Grade 9 World History Term Two

M.T. Donkin Grade 9 World History Term Two

Grade 9 World History Term Two

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M.T. Donkin Grade 9 World History Term Two

Interest Packet

Term Two Introduction: Between 10,000 BCE and 1000 BCE an abrupt change occurred in the way many humans solved

their most basic needs. No longer did all humans hunt and gather to support themselves. As a result of collective learning--generations of humans passing on knowledge, tiny changes in the way people lived, made over time, resulted in what we know as the Neolithic Revolution, or the Agricultural Revolution-- the advent of farming.

In 10,000 BCE, there were no agrarian communities, no crop surpluses, no cities, no governments, no law codes, no monumental buildings, no written languages, no job specializations. By 1,000 BCE, all of these things existed on all of the continents except for Australia and Antarctica. In addition, population increased dramatically during those 9,000 years, resulting in the spread of humans to new areas of the world (extensification) and also in a rise in density of population (intensification) in certain areas. Ultimately, this growth resulted in an acceleration in the exchange of ideas and in the rate of technological change. It also led to increasingly complex levels of human social organization and the appearance of what we call civilizations.

In 1000 BCE, only a minority of humans lived in cities. However, the spread of urban culture and the networks of exchange they spawned affected humans over wide areas. The world in 1000 BCE was a very different place from the world of 10,000 BCE.

Topic(s) Overview: 3.1 Domesticating plants and animals 10,000 - 4000 BCE 3.2 Farmers around the world 10,000 - 1500 BCE 3.3 River valleys and the development of complex societies in Afroeurasia 4000 - 1500 BCE 3.4 Migrations and militarism across Afroeurasia 2000 - 1000 BCE 3.5 Early complex societies in the Americas 1800 - 500 BCE

Essential Questions: 1. Explain what is meant by the domestication of plants and animals and why farming permitted world

population to grow and people to live in much larger and denser communities. 2. Analyze the differences between a hunting-gathering way of life and a settled agricultural one. 3. Discuss how agricultural societies developed around the world. 4. Explain how and where complex societies evolved and to describe their significant characteristics. 5. Describe ways in which the rate of change accelerated between 10,000 BCE and 1,000 BCE.

Skills List: RH.9.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH.9.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

RH.9.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

WH.9.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WH.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

SL.9.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9?10 topics, texts, and issues, building on others' ideas and expressing

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M.T. Donkin Grade 9 World History Term Two

their own clearly and persuasively.

SL.9.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Reference Materials: E. Burke III, et. al., World History: The Big Era Andrea, Alfred. The Human Record: Sources of Global History, Vol. I & II. Boston, MA: Wadsworth, 2012.

Lesson Overview:

1. Introduction to Grade 9 World History Term Two Goal: To go over the expectations for Gr.9 World History Class, Term 2 Topics: Class routines, Term One Outline, Student Responsibilities Materials: Notebooks, pens & pencils, Textbook, and a smile ;)

2-4. Unit 3.1 Domesticating plants and animals 10,000 - 4000 BCE Goal: This unit alerts students to the historical processes that led to farming and herding, one of the key turning points in human history. Topics: Domestication and its aftermath Materials: Copies of the Student Handouts, and for some activities, pencil and paper.

5-7. Unit 3.2 Farmers around the world 10,000 - 1500 BCE Goal: Students explore the scientific and archaeological background of domestication of plants and animals and the variety of food crops that provided human nutrition. Topics: early farming regions, herding, and domestication of wild plants Materials: World atlases with climate, vegetation, and physical maps. Student Handouts.

8-10.

Unit 3.3 River valleys and the development of complex societies in Afroeurasia 4000 - 1500 BCE Goal: This unit alerts students to the characteristics these complex societies had in common, to

some of the differences among them, and to major changes they underwent down to about 1500 BCE. Topics: What is a civilization? Materials: Copies of the Student Handouts, pencils, and paper.

11-14. Unit 3.4 Migrations and militarism across Afroeurasia 2000 - 1000 BCE Goal: Students will examine the relationship between these migrations and the development of several states and empires during the second millennium BCE. Topics: Agriculturalists/pastoral nomads interaction and Eurasian kingdoms. Materials: Student Handouts, pencils, and paper.

15-20. Unit 3.5 Early complex societies in the Americas 1800 - 500 BCE Goal: students will see that in ancient times people built complex societies on all the major land masses of the world, with the exception of Australia and Antarctica.

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M.T. Donkin Grade 9 World History Term Two

Topics: Olmec and Chavin Society Material: Student Handouts, pencils, and paper. Assessment & Projects: Grading Summary:

Assessment Participation Timeline projects Historical Portfolio Mini Lesson Quizzes Essay/Project Final Exam

Value -

15% 25% 10% 25% 25%

Participation: Participation makes up zero percent of your grade for each term. You should expect to behave and perform well in class without being given a grade. Paying attention and being actively involved in class will greatly improve your learning and scores in the other assessments. So it is to your advantage to give and do your best in each and every class in order to be successful.

Timeline Projects: You will use evidence and your own historical judgment to choose events that you then argue are the most significant for a global pattern in world history (e.g., the impact of technology and demography on people and the environment). You will be assessed on your ability to correctly place events in time as well as evaluate how they link the events to the larger global pattern. Details will be discussed in class and an assessment rubric given out.

Historical Portfolio: The historical portfolio is designed to assess individual growth and improvement in historical thinking and writing throughout this course. You will be responsible for all course readings and filling in all worksheets associated with the readings. The portfolio is a living document, which you will be adding all finished work to as you progress through this course. Details about the portfolio and how it will be assessed will be discussed in class.

Mini Lesson Quizzes: End of lesson quizzes will be assigned the day after a lesson finishes. You will be told one week in advance to prepare for the quiz. Schedule for the quizzes: To Be Determined.

Essay/Project (optional): Students will be given the option of completing an essay or project near the end of each term (assignment). Details of the essay or project will be given out two weeks prior to the due date.

Final Exam: Students will be sit a final exam based on material from Term 1 and Term 2.

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M.T. Donkin Grade 9 World History Term Two

Expansion Pack: For those who like reading more or would like to learn more about other views on the world's history... The Broken Spears: The Aztec Account of the Conquest of Mexico Leon-Portilla, Miguel

Buddha: A Story of Enlightenment Chopra, Deepak

Cod: A Biography of the Fish that Changed the World Kurlansky, Mark

Collapse: How Societies Choose to Fail or Succeed Diamond, Jared

Cortes and Montezuma Collis, Maurice

Cows, Pigs, Wars, and Witches: The Riddles of Culture Harris, Marvin

The Death Of Woman Wang Spence, Jonathan D.

Genghis Khan and the Making of the Modern World Weatherford, Jack

Gilgamesh: A Verse Narrative Mason, Herbert

Guns, Germs, and Steel: The Fates of Human Societies Diamond, Jared

Gunpowder: Alchemy, Bombards, and Pyrotechnics Kelly, Jack

Judge Dee At Work: 8 Chinese Detective Stories VanGulik, Robert

Mapping the Silk Road and Beyond Nebenzahl, Kenneth

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