arlington public schools social studies curriculum 2009 … · · 2012-07-25• form the...

Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 10

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COURSE DESCRIPTION: The course of study for grade ten is world history to 1500 A.D. (C.E.). It includes study of the historical development of people, places and patterns of life from prehistoric times until 1500 A.D. (C.E.) in terms of their impact on Western civilization. THEME: The organizing theme for grade ten is COMMUNITY. KEY CONCEPTS: Students will learn that a COMMUNITY is a group of people who

• settle in a favorable geographic environment and either trade or compete with other communities for scarce resources. • organize in complex social and political structures to achieve order and security. • support a common set of cultural and civic values in which each individual or social class performs a vital function. • form the foundation of civilization by establishing permanent, interdependent societies. • share a common heritage based on language, religion, historical events, ethnicity and/or geographic area

UNITS and UNIT SECTIONS: I. Foundations of Human Society focuses on the biologic, geographic and cultural processes that gave rise to human communities in Paleolithic and Neolithic societies culminating in the development of the first civilization

• evolution and development of early humans • Paleolithic society • Neolithic society and the Agricultural Revolution

II. River Valley Civilizations examines the similarities and differences between the first four areas of civilization in the Eastern Hemisphere

• emergence and characteristics of the first civilization in Sumer • Tigris-Euphrates River Valley (civilizations of Mesopotamia and the Fertile Crescent) • Nile River Valley (Egypt and Nubia) • Indus River Valley (Harappa and Mohenjo-Daro) and Ganges River Valley (Vedic Age of Aryan culture) • Huang He River Valley (China under Shang and Zhou Dynasties)

III. Classical Asian Civilizations addresses the development of major religions, philosophies, and large-scale empires in India and China.

• Persian Empire • Classic India (Maurya and Gupta Empires) • development of Hinduism, Buddhism and Jainism • Classical and Imperial China (Qin and Han Dynasties) • development of Confucianism, Daoism and Legalism • cultural diffusion along the Silk Road


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IV. Classical Mediterranean Civilizations explores the emergence, interaction and spread of European civilizations throughout the Mediterranean region and Southwest Asia during the classic age.

• Greece (Minoan, Mycenaean, and Archaic Eras) • Greece (Classic and Hellenistic Eras) • Rome (Roman Republic and Roman Empire) • emergence of Christianity

V. Post-Classical Civilizations (Late Antiquity) examines the political, cultural and religious interactions between the civilizations that succeeded Classical Rome in the Mediterranean region and Southwest Asia

• Byzantine Empire • the emergence of Islam and the development of the Islamic Empire • Middle Ages in Western Europe • the Crusades

VI. Regional Civilizations examines the independent and interactive developments of regional civilizations in the first and second millenniums A.D. (C.E.)

• East Asia (Tang, Song, Yuan and Ming Dynasties; Japan and Korea; Mongol Empire) • African civilizations (Axum, Ghana, Mali, Songhai and Great Zimbabwe) • American civilizations (Maya, Aztec and Inca) • European Renaissance

VII. Post-SOL Suggestions


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UNIT I: Foundations of Human Society

STANDARDS OF LEARNING: This unit will address the following objectives: SOL WHI.1 The student will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.); b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.); c) identifying major geographic features important to the study of world history to 1500 A.D. (C.E.); d) identifying and comparing political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.); e) analyzing trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.); f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.).

SOL WHI.2 The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by a) explaining the impact of geographic environment on hunter-gatherer societies; b) listing characteristics of hunter-gatherer societies, including their use of tools and fire; c) describing technological and social advancements that gave rise to stable communities; d) explaining how archaeological discoveries are changing present-day knowledge of early peoples. ENDURING UNDERSTANDING: Human adaptation to the surrounding environment influenced the development of society, technology, and culture. CONCEPTUAL UNIT QUESTION: In what ways did the development of agriculture alter human society and pave the way for civilization? PREVIEW ACTIVITY: Ask students to imagine that they have found a backpack lying in the street. Inside the backpack are three items: a CD of classical music, a cell phone, and a pair of athletic shoes. Students should write a paragraph in response to this prompt: What conclusions could you confidently draw about the owner of the backpack? What would be impossible to know about the owner of the backpack? Share responses and afterwards tell students that they will examine artifacts created by human ancestors and to try to draw conclusions about their capabilities and skills. Point out that just as students could not know everything about the owner of the backpack, archaeological specialists do not know everything about our human ancestors. SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. Agricultural Revolution agriculture ancestors Archeology artifacts carbon 14 dating technique Catalhoyuk civilization clan community Cro-Magnon Culture domesticate fossil Hominid Homo sapiens Hunter-gatherer Jericho Mesolithic Neanderthal Neolithic Nomad Paleolithic Pastoralism Prehistory Stone Henge surplus Technology


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SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied. STANDARD WHI.2a The student will demonstrate knowledge of early development of humankind from Paleolithic Era to the agricultural revolution by a) explaining the impact of geographic environment on hunter-gather societies.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The life of early hunter-gatherer societies was shaped by their physical environment.

How did physical geography influence the lives of early humans?

Homo sapiens emerged in east Africa between 100,000 and 400,000 years ago. Homo sapiens migrated from Africa to Eurasia, Australia, and the Americas. Early humans were hunters and gatherers whose survival depended on the availability of wild plants and animals.

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify major geographic features important to the study of world history. (WHI.1c) Analyze trends in human migration and cultural interaction. (WHI.1e)


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STANDARD WHI.2b The student will demonstrate knowledge of early development of humankind from Paleolithic Era to the agricultural revolution by b) listing characteristics of hunter-gather societies, including their use of tools and fire.


Early human societies, through the development of culture, began the process of overcoming the limits set by the physical environment.

What were the characteristics of hunter-gatherer societies?

Hunter-gatherer societies during the Paleolithic Era (Old Stone Age) • Were nomadic (migrated in search

of food, water, shelter) • Invented the first tools, including

simple weapons • Learned how to make and use fire • Lived in clans • Developed oral language • Created “cave art”

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Analyze the impact of economic forces, including taxation, government spending, trade, resources and monetary systems on events. (WHI.1f)


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STANDARD WHI.2c The student will demonstrate knowledge of early development of humankind from Paleolithic Era to the agricultural revolution by c) describing technological and social advancements that gave rise to stable communities.


The beginning of settled agriculture (including permanent settlements) was a major step in the advance of civilization.

How did the beginning of agriculture and the domestication of animals promote the rise of settled communities?

Societies during the Neolithic Era (New Stone Age) • Developed agriculture

(domesticated plants) • Domesticated animals • Used advanced tools • Made pottery • Developed weaving skills

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Analyze trends in human migration and cultural interaction. (WHI.1e)


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STANDARD WHI.2d The student will demonstrate knowledge of early development of humankind from Paleolithic Era to the agricultural revolution by d) explaining how archaeological discoveries are changing present-day knowledge of early peoples.


Archaeologists continue to find and interpret evidence of early humans and their lives.

How does archaeology provide knowledge of early human life and its changes?

Archaeologists study past cultures by locating and analyzing human remains, fossils, and artifacts. Archaeologists apply scientific tests such as carbon dating to analyze fossils and artifacts. Stonehenge is an example of an archaeological site in England that was begun during the Neolithic and completed during the Bronze Age. Aleppo and Jericho are examples of early cities in the Fertile Crescent studied by archaeologists. Catalhoyuk is an example of a Neolithic settlement currently under excavation in Anatolia.

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Analyze trends in human migration and cultural interaction from prehistory. (WHI.1e) Analyze the impact of economic forces, including taxation, government spending, trade, resources and monetary systems on events. (WHI.1f)


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SAMPLE LESSON TITLE: What Do We Know About Human Ancestors? UNIT I: Foundations of Human Society ENDURING UNDERSTANDING: Human adaptation to the surrounding environment influenced the development of society, technology, and culture. CONCEPTUAL UNIT QUESTION: In what ways did the development of agriculture alter human society and pave the way for civilization? KEY CONCEPTS: Culture, history ESSENTIAL UNDERSTANDING: Archaeologists continue to find and interpret evidence of early humans and their lives. ESSENTIAL QUESTION: How does archaeology provide knowledge of early human life and its changes? SOL OBJECTIVES: WHI.2d LESSON DESCRIPTION: Students take on the role of paleoanthropologists to learn about the key characteristics of five human ancestors, or hominids. They assemble the pieces of a skull from one of five hominids. They examine drawings of artifacts associated with the hominid and attempt to determine what the hominid may have used the artifact for. Then working in larger groups, students attempt to place the five types of hominids on a spectrum in order of increasing capability and skill and explain their decisions. The teacher then introduces the key characteristics of the five hominids and asks students whether the hominid “skulls” should be reordered. Finally, the teacher projects a world map showing where hominid fossils have been discovered and provides information about the origins of modern humans.

Materials/Resources: History Alive! Early Humans WH-06-1 Activity 2.2; overhead projector; slide projector; scissors; tape Strategies: mixed-ability pairing; visual, verbal and kinesthetic learning Student Action:

• tape the artifacts together on a piece of paper in pairs or small groups • arrange the skulls in chronological order. • explain why they arranged the skulls in the order that they did. • look at the Interactive Slide Lecture about Early Humans. • take notes on the graphic organizer, “Key Characteristics of Five Hominids,” which is in the History Alive! binder.

Teacher Action: (see History Alive! Early Humans Activity 2.2, pages two through six.) • photocopy the five hominid skulls provided. The teacher may choose to leave certain pieces of the skull out (except for the teeth which

provide important chronological clues.) • put the remaining pieces all together into a manila envelope • divide the class into partners


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• facilitate group assembly of the skulls and arrangement • show the class the Interactive Slide Lecture.

Assessment: group work, group explanation, and the key characteristics of five hominids note sheet. Adaptation: Mixed-ability grouping would be effective. Also, if the teacher feels that students need help in assembling the skulls, the teacher could post one of the completed hominid skulls in the classroom. That way, students could figure out which pieces of the skull go to which skull. The teacher could also make sure that no group is missing any piece of the skulls. The class could also take notes during the slide lecture together.


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UNIT II: River Valley Civilizations

STANDARDS OF LEARNING: This unit will address the following SOL objectives: SOL WHI.1 The student will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.); b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.); c) identifying major geographic features important to the study of world history to 1500 A.D. (C.E.); d) identifying and comparing political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.); e) analyzing trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.); f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.). SOL WHI.3 The student will demonstrate knowledge of ancient river valley civilizations, including Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by a) locating these civilizations in time and place; b) describing the development of social, political, and economic patterns, including slavery; c) explaining the development of religious traditions; d) describing the origins, beliefs, traditions, customs, and spread of Judaism; e) explaining the development of language and writing. ENDURING UNDERSTANDING: Human ability to control and manipulate the environment resulted in complex societies. CONCEPTUAL UNIT QUESTION: Does the transition of human society to civilization have positive or negative consequences? PREVIEW ACTIVITY: Have students work in small groups to discuss what would happen to people in our civilized society if there was a permanent electrical blackout. They should address what the major religious, political and economic institutions of our society would do in response to this crisis. Most importantly, how would this failure in technology change the relationship between individuals and institutions in a civilized society? Have each group choose a spokesperson to discuss their ideas as part of a class discussion.


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SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. Abraham Alphabet animism bureaucracy city-states Civilization class system cultural diffusion cuneiform Delta diaspora dynasty Exile Fertile Crescent Hammurabi Hebrews Hereditary Hierarchy hieroglyphs Huang He Valley Indus River Valley Irrigation Jerusalem Judaism legal code Mesopotamia migration monotheism Moses mummification Nile River Valley Nubia papyrus Pharaoh Phoenicians pictographs polytheism Silt slavery Sumer Ten Commandments Tigris and Euphrates River Valley Torah SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.


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STANDARD WHI.3a The student will demonstrate knowledge of ancient river valley civilizations, including Mesopotamia, Egypt, the Indus River Valley, and China, and the civilizations of the Hebrews, Phoenicians, and Nubians, by a) locating these civilizations in time and place.


During the New Stone Age, permanent settlements appeared in river valleys and around the Fertile Crescent. River valleys provided rich soil for crops, as well as protection from invasion.

Why did ancient civilizations develop in river valleys? Where were the earliest civilizations located? When did these civilizations exist?

River valley civilizations (about 3500 to 500 B.C. [B.C.E.]) • Mesopotamian civilization—Tigris

and Euphrates River Valleys (Southwest Asia)

• Egyptian civilization—Nile River Valley and Delta (Africa)

• Indian civilization—Indus River Valley (South Asia)

• Chinese civilization—Huang He Valley (East Asia)

These river valleys offered rich soils and irrigation for agriculture, and they tended to be in locations easily protected from invasion by nomadic peoples. Other early civilizations (about 2000 to 500 B.C. (B.C.E.)) • Hebrews settled between the

Mediterranean Sea and the Jordan River Valley (part of Fertile Crescent in Southwest Asia).

• Phoenicians settled along the Mediterranean coast (part of Fertile Crescent in Southwest Asia).

• Nubia was located on the upper (southern) Nile River (Africa).

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify major geographic features important to the study of world history. (WHI.1c)


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STANDARD WHI.3b The student will demonstrate knowledge of ancient river valley civilizations, including Mesopotamia, Egypt, the Indus River Valley, and China, and the civilizations of the Hebrews, Phoenicians, and Nubians, by b) describing the development of social, political, and economic patterns, including slavery.


River valleys were the “Cradles of Civilization.” Early civilizations made major contributions to social, political, and economic progress.

What were the social, political, and economic characteristics of early civilizations?

Development of social patterns • Hereditary rulers (dynasties of

kings, pharaohs) • Rigid class system, where slavery

was accepted Development of political patterns • World’s first states (city-states,

kingdoms, empires) • Centralized government (often

based on religious authority) • Written law codes (Ten

Commandments, Code of Hammurabi)

Development of economic patterns • Metal tools and weapons (bronze,

iron) • Increasing agricultural surplus

(better tools, plows, irrigation) • Increasing trade along rivers and

by sea (Phoenicians) • Development of the world’s first

cities • Development of the practice of

slavery in the ancient world among most cultures, taking various forms

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Analyze trends in human migration and cultural interaction. (WHI.1e)


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STANDARD WHI.3c The student will demonstrate knowledge of ancient river valley civilizations, including Mesopotamia, Egypt, the Indus River Valley, and China, and the civilizations of the Hebrews, Phoenicians, and Nubians, by c) explaining the development of religious traditions.


Religion was a major part of life in all early civilizations.

What religious traditions developed in ancient civilizations?

Development of religious traditions • Polytheism was practiced by most

early civilizations. • Monotheism was practiced by the

Hebrews.



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STANDARD WHI.3d The student will demonstrate knowledge of ancient river valley civilizations, including Mesopotamia, Egypt, the Indus River Valley, and China, and the civilizations of the Hebrews, Phoenicians, and Nubians, by d) describing the origins, beliefs, traditions, customs, and spread of Judaism.


The monotheism of Abraham became the foundation of Judaism, Christianity, and Islam—religions that changed the world. The Hebrews were the first to become monotheists.

What were essential beliefs of Judaism? How did Judaism influence Western civilization?

Origins of Judaism • Abraham • Moses • Jerusalem Beliefs, traditions, and customs of Judaism • Belief in one God (monotheism) • Torah, which contains written

records and beliefs of Jews • Ten Commandments, which state

moral and religious conduct Spread of Judaism • Exile • Diaspora



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STANDARD WHI.3e The student will demonstrate knowledge of ancient river valley civilizations, including Mesopotamia, Egypt, the Indus River Valley, and China, and the civilizations of the Hebrews, Phoenicians, and Nubians, by e) explaining the development of language and writing.


Language and writing were important cultural innovations.

What forms of language and writing existed in early civilizations?

Language and writing • Pictograms (earliest written

symbols) • Hieroglyphics (Egypt) • Cuneiform (Sumer) • Alphabet (Phoenicians)

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Use maps and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b)


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SAMPLE LESSON TITLE: Tracing the Development of Cuneiform UNIT II: River Valley Civilizations ENDURING UNDERSTANDING: Human ability to control and manipulate the environment resulted in complex societies. CONCEPTUAL UNIT QUESTION: Does the transition of human society to civilization have positive or negative consequences? KEY CONCEPTS: history, culture ESSENTIAL UNDERSTANDING: Language and writing were important cultural innovations. ESSENTIAL QUESTION: What forms of language and writing existed in early civilizations? SOL OBJECTIVES: WHI.3e LESSON DESCRIPTION: This lesson teaches students how the first written language developed. Students will experience the four developmental stages of cuneiform writing – pictographs, ideographs, stylus writing and phonograms and will learn how the development of cuneiform affected Sumerian culture.

Materials/Resources: History Alive! Early Humans WH-06-1 lesson 4.3; slide projector; overhead projector, student packets Strategies: Experiential Exercise; mixed-ability pairing; visual, verbal and kinesthetic learning Student Action:

• define and identify key terms related to Sumerian writing systems • create written symbols to represent objects, ideas and sounds; • present and discuss ideas of how cuneiform affected Sumerian culture • complete a handout packet

Teacher Action:

• follow steps of lesson from History Alive! Early Humans Activity 4.3, pages two through seven

Assessment: class work grade for completion of the student handout packet; group grade for effectiveness in expressing ideas during class discussion Adaptation: graphic organizers; multiple intelligence learning (visual, verbal, kinesthetic); mixed-ability grouping


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UNIT III: Classical Asian Civilizations STANDARDS OF LEARNING: This unit will address the following objectives: SOL WHI.1 The student will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.); b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.); c) identifying major geographic features important to the study of world history to 1500 A.D. (C.E.); d) identifying and comparing political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.); e) analyzing trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.); f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.). SOL WHI.4 The student will demonstrate knowledge of the civilizations of Persia, India and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by a) describing Persia, including Zoroastrianism and the development of an imperial bureaucracy b) describing India, with emphasis on the Aryan migrations and the caste system; c) describing the origins, beliefs, traditions, customs, and spread of Hinduism; d) describing the origins, beliefs, traditions, customs, and spread of Buddhism; e) describing China, with emphasis on the development of an empire and the construction of the Great Wall; f) describing the impact of Confucianism, Taoism, and Buddhism. ENDURING UNDERSTANDING: Unique and enduring cultures developed independently in India and China. CONCEPTUAL UNIT QUESTION: In what ways do religious and philosophical characteristics distinguish civilizations in India and China from other societies? PREVIEW ACTIVITY: Identify five or six interesting statements from The Analects. Write these statements in bold lettering on separate sheets of paper. Tape papers on wall around the room. Have students choose one statement which is most interesting to them either because they agree or disagree with the statement. Instruct students to move to the area of the room where their statement is posted. With the other students who have chosen the same statement, have students come up with their own interpretation of the statement and the reasons they agree or disagree with the statement. Students should then share these ideas with the rest of the class. Then have a general discussion about the culture in which these ideas developed. What might such a culture be like?


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SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. ancestor worship Aryans (Indo-Aryans) Asoka Buddha Buddhism caste system Civil Service System Confucianism deity Dharma dynasty Eightfold Path enlightenment Era of a Hundred Schools Era of Warring States Four Noble Truths Ganges River Great Wall of China Gupta empire Han Dynasty Himalayas Hindu Kush Hinduism Indus River karma Legalism Mandate of Heaven Migration monotheism nirvana paper polytheism Porcelin Qin dynasty reincarnation Shang Dynasty Shi Huangdi Siddhartha Gautama Silk Silk Road Spring and Autumn period Taoism (Daoism) Upanishads Vedas yin/yang Zhou Dynasty Zoroastrianism SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.


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STANDARD WHI.4a The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by a) describing Persia, with emphasis on the development of an imperial bureaucracy.


Built on earlier Central Asian and Mesopotamian civilizations, Persia developed the largest empire in the world.

How did Persia govern its empire?

Empire • Tolerance of conquered peoples • Development of imperial

bureaucracy • Road system • Zoroastrianism as a religion

• Religion of Persia • Belief in two opposing forces

in the universe

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify major geographic features important to the study of world history. (WHI.1c) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d)


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STANDARD WHI.4b The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by b) describing India, with emphasis on the Aryan migrations and the caste system.


Classical Indian civilization began in the Indus River Valley and spread to the Ganges River Valley, then through the Indian subcontinent. It continued with little interruption because of its geographic location. The Indo-Aryan people migrated into the area, creating a structured society (caste system) and blended their beliefs with those of the indigenous people. During the Golden Age of classical Indian culture, Indian people made significant contributions to world civilization.

Why were physical geography and location important to the development of Indian civilization? What impact did the Aryans have on India? Why was the caste system central to Indian culture? What were the accomplishments of the Mauryan and Gupta empires?

Physical barriers such as the Himalayas, the Hindu Kush, and the Indian Ocean made invasion more difficult. Mountain passes in the Hindu Kush provided migration routes into the Indian subcontinent. The Indus and Ganges were the most important rivers in the Indian subcontinent. Indus River Valley civilization (Harrapa and Mohenjo-Daro) Aryans (Indo-Aryans) • Migration, assertion of dominance • Caste system, which influenced all social

interactions and choices of occupations Mauryan Empire – Asoka • Continued political unification of much of India • Contributions – spread Buddhism, free hospitals,

veterinary clinics, and good roads Gupta empire • Golden age of classical Indian culture • Contributions—mathematics (concept of zero),

medical advances (set bones), astronomy (concept of earth as round), new textiles, literature



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STANDARD WHI.4c The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by c) describing the origins, beliefs, traditions, customs, and spread of Hinduism.


Hinduism was an important contribution of classical India. Hinduism influenced Indian society and culture and is still practiced in India today.

What are the beliefs of the Hindu religion? How did Hinduism influence Indian society and culture?

Hinduism • Belief in many forms of one God • Reincarnation: Rebirth based on

karma • Karma: Knowledge that all

thoughts and actions result in future consequences

• Vedas and Upanishads: Sacred writings

• Spread along major trade routes



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STANDARD WHI.4d The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by d) describing the origins, beliefs, traditions, customs, and spread of Buddhism.


Buddhism was founded by Siddhartha Gautama in a part of India that is in present-day Nepal. Buddhism became a major faith when Asoka sent missionaries throughout Asia.

What are the beliefs of Buddhism? How did Buddhism spread?

Buddhism • Founder: Siddhartha Gautama

(Buddha) • Four Noble Truths • Eightfold Path to Enlightenment Asoka’s missionaries and their writings spread Buddhism from India to China and other parts of Asia.

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify major geographic features important to the study of world history. (WHI.1c) Analyze trends in human migration and cultural interaction. (WHI.1e)


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STANDARD WHI.4e, f The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by e) describing China, with emphasis on the development of an empire and the construction of the Great Wall; f) describing the impact of Confucianism, Taoism, and Buddhism.


Classical China was centered on the Huang He (Yellow River) and was geographically isolated. Invaders entered China from the North. The Great Wall was built for China’s protection. Chinese culture began around 1500 B.C. (B.C.E.) Of Chinese contributions to civilization, Confucianism and Taoism are among the most noted.

Why was the Great Wall of China built? What were contributions of classical China to world civilization? Why were Confucianism, Taoism, and Buddhism important in the formation of Chinese culture?

Migratory invaders raided Chinese settlements from the North. The Great Wall was built by Qin Shi Huangdi as a line of defense against invasions. China was governed by a succession of ruling families called dynasties. Chinese rulers were considered divine, but they served under a Mandate of Heaven only as long as their rule was just. The Silk Roads facilitated trade and contact between China and other cultures as far away as Rome. Contributions of classical China • civil service system • paper • porcelain • silk Contributions of Confucianism in forming the social order in China • Belief that humans are good, not bad • Respect for elders • Code of politeness, still used in Chinese

society today • Emphasis on education • Ancestor worship



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STANDARD WHI.4e, f (continued) The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by e) describing China, with emphasis on the development of an empire and the construction of the Great Wall; f) describing the impact of Confucianism, Taoism, and Buddhism.


Contributions of Taoism in forming Chinese culture and values • Humility • Simple life and inner peace • Harmony with nature Yin/Yang represented opposites for Confucianism and Taoism. Chinese forms of Buddhism spread throughout Asia.


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SAMPLE LESSON TITLE: Discovering the Buddha’s Path to Enlightenment UNIT III: Classical Asian Civilizations ENDURING UNDERSTANDING: Unique and enduring cultures developed independently in India and China. CONCEPTUAL UNIT QUESTION: In what ways do religious and philosophical characteristics distinguish civilizations in India and China from other societies? KEY CONCEPTS: history, culture ESSENTIAL UNDERSTANDING: Buddhism was founded by Siddhartha Gautama in a part of India that is in present-day Nepal. ESSENTIAL QUESTION: What are the characteristics of Buddhism? SOL OBJECTIVES: WHI.4d LESSON DESCRIPTION: While participating in History Alive! Ancient India WH-6-3, Activity 2.3, students will examine paintings to gain an understanding of how Siddhartha Gautama became enlightened, and they will gain an understanding of the basic teachings of Buddhism.

Materials/Resources: Overhead projector, slide projector, props, student copies of Student Handout 2.3A, Slides 2.3A-2.3G Strategies: Visual Discovery Student Action:

• respond to a prompt by writing in their Interactive Student Notebooks • work in pairs to take notes and make predictions regarding the Buddha’s enlightenment. • identify the basic teachings of Buddhism. • re-respond in writing to the initial prompt

Teacher Action: • use a copy of History Alive! Ancient India WH-6-3, Activity 2.3 and the accompanying slides. • make copies of student handout. • set up slide projector and overhead projector. • have students respond to the following in their Notebooks: What do you think is the secret of happiness? • divide students into pairs. • pass out handouts. • conduct the Visual Discovery lesson. For each image provide students with information and assist them in notetaking on their handout. • For a few images have students act out the events that were taking place. After the lecture, acting, and notetaking for each slide, have students


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write a caption in the appropriate space responding to the following question: How do you think this event in the Buddha’s live might have contributed to his eventual enlightenment? With the final image, have students identify the basic teachings of Buddhism and record their notes.

Assessment: Beginning and ending responses to the prompt Adaptation: This activity is already user-friendly for most students. The handout provides a wonderful graphic organizer and students are able to take notes according to their ability.


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UNIT IV: Classical Mediterranean Civilizations STANDARDS OF LEARNING: This unit will address the following objectives: SOL WHI.1 The student will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.); b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.); c) identifying major geographic features important to the study of world history to 1500 A.D. (C.E.); d) identifying and comparing political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.); e) analyzing trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.); f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.). SOL WHI.5 The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by a) assessing the influence of geography on Greek economic, social, and political development, including the impact of Greek commerce and colonies; b) describing Greek mythology and religion; c) identifying the social structure and role of slavery, explaining the significance of citizenship and the development of democracy, and comparing the city-states

of Athens and Sparta; d) evaluating the significance of the Persian and Peloponnesian Wars; e) characterizing life in Athens during the Golden Age of Pericles; f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle; g) explaining the conquest of Greece by Macedonia and the spread of Hellenistic culture by Alexander the Great.

SOL WHI.6 The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by a) assessing the influence of geography on Roman economic, social, and political development; b) describing Roman mythology and religion; c) explaining the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman

Republic; d) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas; e) assessing the impact of military conquests on the army, economy, and social structure of Rome; f) assessing the roles of Julius and Augustus Caesar in the collapse of the Republic and the rise of imperial monarchs; g) explaining the economic, social, and political impact of the Pax Romana; h) describing the origin, beliefs, traditions, customs, and spread of Christianity; i) explaining the development and significance of the Church in the late Roman Empire; j) listing contributions in art and architecture, technology and science, medicine, literature and history, language, religious institutions, and law; k) citing the reasons for the decline and fall of the Western Roman Empire.


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ENDURING UNDERSTANDING: Philosophical, religious, political, and legal pillars of Western Civilization have their origins in classical Greece and Rome. CONCEPTUAL UNIT QUESTION: How did classical Western civilizations influence the foundation of our modern society? PREVIEW ACTIVITY: In small groups have students create two lists in response to the following questions: 1) In what ways are people in our modern society encouraged or expected to act as individuals? 2) Under what circumstances are people encouraged or expected to go along with the decisions of leaders or of groups of people? Have groups share their lists with the rest of the class. Have students discuss the importance of individualism and majority-rule in the United States today. Make the connection that the study of the unit of classical civilizations will help students understand some of the foundations of our modern society. SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. “bread and circuses” Acropolis Aegean Sea Aeschylus Alexander the Great Alps Aphrodite Apollo Apostles aqueducts Archimedes Aristocracy Aristotle Artemis Asia Minor Athena Athens Attila the Hun Augustus Balkan Peninsula barbarians Bishop Black Sea Carthage Christianity Cleopatra Colesseum colonization Constantine consuls Dardanelles Delian League democracy Diana Diocletian disciples Draco Edict of Milan Empire Euclid First Triumvirate Forum Gaul Good Emperors Gracchi brothers Hadrian’s Wall Hannibal Hannibal Hellenistic Culture Hera Herodotus Hippocrates Homer hoplite inflation Jesus of Nazareth Julius Caesar Juno Jupiter Latin Macedonian Marathon Marc Antony martyrs Messiah monarchy Mythology Nero New Testament Octavian oligarchy Oligarchy ostracism Pantheon Parthenon paterfamilias patricians Pax Romana Peloponnesian League Peloponnesian Wars Peloponnesus Pericles Persian Wars phalanx Phidias Phillip II Plato plebeians polis pope Ptolemy Punic Wars Pythagoras republic Romance languages Salamis Saul/Paul of Tarsus Second Triumvirate Senate Slavery Socrates Solon Sophocles Sparta Thucydides Tiber River tribunes Trojan War Troy Twelve Tables Types of columns: Doric, Ionic, Corinthian

tyranny Tyranny Venus Virgil/The Aeneid

Zeus


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SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied. STANDARD WHI.5a The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by a) assessing the influence of geography on Greek economic, social, and political development, including the impact of Greek commerce and colonies.


The physical geography of the Aegean Basin shaped the economic, social, and political development of Greek civilization. The expansion of Greek civilization, through trade and colonization, led to the spread of Hellenic culture across the Mediterranean and Black seas.

How did the mountains, seas, islands, harbors, peninsulas, and straits of the Aegean Basin shape Greek economic, social, and political development and patterns of trade and colonization?

Location and place • Aegean Sea • Balkan and Peloponnesus

peninsulas, Europe, Asia Minor • Mediterranean Sea • Black Sea, Dardanelles • Athens, Sparta, Troy • Macedonia

Economic and social development • Agriculture (limited arable land) • Commerce and the spread of

Hellenic culture • Shift from barter to money

economy (coins)

Political development • Mountainous terrain helped and

hindered the development of city-states.

• Greek cities were designed to promote civic and commercial life.

• Colonization related to overpopulation and the search for arable land.

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify major geographic features important to the study of world history. (WHI.1c) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d) Analyze trends in human migration and cultural interaction. (WHI.1e) Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events. (WHI.1f)


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STANDARD WHI.5b The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by b) describing Greek mythology and religion.


Greek mythology was based on a polytheistic religion that was integral to the culture, politics, and art in ancient Greece. Many of Western civilization’s symbols, metaphors, words, and idealized images come from ancient Greek mythology.

How did mythology help the early Greek civilization explain the natural world and the human condition? What impact did Greek mythology have on later civilizations and the contemporary world?

Greek mythology • Based on polytheistic religion • Explanations of natural

phenomena, human qualities, and life events

Greek gods and goddesses • Zeus, Hera, Apollo, Artemis,

Athena, and Aphrodite • Symbols and images in Western

literature, art, and architecture

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a)


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STANDARD WHI.5c The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by c) identifying the social structure and role of slavery, explaining the significance of citizenship and the development of democracy, and comparing the city-

states of Athens and Sparta.


Classical Athens developed the most democratic system of government the world had ever seen, although not everyone could participate in decision-making. It became a foundation of modern democracies. Contrasting philosophies of government divided the Greek city-states of Athens (democracy) and Sparta (oligarchy).

How did democracy develop in Athens? How did Sparta differ from Athens?

Social structure and citizenship in the Greek polis • Citizens (free adult males) had

political rights and the responsibility of civic participation in government.

• Women and foreigners had no political rights.

• Slaves had no political rights.

Athens • Stages in evolution of Athenian

government: Monarchy, aristocracy, tyranny, democracy

• Tyrants who worked for reform: Draco, Solon

• Origin of democratic principles: Direct democracy, public debate, duties of the citizen

Sparta • Oligarchy (rule by a small group) • Rigid social structure • Militaristic and aggressive society

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d)


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STANDARD WHI.5d The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by d) evaluating the significance of the Persian and Peloponnesian Wars.


The Greeks defeated the Persian empire and preserved their political independence. Competition between Sparta and Athens for control of Greece helped cause the Peloponnesian War.

Why were wars with Persia important to the development of Greek culture? Why was the Peloponnesian War important to the spread of Greek culture?

Importance of Persian Wars (499-449 B.C. [B.C.E.]) • Persian wars united Athens and

Sparta against the Persian Empire. • Athenian victories over the

Persians at Marathon and Salamis left Greeks in control of the Aegean Sea.

• Athens preserved its independence and continued innovations in government and culture.

Importance of Peloponnesian War (431-404 B.C. [B.C.E.]) • Caused in part by competition for

control of the Greek world—Athens and the Delian League v. Sparta and the Peloponnesian League

• Resulted in the slowing of cultural advance and the weakening of political power

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d) Analyze trends in cultural interaction. (WHI.1e)


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STANDARD WHI.5e, f The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by e) characterizing life in Athens during the Golden Age of Pericles; f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle.


Athenian culture, during the Classic Era, became one of the foundation stones of Western civilization.

Why was the leadership of Pericles important to the development of Athenian life and Greek culture? What were some important contributions of Greek culture to Western civilization?

Golden Age of Pericles (mostly occurring between the Persian and the Peloponnesian Wars) • Pericles extended democracy; most

adult males had equal voice. • Pericles had Athens rebuilt after

destruction in Persian Wars; the Parthenon is an example of this reconstruction.

Contributions of Greek culture to Western civilization • Drama: Aeschylus, Sophocles • Poetry: Homer (Iliad and Odyssey) • History: Herodotus, Thucydides • Sculpture: Phidias • Architecture: Types of columns

included Doric (Parthenon), Ionian, and Corinthian

• Science: Archimedes, Hippocrates • Mathematics: Euclid, Pythagoras • Philosophy: Socrates, Plato,

Aristotle

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d) Analyze trends in human migration and cultural interaction. (WHI.1e)


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STANDARD WHI.5g The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by g) explaining the conquest of Greece by Macedonia and the spread of Hellenistic culture by Alexander the Great.


The Macedonian conquest of Greece followed the weakening of Greek defenses during the Peloponnesian Wars. Alexander the Great adopted Greek culture and spread Hellenistic influences throughout his vast empire.

How did the empire of Alexander the Great establish a basis for the spread of Hellenistic culture?

Phillip II, King of Macedon • Conquered most of Greece Alexander the Great • Established an empire from Greece

to Egypt and the margins of India • Extended Greek cultural influences Hellenistic Age • Blend of Greek and oriental

elements • Spread of Hellenistic culture

through trade

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d) Analyze trends in human migration and cultural interaction. (WHI.1e)


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STANDARD WHI.6a The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by a) assessing the influence of geography on Roman economic, social and political development.


The city of Rome, with its central location on the Italian peninsula, was able to extend its influence over the entire Mediterranean Basin. The Italian peninsula was protected by the sea and an arc of mountains, the Alps.

How was geographic location important to economic, social, and political development of ancient Rome?

Location and place • Rome—Centrally located in the

Mediterranean Basin and distant from eastern Mediterranean powers

• Italian Peninsula • Alps—Protection • Mediterranean Sea—Protection,

sea-borne commerce



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STANDARD WHI.6b The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by b) describing Roman mythology and religion.


Roman mythology, like Greek mythology, was based upon a polytheistic religion that was integral to culture, politics, and art. Many of Western civilization’s symbols, metaphors, words, and idealized images come from ancient Roman mythology.

What was the source of Roman mythology? What impact did Roman mythology have on later civilizations?

Roman mythology • Based on the Greek polytheistic

religion • Explanations of natural

phenomena, human qualities, and life events

Roman gods and goddesses • Jupiter, Juno, Apollo, Diana,

Minerva, and Venus • Symbols and images in literature,

art, and architecture

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events. (WHI.1f)


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STANDARD WHI.6c The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by c) explaining the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman

Republic.


Although women, most aliens (non-Romans living in the Republic), and slaves were excluded from the governing process, the Roman Republic made major strides in the development of representative democracy, which became a foundation of modern democracy.

How did the government of the Roman Republic become more democratic in its decision making?

Social structure in the Roman Republic • Patricians—Powerful nobility (few

in number) • Plebeians—Majority of population • Slaves—Not based on race Citizenship • Patrician and plebeian men • Selected foreigners • Rights and responsibilities of

citizenship (taxes, military service)

Features of Democracy • Representative democracy • Assemblies • The Senate • Consuls • Laws of Rome codified as Twelve

Tables



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STANDARD WHI.6d The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by d) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas.


After the victory over Carthage in the Punic Wars, Rome was able, over the next 100 years, to dominate the Mediterranean basin, leading to the diffusion of Roman culture.

Why was Rome able to conquer Carthage and then go on to extend its influence across the entire Mediterranean basin and much of Western Europe?

Punic Wars: Rome v. Carthage (264-146 B.C. [B.C.E.]) • Rome and Carthage were in

competition for trade. • Hannibal invaded the Italian

Peninsula. • Three wars resulted in Roman

victory, the destruction of Carthage, and expanded trade and wealth for Rome.

Evolution of the Roman Empire and spread of Roman culture • Mediterranean basin (Africa, Asia,

Europe, including the Hellenistic world of the Eastern Mediterranean)

• Western Europe (Gaul, British Isles)



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STANDARD WHI.6e, f The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by e) assessing the impact of military conquests on the army, economy, and social structure of Rome. f) assessing the roles of Julius and Augustus Caesar in the collapse of the Republic and the rise of imperial monarchs.


The Roman Republic, in the face of changing social and economic conditions, succumbed to civil war and was replaced by an imperial regime, the Roman Empire.

Why did the Roman Republic fail to survive challenges by Julius Caesar? How did military conquests alter economic and social life in Rome? How did an imperial monarchy come to rule Rome?

Causes for the decline of the Roman Republic • Spread of slavery in the

agricultural system • Migration of small farmers into

cities and unemployment • Civil war over the power of Julius

Caesar • Devaluation of Roman currency;

inflation The origin and evolution of Imperial Rome • First triumvirate • Julius Caesar—Seizure of power,

assassination • Augustus Caesar—Civil war,

defeat of Marc Anthony, Rome’s first emperor

• Empire—Unified and enlarged, using imperial authority and the military

• Failure to provide for peaceful succession of Emperors

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d) Analyze trends in human migration and cultural interaction. (WHI.1e) Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events. (WHI.1f)


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STANDARD WHI.6g The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by g) explaining the economic, social, and political impact of the Pax Romana.


Augustus Caesar established the Roman Empire by instituting civil service, rule by law, a common coinage, and secure travel and trade throughout the Empire. Following Augustus Caesar, the Roman Empire enjoyed 200 years of peace and prosperity known as the Pax Romana.

What was the Pax Romana? What was the impact of the Pax Romana on the Roman Empire?

The Pax Romana • Two centuries of peace and

prosperity under imperial rule • Expansion and solidification of

Roman Empire, particularly in the Near East

Economic impact of the Pax Romana • Established uniform system of

money, which helped to expand trade

• Guaranteed safe travel and trade on Roman roads

• Promoted prosperity and stability Social impact of the Pax Romana • Returned stability to social classes • Increased emphasis on the family Political impact of the Pax Romana • Created a civil service • Developed a uniform rule of law



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STANDARD WHI.6h The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by h) describing the origin, beliefs, traditions, customs, and spread of Christianity.


The followers of Jesus spread Christianity throughout the Roman Empire, bringing it into conflict with Roman polytheism and eventually changing Western civilization.

How did Christianity become established within the Roman Empire? What were the essential beliefs of the early Christian faith? How and why did Christianity spread?

Origins of Christianity • Had its roots in Judaism • Was led by Jesus of Nazareth, who

was proclaimed the Messiah • Conflicted with polytheistic beliefs

of Roman Empire Beliefs, traditions, and customs of Christianity • Monotheism • Jesus as both Son and incarnation

of God • Life after death • New Testament, containing

accounts of the life and teachings of Jesus, as well as writings of early Christians

• Christian doctrine established by early church councils

Spread of Christianity • Popularity of the message • Early martyrs inspired others • Carried by the Apostles, including

Paul, throughout the Roman Empire



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STANDARD WHI.6i The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by i) explaining the development and significance of the Church in the late Roman Empire.


As the Roman Empire declined in the West, the Church in Rome grew in importance, membership, and influence.

What was the impact of the early Church in the late Roman Empire?

Impact of the Church of Rome in the late Roman Empire • The Emperor Constantine

converted to Christianity and made it legal.

• Christianity later became the official state religion.

• The Church became a source of moral authority.

• Loyalty to the Church became more important than loyalty to the Emperor.

• The Church became main unifying force of Western Europe.



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STANDARD WHI.6j The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by j) listing contributions in art and architecture, technology and science, literature and history, language, religious institutions, and law.


Conquests and trade spread Roman cultural and technological achievements throughout the Empire. Western civilization was influenced by the cultural achievements of Rome.

How did Roman achievements influence Western civilization?

Contributions of ancient Rome • Art/architecture: Pantheon,

Colosseum, Forum • Technology: Roads, aqueducts,

Roman arches • Science: Ptolemy • Medicine: Emphasis on public

health (public baths; public water system; medical schools)

• Language: Latin, Romance languages

• Literature: Virgil’s Aeneid • Religion: Roman mythology;

adoption of Christianity as the imperial religion

• Law: The principle of “innocent until proven guilty” (from the Twelve Tables)

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Analyze trends in human migration and cultural interaction. (WHI.1e) Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events. (WHI.1f)


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STANDARD WHI.6k The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by k) citing the reasons for the decline and fall of the Western Roman Empire.


Over a 300-year period, the western part of the Roman Empire steadily declined because of internal and external problems.

Why did the Western Roman Empire decline?

Causes for the decline of the Western Roman Empire • Geographic size – difficulty of

defense and administration • Economy—The cost of defense and

devaluation of Roman currency • Military—Army membership

starting to include non-Romans, resulting in decline of discipline

• Moral decay—People’s loss of faith in Rome and the family

• Political problems—Civil conflict and weak administration

• Invasion—Attacks on borders Division of Roman Empire • Move of capital by Constantine

from Rome to Byzantium, renaming it Constantinople

• Survival of Western Roman Empire until 476 A.D. (C.E.), when it ceased to have a Roman Emperor

• Eastern Roman Empire (Byzantine Empire)



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SAMPLE LESSON TITLE: Graphing the Causes of the Decline of Rome UNIT IV: Classical Mediterranean Civilizations ENDURING UNDERSTANDING: Philosophical, religious, political, and legal pillars of Western Civilization have their origins in classical Greece and Rome. CONCEPTUAL UNIT QUESTION: How did classical Western civilizations influence the foundation of our modern society? KEY CONCEPTS: history, culture, economics, civics ESSENTIAL UNDERSTANDING: Over a 300-year period, the western part of the Roman Empire steadily declined because of internal and external problems. ESSENTIAL QUESTION: Why did the Western Roman Empire decline? SOL OBJECTIVES: WHI.6k LESSON DESCRIPTION: Either independently, in pairs, or in a small group, students brainstorm reasons why Rome declined. Then, working with a partner, students rank these reasons and illustrate their rankings on a bar graph. Finally, students present their rankings to the class and justify their choices.

Materials/Resources: poster or butcher-block paper; markers; overhead projector Strategies: Think/pair/share Student Action:

• write down at least five reasons why the Roman Empire declined • rank their reasons from the most to least significan. • write down their justifications in their notebooks • create a bar graph showing their rankings • present their graphs to the class

Teacher Action: • arrange student partners and ask them why the Roman Empire decline. • make sure that students have at least five of the following reasons—inflation, corrupt emperors, increased defense budget, moral decay,

mercenaries in the army, plebeians couldn’t afford land, no new products generated and problem of succession. • ask students to rank these reasons and justify their ranking in their notebooks. • have students create a “Collapse of the Roman Empire” bar graph. On the x-axis, list the reasons for the fall of the Roman Empire. On the

y-axis, number from zero to ten with ten representing the most significant cause for the decline of Rome and zero representing an insignificant cause.

Assessment: graphs, presentations, justifications explaining their rankings Adaptation: Advanced students could independently come up with their own reasons for Rome’s decline. Mixed-ability grouping would be beneficial.


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SAMPLE LESSON 2 TITLE: Tracing the Development of Democracy UNIT IV: Classical Mediterranean Civilizations ENDURING UNDERSTANDING: Philosophical, religious, political, and legal pillars of Western Civilization have their origins in classical Greece and Rome. CONCEPTUAL UNIT QUESTION: How did classical Western civilizations influence the foundation of our modern society? KEY CONCEPTS: history, civics ESSENTIAL UNDERSTANDING: Classical Athens developed the most democratic system of government the world had ever seen, although not everyone could participate in decision-making. It became a foundation of modern democracies. ESSENTIAL QUESTION: How did democracy develop in Athens? SOL OBJECTIVES: WHI.5c LESSON DESCRIPTION: In this lesson students program a radio using the principles of four forms of government – monarchy, oligarchy, tyranny and democracy – to trace the rise of democracy in ancient Greece. Decisions about what radio program to hear are based on the type of government being modeled.

Materials/Resources: History Alive! Ancient Greece WH-06-5 Activity 1.4; portable radio; overhead projector; candy or other reward Strategies: Experiential Exercise; mixed-ability pairing; visual, verbal and kinesthetic learning Student Action:

• Role-play citizens in different social classes of ancient Athens • Distinguish among and explain the etymology of four forms of government • Describe how democracy emerged in Greece • Complete “Development of Democracy” chart

Teacher Action: • follow steps of lesson from History Alive! Ancient Greece Activity 4.3, pages two through eight

Assessment: observation of role-play activity; completion of “Development of Democracy” chart; quiz Adaptation: multiple intelligence learning (visual, verbal, kinesthetic); mixed-ability grouping; graphic organizer


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UNIT V: Post-Classical Civilizations (Late Antiquity) STANDARDS OF LEARNING: This unit will address the following objectives: SOL WHI.1 The student will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.); b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.); c) identifying major geographic features important to the study of world history to 1500 A.D. (C.E.); d) identifying and comparing political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.); e) analyzing trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.); f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.). SOL WHI.7 The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by a) explaining the establishment of Constantinople as the capital of the Eastern Roman Empire; b) identifying Justinian and his contributions, including the codification of Roman law, and describing the expansion of the Byzantine Empire and economy; c) characterizing Byzantine art and architecture and the preservation of Greek and Roman traditions; d) explaining disputes that led to the split between the Roman Catholic Church and the Greek Orthodox Church; e) assessing the impact of Byzantine influence and trade on Russia and Eastern Europe. SOL WHI.8 The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by a) describing the origin, beliefs, traditions, customs, and spread of Islam; b) assessing the influence of geography on Islamic economic, social, and political development, including the impact of conquest and trade; c) identifying historical turning points that affected the spread and influence of Islamic civilization, with emphasis on the Sunni-Shi’a division and the Battle of

Tours; d) citing cultural and scientific contributions and achievements of Islamic civilization. SOL WHI.9 The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by: a) sequencing events related to the spread and influence of Christianity and the Catholic Church throughout Europe; b) explaining the structure of feudal society and its economic, social, and political effects; c) explaining the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea of the Roman Empire; d) sequencing events related to the invasions, settlements, and influence of migratory groups, including Angles, Saxons, Magyars, and Vikings,.


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SOL WHI.12 The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by a) describing the emergence of nation-states (England, France, Spain, and Russia) and distinctive political developments in each; b) explaining conflicts among Eurasian powers, including the Crusades, the Mongol conquests, and the fall of Constantinople; c) identifying patterns of crisis and recovery related to the Black Death; d) explaining the preservation and transfer to Western Europe of Greek, Roman, and Arabic philosophy, medicine, and science.


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ENDURING UNDERSTANDING: Conflict and cooperation among Islamic, Byzantine, and Western European societies produced distinct civilizations CONCEPTUAL UNIT QUESTION: In what ways did post-classical civilizations serve as a link between eastern and western cultures, and how did they provide an intersection between the ancient and modern worlds? PREVIEW ACTIVITY: Provide data to have students create bar graphs representing the length of time various empires, civilizations or nations have lasted throughout history. Empires to compare could include some of the following:

Empires: Roman, Han Dynasty, Gupta, Byzantine, Islamic, Mongol, British Civilizations: Egyptian, Chinese, Hebrew, Mayan Nations: the United States, Russia, Kenya

Have students draw conclusions about why certain empires, civilizations or nations have lasted longer than others (e.g., geography, religion, language, form of government, etc.). Have students make connections between older and more recent empires. *Students may not have background information about some of the empires, but this activity is a means to assess prior knowledge. SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. Algebra Angles & Saxons Arabic alphabet Arabic numerals astrolabe Baghdad Battle of Tours Battle of Tours (France 732) Black Death caliph Celibacy Charlemagne Charles Martel chivalry Christendom Code of Justinian common law Constantine Constantinople Crusades Cyrillic alphabet, or script Damascus Dome of the Rock Domesday Book Eastern Orthodox Christianity Ferdinand and Isabella feudalism Fief Five Pillars of Faith Frankish kingdom freemen guilds Hagia Sophia hajj Henry II Holy Land Holy Roman Emperor Hugh Capet Hundred Years’ War icons Inquisition Islam Ivan the Great jihad Joan of Arc Justinian Justinian’s Code King John knights lord Magna Carta Magyars manorial system Mecca Mecca Medina Medina Monasticism Mongols monotheism Moors mosaics Mosaics Muhammad nobles Ottoman Turks Parliament Patriarch Patriarch Pope Gregory the Great Pope Urban II Qur’an (Koran) Richard the Lion-Hearted sacraments Saladin Scandinavia schism Scholasticism Serf Shi’a Slavs St. Benedict Sunni The Crusades The Franks Theodora Theodora Treaty of Verdun tsar Universities vassal Vikings William the Conqueror SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.


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STANDARD WHI.7a The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by a) explaining the establishment of Constantinople as the capital of the Eastern Roman Empire.


The capital of the Eastern Roman Empire was changed to Constantinople to provide political, economic, and military advantages.

Why was Constantinople established as the capital of the Eastern Roman Empire?

Location of Constantinople • Protection of the eastern frontier • Distance from Germanic invasions

in the western empire • Crossroads of trade • Easily fortified site on a peninsula

bordering natural harbor Role of Constantinople • Seat of the Byzantine Empire until

Ottoman conquest • Preserved classical Greco-Roman

culture • Center of trade

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify major geographic features important to the study of world history. (WHI.1c) Analyze trends in human migration and cultural interaction. (WHI.1e) Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events. (WHI.1f)


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STANDARD WHI.7b The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by b) identifying Justinian and his contributions, including the codification of Roman law, and describing the expansion of the Byzantine Empire and economy.


As the first to codify Roman law, Justinian provided the basis for the law codes of Western Europe. Under Justinian, the Byzantine Empire reached its height in culture and prosperity.

What was the influence of Justinian’s codification of Roman law on the Byzantine Empire and later legal codes? What was Justinian’s influence on the expansion of the Byzantine Empire and its economy?

Byzantine Emperor Justinian • Codification of Roman law (impact

on European legal codes) • Reconquest of former Roman

territories • Expansion of trade



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STANDARD WHI.7c The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by c) characterizing Byzantine art and architecture, and the preservation of Greek and Roman traditions.


Greek Orthodox Christianity and imperial patronage enabled the Byzantine Empire to develop a unique style of art and architecture. Greek and Roman traditions were preserved in the Byzantine Empire.

What were the contributions of Byzantine art and architecture? How did Greek and Roman culture survive within the Byzantine Empire?

Byzantine achievements in art and architecture • Inspiration provided by Christian

religion and imperial power • Icons (religious images) • Mosaics in public and religious

structures • Hagia Sophia (a Byzantine domed

church) Byzantine culture • Continued flourishing of Greco-

Roman traditions • Greek language (as contrasted with

Latin in the West) • Greek Orthodox Christianity • Greek and Roman knowledge

preserved in Byzantine libraries

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Use artifacts and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b)


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STANDARD WHI.7d The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by d) explaining disputes that led to the split between the Roman Catholic Church and the Greek Orthodox Church.


The cultural and political differences between the eastern and western Roman Empire weakened the unity of the Christian Church and led to its division.

What factors produced the division within the Christian Church?

Eastern Church • Centered in Constantinople • Close to seat of power after

Constantinople became capital • Use of Greek language in the

liturgy Western Church • Centered in Rome • Farther from seat of power after

Constantinople became capital • Use of Latin language in the liturgy Division between Western and Eastern Churches • Authority of the Pope eventually

accepted in the West • Authority of the Patriarch accepted

in the East • Practices such as celibacy

eventually accepted in the West



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STANDARD WHI.7e The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by e) mapping and assessing the impact of Byzantine influence and trade on Russia and Eastern Europe.


Byzantine civilization influenced Russian and Eastern European civilizations through its religion, culture, and trade.

Why did the Byzantine Empire have so much influence on religion, culture, and trade in Russia and Eastern Europe?

Influence of Byzantine culture on Eastern Europe and Russia • Trade routes between Black Sea

and Baltic Sea • Adoption of Orthodox Christianity

by Russia and much of Eastern Europe

• Adoption of Greek alphabet to the Slavic languages by St. Cyril (Cyrillic alphabet)

• Church architecture and religious art

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d) Analyze trends in human migration and cultural interaction. (WHI.1e)


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STANDARD WHI.8a The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by a) describing the origin, beliefs, traditions, customs, and spread of Islam.


The revelations of Muhammad form the basis of the Islamic religion, a monotheistic faith. Muhammad and his followers spread Islam. Islamic traditions and customs developed over centuries and created a distinct Muslim culture.

Where did the Islamic religion originate? Where did it spread? What are the beliefs, traditions, and customs of Islam?

Origins of Islam • Muhammad, the Prophet • Mecca and Medina on the Arabian

Peninsula: Early Muslim cities Spread of Islam • Across Asia and Africa, and into

Spain • Geographic extent of first Muslim

empire Beliefs, traditions, and customs of Islam • Monotheism (Allah, Arabic word

for “God”) • Qur’an (Koran): The word of God • Five pillars of Islam • Acceptance of Judeo-Christian

prophets, including Moses and Jesus

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify major geographic features important to the study of world history. (WHI.1c) Analyze trends in human migration and cultural interaction. (WHI.1e)


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STANDARD WHI.8b The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by b) assessing the influence of geography on Islamic economic, social, and political development, including the impact of conquest and trade.


In the first three centuries after Muhammad’s death, Muslim rule expanded rapidly, overcoming geographic barriers, and facilitated by weakened political empires. Political unity and the Arabic language facilitated trade and stimulated intellectual activity.

How did geography influence the rapid expansion of territory under Muslim rule? How did political and cultural geography facilitate trade and cultural activity in the early Islamic lands?

Geographic influences on the origin and spread of Islam • Diffusion along trade routes from

Mecca and Medina • Expansion despite great distances,

desert environments, and mountain barriers

• Spread into the Fertile Crescent, Iran, and Central Asia, facilitated by weak Byzantine and Persian empires

Geographic influences on economic, social, and political development • Political unity of the first Muslim

empire was short-lived. • Arabic language spread with Islam

and facilitated trade across Islamic lands.

• Slavery was not based on race.

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d) Analyze trends in human migration and cultural interaction. (WHI.1e) Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events. (WHI.1f)


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STANDARD WHI.8c The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by c) identifying historical turning points that affected the spread and influence of Islamic civilization, with emphasis on the Sunni-Shi’a division, and the Battle of

Tours.


Major historical turning points marked the spread and influence of Islamic civilization.

What were some major historical turning points that marked the spread and influence of Islamic civilization?

Historical turning points • Death of Ali – Sunni-Shi’a

division • Muslim conquest of Jerusalem and

Damascus • Islamic capital moved to Baghdad • Muslim defeat at the Battle of

Tours • Fall of Baghdad to the Mongols

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Analyze trends in cultural interaction. (WHI.1e)


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STANDARD WHI.8d The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by d) citing cultural and scientific contributions and achievements of Islamic civilization.


Early Islamic civilization was characterized by achievements in science and the arts that transformed the Islamic world and contributed to world civilization.

How did Islamic civilization preserve and extend ancient Greek, Persian, and Indian learning? What were some contributions of Islamic civilization?

Cultural contributions and achievements • Architecture (Dome of the Rock) • Mosaics • Arabic alphabet • Universities • Translation of ancient texts into

Arabic Scientific contributions and achievements • Arabic numerals (adapted from

India, including zero) • Algebra • Medicine • Expansion of geographic

knowledge

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b)


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STANDARD WHI.9a The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by a) sequencing events related to the spread and influence of Christianity and the Catholic Church throughout Europe.


The Roman Catholic Church grew in importance after Roman authority declined. It became the unifying force in western Europe. During the Middle Ages, the Pope anointed the Emperors, missionaries carried Christianity to the Germanic tribes, and the Church served the social, political, and religious needs of the people.

How and why did the Church grow in importance during the Middle Ages?

Foundations of early medieval society • Classical heritage of Rome • Christian beliefs • Customs of Germanic tribes Influence of the Roman Catholic Church • Secular authority declined, while

church authority grew. • Monasteries preserved Greco-

Roman cultural achievements. • Missionaries carried Christianity

and Latin alphabet to Germanic tribes.

• Pope anointed Charlemagne Emperor in 800 A.D. (C.E.)

• Parish priests served religious and social needs of the people.

Identify major geographic features important to the study of world history. (WHI.1c) Analyze trends in human migration and cultural interaction. (WHI.1e)


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STANDARD WHI.9b The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by b) explaining the structure of feudal society and its economic, social, and political effects.


The decline of Roman influence in Western Europe left people with little protection against invasion, so they entered into feudal agreements with land-holding lords who promised them protection.

How did a feudal society develop in Europe during the Middle Ages? How did the medieval manor function as a social and economic system?

Invasions shattered Roman protection over the Empire. Feudal society during the Middle Ages • Fief • Vassals • Serfs • Feudal obligations Manorial system during the Middle Ages • Rigid class structure • Self-sufficient manors

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d) Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events. (WHI.1f)


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STANDARD WHI.9c The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.), in terms of its impact on Western civilization by c) explaining the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea of the Roman Empire.


Frankish kings used military power to expand their territory. The alliance between Frankish kings and the church reestablished Roman culture (Christianity) in Western Europe.

How did Charlemagne revive the idea of the Roman Empire?

Age of Charlemagne • Franks emerged as a force in

Western Europe. • Pope crowned the Emperor. • Power of the church was

established in political life. • Roman culture was reinterpreted. • Most of western Europe was

included in the new empire. • Churches, roads, and schools were

built to unite the empire



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STANDARD WHI.9d The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.), in terms of its impact on Western civilization by d) sequencing events related to the invasions, settlements, and influence of migratory groups, including Angles, Saxons, Magyars, and Vikings.


Invasions by Angles, Saxons, Magyars, and Vikings disrupted the social, economic, and political order of Europe.

How did invasions by the Angles, Saxons, Magyars, and Vikings influence the development of Europe?

Areas of settlement • Angles and Saxons from

continental Europe to England • Magyars from Central Asia to

Hungary • Vikings from Scandinavia to

Russia Influence of the Angles, Saxons, Magyars, and Vikings • Manors with castles provided

protection from invaders, reinforcing the feudal system.

• Invasions disrupted trade, towns declined, and the feudal system was strengthened.

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify major geographic features important to the study of world history. (WHI.1c) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d) Analyze trends in human migration and cultural interaction. (WHI.1e)


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STANDARD WHI.12a The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by a) describing the emergence of nation-states (England, France, Spain, and Russia) and distinctive political developments in each.


European monarchies consolidated power and began forming nation-states in the late medieval period.

How did European nation-states expand their territories and consolidate their power?

England • William the Conqueror, leader of

the Norman Conquest, united most of England.

• Common law had its beginnings during the reign of Henry II.

• King John signed the Magna Carta, limiting the King’s power.

• The Hundred Years’ War between England and France helped define England as a nation.

• Evolution of Parliament. France • Hugh Capet established the French

throne in Paris, and his dynasty gradually expanded their control over most of France.

• The Hundred Years’ War between England and France helped define France as a nation.

• Joan of Arc was a unifying factor.

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d)


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STANDARD WHI.12a (continued) The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by a) describing the emergence of nation-states (England, France, Spain, and Russia) and distinctive political developments in each.


Spain • Ferdinand and Isabella unified the

country and expelled Jews and Moors.

• Spanish Empire in the Western Hemisphere expanded under Charles V.

Russia • Ivan the Great threw off the rule of

the Mongols, centralized power in Moscow, and expanded the Russian nation.

• Power was centralized in the hands of the tsar.

• The Orthodox Church influenced unification.


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STANDARD WHI.12b The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by b) explaining conflicts among Eurasian powers, including the Crusades, the Mongol conquests, and the fall of Constantinople.


Crusades were carried out by Christian political and religious leaders to take control of the Holy Land from the Muslims. Mongol armies invaded Russia, Southwest Asia, and China, creating an empire. Ottoman Turks conquered the Byzantine Empire.

What were key events and effects of the Crusades? What were the effects of the Mongol invasions? What were the effects of the Ottoman invasions of Europe?

Key events of Crusades • Pope Urban’s speech • The capture of Jerusalem • Founding of Crusader states • Loss of Jerusalem to Saladin • Sack of Constantinople by western

Crusaders Effects of Crusades • Weakened the Pope and nobles;

strengthened monarchs • Stimulated trade throughout the

Mediterranean area and the Middle East

• Left a legacy of bitterness among Christians, Jews, and Muslims

• Weakened the Byzantine Empire Mongol armies • Invaded Russia, China and Muslim

states in Southwest Asia, destroying cities and countryside

• Created an empire Constantinople • Fell to the Ottoman Turks in 1453,

ending the Byzantine Empire • Became capital of the Ottoman

Empire

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d) Analyze trends in human migration and cultural interaction from prehistory. (WHI.1e)


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STANDARD WHI.12c The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by c) identifying patterns of crisis and recovery related to the Black Death.


In the fourteenth century, the Black Death (Bubonic plague) decimated the population of much of Asia and then the population of much of Europe.

How did the Black Death (Bubonic plague) alter economic and social institutions in much of Asia and then in Europe?

Impact of the Black Death (Bubonic plague) • Decline in population • Scarcity of labor • Towns freed from feudal

obligations • Decline of church influence • Disruption of trade VI.

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Analyze trends in human migration and cultural interaction from prehistory. (WHI.1e) Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events. (WHI.1f)


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STANDARD WHI.12d The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by d) explaining the preservation and transfer to Western Europe of Greek, Roman, and Arabic philosophy, medicine, and science.


Education was largely confined to the clergy during the Middle Ages. The masses were uneducated, while the nobility was concerned with feudal obligations. Church scholars preserved ancient literature in monasteries in the East and West.

How did European scholars begin to interpret and value ancient learning?

Church scholars • Were among the very few who

could read and write • Worked in monasteries • Translated Greek and Arabic works

into Latin • Made new knowledge in

philosophy, medicine, and science available in Europe

• Laid the foundation for the rise of universities in Europe

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Analyze trends in human migration and cultural interaction from prehistory. (WHI.1e)


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SAMPLE LESSON TITLE: Inside the Byzantine Empire UNIT V: Post-Classical Civilizations (Late Antiquity) ENDURING UNDERSTANDING: Conflict and cooperation among Islamic, Byzantine, and Western European societies produced distinct civilizations. CONCEPTUAL UNIT QUESTION: In what ways did post-classical civilizations serve as a link between eastern and western cultures, and how did they provide an intersection between the ancient and modern worlds? KEY CONCEPTS: history, civics, geography and economics ESSENTIAL UNDERSTANDINGS: • The capital of the Eastern Roman Empire was changed to Constantinople to provide political, economic and military advantages. • As the first to codify Roman law, Justinian provided the basis for the law codes of Western Europe. • Under Justinian, the Byzantine Empire reached its height in culture and prosperity. • Greek Orthodox Christianity and imperial patronage enabled the Byzantine Empire to develop a unique style of art and architecture. • Greek and Roman traditions were preserved in the Byzantine Empire. • The cultural and political differences between the eastern and western Roman Empire weakened the unity of the Christian Church and led to its division. ESSENTIAL QUESTIONS: • Why was Constantinople established as the capital of the Eastern Roman Empire? • What was the influence of Justinian’s codification of Roman law on the Byzantine Empire and later legal codes? • What was Justinian’s influence on the expansion of the Byzantine Empire and its economy? • What were the contributions of Byzantine art architecture? • How did Greek and Roman culture survive within the Byzantine Empire? • What factors produced the division within the Christian Church? SOL OBJECTIVES: WHI.7a, b, c and d LESSON DESCRIPTION: This Visual Discovery introduces students to the rise of the Byzantine Empire after 330A.D. (C.E.) Students view and discuss information on six slides that inform them about Constantinople, Justinian and Theodora, the split between the eastern and western Christian churches, and the significance of Byzantium as a crossroads of trade. Students will respond to a series of critical thinking questions and will record notes on graphic organizers.

Materials/Resources: History Alive! Europe After the Fall of the Roman Empire WH-07-1 Activity 2.1; slide projector; overhead projector Strategies: Visual Discovery; visual, verbal and kinesthetic learning


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Student Action:

• view images reflecting Byzantine Empire culture and history • respond to critical thinking questions • record notes on graphic organizers • role-play people represented on the images

Teacher Action:

• follow steps of lesson from History Alive! Europe After the Fall of the Roman Empire Activity 2.1, pages two through four

Assessment: student responses to critical thinking questions; completion of graphic organizer notes; quiz Adaptation: graphic organizers; multiple intelligence learning (visual, verbal, kinesthetic); providing a copy of notes


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SAMPLE LESSON 2 TITLE: Arab Influences on the Modern World UNIT V: Post-Classical Civilizations (Late Antiquity) ENDURING UNDERSTANDING: Conflict and cooperation among Islamic, Byzantine, and Western European societies produced distinct civilizations. CONCEPTUAL UNIT QUESTION: In what ways did post-classical civilizations serve as a link between eastern and western cultures, and how did they provide an intersection between the ancient and modern worlds? KEY CONCEPTS: history, geography, culture ESSENTIAL UNDERSTANDING: Early Islamic civilization was characterized by achievements in science and the arts that transformed the Islamic world and contributed to world civilization. ESSENTIAL QUESTION: What were some contributions of Islamic civilization? SOL OBJECTIVES: WHI.8d LESSON DESCRIPTION: Students will work with a list of English words derived from Arabic to gain an understanding of cultural diffusion and to identify areas in which the Arab world excelled and later influenced the rest of the world.

Materials/Resources: List of “English Words from Arabic” (Appendix A); construction paper; markers Strategies: Pairs; mixed-ability grouping Student Action:

• work in pairs to categorize information and then use given information to draw conclusions.

Teacher Action: • discuss with students the concept of “cultural diffusion”. As cultures come in contact with one another, different parts of one culture are

passed along to another culture. Often new words are introduced to the host culture that represent these new ideas. Through examining the words that were introduced to a culture, students can identify areas in which the new culture had a strong impact on the host culture. Use the United States as an example. Elicit from the students words that have been introduced into the United States in the last twenty or so years as a result of different culture groups moving into the country. Students most commonly identify foods that have been introduced (ie. burrito, salsa, humus). Discuss the impact of these new ideas on the host culture.

• divide students into pairs. Provide each pair a copy of “English Words from Arabic.” Review any words students may be unfamiliar with. Then have students divide words into categories of their choosing. They will need about ten minutes to do this.

• have pairs share the categories they identified with the rest of the class. • ask students to draw a one sentence conclusion that identifies ways in which Arab society has influenced other civilizations.


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• again have students share their conclusions. • assign each pair a category. Provide them with construction paper and markers. Have students write the category title (no need to list all the

words) in large letters on paper. • hang construction paper words around room. As you continue with unit on Islam, you can refer to these topics.

Assessment: “English Words from Arabic” worksheet, future connections between something students are studying and the categories they have identified Adaptation: List of words could be difficult for HILT/Spec. Ed students. Words could be defined for class. List could be decreased in size. May consider collecting objects that represent words on list. Students could then examine the items and physically place them into different piles.


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Unit V Sample Lesson 2 Appendix A

English Words from Arabic

admiral average cipher lemon saffron adobe azure coffee lime sash alchemy baroque cornea lute satin alcohol barrack cotton macabre sherbet alcove borax crimson magazine sofa alfalfa caliber damask magnet sugar algebra candy elixir marzipan sumac algorism cane gauze mattress syrup alkali carafe ghoul mohair taffeta almanac cataract ginger muslin tambourine amber caraway gypsym orange tariff apricot check hazard racquet traffic artichoke chess jar ream zenith arsenal check-mate jasmine retina zero atlas chiffon julep rice

Divide the words listed above into categories (for example, scientific terms, food, etc.) What do these categories or words themselves tell us about the fields in which Arabic civilization excelled or about the contributions of this civilization?


74

SAMPLE LESSON 3 TITLE: Vow of Silence UNIT V: Post – Classical Civilizations (Late Antiquity) ENDURING UNDERSTANDING: Conflict and cooperation among Islamic, Byzantine, and Western European societies produced distinct civilizations. CONCEPTUAL UNIT QUESTION: In what ways did post-classical civilizations serve as a link between eastern and western cultures, and how did they provide an intersection between the ancient and modern worlds? KEY CONCEPTS: Culture, history ESSENTIAL UNDERSTANDINGS: The Roman Catholic Church grew in importance after Roman authority declined. It became the unifying force in western Europe. During the Middle Ages, the Pope anointed the Holy Roman Emperors, missionaries carried Christianity to the Germanic tribes, and the Church served the social, political, and religious needs of the people. ESSENTIAL QUESTION: How and why did the Church grow in importance during the Middle Ages? SOL OBJECTIVE: WHI.9a LESSON DESCRIPTION: In this lesson, students become monks in a monastery during the Middle Ages. By experiencing four aspects of a monk’s life, students are better able to describe the effect of the Catholic Church on individuals and society in general during the Middle Ages. Students will be assigned to one of four groups to rotate through four stations of a monastery. At one station, students will pick up trash to simulate the workhouse. At another station, students will rest to simulate the dormitory. At the third station, students will listen to a tape of monks who are chanting in Latin. Lastly, students will create illumination to show how monks copied the Bible. The entire class is conducted in silence.

Materials/Resources: History Alive! Europe After the Fall of the Roman Empire WH-07-1 Activity 4.2B; butcher block paper; markers; white paper; broom and dustpan; cassette player; overhead projector; slide projector Strategies: Experiential Exercise; verbal, visual, musical and body-kinesthetic learning

Student Action: • rotate through the four stations of the monastery, performing the required activities in silence. The stations represent:

• Scriptorium--and they will copy an illuminated letter and color it. • Dormitory--and rest on butcher paper in the back of the classroom. • Workhouse--students pick up trash that the teacher puts on the floor. • Chancel--students listen to the History Alive! tape which has Gregorian chants on it. Students will sit at this station, which represents the prayer

life of the monks. Students will listen to the tape. • respond in discussion or writing to debriefing questions.


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Teacher Action: • divide the classroom into four stations: the scriptorium, dormitory, workhouse, and chancel. • show students the slide of the monastery with the words, “Silence.” • explain that students are going to learn about the Middle Ages by simulating the experience of monks in a monastery. • encourage students to take off their watches and any other jewelry that they have. (You may cover your classroom clock for this exercise.) • have the students stand, raise their right hands, and make the following pledge: “I promise, for the duration of this class, to follow the rules of this

monastery and this abbot/abbess.” (Students should pack up their backpacks and put them in a corner of the classroom.) • explain to the students that they will rotate through each station. • divide the class into four groups and have them complete the task at each station. You may wish to tell students that they should rotate stations when

you clap your hands. The students then rotate through each station. • continually put out trash for each group of students. • assign the student vocabulary words as “penance” if a student speaks and isolate the student while the student is completing the penance. Or, the student

may stand in a corner. • ask students to respond orally or in writing to some of the following questions after they have rotated through every station:

• What did you feel at each of the stations? • What words would you describe the atmosphere of the monastery? • Why do you think the monks felt this atmosphere would bring them closer to God? • How did Gregorian chants help monks get closer to God? • Why do you think many people became monks in the Middle Ages? Why might people become monks today? • How did this activity help you to learn about the power of religion—specifically Christianity—in Europe during the Middle Ages? • In what ways do you think that this exercise accurately reflected the life of a monk? In what ways do you think this exercise did not accurately

reflect it? • Do you think this is a good way to teach this lesson? How might it be improved?

Assessment: journal entry Adaptation: HILTEX, Special Education, and general education students comment on this lesson positively because they experience what it would have been like to live in a monastery.


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UNIT VI: Regional Civilizations STANDARDS OF LEARNING: This unit will address the following objectives: SOL WHI.1 The student will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.); b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.); c) identifying major geographic features important to the study of world history to 1500 A.D. (C.E.); d) identifying and comparing political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.); e) analyzing trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.); f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.). SOL WHI.10 The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) locating major trade routes; b) identifying technological advances and transfers, networks of economic interdependence, and cultural interactions; c) describing Japan, with emphasis on the impact of Shinto and Buddhist traditions and the influence of Chinese culture. d) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society,

economy, and religion. SOL WHI.11 The student will demonstrate knowledge of major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan, by a) describing geographic relationship, with emphasis on patterns of development in terms of climate and physical features; b) describing cultural patterns and political and economic structures. SOL WHI.13 The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by a) identifying the economic foundations of the Italian Renaissance; b) sequencing events related to the rise of Italian city-states and their political development, including Machiavelli’s theory of governing as described in The

Prince; c) citing artistic, literary, and philosophical creativity, as contrasted with the medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch; d) comparing the Italian and the Northern Renaissance, and citing the contributions of writers. ENDURING UNDERSTANDING: Geography, environment, and history drove the development of unique civilizations in the Americas, East Asia, Africa, and Europe. CONCEPTUAL UNIT QUESTION: How did the spread of ideas, products, and peoples connect and impact cultures within the Americas, Africa, Europe, and East Asia? PREVIEW ACTIVITY: Have students list contributions made by Asian civilizations and then discuss those that have influenced our lives today.


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SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. abacus Andes Animism Atahualpa Aztec Bantu language and culture Black Death capital Chichén Itzá chinampas civic humanism Compass Credit Crusades Cultural diffusion Elizabethan Age Erasmus Eunuchs Forbidden City Genghis Khan Golden Horde Great Zimbabwe griots Gutenberg Bible humanism In Praise of Folly Inca Johan Gutenberg joint-stock companies Kublai Khan Lateen sail Leonardo da Vinci Limpopo River Machiavelli Machu Picchu Mansa Musa Maya Michelangelo Michelangelo Ming Dynasty Mona Lisa Montezuma II Movable type Northern Renaissance Paper money Petrarch polytheism pyramids Quechua Quipu Renaissance Samurai Savannas Shinto shogun Sir Thomas More Sistine Chapel standard of living Statue of David Suleiman the Magnificent sultan Swahili Tang Dynasty Tenochtitlan The Last Supper The Prince Timbuktu usury Utopia Waterwheel Windmill Yuan Dynasty yurt Zambezi River Zheng He SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.


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STANDARD WHI.10a The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) locating major trade routes.


During the Medieval Period, several major trading routes developed in the Eastern Hemisphere. These trading routes developed among Europe, Africa, and Asia.

Where were the major trade routes in the Eastern Hemisphere from 1000 to 1500 A.D. (C.E.)?

Major trade patterns of the Eastern Hemisphere from 1000 to 1500 A.D. (C.E.) • Silk roads across Asia to the

Mediterranean basin • Maritime routes across the Indian

Ocean • Trans-Saharan routes across North

Africa • Northern European links with the

Black Sea • Western European sea and river

trade • South China Sea and lands of

Southeast Asia

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify major geographic features important to the study of world history. (WHI.1c) Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events. (WHI.1f)


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STANDARD WHI.10b The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by b) identifying technological advances and transfers, networks of economic interdependence, and cultural interactions.


Regional trade networks and long-distance trade routes in the Eastern Hemisphere aided the diffusion and exchange of technology and culture between Europe, Africa, and Asia.

How did trade facilitate the diffusion of goods and ideas among different cultures?

Goods • Gold from West Africa • Spices from lands around the Indian Ocean • Textiles from India, China, the Middle

East, and later Europe • Porcelain from China and Persia • Amber from the Baltic region Technology • Paper from China through the Muslim

world to Byzantium and Western Europe • New crops from India (e.g., for making

sugar) • Waterwheels and windmills • Navigation—Compass from China, lateen

sail from Indian Ocean Ideas VII. Spread of religions across the

hemisphere VIII. Buddhism from China to

Korea IX. and Japan X. Hinduism and Buddhism from XI. India to Southeast Asia XII. Islam into West Africa, Cnetral XIII. and Southeast Asia

• Printing and paper money from China

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHI.1a) Analyze trends in human migration and cultural interaction. (WHI.1e)


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STANDARD WHI.10c The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by c) describing Japan, with emphasis on the impact of Shinto and Buddhist traditions and the influence of Chinese culture.


Japanese cultural development was influenced by proximity to China. Shinto and Buddhism coexisted as religious traditions in the Japanese culture.

How has Japan’s geography influenced its development? How did Chinese culture influence Japan? Why were Shinto and Buddhism important to the development of Japanese culture?

Location and place • Mountainous Japanese archipelago

(four main islands) • Sea of Japan or East Sea between

Japan and Asian mainland • Proximity to China and Korea Influence of Chinese culture • Writing • Architecture • Buddhism Shinto • Ethnic religion unique to Japan • Importance of natural features,

forces of nature, and ancestors • State religion; worshipping the

emperor • Coexistence with Buddhism



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STANDARD WHI.10d The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by d) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society,

economy, and religion.


African civilizations developed in sub-Saharan west and east Africa. Trade brought important economic, cultural, and religious influences to African civilizations from other parts of the Eastern Hemisphere. States and empires flourished in Africa during the medieval period, including Ghana, Mali, and Songhai in west Africa, Axum in east Africa, and Zimbabwe in southern Africa.

What were the characteristics of civilizations in sub-Saharan Africa during the medieval period?

Axum • Location relative to the Ethiopian

Highlands and the Nile River • Christian kingdom Zimbabwe • Location relative to the Zambezi

and Limpopo rivers and the Indian Ocean coast

• City of “Great Zimbabwe” as capital of a prosperous empire

West African kingdoms • Location of Ghana, Mali, Songhai

empires relative to Niger River and the Sahara

• Importance of gold and salt to trans-Saharan trade

• City of Timbuktu as center of trade and learning

• Role of animism and Islam

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify major geographic features important to the study of world history. (WHI.1c) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d) Analyze trends in human migration and cultural interaction. (WHI.1e) Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events. (WHI.1f)


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STANDARD WHI.11a, b The student will demonstrate knowledge of major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan by a) describing geographic relationship, with emphasis on patterns of development in terms of climate and physical features. b) describing cultural patterns and political and economic structures.


The Mayan, Aztec, and Incan civilizations emerged in South America, Central America, and Mexico.

What were the characteristics of Mayan, Aztec, and Incan civilizations?

Mayan civilization • Located in the Mexican and

Central American rain forest • Represented by Chichén Itzá • Group of city-states ruled by a king • Economy based on agriculture and

trade • Polytheistic religion—Pyramids Aztec civilization • Located in arid valley in central

Mexico • Represented by Tenochtitlan • Ruled by an emperor • Economy based on agriculture and

tribute from conquered peoples • Polytheistic religion —

Pyramids/rituals Incan civilization • Located in the Andes Mountains of

South America • Represented by Machu Picchu • Ruled by an emperor • Economy based on high-altitude

agriculture • Polytheistic religion • Road system

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b) Identify major geographic features important to the study of world history. (WHI.1c) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d) Analyze trends in human migration and cultural interaction. (WHI.1e)


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STANDARD WHI.11a, b (continued) The student will demonstrate knowledge of major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan by a) describing geographic relationship, with emphasis on patterns of development in terms of climate and physical features. b) describing cultural patterns and political and economic structures.


Achievements of Mayan, Aztec, and Incan civilizations • Calendars • Mathematics • Writing and other record keeping

systems


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STANDARD WHI.13a The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by a) identifying the economic foundations of the Italian Renaissance;


The Crusades stimulated trade by introducing Europeans to many desirable products. Trade promoted frequent contacts with the Byzantine and Muslim Empires. New economic institutions developed.

How did the Crusades stimulate trade between Europe and the Muslim Empire? What were the economic foundations of the Renaissance?

Economic effects of the Crusades • Increased demand for Middle

Eastern products • Stimulated production of goods to

trade in Middle Eastern markets • Encouraged the use of credit and

banking Important economic concepts • Church rule against usury and the

banks’ practice of charging interest helped to secularize northern Italy.

• Letters of credit served to expand the supply of money and expedite trade.

• New accounting and bookkeeping practices (use of Arabic numerals) were introduced.

Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. (WHI.1d) Analyze trends in human migration and cultural interaction to 1500 A.D. (C.E.) (WHI.1e) Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events. (WHI.1f)


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STANDARD WHI.13b The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by b) sequencing events related to the rise of Italian city-states and their political development, including Machiavelli’s theory of governing as described in The

Prince.


Wealth accumulated from European trade with the Middle East led to the rise of Italian city-states. Wealthy merchants were active civic leaders. Machiavelli observed city-state rulers of his day and produced guidelines for the acquisition and maintenance of power by absolute rule.

How did northern Italian cities benefit from their geographic location? How did Italian city-states achieve importance and develop politically? What were Machiavelli’s ideas about power?

Florence, Venice, and Genoa • Had access to trade routes

connecting Europe with Middle Eastern markets

• Served as trading centers for the distribution of goods to northern Europe

• Were initially independent city-states governed as republics

Machiavelli’s The Prince • An early modern treatise on

government • Supported absolute power of the

ruler • Maintains that the end justifies the

means • Advises that one should do good if

possible, but do evil when necessary

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.) (WHI.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.) (WHI.1b) Identify and compare political boundaries with the location of civilizations, empires, and kingdoms to 1500 A.D. (C.E.) (WHI.1d) Analyze trends in human migration and cultural interaction to 1500 A.D. (C.E.) (WHI.1e)


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STANDARD WHI.13c The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by c) citing artistic, literary, and philosophical creativity, as contrasted with the medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch.


The Renaissance produced new ideas that were reflected in the arts, philosophy, and literature. Patrons, wealthy from newly expanded trade, sponsored works which glorified city-states in northern Italy. Education became increasingly secular.

How did the arts and literature of the Renaissance differ from those of the Middle Ages? Who were prominent Italian Renaissance artists and writers? How did classical knowledge of the ancient Greeks and Romans foster humanism in the Italian Renaissance?

Medieval art and literature focused on the Church and salvation; Renaissance art and literature focused on individuals and worldly matters, along with Christianity. Artistic and literary creativity • Leonardo da Vinci—Mona Lisa

and The Last Supper • Michelangelo—Ceiling of the

Sistine Chapel and David • Petrarch—Sonnets, humanist

scholarship Humanism • Celebrated the individual • Stimulated the study of Greek and

Roman literature and culture • Was supported by wealthy patrons

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.) (WHI.1a) Analyze trends in human migration and cultural interaction to 1500 A.D. (C.E.) (WHI.1e)


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STANDARD WHI.13d The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by d) comparing the Italian and the Northern Renaissance, and citing the contributions of writers.


With the rise of trade, travel and literacy, the Italian Renaissance spread to northern Europe. The art and literature changed as people of different cultures adopted Renaissance ideas.

How did ideas of the Italian Renaissance change as they became adopted in northern Europe? Who were important artists and writers of the Northern Renaissance?

Northern Renaissance • Growing wealth in Northern

Europe supported Renaissance ideas.

• Northern Renaissance thinkers merged humanist ideas with Christianity.

• The movable type printing press and the production and sale of books (Gutenberg Bible) helped disseminate ideas.

Northern Renaissance writers • Erasmus—The Praise of Folly

(1511) • Sir Thomas More—Utopia (1516) Northern Renaissance artists portrayed religious and secular subjects.

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.) (WHI.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.) (WHI.1b)


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SAMPLE LESSON TITLE: The Silk Road: Examining Foreign Influences on Chinese Culture UNIT VI: Regional Civilizations ENDURING UNDERSTANDING: Geography, environment, and history drove the development of unique civilizations in the Americas, East Asia, Africa, and Europe. CONCEPTUAL UNIT QUESTION: How did the spread of ideas, products, and peoples connect and impact cultures within the Americas, Africa, Europe, and East Asia? KEY CONCEPTS: Culture, history, economics ESSENTIAL UNDERSTANDINGS: • During the Medieval Period, several major trading routes developed in Asia. These trading routes developed among Europe, Africa, and Asia. • Regional trade networks and long-distance trade routes in Asia aided the diffusion and exchange of technology and culture between Europe, Africa, and

Asia. ESSENTIAL QUESTIONS: • Where were the major trade routes in the Eastern Hemisphere from 1000 to 1500 A.D. (C.E.)? • How did trade facilitate the diffusion of goods and ideas among different cultures? SOL OBJECTIVES: WHI.10 a, b LESSON DESCRIPTION: Students will examine artifacts representing cultural elements that were introduced into China via the Silk Road. Working in pairs, students will examine six placards, each of which depicts a cultural element that was introduced into China from places such as India, Central Asia and Bactria. Students then will examine visual and written information about a Chinese artifact corresponding to a cultural element, draw and label a visual representing the artifact and record notes about how it reflects a foreign influence.

Materials/Resources: History Alive! Ancient China WH-06-4, Activity 3.3; slide projector; cassette player; colored pencils Strategies: Social Studies Skill Builder; pairs; visual, verbal and musical intelligences; Student Action:

• work in pairs to identify six artifacts that were introduced to China via the Silk Road. • examine six Chinese artifacts and explain how they reflect foreign influences. • describe how China benefited from trading with other cultures. • identify which cultures had the greatest impact on Chinese culture. • draw and label visuals representing the artifacts. • record notes about the foreign influence of each artifact.


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Teacher Action: • follow steps of lesson from History Alive! Ancient China Activity 3.3, pages two through five

Assessment: student note-taking handouts Adaptation: mixed-ability grouping; graphic organizer


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SAMPLE LESSON 2 TITLE: Trading Gold for Salt in West Africa UNIT VI: Regional Civilizations ENDURING UNDERSTANDING: Geography, environment, and history drove the development of unique civilizations in the Americas, East Asia, Africa, and Europe. CONCEPTUAL UNIT QUESTION: How did the spread of ideas, products, and peoples connect and impact cultures within the Americas, Africa, Europe, and East Asia? KEY CONCEPT(s): history and economics ESSENTIAL UNDERSTANDINGS: • During the Medieval Period, several major trading routes developed in the Eastern Hemisphere. These routed developed among Europe, Africa and Asia. • African civilizations developed in sub-Saharan west Africa. • Trade brought important economic, cultural and religious influences to African civilizations from other parts of the Eastern Hemisphere. • Sates and empires flourished in Africa during the medieval period, including Ghana, Mali and Songhai in west Africa. ESSENTIAL QUESTIONS: • Where were the major trade routes in the Eastern Hemisphere from 1000 to 1500 A.D. (C.E.)? • What were the characteristics of civilizations in sub-Saharan Africa during the medieval period? SOL OBJECTIVES: WHI.10a and WHI.10d LESSON DESCRIPTION: This lesson teaches students how the kingdoms of west Africa became major trading empires. Students will reenact the trading of gold and salt between North and West Africans.

Materials/Resources: History Alive! Empire and Kingdoms of Sub-Saharan Africa WH-07-3 Activity 2.1; masking tape; yard sticks or pointers; cassette player; overhead projector Strategies: Experiential Exercise; visual, verbal, musical and kinesthetic learning; Student Action:

• reenact the trading of gold and salt through a role-play, experiential exercise. • assume role of one of three groups involved in the trade. • hypothesize why powerful trading empires emerged in West Africa. • construct a T chart comparing class exercise to historical reality.


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Teacher Action: • follow steps of lesson from History Alive! Empire and Kingdoms of Sub-Saharan Africa, Activity 2.1, pages two through six

Assessment: observation of role-playing activity; class debrief discussion; T-chart Adaptation: mixed-ability grouping; graphic organizer


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SAMPLE LESSON 3 TITLE: Celebrating the Achievements of Inca Civilization UNIT VI: Regional Civilizations ENDURING UNDERSTANDING: Geography, environment, and history drove the development of unique civilizations in the Americas, East Asia, Africa, and Europe. CONCEPTUAL UNIT QUESTION: How did the spread of ideas, products, and peoples connect and impact cultures within the Americas, Africa, Europe, and East Asia? KEY CONCEPT(s): Culture, history ESSENTIAL UNDERSTANDING: The Mayan, Aztec, and Incan civilizations emerged in South America, Central America, and Mexico. ESSENTIAL QUESTION: What were the characteristics of Mayan, Aztec, and Incan civilizations? SOL OBJECTIVES: WHI.11a, b LESSON DESCRIPTION: While participating in History Alive! Skill Builder activity, students will identify achievements of the Inca civilization and determine the impact of some of these achievements on Peruvian and Ecuadorian cultures today.

Materials/Resources: History Alive! Civilizations of the Americas WH-7-6, Activity 3.3; slide projector; cassette player Strategies: Social Studies Skill Builder Student Action: Students will:

• work in pairs to identify achievements of the Inca civilization. • examine the use of each achievement and identify ways in which these achievements still affect present day cultures of Peru and Ecuador. • practice map making skills as they fill in a map of the Inca empire with symbols representing the different achievements. • examine slides of Ecuador and Peru today to recognize the influence of these achievements. • respond to journal prompt, in writing and aloud.

Teacher Action: Teacher will: • use the History Alive! Civilizations of the Americas unit, Activity 3.3 • make copies of Student Handout 3.3b. • post the fifteen Student Information Sheets 3.3A on walls around the classroom. • set out cassette player cued up to Song 2. • divide students into pairs. • distribute Student Handout 3.3b. You may want to have students tape them together, or they could tape them directly onto two facing pages in


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their notebooks. • start music and keep it running throughout activity. • distribute one placard to each pair. Students are to circulate the room looking for the written information that corresponds to their picture. • have students read information. Next have students create a symbol for that particular achievement and draw it in their notebooks. Also have

students complete the following sentence: ___ was an important achievement of Inca civilization because ____. Next have students draw symbol on Student Handout 3.3b (map). Encourage students to place symbol in an appropriate place. When students have finished with one placard, check their work and give them a new placard.

• show slides 3.3A-F and ask students to note achievements they recognize. • ask students to respond to question “What are the most enduring aspects of Inca Civilization seen in these slides?

Assessment: oral and written responses Adaptation: Some students may have difficulty with the amount of reading in this lesson, though the information is presented at a good reading level. You may consider assigning pairs base on ability with one stronger reader. As the lesson is set up, there is no pressure for students to finish quickly. Let them work at their own pace.


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SAMPLE LESSON 4 TITLE: Rediscovering the Classical Tradition Through Art UNIT VI: Regional Civilizations ENDURING UNDERSTANDING: Geography, environment, and history drove the development of unique civilizations in the Americas, East Asia, Africa, and Europe. CONCEPTUAL UNIT QUESTION: How did the spread of ideas, products, and peoples connect and impact cultures within the Americas, Africa, Europe, and East Asia? KEY CONCEPTS: history, culture ESSENTIAL UNDERSTANDING:

• The Renaissance produced new ideas that were reflected in the arts, philosophy and literature. • Patrons, wealthy from newly expanded trade, sponsored works which glorified city-states in northern Italy.

ESSENTIAL QUESTION: How did the arts and literature of the Renaissance differ from those of the Middle Ages? SOL OBJECTIVES: WHI.13c LESSON DESCRIPTION: Students identify and compare classical, medieval and Renaissance art to understand the rebirth of classical traditions that occurred during the Renaissance. Students are introduced to the characteristics of the three artistic periods as they view a slide from each. Next groups analyze placards of seven art pieces and attempt to determine which period each is from. Then, presenters from each group discuss their findings on each art piece with the class, and the teacher reveals the answer.

Materials/Resources: History Alive! Europe’s Transition to the Modern World WH-07-5 Activity 1.3; slide projector; copies of Student Handout 1.3A & B Strategies: Response Groups ; mixed-ability pairing; visual and verbal learning Student Action:

• work in mixed-ability groups of three. • learn the differences between Classical, medieval and Renaissance art • analyze seven art placards to determine which historical period they represent listing their reasons on Student Handout 1.3 B (provided by

teacher). • share their answer for each placard, after which the teacher reveals the correct answer.

Teacher Action: • follow steps of lesson from History Alive! Europe’s Transition to the Modern World WH-07-5 Activity 1.3, pages two through four

Assessment: class work grade for completion of the student handout packet; quiz Adaptation: graphic organizers; mixed-ability grouping


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UNIT VII: Post-SOL Suggestions • Have students work in groups to make a board game. Each group creates a different game for each civilization or unit studied. An alternative is to have

students make games based on themes, where questions are drawn from different time periods and different civilizations. Themes could include cultural diffusion, war, social conflict, and so forth.

• Students create a “Wall in the Hall” display using a large area such as hallway or classroom wall. The area becomes a student-created, massive annotated timeline on which students include all the eras and civilizations from the course, plus the next several eras which reviews content from 9th grade and connects the courses. Different groups are responsible for adding information cards about key items from each civilization. Part of the exercise is for the class to decide what is and what is not important, in light of limited space. Each group also prepares a thematic poster that crosses civilizations and time periods for topics such as writing, religion, technology, and cities.

• Students choose a modern day topic -- political, cultural, social, etc. -- and then trace the roots of this topic back to ancient times to make connections with the past. Then they create a visual product (PowerPoint, poster, etc.) and present their project to the class. Sample topics might include the influence of African art on Picasso; making technological connections from the past to the present; finding modern military tactics that were based on ideas from the ancient past; and demonstrating examples of Greek and Roman architecture in modern buildings.

• Teach students to critically analyze historical films to recognize bias, historical inaccuracies, "poetic license," etc. in popular movies while also assessing the historical value of these films. Sample film titles include "Kingdom of Heaven," "King Arthur" (2004 version), "Gladiator" (edited version), "Alexander," "The Messenger: The Story of Joan of Arc."

• Conduct a debate series using broad conceptual statements. Students support or refute their statement using examples from throughout the course. They are given a guide to structure the debate process and a rubric that is used to assess one another. See Appendices A-C.


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Appendix A

Debate Topics Resolved: Cultural diffusion is essential to the advancement of any civilization. Resolved: The environment (geography, climate) will be the principle determinate of how a civilization develops. Resolved: Conquered groups ultimately have more impact on the development of a civilization than do conquering groups. Resolved: Ultimately every government moves towards some form of autocracy or it will be conquered. Resolved: Individuals do change history—they are not the product of historical patterns and trends. Resolved: Technology should be included as one of our characteristics of civilization. Resolved: Empires must force conquered groups to assimilate in order for the empire to survive.


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Appendix B

Debating Guide You and a partner will be assigned a statement that you must defend (Pro) or reject (Con). You will argue the merits of you position with another pair, trying to persuade the class that your position is the best. Both positions for ALL of the topics have the potential to win. The formats for a debate are very strict and the ONLY time you may speak to the class (or the other pair) is during your speaking time. Pro CCOONN • Supports statement as true • Defends statement, but can be creative in your

interpretation • Sets the tone of the debate, since you speak first • Needs to anticipate your own weaknesses to

anticipate Con’s arguments

• Rejects statement either in whole or in part • Lots of flexibility in how you argue against Pro • Audience will be biased in favor of Pro, so need

to be very convincing


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TTIIMMEE SSPPEEAAKKEERR PPUURRPPOOSSEE HHIINNTTSS 1.5 minutes

Pro

Opening

1.5 minutes

Con

Opening

• Introduce and layout your arguments (You can give more information later in the debate

• Define any terms that your audience may understand • Set tone for you arguments • Give primary examples • Don’t argue about what the other side says yet

1 minute

Pro

1st Rebuttal

1 minute

Con

1st Rebuttal

• Responds to major arguments of other side • Tries to link response back to your own arguments • Be positive—no nasty remarks • Introduce secondary examples • Expand on your arguments

30 seconds

Pro

2nd Rebuttal

30 seconds

Con

2nd Rebuttal

• Chance to respond to any additional information from other side

• LAST CHANCE to add any new information • Make any clarifications to your argument • Add any final examples

1 minute

Pro

Closing

1 minute

Con

Closing

• NO NEW INFORMATION • Restate your position • Summarize key arguments and highlight major

examples

XIV. Requirements & Tips • Each person must speak twice. • There must be at least 3 examples from different time periods we have covered this year. (But there should be more…) • Make sure your audience understands what you are talking about – if they don’t get it, then no matter how good your argument,

you lose. • Explain your examples. Don’t make people guess. • Anticipate what the other side will say. Be ready for the rebuttals. • Confidence and preparation are persuasive. You may have the best argument, but if you sound unsure people will think you

don’t know. If you ARE unsure of an argument, fake it. • PRACTICE! PRACTICE! PRACTICE!


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Appendix C Debate Evaluation

Resolved:

Pro Con Opening

Speaker _____________________________

Was the speaker’s position clear? Was there a clear, strong argument/arguments presented? Were there at least 3 concrete/factual examples presented to support the position? Was the speaker prepared? Was the speaker convincing?

Stronger speaker Rebuttal # 1 Speaker _____________________________

Did the speaker address the key points of the opposing side? Did the speaker link the rebuttal of his opponent back to his own sides arguments? Did the speaker use convincing examples and factual evidence to support his views? Was the speaker in command of his/her material? (was the speaker prepared to rebut

the opposing arguments?

Was the speaker convincing?

Stronger speaker Rebuttal #2 Speaker _____________________________


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Did the speaker address the key points of the opposing side? Did the speaker link the rebuttal of his opponent back to his own sides arguments? Did the speaker use convincing examples and factual evidence to support his views? Was the speaker in command of his/her material? (was the speaker prepared to rebut

the opposing arguments?

Was the speaker convincing?

Stronger speaker Conclusion Speaker _____________________________

Was any new information presented? Did the speaker include information from the debate, including rebuttals of other

arguments?

Was the speaker prepared? Was the speaker convincing?

Stronger speaker Which side do you think won the debate?


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SUGGESTED LITERATURE AND OTHER SOURCES UNIT I: Foundations of Human Society

Lauber, Patricia. Painters of the Cave. Mammoths, bison, horses, bears, and lions leap to life across the cave walls depicted on the pages of this book. These animals and their artists lived 32,000 years ago. The works of these early Europeans were recently discovered in caves in southern France. (NF) Leakey, Richard. Origin of Humankind. One of the most important social scientists of the 20th century speculates on the importance of his recent findings. (NF)


Alexander, Lloyd. Time Cat: The Remarkable Journeys of Jason and Gareth. Gareth is definitely not an ordinary cat with nine lives. He has only one life, but he has the power to visit nine different lives anywhere in any century. Young Jason begs Gareth to take him along as they visit places such as Egypt in 2700 B.C., Japan in 998 A.D., and America in 1775. (F) Armstrong, Karen. A History of God: The 4,000 Year Quest of Judaism, Christianity, and Islam. Armstrong's readable and provocative work, which follows humanity's circuitous route to monotheism, makes a major contribution to religious studies. (NF) Macaulay, David. Pyramid. The author presents a fictionalized account of the building of the great pyramids. (NF) McGraw, Jarvis. The Golden Goblet. In this novel set in ancient Egypt, a young goldsmith's apprentice is forced to work as a stonecutter by a cruel stepbrother who is in the business of robbing tombs. (F)

UNIT III: Classical Asian Civilizations Hesse, Herman. Siddhartha. A classic novel set in ancient India of a young man seeking enlightenment around the time of Buddha.

UNIT IV: Classical Mediterranean Civilizations

Hamilton, Edith. Mythology. This is a noted collection of Greek, Roman, and Norse myths and legends that are often alluded to in the language and literature of the Western world. (NF) Hamilton, Edith. The Greek Way. The world-renowned classical author recounts the mythical life of ancient Greece. (F) Sophocles. Antigone. This classical Greek play recounts the moral struggle between a courageous young woman and society. (F)

Brooks, Polly Schoyer. Cleopatra: Goddess of Egypt, Enemy of Rome. This well-written, balanced, and entertaining biography of the queen of Egypt does an excellent job of distinguishing fact from fiction. (NF) Hamilton, Edith. Mythology. This is a noted collection of Greek, Roman, and Norse myths and legends that are often alluded to in the language


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and literature of the Western world. (NF) Hamilton, Edith. The Roman Way. The world-renowned classical author recounts the mythical life of ancient Rome. (F)

UNIT V: Post-Classical Civilizations

Barrett, Tracy. Anna of Byzantium. This historical novel set in the eleventh century tells of how teenage princess Anna Comnena fights for her birthright, the throne of the Byzantine Empire. She fears it will be taken from her by her younger brother John because he is a boy. (F)

Cushman, Karen. The Midwife’s Apprentice. A homeless, nameless girl is taken in by a sharp-tongued mid-wife in medieval England. (F) Cushman, Karen. Matilda Bone. Fourteen-year-old Matilda, apprentice bonesetter in a medieval English village, tries to reconcile the spiritual and practical aspects of her life. (F) Eliot, T. S. Murder in the Cathedral. King Henry's friendship with Thomas à Becket turns into a battle between church and state in 12th century England. (F) Garden, Nancy. Dove and Sword: A Novel of Joan of Arc. This work of historical fiction tells the story of Joan of Arc and the Hundred Years' War through the eyes of ordinary people in the 15th century. (F) Giblin, James Cross. When Plague Strikes: The Black Death, Smallpox, and AIDS. Three major plagues have had important parallels throughout history. (NF) Macaulay, David. Castle. This book chronicles life in an imaginary 13th century Welsh community. (NF) Macaulay, David. Cathedral. The author both surveys the medieval landscape and penetrates the medieval mind. (NF) McGraw, Eloise. Striped Ships. An 11-year-old Saxon girl loses her home and family to the Normans in 1066. She helps create the Bayeaux Tapestry. (F)

UNIT VI: Regional Civilizations

Bosse, Malcolm. The Examination. This novel of historical fiction set in 16th century China portrays two very different brothers and the divergent paths they take to prepare for their school examinations. (F)

Haskins, James and Benson, Kathleen. African Beginnings. Ancient African civilizations are illustrated and described in this combined geography and history reference book. Art, religion, music, dance, slavery, and colonization are included along with descriptions of ancient African communities in this comprehensive volume. (NF) McKissack, Patricia C. Nzingha: Warrior Queen of Mantamba. This biography provides a fascinating glimpse into the life of sixteenth century royalty in the African nation of Angola. Nzingha is a spunky and quick-witted young woman who will delight readers. (NF) Niane, D. T. The Epic of Sundiata. This epic explores the complexities of the thirteenth century rise to power of Sudiata Keita and the Empire


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of Mali in the Sudan. (NF)

Dawson, Imogene. Clothes and Crafts in Aztec Times. The author gives a detailed description of crafts, clothing and festivals along with drawing and photographs of Aztec life. (NF)

Fritz, Jean; Katherine Paterson; Patricia and Frederick McKissack; Margaret Mahy; and Jamake Highwater. The World in 1492. This collection contains information about people, places, and events of this time period from several areas in the world. (NF) Machiavelli, Niccolo. The Prince. Machiavelli describes the political strategies for success. (NF) Stanley, Diane. Michaelangelo. This is a picture book biography of the Renaissance sculptor, architect, and poet. (NF)


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SUGGESTED PACING GUIDE

The following is a suggested pacing guide. Its use is dependent upon schools’ schedules, teachers’ thematic sequential or issue-based approach to content, students’ leaning needs, and the availability of resources.

UNIT

TIMEFRAME

DATES

I. Foundations of Human Society

2 weeks early to mid-September

II. River Valley Civilizations

4 weeks mid-September to mid-October

III. Classical Asian Civilizations

4 weeks mid-October to mid November

IV. Classical Mediterranean Civilizations

8 weeks mid-November to late January

V. Post-Classical Civilizations (Late Antiquity)

8 weeks early February to late March

VI. Regional Civilizations 7 weeks early April to late May

VII. Post-SOL Suggestions Up to 4 weeks Late May to June


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TEXTBOOK ALIGNMENT CHART: ANCIENT WORLD HISTORY: PATTERNS OF INTERACTION

TEXBOOK VENDOR: Holt McDougal

UNIT

NUMBER & TITLE: SOL/APS

OBJECTIVE NUMBER CORRELATION TO STUDENT EDITION

TEACHER RESOURCE CORRELATIONS AS NOTED

UNIT I: Foundations of Human Society

SOL WHI.1 b,c, e SOL WHI.2 a.-d.

Chapter 1 Sections 1 & 2 (pp. 1-18) – Human origins to Neolithic Era


SOL WHI.1 a-f SOL WHI.2 c SOL WHI.3 a-e

Chapter 1 Section 3 (pp. 19-25) -- Sumeria Chapter 2 Sections 1-4 (pp. 26-57) – Mesopotamia, Old and Middle Kingdoms of Egypt, Indus River civilizations, Shang and Zhou Dynasties of China Chapter 3: Sections 3 & 4 (pp. 73-85) – Phoenicians and Hebrews Chapter 4: Sections 1 & 2 (pp. 86-98) – Egyptian, Nubian and Assyrian Empires

UNIT III: Classical Asian Civilizations

SOL WHI.1 b,e,f SOL WHI.3 b,c SOL WHI.4 a-f

Chapter 3 Sections 1 & 2 (pp. 58-71) – Indo-European migrations in India; Hinduism and Buddhism Chapter 4 Sections 3 & 4 (pp. 99-117) – Persian Empire and Qin Dynasty Chapter 7 Sections 1-3 (pp. 186-209) – Mauryan and Gupta Empires and Han Dynasty; spread of Hinduism and Buddhism

UNIT IV: Classical Mediterranean Civilizations

SOL WHI.1 a-f SOL WHI.5 a-g SOL WHI.6 a-k SOL WHI.7 a

Chapter 3: Sections 3 (pp. 72-73) -- Minoans Chapter 5 Sections 1-5 (pp. 118-150) – Ancient Greece Chapter 6 Sections 1-5 (pp. 152-185) – Ancient Rome


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UNIT NUMBER & TITLE:

SOL/APS OBJECTIVE NUMBER

CORRELATION TO STUDENT EDITION TEACHER RESOURCE CORRELATIONS AS NOTED

UNIT V: Post-Classical Civilizations (Late Antiquity)

SOL WHI.1 a,e,f SOL WHI.7 b-e SOL WHI.8 a-d SOL WHI.9 a-d SOL WHI.12 a-d

Chapter 10 Sections 1-3 (pp. 258-297) – Islam and the Islamic Empire Chapter 11 Sections 1-3 (pp. 298-319) – Byzantine Empire, Russia and Turkish kingdoms Chapter 13 Sections 1-4 (pp. 350-375) – Early Middle Ages Chapter 14 Sections 1-4 (pp. 376-405) – Late Middle Ages

UNIT VI: Regional Civilizations

SOL WHI.1 a-f SOL WHI.10 a-d SOL WHI.11 a,b SOL WHI.12 b,d SOL WHI.13 a-d

Chapter 8 Sections 1-3 (pp. 210-230) – Early African societies, Bantu migration and Kingdom of Aksum Chapter 12 Sections 1-4 (pp. 320-343) – Tang, Song, and Yuan Dynasties; Mongol Empire; and Feudal Japan Chapter 15 Sections 1-3 (pp. 406-435) – West and Southern African Kingdoms and East African City-States Chapter 16 Sections 2-4 (pp. 446-467) – Maya, Aztec and Inca Civilizations Chapter 17 Sections 1 & 2 (pp. 468-487) – The Renaissance in Italy and Northern Europe

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