World History - Amazon AWS

Global History & Geography 9 Honors World History (Pre AP) [pic] Table of Contents New York State Learning Standards for Social Studies (p. 3)
Abstract/Course Objectives (p. 4)
Chronology/Learning Outcomes (p. 5)
Lessons/Handouts/Assessments (p. 6 - 81)
Sample DBQ's (p.82-115) Part 1: Social Studies Standards
| | |
| |Social Studies Standards |
| | |
| |Students will: | |History of the United States and New York |
|use a variety of intellectual skills to demonstrate their |
|understanding of major ideas, eras, themes, developments, and |
|turning points in the history of the United States and New York. |
|World History |
|use a variety of intellectual skills to demonstrate their |
|understanding of major ideas, eras, themes, developments, and |
|turning points in world history and examine the broad sweep of |
|history from a variety of perspectives. |
|Geography |
|use a variety of intellectual skills to demonstrate their |
|understanding of the geography of the interdependent world in |
|which we live-local, national, and global-including the |
|distribution of people, places, and environments over the Earth's |
|surface. |
|Economics |
|use a variety of intellectual skills to demonstrate their |
|understanding of how the United States and other societies develop|
|economic systems and associated institutions to allocate scarce |
|resources, how major decision-making units function in the U.S. |
|and other national economies, and how an economy solves the |
|scarcity problem through market and non market mechanisms. |
|Civics, Citizenship, and Government |
|use a variety of intellectual skills to demonstrate their |
|understanding of the necessity for establishing governments; the |
|governmental system of the U.S. and other nations; the U.S. |
|Constitution; the basic civic values of American constitutional |
|democracy; and the roles, rights, and responsibilities of |
|citizenship, including avenues of participation. |
Abstract: Curriculum Work This is a highly academic one year course (in a two year sequence) with an
emphasis on both western and non-western history. It traces the development
of world history from approximately 4,000 b.c.e. and the emergence of
civilizations through the period of new imperialism, nationalism and the
unification movements of approximately 1870. Analytical and writing skills
are essential for success in this pre-IB level course. The course relies
heavily on supplemental materials including primary source documents and
outside readings, in addition to the textbook. Students will be required to
participate in class discussions, as well as in group and individual
projects. The course will also meet the year one Global standards for New
York State Regents requirements. A special emphasis will be given to
students in order to prepare them for the IB History of the Americas HL I
and II and the AP World/European History courses. Included will be IB/AP
type assessments, writing skills, papers, projects and philosophy.
Course Objectives Upon conclusion of the Global History 9 honors course, the student shall; a) Promote an understanding of history as a discipline, including the
nature and diversity of its sources, methods and interpretations b) Be acutely aware of inter-continent relationships and global themes in
a world history context c) Have developed an extensive understanding and comprehension of some of
the themes in the history of the world; including development and
interaction of humans, their environment and cultures. d) Explain diverse approaches to, and interpretation of, historical events
and issues e) Be able to use their understanding of the chronological development of
these areas to foster their own understanding of "cause and effect"
relationships. Encourage an understanding of the present through critical
reflection upon the past f) Have addressed East-West relations in the period 1400 to 1850 and
developed an understanding of how these relationships alter geopolitical
situations g) Construct and evaluate arguments: using evidence to make plausible
arguments and develop the ability to assess issues of change and continuity
over time...

h) Use documents and other primary data to develop the skills necessary to
analyze point of view, context, bias, and frame of reference and to
understand and interpret information. This will enhance student capacity
to handle diversity of interpretations.

i) From an international perspective, elucidate and present historical
topics Students will describe and analyze the: j) Use historical evidence to analyze, comprehend, evaluate and integrate
sources and materials

k) Encourage an understanding of the impact of historical developments at
national, regional, and international levels

l) Develop an awareness of one's own historical identity through the study
of the historical experiences of different cultures

m) Organize, plan and present a written response to an advance placement
style document based question Chronological Boundaries of the Course

The course will have as its chronological frame in the period from
approximately 8000 B.C.E. (Foundations of World History covers the
Foundations segment from 8000 B.C.E. to approximately 600 C.E., and
continues to approximately 1000 C.E.) to the mid 19th century with careful
preparation with regard to previous developments. An outline of the
periodization for the course with associated percentages for suggested
course content is listed below.

Foundations (6 weeks)
600- 1450 (8 weeks)
1450- 1750 (8 weeks)
1750- 1870 (8 weeks)
Learning Outcomes . Activate schema prior to reading . Hone active reading skills by practicing self-monitoring of
comprehension . Develop literal and inferential comprehension . Build vocabulary through the use of context . Effectively summarize content . Interpret visual texts . Synthesize information from multiple sources . Analyze primary source documents . Identify point of view . Recognize bias in a text . Understand historical context of a text . Become familiar with text structures specific to varying genres . Support ideas with documented examples
. Learn to defend an argument
. Determine the most important ideas/themes
. Employ correction strategies when comprehension breaks down
. Identify the purpose of the reading and apply the most appropriate
strategy/approach Lessons/Handouts/Assessments Lesson #1
Body Ritual Among the Nacirema, By Horace Miner Directions: Please read Horace Miner's " Body Ritual Amongst the Nacirema".
The article was written in the 1950s. Some of the vocabulary may be very
challenging. As you read, please circle words that you do not understand
and place question marks in the margins adjacent to passages that confuse
you. It is not necessary to know the meaning of each word, but instead to
have an overall understanding of the article. After you have read the
article please answer the questions that follow. Professor Linton first brought the ritual of the Nacirema to the
attention of anthropologists in 1936, but the culture of this people is
still very poorly understood. They are a North American group living in the
territory between the Canadian Cree, the Yaqui and Tarahumare of Mexico,
and the Carib and Arawak of the Antilles. Little is known of their origin,
although tradition states that they came from the east. Nacirema culture is
characterized by a highly developed market economy, which has evolved in a
rich natural habitat.
While much of the people's time is devoted to economic pursuits, a
large part of the fruits of these labors and a considerable portion of the
day are spent in ritual activity. The focus of this activity is the human
body, the appearance and health of which loom as a dominant concern in the
culture and minds of the people. While such a concern is certainly not
unusual, its ceremonial aspects and associated philosophy are unique.
The fundamental belief underlying the whole system appears to be that
the human body is ugly and that its natural tendency is to weakness and
disease. Trapped in such a body, man's only hope is to avert these
characteristics through the use of ritual and ceremony. Every household has
one or more shrines devoted to this purpose. The more powerful individuals
in the society have several shrines in their houses and, in fact, the
magnificence of a house is often referred to in terms of the number of such
ritual centers it possesses. Most houses are of wood and spackle
construction, but the shrine rooms of the more wealthy are walled with
stone. Poorer families imitate the rich by applying pottery plaques to
their shrine walls. While each family has at least one such shrine, the
rituals associated with it are