayan and Egyptian pyramids. 2. Belief systems – Review what belief systems are and what they can tell us about a culture = values, beliefs, importance of religion seen in daily life, education (holy books), social class structure (priests at top of class), technology (architecture, writing system). 3. Read “Mayan Belief Systems” worksheet and describe what the Mayan Belief System tells us about their culture – calendar, writing system, social structure, architecture. Conclusion: How does this compare to other religions we have studied?

Day 8 – What does the Aztec calendar tell us about their culture? Do Now : Outline a body paragraph for the Belief Systems essay using the Mayan religion. Gameplan: 1. Read worksheet on the Aztec Calendar and outline what this advancement tells us about Aztec culture – religious beliefs, writing system, technology, economy. 2. Review other cultures we have studied that have a calendar and compare them. 3. Divide the class into 2 groups – have half read “Montezuma II” worksheet and the other half read “Aztec Floating Gardens” worksheet. Each group should identify the main idea of the reading and be able to convey that idea to a member of the other group. Conclusion: Partner students up with someone in the other group and have them explain what their reading was all about.

Day 9 – How did the Incas control the area around them? Do Now: Background/ set up video. Have students define words (empire,) Page 283 – chart on 7 great empires (Aztec is one of them) – Is there any connection between how big an empire is or how many people it rules and how long it lasts? Gameplan: 1. Students will watch the video on Empire building about the Inca and the Persians. 2. As students are watching the video, they should complete the corresponding worksheet. Conclusion: Go over worksheet together. Discuss Modern day applications of the concept of empire (US in the Middle East)

Day 10 – What is the Native American point of view of “First Contact”? Do Now: 1. Write 4 sentences – 2 outlining similarities and 2 outlining differences between the 3 classical civilizations of Latin America. Gameplan: 1. What is perspective? – define and discuss point of view and perspective. Why is it important when studying history? 2. Political Cartoons – have students look at two political cartoons about the Europeans arrival in the Americas and answer the following questions: What is the cartoonist trying to say? From whose perspective is the cartoonist drawing? 3. Notes – describe and explain the event of First Contact from both the Europeans perspective and the Native Americans perspective. Conclusion: How are these similar/ different? Why is it important to study history from all perspectives?

Day 11 - Unit 6 Exam - 25 mc questions (Honors – part II - short answer)

Unit 7 – Japan (11-12 Days)Overview – Japanese culture and history play a very large role in world history. This unit explores the

geographical features which influenced the development of their culture. It also discusses the traditional Japanese culture that is still visible in Japan today. Also included: The Heian Period, The Feudal Period, the Tokugawa Shogunate and the Arrival of the Europeans and the ensuing period of isolation.

Assignments – Vocabulary, Map/ Geography Quiz, 312 q. 17-18, 478 q. 18-20. Environmental challenges thematic essay.

Textbook – 303-307, 474-477

Day 1 – What are the key geographic features of Japan? Do Now: 1. Homework assignments – vocabulary, read textbook page 303. 2. Make a list of what you know about Japan. Gameplan: 1. Go over do now. 2. Label map of Japan with the following geographic features: Hokkaido, Honshu, North Korea, South Korea, Mt. Fuji, Shikoku, Kyushu, Tokyo, China, Russia, Pacific Ocean, Sea of Japan, Nagasaki, and Hiroshima. 3. Read over effects that geography had on Japanese culture. 4. Tectonic Plates worksheet – asks students to study the map that outlines the tectonic plates throughout the world and answer “What does this map tell us about Japanese geography and culture?” Conclusion: Bumbles Adventure worksheet

Day 2 – How did Japan’s geography impact its cultural development? Do Now: 1. Review map. 2. Define “Environmental Challenge” and discuss examples we have studied already. Gameplan: 1. What are some environmental challenges Americans face today? 2. Using notes on Japanese geography outline a body paragraph for the environmental challenges thematic essay using features from Japan – divide students into groups and assign them a different challenge from Japan and have them outline it together. Conclusion: Assign environmental challenge essay choosing a challenge from Japan and one from another region we have studied.

Day 3 – How is Japanese culture similar/ different to US culture? Do Now: Study map for geography quiz. Gameplan: 1. Take Japanese Geography Quiz. 2. When students complete the quiz, they should complete the “Culture & Daily Life” worksheet. Conclusion: Have students get into pairs and come up with 2 similarities and 2 differences between US and Japanese culture.

Day 4 – What was early Japanese culture like? Do Now: 1. Assign each row a region we have studied. For each region, students should outline the key characteristics of the earliest civilization from that region. (China-

Shang Dynasty, MidEast-Egypt/Sumerian, Africa-Traditional African Society, India-Harappan, Latin America-Pre-classical civs)Gameplan: 1. Go over the do now. 2. Read about the Ainu – The Gods (earliest civilization of Japan) and outline the characteristics of this culture. Conclusion: In pairs, have students come up with 2 similarities and 2 differences between the Ainu and another civilization.

Day 5 – What are the characteristics of the Japanese religion? Do Now: Review religions/ philosophies we have already studied (Daoism, Confucianism, Legalism, Christianity, Islam, Judaism, Animism, Buddhism, Hinduism, Polytheism). Gameplan: 1.Ask: How can art reflect the values of a society? – discuss in general, then cite specific examples from our study of global history and geography of art that reflects a cultures values. 2. Look at and read the worksheet “Analyzing a Painting” and discuss how this piece of art reflects Japanese religious values. What are the beliefs of the Japanese religion that you can deduce from analyzing this painting? Conclusion: Read pages 303-304 and outline the main beliefs of the Japanese religion (Shintoism).

Day 6 – What is selective borrowing and how did it affect Japanese culture? Do Now : 1. Have students read “Beauty is Everywhere” and answer questions from the reading. 2. Go over answers. Gameplan: 1. Have students define cultural diffusion and review examples of it from our study of global history and geography. 2. Assign students the reading “Japanese Selective Borrowing” and have them answer the questions. 3. Go over the answers. Conclusion: How do we practice selective borrowing today? What allows us to selectively borrow culture easier than the Japanese did in the 6th century AD?

Day 7 – What were the characteristics of the Heian Period in Japanese history? Do Now: What are the elements of the classical civilizations we have studied? (These give the foundation for what that region is like. Some elements can even be found today in those places. Examples – religious traditions in the Middle East, Architectural runes throughout the world show popular styles that are recreated in modern buildings (LA for specific example), respect for nature in Africa, respect for elders in China, literature/ stories that are retold and modernized for today. Gameplan: 1. Have students read about Japanese classical civilization – the Heian Period, page 305 – and outline the characteristics of this culture in their notes. 2. Compare and contrast this civilization with the other classical civilizations we have studied (and that we discussed in the do now). Conclusion: Discuss the timeline project. Time permitting, assign students the time period they will be working on.

Day 8 – What were the characteristics of the Feudal Period in Japanese history? Do Now: Review Feudalism from Chinese history – what are the characteristics of feudalism? Gameplan: 1. Read pages 305-307 – define the following terms: bushido, shogun, and samurai. 2. Based on the reading, have students answer: What was Japanese feudalism like? 3. Divide the class into 2 groups. One will read “A Samurai Instructs his Son”, the other will read “Samurai Wisdom”. Each group should answer the questions from their reading and then write the main idea of their reading in their notes. 4. Students will then pair up with someone from the opposite group e their information. Conclusion: Compare European Knights with Japanese Samurai.

Day 9 – How did the Tokugawa Shogunate blend centralized and decentralized rule? Do Now: 1. In their notebooks, have students compare and contrast the Heian Period and the Feudal Period. Gameplan: 1. Have students read the worksheet on the Tokugawa Shogunate and answer the 6 questions from the reading. 2. Ask: How is the Tokugawa Shogunate an example of both a centralized and decentralized government? – discuss and compare it to the US today. Conclusion: How does this compare to other centralized and/ or decentralized governments we have studied so far this year?

Day 10 – Why did Japan go in to a period of isolation? Do Now: Using the back of yesterday’s worksheet, answer the following question: What are the similarities and differences between the impacts the Europeans had on Japan vs. China. Gameplan: 1. Go over the do now. 2. Have students complete the Japan isolation notes using their textbook. Conclusion: Go over the notes. Ask why a society would want to isolate. Compare to Washington’s “entangling alliance” advice from his farewell address (1797).

Day 11 – Review for combined Units 6&7 Exam (or just Unit 7)

Day 12 – Unit 6/7 Exam -25-40 mc questions (Honors – part II - short answer)

Unit 8 – Western EuropeOverview – The final unit of this course is also the longest. This reflects New York State’s emphasis on

a Eurocentric view of World History. The aim of this unit is to balance the breadth of European history required with an analysis of the other world regions we have already studied, whether through compare and contrast or through a study of the connections between the West and the non-Western world. As the world gets smaller – through technological advancements and the growing of a truly global community – it is imperative now more than ever to equip our students with that idea that there is relevance in the history of all cultures, not just our own.

This unit will be divided into 3 sections: Geography & Classical (Greek and Roman civilization 1000 BC – 500 AD), Medieval (Middle Ages, Age of Faith, Crusades, Turmoil of the 1300’s, Renaissance and Reformation 500 AD – 1300 AD) and Late Middle/ Early Modern (Exploration, Colonization, Columbian Exchange, Slave Trade, Commercial Revolution, Absolutism, Scientific Revolution & the Enlightenment 1300 AD – 1700 AD).

Unit 8- I (15-17 Days) – Classical (Greece/ Rome – 1000BC – 500 AD)Assignments – Map of Europe/Map Quiz, Vocabulary, Environmental Challenges Essay, pg 136, q.11-

20, pg. 168, q. 11-20.Textbook - Greece (pages 108-137), Rome (pages 138-169)

Day 1 - What are the major geographic features of Western Europe? Do Now: Read and complete Western Europe Introduction worksheet Gameplan: 1. Go over map. 2. Discuss why Europe is such a big part of our curriculum, euro centrism and the term “western civilization.” 2. Using a textbook, have students label map of Europe - physical & political features found on bottom of notes sheet. Conclusion: Discuss Timeline Review Project. Hand out requirements sheet and have students choose partners and topic.

Day2 - How does Europe’s geography compare to other region’s geography? Do Now: Review map for Geography quiz. Gameplan: 1. Notes = European geography. Have students read the notes sheet and then look at the map. 2. Ask: What are some main ideas you can gather from reading the notes and looking at the map? How will Europe’s geography affect its culture? - go over the answers to these questions in a whole group discussion. 3. Assign each row a different region we have studied and ask students to outline the positive and negative effects each region has had on the development of its culture. Conclusion: Discuss who has the most/ least favorable geography and why.

Set aside 1-2 days for Timeline Review Project - work in class and/ or go over finished project.

Day 3 - How has Greece’s geography influenced its culture? Do Now : 1. Study for geography quiz. Gameplan: 1. Take quiz. 2. When students finish the quiz, they should take a map of Greece worksheet and label the key physical geographic features and city-states. 3. When entire class completes the quiz, have students list the key geographic features of Greece in their notebooks and then for each feature, identify how these features effected Greek culture: mountainous terrain, jagged/ irregular coastline, surrounded by water, proximity to neighbors, dry climate = decentralized government, relied on the sea (fishing, trade), contact with neighbors (cultural diffusion), climate/ soil dictate crops that will be grown. Conclusion: What do you know/ want to know about Greek culture/ history?

Day 4 - What are the similarities and differences between the city-states of Sparta and Athens? Do Now: 1. Read Geography Skill builder: Peloponnesian War and answer questions on the back. Gameplan: 1. Go

over do now. 2. Ask: Who fought in the Peloponnesian War? - Athens and Sparta. Why would 2 groups from the same country fight one another? - Different cultures, values, government, beliefs. Why are they different? - Geographical separation - mountains, coastline, islands, no rivers connecting different areas. 3. What are the differences between Athens and Sparta? - using handouts about each city-state, as well as the textbook pages 116-117, have students get into two groups each group will be responsible for outlining the major characteristics of each city-state. Conclusion: Have students list the major characteristics on the board, and then write 2-3 sentences explaining the major differences between the two city-states.

Day 5 - What are the characteristics of Athens’s Golden Age? Do Now: 1. How does Athenian Democracy compare to US Democracy? Have students read the worksheet comparing these two democracies and explain the difference between direct and indirect democracy. Gameplan: 1. What are the causes of a golden age? - Review from China and Middle East - stable government and economic system, focus on education. 2. What did Athens have that would lead to a Golden Age? - Democracy, sea trade across the Mediterranean Sea, liberal arts education (math, science, astronomy, philosophy, literature, art). 3. What were the major advancements from Greece’s Golden Age? Have students use their textbooks to complete the “Advancements of Ancient Greece” worksheet. Conclusion: Go over key achievements (philosophy, math, architecture).

Day 6 - What is Alexander the Great’s most lasting achievement to World History? Do Now: 1.Read documents about Alexander the Great from the overhead and answer questions about the documents. Gameplan: 1. Go over do now questions. 2. Who was Alexander the Great? - Profile on this important person in World History. Read section in textbook about him and list the major characteristics of his life. 3. What did he do? - define Hellenism and Hellenistic culture. Look at a map of his conquests and discuss what characteristic traits caused the creation of Hellenistic culture (educated, tolerant, and curious). Conclusion: How did the spread of Hellenistic culture effect world history? - look at back of “Achievements of Ancient Greece” worksheet. Make connections between these advancements and modern day knowledge (specifically in science and math.)

Day 7 - What is Rome? Do Now : Have students list what they already know about Rome. Gameplan: 1. Go over do now. 2. Explain why Rome is important to World History - influenced the development of law systems in Europe and the US (still see its influence today!) 3. Read “Growth of Rome” worksheet as a class and answer the questions that go with the reading. Conclusion: Assign Homework - Create a timeline outlining the key events and stages of Roman History. Extra Credit - Create a visual timeline depicting these key events and stages. Be sure to be creative, colorful, accurate and insightful.

Day 8 - What was the difference between the Roman Republic and the Roman Empire? Do Now: Go over timeline. Highlight where the republic ends and the Empire begins. Gameplan: 1. Define republic and empire. 2. Why did they create a republic? - wanted to have a different government than the people who ruled over them before (Etruscans - dictatorship). 3. Why did they switch from a republic to an empire? - reread yesterday’s packet. List key reasons why they switched to an empire - grew too large, corruption. Conclusion: What do you see as being the main difference between the two and do you think it will be a positive or negative switch?

Day 9 - What are the main characteristics of Roman Law? Do Now: Discuss - What are laws and what is the purpose of laws? Discuss laws you think are good and ones you think are bad. Gameplan: 1. What were Rome’s laws like? - read 12 Tables worksheet together and answer questions. 2. Compare US laws to Rome’s laws using a Venn Diagram - what are the key similarities and differences? Conclusion: If you were in charge, what laws would you make or which would you get rid of?

Day 10 - Do the 12 tables protect the rights of the individual or the rights of the state (the government)? Do Now: Identify what it means to protect the rights of either group. State - laws that allow the government to do what they want without legal repercussions. Examples - raise taxes, punish dissidents, and spend money on themselves for their own profit or glory. Individual - laws that ensure the government can not do whatever they

want to the people. Examples - punish without cause, spend taxpayer money however they want without it benefiting the taxpayers, harshly raise taxes or implement taxes unfairly. Gameplan: 1. Essay assignment - Theme: Political Systems. As a class we will identify 3-4 political systems we have studied and outline what the political system was like and whether the political system protected the rights of the individual or the rights of the state. Conclusion: Go over the essay format reminding students of how to write a thematic essay. Assign this essay as a homework assignment.

Day 11 - What were the causes and characteristics of the Pax Romana? Do Now: 1. Answer review questions for Greece/ Rome Test (1-5). Gameplan: 1. Go over do now. 2. Handout worksheet on Roman Roads. Have students read the worksheet and answer questions based on the map on the worksheet. 3. Review Golden Ages - causes, characteristics, effects. 4. Discuss Rome’s golden age - The Pax Romana. 5. Use textbook to list as many characteristics of Rome’s Golden Age as you can find. Conclusion: Compare to other Golden Ages we have studied.

Day 12 - What effect did Christianity have on the Roman Empire? Do Now: Answer review questions for Greece/Rome Test (6-10). Gameplan: 1. Go over do now. 2. Have students list on the board the characteristics of Christianity they remember from our unit on the Middle East. 3. Read “The Spread of Christianity” and answer questions about the reading. 4. List the key effects Christianity had on Roman culture. Conclusion: How did Rome impact Christianity? - discuss the ways the religion of Christianity changed during the last half of the Roman Empire.

Day 13 - What were the causes of the decline of the Roman Empire? Do Now: 1. Review Questions (11-15). Gameplan: 1. Go over do now. 2. Have students read one of the following worksheets: “Decay of Rome”, “Another View of Rome”, “Decline of Rome”, “Causes of the Fall of Rome.” Each student will be responsible for outlining the causes of the fall of Rome, according to their worksheet. 3. Each student will get a “Causes of Rome’s Decline” chart and using the notes they took from their worksheet will put the causes into one of 4 categories - Political, Economic, Social, Military. Students will complete this assignment in groups of two. Conclusion: As a whole group, go over the entire chart and ask: Which do you think was the single most important cause of the decline of Rome?

Day 14 - What was the effect of the Fall of Rome? Do Now : Review Questions (16-20). Gameplan: 1. Go over do now. 2. Read page 163 describing different opinions on the Fall of Rome. Ask: According to these documents, why is the Fall of Rome so significant? Discuss answers as a whole group. 3. Review what it means for an empire to “fall.” - Institutions no longer function (i.e. government, economy, military, laws, justice system, etc.) Cite examples from our study of empires and why they fell. (Incas-Spanish conquistadors, Tang/Song Golden Age - Mongols, Islamic Empire - corrupt rulers, too big to manage. 4. Have students look at the characteristics of Rome and the causes of its decline discussed yesterday. Ask: What do you think will happen now that Rome has fallen? - think about what happened in those other regions. Power vacuum, instability, chaos, disorder, and decline in traditional values. Conclusion: have students read page 317 and list the key effects. Check to see if any of your hypotheses were correct.

Day 15 - Review for Unit 8, Section I Exam

Day 16 - Unit 8-1 Exam - 25-40 mc questions (Honors – part II - short answer)

Unit 8- II – (16-17 Days) - Medieval (500 AD-1500AD)Assignments – Vocabulary, Germanic Kingdoms Textbook assignment, Class System Thematic Essay,

pg. 362 questions 11-20, pg. 438 questions 11-20, Unit Review Sheet, End of the Year Project (Assign during this unit, due next unit)

Textbook – 163, 314-363, 414-439

Day 1 – What were the effects of the Fall of Rome? Do Now: 1. Read the quote from St. Jerome on page 167. What does this convey to you about the Fall of Rome? Gameplan: 1.Go over do now. 2. Review – What does it mean for Rome to “fall”? When did it fall? How did it fall? 3. What were the effects of the Fall of Rome? – Q&A notes on how the fall of Rome led to the beginning of the Middle Ages. What was the immediate cause? – Invasion. What happened to the legions? – Leave/die/return home. Rome is no longer safe or powerful = instability and chaos as barbarian invaders take over/ lay claim to Roman lands. How will this affect the economy? – Roads no longer safe = trade declines = economy declines (must rely on other means of survival). Where did people trade? – The cities = no more trade – can’t get things in cities = people leave (ruralization). What else happens in cities? – Cultural diffusion. No cities (population decreases), less cultural diffusion = Dark Ages! Conclusion: What else is going on in the world at this time?

Day 2 – What are the characteristics of the Middle Ages? Do Now: 1. In 3-4 sentences, summarize the effects of the Fall of Rome. Gameplan: 1. Go over do now. 2. Have students read “The Value of the Middle Ages” worksheet and answer the following questions: What was the political system of the Middle Ages like? What was the economic system of the Middle Ages like? How did people get physical protection? How did people get spiritual protection? What was the makeup of the social class system? Conclusion: Go over the answers to these questions.

Day 3 – What were the positive and negative characteristics of the Middle Ages? Do Now: 1. Read and answer questions from “A Medieval Manor” diagram/ worksheet. Gameplan: 1 Go over do now. 2. Notes: Define the following terms: manoralism, self-sufficiency, capitalism, interdependency. Discuss how these terms relate to the Middle Ages. 3. Divide the class into 3 groups (serfs, nobles, justice system). Each group will be responsible for outlining the positive and negative characteristics of there category (from the “World of Feudalism: A Peasant’s Life” packet.) Conclusion: Go over chart as a whole group.

Day 4 – What was the class system like in Medieval Europe? Do Now: Review class systems. What is it? What are some examples of class systems that we have studied so far this year? Gameplan: 1. What will the Middle Ages class system be like? - based on land ownership. 3. Draw and label the medieval class system – pyramid shaped, king, nobles (lords and vassals), knights and serfs. 4. What is a feudal contract? – draw and label the relationships between the different classes and formal agreements between the classes. Conclusion: How does the game of chess reflect the medieval class system? – using a chess board and pieces, discuss the history and evolution of chess and how the game reflects the class system of the middle ages.

Day 5 – What was the influence of the Roman Catholic Church in Europe during the Middle Ages? Do Now: Read worksheet on Medieval Church and answer questions 1-4. Gameplan: 1. Go over do now. 2. Notes on the Roman Catholic Church in the Middle Ages: - How did the church gain power during the Middle Ages? – offered spiritual protection in exchange for land, protection, crops. What was the relationship between the clergy and the nobles? What was the relationship between the clergy and the peasants? – Land for spiritual protection and guidance/ crops, service for spiritual protection. Why did the Church become powerful and influential? – became the unifying force, peoples lives were so bad = the only thing to look forward to was life after death; clergy were the only ones who could read or write. How did they use their increasing power to influence politics? – become advisers to Kings/ Princes, made laws, served on courts, enforced laws, set up rules for controlling the economy. Conclusion: What contributions did the Roman Catholic Church make to medieval society? – Education (monasteries), architecture (cathedrals).

Day 6 – What were the causes of the Crusades? Do Now : Review notes from yesterday – What was the role of the Roman Catholic Church during the Middle Ages? Gameplan: 1. What was going on in the world in 1000 A.D.? - review world history in thus time period. 2. Who would the Byzantine Emperor ask for help? Why is this a problem/ issue? 3. Why would the pope want to help the Byzantine emperor? 4. What motivates you? – discuss motivation, what motivates them and what they would be willing to die for. 5. Why would the Europeans want to go and fight in the Crusades? – read “The Council of Clermont” and answer questions. Ask – What does the pope use to try and motivate people to go on the Crusades? Conclusion: Predict outcome

based on what was going on in the world in 1000 A.D. Have students make connections between the word “crusades” in 1095 and in 2001 (President Bush’s use of the word discussing the imminent war in Afghanistan/ Iraq.)

Day 7 – What were the Crusades like? Do Now : Review causes of the Crusades – why would people go? What might prevent people from going? Gameplan: 1. Notes on the Crusades – 1-4, Children’s Crusades, other crusades. 2. Multiple perspectives – Divide the class into two groups. Have one group read the worksheet on the Muslims view of the Crusaders and the other group read the worksheet on the Crusaders view of Muslim culture. When students complete the reading and answer the corresponding questions, have students get into groups of two – one from each point of view and have them explain the main idea of their culture’s point of view. Conclusion: What are some current conflicts that we could/ should look at from multiple perspectives? – War in Iraq, Arab-Israeli Conflict, the Troubles in Ireland.

Day 8 – What were the effects of the Crusades? Do Now: Review Middle Ages so far – Quiz tomorrow, Test in 9 days! Gameplan: 1. Who will win the Crusades and why? – Muslims, advanced technology/ golden age. 2. Notes: What changes are brought about by the Crusades? – Cultural diffusion (new products and new ideas) start a revolution in Europe. Outline immediate and long term effects. 3. Group these effects from notes into categories (social, political, economic). Conclusion: Why is this considered “the most successful failure ever?”

Day 9 – How do epidemic diseases influence global history? Do Now : Briefly review for quiz. Gameplan: 1. Take quiz (middle ages). 2. When students finish, introduce video on Epidemic Disease in World History – definitions (epidemic, pandemic), how could a disease impact world history? What are some examples of epidemic disease today? 3. Watch video on epidemic diseases (Bubonic Plague and Small Pox). Have students take notes on this video by filling out a worksheet comparing the effect these two diseases had on their region and on world history. Conclusion: Go over the worksheet.

Day 10 – What happened during the “calamitous” 14th century? Do Now: Worksheet on the geography of the Black Plague. Gameplan: 1. Notes on Bubonic Plague – A. Review Causes. B. Why did it not spread earlier? C. Effects – review from video. 2. What else happened during the 1300’s? – split the class into two groups – one will summarize the Great Schism, the other will summarize the 100 Years War (summary – causes, characteristics, effects.) Conclusion: What will the impact be of this tumultuous century?

Day 11 – What were the causes of the Renaissance? Do Now: List the characteristics of the Early Middle Ages in Europe (500-1000 AD). Gameplan: 1. What is the Renaissance? – rebirth – of what? – Greek and Roman ideas. 2. What were Greek and Roman ideas like? – make a list of the characteristics of Greek and Roman culture. 3. What caused this change? – Crusades, 14th century, revival of trade and towns, financial revolution. 4. Why Italy? – what were the advantages Italy had for the Renaissance to begin there? – notes on advantages of Italy/ disadvantages of other regions. Conclusion: What do you know about the characteristics of the Renaissance? – brainstorm a list of any and all characteristics you know about the Renaissance – its art, advancements, people or any other characteristics.

Day 12 – What are the characteristics of the Italian Renaissance? Do Now: Complete chart on Middle Age vs. Greek/ Roman values. Gameplan: 1. Go over do now. 2. Handout packet on the Renaissance. Students will complete the packet in groups. 3. Go over answers to the packet. 4. What are the characteristics of renaissance art? – Apply the values of Renaissance culture to renaissance art – what might it be like based on what you know about the values of the time period? Conclusion: Look at examples of Renaissance art.

Day 13 – Who were the key people that shaped the Renaissance? Do Now: Review the theme of people – how can individuals shape the course of history? What are some examples in our study of global history? Gameplan: 1. Divide the class into 4 groups. Assign each group an important individual from the Renaissance (Michelangelo, DaVinci, Machiavelli, and Gutenberg). Each group will be responsible for outlining the major

characteristics of the person, what they contributed to the Renaissance and how they reflect the Renaissance values. 2. The class will then get into groups of 4, with one person from each original group being represented. Each person will then teach the others in their group about their person from the Renaissance. Conclusion: Go over the characteristics of each person and evaluate who made the biggest contribution to the Renaissance.

Day 14 – How did the Renaissance effect religion? Do Now: Read worksheet on Johan Gutenberg and discuss the significance of the printing press. Ask: How is Johan Gutenberg an example of the Renaissance? Gameplan: 1. Notes: causes of the Protestant Reformation. Define and discuss what were the long term and immediate causes of this religious revolution. 2. Who was Martin Luther? – Handout reading about Martin Luther questions and have students answer the questions about the reading. Conclusion: How is Martin Luther an example of the Renaissance?

Day 15 – What were the effects of the Protestant Reformation? Do Now: Watch video on Martin Luther from A&E Biography Most Influential People of the Millennium. What reasons does the video give for Martin Luther’s significance to World History? Gameplan: 1. Complete sections in Protestant Reformation packet on the cause and effect of this event. 2. Go over answers. 3. Notes on Effects of Reformation. Conclusion: What was the Roman Catholic Church’s reaction to the Protestant Reformation?

Day 16 – Review for Unit 8, Section II Exam

Day 17 – Unit 8-II Exam - 50 mc questions (Honors – part II - short answer)

Unit 8-III – Early Modern (1500AD-1750AD)Assignments – Vocabulary (Exploration, Scientific Revolution & Enlightenment), pg. 478 questions

11-14, pg. 504 questions 11-13 & 16-20, Thematic Essay (People, Change, Cultural Diffusion), End of the Year Project (due this unit)

Textbook – 462-468, 480-489, 495-505, 510-562

Day 1 – What were the long term causes of Exploration? Do Now : Students will copy down the chart on the board leaving several blank columns at the end to fill out later. On the left hand margin, label cause and effect. On the top, label the following events/ time periods: Fall of Rome, Middle Ages, Crusades, Renaissance, and Reformation. Gameplan: 1. Ask students what the difference is between long term causes and immediate causes. 2. Go through the chart with students asking what the cause of each event is and what the effect is. Students should see a pattern forming where each previous event had some influence on the next event. 3. Next, we will discuss how the last 3 events will have some influence on the beginning of the Age of Exploration. First, we will define the Age of Exploration. Then we will discuss how the Crusades, Renaissance and Reformation all contributed to the start of this event. Conclusion: What do you know about the Age of Exploration? What are some modern Explorations going on today?

Day 2 - Who will be the first to explore and why? Do Now: Label the world map including major bodies of water, continents, countries, regions and important points in the Age of Exploration. Gameplan: 1. Go over do now - quiz on map tomorrow. 2. Discussion: Why didn’t people explore during the Middle Ages? - explain what prevented exploration (no need, absence of advanced technology, different attitude). 3. What changed in Europe that led to the Age of Exploration? - discuss the impact the Crusades had and how it led to exploration. 4. Simulation - Trade along the Silk Roads. Students will participate in a simulation showing how the price of goods from Asia multiplied exponentially as they made their way to Europe. This will explain why Spain and Portugal had the most to gain financially by exploration. Conclusion: Discuss the other advantages Spain and Portugal had for exploration.

Day 3 - Who were the major contributors to the Age of Exploration? Do Now : Review for world map quiz (5 minutes) Gameplan: 1. Review the causes of exploration, both long term and immediate. 2. Discuss

explorers from different time periods and different places we have already discussed (Ibn Battuta, Marco Polo, Zheng He). Look for similarities as we study the explorers from this era. 3. Group Work: Students will be assigned one of the following explorers - Columbus, deGama, Pizzaro, Dias, Magellan, and Prince Henry. Each student will first research the key achievements and details of their explorer. Next, students will get into groups with other students who had the same explorer and compare info, being sure to get the complete picture and as much information as possible. Finally, students will get into groups where each of the explorers is represented by at least one student and the students will teach one another about their explorer. Conclusion: Go over key points/ main ideas about each of the explorers.

Day 4 - What were the effects of the Age of Exploration? Do Now : Review for quiz - it will include matching section on explorers! Gameplan: 1. What will be the effects of the Age of Exploration? - have students split into 2 groups. One group will be responsible for outlining the possible effects this time period will have on Europe. The other group will outline the effects on other world regions - the regions the Europeans explore. Each group should further divide into 3 categories = social, economic, and political. 2. Have the students list their effects on the board in random order. Then have the other group identify which of the effects are social, political or economic. Conclusion: Discuss modern day explorers, what they explore and what is left to explore.

Day 5 - Map quiz/ Essay Day. Do Now : Review for Quiz. Gameplan: 1. Take Exploration Quiz - Label Map and match explorer with what they are known for. 2. When students finish, they will randomly choose a person we have studied in the past 2 units and outline a body paragraph for a Thematic Essay on People. 3. Go over format/ content of body paragraphs. Conclusion: Have students work on the body paragraph for homework.

Day 6 - What were the characteristics of European Colonization of the Americas? Do Now : Review for final (5-10 minutes). Gameplan: 1. What was the Treaty of Tordesillas? - explain this event and its impact on colonization. Discuss that our treatment of this time period is in general speaking about Spanish colonization, but it was also very similar to Portuguese colonization. 2. Notes: A. Why did the purpose of these voyages change from exploration to conquest? - discuss the causes of colonization. Need for economic wealth, individual glory (primogeniture), competitive nature of European economics/ politics, wealth of natural resources combined with inferior military technology of Native Americans, disease. B. What were the social, economic and political characteristics of European colonization? C. What were the effects of colonization? - break down into immediate and long term. Conclusion: Is there evidence of any lingering long term effects from this event today? Is this event similar to any other events we have studied or that are going on right now?

Day 7 - How did the Columbian Exchange influence World History? Do Now: Review for Final (5-10 minutes). Gameplan: 1. What are some examples of cultural diffusion that we have studied so far this year? - Bantu Migrations, Silk Roads, Mongol Invasions, Aryan Invasions, Spread of Islam, Spread of Christianity, Crusades. 2. What is the Columbian Exchange? - Notes on definition, goods/ ideas that were exchanged, effects. 3. Evaluate: Which of these products had the greatest impact on America? On Eurasia/ Africa? Conclusion: Where do you see the effect of this event on world history today?

Day 8 - What were the causes and effects of the African Slave Trade? Do Now: Review for final (5-10 minutes). Gameplan: 1. What were the causes of the slave trade? - Connection of east and west, discovery of the Americas by the Europeans, mercantile system of economy, need for cheap labor/ Native Americans were dying/ running away. 2. What was the African Slave Trade like? - reading from Howard Zinn’s People’s History of the US and “Evils of the Slave Trade” worksheet. 3. Why were they treated like this? - ignorance, greed. 4. What were the effects of the slave trade? - On Africa and the Africans? On the Americas? Conclusion: Where do we see the effects of the slave trade today?

Day 9 - What was the Commercial Revolution? Do Now : Review for final (5-10 minutes). Gameplan: 1. Review Economics - What are examples of economic systems we have discussed so far this year? 2. What was the economic system like in Europe before the Age of Exploration? - read “The Resurgence of Europe”

worksheet and highlight the main ideas.3. Have students read “The Game of Mercantilism” reading and answer questions on the back. 4. Read back of “Resurgence…” worksheet on Favorable Balance of Trade. Define what it is and explain how capitalism works. Conclusion: How did the Age of Exploration cause these economic changes?

Day 10 - Review - 1. Review for final (5-10 minutes). 2. Review Age of Exploration - causes, effects. 3. Review Essay format. Discuss certain events that might fit into multiple themes and the benefit of memorizing specific information about those topics. 4. Begin Essay assignment on People - must have 2 from Europe and 1 non-European.

Day 11 - What were the causes of the Age of Absolutism? Do Now: Review for final (5-10 minutes). Gameplan: 1. What is the Age of Absolutism? - read “Looking at Government” worksheet and answer questions about each form of government. 2. How did monarchs gain absolute power? - Notes - wealth from exploration/ colonization, influence of Christianity enabled them to claim divine right. Who are the main examples of Absolute Monarchs? - brief summary on the key players we will discuss in depth later (Louis XIV, Phillip II, Peter the Great, Elizabeth I. Conclusion: Are their absolute rulers today? What have we done to avoid absolute rulers? Has it worked?

Day 12 - How did England take a different approach to the concept of Absolutism? Do Now: Review for final (5-10 minutes). Gameplan: 1. Review concept of absolutism - what is it, how did they get their power, what will they do with this absolute power. 2. How is England different? - Using worksheet and textbook, answer 5 questions about England’s government in the 13th-17th centuries. 3. Go over answers to these questions. Conclusion: Where do we see England’s influence on government today? - USA. Why is that so? - was a colony of England.

Day 13 - How was Louis XIV the model of the absolute monarch? Do Now : Review for final (5-10 minutes). Gameplan: 1. Who was Louis XIV and what did he do? - background on the King of France - when, where, what made him important/ influential to world history? 2. What are the specific examples we can cite that show how he wielded absolute power? - using the reading on Louis XIV, divide the class into 8 groups - each group will read a section of the packet and list specific examples of the use of Louis’ power. Conclusion: Architecture reflects values = Palace at Versailles.

Day 14 - How does Spain’s absolute monarch compare to Russia’s? Do Now : Review for final (5-10 minutes). Gameplan: 1. Review characteristics of the age of absolutism. 2. Divide the class into 2 groups. One will study Phillip II, the other will take a look at Peter the Great. Each group will be responsible for researching when, where and what the ruler was all about - what were their actions, policies and ideas that made them examples of an absolute monarch? 3. When students finish, they will partner up with someone from the other group and teach them about their monarch. Conclusion: As a whole group, compare and contrast these two monarchs with one another, as well as the other monarchs we have studied in this age.

Day 15 - What were the causes of the Scientific Revolution? Do Now: Review for final (5-10 minutes). Gameplan: 1. What was medieval science like? - read excerpt from Francis Bacon about medieval science. Have students summarize what it was like. 2. What were the sources of authority and accepted knowledge back then? - Greek/ Roman ideas (lost after fall of Rome), Church/ Bible. 3. What was the problem with this knowledge? - Scientific knowledge in 1500 = geocentric, 4 elements, medicine/ surgical procedures. 4. Who loves this? - Roman Catholic Church - supports their teaching/ reaffirms them as powerful and right. 5. What will change this? - Scientific Revolution - define; explain causes of this event (Crusades, Renaissance). Conclusion: How does the Scientific Revolution reflect Renaissance culture and values?

Day 16 - Who were the influential scientists during the Scientific Revolution? (2 day lesson) Do Now : Review for final (5-10 minutes). Gameplan: 1. Divide the class into three groups - one for each of the following scientists: Galileo, Isaac Newton, Nicolas Copernicus. First, each student will read about their

scientist and outline the key ideas, events and actions of their person. Second, students will get into their groups and discuss what the most important characteristics from their research and reading. Continued tomorrow.

Day 17 - continued from yesterday. 2. Students will get into groups of 3 - one student from each of the original groups. Each student will then explain the main ideas of their scientist to the other group members. 3. As a whole group, we will go over the main ideas, making sure students have the most important ideas about these influential scientists. 4. Which of these scientists do you feel had the most important advancement/ idea? Conclusion: Review for final (5-10 minutes).

Day 18 - What were the effects of the Scientific Revolution? Do Now: Review for final (5-10 minutes). Gameplan: 1. Discuss quote from Isaac Newton (“If I’ve seen farther than others, it is because I have stood on the shoulders of giants”). What does this mean? What does this say about technology and science? 2. What will be the effects of this event? - new technologies, leads to Industrial Revolution. 3. What are the scientific ideas that are changing the way we live? - Science, medicine, cloning, stem cell research, nanotechnology, computers/ electronics. Conclusion: What will be the most significant science issue of your lifetime?

Day 19 - What are the causes of the Age of Enlightenment? Do Now : Review for final (5-10 minutes). Gameplan: 1. What does enlightenment mean? - discuss meaning, meaning in Hinduism. 2. Notes: What were the causes of the Age of Enlightenment? 3. What was the Age of Enlightenment? - define. Have students read handout from regentsprep.org and summarize what this event is, who the influential thinkers were and what they wrote about. Conclusion: Where will the reformers be from mostly? - England, France. Why?

Day 20 - Who were the key Enlightenment thinkers? Do Now: Review for final (5-10 minutes). Gameplan: 1. Review Enlightenment - definition and causes. 2. Review how we studied the scientists from the Scientific Revolution. 3. Group work. Assign students an Enlightenment thinker: Voltaire, Hobbes, Locke, Rousseau, Montesquieu. Each student will research the main ideas about their Enlightenment thinker and outline why they were important. They will then compare their answers with the rest of their group members (the students who have the same Enlightenment thinker.) Continue tomorrow.

Day 21 - continued from yesterday. 4. Have students get into groups of 5 - one student from each Enlightenment thinker. Each group member should then explain the findings of their research to the rest of their group. 5. As a whole group we will go over the main ideas of each, making sure the most important ideas and concepts from each thinker are understood. 6. What will be the effects of the Age of Enlightenment? - discuss the effects = French Revolution, independence movements throughout Latin America, end of Absolutism in Europe, American Revolution. Conclusion: Review for final (5-10 minutes).

Day 22 - Review for Unit 8, Section III ExamDay 23 – Unit 8-III Exam - 50 mc questions (Honors – part II - short answer)