Grade Nine History and Social Science: Intro to AP World History

Transcription

1 Grade Nine History and Social Science: Intro to AP World History Grade 9 Curriculum for Loudoun County Public Schools Patricia Coggins, Social Science and Global Studies Supervisor Ashburn, Virginia, 2018

2 This curriculum document for 9 th Grade Social Science is organized to help teachers plan and carry out their instruction conceptually, so that students can see patterns and connections among and between ideas and points of information. In this document, each unit s learning outcomes or objectives are listed first, followed by a conceptual mind map connecting the content. Following the mind map in each unit is a more linear and traditional textual outline with references to points of content that students must learn in World History I. Each section of the unit outline is framed by important conceptual questions that serve as a foundation for the teaching and learning of that section. All conceptual questions appear in italics. There are five units in the curriculum. Since the foundations of the units are conceptual, they take in and call for the study of more than just the Virginia SOLs for World History I. SOL connections are listed in red on the Objectives page, and appear also in the branches of each unit s mind map. This means that when teachers focus on the objectives, and the concepts organized in the mind maps, they will include instruction in these particular SOLs in addition to the more complete concepts and world regions described and indicated. It does not mean that instruction in only those particular SOLs listed will adequately prepare students to understand the relevant concepts, ideas, or regions required by our curriculum. In this curriculum, Units I, II, and III are meant to last 6 weeks each. Units IV and V are meant to last 9 weeks each. This means that the first semester of the course should be taken up by the first three units, and the second semester should be composed of the last two. Within each unit, recommendations are made for teachers to focus on particular academic skills. We hope teachers find that the 9 th Grade concepts contained and explained in this document serve as a productive mental framework for students and for themselves. This instructional layout and approach offers cognitive structures that are essential to the solid comprehension of our curriculum content.

3 International Student Support Fund/Truman State Univ. Grade 9 World History Unit I: The Context of History Includes SOLs: WHI.2a-d; WHI.3a,e At the end of this unit, students will be able to: 1. Explain, in their own words, how and why hunter-gathering humans lived the way they did according to geographic surroundings and features. (Includes: WHI.2a, b, d) 2. List and describe the elements that are essential to the development of an agricultural or pastoral human community. (Includes: WHI.2c) 3. Explain, in their own words, how specific early human settlements can be called examples of agricultural or pastoral communities. (Includes: WHI.2d; WHI.3a) 4. Describe the social structures that can arise in settled, or agricultural, communities, and explain why these structures would develop more extensively in these societies than in Hunter-Gatherer societies. (WHI.3.c, d) 5. Explain, in their own words, the key differences between hunter-gatherer and agricultural communities in practical terms, and in terms of human mind-set. (Includes: WHI.3e) Suggested skills to emphasize in this unit: SS3-Using maps, globes, artifacts, etc.; SS5-Analyzing and evaluating trends in human movement; SS6-Identify and describe major geographic features etc.; WH1-Identify and analyze global patterns over time etc.; All Cognitive Skills ( CS ), with stress on CS19- Understanding sentences that deal with scientific ideas.

4 THE CONTEXT OF HISTORY: ENVIRONMENT, TIME, PEOPLE BCE TO 600 BCE

5 A. CONTEXT GIVEN: GEOGRAPHIC FEATURES AND CONDITIONS: HOW DID THE ENVIRONMENT SHAPE EARLY HUMANS WAY OF LIFE? A.1 HUNTER/GATHERERS a. Emergence of Homo Sapiens b. Their Environments c. Life in the Paleolithic Era A.2 BEGINNING OF PASTORAL/AGRICULTURAL a. Technological Innovations b. Social Innovations Terms to Know: Paleolithic, Neolithic B. CONTEXT MADE: WHAT FACTORS HAD TO BE PRESENT FOR HUMANS TO BEGIN ACTING UPON OR CHANGING THEIR ENVIRONMENT? B.1 VILLAGE SETTLEMENTS a. Archaeological evidence b. Examples and the Technology of Archaeology B.2 TECHNOLOGY/METALWORK Stages of metal use Impact of agriculture on the environment

6 B.3 RIVER VALLEY AND EARLY CIVILIZATIONS: WHY RIVER VALLEYS? WHAT WERE THE SOCIAL, POLITICAL, RELIGIOUS, AND ECONOMIC PATTERNS OF THESE CIVILIZATIONS? B.3.1 Mesopotamia B.3.2 Egypt B.3.3 Indus B.3.4 Huang He B.3.5 Hebrews B.3.6 Phoenecians B.4 WRITTEN LANGUAGE a. What kinds of writing were developed? b. Where did they develop? Why?

7 Skills and SOLs Included in this Unit of Study: SS3: Using maps, globes, artifacts and pictures to interpret the past, analyze the physical and cultural landscape and changes to that landscape, and identify important geographic features SS5: Analyzing and evaluating trends in human movement SS6: Identify and describe major geographic features important to the study of World History WH1: Identify and analyze global patterns over time and connect local and global patterns. CS19: Understanding sentences that deal with scientific ideas Understand the components of maps, identify different types of maps and be able to navigate a map. Identify general reasons for and effects of migration, incorporating important physical geographical features. Identify major geographic features such as land formations and bodies of water, key components of each, and the effect each had on civilizations. Understand the concept of human migration and identify possible reasons for human migration. Use geographic information to interpret cultures and events; recognize the connection between geographical features (climate, landforms, etc.) and culture. Identify specific migrations to 1500 CE. Analyze how humans were able to adapt to their environment and how geography was able to shape ancient civilizations. Recognize patterns of human migration. Analyze artifacts and pictures to make predictions/generalizations about the cultures of past and current societies; see connections between information gathered from charts and maps and manifestations of culture. Identify reasons for why specific migrations have taken place. Generate lists of effects of mass migrations. Compare and contrast the important effects geography had on specific civilizations over time. Evaluate the impact of human migration in world history. Define scientific vocabulary. Apply scientific vocabulary. Memorize scientific vocabulary by applying the terms and concepts in classroom activities. WHI.2 The student will apply social science skills to understand the period from the Paleolithic Era to the agricultural revolution by a) explaining the impact of geographic environment on hunter-gatherer societies; b) describing characteristics of hunter-gatherer societies, including their use of tools and fire; c) analyzing how technological and social developments gave rise to sedentary communities; and d) analyzing how archaeological discoveries are changing current understanding of early societies.

8 WHI.3 The student will apply social science skills to understand the ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews and Phoenicians, by a) locating these civilizations in time and place and describing their major geographic features; b) describing the development of social, political, and economic patterns, including slavery; c) explaining the development and interactions of religious traditions; d) describing the origins, beliefs, traditions, customs, and spread of Judaism; and e) explaining the development of language and writing.

9 Grade 9 World History I, Unit II: THE DEVELOPMENT OF CLASSICAL CIVILIZATIONS Includes SOLs: WHI.3a-e; WHI.4a-f; WHI.5a-f At the end of this unit, students will be able to: 1. Describe the religious, social/organizational, and physical-inventive contributions of ancient Persia, India, and China. (Includes: WHI.4a-f) 2. Describe the geography of ancient Greece, and its connection to Greek political organization. (Includes: WHI.5a, b) 3. Explain the cultural and political ideas of different Greek city-states, and how each defined the role of a citizen. (Includes: WHI.5c, d, f) 4. Explain why Greek civilizations found themselves in conflict with neighboring civilizations, and describe the effects of these interactions. (Includes: WHI.5d, e) Suggested skills to emphasize in this unit: SS2- Using documents and other primary data etc.; SS3-Using maps, globes, artifacts, etc.; SS4-Identifying and comparing political boundaries; SS5-Analyzing trends in human movement; SS6-Identify and describe major geographic features etc.; WH1-Identify and analyze global patterns etc.; WH2-Compare societies; WH3-Recognize universal commonalities without etc.; All Cognitive Skills, especially beginning with those stressing clear writing.

10 DEVELOPMENT OF CLASSICAL CIVILIZATIONS, 700 BCE CE: WHAT FEATURES DO CLASSICAL CIVILIZATIONS HAVE IN COMMON? WHAT DISTINGUISHING FEATURES DO THEY HAVE FROM EACH OTHER?

11 I. CIVILIZATIONS INCREASE IN SIZE A. PERSIA (WHI.4A) i. Religion ii. Bureaucracy B. INDIA (WHI.4B, C, D) i. Origins ii. Peoples iii. Religions C. CHINA (WHI.4E, F, D) i. Religion ii. Innovations

12 II. CLASSICAL GREECE: CITY-STATE CIVILIZATIONS A. GEOGRAPHY (WHI.5A) B. POLITICS: INDIVIDUAL AND COLLECTIVE (WHI.5B, C) C. CULTURE (WHI.5F) D. INTERACTIONS BEYOND THE BORDERS (WHI.5D, E)

13 SKILLS AND SOLS INCLUDED IN THIS UNIT OF STUDY: SS3: Using maps, globes, artifacts and pictures to interpret the past, analyze the physical and cultural landscape and changes to that landscape, and identify important geographic features SS4: Identifying and comparing political boundaries with historical predecessors SS5: Analyzing and evaluating trends in human movement SS6: Identify and describe major geographic features important to the study of World History WH1: Identify and analyze global patterns over time and connect local and global patterns. Understand the components of maps, identify different types of maps and can navigate a map. Identify and explain the five themes of geography. Identify general reasons for and effects of migration, incorporating important physical geographical features. Identify major geographic features such as land formations and bodies of water, key components of each, and the effect each had on civilizations. Understand the concept of human migration and identify possible reasons for human migration. Use geographic information to interpret cultures and events; recognize the connection between geographical features (climate, landforms, etc.) and culture. Commit to memory the boundaries, with the location of civilizations, empires, and kingdoms, from 4000 B.C.E. to 1500 C.E. Identify specific migrations to 1500 CE. Analyze how humans were able to adapt to their environment and how geography was able to shape ancient civilizations. Recognize patterns of human migration. WH2: Comparing societies Identify components of civilization. Compare and contrast basic elements of various civilizations. WH3: Recognizing universal commonalities without erasing cultural uniqueness Identify environmental and historical determinants of culture. List reasons for why some cultures have similar characteristics or features. Analyze artifacts and pictures to make predictions/generalizations about the cultures of past and current societies; see connections between information gathered from charts and maps and manifestations of culture. Draw analytical comparisons between political boundaries, historical regions and their current configurations. Identify reasons for why specific migrations have taken place. Generate lists of effects of mass migrations. Compare and contrast the important effects geography had on specific civilizations over time. Evaluate the impact of human migration in world history. Explain why some societies have differing components or essential elements. Understanding the underlying causes for similarities and differences among societies (wealth, geography, etc.) Give reasons for why cultures that have commonalities developed differently. WHI.4 The student will apply social science skills to understand the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by a) locating Persia in time and place, including Zoroastrianism and the development of an imperial bureaucracy;

14 b) locating India in time and place, including its origins, early development, and the debate over the Aryan migrations; c) describing the origins, beliefs, traditions, customs, and spread of Hinduism; d) describing the origins, beliefs, traditions, customs, and spread of Buddhism; f) describing the impact of Confucianism, Taoism, and Buddhism.

15 Grade 9 World History I, Unit III: WHY DID CLASSICAL CIVILIZATION CHANGE? The Case of Rome Includes SOLs: WHI.6a-g; WHI.7a-c; 8a-e At the end of this unit, students will be able to: 5. Explain how and why Rome expanded, 700 BCE to 500 CE. (Includes: WHI.6a, f, g) 6. Describe the social-political structures in Rome both the Republic and the Empire. (Includes: WHI.6b, c, d, e, f) 7. Explain the origins of Roman Christianity including its spread and its impact on the Empire, 40 CE to 500 CE. (Includes: WHI.7a, b, c) 8. Describe the social and political structures of the Byzantines and their impact on Europe. (Includes WHI.8a-e) Suggested skills to emphasize in this unit: SS1-Constructing and evaluating arguments; SS4-Identifying and comparing political boundaries etc.; SS5- Analyzing trends in human movement; WH2-Comparing societies; All Cognitive skills especially CS5-Recognizing the purpose of various writing strategies.

16 THE LATE CLASSICAL PERIOD: WHAT MAKES ROME A CLASSICAL CIVILIZATION?

17 III. ROME: CASE STUDY OF A "CLASSICAL CIVILIZATION" A. GEOGRAPHY (WHI.6A) B. POLITICS (WHI.6C, D, E) C. RELIGION & CULTURE (WHI.6B) D. CHRISTIANITY (WHI.7A-C) E. CONFLICTS i. West (WHI.6g) ii. East-BYZANTIUM (WHI.8a-e)

18 SKILLS AND SOLS INCLUDED IN THIS UNIT OF STUDY: SS1: Constructing and evaluating arguments SS4: Identifying and comparing political boundaries with historical predecessors SS5: Analyzing and evaluating trends in human movement Identify an argument and its supporting evidence. Identify and explain the five themes of geography. Identify general reasons for and effects of migration, incorporating important physical geographical features. Assess the validity of arguments based on information available in text or from discussion/lecture. Commit to memory the boundaries, with the location of civilizations, empires, and kingdoms, from 4000 B.C.E. to 1500 C.E. Identify specific migrations to 1500 CE. WH2: Comparing societies Identify components of civilization. Compare basic elements of various civilizations. CS5: Recognizing the purpose of various writing strategies Identify key words in various writing prompts. Identify purpose in various sample writings by identifying key words, the connotations of words, and transitions. Make lists of known facts on a topic; write a coherent statement of interpretation based on the list. Draw analytical comparisons between political boundaries, historical regions and their current configurations. Identify reasons for why specific migrations have taken place. Generate lists of effects of mass migrations. Explain why some societies have differing components or essential elements. Identify purpose in various sample writings through awareness of historical context, word choice, background of author, and audience. WHI.6 WHI.7 The student will apply social science skills to understand ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by a) locating Roman civilizations in time and place and describing their major geographic features; b) describing the social and religious structure of ancient Rome; c) describing the social structure and cultural development of the Roman Republic; d) describing and evaluating the political and military structure of the Roman Republic under the rule of Julius Caesar; e) describing and evaluating the political structure of the Roman Empire under the rule of Augustus Caesar; f) assessing the economic structure of Rome, Rome s imperial conquests, and the Pax Romana; and g) evaluating the fall of the Western Roman Empire and the Germanic invasions. The Student will apply social science skills to understand the development of Christianity by a) Describing the origins, beliefs, traditions, customs, and spread of Christianity in time and place.

19 Grade 9 World History I, Unit IV: Rise of Islam & the Increase of Global Economic Interactions Includes SOLs: WHI.9a-c; WHI.11a, b; WHI.12c; WHI.13c; WHI.14b At the end of this unit, students will be able to: 1. Describe the essential beliefs of Muslims. (Includes: WHI.9a) 2. Explain how Islam grew and spread through many world regions. (Includes: WHI.9a, b, c) 3. Describe innovations of Islam in culture, art, and science. (Includes: WHI.9c) 4. Explain the reasons for the Crusades, as well as their political and social effects. (Includes WHI.14b) 5. Explain how and why trade networks developed between Africa, Asia, and Europe. (Includes: WHI.9b; WHI.11a, b; WHI.12c; WHI.13c) Suggested skills to emphasize in this unit: SS2-Using documents and other primary data etc.; SS5-Analyzing and evaluating trends in human movement; SS6-Identify and describe major geographic features etc.; WH2-Comparing societies; WH3-Recognizing universal commonalities etc.; All Cognitive skills, especially CS7-Determining an author s purpose and perspective.

20 RISE OF ISLAM & THE INCREASE OF GLOBAL ECONOMIC INTERACTIONS: CE

21 1. RISE OF ISLAM (WHI.9A,B): WHAT FACTORS ALLOW BELIEF TO BE A UNIFYING FORCE? OR A DISINTEGRATING FORCE? Include Turning points in development e. g. Shi a and Sunni, Battle of Tours 1.1. DAR AL-ISLAM: A UNIFYING FORCE? 1.2. CALIPHATE 1.3. CULTURE: ART & SCIENCE (WHI.9C) 2. GEOGRAPHY AND EXPANDING ECONOMIC INTERACTION: HOW AND WHY DOES TRADE CONNECT DIFFERENT SOCIETIES? HOW MIGHT GEOGRAPHY PLAY A ROLE? 2.1. ASIA (WHI.11A, B) INCLUDE TECHNOLOGICAL ADVANCES AND TRANSFERS 2.2. AFRICA (WHI.12A, C) INCLUDE GEOGRAPHY AND RESOURCES 2.3. SOUTH AMERICA (WHI.13A, C) INCLUDE GEOGRAPHY, REGIONAL TRADE

22 Skills and SOLs Included in this Unit of Study: SS2: Using documents and other primary data and secondary sources to identify and analyze viewpoint, context, change over time, bias, and main idea, and to interpret and form generalizations Differentiate between primary and secondary sources. Identify and recognize various types of primary sources (journal, edict, artifact, etc). Identify type, main idea, and the context in time, place and culture-- of the source being used. SS5: Analyzing and evaluating trends in human movement SS6: Identify and describe major geographic features important to the study of World History Identify general reasons for and effects of migration, incorporating important physical geographical features. Identify major geographic features such as land formations and bodies of water, key components of each, and the effect each had on civilizations. Identify specific migrations to 1500 CE. Analyze how humans could adapt to their environment and how geography was able to shape ancient civilizations. WH2: Comparing societies Identify components of civilization. Compare basic elements of various civilizations. WH3: Recognizing universal commonalities without erasing cultural uniqueness CS7: Determining an author s purpose and perspective. Identify environmental and historical determinants of culture. Identify an author, his/her role in society. List reasons for why some cultures have similar characteristics or features. Hypothesize about an author s interests or bias, based on facts surrounding his/her life. Identify reasons for why specific migrations have taken place. Generate lists of effects of mass migrations. Compare the important effects geography had on specific civilizations over time. Explain why some societies have differing components or essential elements. Understanding the underlying causes for similarities and differences among societies (wealth, geography, etc.) Give reasons for why cultures that have commonalities developed differently. Give reasons for why an author might be inclined to argue one way or another based on facts, interests, and history. WHI.9 WHI.11 The student will apply social science skills to understand the Islamic civilization from about 600 to 1000 A.D. (C.E.) by a) describing the origin, location, beliefs, traditions, customs, and spread of Islam, with emphasis on the Sunni-Shi a division and the Battle of Tours; b) assessing the influence of geography on Islamic economic, social, and political development, including the impact of conquest and trade; and c) explaining the cultural and scientific contributions and achievements of Islamic civilization. The student will apply social science skills to understand the civilizations and empires of Asia, with emphasis on Japan and China, by a) locating and explaining major global and regional trade routes;

23 b) explaining technological advances and transfers, networks of economic interdependence, and cultural interactions; WHI.12 WHI.13 WHI.14 The student will apply social science skills to understand the civilizations and empires of Africa, with emphasis on the African kingdoms of Axum and Zimbabwe and the West African civilizations of Ghana, Mali, and Songhai, by c) evaluating and explaining the European interactions with these societies, with emphasis on trading and economic interdependence. The student will apply social science skills to understand the major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan, by c) evaluating and explaining the European interactions with these societies, with emphasis on trading and economic interdependence. The student will apply social science skills to understand the social, economic, and political changes and cultural achievements in the high and late medieval periods by b) explaining conflicts across Europe and Asia, including the Crusades and the fall of Constantinople.

24 Grade 9 World History I, Unit V: World Political & Social Organization: CE Includes SOLs: WHI.10a-e; WHI.11c, d; WHI.12a, b; WHI.13a, b; WHI.14a,c,d; WHI.15a-d At the end of this unit, students will be able to: 1. Describe the geographies and cultures of Europe, CE. (Includes: WHI.10a-e) 2. Explain the major impacts of religions and political-military movements in Asia, CE. (Includes: WHI.11c, d) 3. Compare political, cultural, and social systems, of Africa: Axum, Zimbabwe, Ghana, Mali, Songhai, CE. (Includes: WHI.12a, b) 4. Compare political, cultural, and social systems, of South America: Mayan, Aztec, Incan, CE. (Includes: WHI.13a, b) 5. Explain how new political, intellectual, and social trends in Europe made the Renaissance possible, CE. (Includes: WHI.14a, c, d) 6. Define the Renaissance, and explain how certain Italian people, political trends, and aspects of culture represent a renaissance. (Includes: WHI.15a-d) Suggested skills to emphasize in this unit: All reading and writing COGNITIVE Skills, CS1-24; SS1-Constructing and evaluating arguments; SS2-Using documents and other primary data etc.; SS5-Analyzing and evaluating trends in human movement; SS6-Identify and describe major geographic features etc.; WH2-Comparing societies; WH3-Recognizing universal commonalities etc.

25 WORLD POLITICAL & SOCIAL ORGANIZATION: CE HOW DID THE CULTURES AND SOCIAL ORGANIZATION OF THESE CIVILIZATIONS AFFECT THEIR INTERACTIONS WITH OTHER WORLD COMMUNITIES?

26 7. EUROPE (WHI.10A-E) A. CHARLEMAGNE B. ANGLO-SAXONS C. VIKINGS D. RENAISSANCE AND ITS ROOTS i. Late Medieval Period (WHI.14a, c, d) Monarchies Black Death Ideas from Greece, Rome, & the Arab World ii. Renaissance (WHI.15a-d) Italy 8. CHINA AND JAPAN (WHI.11C, D) A. RELIGIONS SHINTO, BUDDHA

27 B. MONGOL EMPIRE 9. AFRICA (WHI.12A, B) A. AXUM B. ZIMBABWE C. WEST AFRICAN KINGDOMS 10. SOUTH AMERICA (WHI.13A, B) A. MAYAN B. AZTEC C. INCA

28 Skills and SOLS Included in this Unit of Study: SS1: Constructing and evaluating arguments SS2: Using documents and other primary data and secondary sources to identify and analyze viewpoint, context, change over time, bias, and main idea, and to interpret and form generalizations Identify an argument and its supporting evidence. Differentiate between primary and secondary sources. Assess the validity of arguments based on information available in text or from discussion/lecture. Identify and recognize various types of primary sources (journal, edict, artifact, etc). Make lists of known facts on a topic; write a coherent statement of interpretation based on the list. Be able to identify type, main idea, and the context in time, place and culture-- of the source being used. SS5: Analyzing and evaluating trends in human movement SS6: Identify and describe major geographic features important to the study of World History Identify general reasons for and effects of migration, incorporating important physical geographical features. Identify major geographic features such as land formations and bodies of water, key components of each, and the effect each had on civilizations. Identify specific migrations to 1500 CE. Analyze how humans were able to adapt to their environment and how geography was able to shape ancient civilizations. WH2: Comparing societies Identify components of civilization. Compare and contrast basic elements of various civilizations. WH3: Recognizing universal commonalities without erasing cultural uniqueness Identify environmental and historical determinants of culture. List reasons for why some cultures have similar characteristics or features. Identify reasons for why specific migrations have taken place. Generate lists of effects of mass migrations. Compare and contrast the important effects geography had on specific civilizations over time. Explain why some societies have differing components or essential elements. Understanding the underlying causes for similarities and differences among societies (wealth, geography, etc.) Give reasons for why cultures that have commonalities developed differently. CS1: Understanding main ideas Identify the main idea. Identify subordinate and supporting ideas. Add supporting ideas to enhance the main idea. Describe connections between them. CS2: Understanding tone Know where to look for author, time, place, etc. on a document. Explain the main idea of the document within its historical context. Explain how knowing who the author is, when s/he wrote and how s/he wrote allows us to interpret tone.

29 CS3: Comparing and contrasting ideas presented in two passages CS4: Understanding the use of examples. CS5: Recognizing the purpose of various writing strategies Create a T-chart and list the main ideas and supporting evidence for each passage. Identify the evidence used to support a point/argument/main idea. Identify key words in various writing prompts. Create a Venn Diagram to further organize the information and identify similarities and differences. Explain the reason why particular information was used to explain the point/argument/idea. Identify purpose in various sample writings by identifying key words, the connotations of words, and transitions. Compare and contrast the two passages in discussion and writing. Contribute additional examples to an existing argument or main idea. Identify purpose in various sample writings through awareness of historical context, word choice, background of author, and audience. CS6: Applying ideas in a reading passage to the present. CS7: Determining an author s purpose and perspective. CS8: Making connections between information in different parts of a passage Pick topic sentences and main ideas out of a reading passage. Identify an author, his/her role in society. Identify the main idea of a passage. Summarize main ideas and meanings. Hypothesize about an author s interests or bias, based on facts surrounding his/her life. Identify the thesis of a passage and how each paragraph supports the thesis. Make predictions or logical extensions based on interpreted meanings. Give reasons for why an author might be inclined to argue one way or another based on facts, interests, and history. Identify key points of a passage and specific facts cited by the author. CS9: Distinguish conflicting viewpoints CS10: Understanding difficult vocabulary CS11: Understanding how negative words, suffixes, and prefixes affect sentences CS12: Understanding complex sentences Be able to identify viewpoints in reading passages. Read, pronounce and spell new and difficult words. Identify prefixes and suffixes in words and the root word. Define new or complex terms, identify nouns, verbs, adjectives and adverbs in a sentence. Identify and list specific points on which authors differ. Define new terms in own words. Memorize meanings of various prefixes and suffixes. Break sentences down into component parts. Put these parts or phrases into own words. Apply conflicting viewpoints to the course of study, debates, and essays by making predictions and general summary statements about possible further disagreements authors may have on additional issues. Use terms correctly in arguments and writing. Memorize word meanings and their opposites when suffixes or prefixes are used. Be able to explain changes in meaning of passages once prefixes, suffixes, and negative terms are introduced. Rephrase complex sentences in own words.

30 CS13: Recognizing connections between ideas in a sentence CS14: Recognizing words that signal contrasting ideas in a sentence. CS15: Recognizing a definition when it is presented in a sentence CS16: Understanding sentences that deal with abstract ideas CS17: Understanding and using a word in an unusual context Identify multiple ideas that may be brought together by an author in one phrase or sentence. Identify words that signal contrasting ideas such as while, however, etc. Identify definitions found in reading selections or textbook. Distinguish between concrete and abstract in principle. Provide own examples of concrete and abstract ideas or expressions. Identify unfamiliar or out of place vocabulary in readings. Associate key words with various ideas or views expressed in a passage. Memorize words that signal contrasting ideas. Rephrase and rewrite sentences that include definitions. Compare and contrast the differences between concrete and abstract vocabulary using examples with symbolic language. Identify tone or purpose of a reading passage. Use own words to explain connections between key words in a particular context or passage. Insert contrasting words into sentences and identify how that word changes the sentence. Write sentences that include definitions, but that are not specifically a definition. Students rephrase concrete and abstract sentences using their own symbolic language. Identify words that seem inconsistent with tone or purpose of a reading passage. Hypothesize about why the author used the term(s) in question. CS18: Choosing a correct answer based on the meaning of the entire sentence CS19: Understanding sentences that deal with scientific ideas CS20: Organizing and managing information to solve multi-step problems CS21: Being precise and clear in your writing Distinguish between different types of reading and writing: factual vs. creative vs. interpretive vs. persuasive, etc. Identify the point of an author s writing sample. Rephrase reading passages and written statements into own words. Define scientific vocabulary. Apply scientific vocabulary. Memorize scientific vocabulary by applying the terms and concepts in classroom activities. Understand what a graphic organizer is. Complete graphic organizers that are 100% teacher led. Understand the basic principles of grammar (subjects and verbs). Use vocabulary in correct context. Organize information into graphic organizers, with category headings only, provided by teacher. Write sentences with relevant vocabulary and an economy of words. CS22: Following conventions of writing Identify various outline formats. Develop the skill of outlining reading passages. CS23: Recognizing logical connections within sentences and passages Identify an author s argument in a paragraph, passage, or statement. List ideas/facts that would support the author s argument and ideas/facts that would undermine his/her argument. Organize information into graphic organizers provided by the teacher. Identify key directive words and their corresponding graphic organizer. Express thoughts in coherent, factual sentences that build upon and support each other. Construct free-response statements that follow the student-created outline. Identify sentences, points, and vocabulary within one passage that support previous or succeeding points the author is making.

31 CS24: Structure a cohesive paragraph and/or essay with topic sentences, supporting evidence and a conclusion. Outline the components of a paragraph/essay, identifying all five aspects (Thesis through Conclusion). Identify thesis and pieces of evidence leading to the thesis. Draft a coherent statement with supporting arguments and summary in a well organized essay. WHI.10 WHI.11 WHI.12 WHI.13 WHI.14 WHI.15 The student will apply social science skills to understand Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by a) locating and describing the societies of Western Europe during the Middle Ages in time and place; b) describing the social, religious, and cultural development of the Franks, with emphasis on the Age of Charlemagne; c) explaining the social, religious, and cultural development of the Magyars and Anglo-Saxons; d) describing the social, religious, and cultural patterns of the Vikings; and e) evaluating and explaining the development of feudalism and the manor system. The student will apply social science skills to understand the civilizations and empires of Asia, with emphasis on Japan and China, by c) explaining the impact of Shinto and Buddhist traditions and the influence of Chinese culture on the region; and d) evaluating the impact of the Mongol Empire throughout Asia. The student will apply social science skills to understand the civilizations and empires of Africa, with emphasis on the African kingdoms of Axum and Zimbabwe and the West African civilizations of Ghana, Mali, and Songhai, by a) locating early civilizations and kingdoms in time and place and describing major geographic features; b) explaining the development of social, political, economic, religious, and cultural patterns in each region; The student will apply social science skills to understand the major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan, by a) locating early civilizations in time and place and describing major geographic features; b) explaining the development of social, political, economic, religious, and cultural patterns in the civilizations of the Americas; and The student will apply social science skills to understand the social, economic, and political changes and cultural achievements in the high and late medieval periods by a) describing the emergence of centralized monarchies (England, France, Spain, and Russia) and distinctive political developments in each; c) explaining patterns of crisis and recovery related to the Black Death (bubonic plague); and d) evaluating and explaining the preservation and transfer to Western Europe of Greek, Roman, and Arabic philosophy, medicine, and science. The student will apply social science skills to understand the developments leading to the Renaissance in Europe in terms of its impact on Western civilization by a) determining the economic and cultural foundations of the Italian Renaissance; b) sequencing events related to the rise of Italian city-states and their political development, including Machiavelli s theory of governing as described in The Prince;

32 c) citing the contributions of artists and philosophers of the Renaissance, as contrasted with the medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch; and d) comparing the Italian and the Northern Renaissance, and citing the contributions of writers.