Social Studies: World History Pacing Resource Document Unit 7: Feudalism

Essential Question: Why was the manor and the lord-vassal relationship so important in feudal society? Standards: WH.3.6 Explain the role of Christianity as a unifying force in medieval Europe. WH.3.7 Describe the rise and achievements of Charlemagne and the birth of the Holy Roman Empire. WH.3.8 Analyze the consequences of the fall of the Western Roman Empire and the development of feudalism and manorialism on Europe. WH.3.13 Explain and understand the achievements of the Tang and Song Dynasties. WH.3.15 Examine the development of feudalism in Japan and its impact on Japanese society and government.

9-10.LH.1.1: Read and comprehend history/social studies texts within a range of complexity appropriate for grades 9-10 independently and proficiently by the end of grade 10. 9-10.LH.3.1: 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 studies. Suggested Target Questions: What are the main features of the feudal community? What is a manor? How did a lord use protection as a way of controlling resources in society? How did the decline of Roman civilization give rise to feudal society? Who was Charlemagne? What was Charlemagne’s greatest achievement? What similarities did China’s and Japan’s feudal society share with Europe’s? (see web-based resources for feudal japan and china) What differences did Chinese and Japanese feudal society have with European feudalism? (see web-based resources for feudal japan and china) Why was feudalism a global trend at this time in history?

Text-based Practice: Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register) World History (Prentice-Hall) Feudalism and the Manor Economy: pp. 219-224

Web-based Resources: Indiana Department of Education World History Resource Guide (organized by standard!) http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-wrldhistciv-res-20150317.pdf World History DBQ’s -- IPS Social Studies Resources

Social Studies: World History Pacing Resource Document Two Golden Ages of China: pp. 368-374

IDOE Resources for Course:

IDOE Home page http://www.doe.in.gov/

IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies

IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)

http://www.doe.in.gov/standards/englishlanguage-arts

IDOE Online Communities of Practice (see 9th grade)

http://www.doe.in.gov/elearning/online-communities-practice

General Resources for Historical Thinking and Assessment

Developing Essential Questions for American History https://www.gilderlehrman.org/history-by-era/resources/essential-questions-teaching-american-history Stanford History Education Group – Introduction to Historical Thinking (Lessons) http://sheg.stanford.edu/intro-historical-thinking Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments available) https://beyondthebubble.stanford.edu/ Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts http://www.readingquest.org/

http://www.myips.org/Page/38207 The Middle Ages (Lesson Packet) –Western Reserve/PBS Publication http://westernreservepublicmedia.org/middleages/images/middleages.pdf BBC – British History/Medieval History http://www.bbc.co.uk/history/british/ GoSocialStudiesGo.com http://www.gohistorygo.com/ Reading Like a Historian (see lessons under “Medieval Lesson Plans” category) http://sheg.stanford.edu/world Feudal Japan http://lessonplans.mrdonn.org/SPAM.html Mr. Brown’s Medieval World History – Asia – Early Japan – Sections 5.1 through 5.12) – Very well organized and lots of multimedia http://jacksonbbrown.com/ss/ Samurai of Japan http://www.gohistorygo.com/#!samurai-takeover/cfbnAnnenberg Media – Mr. Donn’s Ancient China Resource Page http://china.mrdonn.org/index.html Bridging World History – Middle Ages History http://www.learner.org/resources/ World History for Us http://worldhistoryforusall.sdsu.edu/ Classzone – Research on the Web http://www.classzone.com/cz/ot/web_rg/web_rg_research.jsp?bknm=ms_wcg_eastern&rg=research_and_writing Flow of History Website – Various History Timelines http://www.flowofhistory.com/[menupathalias]/history-resources-website

Example Unit Application

Social Studies: World History Pacing Resource Document Unit 8: Renaissance and Reformation

Essential Question: How did the spread of new ideas lead Europe to explore new lands? Standards: WH.4.1 Trace the origins and developments of the European Renaissance and its impact throughout Western Europe. WH.4.2 Analyze the factors that led to the rise and spread of the Protestant Reformation, the Catholic Counter-Reformation, as well as reforming movements in other religions, including the wars of religion. WH.5.1 Explain the key developments of the Scientific Revolution and its impact on the world. WH.7.3 Investigate and interpret multiple causation in analyzing historical actions and analyze cause-and-effect relationships.

9-10.LH.1.1: Read and comprehend history/social studies texts within a range of complexity appropriate for grades 9-10 independently and proficiently by the end of grade 10. 9-10.LH.3.1: 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 studies. 9-10.LH.3.3: Compare the perspectives 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.

Suggested Target Questions: What ideas from ancient Greece and Rome gave rise to the Renaissance? How did Martin Luther’s 99 Thesis lead to a major movement to reform the Catholic Church? What was the result of Martin Luther’s protest? How did the Renaissance bring about a greater stress on a human-centered world?

Text-based Practice: Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register) World History (Prentice-Hall)

Web-based Resources: Indiana Department of Education World History Resource Guide (organized by standard!) http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-wrldhistciv-res-20150317.pdf World History DBQ’s -- IPS Social Studies Resources

Social Studies: World History Pacing Resource Document IDOE Resources for Course:

IDOE Home page http://www.doe.in.gov/

IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies

IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)

http://www.doe.in.gov/standards/englishlanguage-arts

IDOE Online Communities of Practice (see 9th grade)

http://www.doe.in.gov/elearning/online-communities-practice

General Resources for Historical Thinking and Assessment

Developing Essential Questions for American History https://www.gilderlehrman.org/history-by-era/resources/essential-questions-teaching-american-history Stanford History Education Group – Introduction to Historical Thinking (Lessons) http://sheg.stanford.edu/intro-historical-thinking Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments available) https://beyondthebubble.stanford.edu/ Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts http://www.readingquest.org/

http://www.myips.org/Page/38207 BBC – British History/Renaissance http://www.bbc.co.uk/history/british/ GoSocialStudiesGo.com http://www.gohistorygo.com/ Reading Like a Historian (see lessons under “Martin Luther” and “Galileo” category) http://sheg.stanford.edu/world Annenberg Media – Bridging World History – Renaissance and Reformation http://www.learner.org/resources/ World History for Us http://worldhistoryforusall.sdsu.edu/ Classzone – Research on the Web http://www.classzone.com/cz/ot/web_rg/web_rg_research.jsp?bknm=ms_wcg_eastern&rg=research_and_writing Mr.Donn – Renaissance, Reformation and Exploration Flow of History Website – Various History Timelines http://www.flowofhistory.com/[menupathalias]/history-resources-website

Example Unit Application

Social Studies: World History Pacing Resource Document Unit 9: Exploration and Cultural Encounters

Essential Question #1: How did the spread of new ideas lead Europe to explore new lands? Essential Question #2: How did Europe’s contact with new cultures impact its society and those in the lands they explored?

Standards: WH.4.4 Explain the causes of the worldwide voyages of exploration. WH.4.5 Explain consequences of the conquests and colonization as a result of the worldwide voyages of exploration including the transatlantic slave trade, Columbian Exchange, and the effects on native populations in the Americas. WH.4.6 Examine the growth and development of the European economic system as a result of exploration and the growth of mercantilism.

9-10.LH.1.1: Read and comprehend history/social studies texts within a range of complexity appropriate for grades 9-10 independently and proficiently by the end of grade 10. 9-10.LH.3.1: 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 studies. 9-10.LH.3.3: Compare the perspectives 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.

Suggested Target Questions: How did the Renaissance bring about a greater stress on a human-centered world? What is culture? What does the term “indigenous” mean? How did Europeans generally view those living beyond their lands? How did peoples of other continents view Europeans at first meeting? How did European exploration change global communication, transportation and economy? How did early European monarchs use their wealth and power to back exploration around the world? How did European exploration impact those people living on colonized lands? How did the economy of Europe change as a result of this colonization? In what way did the period of exploration and colonization give rise to “mercantilism” and expanding nation-states?

Text-based Practice: Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register) World History (Prentice-Hall)

Web-based Resources: BBC – British History/Medieval History http://www.bbc.co.uk/history/british/ GoSocialStudiesGo.com

Social Studies: World History Pacing Resource Document Chapter 14, The Beginnings of Our Global Age: Europe, Africa and Asia – pp. 444-469

Chapter 15, The Beginnings of Our Global Age: Europe and the Americas—pp. 470-481

IDOE Resources for Course:

IDOE Home page http://www.doe.in.gov/

IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies

IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)

http://www.doe.in.gov/standards/englishlanguage-arts

IDOE Online Communities of Practice (see 9th grade)

http://www.doe.in.gov/elearning/online-communities-practice

General Resources for Historical Thinking and Assessment

Developing Essential Questions for American History https://www.gilderlehrman.org/history-by-era/resources/essential-questions-teaching-american-history Stanford History Education Group – Introduction to Historical Thinking (Lessons) http://sheg.stanford.edu/intro-historical-thinking Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments available) https://beyondthebubble.stanford.edu/ Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts http://www.readingquest.org/

http://www.gohistorygo.com/ Reading Like a Historian (see lessons under “Medievel Lesson” category) https://sheg.stanford.edu/world Annenberg Media – Bridging World History – Renaissance and Reformation http://www.learner.org/resources/ World History for Us http://worldhistoryforusall.sdsu.edu/ Classzone – Research on the Web http://www.classzone.com/cz/ot/web_rg/web_rg_research.jsp?bknm=ms_wcg_eastern&rg=research_and_writing Mr.Donn – Renaissance, Reformation and Exploration worldhistory.mrdonn.org/explorers.html Flow of History Website – Various History Timelines http://www.flowofhistory.com/[menupathalias]/history-resources-website Columbian Exchange Trade Round – Council for Economic Education http://www.flowofhistory.com/[menupathalias]/history-resources-website European Age of Exploration – TCI Publication http://info.teachtci.com/resources/ha/AgeofExploration.pdf History Alive! Biological and Cultural Exchanges During the Age of Exploration http://info.teachtci.com/resources/ha/MWH/topic06.aspx New World Exploration, Clash of Cultures and Christopher Columbus – Boundless Open Textbook https://www.boundless.com/u-s-history/textbooks/boundless-u-s-history-textbook/the-new-world-1492-1600-2/the-exploration-and-conquest-of-the-new-world-38/

Example Unit Application

Social Studies: World History Pacing Resource Document Unit 10: Monarchs and Enlightenment

Essential Question: How did Enlightenment ideas change government? Standards: WH.4.7 Trace the development of the gunpowder empires such as the Ottoman, Mughal, and Ming empires and their reaction to Western

interaction. WH.4.8 Trace the development and impact of absolute monarchies in Europe. WH.4.9 Describe the progression of events in England that led to constitutional monarchy such as the Magna Carta, the English Civil War, and the

Glorious Revolution of 1688.

WH.5.1 Explain the key developments of the Scientific Revolution and its impact on the world. WH.5.2 Explain the key ideas of the Enlightenment in European history and describe its impact upon political and religious thought and culture in Europe and the Americas including the foundation of American government. WH.7.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past. WH.4.3 Discuss the emergence, role, and impact of the citizen in nation-states. 9-10.LH.1.1: Read and comprehend history/social studies texts within a range of complexity appropriate for grades 9-10 independently and proficiently by the end of grade 10. 9-10.LH.3.1: 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 studies. 9-10.LH.4.2: Assess the extent to which the reasoning and evidence in a text support the author’s claims.

Suggested Target Questions:

How did the invention of gunpowder lead some nations to build empires through military conquest? What defines an absolute monarch? How did science lead to new ideas in government and politics? What was the outcome of absolute monarchs’ rule in Europe during the 1600’s and 1700’s? How did Enlightenment thought challenge the power of the absolute monarchs? What is a “constitutional monarchy”?

Social Studies: World History Pacing Resource Document How did important events in England’s constitutional monarchy help create a model for other revolutions in Europe? How were the American Revolution and French Revolution similar? How were the American Revolution and French Revolution different? What was the role of the “Third Estate” in the French Revolution?

Text-based Practice: Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register) World History (Prentice-Hall)

IDOE Resources for Course:

IDOE Home page http://www.doe.in.gov/

IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies

IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)

http://www.doe.in.gov/standards/englishlanguage-arts

IDOE Online Communities of Practice (see 9th grade)

http://www.doe.in.gov/elearning/online-communities-practice

General Resources for Historical Thinking and Assessment

Developing Essential Questions for American History https://www.gilderlehrman.org/history-by-era/resources/essential-questions-teaching-american-history Stanford History Education Group – Introduction to Historical Thinking (Lessons) http://sheg.stanford.edu/intro-historical-thinking Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments available) https://beyondthebubble.stanford.edu/ Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts http://www.readingquest.org/

Web-based Resources: Indiana Department of Education World History Resource Guide (organized by standard!) http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-wrldhistciv-res-20150317.pdf World History DBQ’s -- IPS Social Studies Resources http://www.myips.org/Page/38207 BBC – British History/Tudors and Civil War/Revolution http://www.bbc.co.uk/history/british/ GoSocialStudiesGo.com http://www.gohistorygo.com/ Reading Like a Historian (see lessons under “Reign of terror” title) http://sheg.stanford.edu/world Annenberg Media – Bridging World History – Enlightenment http://www.learner.org/resources/ World History for Us http://worldhistoryforusall.sdsu.edu/ Classzone – Research on the Web http://www.classzone.com/cz/ot/web_rg/web_rg_research.jsp?bknm=ms_wcg_eastern&rg=research_and_writing Flow of History Website – Various History Timelines http://www.flowofhistory.com/[menupathalias]/history-resources-website Mr. Donn – Monarchs and Enlightenment http://worldhistory.mrdonn.org/index.html

Example Unit Application

Social Studies: World History Pacing Resource Document