SAUSD Common Core Aligned Year at a Glance Curriculum Map: Grade 7 th Grade Medieval World History
|
|
- Collin Warren
- 7 years ago
- Views:
Transcription
1 Unit 1: Fall of Rome Title Content Standards: 7.1 Early strengths in the Roman Empire Events that led to the fall of Rome Establishment of Constantine and the Byzantine Empire Lasting contributions of the Roman Empire Becoming a Close Reading and Writing to Learn Unit : Islam Content Standards: 7.1 Origins of Islam Connections between Islam, Judaism and Christianity Significance of the Qur an and the Sunnah 5 Pillars of Faith Growth of cities and trade routes in Asia, Africa, and Europe, the role of merchants in Arab society, and how they influenced one another Spread of Islam into North Africa and southern Spain via traders and military conquest Lasting contributions of the Muslim scholars: medicine, art, mathematics, and literature Considering Perspectives and Supporting Opinions Time Performance Task Informational or expository essay proving how Rome exemplifies the idea that an empire lives on even after its fall. Create a mock interview of Muhammad. Students will work in pairs and present the interview to the class. (option of using multi media) Big Idea Essential Questions Core Texts The influence of an empire often lives on even after that empire falls or declines. Belief systems influence people, cultures, and governments. Does power equal influence? How do empires become powerful and influential? What internal and external factors lead to the downfall of empires? What remains or lives on after an empire falls/declines? What were the primary reasons for the fall of Rome? How important is religion in our lives? How does religion and cultural diffusion shape society? How do belief systems unify and create a new identity for people? What are different ways that belief systems grow and spread? How does the interaction between people and belief systems solidify and change beliefs? Why did Islam spread so quickly? Chapter 1, Section,, Modern Times, Prentice Hall, pp. -, 6-9, 11-6 Primary Source Document: Modern Times, Roman Engineering, pp Chapter Section 1,, Chapter Section 1,,, Modern Times, Prentice Hall, pp. 6-8, Primary Source Document: Modern Times, Travels of Ibn Battuta, pp
2 Unit : Sub-Saharan Africa Content Standards: 7. Compare vegetation zones of the Niger River area (forest, savannah, and desert) to the trading of gold, salt, food and slaves Growth of Ghana empire Growth of Mali empire Spread of Islam to West Africa through trade Role of the trans-saharan caravan routes Reading Closely for Textual Details Unit : China in the Middle Ages Content Standards: 7. Reunification of China under the Tang Dynasty Spread of Buddhism into China, Korea, and Japan Influences and changes in Confucian thought Major contributions of the Chinese and their historical influence Gathering Evidence and Speaking to Others Create a newspaper page with articles that address each of the essential questions. Select one of the three main dynasties and give a presentation describing what social, political, and technological advances came from it. (Tang, Song, Ming) A civilization s way of life is a product of both people and place. Rulers have a great impact on their society and leave lasting effects. Do others affect the way we live and think? How is Africa a continent of great geographic contrasts? How are people within a community related in different ways? How do communities use their skills and resources to build empires? How are the culture and traditions of a civilization preserved and spread? Do leaders help or hurt? How do belief systems influence people s way of life? How do rulers shape present and future How are lasting effects of rulers reflected in a society? Should we celebrate the voyages of Zheng He? Chapter 5 Section 1,, CCSS Unit West Africa DBQ Project Binder Mansa Musa s Hajj: A Personal Journal Chapter 10 Section 1,, Chapter 11 Section 1,, Modern Times, Prentice Hall, pp.6-85, 9-09 Primary Source Document: Modern Times, Trade in Ming China, pp DBQ Project Binder Should we Celebrate the Voyages of Zheng He?
3 Unit 5: Medieval Japan Content Standards: 7.5 Structure, values, customs, and traditions of the lord/vassal system Lasting influence of Bushido into the 0 th century Rise of the military society and the role of the samurai in the 1 th century Geographic proximity of Japan to China and Korea and how that influenced Japan Development of the unique aspects of Japanese Buddhism Making Evidence-Based Claims Analyze how Japan s geographic location enabled them to both borrow and create new ideas to form its own unique culture. Students will present findings in the form of an essay or short multi-media presentation. New civilizations are an evolution of previous civilizations. What makes an idea everlasting? What contributes to the advancement of How do internal and external conflicts affect Samurai and Knights: are the similarities greater than the differences? Modern Chapter 1 Section 1- Chapter 1 Section 1- Prentice Hall, pp. 0-1, Primary Source Document: Medieval and Early Modern Times, The Constitution of Seventeen Articles, pp DBQ Project Binder: Samurai and Knights: Were the similarities greater than the differences? Unit 6: Meso-America (Maya, Inca and Aztec) Content Standard: 7.7 Class structure, religious beliefs, family life, and role of slavery in each society Location of each society How Aztecs and Incas were defeated by the Spanish Lasting contributions: architecture, math, calendar, agricultural achievements Researching to Build Knowledge and Teaching Others Spring Semester Create a Spy Journal detailing the daily life, social structure, recreation, government, religious beliefs, and achievements of a Meso- American civilization. Civilizations across time and space share similar characteristic s. Are we all more the same or different across continents? How do people adapt to their environment and advance civilization? What are the characteristics of a civilization? How does geography influence the history of How do the roles of and responsibilities of nobles and commoner differ in ancient societies? The Maya: what was their most remarkable achievement? The Aztecs: should historians emphasize agriculture or human sacrifice? Modern Chapter 7 Section 1- Chapter 8 Section 1- Chapter 9 Section 1- Prentice Hall, pp , 198-0, 08-9, -5 Prentice Hall, pp , The Conquest of Mexico (Primary Source) DBQ Project Binder The Aztecs: Should Historians Emphasize Agriculture or Human Sacrifice? CCSS Unit The Aztecs
4 Unit 7: Medieval Europe Content Standard: 7.6 Feudalism: how it developed, the role it played, and how geography influenced it Causes of the Crusades and their effects on the Christian, Muslim, and Jewish populations of Europe Conflict and cooperation between the Papacy and the European monarchs Development of medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative govern Importance of the Catholic Church as a political, intellectual, and aesthetic institution 5 Write a 1 st person evaluation from the perspective of a lord/lady, knight or peasant of manorial life, including daily roles and responsibilities, the importance of the church, and the effectiveness of the system in keeping order. Knowledge and the spread of ideas is the driving force for cultural change. How important is keeping order? How do civilizations adapt and change after conflict? What impact did feudalism have on Medieval Europe? How does religion play an important role in shaping Samurai and Knights: were the similarities greater than the differences? Prentice Hall, pp. 8-0,1-7, 0-, -59 Prentice Hall, pp , The Bubonic Plague (Primary Source) DBQ Project Binder Samurai and Knights: were the similarities greater than the differences? Considering Perspectives and Supporting Opinions Unit 8: The Renaissance Content Standard: 7.7 Revival of classical learning and the arts Advancements made in literature, the arts, science, math, cartography, engineering, astronomy, and understanding of human anatomy Significance/contributions made by da Vinci, Dante, Michelangelo, Gutenberg, and Shakespeare Researching to Build Knowledge and Teaching Others Play the role of one of the important figures of the Renaissance. Students will present background information about the person and describe how his ideas had a lasting impact on the world. With power comes choice What makes an idea everlasting? What types of economic and social conditions give rise to changes in society? How do ideas impact history? How do new ideas spread? How did the Renaissance change man s view of the world? Modern Chapter 17 Section 1- Prentice Hall, pp. 7-8, Prentice Hall, pp , The New Education (Primary Source) DBQ Project Binder How Did the Renaissance Change Man s View of the World?
5 Unit 9: The Reformation Content Standard: 7.9 Causes and results of the internal turmoil in the Catholic Church Theological, political, and economic ideas of Erasmus, Luther, Calvin, and Tyndale Locate the European regions that remained Catholic and those that became Protestant Influence of self-governance in Protestant churches/influenced the development of democratic practices and ideas of federalism Important figures of the Counter- Reformation Golden Age of Cooperation between Jews and Muslims in medieval Spain and the results Search for an example of a person/group who has challenged the status quo or a more powerful group. Students will present their example and tie it back to Martin Luther. Throughout history, people have challenged the status quo for a variety of reasons. At what point to people begin to speak out against authority? How do events (religious conflict) divide societies? Why do people/groups of people challenge the status quo? How do people respond to criticism? Should members of a society agree and accept the teachings of its religious leaders? Exploration or Reformation: which was the more important consequence of the printing Modern Chapter 18 Section 1- Prentice Hall, pp DBQ Project Binder Exploration or Reformation: Which Was the More Important Consequence of the Printing Press? Researching to Build Knowledge and Teaching Others Unit 10: Age of Exploration Content Standard: 7.11 Origins of modern capitalism in Europe Economic and social effects that the exchange of plants, animals, technology, culture, and ideas had in Europe, Asia, Africa, and the Americas in the 15 th and 16 th centuries Great voyages of discovery and how cartography changed European thought Researching to Deepen Understanding Write two memoirs with opposing viewpoints on European contact with the Americas. There are winners and losers in global exchanges. What are the costs and benefits of global exchanges? What are the positives and negatives of trade? April 7, 151: Was Magellan worth defending? What are the positives and negatives of trade? What are the costs and benefits of global exchanges? Prentice Hall, pp Prentice Hall, pp The Conquest of Mexico (Primary Source) DBQ Project Binder April 7, 151: Was Magellan Worth Defending? 5
6 Unit 11: Revolution in Thought: The Scientific Revolution and Age of Enlightenment Content Standard: 7.10 Roots of Scientific Revolution Significance of theories by Copernicus, Galileo, Kepler and Newton Importance of telescope, microscope, thermometer, and barometer Scientific method advanced by Bacon and Descartes and how it influenced growth of democratic thought Influence of earlier thought Influence of John Locke, Montesquieu, and American founders Create a storyboard to demonstrate how the United States was founded on ideas from the Scientific Revolution and the Enlightenment. (Students will draw information from the textbook and outside resources.) Revolutionar y ideas have a continued impact on societies and governments. Do ideas from the past shape the present? How did the Enlightenment have long-lasting effects on people s ideas about government, economics, and society? Prentice Hall, pp Making Evidence-Based Claims 6
2015.16 Seventh Grade, Social Studies, Quarter 1
2015.16 Seventh Grade, Social Studies, Quarter 1 The Fall and Legacy of Rome and the Early Modern World Civilizations of Africa, China, and the Islamic World: Students analyze the legacy of the Roman Empire
More informationHuman Heritage A World History 2006
Academic Content Standards Social Studies Minnesota Arizona Human Heritage A World History 2006 STANDARDS Strand 2: World History Concept 1: Research Skills for History PO 1. Construct charts, graphs,
More informationNinth Grade History & Social Science World History I
SEPTEMBER WHI.1 Historical Research and Geographical Analysis *(ongoing throughout year) identify, analyze, and interpret primary and secondary sources use maps, globes, artifacts, pictures identify major
More informationAdvanced Placement (AP ) Social Studies Courses
Advanced Placement (AP ) Social Studies Courses The AP social studies courses are intended to provide a rigorous college level introduction to the social sciences for high school students. While no official
More informationUnit 01 - Study Questions 1. In what ways did geography and climate affect the development of human society? 2. What were the economic and social
Unit 01 - Study Questions 1. In what ways did geography and climate affect the development of human society? 2. What were the economic and social results of the agricultural revolution? 3. What are the
More informationVirginia SOL Review and Assessment Coach Table of Contents
Table of Contents About This Book...............................................................vii VA Page Title Virginia Standards of Learning 1 Identifying, Analyzing, and Interpreting Primary and Secondary
More informationWorld History Part I (to 1500 C.E.)
Second Semester World History Part I (to 1500 C.E.) Dates Topic/Content/Skill S.O.L. Notes Unit 1, Geography Skills and Definitions 1/28-2/10 Maps as a visual representation of WG.1c geographic information
More informationAFRICAN KINGDOMS. Ghana. Around AD 800 the rulers of many farming villages united to create the kingdom of Ghana.
AFRICAN KINGDOMS In Africa, towns soon became part of an important trade network. Gold and salt were the most important products traded. People needed salt in their diets to prevent dehydration. There
More informationWorld History Course Summary Department: Social Studies. Semester 1
World History Course Summary Department: Social Studies All World History courses (Honors or otherwise) utilize the same targets and indicators for student performance. However, students enrolled in Honors
More informationWorld History 2007-2008
Brief Description of Course World History 2007-2008 The AP program was started in 1955 by the College Board to construct standard achievement exams that would allow highly motivated high school students
More informationGLOBAL REGENTS REVIEW PACKET 6 - PAGE 1 of 22. The BYZANTINE EMPIRE (divided into 3 parts) PART 1: The BYZANTINE EMPIRE - INFLUENCE ON RUSSIA
GLOBAL REGENTS REVIEW PACKET 6 - PAGE 1 of 22 The BYZANTINE EMPIRE (divided into 3 parts) PART 1: The BYZANTINE EMPIRE - INFLUENCE ON RUSSIA (The Byzantine Empire influenced the development of early [Kievian]
More informationGLOBAL REGENTS REVIEW PACKET NUMBER 8 - PAGE 1 of 19 THIS IS GLOBAL REGENTS REVIEW PACKET NUMBER EIGHT
GLOBAL REGENTS REVIEW PACKET NUMBER 8 - PAGE 1 of 19 THIS IS GLOBAL REGENTS REVIEW PACKET NUMBER EIGHT THE TOPICS OF STUDY IN THIS PACKET ARE: AFRICAN TRADING KINGDOMS JAPANESE FEUDALISM INDIA S CASTE
More informationThe Rise and Spread of Islam Study Guide
The Rise and Spread of Islam Study Guide Terms: Bedouins: Nomadic people of Arabia who eventually became Islamic. Ka aba: Place believed where Abraham had worshipped. When Mohammed prayed there with the
More informationTennessee Curriculum Standards for High School World History Correlations to Wright Group/McGraw-Hill s World History
Tennessee Curriculum Standards for High School World History Correlations to Wright Group/McGraw-Hill s World History Course Description: In World History High School, students study the history of humankind
More informationWorld History and Geography: The Middle Ages to the Exploration of the Americas
Seventh Grade World History and Geography: The Middle Ages to the Exploration of the Americas Course Description: Seventh grade students will explore the social, cultural, geographical, political and technological
More informationWorld History: Essential Questions
World History: Essential Questions Content Standard 1.0: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will
More informationKindergarten-Grade 8
A Correlation of Pearson myworld Social Studies To Pearson Learning Kindergarten-Grade 8 Introduction This document demonstrates where for Social Studies, Grades K-8, are covered in myworld Social Studies
More informationWorld History Unit 4 Empires and Kingdoms: Growth and Expansion
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the World History Course. World History Unit 4
More informationNorth Carolina Essential Standards Social Studies - World History Course
North Carolina s Social Studies - World History Course The World History course will address six (6) periods in the study of World History, with a key focus of study from the mid 15 th century to present.
More informationHere is the list of history courses with cross listings and how they fit in each of the sections of the History Major.
Here is the list of history courses with cross listings and how they fit in each of the sections of the History Major. Note: if you take a History course that is cross listed and you take it under the
More informationAdvanced Placement Art History
Advanced Placement Art History Syllabus Mr. Oram joram@dsdmail.net Textbooks: Gardner s Art Through the Ages Writing About Art by Sylvan Barnet On-line Resources: Art Study Online - The Book Companion
More informationLate Medieval Period (WHI.12)
Name Late Medieval Period (WHI.12) Label on Map: England, France, Spain, Russia, Holly Roman Empire, Paris, Rome, Mediterranean Sea, English Channel, Atlantic Ocean Term: Nation-state Describe: Draw: 1
More informationSUGGESTED UNIT OUTLINES FOR SOCIAL STUDIES GLES
SEVENTH GRADE UNIT OUTLINES In seventh grade, students become more proficient with the core concepts in social studies. There are two recommended contexts in which students can demonstrate this proficiency
More informationThe Sudanic African Empires: Ghana / Mali / Songhay & The Swahili City States of East Africa
The Sudanic African Empires: Ghana / Mali / Songhay & The Swahili City States of East Africa AP World History Mr. Blankenship Ghana Mali Songhay Swahili States The Kingdom of Ghana emerged c. 5 th century
More informationHISTORY CLASS : XI THEMES IN WORLD HISTORY. 348 CURRICULUM AND SYLLABUS for Classes XI & XII. Periods - 200 One Paper 3 Hours Marks - 100
348 CURRICULUM AND SYLLABUS for Classes XI & XII HISTORY CLASS : XI Periods - 200 One Paper 3 Hours Marks - 100 UNITS/THEMES PERIODS MARKS I. Early societies 25 10 I. Roman Empires 50 26 I. Changing Traditions
More informationChapter 1. The Renaissance and Reformation 1300-1650
Chapter 1 The Renaissance and Reformation 1300-1650 The Renaissance The Renaissance was a period of history that sought to join the middle ages to the modern times. This age grew into one of the most culturally
More informationNote Taking Study Guide THE BYZANTINE EMPIRE
SECTION 1 Note Taking Study Guide THE BYZANTINE EMPIRE Focus Question: What made the Byzantine empire rich and successful for so long, and why did it finally crumble? As you read this section in your textbook,
More informationhistory (his) History
history (his) Mark R. Correll, Chair Mark T. Edwards David Rawson Charles E. White The fundamental purpose of the department of history, politics, and geography is to aid the student in gaining an understanding
More informationSOCIAL STUDIES UNIT OUTLINES - SIXTH GRADE
SOCIAL STUDIES UNIT OUTLINES - SIXTH GRADE In sixth grade, students are ready to deepen their understanding of the Earth and its peoples through the study of history, geography, politics, culture, and
More informationBentley Chapter 13 Study Guide: The Expansive Realm of Islam
Name Date Period Bentley Chapter 13 Study Guide: The Expansive Realm of Islam Eyewitness: Season of the Mecca Pilgrimage (259-268) 1. What is the dar al-islam? A Prophet and His World (260) 2. Who were
More information1. Patterns and effects of interaction among societies and regions: trade, war, diplomacy, and international organizations.
AP World History Course Syllabus Packard, Scott Boca Ciega H.S. This AP World History course will enable you to develop a greater understanding of the global processes, contacts and interactions within
More informationHIST 1203: Europe Renaissance to Waterloo CRN 26760
1 UNIVERSITY OF CENTRAL OKLAHOMA SPRING SEMESTER 2012 HIST 1203: Europe Renaissance to Waterloo CRN 26760 Instructor: Michael S. Springer, Ph.D. Meeting Time: 11:00-12:15 TH Location: LAR 226 COURSE INFORMATION
More informationGhana: A West African Trading Empire
Ghana: A West African Trading Empire The kingdom of Ghana lasted from 500 C.E. to the 11 th century C.E. The kingdom arose from the Sahel of Africa and spread to the valley between the Senegal and Niger
More informationChapter 6 Learning Guide Religion
Chapter 6 Learning Guide Religion Key Issue 1 Where Are Religions Distributed? Pgs. 168-178 1. Define universalizing religion: 2. Define ethnic religion: Universalizing Religions 3. Give the percentage
More informationSocial Studies Standard Articulated by Grade Level Sixth Grade
History Strands emphasize World history from its earliest cultures through the Enlightenment, including the early cultures of the Americas. Concept 1: Research Skills for History PO 1. Construct charts,
More informationAfrica Before the Slave Trade
Africa Before the Slave Trade Overview of African Kingdoms Ghana and Songhai Ghana (Wagadu) is the earliest known empire of the western Sudan, came into the history books around the eighth century but
More informationEnglish Language Standards. Social Studies Standards
ADOPTED JUNE 2010 OHIO S NEW LEARNING STANDARDS: English Language Standards Ohio s New Learning Standards: Social Studies Standards MAY 2014 OHIO S NEW LEARNING STANDARDS I Social Studies 2 Table of Contents
More informationMansa Musa s Pilgrimage Grade Seven
Ohio Standards Connection: Geography Benchmark A Identify on a map the location of major physical and human features of each continent. Indicator 2 On a map, identify places related to the historical events
More informationGLOBAL HISTORY & GEOGRAPHY REGENTS REVIEW PACKET
GLOBAL HISTORY & GEOGRAPHY REGENTS REVIEW PACKET Introduction: Included within this study guide is a summary of the information that frequently appears on the Global History and Geography Regents Exam.
More informationAncient Rome Unit Plan Unit Overview Rationale Goals and Essential questions Objectives
Ancient Rome Unit Plan Name: Laura Johnson Unit Overview This unit will focus on Ancient Rome, the rise of the Roman Republic, the transition of that republic to an empire, and the fall of that empire.
More informationUnit 7 The Spread of Religions
Unit 7 The Spread of Religions Section 1 Unit Materials Questions To Consider Question 1. How did Buddhism, Christianity, and Islam spread across the world, and why are they practiced so far from their
More informationUNIVERSITY OF CENTRAL FLORIDA Philosophy Department, College of Arts & Humanities
UNIVERSITY OF CENTRAL FLORIDA Philosophy Department, College of Arts & Humanities Fall 2013 Instructor: Dennis W. Feltwell, Ph.D. HU 2210-0003: Humanistic Traditions I Office: Psychology Building, 237
More informationBACHELOR OF HUMAN SCIENCES IN HISTORY AND CIVILIZATION COURSE SYNOPSES
BACHELOR OF HUMAN SCIENCES IN HISTORY AND CIVILIZATION COURSE SYNOPSES Introduction to History and Civilization Course Code HIST 1000 This course introduces students to basic concepts and approaches in
More informationGrades 9-12. Prentice Hall. World History, Volume One 2007. Arkansas Social Studies Curriculum Framework for Grades 9-12 World History
Prentice Hall World History, Volume One 2007 Grades 9-12 C O R R E L A T E D T O Framework for Grades 9-12 World History Strand: Social Movements and Reforms Content Standard 1: Students shall analyze
More informationWORLD HISTORY: SCIENTIFIC REVOLUTION AND ENLIGHTENMENT. Jeopardy Version Watch out Alex Trebek
WORLD HISTORY: SCIENTIFIC REVOLUTION AND ENLIGHTENMENT Jeopardy Version Watch out Alex Trebek Scientists Philosophes Enlightenment Spreads Terms Thnkers 100 100 100 100 100 200 200 200 200 200 300 300
More informationMontwood High School Course Syllabus: 2011-2012 AP World History
Montwood High School Course Syllabus: 2011-2012 AP World History Course Description: This course provides an overview of human history from the early humans to the present times, with the emphasis on the
More informationCHINA OVERVIEW: A BRIEF HISTORY OF CHINESE DYNASTIES. Student Handouts, Inc.
CHINA OVERVIEW: A BRIEF HISTORY OF CHINESE DYNASTIES Student Handouts, Inc. GEOGRAPHY OF CHINA Larger than the United States Climate varies North Temperate and cold South Subtropical Erosion Floods and
More informationGLOBAL REGENTS REVIEW PACKET 9 - PAGE 1 of 19 THIS IS GLOBAL REGENTS REVIEW PACKET NUMBER NINE
GLOBAL REGENTS REVIEW PACKET 9 - PAGE 1 of 19 THIS IS GLOBAL REGENTS REVIEW PACKET NUMBER NINE THE TOPICS OF STUDY IN THIS PACKET ARE: THE RENAISSANCE - This topic is divided into four parts. This packet
More informationGLOBAL REGENTS REVIEW PACKET NUMBER THREE - PAGE 1 of 19 THIS IS GLOBAL REGENTS REVIEW PACKET NUMBER THREE CHARACTERISTICS (ELEMENTS) OF CIVILIZATIONS
GLOBAL REGENTS REVIEW PACKET NUMBER THREE - PAGE 1 of 19 THIS IS GLOBAL REGENTS REVIEW PACKET NUMBER THREE THE TOPICS OF STUDY IN THIS PACKET ARE: THE NEOLITHIC REVOLUTION CHARACTERISTICS (ELEMENTS) OF
More informationSilver School of Social Work
Silver School of Social Work UNDSW US 67 Social Justice and Peacemaking (4 CLI UG.1444, Lyrics on Lockdown (4 S99.2111, Ending Poverty: Models for Social Change and Social Action (4 TBD, Tweeting for the
More informationRELIGION & CULTURE (REL) Updated January 29, 2016
RELIGION & CULTURE (REL) Updated January 29, 2016 Note: The department/program code REL replaces the former code 47. Students cannot hold credit in REL-xxxx and the former 47.xxxx having the same course
More informationGLOBAL REGENTS REVIEW PACKET NUMBER FOUR - PAGE 1 of 20 THIS IS GLOBAL REGENTS REVIEW PACKET NUMBER FOUR
GLOBAL REGENTS REVIEW PACKET NUMBER FOUR - PAGE 1 of 20 THIS IS GLOBAL REGENTS REVIEW PACKET NUMBER FOUR THE TOPICS OF STUDY IN THIS PACKET ARE: CULTURAL DIFFUSION RELIGION - This topic is divided into
More informationMinnesota Virtual Academy Online Syllabus for HST560A: AP World History
Minnesota Virtual Academy Online Syllabus for HST560A: AP World History Course Instructor and Communications Name: Katie Hatteberg Phone #: 1-866-215-2292, option 4, extension 2111 Fax #: n/a Skype name:
More informationRenaissance and Reformation Study Guide and Notebook Checklist. **Use your notes and pages 34-57 and 146-148. Answers in Italics
Renaissance and Reformation Study Guide and Notebook Checklist **Use your notes and pages 34-57 and 146-148 Answers in Italics 1. What is the Renaissance Movement the rebirth of? Art and learning 2. Where
More informationMuhammad Became the Prophet of Islam monotheistic, hajj, The Five Pillars of Islam include all of the following except
World History Chapter 11 The Muslim World (622 1650) Session 1 Rise of Islam How did Muhammad become the prophet of Islam? What are the teachings of Islam? How did Islam help shape the way of life of its
More informationThe Mongols and their impact on China and Korea
The Mongols and their impact on China and Korea Nov. 6, 2012 Review What is the relationship of religion and philosophy to social structure? How much social mobility was there in pre-modern Asia? What
More informationCourse: History 109 -Europe to the Age of Revolution (3 Credits-Compulsory) M.A. San Diego State University, B.A. University of California, San Diego
Course: History 109 -Europe to the Age of Revolution (3 Credits-Compulsory) Course duration: Three hours per week for 15 weeks (45 hours) As taught in 2010/2011 session Lecturer: Valdivia, Vivian M.A.
More informationWest Africa: Bantu Migration and the Stainless Society
West Africa: Bantu Migration and the Stainless Society Bantu Migration Around 1500 BCE farmers of the Niger and Benue River valleys in West Africa began migrating south and east, bringing with them their
More informationHIST 1110/W07 Introduction to World History (online) Spring 2015
HIST 1110/W07 Introduction to World History (online) Spring 2015 Instructor: Dr. Jiayan Zhang Phone: (470) 578-6340; E-mail: jzhang3@kennesaw.edu Office: SO #4110; Office hours: W 11: 30am-1: 30pm EST
More informationBenchmark C Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe.
Feudalism in Japan and Europe Connection: History Benchmark C Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe. Indicator 3 Describe the
More informationTHE BACHELOR OF ARTS DEGREE IN HISTORY (HIST)
THE BACHELOR OF ARTS DEGREE IN HISTORY (HIST) The study of History is an important part of the journey for intellectual development and human understanding. Through a study of History, we cultivate and
More informationHistory programmes of study: key stage 3
History programmes of study: key stage 3 National curriculum in England Purpose of study A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain s past
More informationKansas Board of Regents Precollege Curriculum Courses Approved for University Admissions
Kansas Board of Regents Precollege Curriculum Courses Approved for University Admissions Original Publication April 6, 2011 Revision Dates June 13, 2011 May 23, 2012 Kansas Board of Regents Precollege
More informationWorld History. Description:
Description: World History The World History class is designed to facilitate student leadership and understanding in history from the beginning of history to modern times. As leaders and lifelong learners,
More informationHistory 140 Online: History of Early Civilizations
History 140 Online: History of Early Civilizations Fall Semester 2009 Mr. Jason R. Suárez Phone: (310) 660-3593 ext. 3769 Office: SOCS 201E E-mail: jsuarez@elcamino.edu Office Hours: T/Th 6:30am-7:30am
More informationGrowth and Development of World Religions
Growth and Development of World Religions Lesson Abstract A world religion unites people of different cultural traditions and languages and is portable in that adherents are not bound or tied to one particular
More informationUnit 11 Early Empires
Unit 11 Early Empires Section 1 Unit Materials Questions To Consider Question 1. What historical and environmental conditions enabled the creation of centralized empires? Question 2. How were early empires
More informationCourse Title: AP European History Board Approval Date: 12/14/13 Credit / Hours: 1.5 credit
Course Title: AP European History Board Approval Date: 12/14/13 Credit / Hours: 1.5 credit Course Description: The Advanced Placement course in European History is designed to give students a rigorous
More informationHome work. Fill in the Blanks Use your study sheet to find the correct answers. BETWEEN ANCIENT AND MODERN
Date: 1 BETWEEN ANCIENT AND MODERN The Middle Ages is the period between a and m history. The early period of the Middle Ages is known as the D Ages because the great c of G and R had fallen. Life during
More informationByzantium: Teacher s Guide
Byzantium: Teacher s Guide Grade Level: 9-12 Curriculum Focus: World History Lesson Duration: Two class periods Program Description Rome fell in 476, but the empire moved east and lasted another thousand
More informationSummer Travel Course Units: 6 Units Dates: Five Weeks from Monday May 27-Friday June 29 (2013)
Ethnic Studies N180 Summer Session A (Granada, Spain) University of California, Berkeley Muslims in the West: From Islamic Spain (711-1492) and Construction of Otherness (1492-2013) to 911 Professor Hatem
More informationHistory 318: The Byzantine Empire Fall, 1995 Professor Abrahamse
History 318: The Byzantine Empire Fall, 1995 Professor Abrahamse Office: MHB (McIntosh Humanities Building) 207 985-5381 E-Mail: DABRAHAM@CSULB.EDU Office Hours: Thurs. 5-6:30 or by appointment Assigned
More informationMIDDLE TOWNSHIP PUBLIC SCHOOLS CAPE MAY COURT HOUSE, NJ 08210 CURRICULUM GUIDE 2012/2013 DISCIPLINE: SOCIAL STUDIES GRADE LEVEL: 6-8
MIDDLE TOWNSHIP PUBLIC SCHOOLS 6.2- World A- Civics Era- Beginnings 6.2- World B- Geography Era- Beginnings 8A.1.a 8.B.1.a How will students compare and contrast the social organization of early hunters/gatherers
More informationAP WORLD HISTORY COURSE OUTLINE
AP WORLD HISTORY COURSE OUTLINE This course outline explains in a detailed manor the daily requirements and expectations for the student. This outline is intended to be a guide for coursework that will
More informationSubject Area: World History Standard: Understands major global trends from 1000 to 1500 CE
#3567 THE AZTECS Grade Levels: 9-12 25 minutes AMBROSE VIDEO PUBLISHING 1998 1 Student Activity Sheet DESCRIPTION Aztec civilization flourished in Mexico for three centuries before Cortez and his Spanish
More informationWORLD HISTORY AND GEOGRAPHY: ANCIENT CIVILIZATIONS
WORLD HISTORY AND GEOGRAPHY: ANCIENT CIVILIZATIONS Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non- Western
More informationA Study Guide for The Structure of Scientific Revolutions by Thomas Kuhn
A Study Guide for The Structure of Scientific Revolutions by Thomas Kuhn In 1962, Thomas Kuhn wrote one of the most influential books of the last half of the twentieth century. He was inspired to write
More informationQUEEN CREEK HIGH SCHOOL AP WORLD HISTORY SYLLABUS
QUEEN CREEK HIGH SCHOOL AP WORLD HISTORY SYLLABUS Instructor Information Name: Joe Hunsaker Email: jhunsaker@qcusd.org Telephone: (480) 987-5973 Course Overview The AP World History course is based on
More informationNorth Carolina Essential Standards Seventh Grade Social Studies
North Carolina s Focus: Time Period: World Geography, History and Culture: Patterns of Continuity and Change The Great Global Convergence (1400-1800) to the Present - Represents the last five Eras of the
More informationJainism Jainism also began in India; religion teaches ahimsa nonviolence - Jains believe all living things have souls and should not be hurt
Lesson 3 Buddhism and India s Golden Age MAIN IDEAS Belief System A teacher called the Buddha developed a new religion that focused on helping people to escape suffering. Government The Maurya rulers united
More informationIMPACT OF THE CRUSADES DBQ
IMPACT OF THE CRUSADES DBQ This task is based on the accompanying documents. Some of these documents have been edited for the purpose of this task. This task is designed to test your ability to work with
More informationMT. DIABLO UNIFIED SCHOOL DISTRICT COURSE OF STUDY
COURSE TITLE: AP EUROPEAN HISTORY COURSE NUMBER: 3510 DEPARTMENT: History and Social Science GRADE LEVEL(S): 10-12 CREDITS PER SEMESTER: 5 credits LENGTH OF COURSE: One Year REQUIRED OR ELECTIVE: Elective-designed
More informationTolerance of other cultures and a focus on learning help Muslim leaders build an empire that includes parts of Asia, Africa, and Europe.
SLIDE 1 Chapter 10 The Muslim World, 600-1250 Tolerance of other cultures and a focus on learning help Muslim leaders build an empire that includes parts of Asia, Africa, and Europe. SLIDE 2 Section 1:
More informationCOURSES FOR THE MAJOR AND MINOR IN EUROPEAN STUDIES (ES) (approval pending)
COURSES FOR THE MAJOR AND MINOR IN EUROPEAN STUDIES (ES) (approval pending) Note: Courses marked *, such as most "topics" courses, vary in content. They count for ES only if predominantly European in content
More informationCertificate Hours Requirements The Museum Studies Certificate program requires a minimum of 21 hours.
Museum Studies Graduate Certificate Program Program Overview The museum field continues to expand because of the ongoing process of collecting, preserving, interpreting, and exhibiting historically significant
More informationHISTORY. History A.A. for Transfer Degree
Area: Behavioral & Social Sciences Dean: Carlos Reyes Phone: (916) 484-8283 Counseling: (916) 484-8572 Degree: A.A. for Transfer - History The study of history equips the student with cultural literacy
More informationAero Engr 315 Aerospace History Opt Area History Opt Beh Sci 310 Biology 315 ECE 315 English 411 History 351 History 352 History Opt Math 300
HISTORY MAJOR Suggested Course Sequence 3rd-Class Year 2nd-Class Year 1st-Class Year Chem 200 Econ 201 English 211 Engr Mech 220 Geo 310 History 230 History 300 Law 220 MSS 200 Philos 310 Physics 215 Pol
More informationPrentice Hall World Studies 2005, 8 Book Series Correlated to: Millard Public School District (Nebraska) Social Studies Standards (Grades 6-7)
Millard Public School District (Nebraska) Social Studies Standards (Grades 6-7) Note: This is a sample correlation based on four available titles of the new 2005 series in development. Titles include:,
More informationGrade 7 History Social Science/ELA Literacy Instructional Unit 1: Segment 1
Grade 7 History Social Science/ELA Literacy Instructional Unit 1: Segment 1 Unit Big Idea: Structures Suggested Duration: 15 Days What do we want all students to learn? Claim 1: Read closely and analytically
More information3. The Buddha followed some Hindu ideas and changed others, but he did not consider himself to be a god.
True / False Indicate whether the statement is true or false. 1. Like the ancient Greeks, Indian astronomers proposed the theory that the Earth was round and revolved around the sun. 2. During his time
More informationWorld History to 1500 HIST 114 [03]
San Francisco State University Spring 2014 World History to 1500 HIST 114 [03] Dr. Dennis Campbell Class Meeting: Tuesday/Thursday 9:35 10:50 Room: HSS 310 Email: drcampbe@sfsu.edu Office: Science 267B
More informationDegree Type Bachelor of Arts (BA) Degree Title History
Degree Type Bachelor of Arts (BA) Degree Title History As an integral part of a liberal arts education, history courses introduce students to different historical eras, diverse cultures, famous and ordinary
More informationAP World History Course Outline Raoul Bozio (Raoul-bozio@scusd.edu) (class website: www.edmodo.com)
COURSE DESCRIPTION AND EXPECTATIONS: AP World History covers the history of world civilizations (approx. 8,000 B.C.E. - present). As such, this college level course will be one of the most difficult you
More informationUnit 4 Lesson 8 The Qin and Han Dynasties
Unit 4 Lesson 8 The Qin and Han Dynasties Directions Read the False statements below. Replace each underlined word with one from the word bank that makes each sentence True. Word Bank Ying Zheng army copper
More informationThe Printing Press: A Vehicle for Modernity
The Printing Press: A Vehicle for Modernity November 3, 2010 Ailsa Lapp COMM345 Assignment #1 Professor: Virginia McKendry Throughout the history of civilization, the invention of printing has been argued
More informationThe History Major Beginning Fall 2010
The History Major Beginning Fall 2010 SUMMARY: Core Curriculum: 43 hours History Major: 42 hours total, consisting of: Required History Courses: 12 hours History Electives: 30 hours Minor: 18 hours General
More information5- Why did the Shogun rule Japan?
Global History and Geography I The Rise of Feudalism in Japan Name: The emperor was an important political and religious figure in Japan. However, by the 1100s, the emperor s power was so weakened that
More informationHow did the histories of the Byzantine Empire and Western Europe differ during the era of third-wave civilizations?
How did the histories of the Byzantine Empire and Western Europe differ during the era of third-wave civilizations? Western Europe. Frankish Kingdoms. Roman Catholic Church. Holy Roman Empire. Eastern
More informationHistory. Introductory Courses in History. Brautigam, Lian, Luttmer, Murphy, Thornton, M. Vosmeier, S. Vosmeier.
History Brautigam, Lian, Luttmer, Murphy, Thornton, M. Vosmeier, S. Vosmeier. Major: History courses Nine, including 371 and 471 (culminating experience), but not including 100 level courses. Recommended:
More informationUnit: Dar al Islam. Day #1
Unit: Dar al Islam Day #1 Pre reading: Read How Islam Won, and Lost, the Lead in Science http://www.nytimes.com/2001/10/30/science/how-islam-won-and-lost-the-leadin-science.html?sec=&spon=&pagewanted=print
More information