General Information

Course: Word Cultures – Honors/College Prep

Grade Level: 9^th Grade

Number of Teachers: 1 teacher

Frequency and Duration: 50 minutes, as scheduled

Class Size: 23-28 students

Skills Mastered

International Baccalaureate Approaches to Learning Skills

· Communication

o Exchanging thoughts, messages, and information effectively through interaction

§ Use a variety of speaking techniques to communicate with a variety of audiences

§ Use appropriate forms of writing for different purposes and audiences

§ Use a variety of media to communicate with a range of audiences

§ Interpret and use effectively modes of non-verbal communication

§ Negotiate ideas and knowledge we peers at teachers

§ Collaborate with peers and experts using a variety of digital environments and media

o Reading, writing, and using language to gather and communicate information

§ Read critically and for comprehension

§ Read a variety of sources for information and pleasure

§ Make inferences and draw conclusions

§ Use and interpret a range of discipline-specific terms

§ Write for different purposes

§ Paraphrase accurately and concisely

§ Take effective notes in class

§ Make effective summary notes for studying

§ Find information for disciplinary and interdisciplinary inquires, using a variety of media

§ Preview and skim texts to build understanding

§ Structure information in summaries, essays, and reports

· Collaboration

o Working effectively with others

§ Practice empathy

§ Take responsivity for one’s own actions

§ Manage and resolve conflict, and work collaboratively in teams

§ Listen actively to other perspectives and ideas

· Organization

o Managing time and tasks effectively

§ Plan short- and long-term assignments, meet deadlines

§ Create plans to prepare for summative assessments

§ Keep and use a weekly planner for assignments

§ Plan strategies and take action to achieve personal and academic goals

§ Bring necessary equipment and supplies to class

§ Keep and organized and logical system of information files/notebooks

· Affective

o Managing state of mind

§ Practice focus and concentration

§ Practice strategies to overcome distractions

§ Demonstrate persistence and perseverance

§ Practice strategies to overcome impulsiveness and anger

§ Practice strategies to prevent and eliminate bullying

§ Practice strategies to reduce stress and anxiety

§ Practice analyzing and attribution causes for failure

§ Practice “bouncing back” after adversity, mistakes, and failures

§ Practice dealing with disappointment and unmet expectations

· Reflective

o Reconsidering the process of learning: choosing using ATL skills

§ Develop new skills, techniques, and strategies for effective learning

§ Demonstrate flexibility in the selection and use of learning strategies

§ Consider content, ATL skills development, and personal learning strategies

§ Focus on the process of creating by imitating the work of others

· Information Literacy

o Finding, interpreting, judging, and creating information

§ Access information to be informed and inform others

§ Make connections between various sources of information

§ Use memory techniques to develop long-term memory

§ Present information in a variety of formats and platforms

§ Evaluate and select information sources and digital tools based on their appropriateness to specific tasks

§ Use cultural literacy skills to analyze and interpret media communications

§ Understand and implement intellectual property rights

§ Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions

§ Identify primary and secondary sources

· Media Literacy

o Interacting with media to use and create ideas and information

§ Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

§ Compare, contrast and draw connections among (multi)media resources

· Critical-thinking

o Analyzing and evaluating issues and ideas

§ Gather and organize relevant information to formulate an argument

§ Recognize unstated assumptions and bias

§ Evaluate evidence and arguments

§ Draw reasonable conclusions and generalizations

§ Revise understanding based on new information and evidence

§ Consider ideas from multiple perspectives

§ Use models and simulations to explore complex systems and issues

§ Identify trends and forecast possibilities

· Creative-thinking

o Generate novel ideas and considering new perspectives

§ Create original works and ideas, use existing works and ideas in new ways

§ Practice visible thinking strategies and techniques

§ Generate metaphors and analogies

· Transfer

o Using skills and knowledge in multiple contexts

§ Use effective learning strategies in subject groups and disciplines

§ Make connections between subject groups and disciplines

Habits of Mind Fostered

International Baccalaureate learner profile

· Inquirers

· Knowledgeable

· Thinkers

· Communicators

· Principled

· Open-Minded

· Reflective

Resources Used

Main text:

· Beck, Roger, Black, Linda, et al. World History: Patterns of Interactions. Houghton Mifflin Harcourt. 2012.

Supplemental materials:

· Africa. National Geographic Television, 2001. DVD

· The Real Eve. Dir. Andrew Piddington. Live/Artisan, 2002. DVD

· Inside Islam. Dir. Mark Hufnail. History Channel, 2003. DVD

· Additional videos from Youtube, Discovery Channel, and History Channel as determined by the teacher

Essential Content Covered

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Topic/Theme	Learning Objectives	Standards Alignment
Prehistory and Dawn of Civilizations	SWBAT locate and label oceans and continents of the world. SWBAT trace the migration of early humans. SWBAT explain how Ancient Egypt exhibits all the signs of civilization (i.e. government, public works, religion, social classes, writing, job specialization, art/architecture).	NCSS 1, 2, 3, 5, 6, 7, 8, 9
Mesopotamia	SWBAT explain how Ancient Mesopotamia exhibits all the signs of civilization (i.e. government, public works, religion, social classes, writing, job specialization, art/architecture). SWBAT create a timeline of Ancient Israel. SWBAT compare and contrast the flood stories in the Epic of Gilgamesh and the Old Testament. SWBAT explain how geography impacted the fertile crescent (i.e. rivers for farming, on trade routes, open to invasion) SWBAT locate and label major geographical landforms and political units of the fertile crescent. SWBAT list major technological, scientific, and artistic innovations of the cultures in the fertile crescent.	NCSS 1, 2, 3, 5, 6, 7, 8, 9
India	SWBAT locate and label major geographical landforms and political units of the Indian subcontinent. SWBAT describe life in the cities of the Indus River Valley. SWBAT describe daily life in the caste system and explain how it rules societal interactions. SWBAT explain the core beliefs of Hinduism and Buddhism and describe the founding of Buddhism. SWBAT list major technological, scientific, and artistic innovations of Indian culture, with special focus on the Maurya and Gupta dynasties.	NCSS 1, 2, 3, 5, 6, 7, 8, 9
China	SWBAT locate and label major geographical landforms and political units of the Chinese Dynasties. SWBAT explain the theory of the Mandate of Heaven and illustrate how dynasties completed the Dynastic Cycle. SWBAT explain the core beliefs of Confucianism, Legalism, and Daoism. SWBAT analyze the impact of the Silk Road on cultural diffusion. SWBAT list major technological, scientific, and artistic innovations of the dynasties of China, specifically the Shang, Zhou, Qin, Han, Tang, Song, and Ming dynasties.	NCSS 1, 2, 3, 5, 6, 7, 8, 9
Ancient Greece	SWBAT locate and label major geographical landforms and political units of Greece. SWBAT list major technological, scientific, and artistic innovations of Ancient Greece. SWBAT draw conclusion about the Minoan culture based on its ruins as a primary source. SWBAT compare and contrast Sparta to Athens. SWBAT describe the religion of the Greeks. SWBAT explain the importance of Alexander the Great and describe Hellenistic culture.	NCSS 1, 2, 3, 5, 6, 7, 8, 9
Ancient Rome	SWBAT locate and label major geographical landforms and political units of the Roman Empire. SWBAT list major technological, scientific, and artistic innovations the Roman Empire. SWBAT evaluate the impact of other cultures on Rome including the Greeks and Etruscans. SWBAT explain the government of the Roman Republic. SWBAT create a timeline of the events that led to the fall of the Republic and creation of the Empire. SWBAT explain how the Roman Empire fell and evaluate if it really “fell” at all.	NCSS 1, 2, 3, 5, 6, 7, 8, 9
The Middle East	SWBAT describe life in the Byzantine Empire, the achievements of Justinian, and the reason for the schism between the eastern and western churches. SWBAT locate and label major geographical landforms and political units of the Arabian Peninsula. SWBAT explain the core beliefs of Islam and describe its founding by Mohammad. SWBAT describe the spread of Islam through conversion and invasion. SWBAT describe major technological, scientific, and artistic innovations of Muslim culture.	NCSS 1, 2, 3, 5, 6, 7, 8, 9
The Middle Ages: Rise of Europe	SWBAT locate and label major geographical landforms and political units of Early Europe. SWBAT explain how the Franks took control and the importance of Clovis, Charles Martel, and Charlemagne. SWBAT describe the impact of the Vikings and other invaders on Western Europe. SWBAT explain feudalism and daily life on the manor. SWBAT explain how and why the Church became powerful and describe life in a monastery/convent. SWBAT list major technological, scientific, and artistic innovations of the High Middle Ages.	NCSS 1, 2, 3, 5, 6, 7, 8, 9
The Middle Ages: Late Middle Ages and Renaissance	SWBAT describe daily life in cities. SWBAT compare and contrast the evolution of the nation states in England and France. SWBAT evaluate the effectiveness of the Crusades and describe their results, both intended and unintended. SWBAT: explain why the Middle Ages came to an end (i.e. Money economy and towns, Black Death, increase in royal power, decrease in Church authority). SWBAT list and describe the major technological, economic, and artistic innovations of the Renaissance.	NCSS 1, 2, 3, 5, 6, 7, 8, 9
Africa	SWBAT explain how the geography and climate of Africa led to the development of its kingdoms and trade routes. SWBAT: describe common characteristics of African distinct cultures. SWBAT analyze the impact of trade routes in regards to defining kingdoms and cultural diffusion.	NCSS 1, 2, 3, 5, 6, 7, 8, 9
Americas	SWBAT describe how North Americans adapted to and used their natural resources. SWBAT compare the cultures of the Olmecs, Mayas, and Aztecs. SWBAT describe the Incan empire and how it made South America susceptible to take over by the Europeans. SWBAT locate and label major geographical landforms and political units of the Americas. SWBAT list major technological, scientific, and artistic innovations of the cultures in the Americas.	NCSS 1, 2, 3, 5, 6, 7, 8, 9
Colonialism	SWBAT explain how and why global exploration and trade expanded. SWBAT draw and identify the major routes of European exploration on a map. SWBAT justify European exploration by examining the consequences, both positive and negative.	NCSS 1,2,3,5,6,7,8,9