Mr.RinikerGrade9WorldHistoryTermThree 2016–2017

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Mr.RinikerGrade9WorldHistoryTermThree 2016–2017

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Term Three Introduction: BigEraFouristheperiod(1200 B.C.E. – 500 C.E.) whenthefirstlong-distancenetworksofexchange

wereestablished,linkingdistantregionsofAfroeurasiatogether.Ideas,goods,andtechnologiesflowedalongthesenetworks,fuelingadramaticincreaseincollectivelearning.Small-scale,isolated,regional“worlds”mergedtomakeupasignificantlylarger,moreconnectedworld.Leadersofempirescreatedandusedthenewnetworkstobuild,manage,andmaintainvastterritoriesforlongperiodsoftime.TheeventsofthisBigEra,therefore,representamajorstepalongtheroadtowardtheinterconnectedandinterdependentworldweliveintoday.

Topic(s) Overview: 4.0 Expanding Networks of Exchange and Encounter 1200 B.C.E – 500 C.E. 4.1 From the Mediterranean to India: Patterns of Power and Trade 1200 – 600 B.C.E. 4.2 The Expansion of Complex Society in East Asia 1200 – 300 B.C.E. 4.3 Belief Systems in China: Confucianism, Daoism, and Buddhism 4.4 From the Mediterranean to India: An Age of Greek and Persian Power 600 – 200 B.C.E.

Essential Questions 1. ExplainthesurgeinpopulationgrowthduringthisBigEra.2. Describesomesocialandenvironmentalconsequencesofpopulationgrowth.3. DescribetheimpactthatirontechnologyhadontheIndo-Mediterraneanregion.4. Howdidpastoralnomadicgroupsinteractwiththegrowingurbancivilizations?5. Describesomeofthereasonsancientrulersbuiltandfurnishedsuchlargetombs?Didtheyreally

believeintheafterlife?6. CompareandcontrastDaoism,BuddhismandConfucianism.7. Analyzetheimportanceoftradeexpansioninthisperiod.8. Identifytheworldreligionsandbeliefsystemsthatflourishedduringthisera.9. HowdoesgeographyimpactthedevelopmentoftheGreekempireandculture?10. Givereasonsfortheriseoflarge,enduringempiresduringthisBigEra.

Skills List:

RH.9.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending such features as the date and origin of the information. RH.9.2. Determine the central ideas or information of a primary or secondary source, provide an accurate summary of how key events or ideas develop over the course of the text. RH.9.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH.9.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

Mr.RinikerGrade9WorldHistoryTermThree 2016–2017

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RH.9.5. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. RH.9.6. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH.9.8. Compare and contrast treatments of the same topic in several primary and secondary sources. WH.9.2. Write informative/ explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WH.9.4. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and display information flexibly and dynamically. WH.9.5 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WH.9.7 Draw evidence from informational texts to support analysis, reflection, and research. WH.9.8 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.9.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with divers partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.9.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9.4. Present information, findings and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9.5. Make strategic use of digital media (e.g., textual, geographical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. HT.9.3 Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. HT.9.2 Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.

Mr.RinikerGrade9WorldHistoryTermThree 2016–2017

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Skills Chart: Students when you feel confident in your skills/abilities, please take a moment to explain how you reached these goals.

Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation:

Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation: Skill: _______ ☐ Explanation:

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Reference Materials: E. Burke III, et. al., World History: The Big Era Andrea, Alfred. The Human Record: Sources of Global History, Vol. I & II. Boston, MA: Wadsworth, 2012 Spielvogel, Jackson J. World History, Columbus, OH: McGraw-Hill/Glencoe 2005 Chrisp, Peter, et. al., History Year by Year, New York, NY: DK Publishing, 2013 Lesson Overview:

Class: 1 Introduction to Grade 9 World History Term Three Goal: Discuss and develop classroom rules, expectations, and requirements for the term

Topics: Class routines, Term One Outline, Student Responsibilities, Overview of Term 3 Materials Notebooks, pens/pencils, textbook, and laptop

Class: 2-4 Unit 4.0 Expanding Networks of Exchange and Encounter 1200 B.C.E. – 500 C.E. Goal: This unit allows students to describe changes resulting from new cultural encounters around

the world and the consequences of these new encounters. Topics: Population growth, networks of exchange and an Age of Empires

Materials Notebooks, pens/pencils, textbook, videos, and laptop

Class: 5-8 Unit 4.1 The Mediterranean to India: Patterns of Power and Trade 1200 – 600 B.C.E. Goal: Students will be able to reconstruct patterns of historical change, successions of empires and

the duration in which historical developments unfolded. Apply (change and continuity) Topics: Mapping the period, Metallurgy of Iron, The Phoenicians, Assyrians, Judaism & Hinduism.

Materials Notebooks, pens/pencils, textbook, videos, and laptop

Class: 9-12 Unit 4.2 The Emergence of Complex Society in East Asia 1200 – 200 B.C.E. Goal: Students will analyze the geographic, political, economic, religious and social structures of

the early civilizations of China. Compare contrast spiritual teachings in the East. Topics: Emergence of complex societies in East Asia

Materials Notebooks, textbook, videos, and laptop A visual sourcebook of Chinese Civilization

Class: 13-17 Unit 4.3 Belief Systems in China: Confucianism, Daoism, & Buddhism 581 B.C.E. – 1368 C.E.

Goal: Students take an in-depth look of the life and moral teachings of Buddha and learn how Buddhism spread and compare the teachings of Confucianism and Taoism

Topics: What are belief systems? Discuss the differences of religion & philosophical teachings. Materials Notebooks, textbook, videos, and laptop

Class: 18-22 Unit 4.4 An Age of Greek and Persian Power 600 – 200 B.C.E. Goal: Students will analyze geographic, political, economic, religious, and social structures of the

early civilizations of Ancient Greece, Persia, and India. Topics: Rule of awe, Emperors and global trade routes.

Materials Notebooks, textbook, videos, and laptop

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Assessment, Projects & Grading Summary:

Assessment Value

Participation 5% Homework 15%

Grapes Research Charts/Newsela 15% Mini-Lesson Quizzes 20% Historical Portfolio 20%

Historical Figure Presentation 25%

Participation: Participation makes up 5% of your grade for each term. You are high school students, and at this stage in your academic career you are expected to take a greater responsibility for your actions. This means that paying attention and being actively involved in class will greatly improve your learning and assessment scores. It is to your advantage to give and do your best in each and every class in order to be successful. Homework: Homework will include, online textbook readings, video questions and assignments, primary source documents, video questions and but, much of the homework will involve reading the assigned text, and supplementary material, and being prepared to discuss the material in class. Keeping up with reading assignments is vital. (STARTING IN TERM 3 LATE WORK WILL NOT BE ACCEPTED.) GRAPES Research Charts/Newsela: Students will be required to research several different civilizations (the Phoenicians, the Assyrians, the Shang & Zhou Dynasties, Persia, Greece, and Maurya Empire) throughout this term and compile all the information in a GRAPES chart. The Newsela readings will help students hone their reading skills while connecting historical events to our modern lives. Mini Lesson Quizzes: End of lesson quizzes will be assigned the day after a lesson finishes. You will be told one day in advance to prepare for the quiz. Schedule for the quizzes To Be Determined. Historical Portfolio: The historical portfolio is designed to assess individual growth and improvement in historical thinking and writing throughout this course. You will be responsible for all course readings and filling in all worksheets associated with the readings. The portfolio is a living document, which you will be adding all finished work to as you progress through this course. Details about the portfolio and how it will be assessed will be discussed in class. Historical Figure Presentation: Students will work in pairs and be required to research and present information on a historical figure from the time period currently being studied. The topic as well as the contents of the rubric will be discussed in class. The presentations will be scheduled on a weekly basis and groups will be randomly selected so make sure you are prepared. Presentations should be 15-20 minutes long. All of your work must be started and completed using GOOGLE DOCS

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Additional Readings: Guns, Germs and Steel: The Fates of Human Societies Diamond, Jared Collapse: How Societies Choose to Fail or Succeed Diamond, Jared Salt: A World History Kurlansky, Mark Cod: A Biography of the Fish that Changed the World Kurlansky, Mark When Asia Was the World: Traveling Merchants, Scholars, Warriors, and Monks Who Created the “Riches of the “East” Gordon, Stewart Gilgamesh: A Verse Narrative Mason, Herbert Gunpowder: Alchemy, Bombards, and Pyrotechnics Kelly, Jack A History of the World in 12 Maps Brotton, Jerry Religions of the Silk Road: Premodern Patterns of Globalization Foltz, Richard The Broken Spears: The Aztec Account of the Conquest of Mexico Leon-Portilla, Miguel Cows, Pigs, Wars, and Witches: The Riddles of Culture Harris, Marvin The Ottoman Centuries Lord Kinross

Mr.RinikerGrade9WorldHistoryTermThree 2016–2017

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Historical Portfolio Rubric

Your World History portfolio should demonstrate that you have mastered the standards and concepts studied during the Term. Your portfolio should show that you are able to connect specific details of an era to the larger fabric of history and thus see patterns in history. Format: 3 ring binder Points: 100 points/20% of your Term 2 Grade Contents:

1. Illustrated Cover Page o Name, date, teacher, class o Title: title should refer to the thread, theme or major concept covered throughout the term. o Visual illustration or metaphor for that thread, theme or concept studied during the term

2. Introduction and Table of Contents o Paragraph introducing portfolio: explain the cover art and how you've grown as a critical thinker. o On that same page include a table of contents (include page numbers)

3. Essential Questions & Threads through History (this is all of your completed classwork and homework from the term) o Make sure to include all the content we have covered throughout the term

§ Includes all classwork, homework, handouts, chapter questions, etc…

4. Completed Social Studies Standards & Skills Checklist (this is located in your Term Assignment) 5. Proof of mastery of five of the content standards (this is the meat of your portfolio)

o Choose five of the Standards from your Skills Checklist. Prove that you have mastered these standards by including work you've done. Suggested ways to show mastery:

§ Work samples, class work, student handouts, etc… § Create a new document about that standard (visual elements, Venn diagram, quotes, and explanations.)

o Write a short reflection on each standard explaining why the work samples prove mastery of the standard.

6. Layout & Aesthetics (Does the layout provide a readable, logical & appealing organized portfolio) 7. Completed projects from the term or a picture of the project (Maps, Timelines etc…)

Assessment Criteria

Contents Excellent + Adequate √ Below Standard -

Illustrated Cover Page

Intro

& Table of contents

q Cover has all identification info, including title and subtitle, cover is visually appealing and original metaphor which makes sense

q Intro paragraph clearly explains metaphor for theme, thread, or concept through history and explains how the student has grown as a thinker—shows reflection,

q Table of contents is complete & easy to follow

q Cover has most ID info, cover’s visual metaphor is neat/somewhat appealing but not original

q Intro paragraph shows some understanding of threads, theme, concept in history, but may lack some focus, explains student’s growth

q Table of contents is organized but incomplete

q Cover is missing some ID info (title? Subtitle? Name? Period? Date? Teacher’s name?), cover’s visual metaphor is missing, or unrelated to a thread, theme, concept in history

q Intro paragraph is hard to follow, may not include thread through history, may vaguely explain student growth

q Table of content is confusing

Essential Questions

& Threads of

History (Home &

Class Work)

q Essential questions thoroughly answered with in-depth thought & analysis

q Threads are answered thoroughly and all work shows historical thinking & in-depth thought

q Dynamic writing, thought provoking

q Essential questions are answered but without much depth or analysis

q Questions are answered but haven’t been completed with much thought or analysis

q Well written, but with some errors

q Essential questions not completed or show very little thought or analysis

q Threads are confusing or missing, lacks thought or analysis of content

q Weak writing—poor organization, many errors

Skills Checklist

& Masery of Standards

q Proof (work samples) clearly shows, understanding & mastery of content.

q Excellent samples, clearly fit the standard. Reflection paragraphs clearly explains how work samples show mastery

q Checklist is complete (but not thorough) Proof shows some mastery

q Work samples match standard and show mastery, reflection is there but be vague or lack convincing details

q Incomplete checklist. Little or no proof of understanding

q Samples unrelated to standard selected, reflections are vague, only a sentence or two long, incomplete or missing

Layout &

Aesthetics

q Layout & flow of portfolio is logical easy to follow & read

q Organized and visually appealing

q Layout of portfolio is easy to read but a few items are out of order

q Organized

q Layout of portfolio is very random q Disorganized & lacks visual appeal

Additional Comments:

Mr.RinikerGrade9WorldHistoryTermThree 2016–2017

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WHAT’S DUE TERM 3:

WEEKLY HOMEWORK REMINDER Jan 9 – 13

9A - (T-W-TH) #3

9B - (M-T-TH) #3

9C - (M-T-F) #3

Jan 16 – 20

9A - (T-W-TH) #3

9B - (M-T-TH) #3

9C - (M-T-F) #3

Jan 23 – 25

9A - (T-W-TH) #2

9B - (M-T-TH) #2

9C - (M-T-F) #2

Jan 31 – Feb 3

9A - (T-W-TH) #3

9B - (M-T-TH) #2

9C - (M-T-F) #2

Feb 6 – 10

9A - (T-W-TH) #3

9B - (M-T-TH) #3

9C - (M-T-F) #3

Feb 13 - 16

9A - (T-W-TH) #3

9B - (M-T-TH) #3

9C - (M-T-F) #3

Feb 20 – 24

9A - (T-W-TH) #3

9B - (M-T-TH) #3

9C - (M-T-F) #3

Feb 27 – Mar 1 End of Term

Classes 9A - (T-W-TH) #3

9B - (M-T-TH) #3

9C - (M-T-F) #3