Project Three: Curriculum Map – Grade 9 (Global History ... · PDF fileProject Three: Curriculum Map – Grade 9 ... focuses on the global history of Asia, Africa, Middle East,

Project Three: Curriculum Map (Gr. 9), 12/05/09 1

Project Three: Curriculum Map – Grade 9 (Global History and Geography)

City University of New York – College of Staten Island


COVER NARRATIVE

As with any map, not all the details are present for the driver. A map may provide the

appropriate directions, but it will not provide information on any areas that are under

construction or that the driver may need to use a detour. This curriculum map for the first year

of Global History and Geography (GS I – usually grade 9) is to provide a general overview as

well as the pertinent topics and content necessary for the student to understand what it means to

live in a “global society” and how it developed over time.

Therefore, the teacher is to develop appropriate lesson plans and assessments, then, to not

only teach the big ideas and have the students begin the learning process of decision-making, but

will connect the content to the overarching topics/themes of the course. This curriculum map

only provides the basics so as to teach a generalization of the topic to the class. Of course, there

are other topics, not on this map, that can be used to further flesh out the themes/units of study.

Also provided is a “notes” section in the beginning of the map which explains the pacing and

sequencing of the core content to be provided. The core content is divided between the usual

pacing of the academic school year which includes extended breaks and vacation periods.

Therefore some months will have less content taught due to Winter Recess, Spring Break or

other holidays.

The curriculum map also took into consideration that the AP World History course will

cover the same curriculum as Global History and Geography. For the AP course, there is more

emphasis on higher level cognitive skills. Therefore, sample assessments provided in the map

address these concerns. The map may provide too much content within the academic year if

there are students with learning disabilities. In this case, the map needs to be refined to conform

to the student’s IEP, 502 or other learning plan and alternate assessments may need to be

developed. However, the map does provide the essential informational knowledge the student


needs to begin the process of learning decision-making skills, one of the objectives of any social

studies course.

Also, all topics presented share the same general learning objectives (as can be seen in

the map itself). The information knowledge objectives are specific to each unit of study.

Procedural knowledge, basic skills knowledge and affective knowledge are generally the same

throughout the map. They will become- should become- more specific as the teacher develops

lesson plans for the topics.

Lastly, the map and its content are aligned with both the National Council for Social

Studies (NCSS) curriculum strands and the New York State (NYS) learning standards for Social

Studies. Although the map does not provide descriptive detail for each subtopic, it does provide

the general standards (NCSS and NYS) for each topic.

It is the hope that this map will provide a direction for the teacher of Global History and

Geography (“Global Studies I”). It is also with understanding that this map provides the non-

European content of the two-year course and that the European perspective will be covered in the

second year of instruction.


GLOBAL HISTORY & GEOGRAPHY – GR. 9 (NYS) CURRICULUM MAP NOTES & EXPLANATIONS

Note: GS I (Grade 9) focuses on the global history of Asia, Africa, Middle East, Indian Sub-continent and Mesoamerica (Latin America). All European topics found in the Core Curriculum of NYS within the eight prescribed units will be taught in GS II (Grade 10).

Note: there is consistent comparison of topics throughout the curriculum map. For example, the Han Dynasty is covered in September, and the Roman Empire is covered in November. The two are compared when discussion of the fall of the Roman Empire appears on the map.

Note: September, October, November are planned according to REGION: (combining Units One and Two) o September – Chinese global history (Yellow River, Han Dynasty, Tang and Song Dynasty) o October - Indian subcontinent global history (Indus River, Maurya Empire, Gupta Empire); Early Japanese history; (Mayan

Empire will be studied in March along with Rise of Aztec & Incan empires); o November – Greek civilization; Roman Republic & Empire (leading into Byzantine Empire & rise of Islam in next Unit of

the NYS core curriculum)

Note: March & April –map topics according to when Spring Break is scheduled. In this map, March has less content than April – If break is in April, then move content from April to March

Note: Units Seven & Eight will be combined so as to finish curriculum in a timely manner.

Note: the curriculum map may have more content because it is taking into consideration that the AP World History class takes the place of GS I & II – same content is taught, just on a more advanced level; therefore, there is more emphasis on critical thinking which, in turn, results in assessments that are written – usually thematic essays and DBQs similar to the AP examination. Therefore, the “Basic Skills Knowledge” will rely heavily on how to communicate visually, usually in a written format.

Note: NCSS & NYS Standards are only applied to topics. Therefore, the major strand/standard (and performance indicator) is listed beneath the entire topic in italics. Other strands/standards can and will be applied for the subtopics, but they will be listed under the individual lesson plans.

Note: not all assessments are listed – they will appear in the individual lesson plans for the unit

Resources common to all units include use of maps & teaching of map skills (how to read maps); most resources found online: if classroom is not equipped with Internet access and/or Smartboards, then the they can be used as individual or group assignments


SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Unit (as per NYS Core Curriculum)

ONE: Ancient World- Civilizations and Religions (4000 BC – 500 AD)

ONE: Ancient World- Civilizations and Religions (4000 BC – 500 AD) (cont.)

ONE: Ancient World- Civilizations and Religions (4000 BC – 500 AD) (cont.)

TWO: Expanding Zones of Exchange & Encounter (500-1200 AD)

THREE: Global Interactions (1200-1650 AD) (short on content due to Mid-Term Examinations)

Learning Objectives - Informational Knowledge

- Procedural Knowledge

- Basic Skills Knowledge

- Affective Knowledge

To be able to understand how people lived prior to and during the Neolithic and “Classical” periods. To be able to draw inferences from the content by identifying relationships between humankind and the environment, and each other (in society) To be able to comprehend, analyze, synthesize and evaluate a network of related facts and concepts; to be able to speak and/or write coherently on the facts, concepts and issues presented. Issues presented in the content (such as the role

To be able to understand how people lived during “Classical civilization” periods. To be able to compare/contrast the similarities & differences between the classical civilizations. To be able to comprehend, analyze, synthesize and evaluate a network of related facts and concepts; to be able to speak and/or write coherently on the facts, concepts and issues presented. Issues presented in the content will change the

To be able to understand how people lived during “Classical civilization” periods. To be able to compare/contrast the similarities & differences between the classical civilizations, especially in comparison within and to the Greco-Roman world (the beginnings of western civilization) To be able to comprehend, analyze, synthesize and evaluate a network of related facts and concepts; to be able to speak and/or write coherently on the facts, concepts and issues presented. Issues presented in the content will change the

To be able to understand how people began to encounter other civilizations resulting in cultural diffusion (begun during the Greek period). To be able to form generalizations based on the content about human behavior especially when encountering different peoples. To be able to comprehend, analyze, synthesize and evaluate a network of related facts and concepts; to be able to speak and/or write coherently on the facts, concepts and issues presented. Issues presented in the content will change the

To be able to understand how global trade affected the course of human history by allowing one to begin traveling globally and become aware of other cultures. To be able to form generalizations based on the content about human behavior especially when encountering different peoples. To be able to comprehend, analyze, synthesize and evaluate a network of related facts and concepts; to be able to speak and/or write coherently on the facts, concepts and issues presented. Issues presented in the content will change the


of the environment) will change the student’s understanding on how important geography is in the development of history.

student’s understanding that ancient civilizations’ contributions greatly benefited the advancement of humanity.

student’s understanding that ancient civilizations’ contributions greatly benefited the advancement of humanity.

student’s understanding that other peoples’ contributions greatly benefited the advancement of humanity.

student’s understanding that global trade helped bring about a desire to understand another culture.

Big Ideas Geography, Migration, Belief systems (Animism, Confucianism, Daoism), Trade (scarcity, economics)

Belief systems (Hinduism, Buddhism), cultural diffusion, social hierarchy, dynastic cycles

Democracy, Hellenism (cultural diffusion), Law, infrastructure useful in building empires

Byzantine Empire, Catholic and Orthodox churches, Law (Byzantine, Islamic), Greco-Roman culture, Islam, Belief systems, war (Crusades )

Feudalism, social systems, trade (scarcity), role of epidemics in society

Essential Questions

- What was the relationship between people and their environment? (beginnings of agrarian civilizations) - What were the push/pull factors for migration? - How does migration affect other civilizations/cultures (e.g. Bantu migration affecting sub-Sahara Africa)? - What is trade? How does an economy function?

- What have been the contributions of classical civilizations to the history of humankind (Gupta, Tang, Song)? - What forces caused the rise & fall of classical civilizations? - How did location impact Japanese history?

- What impacts did Greece & Rome have on the development of later political systems? - How did the geography affect the rise of Greek city-states & the Roman Empire? - What caused the Roman and Han empires to fall? (role of nomadic groups)

- What role did the Byzantine Empire play in the preservation & transmission of Greek & Roman knowledge? - How did the location of Constantinople make it a crossroads of Europe and Asia? - What impact did the fall of Constantinople have on Western Europe? To what extent was this event a turning point in global history? - What goods were traded between Africa, Asia & Europe as an effect of the Crusades and the opening of trading routes?

- What forces led to the rise & fall of the Mongols? - How were a nomadic people able to conquer advanced civilizations? - What role did African kingdoms play in overland & maritime trade routes? - What impact did Islam have on these kingdoms? - What forces contributed to the rise & fall of these African kingdoms? - What role did the plague play in major demographic & social shifts in Eurasia & Africa?

Content / NCSS & NYS Standards (after each topic the NCSS & NYS standards are listed)

Early peoples 1. Geography

III-h, 3.1 2. Hunter-gatherers –

nomadic groups VII-a, 4.1

3. Migrations

Classical civilizations – for each: geography, economy, political structure, growth of cities, belief systems (expansion), contributions, role of

Classical civilizations & rise and fall of great empires (cont.) – for each: geography, economy, political structure, growth of cities, belief systems

– for each: geography, economy, political structure, growth of cities, belief systems (expansion), contributions, role of women



VII-a, 4.1 4. Early gov’t

VI-c, 5.1 Neolithic Revolution 1. River civilizations –

for each: geography, economy, political structure, growth of cities, belief systems, contributions (writing systems, legal systems, technology) – “traditional economies” a. Mesopotamia

(Code of Hammurabi)

b. Egypt (irrigation) c. Indus River d. Yellow River

III-h, 3.1 Bantu migration – geography, environment, impact on other areas of Africa

1. Animism VII-a, 4.1 Classical civilizations – for each: geography, economy, political structure, growth of cities, belief systems (expansion), contributions, role of women

1. Chinese civilization a. Dynastic cycles

women 1. Indian (Maurya)

Empire a. Hinduism b. Buddhism c. Jainism

2. Gupta Empire a. Role of

Hinduism I-a, 2.3 Early Japanese history & feudalism

1. Early traditions (Shintoism)

2. Cultural diffusion w/ China & Korea: a. Buddhism b. Confucianism

3. Tokugawa Shogunate 4. Social hierarchy 5. Zen Buddhism I-a, 2.3

(expansion), contributions, role of women 1. Greek civilization

a. Rise of city-states (Athens, Sparta)

b. Philosophy, science

c. Growth of democracy (Athens)

d. Alexander the Great – cultural diffusion (Hellenism)

2. Roman Republic & Empire a. Law, architecture

& infrastructure, literature

b. Legalism c. Empire – causes

of decline (nomads from Central Asia)

d. Pax Romana e. Christianity

X-a, II-c, 5.1

Byzantine Empire 1. Achievements (Law

– Justinian Code; engineering – Hagia Sophia, commerce)

2. Orthodox Christian Church

3. Political structure & law code

4. Preserving & transmitting Greco-Roman culture

5. Impact on Russia and Eastern Europe

II-b, 2.1 Spread of Islam to Europe, Asia & Africa 1. Islamic law & its

impact 2. Social class: women

& slavery in Muslim society

3. “people of the book” 4. The golden age of

Islam a. Mathematics,

science, medicine, art, architecture

b. Preserving Greco-Roman culture

c. Islamic Spain d. Trade

V-b, 2.3 Crusades (from a global perspective)

Rise & fall of Mongols & their impact on Eurasia 1. Central Asian

origins – nomadic tribes

2. Yuan Dynasty 3. Genghis Khan &

Kublai Khan 4. Impact on Central

Asia, China, Korea, Europe, India, SW Asia

5. Impact on rise of Moscow

6. Interaction w/ West a. Pax Mongolia b. Marco Polo

7. Causes of decline III-i, 2.3 Global trade & interactions 1. Major trading centers:

Nanking, Mogadishu 2. Expansion of the

Portuguese spice trade to SE Asia & its impact on Asia & Europe

VII-h, 4.1 Rise & fall of African civilizations: Ghana, Mali, Axum, Songhai empires 1. Roles in global trade

routes 2. Spread & impact of

Islam- Mansa Musa


b. Mandate of Heaven

c. Confucianism & Daoism

d. Silk Road & trade with Europe

e. Trade w/ Korea, Japan

f. Han Dynasty – rise and decline

g. Nomads from Central Asia

h. Tang & Song Dynasty

II-c, 2.1

1. Causes 2. Impacts on SW Asia,

Byzantium 3. Perspectives: Urban

II, Saladin, Richard the Lionhearted

V-b, 2.3

3. Timbuktu & African trade routes

VII-h, V-b, 4.1, 2.3 Role of the plague on Asia & Africa V-b, VIII-b, 2.3

Assessment(s) DBQ – In what ways did early peoples and people of the Neolithic Age migrate? Comparative study/analysis of creation myths Unit test

DBQ – What does it mean to be a “____-an”? a DBQ on the use of epics & early philosophical works as they explain to the community the society’s ideals & expectations Unit test

Comparative study/analysis of law codes Unit test

DBQ – on rise of Islam: In what ways did Islam unify/disunify various peoples? Unit test

Understanding how to use archaeological & scientific data to interpret history Unit test Mid-Term Examination

Resources (Primary and/or Secondary)

“Hunting and Gathering” http://www.wsu.edu/gened/learn-modules/top_agrev/3-Hunting-and-Gathering/hunt-gathering1.html (includes working vocabulary such as “agricultural revolution” and

Comparative study of “epics” – that which carries forward the “ideals” of a certain ethnic group Select readings from Exodus (Moses as national hero/spiritual leader) Select readings from The Odyssey (Odysseus and Penelope embodying the

Comparative study/reading/anaylsis of legal systems: Genesis 15 ( “The Covenant with Abraham,” http://www.usccb.org/nab/bible/genesis/genesis15.htm) Exodus 20 (“The Ten

“Terry Jones’s Barbarians: The Savage Goths” – Google Video (59 mins) (Terry Jones) http://video.google.com/videoplay?docid=801730674011842168#) (orig. aired on BBC2 in the UK)

Readings from the writings of Marco Polo (http://www.fordham.edu/halsall/source/mpolo44-46.html) Description of Timbuktu from The Description of Africa (http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/l


“pastoralism”) “Neolithic Stone Tool ‘Production Line’ Discovered” http://www.china.org.cn/english/culture/60034.htm Comparative study/reading/anaylsis of creation myths: Genesis 1 (“The Seven Days of Creation”/ http://www.usccb.org/nab/bible/genesis/genesis1.htm) The Enuma Elish (“The Seven Tablets of Creation” / http://www.crivoice.org/enumaelish.html) Genesis 6-9 (“Noah and the Flood”/ http://www.usccb.org/nab/bible/genesis/genesis6.htm), The Epic of Gilgamesh (“Tablet XI” / http://www.ancienttexts.org/library/mesopotamian/gilgamesh/tab11.htm) Ancient Gupta map (http://www.wsu.edu:8080/~dee/ANCINDIA/GUP

Greek ideal of xenia – possible cross-curricular approach with Freshman English courses) Select readings from The Aeneid (Aeneas as the originator of the Roman race) Selected readings from the Analects (http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_1/confucius.html) Samurai quotations (http://edtech.suhsd.k12.ca.us/actnow/act/dfickett/japan/quotes.html) Article on bushido (http://mcel.pacificu.edu/as/students/bushido/bindex.html)

Commandments/The Yahwist law code”, http://www.usccb.org/nab/bible/exodus/exodus20.htm) Various readings from Exodus 21-23 (“The Elohist law code”, http://www.usccb.org/nab/bible/exodus/exodus21.htm) The Code of Hammurabi (http://www.wsu.edu/~dee/MESO/CODE.HTM) The Twelve Tables (Roman law) (http://www.csun.edu/~hcfll004/12tables.html)

Justinian Code explained (http://orias.berkeley.edu/summer2004/summer2004justiniancode.htm) “virtual tour” of the Hagia Sophia (http://www.hagiasophia.com/) BBC4 radio discussion on the importance of Averroes in western tradition (“In Our Time”, http://www.bbc.co.uk/radio4/history/inourtime/inourtime_20061005.shtml) Anna Comnena, “The Bad Manners of a Crusading Prince” (http://www.fordham.edu/halsall/source/annacom1.html) Readings concerning the siege & capture of Jerusalem (http://www.fordham.edu/halsall/source/cde-jlem.html) Al-Makrisi, “Account of the Crusade of St. Louis” (http://www.fordham.edu/halsall/source/makrisi.html)

eo_africanus.html) Video – “Secrets of the Dead: Mystery of the Black Death” (http://www.pbs.org/wnet/secrets/previous_seasons/case_plague/index.html) Interview with Dr. Stephen O’Brien on the plague and its survivors today (http://www.pbs.org/wnet/secrets/previous_seasons/case_plague/interview.html)


TAMAP.HTM) Selected readings from & explanations of the Ramayana (http://www.valmikiramayan.net/) & the Mahabharata (http://www.brown.edu/Departments/Sanskrit_in_Classics_at_Brown/Mahabharata/) Video commentary on art of the Tang Dynasty(Minneapolis Institute of Art) (http://www.artsmia.org/art-of-asia/history/dynasty-tang.cfm)


FEBRUARY MARCH APRIL MAY JUNE Unit (as per NYS Core Curriculum)

FOUR: The First Global Age (1450-1770) (short on content due to February break)

FOUR: The First Global Age (1450-1770) (cont.) FIVE: An Age of Revolution (1750-1914 AD) (short on content due to Spring Break)

FIVE: An Age of Revolution (1750-1914) (cont.) SIX: A Half Century of Crisis & Achievement

SIX: A Half Century of Crisis & Achievement (cont.) SEVEN: The 20th Century since 1945

SEVEN: The 20th Century since 1945 (cont.) EIGHT: Global Connections & Interactions

Learning Objectives - Informational Knowledge

- Procedural Knowledge

- Basic Skills Knowledge

To be able to understand how people lived in a world that included a diversity of cultures. To be able to compare/contrast the reactions of certain cultures to an emerging global age. To be able to comprehend, analyze, synthesize and evaluate a network of related facts and concepts; to be able to speak and/or write coherently on the facts, concepts and issues

To be able to understand why people revolted from a global economic power. To be able to compare/contrast the similarities and dissimilarities of revolutions. To be able to draw inferences from the content by identifying relationships between the imperial power and the revolting colony. To be able to comprehend, analyze, synthesize and evaluate a network of related facts and concepts; to be able to speak and/or write coherently on the facts, concepts and issues

To be able to understand how industrialism changed the economic & political policies of empires especially in their relationships with their colonies/possessions. To be able to draw inferences from the content by identifying relationships between imperialism, industrialism & nationalism. To be able to comprehend, analyze, synthesize and evaluate a network of related facts and concepts; to be able to speak and/or write coherently on the facts, concepts and issues

To be able to understand that there is a need for multilateral alliances especially in light of human rights violations To be able to form generalizations based on the content about human behavior especially in light of the concept of interdependence. To be able to comprehend, analyze, synthesize and evaluate a network of related facts and concepts; to be able to speak and/or write coherently on the facts, concepts and issues

To be able to understand that there is a need for multilateral alliances especially in light of human rights violations, and environmental concerns. To be able to form generalizations based on the content about human behavior especially in light of the concept of interdependence. To be able to comprehend, analyze, synthesize and evaluate a network of related facts and concepts; to be able to speak and/or write coherently on the facts, concepts and issues


- Affective Knowledge

presented. Issues presented in the content will change the student’s understanding on how important trade and the emerging global economy is in the development of history.

presented. Issues presented in the content will change the student’s understanding on the role/use of revolution in the development of history.

presented. Issues presented in the content will change the student’s understanding on the concept of dominant-subordinate political relationships in history and today.

presented. Issues presented in the content will change the student’s understanding on the concept of interdependence.

presented. Issues presented in the content will change the student’s understanding on the concept of interdependence.

Big Ideas Mesoamerica, exploration, colonization, Economienda system, “old imperialism”, trade (triangular trade), slavery

Divine right theory/absolutism, revolution, social hierarchy, cash crop, economic & social nationalism, self-determination

Imperialism (“new imperialism”), industrialization, War (conflict), social Darwinism, “mutiny”, abolition, “sphere of influence”, trade (opium),

Nationalism/Fascism, “total war”, economics, Communism, human rights, Cold War, superpower, nonalignment, UN, Pacific rim

Social hierarchy (caste system), urbanization, ethnicity, racial segregation (Apartheid), civil war, nationalism, post-colonialism, terrorism, fundamentalism, human rights, environmentalism (“Green Revolution”), “North/South dichotomy”, epidemics, nuclear energy, “Information Age”, globalization, interdependence

Essential Questions

- What impact did China’s self-concept of the “middle kingdom” have on its political, economic and cultural relationships with other societies in Asia? - What factors contributed to the rise & fall of the Ottoman Empire? - To what extent was the Fall of Constantinople & the Columbian expeditions major turning points in history?

- To what extent are the stages of the American & Latin American revolutions similar? Dissimilar? - What reactions against revolutionary ideas occurred in Latin America? - What were the various perspectives of various social classes on the revolutions in Latin America? - How successful was the Mexican Revolution?

- To what extent is there a relationship between industrialization and imperialism? - What was the relationship between nationalism, industrialization & imperialism? - Why did the Industrial Revolution occur in Japan before other Asian & African nations? - How does Japanese imperialism of the past influence Japan’s

- How did geography affect the conduct of WWII? - What impact did the conflict between the superpowers have on the rest of the world? - What was the global impact of the Cold War esp. in Korea (and later Cuba & Vietnam)? - What was/is the role of the UN? - How successful has the UN been in achieving its goals?

- What forces brought about the collapse of European imperialism? What role did non-Western nationalism play in the collapse? - To what extent have all ties between imperialistic nations & former colonies been completely broken? - To what extent are migrations today similar/dissimilar to earlier migrations? - What role does the UN and superpowers (incl. the


- How did Ottoman law compare to other law codes?

- What role did nationalism play in Asia, Africa and Latin America? What role does it play today?

relations today with Asia? - What role did nationalism & imperialism play in WWI? - To what extent was WWI a turning point?

- Why did the US play such a role in the economic recovery of Japan? - How did China alter Marxist/Communist theory? - How similar/dissimilar is the Chinese Communist Revolution to other revolutions? - Why were Communists under Deng Xiaoping ready to adopt elements of a western economy?

US) play in resolving conflicts (e.g. Arab-Israeli conflict)? - What is the future of post-Cold War Latin America? - What patterns of migration are emerging today? What is its relationship to ethnic tensions? - What role does democracy play in the world today? - What problems are posed by increased modernization & urbanization in developing nations? - How has the global economy changed since 1945? - How has economic decision making become more global as the world economy becomes increasingly interdependent? - What is the relationship between scientific/technological development and ethics?

Content / NCSS & NYS Standards (after each topic the NCSS & NYS standards are listed)


Political ideologies: global absolutism: 1. Divine right theory:

Akbar the Great, Suleiman I (European examples will be for GS II)

Imperialism 1. Reasons for

imperialism (incl. “White Man’s Burden” & Social Darwinism)

2. “new imperialism” – spatial characteristics

WW II – causes & impact 1. Nazi & Japanese

states (esp in Africa & Asia)

2. Key events – the war in the Pacific

3. Resistance 4. Japan’s role –

Collapse of European imperialism 1. India – independence

& partition a. Muslim/ Hindu

conflicts b. Status of caste

system (role of


Ming Dynasty (1368-1644) 1. Restoration of

Chinese rule, Chinese world vision

2. Impact of China on East Asia & SE Asia

3. China’s relationship w/ West

4. Contributions 5. Expansion of trade

(Zheng He) V-b, VII-h, 2.3, 4.1 Impact of the Ottoman Empire on Middle East and Europe 1. Contributions 2. Suleiman I 3. Disruption of

estab’ed trade routes & European search for new ones

4. Limits of Ottoman Empire

II-c, 2.3 Spain & Portugal on the eve of the encounter 1. Exploration &

overseas expansion a. Columbus b. Magellan

circum-navigates the globe

III-i, 3.1 Rise of Mesoamerican empires

VI-e, 5.1

Political revolutions due to the Enlightenment in Europe 1. Independence

movements in Latin America

2. Case studies: Simon Bolivar, Toussaint L’Overture, Jose de San Martin a. Causes b. Impacts

II-b, 2.3 Latin America: the failure of democracy & the search for stability 1. Roles of social

classes: land-holding elite, creoles, mestizos, native peoples, slaves

2. Roles of the Church & military

3. Role of cash crop economies in a global market

4. The Mexican Revolution (1910-1930) a. Cause & effect b. Porfiro Diaz,

“Pancho” Villa, Emiliano Zapata

c. Economic & social natl’ism

3. British in India a. British East India

Company b. Sepoy Mutiny

4. British, French, Belgians & Germans in Africa a. Scramble for

Africa b. Congress of

Berlin c. Zulu Empire-

African resistance

d. Boer War e. Cecil Rhodes f. Abolition &

legislation against slavery

5. European spheres of influence in China a. Opium Wars &

Treaty of Nanking

b. Boxer Rebellion c. Sun Yat-Sen &

Chinese Revolution

VII-a, 4.1 Japan & the Meiji Restoration 1. Opening of Japan 2. Commodore Perry 3. Treaty of Kanagawa

& impact on Japan 4. Modernization,

industrialization 5. Japan as an

imperialist power

Nanjing, Bataan, Pearl Harbor

5. War in China – Long March

6. Impacts of technology on total war

7. Hiroshima & Nagasaki

8. Global spatial arrangements – post WWII world

II-c, 2.2 Role of the UN 1. Peace keeping 2. Social & economic

programs 3. Contemporary social

conditions VI-c, VI-d, IX-d, IX-g, 2.3, 5.4 Chinese Communist Revolution 1. Communist rise to

power 2. Communism under

Mao Zedong a. Great Leap

Forward b. Cultural

Revolution & Red Guard

3. Communism under Deng Xaiopeng a. Economic

reforms – Four Moderniza-tions

b. 5th Moderniza-

women) c. Ghandi, Nehru d. Nonalignment e. Kashmir &

Punjab f. Pop. Pressure-

family planning g. Urbanization h. Mother Theresa-

poverty & disease

i. Ethnic/religious tensions: Sikhs & Tamils

2. African independence movements & Pan Africanism a. Changing

political boundaries in Africa

b. Role of Jomo Kenyatta & Kwame Nkrumah

c. Continuance of economic linkages w/ former colonial powers

d. Ethnic tensions vs. natl’ism: 1) Nigeria &

civil war 2) Rwanda:

Hutus v. Tutsis

e. Apartheid – racial


1. Rise of agrarian civilizations in Mesoamerica – Mayan a. Agriculture

(maize) b. Religion

2. Rise of Mesoamerican empires: Aztec & Incan empires before 1500

V-b, 2.3 Encounter btwn Europeans & the peoples of Africa, the Americas & Asia Case study: Columbian Exchange 1. European

competition for colonies: New World, Africa, East Asia & SE Asia – “old imperialism”

2. Global demographic shifts (Case study: triangular trade & slavery)

3. The extent of European expansion

4. Spanish colonialism & Economienda system

5. Dutch colonization in East Asia (Japan

II-b, 2.3 Global nationalism 1. Force of unity &

self-determination a. Asian & middle

Eastern natl’ism 1) India

(Indian Nat’l Congress, Moslem League)

2) Turkey- Young Turks

2. Zionism 3. Force leading to

conflicts a. Balkans b. Ottoman

Empire as pawn of Europe (“sick man of Europe”)

V-d, V-e, 2.3

a. 1st Sino-Japanese War

b. Russo-Japanese War

c. Annexation of Korea

d. Dependence on world markets

II-b, 2.2 WWI 1. Causes & effects

(from a global perspective – imperialism & alliances)

2. Collapse of Ottoman Empire

II-b, 2.2 Between the wars 1. Treaty of Versialles &

League of Nations (in a global perspective)

2. Modernization & westernization of Turkey – Kemal Ataturk

3. Rise of fascism (in a global perspective: Germany & Italy in Africa, Japan in Asia)

4. Japanese militarism & imperialism a. Manchuria, 1931 b. 2nd Sino-Japanese

War 5. Munich Pact 6. Colonial response to

European

tion – democracy 1) Tiannmen

Square 4. Return of Hong Kong 5. Communist China vs.

dynastic China 6. Population pressure –

1-child policy II-b, VI-e, VII-a, 2.3, 4.1 Cold War balance of power 1. US occupation of

Japan a. Adoption of

democratic systems of gov’t

b. Economic rebuilding of Japan

2. Emergence of superpowers (Japan)

3. Political climate of Cold War a. Marshall Plan b. Truman Doctrine c. Surrogate

superpower rivalries; Case studies: Egypt, Congo, Angola, Chile, Iran, Iraq, Vietnam, Guatemala

d. Role of nonaligned nations

4. Korean War a. US role in

segregation 1) Historical

circumstances

2) African National Congress

3) Nelson Mandela, Desmond Tutu, F.W. de Klerk

f. Political & economic instability (Congo/Zaire)

g. Modernization/ urbanization (South Africa vs. sub-Sahara Africa) -environmental concerns (endangered species)

h. Social issues today – AIDS, role of women

i. North African immigration to France & Europe

3. SE Asia a. Vietnam b. Cambodia

(Khmer Rouge) c. Myanmar d. Social issues –

urbanization, environmental


& Indonesia) 6. Exchange of food

& disease V-b, 2.3

imperialism a. Ghandi & Indian

nationalism, civil disobedience (Salt March)

b. Chiang Kaishek c. Mao Zedong d. Arab nationalism

V-d, 2.1

division of Korea b. Conduct of the

war VI-i, 4.1, 2.3 Economic issues of the Cold War & Post-Cold War era 1. Comparison of

market vs. command economies

2. Economic recovery of Japan- Japan becomes a superpower

3. Pacific Rim economies/ economic crisis

VII-g, 4.1

concerns e. Ethnic/religious

tensions: China-Tibet; Indonesia-East Timor; Indonesian Christians

4. Asian immigration to the US

VI-c, VI-f, VI-h, 5.1, 5.4 Conflicts & changes in the Middle East

1. Creation of Israel & Arab Palestinians (Meir, Arafat, Sadat, Rabin, PLO), a. Migration of Jews

to Israel b. Arab-Isreali wars c. peace treaties

2. role of terrorism 3. Turkey & Iraq

(Kurds) 4. Iranian Revolution

(Khomeini) 5. Persian Gulf War

(Saddam Hussein) 6. Islamic

fundamentalism (Iran, Libya, Afghanistan, Algeria, Turkey)

4. OPEC – oil crisis in the 1970s

7. Modernization & urbanization today

8. Treatment of women II-b, II-e, 2.2, 2.3, 2.1


Political & economic change in Latin America 1. Argentina – Peron 2. Cuba – Fidel Castro 3. Nicaragua – the

Sandinistas 4. Guatemala – role of

the indigenous peoples

5. Role of the Roman Catholic Church

6. Latin American immigration to the US

7. NAFTA 8. Return of the

Panama Canal VI-a, 2.3, 5.4, 5.1 Economic issues 1. North/South

dichotomy: issues of development (post-colonialism) a. Africa b. Latin America

VII-a, VII-b, VII-g, IX-d, IX-b, 4.1 Science & technology 1. Space exploration 2. Nuclear proliferation 3. Information

age/Computer revolution in globalization

4. Green revolution a. Deforestation of

Amazon basin 5. Epidemics:


a. World hunger b. AIDS

VIII-a, VIII-b, VIII-c, VIII-d, VIII-f, IX-d, IX-f, IX-g, 5.4, 3.1

Assessment(s) DBQ – In what ways did exploration & colonization affect indigenous people? Unit test

Thematic essay on the theme of nationalism of the late 19th & early 20th Century Reading bias project – reading obituaries & primary sources in newspapers on revolutionaries & comparing them to what history texts say – a modified DBQ Unit test

Thematic essay on comparison of imperial European policies in Africa and Asia DBQ: involving use of political cartoons – In what way was WWI considered “the war to end all wars”? Unit test

Co-curricular approach with English Department – Animal Farm (George Orwell) Unit test

Debate: Who should have the “most to say” at the UN? Why? (in the classic Lincoln-Douglass debate style) Unit test Final Examination

Resources (Primary and/or Secondary)

Diaz del Castillo, Bernal (1963) [1632]. The Conquest of New Spain. Penguin Classics. J. M. Cohen (trans.) (6th printing (1973) ed.). Harmondsworth, England: Penguin Books Biography of Bartolomé de las Casas (http://oregonstate.edu/instruct/phl302/philosophers/las_casas.html) Excerpts from Bartolomé de las Casas, The Destruction of the Indies (http://www.gutenberg.org/catalog/world/readfile

Simon Bolivar- Proclamation To The People of Venezuela (June 15, 1813) http://nhs.needham.k12.ma.us/cur/Baker_00/2001_p2/baker_ea_ac_st_p2/simon_bolivar.htm Video- footage of the Mexican Revolution http://my.opera.com/Yorch/blog/2007/12/01/mexican-revolution-video

DBQ from Sample DBQ practice for the June 1997 NYS Regents - on role of imperialism w/ use of political cartoons http://www.edteck.com/dbq/dbquest/quest10.htm

Animal Farm (George Orwell) UN official website http://www.un.org/en/

Practice prep in composing essays for Global History NYS Regents – only focusing on topics discussed for GS I (e.g. how to understand “tasks” of an essay; how to compose essays; etc. http://regentsprep.org/Regents/global/essays/index.cfm (try co-curricular approach with English Department) UN official website http://www.un.org/en/


?fk_files=283563) Santa Arias, Eyda M. Merediz, eds., Approaches to Teaching the Writings of Bartolomé de Las Casas

World Bank official website www.worldbank.org


REVISED MISSION STATEMENT

The Social Studies is an integrated study of the social sciences (geography, sociology,

anthropology, political science) and the humanities (history, philosophy, psychology and the

study of the effects of science and technology on the human person). This integrated approach

fully encaptures what it means to be a human person who has the ability to interact and be

interdependent on other members of the human race. In doing so, the student of the social

studies will be able to learn important descision-making skills, by studying past examples of the

decisions of historical events and people in time, that he or she will use to become productive

members of their society and contribute to the advancement and progress of the human race.

The result of the study of the social studies will result in a student who has the

intellectual and social disposition to: create and maintain constructive relationships with others

(interdependence); appreciate others and their personal beliefs and values (appreciation for

human rights and multiculturalism); identify problems and have the ability to form appropriate

decisions in order to resolve any pertinent issues (understanding the role of ethics, political

systems, values and belief systems; to be able to change for the good and resolve any conflict

that may disrupt future social relations with others); and, therefore, take the knowledge

discovered in the study of the social studies and apply to his own everyday life so as to BE that

productive citizen of his community.

These skills are strengthened through the processes taught within the curriculum:

discovery and inquiry; exploration and analysis; problem-solving, reflection and synthesis of old

and new ideas. The social studies, in the end, promotes the affective change for all students: that

the idea of a democratic society empowers the student- he begins to appreciate himself and the

creation and sustaining of self-worth is evident. This is what is necessary to sustain a society


that promotes individual liberties and human rights and the concept of interdependence- “we’re

all in it together.”

ORIGINAL MISSION STATEMENT

The Social Studies is an integrated study of social sciences and liberal arts that define

what it means to be human. Understanding our role as humans, and living in communities, the

goal of the social studies is to promote civic duty within one’s community so as to not allow

harm and injury to our fellow man.

By being productive members of a democratically led community, where all have the

same equal rights to life, liberty and happiness, we will uphold society to the ideals that humans

are called to be- that which live in community serving one another and building up human

society so as to live in justice and peace.

By building each other up may we use our combined efforts to understand the universe

we call home.

Documents

Project Three: Curriculum Map – Grade 9 (Global History ... · PDF fileProject Three: Curriculum Map – Grade 9 ... focuses on the global history of Asia, Africa, Middle East,