9th grade scope and sequence document (world history i)

8/9/2019 9th Grade Scope and Sequence Document (World History I)

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1 2 0 0 F i rs t S t ree t , NE | Wash in g to n , DC 2 0 0 0 2 | T 2 0 2 .4 4 2 .5 8 8 5 | F 2 0 2 .4 4 2 .5 0 2 6 | dcps.dc.gov

UnitBlockDays

Trad.Days

Unit OverviewDC Content

PowerStandards

DC ContentSupportingStandards

DCHistoricaland Social

Studies

SkillsStandards

CommonCore

Reading forLiteracy in

SocialStudies

Standards

CommonCore

Writingfor

Literacy in

SocialStudiesStandards

Unit 4 Empires in the

East

12 days(End of 1 st Advisory

11/2End of 3 rd Advisory

3/29)

24 days(End of

2nd Advisory

1/25)

Students examine the positive and negativeconsequences of Europes interactions with Asia and howthese interactions occurred during phases of Asiaisolation and retreat. Students read complex texts andanalyze textual structure to determine meaning prior towriting a thesis-based essay.

9.7.3, 9.11.2,9.11.3, 9.12.1,9.12.4Ottomans,Imperialism,Unification,Mughals, BritishEmpire

9.7.1, 9.7.2, 9.7.4,9.7.5, 9.11.1,9.11.4, 9.11.5,9.12.2, 9.12.3

HCI.2, HCI.6,HCI.7, GS.6Change, Pastevents,Hypothesize

RH.9-10.1,RH.9-10.5,RH.9-10.8,RH.9-10.10Cite evidence,Structure,Argument,Complex texts

WHST.9-10.1ai,WHST.9-10.1cii,WHST.9-10.1bi,WHST.9-10.1biiWrite thesis,Write sub-theses,Use/evaluateevidence

Unit 5 The Middle Ages

10 days 20 days

Students explore Medieval feudalism in Europe,

specifically the impact of geography and socialstratification. They analyze the influence of religiousinstitutions on political structures. Students readaccounts from political and religious leaders usingevidence to support claims in a thesis-based essay.

9.5.2, 9.5.4, 9.5.7Feudalism,

Constitutionalinfluences,Catholicism

9.5.1, 9.5.3, 9.5.5,9.5.6, 9.5.8-9.5.10

HCI.2, HCI.7,HCI.5, HCI.6

Change,Meanings andimplications,Consequences,Past events

RH.9-10.1, RH.9-10.5, RH.9-10.8,

RH.9-10.10Cite evidence,Structure,Argument,Complex texts

WHST.9-10.8b,WHST.9-10.8e,WHST.9-10.2bii,WHST.9-10. 8f,WHST.9-10.5c,WHST.9-10.5bConductadvancedsearches,Avoidplagiarism,Use quotations,Use citations,Edit writing,

Revise writing

Unit 6 Renaissance and

Reformation 13 days26 days(End of 3 rd Advisory

3/29)

Students consider the use of art, science, and technologyto enhance, challenge, and understand the natural world.They analyze the Reformation, recognizing that religioncan be a force that unites or divides people. Studentslearn to edit one anothers writing and use feedback to

make revisions.

9.8.1, 9.8.7, 9.9.5Causes of theRenaissance,Advancementduring theRenaissance , theReformation

9.8.1, 9.8.2-6,9.9.1-9.9.4,9.9.6-9.9.9

HCI.1, HCI.3,HCI.4Present and past,Connections,Causes

RH.9-10.1, RH.9-10. 7, RH.9-10.10Cite evidence,Integratedifferent info(visuals, text),Complex texts

Unit 7 The

Enlightenmentand Revolution

11 days(End of 2 nd Advisory

1/25End of 4 th Advisory

6/20)

22 days(End of 4 th Advisory

6/20)

Students analyze the balance between science andreligion and logic and faith in the advancements ofsociety. Students determine the characteristics that leadto revolution and influence its chances for success, citingexamples from text. Students publish their researchpapers using an online medium.

9.13.2, 9.15.1,9.15.2, 9.15.7ScientificRevolution,Enlightenmentthinkers,Importantdocuments,Nationalism

9.13.1,9.14.1-9.14.3,9.15.3-9.15.6

HCI.1, HCI.2,HCI.3, HCI.4Past, Change,Connections,Complexities

RH.9-10.1, RH.9-10.8, RH.9-10.10Cite evidence,Argument,Complex text

WHST.9-10. 6a,WHST.9-10. 6b,WHST.9-10. 6cUse technologyto publish,Embed links inwriting,Display writingflexibly,dynamically


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UnitInformation

DC Content Power StandardsDC Content Supporting

Standards

DC Historical andSocial Studies Skills

Standards

Common CoreReading Standardsfor Social Studies

Common CoreWriting Standardsfor Social Studies

Unit 1 The New World

Block: 13 daysTraditional: 26 days

Students explore how thetiming of technologicaldevelopments in Europeimpacted indigenousAmerican societies.Students also analyze theeconomic importance of

trade between theAmericas and Europe inthe 15th and 16thcenturies. Students readcomplex primary sources,summarizing based onevidence while developinghistorical vocabulary.Students learn researchand pre-writing skills.

9.6.3: Explain how and where eachempire arose (how the Aztec and

Incan empires were eventuallydefeated by the Spanish in the 16thcentury).

9.6.4: Explain the roles of people ineach society, including classstructures, family life, warfare,religious beliefs and practices, andslavery.

9.10.4: Describe the exchanges ofplants, animals, technology, culture,ideas, and diseases among Europe,Africa, Asia, and the Americas in the15th and 16th centuries and themajor economic and social effects oneach continent.

9.16.3: Explain the importance ofslave labor to trans-Atlanticagriculture and commerce supportingthe booming capitalist economy ofthe 17th and 18th centuries, with thegreatest demand coming from Braziland the sugar plantations of the

Caribbean.

9.6.1: Locate and explain thelocations, landforms, and climates of

Mexico, Central America, and SouthAmerica and their effects on Mayan,Aztec, and Incan economies, trade,and development of urban societies.

9.6.2: Describe the highly structuredsocial and political system of the Mayacivilization, ruled by nobles and kingsand consisting of many independentpolitically sovereign states.

9.6.5: Describe the artistic and oraltraditions and architecture in thethree civilizations.

9.6.6: Describe the Mesoamericandevelopments in astronomy andmathematics, including the calendar,and the Mesoamerican knowledge ofseasonal changes to the civili zationsagricultural systems.

9.6.7: Compare the development ofthese societies to that of otherindigenous societies in North America,

the Caribbean, or others inMesoamerica or the Andes.

9.10.1: Identify the voyages ofdiscovery, the locations of the routes,and the influence of cartography inthe development of a new Europeanworldview.

9.10.2 : Describe the goals and extentof Dutch, English, French, and Spanishsettlements in the Americas.

HCI.7: Studentsunderstand the

meaning, implication,and impact ofhistorical events andrecognize that eventscould have takenother directions.

GS.6: Students notesignificant changes inthe territorialsovereignty that tookplace in the historyunits being studied.

GS.1: Studentsunderstand theinfluence of physicaland humangeographic factors onthe evolution ofsignificant historicevents andmovements. Theyapply the geographicviewpoint to local,regional, and worldpolicies and problems.

RH.9-10.1: Citespecific textual

evidence to supportanalysis of primaryand secondarysources, attending tosuch features as thedate and origin of theinformation.

RH.9-10.2: Determinethe central ideas orinformation of aprimary or secondarysource; provide anaccurate summary ofhow key events orideas develop over thecourse of the text.

RH.9-10.4: Determinethe meaning of wordsand phrases as theyare used in a text,including vocabularydescribing political,social, or economicaspects ofhistory/social science.

RH.9-10.10: By theend of grade 10, readand comprehendhistory/social studiestexts in the grades 9 10 text complexityband independentlyand proficiently.

WHST.9-10.8a: Gatherrelevant information

from multipleauthoritative print anddigital sources.

WHST.9-10.8c: Assessthe usefulness of eachsource in answeringthe research question.

WHST.9-10.5a:Develop andstrengthen writing asneeded by planning.


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Standards



Unit 1 The New World

(continued)

(see previous page) 9.10.3: Explain the development andeffects of the Atlantic slave trade.

9.16.1: Recognize that millions ofAfricans were forcibly removed fromseven regions in northwestern, centraland southwestern, and southeasternAfrica as captives and forced toendure the harsh conditions of theMiddle Passage.

9.16.2 Explain the relationshipbetween the slave trade and thepolitical and economic expansionand/or disruptions of various Africancoastal and inland state (and othergovernance) formations (e.g., Yoruba,Akan, and Malian large-scalekingdoms, Ibo and Ki-Kongo smallvillage systems).

9.16.4: Trace the rise of resistancefrom Africans, such as Queen Nzinghaof Angola and King Maremba of theCongo, the rise of antislaverysentiment and economiccircumstances in Britain that led to

abolition in 1833, and the rise oflegitimate commerce after theabolition of the trans-Atlantic slavetrade.

(see previous page) (see previous page) (see previous page)


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Standards



Unit 2Religion and Trade in

the Middle East andAfrica


(End of 1 st Advisory 11/2)

Students examine theextent to which religionleads to collaboration orconflict. They study the

spread of goods and ideasthrough trade, using thegrowth and spread ofIslam as a case study.Students continue readingcomplex primary sourcesand summarizing based onevidence. Students refineresearch and pre-writingstrategies to make senseof diverse sources.

9.1.2: Describe the expansion ofMuslim rule through military

conquests and treaties, emphasizingthe cultural blending within Muslimcivilization (Phoenician and Persian)and the spread and acceptance ofIslam and the Arabic language.

9.1.3: Trace the origins of Islam andthe life and teachings of the ProphetMuhammad, including Islamicteachings on its connection withJudaism and Christianity.

9.1.8: Describe the establishment oftrade routes among Asia, Africa, andEurope; the role of theMongols in increasing Euro-Asiantrade; the products and inventionsthat traveled along these routes(e.g., spices, textiles, paper, steel, andnew crops); and the role of merchantsin Arab society.

9.1.1: Identify the physical locationand features and the climate of the

Arabian Peninsula, its relationship tosurrounding bodies of land and water,and nomadic and sedentary ways oflife.

9.1.4: Explain the significance of theQuran and the Sunnah as the primarysources of Islamic beliefs, practice,and law, and their influence inMuslims daily life.

9.1.5: Trace the origins and impact ofdifferent sects within Islam, includingthe sources of disagreement betweenSunnis and Shiites.

9.1.6: Explain the intellectualexchanges among Muslim scholars ofEurasia and Africa and thecontributions Muslim scholars madeto later civilizations during the IslamicGolden Age in the areas of science,alchemy, geography, mathematics(algebra), philosophy, art, andliterature.

9.1.7: Describe the growth of thrivingcities as centers of Islamic art andlearning, such as Cordoba andBaghdad.

9.4.1: Locate and identify the site ofthese civilizations, the importance ofthe Niger River, and the relationshipbetween vegetation zones of forest,savannah, and desert to the trade ingold, salt, food, and s laves. Illustratethe growth of the Ghana, Mali, and

HCI.2: Studentsanalyze how change

happens at differentrates at differenttimes, understandthat some aspects canchange while othersremain the same, andunderstand thatchange is complicatedand affects not onlytechnology andpolitics but also valuesand beliefs.

HCI.4: Studentsrecognize thecomplexity ofhistorical causes andeffects, including thelimitations ondetermining cause andeffect.

GS.2: Students use avariety of maps anddocuments tointerpret humanmovement, includingmajor patterns ofdomestic andinternationalmigration, changingenvironmentalpreferences andsettlement patterns,the frictions thatdevelop betweenpopulation groups,

RH.9-10.1: Citespecific textual


RH.9-10.2: Determinethe central ideas orinformation of aprimary or secondarysource; provide anaccurate summary ofhow key events orideas develop over thecourse of the text.

RH.9-10.9: Compareand contrasttreatments of thesame topic in severalprimary andsecondary sources.

RH.9-10.10: By theend of grade 10, readand comprehendhistory/social studiestexts in the grades 9 10 text complexityband independentlyand proficiently.

WHST.9-10. 2a.i:Introduce a topic.

WHST.9-10.2f: Provide a concludingstatement or sectionthat follows from andsupports theinformation orexplanation presented(e.g., articulatingimplications or thesignificance of thetopic).

WHST.9-10.2c.i: Usevaried transitions andsentence structures tolink the major sectionsof the text, createcohesion, and clarifythe relationshipsamong ideas andconcepts.


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Unit 2Religion and Trade in

the Middle East andAfrica

(continued)

(see previous page) Songhai kingdoms/empires (e.g.,trading centers such as Timbuktu and

Jenne, which would later develop intoimportant centers of culture andlearning).

9.4.2: Describe the role of the trans-Saharan caravan trade in the changingreligious and cultural characteristics ofWest Africa and the influence ofIslamic beliefs, ethics, and law.

9.4.3: Trace the growth of the Arabiclanguage in government, trade, andIslamic scholarship in West Africa.

9.4.4: Describe the importance ofwritten and oral traditions in thetransmission of African history andculture.

9.4.5: Trace the rise to prominence ofSundiata Keita, the legendary founderof the empire of Mali.

9.4.6: Analyze the importance offamily, labor specialization, andregional commerce in thedevelopment of states and cities inWest Africa.

9.4.7: Explain the importance ofMansa Musa and his pilgrimage toMecca in 1324.

and the diffusion ofideas, technological

innovations, andgoods. Identify majorpatterns of humanmigration, both in thepast and present.

(see previous page) (see previous page)


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Unit 3 Politics in China and

Japan


Students explore thewillingness of people tosurrender freedoms inexchange for greatersecurity as well as theinfluence of technology on

the strength and unity ofsocieties. Studentsdeepen their analyses ofsources, using researchand pre-writing skills towrite narrative essays witheffective introductions,conclusions, andtransitions.

9.2.2: Describe the reunification ofChina under the Tang Dynasty andreasons for the spread of Buddhism inTang China, Korea, and Japan.

9.2.5: Trace the spread of Chinesetechnology such as papermaking,wood-block printing, the compass, andgunpowder to other parts of Asia, theIslamic world, and Europe.

9.3.4: Describe how the Heian(contemporary Kyoto) aristocracycreated enduring Japanese culturalperspectives that are epitomized in

works of prose such as The Tale ofGenji, one of the worlds first novels.

9.3.5: Describe the Kamakura andAshikaga Shogunates, the rise of warriorgovernments, and Japanese politicaldisunity.

9.2.1: Locate and identify the physicallocation and major geographicalfeatures of China.

9.2.3: Analyze the development of aConfucian based examination systemand imperial bureaucracy and itsstabilizing political influence.

9.2.4: Describe rapid agricultural,commercial, and technologicaldevelopment during the Song dynasties.

9.2.6: Describe the Mongol conquest ofChina.

9.3.1: Explain the major features ofShinto, Japans indigenous religion.

9.3.2: Explain the influence of China andthe Korean peninsula upon Japan asBuddhism, Confucianism, and theChinese writing system were adopted.

9.3.3: Trace the emergence of theJapanese nation during the Nara (710 794) and Heian periods (794 1180).

GS.1: Studentsunderstand theinfluence of physicaland human geographicfactors on the evolutionof significant historicevents and movements.They apply thegeographic viewpointto local, regional, andworld policies andproblems.

GS. 4: Studentsevaluate ways in which

technology hasexpanded the capabilityof humans to modifythe physicalenvironment and theability of humans tomitigate the effect ofnatural disasters.

HCI.3: Students showthe connections, causaland otherwise,between particularhistorical events andlarger social, economic,and political trends anddevelopments.

HCI.4: Studentsrecognize thecomplexity of historicalcauses and effects,including the limitationson determining causeand effect.

RH.9-10. 1: Cite specifictextual evidence tosupport analysis ofprimary and secondarysources, attending tosuch features as thedate and origin of theinformation.

RH.9-10.3: Analyze indetail a series of eventsdescribed in a text;determine whetherearlier events causedlater ones or simply

preceded them.

RH.9-10.6: Comparethe point of view of twoor more authors forhow they treat thesame or similar topics,including which detailsthey include andemphasize in theirrespective accounts.

RH.9-10.10: By end ofgrade 10, read andcomprehendhistory/social studiestexts in the grades 9 10text complexity bandindependently andproficiently.

WHST.9-10.1ai: Introduce preciseclaim(s).

WHST.9-10.1cii: Clarifythe relationshipsbetween claim(s) andreasons.

WHST.9-10.1bi:Develop claim(s) andcounterclaims fairly,supplying data andevidence for each.

WHST.9-10.1bii: Pointout the strengths andlimitations of bothclaim(s) andcounterclaims in adiscipline-appropriateform.


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Unit 4 Empires in the East

Block: 12 days(End of 1 st Advisory 11/2End of 3 rd Advisory. 3/29)

Traditional: 24 days(End of 2 nd Advisory 1/25)

Students examine thepositive and negativeconsequences of Europes

interactions with Asia andhow these interactionsoccurred during phases ofAsia isolation and retreat.Students read complextexts and analyze textualstructure to determinemeaning prior to writing athesis-based essay.

9.7.3: Describe the expansion of theOttoman Empire into North Africa,

Eastern Europe, and throughout theMiddle East, and describe theimportance of the Battle of Lepanto inthe 16th century limiting Ottomanambitions in the Mediterranean.

9.11.2: Explain the effects ofEuropean contacts on China andJapan.

9.11.3: Describe Japans unificationafter years of civil war and theestablishment of centralizedfeudalism under the Tokugawashoguns.

9.12.1: Trace the influence of thefollowing great Mughal rulers on thesubcontinent: Babur, Akbar, andArangzeb.

9.12.4 : Trace the growing economicand political power of the British EastIndia Company in key cities on thesubcontinent.

9.7.1: Explain the importance ofMehmed II the Conqueror and

Suleiman the Magnificent.9.7.2: Recognize the importance ofthe capture of Constantinople, thecapital of the Byzantine Empire, in1453.

9.7.4: Summarize the rise of theSafavid Empire.

9.7.5: Describe Shah Abbas and howhis policies of cultural blending led tothe Golden Age of the Safavid Empire.

9.11.1: Describe Chinese power andtechnology through Zheng Hesvoyages (the Ming Dynasty).

9.11.4: Explain the influence of a rigidclass system, the Samurai elites, andTokugawa isolationist policies onJapanese government and society.

9.11.5: Trace the rise of the earlyChing Dynasty in China and thegrowing European demand for

Chinese goods, such as tea and silk.

9.12.2: Characterize the developmentof the Sikh religion.

9.12.3: Describe the art andarchitecture (e.g., the Taj Mahal)during the Mughal period.

HCI.2: Studentsanalyze how change

happens at differentrates at differenttimes, understandthat some aspects canchange while othersremain the same, andunderstand thatchange is complicatedand affects not onlytechnology andpolitics but also valuesand beliefs.

HCI.6: Studentsinterpret past eventsand issues within thecontext in which anevent unfolded ratherthan present-daynorms and values.

HCI.7: Studentsunderstand themeaning, implication,and impact ofhistorical events andrecognize that eventscould have takenother directions.

GS.6: Students notesignificant changes inthe territorialsovereignty that tookplace in the historyunits being studied.

RH.9-10. 1: Citespecific textual


RH.9-10.5: Analyzehow a text usesstructure toemphasize key pointsor advance anexplanation oranalysis.

RH.9-10.8: Assess theextent to which thereasoning andevidence in a textsupport the authorsclaims.

RH.9-10.10: By end ofgrade 10, read and

comprehendhistory/social studiestexts in the grades 9 10 text complexityband independentlyand proficiently.

WHST.9-10.1ai: Introduce precise

claim(s).WHST.9-10.1cii: Clarify therelationships betweenclaim(s) and reasons.

WHST.9-10.1bi:Develop claim(s) andcounterclaims fairly,supplying data andevidence for each.

WHST.9-10.1bii: Pointout the strengths andlimitations of bothclaim(s) andcounterclaims in adiscipline-appropriateform.


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Unit 5 The Middle Ages


Students explore Medievalfeudalism, specifically theimpacts of geography andsocial stratification. Theyanalyze the influence ofreligious institutions onpolitical structures.

Students read accountsfrom political and religiousleaders using evidence tosupport claims in a thesis-based essay.

9.5.2: Describe the development offeudalism and manorialism, its role in themedieval European economy, the way inwhich it was influenced by physicalgeography (the role of the manor and thegrowth of towns), and how feudalrelationships provided the foundation ofpolitical order and private propertyownership.

9.5.4: Explain the significance ofdevelopments in medieval English legaland constitutional practices and theirimportance in the rise of moderndemocratic thought and representativeinstitutions (e.g., trial by jury, t he common

law, Magna Carta, parliament, habeascorpus, and an independent judiciary inEngland).

9.5.7: Explain the importance of theCatholic Church as a political, i ntellectual,and aesthetic institution (e.g., founding ofuniversities, political and spiritual roles ofthe clergy, creation of monastic andmendicant religious orders, preservationof the Latin language and religious texts,St. Thomas Aquinass synthesis of classicalphilosophy with Christian theology, andthe concept of natural law).

9.5.1: Explain the geography of Europe andthe Eurasian landmass, including theirlocation, topography, waterways,vegetation, and climate, and theirrelationship to ways of life in medievalEurope.

9.5.3: Demonstrate understanding of theconflict and cooperation between thePapacy and European monarchs (e.g.,Charlemagne, Gregory VII, Emperor HenryIV), the disputes over papal authority, andthe Great Schism.

9.5.5: Describe the spread of Christianitynorth of the Alps and the roles played bythe early church and by monasteries in itsdiffusion after the fall of the western halfof the Roman Empire.

9.5.6: Describe the causes, course, andconsequences of the European Crusadesagainst Islam and their effects on theChristian, Muslim, and Jewish populationsin Europe, with emphasis on the increasingcontact by Europeans with cultures of theEastern Mediterranean world.

9.5.8: Describe the economic and socialeffects of the spread of the bubonic plague

from Central Asia to China, the MiddleEast, and Europe, and its impact on globalpopulation.

9.5.9: Explain the initial emergence of amodern economy, including the growth ofbanking, technological and agriculturalimprovements, commerce, towns, and amerchant class.

9.5.10: Outline the decline of Muslim rulein the Iberian Peninsula that culminated inthe Reconquista and the rise of Spanishand Portuguese kingdoms.

HCI.2: Students analyzehow change happens atdifferent rates atdifferent times,understand that someaspects can change whileothers remain the same,and understand thatchange is complicatedand affects not onlytechnology and politicsbut also values andbeliefs.

HCI.7: Studentsunderstand the meaning,

implication, and impactof historical events andrecognize that eventscould have taken otherdirections.

HCI.5: Studentsdistinguish intendedfrom unintendedconsequences.

HCI.6: Studentsinterpret past events andissues within the context

in which an eventunfolded rather thanpresent-day norms andvalues.

RH.9-10. 1: Cite specifictextual evidence tosupport analysis ofprimary and secondarysources, attending tosuch features as the dateand origin of theinformation.

RH.9-10.5: Analyze howa text uses structure toemphasize key points oradvance an explanationor analysis.

RH.9-10.8: Assess theextent to which thereasoning and evidencein a text support theauthors claims.


WHST.9-10.8b: Useadvanced searcheseffectively.

WHST.9-10.8e: Avoidplagiarism.

WHST.9-10.2bii: Usequotations effectively.

WHST.9-10.8f: Follow astandard format forcitation.

WHST.9-10.5c: Developand strengthen writingas needed by editing.

WHST.9-10. 5b: Developand strengthen writingas needed by revising.


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Reformation


(End of 3 rd Advisory 3/29)

Students consider the useof art, science, andtechnology to enhance,challenge, and understandthe natural world. They

analyze the Reformation,recognizing that religioncan be a force that unitesor divides people. Studentslearn to edit one anotherswriting and use feedbackto make revisions.

9.8.1: Trace the emergence of theRenaissance, including influence from

Moorish (or Muslim) scholars inSpain.

9.8.7: Outline the advances made inliterature, the arts, science,mathematics, cartography,engineering, and the understandingof human anatomy and astronomy(e.g., by Dante Alighieri, Leonardo daVinci, Michelangelo di LodovicoBuonarroti Simoni, JohannGutenberg, and WilliamShakespeare).

9.9.5: Outline the reasons for thegrowing discontent with the CatholicChurch, including the main ideas ofMartin Luther (salvation by faith) andJohn Calvin (predestination) and theirattempts to reconcile Gods wordwith Church action.

9.8.2: Explain the importance ofFlorence in the early stages of theRenaissance and the growth ofindependent trading cities (e.g., Venice)and their importance in the spread ofRenaissance ideas.

9.8.3: Explain the effects of thereopening of the ancient Silk Roadbetween Europe and China, includingMarco Polos travels and the location ofhis routes.

9.8.4: Compare and contrast thesimilarities and differences between theNorthern and Southern Renaissance.

9.8.5: Describe the way in which therevival of classical learning and the artsfostered a new interest in humanism(i.e., a balance between intellect andreligious faith).

9.8.6: Describe the growth and effects ofnew ways of disseminating information(e.g., the ability to manufacture paper,translation of the Bible into vernacular,and printing).

9.9.1: Explain the institution and impactof missionaries on Christianity and thediffusion of Christianity from Europe toother parts of the world in t he medievaland early modern periods.

9.9.2: Locate and identify the Europeanregions that remained Catholic andthose that became Protestant and howthe division affected the distribution ofreligions in the New World.

9.9.3: Explain the supremacy of the

HCI.1: Studentscompare the present

with the past,evaluating theconsequences of pastevents and decisionsand determining thelessons that werelearned.

HCI.3: Students showthe connections,causal and otherwise,between particularhistorical events andlarger social,economic, andpolitical trends anddevelopments.

HCI.4: Studentsrecognize thecomplexity ofhistorical causes andeffects, including thelimitations ondetermining cause and

effect.

RH.9-10. 1: Citespecific textual


RH.9-10.7: Integratequantitative ortechnical analysis(e.g., charts, researchdata) with qualitativeanalysis in print ordigital text.

RH.9-10.10: By end ofgrade 10, read andcomprehendhistory/social studiestexts in the grades 9 10 text complexityband independentlyand proficiently.

WHST.9-10.8b: Useadvanced searches

effectively. WHST.9-10.8e: Avoidplagiarism.

WHST.9-10.2bii: Usequotations effectively.

WHST.9-10.8f: Followa standard format forcitation.

WHST.9-10.5c:

Develop andstrengthen writing asneeded by editing,

WHST.9-10. 5b:Develop andstrengthen writing asneeded by revising.


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Reformation(continued)

(see previous page) Catholic Church, the growth of literacy,the spread of printed books, theexplosion of knowledge and theChurchs reaction to thesedevelopments.

9.9.4: List and explain the causes for theinternal turmoil within and eventualweakening of the Catholic Church (e.g.,tax policies, selling of indulgences,Englands break with the CatholicChurch).

9.9.6: Explain Protestants new practicesof church self-government and theinfluence of those practices on thedevelopment of democratic practicesand ideas of federalism.

9.9.7: Analyze how the Catholic Counter-Reformation revitalized the CatholicChurch and the forces that fostered themovement (e.g., St. Ignatiusof Loyolaand the Jesuits, the Council of T rent).

9.9.8: Describe the Golden Age ofcooperation between Jews and Muslimsin medieval Spain that promotedcreativity in art, literature, and science.

9.9.9: Explain how that cooperation wasterminated by the he religiouspersecution of individuals and groups(e.g., the Spanish Inquisition and theexpulsion of Jews and Muslims fromSpain).

(see previous page) (see previous page) (see previous page)


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Unit 7 The Enlightenment and

Revolution

Block: 11 days(End of 2 nd Advisory 1/25End of 4 th Advisory 6/20)

Traditional: 22 days(End of 4 th Advisory 6/20)

Students analyze thebalance between scienceand religion and logic and

faith in the advancementsof society. Studentsdetermine thecharacteristics that lead torevolution and influenceits chances for success,citing examples from text.Students publish theirresearch papers using anonline medium.

9.13.2: Explain the significance of newscientific theories, the accomplishments ofleading figures (e.g., Bacon, Copernicus,Descartes, Galileo, Kepler, Linnaeus,Newton), and new inventions (e.g., thetelescope, microscope, thermometer, andbarometer).

9.15.1: Identify and explain the majorideas of philosophers and their effects onthe democratic revolutions in England, theUnited States, France, and Latin America(e.g., John Locke, Charles-LouisMontesquieu, Jean-Jacques Rousseau,Simn Bolvar, Toussainte LOuverture,Thomas Jefferson, and James Madison).

9.15.2: List and explain the principles ofthe Magna Carta, the English Bill of Rights(1689), the American Declaration ofIndependence (1776), the FrenchDeclaration of the Rights of Man and theCitizen (1789), and the U.S. Bill of Rights(1791).

9.15.7: Describe how nationalism spreadacross Europe with Napoleon but wasrepressed for a generation under theCongress of Vienna and Concert of Europeuntil the Revolutions of 1848.

9.13.1: Describe the roots of the ScientificRevolution (e.g., Greek rationalism; Jewish,Christian, and Muslim science; Renaissancehumanism; and new knowledge fromglobal exploration).

9.14.1: Explain how the main ideas of theEnlightenment can be traced back to suchmovements and epochs as theRenaissance, the Reformation, theScientific Revolution, the Greeks, theRomans, and Christianity.

9.14.2: Describe the accomplishments ofmajor Enlightenment thinkers (e.g., JohnLocke, Charles-Louis Montesquieu).

9.14.3: Explain the origins of moderncapitalism; the influence of mercantilismand the cottage industry; the elements andimportance of a market economy in 17th-century Europe; the changing internationaltrading and marketing patterns, includingtheir locations on a world map; and theinfluence of explorers and mapmakers.

9.15.3: Explain the significance of theHaitian Revolution (1791 1804).

9.15.4: Understand the unique characterof the American Revolution, its spread toother parts of the world, and its continuingsignificance to other nations.

9.15.5: Explain how the ideology of theFrench Revolution led France to evolvefrom a constitutional monarchy todemocratic despotism to the NapoleonicEmpire.

9.15.6: Describe the initial uprisingsagainst the mother country in SpanishAmerica; describe their takeover by thelargely indigenous masses; and explain theoutcomes of these movements.

HCI.1: Students comparethe present with thepast, evaluating theconsequences of pastevents and decisions anddetermining the lessonsthat were learned.

HCI.2: Students analyzehow change happens atdifferent rates atdifferent times,understand that someaspects can change whileothers remain the same,and understand that

change is complicatedand affects not onlytechnology and politicsbut also values andbeliefs.

HCI.3: Students show theconnections, causal andotherwise,between particularhistorical events andlarger social, economic,and political trends anddevelopments.

HCI.4: Studentsrecognize the complexityof historical causes andeffects, including thelimitations ondetermining cause andeffect.

RH.9-10. 1: Cite specifictextual evidence tosupport analysis ofprimary and secondarysources, attending tosuch features as the dateand origin of theinformation.

RH.9-10.8: Assess theextent to which thereasoning and evidencein a text support theauthors claims.


WHST.9-10.6a: Usetechnology, including theInternet, to produce,publish, and updateindividual or sharedwriting products.

WHST.9-10.6b: Takeadvantage oftechnologys capacity tolink to other information.

WHST.9-10.6c: Displayinformation flexibly anddynamically.

9th grade scope and sequence document (world history i)

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