Randolph County Schools
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Timeline |Big Idea |Next Generation CSO |Student I Can Statement(s) / Learning Target(s) |Academic Vocabulary |Strategies/
Activities/
Resources |Assessments |Notes / Self - Reflection | |Third Quarter
|What new ideas and values led to the Renaissance and the Reformation? |SS.9.C.1
SS.9.C.2
SS.9.E.2
SS.9.E.3
SS.9.G.4
SS.9.G.6
SS.9.H.CL5.1
SS.9.H.CL5.1 |-compare the impacts of the Renaissance on life in Europe (e.g., Humanism, art, literature, music and architecture).
- analyze the religious reformations and their effects on theology, politics and economics.
- describe the roles of citizens and their responsibilities (e.g., prehistoric societies; river civilizations, classical civilizations, feudal systems, developing nation states and neo-feudal systems).
- analyze and connect the status, roles, and responsibilities of free men, women, children, slaves and foreigners across time in various civilizations.
- examine and illustrate the trade patterns (e.g., resource allocation, mercantilism and other economic systems) of regions of the world across time and explain their significance to the evolution of global economics.
- analyze the importance of family, labor specialization, and regional commerce in the development of global trade systems.
- explain how migration of people and movement of goods and ideas can enrich cultures, but also create tensions.
- use maps, charts, and graphs to analyze the world to account for consequences of human/environment interaction, and to depict the geographic implications of world events. |Renaissance
Humanism
Patron
Utopia
Indulgence
Reformation
Protestant
Annul
Predestination
Catholic Reformation |Covers Chapter 17 in World History: Patterns of Interaction.
-Maps
-Primary Sources
-Videos
-DBQs
-Comparing Renaissance art and Medieval art
-Student-taught lessons |-Tests
-DBQs | | |Third Quarter |What fueled the age of exploration, and what was the impact of European exploration and colonization of the Americas? |SS.9.H.CL5.4
SS.9.H.CL6.6
SS.9.G.1
SS.9.G.2
SS.9.G.3
SS.9.G.4
SS.9.G.5
SS.9.G.6
SS.9.E.2
SS.9.E.3
SS.9.E.4
SS.9.E.5
SS.9.C.5
|-explain the ways that Enlightenment ideas spread through Europe and their effect on society (e.g., John Locke, Voltaire, Jean-Jacques Rousseau and Baron de Montesquieu.)
- assess the impact of colonization on both the mother countries and their colonies.
- use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions.
- explain how altering the environment has brought prosperity to some places and created environmental dilemmas for others.
- apply geography skills to help investigate issues and justify possible resolutions involving people, places and environments.
- explain how migration of people and movement of goods and ideas can enrich cultures, but also create tensions.
- explain how the uneven distribution of resources in the world can lead to conflict, competition or cooperation among nations, regions, and cultural groups.
- use maps, charts, and graphs to analyze the world to account for consequences of human/environment interaction, and to depict the geographic implications of world events.
-examine and illustrate the trade patterns (e.g., resource allocation, mercantilism and other economic systems) of regions of the world across time and explain their significance to the evolution of global economics.
- analyze the importance of family, labor specialization, and regional commerce in the development of global trade systems.
- identify types of exchange systems (e.g., barter, money) and the role forms of currency play in acquiring goods and services.
- examine the costs of government policies in relation to the rise and fall of civilizations (e.g., Roman Empire, the Crusades and Imperialism).
- examine conflicts and resolutions between groups throughout history and use past outcomes to hypothesize the outcomes of modern conflicts. |Colony
Conquistador
Pilgrims
Puritans
Triangular trade
Middle passage
Capitalism
Joint stock company
mercantilism |Covers Chapters 19 and 20 in World History: Patterns of Interaction.
-Maps
-Primary sources
-DBQs |-Test/Quiz
-Take-home essay | | |
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Grade: 9th Grade Content Area Social Studies
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