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Global 1 Curriculum MapMs. SchneidermanBased on New Visions Curriculum 9.1 |?Historical ThinkingUnit Description9.1 To interpret the past, historians use analytical techniques like corroboration, contextualization, and sourcing, and they weigh the perspectives and motives of historical actors.Essential Question?? ??? ?How do historians determine what happened in the past?Supporting Questions?? ??? ?1. What is history? 2. What sources do historians use to learn about the past? 3. How do historians read sources? 4. How and why do historians corroborate their sources?5. What is context? How do historians use it to understand and write about the past?6. How do historians construct arguments?Unit Section Conceptual Understandings 9.1 To interpret the past, historians use analytical techniques like corroboration, contextualization, and sourcing, and they weigh the perspectives and motives of historical actors.Supporting QuestionsNYS Content Specifications(What students need to do over the course of the unit)Resources(New Visions created materials)Introduction to Unit and Pre-Assessment New Visions 9th Grade Global Pre-AssessmentVocabulary Introduction?Unit 9.1 Vocabulary Opener1. What is history?Students will categorize, compare, annotate, source, close read, contextualize and corroborate evidence from documents. SQ 1: What is history?2. What sources do historians use to learn about the past?Students will categorize, compare, annotate, source, close read, contextualize and corroborate evidence from documents. SQ 2: What sources do historians use to learn about the past?3. How do historians read sources?Students will categorize, compare, annotate, source, close read, contextualize and corroborate evidence from documents. SQ 3: How do historians read sources?4. How and why do historians corroborate their sources?Students will categorize, compare, annotate, source, close read, contextualize and corroborate evidence from documents. SQ 4: How and why do historians corroborate sources?5. What is context? How do historians use it to understand and write about the past?Students will categorize, compare, annotate, source, close read, contextualize and corroborate evidence from documents. SQ 5: What is context? How do historians use it to understand and write about the past?6. How do historians construct arguments? Students will explore how historians construct arguments using evidence and reasons. SQ 6: How do historians construct arguments? End of Unit Assessment Students will categorize, compare, annotate, source, close read, contextualize and corroborate evidence from documents. Students will explore how historians construct arguments using evidence and reasons. End of Unit Assessment9.2 |?The First CivilizationsUnit Description9.2 (NYS 9.1) DEVELOPMENT OF CIVILIZATION: The development of agriculture enabled the rise of the first civilizations, located primarily along river valleys; these complex societies were influenced by geographic conditions and shared a number of defining political, social, and economic characteristics. (Standards: 2, 3, 4; Themes: TCC, GEO, ECO, TECH) Essential Question?? ??? ?How did the development of agriculture affect the lives of people in early civilizations and their environment?Supporting Questions?? ??? ?1. What does it mean to “think like a geographer?”2. What are common geographic features? How do these geographic features impact the lives of people who encounter them?3. What is a map? What are the features of a map? What are the types of different maps?4. How do historians describe location?5. How do historians read and interpret maps?6. What is the geographic context for Global History?7. What evidence do we have about life during the Paleolithic Era? 8. What was life like during the Paleolithic Era?9. What was the Neolithic Revolution? What effects did it have?10. When and where did the Neolithic Revolution occur first?11 What was life like during the Neolithic Era?12. What is a civilization? What led to the establishment of civilizations? 13. Where were early river valley civilizations located and how interconnected were they to other regions? 14. How did inhabitants of Early River Valley Civilizations innovate to meet their needs?15. How did the innovations of the early river valley civilizations affect their inhabitants and later periods in history?16. What do primary sources reveal about the structure of Mesopotamian society in the Babylonian empire?17. How did Judaism form? What are the major beliefs of Judaism? How does Judaism impact the lives of Jewish people? How did Judaism spread?18. How will I have to show what I know on the Global History and Geography Regents Exam?Unit Section Conceptual Understandings 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semi-sedentary lifestyles.9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.9.1c Complex societies and civilizations share common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy.9.1d Complex societies and civilizations made unique cultural achievements and contributions.9.2a Belief systems developed beliefs and practices to address questions of origin, the requirements to live a good life, and the nature of the afterlife.9.2b Belief systems were often used to unify groups of people, and affected social order and gender roles.Supporting QuestionsNYS Content Specifications(What students need to do over the course of the unit)Resources(New Visions created materials)Unit 9.2 IntroductionUnit 9.2 Introduction *New 2016-17 Version*Unit 9.2 Vocabulary Introduction?Unit 9.2 Vocabulary Opener *New 2016-17 Version*1. What does it mean to "think like a geographer?"SQ 1: What does it mean to “think like a geographer?”*New 2016-17 Version*2. What common geographic features are there? How do they affect us? How do we affect them?SQ 2: What common geographic features are there? How do they affect us? How do we affect them?*New 2016-17 Version*3. What is a map? What are the features of a map? What are the different types of maps?SQ 3: What is a map? What are the features of a map? What are the different types of maps?*New 2016-17 Version*4. How do historians describe location?SQ 4: How do historians describe location?*New 2016-17 Version*5. How do historians read and interpret maps?SQ 5: How do historians read and interpret maps? *New 2016-17 Version*6. What is the geographic context for Global History?SQ 6: What is the geographic context for Global History? *New 2016-17 Version*7. What evidence do we have about life during the Paleolithic Era?Students will analyze the political, social and economic differences in human lives before and after the Neolithic Revolution.SQ 7: What evidence do we have about life during the Paleolithic Era?*New 2016-17 Version*8. What was life like during the Paleolithic Era?Students will analyze the political, social and economic differences in human lives before and after the Neolithic Revolution.SQ 8: What was life like during the Paleolithic Era?*New 2016-17 Version* Paleolithic Life 2015-2016 Version 9. What was the Neolithic Revolution? What effects did it have?Students will analyze the political, social and economic differences in human lives before and after the Neolithic Revolution.SQ 9: What was the Neolithic Revolution? What effects did it have?*New 2016-17 Version*Neolithic Revolution 2015-2016 Version10. When and where did the Neolithic Revolution occur first?Students will analyze the political, social and economic differences in human lives before and after the Neolithic Revolution.SQ 10: When and where did the Neolithic Revolution occur first?*New 2016-17 Version*11. What was life like during the Neolithic Era?Students will analyze the political, social and economic differences in human lives before and after the Neolithic Revolution.SQ 11: What was life like during the Neolithic Era?*New 2016-17 Version*Paleolithic vs. Neolithic Life Graphic Organizer and Formative Assessment Task *New 2016-17 Version*Neolithic Life 2015-2016 VersionPaleolithic vs. Neolithic Life Graphic Organizer and Formative Assessment Task 2015-2016 Version12. What is a civilization? What led to the establishment of civilizations?Students will explore the Egyptian, Mesopotamia, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics. Students will explore how the Egyptian, Mesopotamia, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.SQ 12: What is civilization? What led to the establishment of civilizations? *New 2016-17 Version*Development of the First Civilizations Transition 2015-2016 Version13. Where were early river valley civilizations located and how interconnected were they to other regions?Students will explore how the Egyptian, Mesopotamia, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.SQ 13 Where were early river valley civilizations located and how interconnected were they to other regions??*New 2016-17 Version*14. How did inhabitants of Early River Valley Civilizations innovate to meet their needs? Students will explore how the Egyptian, Mesopotamia, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.SQ 14 How did inhabitants of Early River Valley Civilizations innovate to meet their needs???*New 2016-17 Version* Early River Valley Civilizations- Adapting to and Modifying the Environment 2015-2016 Version15. How did the innovations of the early river valley civilizations affect their inhabitants and later periods in history?Students will explore the Egyptian, Mesopotamia, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics.Students will explore the unique achievements of the Egyptian, Mesopotamia, Shang, and Indus River valley civilizations.SQ 15 How did the innovations of the early river valley civilizations affect their inhabitants and later periods in history?? *New 2016-17 Version*Characteristics and Contributions of Early River Valley Civilizations 2015-2016 Version16. What do primary sources reveal about the structure of Mesopotamian society in the Babylonian empire??Students will explore the unique achievements of the Egyptian, Mesopotamia, Shang, and Indus River valley civilizations.SQ 16: What do primary sources reveal about the structure of Mesopotamian society in the Babylonian empire? / Code of Hammurabi Close Reading Activity*New 2016-17 Version*Code of Hammurabi Close Reading Activity ?and Short Writing Task: Level X, Level Y, Level Z 2015-2016 Version17. How did Judaism form? What are the major beliefs of Judaism? How does Judaism impact the lives of Jewish people? How and where did Judaism spread?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.SQ 17: How did Judaism form? What are the major beliefs of Judaism? How does Judaism impact the lives of Jewish people? How and where did Judaism spread? *New 2016-17 Version*Roots of Judaism 2015-2016 VersionBelief Systems Comparison Chart *New 2016-17 Version*18. How will I show what I know on the Global History and Geography Regents Exam? SQ 18: How will I show what I know on the Global History and Geography Regents Exam? New 2016-17 Version* COMING SOONUnit CloserCloser?*New 2016-17 Version*Closer?2015-2016 VersionEnd of Unit Assessment Unit 9.2 End of Unit Assessment *New 2016-17 Version*Unit 9.2 End of Unit Assessment Teacher Materials *New 2016-17 Version*Unit 9.1 Section 1 Quiz 2015-2016 VersionTeacher Materials 2015-2016 Version9.3 |?Classical?CivilizationsUnit Section Description9.3 CLASSICAL CIVILIZATIONS: EXPANSION, ACHIEVEMENT, DECLINE: Classical civilizations in Eurasia and Mesoamerica (will be covered in Unit 9.5) employed a variety of methods to expand and maintain control over vast territories. They developed lasting cultural achievements. Both internal and external forces led to the eventual decline of these empires.(Standards: 2, 3, 5; Themes: MOV, TCC, GEO, GOV, CIV)Unit Anchor Questions?? ??? ?How is power gained, consolidated, maintained, and lost?How do ideas and beliefs shape our lives and the world around us?Do the benefits of innovation outweigh the costs?Unit Essential Question?? ??? ?How did classical civilizations gain, consolidate, maintain and lose their power?Unit Section Supporting Questions?? ??? ?1. What and when was the Classical Era? What makes a civilization “classical?”2. Where were classical civilizations located?3. How interconnected were classical civilizations?4. What was the geographic and historical context for the rise of classical civilizations in India?5. What are the major beliefs and practices of Hinduism?6. How does Hinduism impact the lives of Hindus?7. What was the context for the founding of Buddhism? What are the major beliefs and practices of Buddhism?8. What were the Silk Roads? How might the Silk Roads have affected the civilizations connected by them?9. How did the Mauryan Empire use their beliefs systems and philosophical ideas to gain, consolidate, and maintain power?10. How did Buddhism spread?11. What led to the Gupta Golden Age? How did the Gupta Golden Age impact India, other regions, and later periods in history?12. What was the geographic and historical context for the rise of classical civilizations in China?13. Did Shi Huangdi improve China?14. What was the context for the founding of Daoism? What are the major beliefs and practices of Daoism?15. What was the context for the founding of Confucianism? What are the major beliefs and practices of Confucianism?16. What led to the Han Golden Age? How did the Han Golden Age impact China, other regions, and later periods in history?17. What was the geographic and historical context for the rise of classical civilizations in Greece?18. What led to the Golden Age of Athens? How did the Golden Age of Athens impact Greece, other regions, and later periods in history?19. What were the effects of Alexander the Great’s empire?20. What was the geographic and historical context for the rise of classical civilizations in Rome?21. What was the Mediterranean Sea Complex? How did the Mediterranean Sea Complex affect the civilizations connected by it?22. How did Rome gain, consolidate, and maintain power?23. What led to the Roman Golden Age, Pax Romana? How did Pax Romana impact Rome, other regions, and later periods in history? 24. What are the major beliefs and practices of Christianity?25. How do we know what we know about Jesus?26. What was the context for the founding of Christianity? What ideas did Jesus of Nazareth preach?27. How did Christianity spread during the classical era?28. How did Christianity impact the lives of Christians living in the Roman Empire?29. How and why did the Roman Empire lose power?Unit Section Conceptual Understandings 9.2a Belief systems developed beliefs and practices to address questions of origin, the requirements to live a good life, and the nature of the afterlife.9.2b Belief systems were often used to unify groups of people, and affected social order and gender roles.9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.9.4a Afro-Eurasian transregional trade networks grew across land and bodies of water.9.4b New technologies facilitated and improved interregional travel during this era by allowing people to traverse previously prohibitive physical landscapes and waterways.9.4c Interregional travelers, traders, missionaries, and nomads carried products and natural resources, and brought with them enslaved people and ideas that led to cultural icNYS Content Specifications(What students need to do in the unit)2015-2016 Resources(New Visions created materials)2016-2017 Resources(New Visions created materials)Introduction?Vocabulary?Unit 9.3 Introduction? Unit 9.3 Vocabulary OpenerSQ 1. What and when was the Classical Era? What makes a civilization "classical?"Introduction to Classical CivilizationsSQ 1: What and when was the Classical Era? What makes a civilization “classical?”SQ 2. Where were Classical Civilizations located?Students will examine the locations and relative sizes of classical political entities (Greece, Gupta, Han, Maurya, Maya, Qin, Rome) noting the location and size of each in relation to the amount of power each held within a region.?Introduction to Classical CivilizationsSQ 2. Where were Classical Civilizations located??SQ 3. How interconnected were Classical Civilizations?Students will examine the locations and relative sizes of classical political entities (Greece, Gupta, Han, Maurya, Maya, Qin, Rome) noting the location and size of each in relation to the amount of power each held within a region.?Introduction to Classical CivilizationsSQ 3. How interconnected were Classical Civilizations?SQ 4.?What was the geographic and historical context for the rise of classical civilizations in India?Students will examine the locations and relative sizes of classical political entities (Greece, Gupta, Han, Maurya, Maya, Qin, Rome) noting the location and size of each in relation to the amount of power each held within a region.Introduction to IndiaSQ 4: What was the geographic and historical context for the rise of classical civilizations in India?SQ 5.?What are the major beliefs and practices of Hinduism?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.HinduismSQ 5: What are the major beliefs and practices of Hinduism?** Routine Graphic Organizer:?Belief Systems ChartSQ 6.?How does Hinduism impact the lives of Hindus?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.HinduismSQ 6: How does Hinduism impact the lives of Hindus?** Routine Graphic Organizer:?Belief Systems ChartSQ 7.?What was the context for the founding of Buddhism? What are the major beliefs and practices of Buddhism?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.BuddhismSQ 7: What was the context for the founding of Buddhism? What are the major beliefs and practices of Buddhism? ** Routine Graphic Organizer:?Belief Systems ChartSQ 8.?What were the Silk Roads? How might the Silk Roads have affected the civilizations connected by them?Students will identify the location of the transregional trade networks noting regional connections between the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.Students will identify and explain the importance of at least two key resources and/or products and/or luxury items vital to exchanges along the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.Students will identify trade networks involved in the exchange of enslaved people and explore the nature of slavery during this time period.Silk Roads and the Spread of BuddhismSQ 8: What were the Silk Roads? How might the Silk Roads have affected the civilizations connected by them?SQ 9.?How did the Mauryan Empire use their beliefs systems and philosophical ideas to gain, consolidate, and maintain power?Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.Students will compare and contrast how the Mauryan, Qin, and Roman civilizations consolidated and increased power.Maurya Empire and Close Read of Ashoka’s Rock and Pillar EdictsSQ 9: How did the Mauryan Empire use their beliefs systems and philosophical ideas to gain, consolidate, and maintain power?SQ 10.?How did Buddhism spread?Students will identify the location of the transregional trade networks noting regional connections between the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.Students will identify and explain the importance of at least two key resources and/or products and/or luxury items vital to exchanges along the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.Buddhism Silk Roads and the Spread of Buddhism SQ 10: How did Buddhism spread?** Routine Graphic Organizer:?Belief Systems ChartSQ 11.?What led to the Gupta Golden Age? How did the Gupta Golden Age impact India, other regions, and later periods in history?Students will examine the achievements of Greece, Gupta, Han Dynasty, Maya, and Rome to determine if the civilizations experienced a Golden Age.Gupta Golden AgeClassical Civilizations Golden Age Graphic OrganizerSQ 11: What led to the Gupta Golden Age? How did the Gupta Golden Age impact India, other regions, and later periods in history?** Routine Graphic Organizer:?Golden Ages of Classical Civilizations Graphic Organizer and Anchor Question Check-InSQ 12.?What was the geographic and historical context for the rise of classical civilizations in China?Students will explore the Egyptian, Mesopotamia, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics.SQ 12.?What was the geographic and historical context for the rise of classical civilizations in China?SQ 13.?Did Shi Huangdi improve China?Students will compare and contrast how the Mauryan, Qin, and Roman civilizations consolidated and increased power.Qin Dynasty Inquiry MaterialsQin Dynasty Inquiry Synthesis PacketQin Dynasty Pre, During, and Post Discussion GuidePerformance Task Discussion Overview and ProceduresSQ 13: Did Shi Huangdi improve China? (Part I) SQ 13: Did Shi Huangdi improve China? (Part II) SQ 13: Did Shi Huangdi improve China? (Part III) SQ 13: Did Shi Huangdi improve China? (Part IV) SQ 13: Did Shi Huangdi improve China? (Synthesis and Performance Task)SQ 14.?What was the context for the founding of Daoism? What are the major beliefs and practices of Daoism?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Han Dynasty IntroductionHan Dynasty Belief Systems Belief Systems Comparison Chart SQ 14 What was the context for the founding of Daoism? What are the major beliefs and practices of Daoism?** Routine Graphic Organizer:?Belief Systems ChartSQ 15.?What was the context for the founding of Confucianism? What are the major beliefs and practices of Confucianism?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.Han Dynasty Belief SystemsSQ 15 What was the context for the founding of Confucianism? What are the major beliefs and practices of Confucianism?** Routine Graphic Organizer:?Belief Systems ChartSQ 16.?What led to the Han Golden Age? How did the Han Golden Age impact China, other regions, and later periods in history?Students will examine the achievements of Greece, Gupta, Han Dynasty, Maya, and Rome to determine if the civilizations experienced a Golden Age.Han Dynasty Golden AgeSQ 16 What led to the Han Golden Age? How did the Han Golden Age impact China, other regions, and later periods in history? ** Routine Graphic Organizer:?Golden Ages of Classical Civilizations Graphic Organizer and Anchor Question Check-In SQ 17.?What was the geographic and historical context for the rise of classical civilizations in Greece?Students will examine the locations and relative sizes of classical political entities (Greece, Gupta, Han, Maurya, Maya, Qin, Rome) noting the location and size of each in relation to the amount of power each held within a region.Introduction to Ancient GreeceGeography of Ancient Greece- Athens vs. SpartaSQ 17 What was the geographic and historical context for the rise of classical civilizations in Greece?SQ 18.?What led to the Golden Age of Athens? How did the Golden Age of Athens impact Greece, other regions, and later periods in history?Students will examine the achievements of Greece, Gupta, Han Dynasty, Maya, and Rome to determine if the civilizations experienced a Golden Age.Golden Age of Athens?SQ 18 What led to the Golden Age of Athens? How did the Golden Age of Athens impact Greece, other regions, and later periods in history? ** Routine Graphic Organizer:?Golden Ages of Classical Civilizations Graphic Organizer and Anchor Question Check-In SQ 19. What were the effects of Alexander the Great’s empire?Students will examine the achievements of Greece, Gupta, Han Dynasty, Maya, and Rome to determine if the civilizations experienced a Golden Age.Alexander the GreatSQ 19 What were the effects of Alexander the Great’s empire??SQ 20.?What was the geographic and historical context for the rise of classical civilizations in Rome?Students will examine the locations and relative sizes of classical political entities (Greece, Gupta, Han, Maurya, Maya, Qin, Rome) noting the location and size of each in relation to the amount of power each held within a region.Students will compare and contrast how the Mauryan, Qin, and Roman civilizations consolidated and increased power.Introduction to RomeSQ 20 What was the geographic and historical context for the rise of classical civilizations in Rome?SQ 21.?What was the Mediterranean Sea Complex? How did the Mediterranean Sea Complex affect the civilizations connected by it?Students will identify the location of the transregional trade networks noting regional connections between the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.Students will identify and explain the importance of at least two key resources and/or products and/or luxury items vital to exchanges along the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.Students will identify trade networks involved in the exchange of enslaved people and explore the nature of slavery during this time period.Roman Trade in the Mediterranean Sea ComplexSQ 21 What was the Mediterranean Sea Complex? How did the Mediterranean Sea Complex affect the civilizations connected by it?SQ 22.?How did Rome gain, consolidate, and maintain power?? ?Students will examine the locations and relative sizes of classical political entities (Greece, Gupta, Han, Maurya, Maya, Qin, Rome) noting the location and size of each in relation to the amount of power each held within a region.?Students will compare and contrast how the Mauryan, Qin, and Roman civilizations consolidated and increased powerRise of the Roman RepublicThe Twelve Tables of Rome Close ReadSQ 22 How did Rome gain, consolidate, and maintain power? SQ 22 How did Rome gain, consolidate, and maintain power? (Twelve Tables)SQ 23.?What led to the Roman Golden Age, Pax Romana? How did Pax Romana impact Rome, other regions, and later periods in history? Students will examine the achievements of Greece, Gupta, Han Dynasty, Maya, and Rome to determine if the civilizations experienced a Golden Age.Pax RomanaSQ 23 What led to the Roman Golden Age, Pax Romana? How did Pax Romana impact Rome, other regions, and later periods in history? ** Routine Graphic Organizer:?Golden Ages of Classical Civilizations Graphic Organizer and Anchor Question Check-In SQ 24.?What are the major beliefs and practices of Christianity?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.Christianity in the Roman EmpireSQ 24 What are the major beliefs and practices of Christianity? ** Routine Graphic Organizer:?Belief Systems ChartSQ 25.?How do we know what we know about Jesus?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.Christianity in the Roman EmpireSQ 25 How do we know what we know about Jesus?SQ 26.?What was the context for the founding of Christianity? What ideas did Jesus of Nazareth preach?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.Christianity in the Roman EmpireSQ 26 What was the context for the founding of Christianity? What ideas did Jesus of Nazareth preach?SQ 27.?How did Christianity spread during the classical era?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.Christianity in the Roman EmpireSQ 27 How did Christianity spread during the classical era?SQ 28.?How did Christianity impact the lives of Christians living in the Roman Empire?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.Christianity in the Roman EmpireSQ 28 How did Christianity impact the lives of Christians living in the Roman Empire?SQ 29.?How and why did the Roman Empire lose power?Students will compare and contrast the forces that led to the fall of the Han Dynasty, the Mayan civilization, and the Roman Empire.Fall of Rome DBQSQ 29 How and why did the Roman Empire lose power?Unit CloserAll previous Concept Specifications in UnitClassical Civilizations CloserUnit CloserEnd of Unit AssessmentsAll previous Concept Specifications in UnitUnit 9.3 End of Unit Assessment?Unit 9.3 MC ExamUnit 9.3 MC Exam Teacher MaterialsUnit 9.3 End of Unit Assessment ?Unit 9.3 End of Unit Assessment Multiple Choice Teacher Materials9.4 |?Political Powers and AchievementsUnit Section DescriptionPOLITICAL POWERS AND ACHIEVEMENTS: New power arrangements emerged across Eurasia. Political states and empires employed a variety of techniques for expanding and maintaining control. Periods of relative stability allowed for significant cultural, technological, and scientific innovations.(Standards: 2, 3, 4, 5; Themes: ID, MOV, GOV, TECH)Unit Section Essential Question?? ??? ?How did post-classical civilizations gain, consolidate, maintain and lose their power?Unit Section Supporting Questions?? ??? ?1. What and when was the post-classical era?2. Where were post-classical civilizations located?3. How interconnect were post-classical civilizations?4. How did the fall of Rome impact Western and Eastern Europe?5. What were feudalism and manorialism? Why did they develop in Western Europe? What effects did they have on people living in Medieval Europe?6. What impact did feudalism have in Western Europe?7. How did the Catholic Church gain, consolidate, and maintain power in Western Europe?8. How did Catholicism impact the politics in Western Europe and the lives of Christians living there?9. What caused the East-West Schism? What effects did it have?10. What was the historical and geographic context for the founding of the Byzantine Empire?11. How interconnected was the Byzantine Empire to other regions of the world? What were the effects of this interconnectedness?12. How did the Byzantine Empire gain, consolidate, and maintain power?13. What does Justinian’s Code reveal about live in the Byzantine Empire?14. What was the historical and geographic context for the founding of the Tang and Song dynasties?15. What led to the golden ages of the Tang and Song Dynasties? How did the Tang and Song golden ages impact China, surrounding regions, and later periods in history?16. What are the major beliefs and practices of Islam?17. How do we know what we know about Muhammad and the founding of Islam?18. What was the context for the founding of Islam? What ideas did Muhammad preach?19. How did Islam spread during the post-classical era?20. How did Islam impact the lives of Muslims in the post-classical era?21.What were the Islamic Caliphates? Why were they established?22. Where were Islamic Caliphates located and how interconnected were they to other regions?23. How did Islamic Caliphates gain, consolidate, and maintain power?24. What led to the golden age of Islam during the Abbasid Caliphate? How did the golden age of Islam impact the Abbasid Caliphate, other regions, and later periods in history?25. What were the Trans-Saharan trade routes? What innovations made trade in the Trans-Saharan trade routes easier, faster, and safer?26. How did the Trans-Saharan trade routes affect the civilizations connected by them?27. What was the geographic and historical context for the establishment of the empires of Ghana and Mali?28. What do primary source documents about the travels of Mansa Musa and Ibn Battuta reveal about the post-classical Islamic world?29. What was the geographic and historical context for the founding of the Mongol Empire?30. How interconnected was the Mongol Empire to other regions?31. How did the Mongols to gain, consolidate, maintain, and lose power?32. What led to the Mongol Golden Age, Pax Mongolica? How did Pax Mongolica impact the Mongol Empire, other regions , and later periods in history?33. What was the impact of Mongol rule on world history?Unit Section Conceptual Understandings ??? ?9.4a Afro-Eurasian transregional trade networks grew across land and bodies of water.9.4b New technologies facilitated and improved interregional travel during this era by allowing people to traverse previously prohibitive physical landscapes and waterways.9.4c Interregional travelers, traders, missionaries, and nomads carried products and natural resources, and brought with them enslaved people and ideas that led to cultural diffusion.9.5a Following the fall of the Roman Empire, divergent societies emerged in Europe.9.5b Political states and empires employed a variety of techniques for expanding and maintaining control and sometimes disrupted state building in other regions.9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge and often led to cultural icNYS Content Specifications(What students need to do in the unit)2015-2016 Resources(New Visions created materials)2016-2017 Resources(New Visions created materialsIntroduction?Unit IntroductionVocabulary?Vocabulary IntroductionWhat and when was the post-classical era?SQ 1?What and when was the post-classical era?Where were post-classical civilizations located?Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.How interconnected were post-classical civilizations?Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.How did the fall of Rome impact Western and Eastern Europe?Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200.The Fall of Rome and the Emergence of Divergent SocietiesSQ 4 How did the fall of Rome impact Western and Eastern Europe?What were feudalism and manorialism? Why did they develop in Western Europe? What effects did they have on people living in Medieval Europe?Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.Feudalism and Manorialism TaskSQ 5 What were feudalism and manorialism? Why did they develop in Western Europe? What effects did they have on people living in Medieval Europe?Was the Catholic Church powerful in Medieval Europe?Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.Medieval ChurchMedieval Church PPT SlideSQ 6 Was the Catholic Church powerful in Medieval Europe?What caused the East-West Schism? What effects did it have?Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.Medieval ChurchMedieval Church PPT SlideWhat was the historical and geographic context for the founding of the Byzantine Empire?Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.How interconnected was the Byzantine Empire to other regions of the world? What were the effects of this interconnectedness?Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they pare/Contrast GOJustinian Code Close ReadHow did the Byzantine Empire gain, consolidate, and maintain power?Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle pare/Contrast GOJustinian Code Close ReadWhat does Justinian’s Code reveal about live in the Byzantine Empire?Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle pare/Contrast GOJustinian Code Close ReadWhat was the historical and geographic context for the founding of the Tang and Song dynasties?Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.Tang and Song Dynasties Activities Tang and Song vs. Abbasid Golden Age Graphic Organizer and Synthesis TaskWhat led to the golden ages of the Tang and Song Dynasties? How did the Tang and Song golden ages impact China, surrounding regions, and later periods in history?Students will compare and contrast the achievements and innovations of the Tang and Song dynasties with the Abbasid Caliphate.Students will explore the spread and evolution of technology and learning from East Asia to Western Europe via the Middle East (e.g., gunpowder, ship technology, navigation, printing, paper).Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.Tang and Song Dynasties Activities Tang and Song vs. Abbasid Golden Age Graphic Organizer and Synthesis TaskWhat are the major beliefs and practices of Islam?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.Introduction to IslamSQ 15 What are the major beliefs and practices of Islam? How do we know what we know about Muhammad and the founding of Islam?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.Introduction to IslamSQ 16 How do we know what we know about Muhammad and the founding of Islam?What was the context for the founding of Islam? What ideas did Muhammad preach?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.Introduction to IslamSQ 17 What was the context for the founding of Islam? What ideas did Muhammad preach?How did Islam spread during the post-classical era?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.Introduction to IslamSQ 18 How did Islam spread during the post-classical era?How did Islam impact the lives of Muslims in the post-classical era?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.Introduction to IslamWhat were the Islamic Caliphates? Why were they established?Students will compare and contrast the achievements and innovations of the Tang and Song dynasties with the Abbasid Caliphate.Islamic Caliphates: Gain, Consolidate, and Maintain Power ActivitiesIslamic Caliphates vs. Mongol Empire Venn Diagram and Synthesis TaskWhere were Islamic Caliphates located and how interconnected were they to other regions?Students will compare and contrast the achievements and innovations of the Tang and Song dynasties with the Abbasid Caliphate.Islamic Caliphates: Gain, Consolidate, and Maintain Power ActivitiesIslamic Caliphates vs. Mongol Empire Venn Diagram and Synthesis TaskHow did Islamic Caliphates gain, consolidate, and maintain power?Students will compare and contrast the empire-building processes of the Mongols and the Islamic caliphates, noting important disruptions in other regions.Islamic Caliphates: Gain, Consolidate, and Maintain Power ActivitiesIslamic Caliphates vs. Mongol Empire Venn Diagram and Synthesis TaskWhat led to the golden age of Islam during the Abbasid Caliphate? How did the golden age of Islam impact the Abbasid Caliphate, other regions, and later periods in history?Students will compare and contrast the achievements and innovations of the Tang and Song dynasties with the Abbasid Caliphate.The Abbasid Golden Age of Islam ActivitiesTang and Song vs. Abbasid Golden Age Graphic Organizer and Synthesis TaskWhat were the Trans-Saharan trade routes? What innovations made trade in the Trans-Saharan trade routes easier, faster, and safer?Students will identify the location of the transregional trade networks noting regional connections between the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.Students will identify and explain the importance of at least two key resources and/or products and/or luxury items vital to exchanges along the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.Students will identify trade networks involved in the exchange of enslaved people and explore the nature of slavery during this time period.Trans-Saharan Trade Routes Resources , PPTSQ 24 What were the Trans-Saharan trade routes? What innovations made trade in the Trans-Saharan trade routes easier, faster, and safer? (PPT)SQ 24 What were the Trans-Saharan trade routes? What innovations made trade in the Trans-Saharan trade routes easier, faster, and safer?How did the Trans-Saharan trade routes affect the civilizations connected by them?Students will identify the location of the transregional trade networks noting regional connections between the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.Students will identify and explain the importance of at least two key resources and/or products and/or luxury items vital to exchanges along the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.Students will identify trade networks involved in the exchange of enslaved people and explore the nature of slavery during this time period.Trans-Saharan Trade Routes Resources , PPTWhat was the geographic and historical context for the establishment of the empires of Ghana and Mali?Students will identify the location of the transregional trade networks noting regional connections between the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.Students will identify and explain the importance of at least two key resources and/or products and/or luxury items vital to exchanges along the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.Students will identify trade networks involved in the exchange of enslaved people and explore the nature of slavery during this time period.Trans-Saharan Trade Routes Resources , PPTWhat do primary source documents about the travels of Mansa Musa and Ibn Battuta reveal about the post-classical Islamic world?Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.Trans-Saharan Trade Routes Resources , PPTWhat was the geographic and historical context for the founding of the Mongol Empire?-Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced. Students will compare and contrast the empire-building processes of the Mongols and the Islamic caliphates, noting important disruptions in other regions. Mongol Empire: Gain, Consolidate, and Maintain Power Activities Islamic Caliphates vs. Mongol Empire Venn Diagram and Synthesis TaskHow interconnected was the Mongol Empire to other regions?Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.Mongol Empire: Gain, Consolidate, and Maintain Power Activities How did the Mongols to gain, consolidate, maintain, and lose power?Students will compare and contrast the empire-building processes of the Mongols and the Islamic caliphates, noting important disruptions in other regions.Mongol Empire: Gain, Consolidate, and Maintain Power Activities What led to the Mongol Golden Age, Pax Mongolica? How did Pax Mongolica impact the Mongol Empire, other regions , and later periods in history?Students will compare and contrast the empire-building processes of the Mongols and the Islamic caliphates, noting important disruptions in other regions.Mongol Empire: Gain, Consolidate, and Maintain Power Activities What was the impact of Mongol rule on world history?Students will compare and contrast the empire-building processes of the Mongols and the Islamic caliphates, noting important disruptions in other regions.Mongol Empire: Gain, Consolidate, and Maintain Power Activities On Demand Document-Based Question: Mongol ImpactSQ 32 What impact did the Mongol Empire have on world history? (DBQ Essay)Unit CloserAll previous Concept Specifications in Unit?? ?Closer - Political Powers and Achievements9.4 CloserEnd of Unit AssessmentsAll previous Concept Specifications in Unit?35 Regents Multiple Choice QuestionsTeacher Materials9.4 End of Unit Assessment9.4 End of Unit Assessment Teacher Materials - Multiple Choice9.5 |?Social & Cultural Growth & ConflictUnit Description9.6 SOCIAL and CULTURAL GROWTH AND CONFLICT: During the postclassical era, the growth of transregional empires and the use of trade networks influenced religions and spread disease. These cross-cultural interactions also led to conflict and demographic impacts.(Standards: 2, 3, 4; Themes: TCC, GEO, GOV, ECO, EXCH)Unit Compelling Questions?? ??? ?How did increased interconnectedness affect the postclassical world?Unit Supporting Questions?? ??? ?What were the Crusades??What is the Holy Land? Where is it??What was the geographic context for the Crusades??What was the relationship within and between Muslim and Christian states in the 11th century? How did this conflict led to the Crusades??What do primary source documents about the Crusades reveal about what the motivations of Christians to fight??From multiple perspectives, what happened when Crusaders entered Jerusalem during the First Crusade??What were the effects of the Crusades??What was the Black Death??Where did the Black Death originate? How did it spread??What were the effects of the Black Death?Unit Conceptual Understandings ??? ?9.6a Internal tensions and challenges grew as disputes over authority and power arose between and among religious and political leaders.9.6b Networks of exchange facilitated the spread of disease, which affected the social, cultural, economic, and demographic development of icNYS Content Specifications(What students need to do in the unit)2015-2016 Resources(New Visions created materials)2016-2017 Resources(New Visions created materials)Introduction?9.5 Unit IntroductionVocabulary?Unit Vocabulary Activities9.5 Vocabulary OpenerSQ 1.?What were the Crusades?Students will investigate the Crusades and the Delhi Sultanate from multiple perspectives.What were the Crusades?What were the Crusades? PPTSQ 1.?What were the Crusades?SQ 2.?What is the Holy Land? Where is it?Students will investigate the Crusades and the Delhi Sultanate from multiple perspectives.BBC: The Holy Land (with Videos)SQ 2.?What is the Holy Land? Where is it?SQ 3.?What was the geographic context for the Crusades?SQ 3.?What was the geographic context for the Crusades?SQ 4.?What was the relationship within and between Muslim and Christian states in the 11th century? How did this conflict led to the Crusades??Students will investigate the divisions within Islam (Sunni-Shia) and the Great Schism between Roman Catholic Christianity and Orthodox Christianity and their impacts“Road to the Crusades” Timeline ActivitiesSQ 4.?What was the relationship within and between Muslim and Christian states in the 11th century? How did this conflict lead to the Crusades?SQ 5.?What do primary source documents about the Crusades reveal about what the motivations of Christians to fight?Students will investigate the Crusades and the Delhi Sultanate from multiple perspectives.Guided DBQ on the CrusadesGuided DBQ Prompt Deconstruction ActivitySQ 5.?What do primary source documents about the Crusades reveal about what the motivations of Christians to fight?SQ 6. From multiple perspectives, what?happened when Crusaders entered Jerusalem during the First Crusade?Students will investigate the Crusades and the Delhi Sultanate from multiple perspectives.SHEG Multiple Perspectives Activity: What happened when Crusaders entered Jerusalem during the First Crusade?SQ 7.?What were the effects of the Crusades?Students will investigate the Crusades and the Delhi Sultanate from multiple perspectives. Effects of the Crusades ActivitiesSQ 7.?What were the effects of the Crusades?SQ 8.?What was the Black death? Students will map the spread of the Black Death as it was carried westward from Asia to Africa and Europe and evaluate the impact of the Black Death on these regions.Black Death ActivitiesSQ 8.?What was the Black death? SQ 9.?How did the Black Death spread?Students will map the spread of the Black Death as it was carried westward from Asia to Africa and Europe and evaluate the impact of the Black Death on these regions. Black Death ActivitiesSQ 9.?Where did the Black Death originate? How did it spread?SQ 10.?What were the effects of the Black Death?Students will evaluate the effects of the Black Death on these regions.Black Death ActivitiesSQ 10.?What were the effects of the Black Death?Unit CloserAll previous Concept Specifications in Unit?Closer + Bridge: Social and Cultural Growth and Conflict9.5 Closer ................
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