WORLD HISTORY GRADE 9. EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ 08618

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1 WORLD HISTORY GRADE 9 EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ BOE Approval Date: 10/27/08 Raymond Broach Revised by: EHS Social Studies Staff Superintendent

2 TABLE OF CONTENTS Page Affirmative Action Statement 1 Board Policy on Curriculum Guides 2 Scope and Sequence of Essential Learning: Appendices: Unit 1: Reformation (1 week) 3 Unit 2: Absolute Monarchs in Europe (1 week) 3 Unit 3: Scientific Revolution and Enlightenment (1 week) 3 Unit 4: French Revolution and Napoleon (2 weeks) 4 Unit 5: Nationalist Revolutions (1 week) 4 Unit 6: Industrial Revolution (1 week) 5 Unit 7: Age of Democracy and Progress (1 week) 5 Unit 8: Imperialism and Independence (2 weeks) 6 Unit 9: Revolutions and Nationalism (2 weeks) 6 Unit 10: Struggles for Democracy (3-4 weeks) 7 Unit 11: Global Interdependence 7 Assessment Materials for Units 1-11

3 AFFIRMATIVE ACTION STATEMENT 1 It is the intention of the Ewing Township Public Schools to provide equal educational opportunities for all students, including equal access to all school facilities, programs, equipment, staff services, financial resources, courses or activities, and other benefits regardless of race, color, creed, religion, sex, ancestry, national origin, social, economic or academic status or physical handicap.

4 2 EWING TOWNSHIP BOARD OF EDUCATION Ewing, New Jersey Policy File Code: 2230 CURRICULUM GUIDES Curriculum guides shall be prepared for each course and/or area to be taught in the schools of this district to assist in the articulation of educational programs (curricula) between and among schools to provide continuous learning. Each guide shall contain objectives to be developed, suggested materials, activities designed to achieve all of these, and evaluation criteria intended to test the extent to which learning objectives have been achieved. The teacher will use the guide as the core of the courses he/she has been assigned to teach. It shall be the responsibility of the Superintendent to ensure that the curriculum guides are being followed. The Board of Education directs that a copy of each guide be maintained in the Office of the Assistant Superintendent for Curriculum and Instruction for review by members of the staff and Board. The Superintendent shall provide new curriculum guides or revisions to existing guides to the Board for study before implementation. By this means, the Board will determine which alterations to courses of study as defined by the law require the approval of the Board. Date: November 22, 1999 Legal Reference: N.J.S.A. 18A:33-1

5 SCOPE AND SEQUENCE OF ESSENTIAL LEARNING UNIT 1: REFORMATION (1 WEEK) 3 Standards/CPIs Outcomes: The learner will Assessments 6.1 A1 6.3 D6 - analyze historical forces and religious issues that sparked the Reformation - Short answer question (attached) 6.3 D3,6 - trace the role of Martin Luther in the religious reform of - Essay (attached) the Catholic Church - Create a comic strip 6.3 D6 - explain the spread of the Protestant faith, including the reforms of John Calvin, Henry VIII and John Knox - Write a compare/contrast essay (attached) 6.3 D6 - identify the reforms within the Catholic Church - Multiple choice test 6.3 D6 - identify nations religions during the Reformation - Map assessment (attached) 6.1 A2,3,5,6 Research Project: In addition to the Major Outcomes stated in this guide, students will be required to write a research paper as part of the course proficiency, evaluate/examine primary sources readings (documents, letters, short stories etc.), analyze charts/graphs as they apply to social studies - Research paper ( see department file for requirements and rubrics) UNIT 2: ABSOLUTE MONARCHS IN EUROPE (1 WEEK) Standards/CPIs Outcomes: The learner will Assessments 6.3 D6 - explain the origins of The Age of Absolutism - Short answer question (attached) 6.3 D6 - locate the countries and then evaluate the characteristics of Absolute Monarchs in Spain, France, - Essay question (attached) Austria, Prussia, England and Russia 6.3 D6 - trace the changes that took pace in the British government from the English Civil War to the English Bill of Rights - Map assessment (attached) - Debate: attached with rubric UNIT 3: SCIENTIFIC REVOLUTION AND ENLIGHTENMENT (1 WEEK) Standards/CPIs Outcomes: The learner will Assessments 6.3 D4 - describe the early influences on the Scientific - Test question Revolution and the Enlightenment (Renaissance, Humanism, Medieval theology, Montesquieu and Locke) 6.3 D5 - describe new theories, discoveries and advances in science and technology during this historical time period - Class project: Assess and rank the significance of new theories and/or discoveries 6.1 A4 6.3 D5 - describe the important teachings of Enlightenment philosophers from the Scientific Revolution - Analyze primary source (The Vindication of the Rights of Women) in order to discuss how women were viewed during this time period (attached)

6 SCOPE AND SEQUENCE OF ESSENTIAL LEARNING UNIT 4: FRENCH REVOLUTION AND NAPOLEON (2 WEEKS) 4 Standards/CPIs Outcomes: The learner will Assessments 6.3 E1 - summarize the events leading up to the French - Test question Revolution 6.3 E1 - trace the changes in the forms of government during - Test question (attached) the Revolutionary Period 6.3 E1 - describe the causes and effects of the Reign of Terror - Use primary and secondary sources to analyze causes and effects of Robespierre s rule 6.3 E1 - detail factors of the rise and fall of Napoleon s Empire - Test essay (attached) 6.3 E1 - explain the role of the Congress of Vienna as it applies to the balance of power in Europe - Create a children s book that illustrates and explains Napoleon s rise to power and details the fall of his empire - Test question (attached) - Role place the Congress of Vienna with each team representing a country present UNIT 5: NATIONALIST REVOLUTIONS (1 WEEK) Standards/CPIs Outcomes: The learner will Assessments 6.3 E4 - identify events and leaders leading to Latin America - Test question (attached) independence 6.3 E1,4 - explore the role that nationalism played in the unification of Italy and Germany - Use primary sources to analyze the views of nationalism of Garibaldi and Bismarck 6.3 E4 - examine the artistic reform movements in Europe - Research artistic movements to demonstrate an understanding of social and intellectual changes in Europe - Using examples of Romantic, Realist and Impressionist artwork, evaluate the impact each movement had on European society (see text for samples of artwork, Pages 619 and 622)

7 SCOPE AND SEQUENCE OF ESSENTIAL LEARNING UNIT 6: INDUSTRIAL REVOLUTION (1 WEEK) 5 Standards/CPIs Outcomes: The learner will Assessments 6.3 E1 - explain the origins of the Industrial Revolution and its - Test question (attached) impact on Europe 6.1 A5,6 6.3 E2 - describe the social and economic effects of industrialization - Use primary sources to analyze the effects of industrialization on world 6.3 E1 - identify economic ideas, thinkers and reforms of the Industrial Revolution - Propose a solution to modern child labor problems using online databases - Short answer (attached) - Create a poster outlining the economic theories of Smith, Marx and Bertham UNIT 7: AGE OF DEMOCRACY AND PROGRESS (1 WEEK) Standards/CPIs Outcomes: The learner will Assessments - compare and contrast the democratic movements in England and France - In a class debate, argue which nation had more effective democratic movements (England or France). Compare the democratic movements of those countries with the movement in Iraq today - trace the movements of self-rule in British colonies - Essays (attached) - identify progress in science, culture and technology during the 19 th century - Writing activity (attached)

8 SCOPE AND SEQUENCE OF ESSENTIAL LEARNING UNIT 8: IMPERIALISM AND INDEPENDENCE (2 WEEKS) 6 Standards/CPIs Outcomes: The learner will Assessments 6.3 E3 - describe the causes and effects of imperialism on - Essay (attached) each of these regions: Africa, Southeast and Southwest Asia, China, Latin America and India 6.1 A2 - identify nations affected by imperialism and the form of - Editorial/persuasive essay 6.3 E3 imperial control (attached) 6.3 G2 - outline the key leaders, ideas and events that led to independence in Africa, India, Southeast Asia - Present a created poster/ PowerPoint presentation of a nationalist leader from regions studied must include biographical information, maps and pictures, description of steps taken to gain independence 6.3 G2 - evaluate the creation of an independent India and the - Test question (attached) 6.6 A5 decision to partition India 6.3 E7 - identify the causes and effects of the Crimean War - Essay (attached) 6.3 G1 - explain the effects of the rise of nationalism on the nation building movements in Africa, Latin America and Asia - Oral discussion (see rubric) UNIT 9: REVOLUTIONS AND NATIONALISM (2 WEEKS) Standards/CPIs Outcomes: The learner will Assessments 6.3 E3 - compare the resistance movements within Colonial - Test question (attached) Africa 6.3 G2 - recognize the influences of Europe and the United States on China during the 20 th century - Group discussion/debate on the influences of the west on China (see debate rubric) - Short answers (attached) 6.3 G2 - trace the growth of the Indian Nationalist Movements evaluate the leaders - Gandhi video analyze forms and usage of civil disobedience using the video 6.3 F2 - identify causes and effects of the Mexican Revolution - Essay 6.3 E7, F1,2 - identify causes and effects of the Russian Revolution - discuss/recognize the political, social and economic policies of Joseph Stalin - Illustrate the major events of the Russian Revolution on a mural; identify them as either cause or effect and explain why 6.3 G2 - compare the Nationalist Movements in South West Asia - Essay - Use primary source documents to list the positive and negative changes from nationalism on South West Asia

9 SCOPE AND SEQUENCE OF ESSENTIAL LEARNING UNIT 10: STRUGGLES FOR DEMOCRACY (3-4 WEEKS) 7 Standards/CPIs Outcomes Assessments 6.3 G1 - examine/assess the challenges to the growth of democracy in the Soviet Union and Eastern Europe - Analyze how the political cartoon trick or treat 89 illustrates the challenges to 6.3 H3 - examine the events and personalities leading to the rise and fall of apartheid in South Africa 6.3 E2 - describe the social, political and economic conditions which lead to the development of democracy in this region (countries should include Mexico, Brazil and Argentina) the growth of democracy - Test questions - Using the film Mandela & deklerk, compare the apartheid views and policies of deklerk and Mandela - Create a brochure encouraging travel to Mexico, Brazil or Argentina using advancements towards democracy 6.1 A6 6.3 G2 - trace the history of events related to the Israel/ Palestine Conflict - Test Question - Research activity UNIT 11: GLOBAL INTERDEPENDENCE Assessments will be developed during the school year. Standards/CPIs Outcomes Assessments 6.6 A5 - evaluate the relationship between geography and - Test question cultural interaction 6.6 B3, D5 - trace the increase in worldwide cultural interaction and - Essay writing explain the need for cultural understanding 6.6 D1 - explain the increase in migration and discuss its - Journal writing worldwide effect 6.6 C2, E1 - describe the environmental impact of global - Essay development 6.6 E8 - evaluate effects of advances in health, medicine, agricultural and technology - Compare/contrast assessment 6.5 B4 - explain the value and role of free and fair trade - Open-ended question Please refer to the New Jersey Core Content Standards for Social Studies for CPI descriptors.

10 UNIT 1: REFORMATION

11 UNIT 2: ABSOLUTE MONARCHS IN EUROPE

12 UNIT 3: SCIENTIFIC REVOLUTION AND ENLIGHTENMENT

13 UNIT 4: FRENCH REVOLUTION AND NAPOLEON

14 UNIT 5: NATIONALIST REVOLUTIONS

15 UNIT 6: INDUSTRIAL REVOLUTION

16 UNIT 7: AGE OF DEMOCRACY AND PROGRESS

17 UNIT 8: IMPERIALISM AND INDEPENDENCE

18 UNIT 9: REVOLUTIONS AND NATIONALISM

19 UNIT 10: STRUGGLES FOR DEMOCRACY

20 UNIT 11: GLOBAL INTERDEPENDENCE

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