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

How did life change for Stone Age humans? D. Conclusion: Go over worksheet. Day 15 – How does architecture reflect the values of a civilization? Do Now: What piece of architecture best reflects your culture? Explain your answer. What does the study of culture and history involve? (Who. Review the do now – reminder! Test in 2 days! 2. When students finish. Gameplan: 1. 2 story buildings. Neolithic chart. Assign each person a river valley and explain the assignment – to be worked on in class. How do Pyramids reflect the values and cultural characteristics of the Egyptians? . Conclusion: Discuss how the term civilized has been used ethnocentrically. Complete Paleolithic vs. 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. cultural diffusion. sewage and water systems. Conclusion: Review for quiz tomorrow Day 13 – What have we learned about culture and human origins so far? Do Now: Review notes for quiz. What were the major technological developments unique to the Indus River Valley? – planned cities on a grid. Review do now. What were the results of this change? Gameplan: 1. 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. 2. (Honors – part II – short answer questions) Essay Writing (3-5 Days) . 2. Where do humans come from? B. prioritized and built for the benefit of the people.and the Current Event assignment for Honors classes. each have certain things in common. Go over Neolithic worksheet.Pyramids. 2. have them use a textbook and work on the worksheet. How is Sumeria a civilization? – use Sumeria as an example of civilization and write down its characteristics in each of the components of civilization.discuss all the aspects of Egyptian culture one can deduce from the pyramids. Conclusion: What is the best way to study for an exam? Day 18 – Unit I Test – 50 mc questions. 3. Gameplan: 1. 4. Remind students there is a test Friday. What do the following words mean: culture. Then ask “What piece of architecture do you associate with the Egyns?” . Conclusion: How does this differ form the other river valley civilization’s governments? – Theocracy. define together. what) Gameplan: 1. 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. Show map of where they are. Compare the 4 river valley civilizations – what is similar/ what is different. 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. 3. Gameplan: 1. Go over review questions – test tomorrow. We will be working on this for the next few days. 3. and ethnocentrism? B. What was life like for the earliest humans? C. cultural diversity. monarchy. 2. 3. 2. Discuss theme of River Valley Civilizations. Read “Egyptian Pyramids” and “Herodotus Visits the 3 Pyramids of Egypt”. Day 14 – What are the similarities and differences between the major river valley civilizations? Do Now: 1. Explain that while they are unique. What are oracle bones and what do they tell us about Chinese culture? Reading on Oracle bones and outline Shang culture. How do these reflect government influence? – had to be organized. 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. Take Quiz. 2. What is a civilization? Using the textbooks. Handout Early River Valley Civilization notes sheet. Gameplan 1.

North Korea. 97-101. How do they influence your culture? (Be specific). proofread). South Korea. or most important. 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. Gameplan: 1. the dynastic cycle and the early dynasties.Climate. Where do you find specific ideas? – use the textbook to show how you find and use specific information. NYC. Yangtze River. have students type up these essays and hand them in. Hong Kong. Yellow Sea. mountains. 2. How might these features influence the development of Chinese culture? . Explain the steps and how you organize your ideas. use specific details. Sea of Japan. Thematic essay on Geography. What is a stem? – explain how this will help answer the question asked. 2. Conclusion: For HW. Gameplan: 1. Ask questions about China’s geography (from my notes). Day 3 – How do you write the final draft of your essay? Do Now: Show students how to write the introduction and conclusion.Overview – While students have learned essay writing in earlier grade levels. 10th and 11th grades. Pacific Ocean. Review the do now . 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. Geography essay (first HW essay). How do you write an outline? Hand out outline sheets. 3. Plateau of Tibet. Unit Exam Textbook – pages 46-51. 3. grammar. India. 181-187.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. Xi River. Taiwan. Go over writing rules – punctuation. Yellow River. effect that China’s geography has had on its culture? . Gobi Desert. the Golden Age during the Tang and Song Dynasties. Read page 46 . What is the overall. Gameplan: 1. 469-470 Day 1 . What are the four keys to writing a successful essay? – list and explain (answer the question. 4. Go over together. Eliminate those pieces of information that will not be helpful in writing essays for this class. Assignments – Technology essay (in class together).first in their notes. Write the aim/unit/date in notebooks. Assignments – Geography Quiz. 2. List 6 major geographic features where you live.Have students make observations . Taklamakan Desert. Day 2 – How do you write a Thematic Essay? Do Now: Review the format/ stems. 287-302. Go over the chart with the students writing the answers on the board. East China Sea. Find and label the following geographic features in China on the blank map provided: Himalayan Mountains. organize. 4. 3. What is a Thematic Essay? – explain themes and the different question that go with them. the Mongol Conquest and does China’s geography influence its people? Gameplan: 1. then as a whole class. Write a body paragraph together. Conclusion: Outline the sample essay together.How does China’s geography influence its culture? Do Now: Review the map (quiz tomorrow). a review of the river valley civilization theme. Since they will be using this format in the 9th. Hudson River. Vocabulary. Have students write one on their own. spelling. 2. 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. Han China and the Silk Roads. 3.How can the geography of a nation or region influence its culture? Do Now: 1. the specific format of the NYS Global Regents Exam essay is different from many of those they have learned. the major philosophies created during the Warring States Period. Gameplan: does geography influence our culture today? . 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. and Beijing. 3. Conclusion: What are the similarities or differences between the way geography effects China and our region? Day 2 . South China Sea. Japan.Isolation = ethnocentrism (give an . 2. the voyages of Zheng He and the Ming isolation. Mongolia. Textbook reading and Q&A. Philosophy Quiz. 2.

one in the short term (quick fix) and one for the long term (lasting institution). Gameplan: 1. Explain the Dynastic Cycle using the visual. Split the class in to 3 groups .How would you? Day 6 .Review the philosophies (word splash). 4.What were the causes and effects of the Warring States Period? Do Now: Review . Ask: Is man naturally good or naturally evil? -explain what this means. 2. bureaucracy. 2. Questions . The task is to outline the key ideas of the philosophy based on the reading. 3. Which do you think is the best solution and why? Gameplan: 1.explain the process as best you can.weapons and tools). How did Legalism help end the Warring States Period? . Gameplan: pages 99. What were the 2 main characteristics of the Zhou Dynasty? . Conclusion: The group should conclude by outlining the way their philosophy would propose ending the Warring States Period.example). Conclusion: What does this tell us about Chinese culture? Day 4 . outline the solutions each would suggest for solving the chaos and fighting of the Warring States Period. components of culture).one for each major philosophy. Go over the do now . Conclusion: Compare China’s ethnocentrism to our own . 2. Their tasks: a.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 . share the key points of their philosophy with their other group members so that everyone has the main ideas about each philosophy.What is the Mandate of Heaven? Summarize the Dynastic Cycle.What are the characteristics of the Qin Dynasty? Do Now: 1. Gameplan: 1.What was China’s earliest civilization like? Do Now: Review for the Chinese Geography Quiz. Have students get into groups of 3 . Conclusion: What are the similarities and differences between the 3 philosophies? Day 8 . making sure everyone has the correct answers written in their notebooks. Why do you think this lasted such a short period of time? Conclusion: Why do you think Confucianism will last longer? Day 9 . How did this affect Chinese culture and history? . Day 7 . fighting and an abandonment of traditional values.What are the characteristics of the 3 major philosophies in early Chinese history? Do Now: Get back into groups from yesterday. Gameplan: 1.define/ go over the reading.How could the Warring States Period be stopped? Do Now: Summarize the causes of the Warring States Period from our lesson yesterday. 2. 3.Explain the causes of the Warring States Period .iron + feudalism = chaos. Take the quiz. 2. How will the Han Dynasty use Confucianism? .Feudalism (define) and the discovery of the iron smelting process (for what? . 2.come to a solution differently depending on your opinion. Go over both tasks as a whole group. Have students complete their notes and be sure each group member has the correct information. Gameplan: 1.explain/ take notes on centralized government. Review the Mandate of Heaven.What was the lasting legacy of the Han Dynasty? Do Now: Review for Philosophies quiz tomorrow. oracle bones. 3. person from each philosophy.they are elected every x number of years. When students complete the quiz.Where does it come from and how is it different/ the same? Day 3 .Legalism and Confucianism. Gameplan: 1. What does this have to do with the Warring States Period and its end? . Discuss: There will be two philosophies employed by the Chinese . 2. What do we already know about Shang China? Review from unit 1 (river valley civilization.101 and outline the characteristics of the Qin Dynasty. Conclusion: How will they solve the Warring States Period? . 2. Each group will be assigned a reading or readings from one of the philosophies. What are the Silk . they will read the worksheet “Mandate of Heaven” about China’s government and belief systems. Which philosophies will they use? . What is the Mandate of Heaven? .What is the Dynastic Cycle? Do Now: How/ when does our government (the people who run the country) change hands? . Describe why each stage happens and what the indicators for each stage are. 3. civil service exam and the importance of education/scholars.

2. – Using a visual organizer. Qin. prosperous culture. discuss what it takes to rule over another people. What does Marco Polo have to do with Chinese history? .review for unit exam. Day 10 .was used as a government adviser of sorts. Gameplan: 1.) Day 11 – What were the characteristics of the Mongol Conquest? Do Now: 1. expansion.” Conclusion: If you could travel anywhere outside the US.influenced Europeans. main accomplishments/ policies. Day 16 . 3. Gameplan: 1. If not. On Europe . Who was Genghis Khan? – Notes on characteristics from reading or play.Roads? . 2. didn’t really influence their culture all that much (ethnocentrism). 2.50 mc questions (Honors . Gameplan: 1. Conclusion: Geography skill builder – pg. What are the Mongols like? – go over characteristics from the do now. then first thing tomorrow. 2. want to invade. Gameplan: 1. 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. ruling over a different group of people. 3. Take Philosophies Quiz. Go over the do selection about Marco Polo in China. Mongols). 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. When students are finished. The other will be responsible for outlining the negative characteristics of the Mongol Conquests. Conclusion: Read “Nomads No More” about Mongolia today. 3. take from the wealthy. Gameplan: 1. Go over the worksheet. Ask: Why did the emperor end Zheng He’s voyages? .why? .Review for Unit II Exam Day 17 . Early History.The Roman Empire . One will be responsible for outlining the positive characteristics of the Mongol Conquests. Day 12 – What were the positive and negative results of the Mongol Conquests? Do Now: Divide the class into two sections. where would you go and why? Day 15 . 298 (overhead). How will this affect the Han Dynasty? Conclusion: Who is the Han Dynasty most often compared to? . 2.Consider how world history might have been different had the Chinese continued exploring. Conclusion: Go over questions and answers (if time permits. Go over the do now by making a T-chart and writing on the board their answers. What is involved with each? Review Mongol Conquests.short answer) .What was China’s Golden Age like? Do Now: Review briefly for Philosophies Quiz.taking over with force vs. 2. How did the Mongols create the largest land empire ever? – 5 characteristics of Mongol conquest. Mongol Conquests from a Global Perspective. Notes on the Ming Dynasty explain. Read the articles provided about the Mongols and use the visuals taped up around the room to deduce the main characteristics of Mongolian Culture. – How will this affect the surrounding regions? – make them jealous.Unit 2 Exam . Gameplan: 1.Cost. outline the effects of the Mongol Conquests on China as well as the effects of the Mongol Conquests on the rest of Asia. His stories become legendary and inspire many Europeans to “see what’s out there. Conclusion: Honors .part II . centralized bureaucracy. What was China’s Golden Age like? – Review from day 10’s notes. Debate whether or not the Chinese could have discovered America and whether it was wise for the Chinese to end these voyages. Conclusion: Read “Kublai Khan’s Park” and answer the questions on the bottom of the reading. Ask: What is the difference between conquest and empire? . 3 Philosophies. 4. 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. 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. What effect did Marco Polo’s travels have? . invade and conquer. Regents .What were the characteristics of the Ming Dynasty? Do Now: Read “The Voyages of Zheng He” and answer questions 1-5.on China .Roads. 3. Assign review homework in preparation for the unit exam. Golden Age. Answer questions from the worksheet. ethnocentrism. 2. Han. inspired them to explore.

83-96. Vocabulary. rivers. then as a whole group. 2. Phoenicians – language. 3.) Conclusion: What do US laws tell us about our society? . and the Islamic Empire (creation.describe effects. 72-77.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.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. 2. MidEast . 2. What do these laws tell us about ancient Babylonian Civilization? – discuss in pairs. Ask & discuss – Why do we have laws? – Purpose of laws. split. language and religion. Write unit/ aim/ date. Sumer. Assignments – Geography Quiz. Hittites. Copy down chart – columns: features. Sumerians. religion (mostly Islam). spread. Gameplan: 1. When students finish. Textbook reading and Q&A (248 11-20). Go over the ancient civilization assignment. 233-247 Day 1. they will be given a packet with readings from each of the ancient civilizations of the Middle East – Egyptians. effects. 3. 2. Three Major Religions (Judaism. Phoenicians. history. They are to read the packet and list one characteristic for each civilization in each of the following categories: economy. golden age. climate. China . Ask: What is a region? – define together. thematic essay on Geography and Religions. Conclusion: Time permitting. Ask: How is the Middle East a region? – common language (Arabic). technology. Assign each feature from the chart to a student. Babylon.describe. Textbook – pages 27-39. go over similarities and differences between these two regions. – who is important/ powerful and what do they do with that power. Sumerian-technology. and Assyrians). Assyrians. and decline). deserts. and Phoenicians. Go over Map – quiz tomorrow. 3. Take map quiz. Hittites. but not exclusive to Egypt. 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. Religions Quiz. Review from discussion from China/ 3 philosophies. Unit Exam. Have students get into groups of 5 – one person fro each feature – and share their info with the rest of the group. 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. government and social class system (i. Assyrians. Be sure to point out the key feature of each one (Egypt-religion. social organization.e. Conclusion: As a whole group. Christianity and Islam). Babylonians. Label the map – both political and physical features: Physical Red Sea Persian Gulf Sahara Desert Taurus Mountains Nile River Black Sea Arabian Sea Mediterranean Sea Caspian Sea Atlas Mountains Rub al Khali Tigris & Euphrates Rivers Atlas Mountains Political Egypt Iran Iraq Syria Saudi Arabia Kuwait Jordan Turkey Israel Afghanistan Mecca Baghdad Cairo Tehran Jerusalem Conclusion: 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. oceans/ seas. Hittites – war. Focus on value system. Day 4 – What do laws tell us about a civilization? Do Now: Complete assignment from yesterday – components of culture for each civilization. 4. 153-157. Babylonians – laws). Gameplan: 1. 2. Gameplan: 1. Make a list of the types of geographic features from the pictures. Ancient civilizations (Including. Day 3 – What are the characteristics of the ancient civilizations of the Middle East? Do Now: Study for map quiz. Gameplan: 1. Rows: mountains. go over the most important feature of each civilization. 68-71. geography (desert).

What happened after Mohammed died? . Gameplan: 1. Compare 3 main holy figures in Middle East history . go over the comparisons between Judaism and Christianity. Conclusion: As a whole group.elsewhere?) 3.Day 5 – What are the major beliefs of Judaism? Do Now: 1.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. Discuss story of Abraham (National Geographic story) – Why was he viewed negatively during his time? How does this compare to today? 4. How can an individual have a large impact on others? Cite examples from our study of Global History so far. 2. Day 11 .Jesus. have students outline the key beliefs of Christianity.Have the student’s pair up. Write unit/ aim/ date. voting and term limits and how it relates to this (peaceful transfer of power vs.Multiple Choice complete and go over answers. Review beliefs/ origins of Judaism. Quiz on Middle East Religions. They should make a list of the characteristics of Mohammed and any key characteristics they read about. Go over as a whole group. violent . Have students create a Venn Diagram in their notes to accomplish this task. Using the diagram completed in class yesterday. Outline the characteristics of this religion in notes. 3. Answer the following questions: What is religion? Why do we have it? What questions does it answer? Gameplan: 1. 3. Look at the map of the Spread of Islam . 2. discuss our own order of succession. What are the key characteristics of Mohammed? . 2. . 2. Abraham. Conclusion: As students finish. Gameplan: 1. 2. Question: Why did Islam split into 2 groups? explain Sunni-Shi’a split. Gameplan: 1. Make a list as a whole group of the major characteristics of Mohammed and the key events in his life. Gameplan: 1. Day 10 – Who was Mohammed and what did he do? Do Now: Discuss the theme of People in World History. Read worksheet on origins of Judaism. 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. where did it spread to and what was the effect of the spread of Islam. Go over do now questions 2.Have students read one of the following worksheets: Mohammed. 2. Go over do now. Mohammed’s Wife. where they will write about 2 of the 3 religions we have just studied. Day 8 – What are the characteristics of the 3 main religions? Do Now: 1. Conclusion: Review key points of thematic essay writing and Middle East religions for essay assignment. and Mohammed . Conclusion: Go over comparison. Gameplan: 1. Notes: Origins and beliefs of Christianity. Using the worksheet on Christianity.using a Venn Diagram. 2. the similarities and differences between them and how they affected world history. 3.750 AD. Outline the key characteristics of the religion. 2. Day 9 – What was the Middle East like before Islam? Do Now: Compare the 3 Middle East religions with the 3 philosophies from China. How did the religion of Islam spread and where did it spread to? . write 4 comparative statements about the religions we studied. Brief review for quiz. Gameplan: 1. 3. 4. In pairs.How and to where did Islam spread? Do Now: Middle East Review Questions . Read worksheet “The Middle East before Islam” and answer corresponding questions. Write the unit/ aim/ date in notebook. Compare and contrast the beliefs of all 3 religions. Day 7 – What are the main beliefs of Islam? Do Now: Read and discuss news articles about religion in the world today. 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. Explain how/ why we will study religions – not the beliefs to try and convert but the major characteristics of each. Conclusion: Go over the chart as a whole group. Read about the beliefs and origins of Islam. students should compare and contrast Judaism and Christianity. Discuss prior knowledge about Christianity.Create a timeline of the key political events in Muslim history from 632 . they should begin to outline the Thematic Essay on Belief Systems.

83-87. Day 15 – Unit 3 Test – 50 mc questions. 2. Divide the class into 6 groups . Take Quiz. 2.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. corrupt rulers. 190-207. outside invaders . 2. describing activities one could participate in when they went and “getting into” the spirit of the assignment (travel agency). Assignments – Geography Quiz. Explain why/ how this is the case. Read headlines from articles about Africa today.notes on key characteristics. Textbook . Day 14. 2. A major theme in this unit is looking at the events and institutions important in African history through both African and Western eyes. and the effects of these advances on Middle Eastern culture. Textbook page 207 questions 11-20.What is a Golden Age? What causes a golden age? . Unit Exam. 2. Be sure students include the following info: name of advances. How do the features of Africa influence its culture? – go over each feature and its effect. . Astronomy. 3. Gameplan: 1. Conclusion: Display previous brochures as exemplars. Choose 1 of those reasons and create a visual representation of that cause. explain where students will pick up in next year’s global 10 curriculum. 3. Why is Africa affected by these issues? 3. Gameplan: 1. 2. Quiz tomorrow. What re the key features of Africa’s geography? – Label the map. Math/Science.discuss the decline of empires and how they usually fall (too big geographically. For much of recorded history. Literature.What were the characteristics of Islam’s Golden Age? Do Now: 1.Day 12 . people involved in the creation of the advances. Day 2 – How did Africa’s geography influence its culture? Do Now: Go over the map of Africa. Day 13. When students are finished.7-11. 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. Review .review from China). What are the main ideas of African geography? – Diversity due to barriers.Review for Unit III Exam. textbook. The Middle East or Africa). What does it mean for an empire to “decline”? .How did the Islamic Empire decline? Do Now: 1. Vocabulary. handout requirements for Travel Brochure assignment – Students will create a travel brochure for one of the three regions we have studied so far (China. Gameplan: 1. Go over the do now. and Medicine. not allowing us to fully understand and appreciate the African story. Notes on Islamic Empire (q&a using the notes). 364-383. have friends quiz you. Conclusion: Compare to Middle East and China’s geography. What are the key issues affecting Africa today? Discuss as a whole group. Do Now: Study for geography Quiz. Discuss tips for reviewing for the unit exam . 2. 495-499 Day 1 – What is going on in Africa today? Do Now: Brainstorm a list – What do you know about Africa? Gameplan: 1. assignments. economy falters. Read Middle East in Decline and list the main reasons why the Islamic Empire fell. Conclusion: Who were the Ottomans . the Western world has received its African history from an outsider’s perspective. Day 3 – Geography Quiz.look at notes. Conclusion: Go over map. Gameplan: 1. Conclusion: Go over advancements. Mapping History Activity 6: Distant Outposts questions 1-4 & 6. Brochure must include pictures of the geographic features and an explanation/ description of each feature.Use China’s golden age as an example. makeup questions based on the daily aims. (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. Philosophy/Religion. Discuss which they think is the most important advancement. Creativity a plus and would include why one would want to go there.

3. Notes: Origins and beliefs of Animism. Read passages. Answer question 3 on page 205 . Day 10 . What effect might these oral historians have had on African culture and history? .What are the characteristics of Traditional African Society? Do Now: Define the term traditional and discuss what it means to be a traditional society. Day 6 . Go over do now. Conclusion: Go over questions and answers from worksheet.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. Notes on griots .movies/ TV. examine examples of African Art and answer questions. Conclusion: Assign Belief Systems Thematic essay . 2. Review: Where is evidence of the earliest humans found? What is the significance of this? Why is this controversial? 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. Go over answers to geography skill builder.what they were. Have students read pages 203-205 and list the reasons why the Bantus migrated and the effects the migration had on Africa.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. 4.longest history in the world . Compare to other religions/ philosophies we have studied. dance). 5. Day 9 . Discuss what this will mean for studying African history . music. 2. Conclusion: Compare traditional African Society to Traditional Chinese and Middle Eastern Societies. Go over do now. List the beliefs that the students came up with on the board. 2. cave paintings of the Paleolithic Age). (This clip illustrates how a griot would relay stories). 2.students will have to choose Animism for one of the choices.humans have lived there longest! Day 5 . what is a good story they remember and who are the storytellers in their family. discuss geographic features that will influence these kingdoms. Day 7 . Discuss how this separates the continent.What were the main characteristics of the East African Kingdoms? Do Now: Review the geography of Africa.Day 4 – What is the connection between Africa and the earliest humans? Do Now: Map exercise on early humans (worksheet).Notes on impact of griots. Conclusion: Have students create their own African Mask.Section Assessment. Conclusion: Discuss how these kingdoms were the exception to the Traditional African Society. What is the most influential feature of this region? .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 . Next. Go over answers to questions. Gameplan: 1. 4.Sahara Desert. Gameplan: 1. Have students read the handout on the East African Kingdoms and list 4 main ideas about these kingdoms. Read worksheet on human origins in Africa. . Students will complete the handout on African Art. 2. Conclusion: Solicit “oral traditions” stories from students. along with other natural barriers. students will complete the geography skill builder on page 205. 3. Conclusion: Discuss how this is an example of the world history theme of cultural diffusion. Divide the class into groups and assign each group one of the aspects of Traditional Africa Society. Go over these main ideas. Gameplan: 1. Ask students what makes a good story. Have students get into pairs and discuss their answers with their partner. 3. Each group will be responsible for outlining the major characteristics of Traditional African Society in that category. Gameplan: 1. Middle East.label on a map. What were the East African Kingdoms? . Explain how this makes studying Africa and making generalizations about Africa very difficult. Discuss art we have studied already and review what it told us about those cultures (China. Gameplan: 1. Students will write down in their notes the key facts about Traditional African Society from each group’s findings written on the board. Gameplan: 1. What makes them so memorable? How do you think that might relate to the African griots? Day 8 .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. 3. 3. Go over do now. 2. how they practiced their craft and why they were important. Gameplan: 1. Discuss storytelling.

not Native American Indians. Gameplan: 1. 3. Conclusion: What are some current events that might be much different if we studied them from multiple perspectives? Day 16 . 4. Gameplan: 1. 2. review tips.What were the main characteristics of the kingdom of Ghana? Do Now: 1. 4. 451-457.What are the major current events in India today? Do Now: 1. Day 13 . economic wealth. Gameplan: 1. pg.42-45. Discuss how the history of the slave trade might be explained if it was told from the Europeans side. Students will get into groups with one person from each of the original groups. 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. 2.what are their causes and what happens during these time periods? Gameplan: 1. Timbuktu.Unit 4 Exam . In our study of this from past units the themes of individuals and turning points. Lots of assignments. Go over do now. the key religions of Hinduism and Buddhism. 2. 3.continued from yesterday. Day 1 . 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 . Go over do now. Gameplan: 1.Songhai Empire .How did Mansa Musa’s hajj impact West Africa? Do Now: Label Africa map with the following places: Sahara Desert. but also on Egypt and the Middle East as well. powerful government.influenced many to come to West Africa. Vocabulary. label Ghana and discuss the geographic features that would have influenced the culture. Make a list of anything you know about India. Cairo. a common source of confusion for some students. Sahel. 458 questions 18-20. Each person will be responsible for teaching the other group members about their primary source. 5. Mediterranean Sea. Now ask students what might be different if you studied this event from African sources. Gao. Day 12 . 3.religious.50 mc questions (Honors – part II . stay on top of all . 172-180. economic system (gold and salt trade). Islam and the importance of education. pg. On a map. the early civilizations of the Harappans. time management skills are vital. Ask: How can an individual impact an entire region? . Notes: What caused West Africa’s Golden Age? . Review everyone’s answers as a whole group. and a stage for major conflicts. Conclusion: Discuss the impact Mansa Musa had not only on West Africa. Notable distinctions to be made clear are that we will be studying South Asian Indians. plan for the next 3 weeks.short answer) Unit 5 – India (16-18 Days) Overview – India plays a key role in world history as a producer of important ideas . strong. 2.Day 11 . the Aryan Invasion. 2. Assignments – Geography Quiz. Mecca.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. a source for an abundance of natural resources. 59-66. Atlantic Ocean. salt trade.Review for Unit IV Exam Day 17 . Niger River. and Red Sea. Go over map. Conclusion: Review main ideas about the unit so far. What were the characteristics of the Songhai Empire? . Textbook . Notes on West African kingdoms common features.Timbuktu. trade because of wealth displayed on Mansa Musa’s pilgrimage . scientific and otherwise. and the major Empires of the Maurya. Day 14 . 188 questions 11-16. Students will read a worksheet on Ghana and answer the questions. the Gupta and the Mughal. Group Work . Discuss the importance of multiple perspectives and how it specifically relates to this topic. Important topics we will study include geography. Discuss midterm.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. Nile River.What were the characteristics of West Africa’s Golden Age? Do Now: Review golden ages . Have students make a new tab in their notebooks titled India.

Central America. Gameplan: Monsoon Group Work 1. and South America).How do the monsoons influence Indian culture? Do Now: Review map . religion (Roman Catholic). 2. 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. Notes: What is Latin America and what do Latin Americans have in common? – 4 parts (Mexico. Conclusion: Go over main ideas of each document. students will be grouped with one representative from each reading and teach the other group members about their and due dates (in all classes). Read and discuss features and effects (on back of map). independence). Geography packet – 7 documents (maps) – have students look at each map and write the main idea of the map (i.How does geography affect Indian culture? Do Now: Complete map of India. first contact with Europeans and colonization of the region from the natives perspective. People share language (Spanish/ Portuguese). 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. We will then go over the chart as a whole group.assign each student a reading on the monsoons. Ask students to identify where specific features are located in the world (which regions or continents). 2. colonization. list of features and textbook provided). Conclusion: Review for geography quiz. Go over do now include a discussion on current events . Go over features – geography quiz next day. 388-413. pg 412. For the 9th grade curriculum. the Caribbean Islands. Day 3 . Notes – main ideas of Latin American geography. Gameplan: 1. Assignments – tips for quiz tomorrow. 480-489 Day 1 – What is Latin America? Do Now: KWL: Ask students “What do you know about Latin America?” Gameplan: 1. Geography essay. Caribbean Islands. Conclusion: What is similar and/ or different between Latin America and other regions we have studied? . Central America and South America. and then discuss the effects that the geography will have on the culture of Latin America. fill out the section on the chart that corresponds with their reading.short answer) Unit 6 – Latin America (10-12 Days) Overview – Latin America plays a pivotal role in world history. take advantage of snow days. history (conquest. being sure to complete their section of the chart.What is in the headlines for India at this time? 3. Review: What is regionalism? – define and review examples (Middle East). 3. 3. Have the students answer the questions for their reading. Discuss how the topics we will study will provide a background for our study of this region. Assign each feature to a student and have them describe it with detail and explain the possible effect. 2. this unit deals with a study of the geography of the region. Conclusion: Handout map and have students begin to label the key features. Review the features as a whole class. . Next. Day 2. 3. what does the map tell us about Latin America?) in the space provided. This region includes the country of questions (Honors – part II . Conclusion: How do the monsoons influence Indian culture? Day 17 – Review for Unit V Exam Day 18 – Unit 5 Exam . 2.e. We will then share the students’ answers. Gameplan: 1. don’t get bogged down. 2. 4. the migration of humans to the Americas. Students will then get into groups with other students from their reading and compare answers. the pre classical civilizations. Next. the classical civilizations. Technology essay Textbook – pgs 208-225. Handout notes sheet on Indian geography and have students use that sheet to check their answers to the first assignment. 13-20. students will choose one feature from a region we have already studied and compare it to one in India. Review these as a whole class. 3. Map/ Geography Quiz.

Gameplan: 1. Review other cultures we have studied that have a calendar and compare them. Conclusion: Students will write 4 sentences describing the similarities and differences between the Mayans. economy. Review and discuss periodization – what is it. and key tips. importance of religion seen in daily life.13-20. 3. pre-classical. 2. Aztecs and Incas. There will be questions on the overhead about each of the civilizations. modern. Assign a geographic feature to each row. Each group should identify the main idea of the reading and be able to convey that idea to a member of the other group. Assignment – students will read the packet and answer the questions in their notebooks.Day 3 – How has Latin America’s geography affected its culture? Do Now: Review Map . q. technology. Go over the do now. 3. Gameplan: 1. 2. Gameplan: 1. social class structure (priests at top of class). Day 5 – What were the early civilizations of Latin America like? Do Now: Take geography quiz.Make a list of everything you know about early humans and the Stone Age culture we studied. how do historians use it. Read “Mayan Belief Systems” worksheet and describe what the Mayan Belief System tells us about their culture – calendar. 3. writing system). 2. beliefs. what are some examples from our study of global history and geography. Day 6 – What were the characteristics of the 3 classical civilizations of Latin America? Do Now: 1. social structure. Peer review. writing system. writing system. Compile a class list on the board. Go over similarities and differences between Mayan and Egyptian pyramids. Gameplan: 1. Complete the activity following the reading of “Ancient Roots of Leadership Roles” worksheet. Similarities and differences – Students will create a Venn diagram in their notes and in pairs outline the similarities and differences between the 3 cultures. education (holy books). Gameplan: 1. independence. Conclusion: Partner students up with someone in the other group and have them explain what their reading was all about. 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. the Western Hemisphere. nationalism. How do we periodize Latin American history? – discuss s the different time periods of Latin American history (Stone Age. and Inca) and discuss how they were influenced by earlier. Conclusion: Have students present their maps and discuss similarities and differences between the Stone Age cultures in the Eastern Hemisphere vs. Review thematic essay format – go over steps. Aztec. When students complete the assignment. Have the students in that row write their own body paragraph about one of the features from Latin America (assigned by the teacher). technology (architecture. Day 7 – How did the Mayan Belief System influence their culture? Do Now: 1. simpler civilizations. Read worksheet on Mayan Pyramids. Read worksheet “Humans Migrate and Produce Food” and answer questions 1&2. conquest & colonization.) 3. Case Study: Olmec Civilization. Conclusion: Assign the body paragraph –typed and revised – for Homework. 2. Review . Write unit/ aim and date. Conclusion: Look at Mayan culture and identify the influences the Olmec had on the Mayans. Belief systems – Review what belief systems are and what they can tell us about a culture = values. Students will receive a packet with notes on the three classical civilizations of Latin America. Have students read the worksheet on the Olmec’s and identify the key characteristics of their culture. Divide the class into 2 groups – have half read “Montezuma II” worksheet and the other half read “Aztec Floating Gardens” worksheet. 2. we will go over it as a whole class. Compare and contrast the Mayan Pyramids to the Egyptian Pyramids we have already studied. In pairs. When students complete the paragraph. 3. Provide students with colored pencils and crayons to complete the assignment. complete the map activity for #3 on the “Humans Migrate…” worksheet. architecture. 2. 2. 2. The goal is to gather as much information about each civilization as possible. 4. Assign HW – 412. Read worksheet on the Aztec Calendar and outline what this advancement tells us about Aztec culture – religious beliefs. Gameplan: 1. they will switch with someone in a neighboring row and make corrections/ suggestions. 3. . first contact. Day 4 – When did the first humans arrive in the Americas? Do Now: 1. classical. how the essays are graded. Notes – introduce the 3 classical Latin American civilizations (Mayan.quiz on day 5.

4. Also included: The Heian Period. Notes – describe and explain the event of First Contact from both the Europeans perspective and the Native Americans perspective. 2. What are some environmental challenges Americans face today? 2. 18-20. 2. For each region. 474-477 Day 1 – What are the key geographic features of Japan? Do Now: 1. South Korea. This unit explores the geographical features which influenced the development of their culture. Textbook – 303-307. Gameplan: 1. China. North Korea. 3. 2. Mt.short answer) Unit 7 – Japan (11-12 Days) Overview – Japanese culture and history play a very large role in world history. 312 q. (China- . Label map of Japan with the following geographic features: Hokkaido. Pacific Ocean. Write 4 sentences – 2 outlining similarities and 2 outlining differences between the 3 classical civilizations of Latin America. Map/ Geography Quiz. Review map. Define “Environmental Challenge” and discuss examples we have studied already. Gameplan: 1. Why is it important when studying history? 2. read textbook page 303. Russia. and Hiroshima. Assign each row a region we have studied. Conclusion: Have students get into pairs and come up with 2 similarities and 2 differences between US and Japanese culture. Gameplan: 1. Kyushu. Honshu. students should outline the key characteristics of the earliest civilization from that region. The Feudal Period. Conclusion: How are these similar/ different? Why is it important to study history from all perspectives? Day 11 . Assignments – Vocabulary. When students complete the quiz. Sea of Japan. Gameplan: 1. they should complete the corresponding worksheet. Conclusion: Assign environmental challenge essay choosing a challenge from Japan and one from another region we have studied. they should complete the “Culture & Daily Life” worksheet. 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. Make a list of what you know about Japan. Environmental challenges thematic essay. 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.Day 9 – How did the Incas control the area around them? Do Now: Background/ set up video. 17-18. 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.Unit 6 Exam . As students are watching the video. Students will watch the video on Empire building about the Inca and the Persians. Day 4 – What was early Japanese culture like? Do Now: 1. Shikoku. Fuji. Homework assignments – vocabulary. What is perspective? – define and discuss point of view and perspective. Go over do now. Conclusion: Go over worksheet together. 478 q. 2. It also discusses the traditional Japanese culture that is still visible in Japan today.25 mc questions (Honors – part II . 2. Take Japanese Geography Quiz. 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. the Tokugawa Shogunate and the Arrival of the Europeans and the ensuing period of isolation. Nagasaki. Day 3 – How is Japanese culture similar/ different to US culture? Do Now: Study map for geography quiz. 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. Read over effects that geography had on Japanese culture. Tokyo.

assign students the time period they will be working on. 2. Islam. literature/ stories that are retold and modernized for today. Day 6 – What is selective borrowing and how did it affect Japanese culture? Do Now: 1. answer the following question: What are the similarities and differences between the impacts the Europeans had on Japan vs. 3. have students compare and contrast the Heian Period and the Feudal Period. 2. Read pages 305307 – define the following terms: bushido. Gameplan: 1. One will read “A Samurai Instructs his Son”. Christianity. Examples – religious traditions in the Middle East. Day 9 – How did the Tokugawa Shogunate blend centralized and decentralized rule? Do Now: 1. Judaism. 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. then cite specific examples from our study of global history and geography of art that reflects a cultures values. Ask why a society would want to isolate. MidEast-Egypt/Sumerian. Have students read “Beauty is Everywhere” and answer questions from the reading. China. 2. 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. Go over answers. Each group should answer the questions from their reading and then write the main idea of their reading in their notes. Latin AmericaPre-classical civs) Gameplan: 1. Africa-Traditional African Society. Conclusion: Discuss the timeline project. Ask: How is the Tokugawa Shogunate an example of both a centralized and decentralized government? – discuss and compare it to the US today. the other will read “Samurai Wisdom”. Legalism. have students answer: What was Japanese feudalism like? 3. 2. Have students define cultural diffusion and review examples of it from our study of global history and geography. and samurai. Gameplan: 1. Conclusion: Compare European Knights with Japanese Samurai. Students will then pair up with someone from the opposite group e their information. Hinduism. page 305 – and outline the characteristics of this culture in their notes. 2. Go over the do now. Animism. Conclusion: Go over the notes. Gameplan: 1. respect for nature in Africa. Compare and contrast this civilization with the other classical civilizations we have studied (and that we discussed in the do now). have students come up with 2 similarities and 2 differences between the Ainu and another civilization. Time permitting. . Have students complete the Japan isolation notes using their textbook. Gameplan: 1. Polytheism). Architectural runes throughout the world show popular styles that are recreated in modern buildings (LA for specific example). Read about the Ainu – The Gods (earliest civilization of Japan) and outline the characteristics of this culture. Compare to Washington’s “entangling alliance” advice from his farewell address (1797). Go over the answers. Based on the reading. Divide the class into 2 groups. India-Harappan. Have students read the worksheet on the Tokugawa Shogunate and answer the 6 questions from the reading. In their notebooks. Assign students the reading “Japanese Selective Borrowing” and have them answer the questions. shogun. Conclusion: In pairs. Go over the do now. 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. Confucianism. Day 5 – What are the characteristics of the Japanese religion? Do Now: Review religions/ philosophies we have already studied (Daoism. Some elements can even be found today in those places.Ask: How can art reflect the values of a society? – discuss in general. 2. Gameplan: 1.Shang Dynasty. respect for elders in China. 4. 2. 2. Have students read about Japanese classical civilization – the Heian Period. Look at and read the worksheet “Analyzing a Painting” and discuss how this piece of art reflects Japanese religious values. Buddhism. 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).

Colonization. Conclusion: Discuss Timeline Review Project.I (15-17 Days) – Classical (Greece/ Rome – 1000BC – 500 AD) Assignments – Map of Europe/Map Quiz. Unit 8. Read Geography Skill builder: Peloponnesian War and answer questions on the back. Conclusion: What do you know/ want to know about Greek culture/ history? Day 4 . Scientific Revolution & the Enlightenment 1300 AD – 1700 AD). Conclusion: Discuss who has the most/ least favorable geography and why.physical & political features found on bottom of notes sheet. Crusades. Hand out requirements sheet and have students choose partners and topic. Notes = European geography. Gameplan: 1. 3. whether through compare and contrast or through a study of the connections between the West and the non-Western world. Take quiz. 2. proximity to neighbors. 168. Gameplan: 1. Medieval (Middle Ages. Absolutism. euro centrism and the term “western civilization.What are the similarities and differences between the city-states of Sparta and Athens? Do Now: 1. identify how these features effected Greek culture: mountainous terrain. not just our own. Columbian Exchange. Gameplan: 1. Slave Trade. 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. Age of Faith. Textbook .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 . Renaissance and Reformation 500 AD – 1300 AD) and Late Middle/ Early Modern (Exploration. 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. jagged/ irregular coastline.What are the major geographic features of Western Europe? Do Now: Read and complete Western Europe Introduction worksheet Gameplan: 1. have students label map of Europe .short answer) Unit 8 – Western Europe Overview – The final unit of this course is also the longest. Go over map. Using a textbook.How does Europe’s geography compare to other region’s geography? Do Now: Review map for Geography quiz. When entire class completes the quiz. pg 136. Commercial Revolution. climate/ soil dictate crops that will be grown. Turmoil of the 1300’s. Have students read the notes sheet and then look at the map. Day2 . have students list the key geographic features of Greece in their notebooks and then for each feature. Day 3 . 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? . 2. surrounded by water. Vocabulary.go over the answers to these questions in a whole group discussion. This unit will be divided into 3 sections: Geography & Classical (Greek and Roman civilization 1000 BC – 500 AD). dry climate = decentralized government. they should take a map of Greece worksheet and label the key physical geographic features and city-states. q. contact with neighbors (cultural diffusion).” in class and/ or go over finished project. 3.How has Greece’s geography influenced its culture? Do Now: 1. q. 11-20. relied on the sea (fishing. Study for geography quiz. Set aside 1-2 days for Timeline Review Project .1120. 2. Go . 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. Discuss why Europe is such a big part of our curriculum. When students finish the quiz. pg. Environmental Challenges Essay. This reflects New York State’s emphasis on a Eurocentric view of World History. trade). Rome (pages 138-169) Day 1 .Greece (pages 108-137).

What is Alexander the Great’s most lasting achievement to World History? Do Now: 1. architecture). tolerant. What were the major advancements from Greece’s Golden Age? Have students use their textbooks to complete the “Advancements of Ancient Greece” worksheet. values.Profile on this important person in World History. Gameplan: 1. beliefs. art).laws that allow the government to do what they want without legal repercussions. 2. Day 8 . 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.What was the difference between the Roman Republic and the Roman Empire? Do Now: Go over timeline. Why are they different? Geographical separation .What are the characteristics of Athens’s Golden Age? Do Now: 1. coastline. Individual . accurate and insightful. and then write 2-3 sentences explaining the major differences between the two city-states. Ask: Who fought in the Peloponnesian War? . Highlight where the republic ends and the Empire begins. State . Compare US laws to Rome’s laws using a Venn Diagram . colorful. Define republic and empire.Democracy. Read “Growth of Rome” worksheet as a class and answer the questions that go with the reading.laws that ensure the government can not do whatever they .look at back of “Achievements of Ancient Greece” worksheet. have students get into two groups each group will be responsible for outlining the major characteristics of each city-state.Read documents about Alexander the Great from the overhead and answer questions about the documents.) Day 7 . as well as the textbook pages 116-117. what laws would you make or which would you get rid of? Day 10 . 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 . Extra Credit . Gameplan: 1. Why did they switch from a republic to an empire? .Create a visual timeline depicting these key events and stages. 2. Be sure to be creative. Make connections between these advancements and modern day knowledge (specifically in science and math.define Hellenism and Hellenistic culture. Examples . Why would 2 groups from the same country fight one another? . What did Athens have that would lead to a Golden Age? . What did he do? . Look at a map of his conquests and discuss what characteristic traits caused the creation of Hellenistic culture (educated. astronomy. literature.wanted to have a different government than the people who ruled over them before (Etruscans .dictatorship).raise taxes. Gameplan: 1. sea trade across the Mediterranean Sea. focus on education. List key reasons why they switched to an empire . Read section in textbook about him and list the major characteristics of his life. Gameplan: 1. Conclusion: Have students list the major characteristics on the board.mountains. Go over do now questions. government. 12 Tables worksheet together and answer questions. 2. corruption. Who was Alexander the Great? . Why did they create a republic? . Conclusion: How did the spread of Hellenistic culture effect world history? . Gameplan: 1.Create a timeline outlining the key events and stages of Roman History. What are the differences between Athens and Sparta? .over do now. Day 5 . 3. 3.What are laws and what is the purpose of laws? Discuss laws you think are good and ones you think are bad. science. 3. Day 6 . no rivers connecting different areas. and spend money on themselves for their own profit or glory.stable government and economic system. math. 2. liberal arts education (math. 2.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.What is Rome? Do Now: Have students list what they already know about Rome.grew too large. Conclusion: Assign Homework . 3. Conclusion: Go over key achievements (philosophy. What were Rome’s laws like? .Different cultures.reread yesterday’s packet.using handouts about each city-state.what are the key similarities and differences? Conclusion: If you were in charge. and curious).influenced the development of law systems in Europe and the US (still see its influence today!) 3. islands.What are the main characteristics of Roman Law? Do Now: Discuss .Athens and Sparta. Go over do now. What are the causes of a golden age? Review from China and Middle East . philosophy. punish dissidents. Explain why Rome is important to World History .

Power vacuum. pg.Review for Unit 8. Tang/Song Golden Age . 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.) Cite examples from our study of empires and why they fell. Gameplan: 1. Military. Go over do now. Discuss Rome’s golden age . 314-363.e. Conclusion: Go over the essay format reminding students of how to write a thematic essay. Review what it means for an empire to “fall. characteristics. Unit Review Sheet. Review Questions (1115). Day 12 . Have students read one of the following worksheets: “Decay of Rome”. Gameplan: 1. chaos. government.discuss the ways the religion of Christianity changed during the last half of the Roman Empire. Have students look at the characteristics of Rome and the causes of its decline discussed yesterday. 2. Essay assignment Theme: Political Systems. 2. why is the Fall of Rome so significant? Discuss answers as a whole group. Assign this essay as a homework assignment. Check to see if any of your hypotheses were correct. Handout worksheet on Roman Roads. according to their worksheet. economy. “Another View of Rome”. Germanic Kingdoms Textbook assignment. “Decline of Rome”. laws. 362 questions 11-20. Conclusion: As a whole group.25-40 mc questions (Honors – part II . etc.” Each student will be responsible for outlining the causes of the fall of Rome. Gameplan: 1. 4. Examples . Have students list on the board the characteristics of Christianity they remember from our unit on the Middle East. Economic.What were the causes and characteristics of the Pax Romana? Do Now: 1. Review Golden Ages .Unit 8-1 Exam .What were the causes of the decline of the Roman Empire? Do Now: 1. 3. pg. Have students read the worksheet and answer questions based on the map on the worksheet.corrupt rulers. Gameplan: 1.punish without cause. justice system. Ask: What do you think will happen now that Rome has fallen? .Medieval (500 AD-1500AD) Assignments – Vocabulary. 2. military. 5. End of the Year Project (Assign during this unit. 438 questions 11-20. instability. Section I Exam Day 16 . 4.The Pax Romana.II – (16-17 Days) .Political. disorder.think about what happened in those other regions. Day 13 . 3. List the key effects Christianity had on Roman culture.short answer) Unit 8. 2. effects. (Incas-Spanish conquistadors. 414-439 . Use textbook to list as many characteristics of Rome’s Golden Age as you can find. Read page 163 describing different opinions on the Fall of Rome. Go over do now.causes. Gameplan: 1.Institutions no longer function (i. 4. and decline in traditional values. Students will complete this assignment in groups of two. due next unit) Textbook – 163. too big to manage. Answer review questions for Greece/ Rome Test (1-5). Ask: According to these documents. Read “The Spread of Christianity” and answer questions about the reading. 3. Islamic Empire . Go over do now. Day 11 .What effect did Christianity have on the Roman Empire? Do Now: Answer review questions for Greece/Rome Test (6-10). Conclusion: How did Rome impact Christianity? . 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 . Go over do now. Conclusion: have students read page 317 and list the key effects. 3.want to the people. Social.Mongols. go over the entire chart and ask: Which do you think was the single most important cause of the decline of Rome? Day 14 . spend taxpayer money however they want without it benefiting the taxpayers. “Causes of the Fall of Rome.What was the effect of the Fall of Rome? Do Now: Review Questions (16-20). Day 15 . harshly raise taxes or implement taxes unfairly. Class System Thematic Essay.” . Conclusion: Compare to other Golden Ages we have studied.

capitalism. Day 3 – What were the positive and negative characteristics of the Middle Ages? Do Now: 1. discuss the history and evolution of chess and how the game reflects the class system of the middle ages. served on courts. Why would the Europeans want to go and fight in the Crusades? – read “The Council of Clermont” and answer questions. What is it? What are some examples of class systems that we have studied so far this year? Gameplan: 1. interdependency. In 3-4 world history in thus time period. 3.Go over do now. service for spiritual protection. crops. nobles. What does this convey to you about the Fall of Rome? Gameplan: 1. peoples lives were so bad = the only thing to look forward to was life after death. justice system). What happened to the legions? – Leave/die/return home. 2. Read and answer questions from “A Medieval Manor” diagram/ worksheet. Conclusion: How does the game of chess reflect the medieval class system? – using a chess board and pieces.based on land ownership. Notes: Define the following terms: manoralism. Go over do now.How did the church gain power during the Middle Ages? – offered spiritual protection in exchange for land. Divide the class into 3 groups (serfs. What was going on in the world in 1000 A. 4. 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. knights and serfs. What will the Middle Ages class system be like? . Rome is no longer safe or powerful = instability and chaos as barbarian invaders take over/ lay claim to Roman lands. What else happens in cities? – Cultural diffusion. what motivates them and what they would be willing to die for. 2. Notes on the Roman Catholic Church in the Middle Ages: . Review – What does it mean for Rome to “fall”? When did it fall? How did it fall? 3. summarize the effects of the Fall of Rome. 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. 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.D. What motivates you? – discuss motivation. Discuss how these terms relate to the Middle Ages. made laws. 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. 2. Go over do now. king. 5. Read the quote from St. 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. architecture (cathedrals). Gameplan: 1.? . Why would the pope want to help the Byzantine emperor? 4.Day 1 – What were the effects of the Fall of Rome? Do Now: 1. self-sufficiency. Day 4 – What was the class system like in Medieval Europe? Do Now: Review class systems. Ask – What does the pope use to try and motivate people to go on the Crusades? Conclusion: Predict outcome . 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. What was the immediate cause? – Invasion. Gameplan: 1. No cities (population decreases). Gameplan: 1 Go over do now. Who would the Byzantine Emperor ask for help? Why is this a problem/ issue? 3. Why did the Church become powerful and influential? – became the unifying force. protection. 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. set up rules for controlling the economy. Conclusion: What contributions did the Roman Catholic Church make to medieval society? – Education (monasteries). 2. 3. What is a feudal contract? – draw and label the relationships between the different classes and formal agreements between the classes. nobles (lords and vassals). How will this affect the economy? – Roads no longer safe = trade declines = economy declines (must rely on other means of survival). enforced laws. 2. Draw and label the medieval class system – pyramid shaped. How did they use their increasing power to influence politics? – become advisers to Kings/ Princes. Where did people trade? – The cities = no more trade – can’t get things in cities = people leave (ruralization). clergy were the only ones who could read or write. Jerome on page 167.) Conclusion: Go over chart as a whole group.

Go over answers to the packet. Day 8 – What were the effects of the Crusades? Do Now: Review Middle Ages so far – Quiz tomorrow. What else happened during the 1300’s? – split the class into two groups – one will summarize the Great Schism. Day 10 – What happened during the “calamitous” 14th century? Do Now: Worksheet on the geography of the Black Plague. 4. 2. Notes on the Crusades – 1-4. 2. DaVinci. 2. Gameplan: 1. What were Greek and Roman ideas like? – make a list of the characteristics of Greek and Roman culture.) 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). Take quiz (middle ages). Gameplan: 1. other crusades. Divide the class into 4 groups. the Troubles in Ireland. Day 12 – What are the characteristics of the Italian Renaissance? Do Now: Complete chart on Middle Age vs. Go over do now. characteristics. What caused this change? – Crusades.) 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. When students complete the reading and answer the corresponding questions. Children’s Crusades. 3. Effects – review from video. 2. Outline immediate and long term effects. and Gutenberg). Who will win the Crusades and why? – Muslims. introduce video on Epidemic Disease in World History – definitions (epidemic. What is the Renaissance? – rebirth – of what? – Greek and Roman ideas. Machiavelli. Conclusion: Go over the worksheet. Conclusion: What are some current conflicts that we could/ should look at from multiple perspectives? – War in Iraq. Greek/ Roman values. 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. 3. Review Causes. political. economic). Why did it not spread earlier? C. 2. revival of trade and towns.based on what was going on in the world in 1000 A. Notes: What changes are brought about by the Crusades? – Cultural diffusion (new products and new ideas) start a revolution in Europe. Gameplan: 1. 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. Assign each group an important individual from the Renaissance (Michelangelo. advancements. 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. pandemic). 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. When students finish. Handout packet on the Renaissance. Arab-Israeli Conflict. financial revolution. Group these effects from notes into categories (social. Test in 9 days! Gameplan: 1. people or any other characteristics. Notes on Bubonic Plague – A. how could a disease impact world history? What are some examples of epidemic disease today? 3. 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. 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. Each group will be responsible for outlining the major . 2. advanced technology/ golden age. Students will complete the packet in groups. Multiple perspectives – Divide the class into two groups. effects. 4. B.D. Gameplan: 1. 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. 14th century. 3. 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. Why Italy? – what were the advantages Italy had for the Renaissance to begin there? – notes on advantages of Italy/ disadvantages of other regions. Watch video on epidemic diseases (Bubonic Plague and Small Pox). the other will summarize the 100 Years War (summary – causes.

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.characteristics of the person. 495-505. 3. Discuss . Then we will discuss how the Crusades. Notes on Effects of Reformation. Gameplan: 1. we will discuss how the last 3 events will have some influence on the beginning of the Age of Exploration. Conclusion: What do you know about the Age of Exploration? What are some modern Explorations going on today? Day 2 . The class will then get into groups of 4. Scientific Revolution & Enlightenment). 2. pg.discuss the impact the Crusades had and how it led to exploration. Day 3 . Define and discuss what were the long term and immediate causes of this religious revolution. different attitude). Cultural Diffusion). Who was Martin Luther? – Handout reading about Martin Luther questions and have students answer the questions about the reading. Simulation . 3. What reasons does the video give for Martin Luther’s significance to World History? Gameplan: 1.short answer) Unit 8-III – Early Modern (1500AD-1750AD) Assignments – Vocabulary (Exploration. Middle Ages. First. with one person from each original group being represented.Trade along the Silk Roads. 480-489. Students should see a pattern forming where each previous event had some influence on the next event. Complete sections in Protestant Reformation packet on the cause and effect of this event. both long term and immediate. 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.Who were the major contributors to the Age of Exploration? Do Now: Review for world map quiz (5 minutes) Gameplan: 1. Conclusion: What was the Roman Catholic Church’s reaction to the Protestant Reformation? Day 16 – Review for Unit 8. we will define the Age of Exploration. On the top.50 mc questions (Honors – part II . Section II Exam Day 17 – Unit 8-II Exam . Next. Go over answers. 504 questions 11-13 & 16-20. 478 questions 11-14. 3. Conclusion: Discuss the other advantages Spain and Portugal had for exploration. 2. Renaissance. On the left hand margin. Go over do now . Notes: causes of the Protestant Reformation. label cause and effect.Who will be the first to explore and why? Do Now: Label the world map including major bodies of water. and Reformation. Each person will then teach the others in their group about their person from the Renaissance. what they contributed to the Renaissance and how they reflect the Renaissance values. regions and important points in the Age of Exploration.explain what prevented exploration (no need. 2. 4. This will explain why Spain and Portugal had the most to gain financially by exploration. What changed in Europe that led to the Age of Exploration? . Ask students what the difference is between long term causes and immediate causes. continents. Thematic Essay (People. absence of advanced technology. Conclusion: Go over the characteristics of each person and evaluate who made the biggest contribution to the Renaissance. 2. Students will participate in a simulation showing how the price of goods from Asia multiplied exponentially as they made their way to Europe. Crusades.quiz on map tomorrow. Gameplan: 1. label the following events/ time periods: Fall of Rome. Change. Go through the chart with students asking what the cause of each event is and what the effect is. Discussion: Why didn’t people explore during the Middle Ages? . Renaissance and Reformation all contributed to the start of this event. Day 14 – How did the Renaissance effect religion? Do Now: Read worksheet on Johan Gutenberg and discuss the significance of the printing press. 2. Review the causes of exploration. pg. Ask: How is Johan Gutenberg an example of the Renaissance? Gameplan: 1. countries. 2. End of the Year Project (due this unit) Textbook – 462-468.

Aryan Invasions.Label Map and match explorer with what they are known for. Why were they treated like this? . Notes: A.What were the characteristics of European Colonization of the Americas? Do Now: Review for final (5-10 minutes). 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. What was the African Slave Trade like? . Conclusion: Have students work on the body paragraph for homework.What were the causes and effects of the African Slave Trade? Do Now: Review for final (5-10 minutes).explain this event and its impact on colonization. Zheng He). One group will be responsible for outlining the possible effects this time period will have on Europe. When students finish. Marco Polo. What is the Columbian Exchange? . 2. Review Economics .Notes on definition. goods/ ideas that were exchanged. 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 . effects. what they explore and what is left to explore. individual glory (primogeniture). disease. 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 . 3.ignorance. What are some examples of cultural diffusion that we have studied so far this year? Bantu Migrations. students will get into groups with other students who had the same explorer and compare info. Day 5 .explorers from different time periods and different places we have already discussed (Ibn Battuta. competitive nature of European economics/ politics. Look for similarities as we study the explorers from this era.reading from Howard Zinn’s People’s History of the US and “Evils of the Slave Trade” worksheet. Spread of Islam. Gameplan: 1. What was the Treaty of Tordesillas? . What will be the effects of the Age of Exploration? . Why did the purpose of these voyages change from exploration to conquest? .have students split into 2 groups. 2. Gameplan: 1. and will include matching section on explorers! Gameplan: 1. Group Work: Students will be assigned one of the following explorers . Magellan. Have the students list their effects on the board in random order. wealth of natural resources combined with inferior military technology of Native Americans. Each group should further divide into 3 categories = social. discovery of the Americas by the Europeans.the regions the Europeans explore. What were the causes of the slave trade? .read “The Resurgence of Europe” .On Africa and the Africans? On the Americas? Conclusion: Where do we see the effects of the slave trade today? Day 9 .Connection of east and west.discuss the causes of colonization. 3.How did the Columbian Exchange influence World History? Do Now: Review for Final (5-10 minutes). What were the social. Need for economic wealth. economic. 2. Then have the other group identify which of the effects are social. Do Now: Review for Quiz. Take Exploration Quiz . Go over format/ content of body paragraphs.Columbus. Next. deGama. Each student will first research the key achievements and details of their explorer. Pizzaro. 3. What was the economic system like in Europe before the Age of Exploration? . Gameplan: 1. The other group will outline the effects on other world regions . being sure to get the complete picture and as much information as possible. need for cheap labor/ Native Americans were dying/ running away. Day 6 . 2. Gameplan: 1. 3. Discuss that our treatment of this time period is in general speaking about Spanish colonization. What were the effects of the slave trade? . What were the effects of colonization? break down into immediate and long term. economic and political characteristics of European colonization? C. Conclusion: Discuss modern day explorers. 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. Gameplan: 1.What were the effects of the Age of Exploration? Do Now: Review for quiz . but it was also very similar to Portuguese colonization. Dias. Day 4 . Crusades. 4.What are examples of economic systems we have discussed so far this year? 2.Map quiz/ Essay Day. Finally. Conclusion: Go over key points/ main ideas about each of the explorers. and Prince Henry. Mongol Invasions. B. 2. greed. mercantile system of economy. Silk Roads. Spread of Christianity. political or economic.What was the Commercial Revolution? Do Now: Review for final (5-10 minutes).

What were the sources of authority and accepted knowledge back then? . the other will take a look at Peter the excerpt from Francis Bacon about medieval science. 2. When students finish. 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.worksheet and highlight the main ideas. Have students read “The Game of Mercantilism” reading and answer questions on the back.Notes . Isaac Newton. where and what the ruler was all about . Phillip II.How was Louis XIV the model of the absolute monarch? Do Now: Review for final (5-10 minutes).read “Looking at Government” worksheet and answer questions about each form of government. Begin Essay assignment on People .Scientific Revolution . Conclusion: Are their absolute rulers today? What have we done to avoid absolute rulers? Has it worked? Day 12 . Go over answers to these questions.when. they will partner up with someone from the other group and teach them about their monarch. How is England different? . Day 11 .1. How did monarchs gain absolute power? . First. Why is that so? was a colony of England.Review . Read back of “Resurgence…” worksheet on Favorable Balance of Trade. Have students summarize what it was like. 2. Peter the Great. Gameplan: 1. explain causes of this event (Crusades. Review characteristics of the age of absolutism. Review Age of Exploration . how did they get their power. 5. Divide the class into three groups .using the reading on Louis XIV.USA.Roman Catholic Church .What were the causes of the Age of Absolutism? Do Now: Review for final (5-10 minutes). 2. Discuss certain events that might fit into multiple themes and the benefit of memorizing specific information about those topics. Day 14 . Conclusion: Architecture reflects values = Palace at Versailles. Gameplan: 1. Day 13 .wealth from exploration/ colonization. Who loves this? . each student will read about their .How does Spain’s absolute monarch compare to Russia’s? Do Now: Review for final (5-10 minutes). Elizabeth I. Gameplan: 1.Greek/ Roman ideas (lost after fall of Rome).Using worksheet and textbook. Define what it is and explain how capitalism works. Who was Louis XIV and what did he do? . Divide the class into 2 groups.brief summary on the key players we will discuss in depth later (Louis XIV. One will study Phillip II.3. Conclusion: How did the Age of Exploration cause these economic changes? Day 10 . 4. what will they do with this absolute power.must have 2 from Europe and 1 non-European. 4 elements. Conclusion: Where do we see England’s influence on government today? . What is the Age of Absolutism? . Nicolas Copernicus. Review concept of absolutism . What are the specific examples we can cite that show how he wielded absolute power? . policies and ideas that made them examples of an absolute monarch? 3. as well as the other monarchs we have studied in this age.what is it. Renaissance).Scientific knowledge in 1500 = geocentric.define. What will change this? . Gameplan: 1. 3. Review for final (5-10 minutes). Conclusion: How does the Scientific Revolution reflect Renaissance culture and values? Day 16 . medicine/ surgical procedures. 4. 2.What were the causes of the Scientific Revolution? Do Now: Review for final (5-10 minutes).one for each of the following scientists: Galileo. Church/ Bible. what made him important/ influential to world history? 2.How did England take a different approach to the concept of Absolutism? Do Now: Review for final (5-10 minutes). compare and contrast these two monarchs with one another. Gameplan: 1. where. Gameplan: 1. influence of Christianity enabled them to claim divine right. Day 15 .background on the King of France . 3. 4.what were their actions.Who were the influential scientists during the Scientific Revolution? (2 day lesson) Do Now: Review for final (5-10 minutes).causes. answer 5 questions about England’s government in the 13th-17th centuries. 2. Conclusion: As a whole group. What was medieval science like? . effects. Each group will be responsible for researching when. 3. Who are the main examples of Absolute Monarchs? . Review Essay format.supports their teaching/ reaffirms them as powerful and right. What was the problem with this knowledge? .

What will be the effects of this event? . What was the Age of Enlightenment? . 2.continued from yesterday. making sure the most important ideas and concepts from each thinker are understood. They will then compare their answers with the rest of their group members (the students who have the same Enlightenment thinker. Day 18 . Conclusion: Where will the reformers be from mostly? .What were the effects of the Scientific Revolution? Do Now: Review for final (5-10 minutes). Have students get into groups of 5 . medicine. cloning. France.Science.) Continue tomorrow. Day 22 . it is because I have stood on the shoulders of giants”).50 mc questions (Honors – part II . Group work. student from each Enlightenment thinker.define. What will be the effects of the Age of Enlightenment? discuss the effects = French Revolution.definition and causes. Why? Day 20 . Each student will research the main ideas about their Enlightenment thinker and outline why they were important. computers/ electronics. Each group member should then explain the findings of their research to the rest of their group. 3. technologies. Continued tomorrow. As a whole group we will go over the main ideas of each.short answer) . 5. Rousseau. who the influential thinkers were and what they wrote student from each of the original groups. independence movements throughout Latin America.Review for Unit 8. American Revolution.continued from yesterday. Students will get into groups of 3 . leads to Industrial Revolution.scientist and outline the key and summarize what this event is. Section III Exam Day 23 – Unit 8-III Exam . making sure students have the most important ideas about these influential scientists. Gameplan: 1.England. Each student will then explain the main ideas of their scientist to the other group members. Day 17 . As a whole group. 4. 3. Conclusion: Review for final (5-10 minutes). Gameplan: 1. stem cell research. Locke. Which of these scientists do you feel had the most important advancement/ idea? Conclusion: Review for final (5-10 minutes). Assign students an Enlightenment thinker: Voltaire. Have students read handout from regentsprep. Notes: What were the causes of the Age of Enlightenment? 3.discuss meaning. Review Enlightenment .What are the causes of the Age of Enlightenment? Do Now: Review for final (5-10 minutes). Discuss quote from Isaac Newton (“If I’ve seen farther than others. end of Absolutism in Europe. 2. Review how we studied the scientists from the Scientific Revolution. Conclusion: What will be the most significant science issue of your lifetime? Day 19 . students will get into their groups and discuss what the most important characteristics from their research and reading. What does this mean? What does this say about technology and science? 2. Hobbes. we will go over the main ideas. What does enlightenment mean? . meaning in Hinduism. 2. events and actions of their person. Second. Day 21 . 4.Who were the key Enlightenment thinkers? Do Now: Review for final (5-10 minutes). What are the scientific ideas that are changing the way we live? . Gameplan: 1. Montesquieu. 6.

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