Quarter One:

Title: Prehistory-Ancient Civilizations

First Quarter: Essential Understandings
Essential Understandings reflect outcomes for student learning based on the Grade 9 Social Studies and English Language Arts
Standards. Essential Understandings are the big ideas which bridge time and space and which comprise expected deep
understandings deried from stud!. "he Essential Understandings are clustered into themes which are studied throughout the course.
Students who successfull! complete #onors 9 $orld #istor! and Literature will hae demonstrated on performance assessments a
firm grasp of the Essential Understandings b! proiding specific examples and anal!%ing &ust how theses concepts hae occurred
through world histor! and how the! are reflected in world literature.
Theme: Space and Place
1. Geography influences the development of a civiliation.
#ow was life in ancient Eg!pt affected b! its geograph!'
#ow did geograph! affect the deelopment of earl! ciili%ations'
!. Forces of nature create economic and cultural changes in a civiliation.
#ow did the annual flooding of the (ile impact the economic deelopment of Eg!pt'
". #umans shape and adapt to their environment.
$hat is the significance of the phrase man the toolma)er in the deelopment of ciili%ation'
#ow did the Eg!ptians use the (ile *ier to irrigate areas distant from the rier alle!'
$. % civiliation&s geographical location affects its glo'al interaction and economic and political po(er.
#ow was life in ancient Eg!pt affected b! its geograph!'
$here do ciili%ations tend to flourish' $hat natural resources and geographic features do the! hae in common'
#ow does location affect the abilit! of a culture to interact with and impact other cultures'
$h! is historical memor! more far+reaching with some cultures than with others'
Theme: )ulture
Updated ,une -./0 + 12S3
*. +ovement of goods, people, and ideas are conduits for cultural change.
$hat influence did agriculture hae on cities'
-. .anguage, literature, and the arts reflect the values and 'eliefs of a civiliation and transmit culture.
#ow do literature and the arts reflect a culture and transfer into other cultures'
$hat is the function of language in a ciili%ation or culture' #ow does both the oral and written language assist in the
transmission of a culture'
#ow do shared beliefs among groups of people affect a societ!4s deelopment'
#ow are cultural differences represented with the m!th form'
$hat are the common elements of communication with a higher being'
/. )ulture disperses through assimilation or domination.
#ow and wh! do cultures define their beginnings'
#ow can a societ! or a people disappear5 !et aspects of their culture continue to exist'
#ow does location affect the abilit! of a culture to interact with and impact other cultures'
#ow do literature and the arts reflect a culture and transfer into other cultures'
$hat is the function of language in a ciili%ation or culture' #ow does both the oral and written language assist in the
transmission of a culture'
0. )iviliations share common characteristics.
Are all societies4 ciili%ations'
$hat ma)es a societ! become a ciili%ation'
Theme: Time, )ontinuity, and )hange
1. Po(er and authority shape the rights and responsi'ilities of individuals and societies2 individuals assume and shape po(er
and authority.
#ow did the 6haraohs use their authorit! to assume and shape power'
#ow did the 6haraohs define &ustice'
"he chronolog! of global eents and patterns of historical change ma! explain the rise and fall of ciili%ations.
#ow does warfare impact a societ!'
13. The chronology of glo'al events and patterns of historical change contri'ute to the rise and fall of civiliations.
Updated ,une -./0 + 12S3
#ow does warfare impact a societ!'
$h! do cultures change'
Theme: Science, Technology, and Society
11. Science and technology affect and are affected 'y political, economic, and societal changes.
$hat is the significance of the phrase man the toolma)er in the deelopment of ciili%ation'
1!. Scientific and technological discoveries challenge e4isting cultural norms and change glo'al perspectives.
$hat is the significance of the phrase man the toolma)er in the deelopment of ciili%ation'
#ow do cultural aspirations or taboos affect the adancement of technolog!'
Theme: )ommunication
1". )ommunication includes all human attempts to convey a message.
$h! did earl! peoples create m!ths'
Are the pictures in 7hauet 7ae8 9rance4s :agical ;ce Age Art art or writing'
#ow did the discoer! of the ;ceman alter our understanding of prehistoric cultures'
#ow do imager! and narration complement each other'
1$. The ideas of effective communicators influence and are influenced 'y their society.
#ow are cultural differences represented with the m!th form'
$h! does the retelling of a m!th change the meaning and theme oer time'
1*. )ommunicators reflect the 'ias of their times.
#ow are cultural differences represented with the m!th form'
$h! does the retelling of a m!th change the meaning and theme oer time'
#ow does personal bias shade one4s interpretation of a piece of writing'
#ow could one4s age or education affect the interpretation of 3siris and ;sis'
1-. 5nformed readers, listeners, and vie(ers construct meaning through the lens of personal 6no(ledge and e4perience.
$h! did earl! peoples create m!ths'
#ow do the themes and purposes of a fable and m!th differ'
#ow do imager! and narration complement each other'
#ow could one4s age or education affect the interpretation of 3siris and ;sis'
Updated ,une -./0 + 12S3
#ow did the discoer! of the ;ceman alter our understanding of prehistoric culture'
.egend for +aterials
LOL 98 The Language of Literature+"E< (inth Grade
LOL EL8 "he Language of Literature Electronic Librar!
WL8 $orld Literature+"E
LC8 Literature 7onnections=The Language of
Literature noels
WH8 Human Journey: World History+"E
7#8 World History in Documents
GWP8 Granger4s $orld of 6oetr!
Bb8 >lac)board 3nline *esource
5. 7hat is Geography and #istory9 :Three 7ee6s;
Social Studies Standards: 1SS"c2 -SS$'2 1SS$a2 1SS$'2 -ss-'
English .anguage %rts Strands: E1a2 E1'2 E!a2 E!c2 E"'2 E$a2 E$'2 E*a
Social Studies English .anguage %rts Suggested 5nstructional
Strategies
Suggested %ssessments
3eriew of 7ourse and
Establishing *outines
>eginning+of+the+?ear Student
$or) Samples
3eriew of 7ourse and
Establishing *outines
>eginning+of+the+?ear Student
$or) Samples
Student Work Samples
See >b 9older8
Presentations
Student Work for
Summer 200 !e"ie#
"extboo) 9eature Anal!sis
The Human Journey: World
History
"extboo) 9eature Anal!sis
World Literature
$ocus on %on&fiction
Te't(ook
Te't(ook $eature )nalysis
)rcheological Dig Through
a Te't(ook
6airing of Students to
*eiew Answers
Updated ,une -./0 + 12S3
9ocus on *esearch S)ills 9ocus on *esearch S)ills See >b 9older8
Ancient 7i +
!esearch Skills
6resentations b! School
Specialists
/. Geograph! and #istor!
a. 9ie "hemes of Geograph!
/. Location
-. 6lace
@. #uman+Enironment
;nteractions
0. :oement
A. *egion
Se
*otel of the *ysteries b! 2aid
:acaula!
B(eed class set of textsC
WL & *otel of the *ysteries
WL & !eading +uide for
*otel of the *ysteries
WH & +eography !esources
WH , Lesson for - Themes
7ooperatie Group8 Appl!
geographic theme of moement
to transportation routes and
deelop a brochure.
2eelop rubric with
content elements added
b! teacher.
-. "he Search for the #uman
6ast
a. 6rehistor!
/. $ritten *ecords
-. Anthropolog!
@. Archeolog!
9ocus on (onfiction
.ceman: Hunt for a /iller 02D2C
2D2 Diewing Guide
Article8
.ceman: Testimony from the
.12*)%
$L + 6ersuasie letter to editor
of Smithsonian *aga3ine:
Support !our opinion8 "he ice
man was murderedEor notF
$L + 7reatie $riting
*esponse8 $rite a poem based
Updated ,une -./0 + 12S3
0. "echnolog!
@. #istorians *econstruct the
6ast
a. Artifacts
/. $ritten eidence
-. -. 3ral "raditions
Ho# the World Was *ade
A 7he!enne :!th retold b! Alice
:arriott and 7arol 1. *achlin
B$L+page /.C
.n the 4eginning told b! Dirginia
#amilton
B7lass set of textsC
Eight 3rigin Stories
See >b 9older8
Ancient 7i +
2arly Stories
+raphic 5rgani3er
on the m!th of :aheo + $L+
page/G
Stor!telling8 Small group+
actiit!8 hae students tell about
a famil! eent. B3ral "raditionC
*ubric for 3ral
6resentation
55. The 8a(n of +an :<ne 7ee6;
Social Studies Standards: -SS!a2 -SS"a2 -SS"'2 -SS"c2 1SS"'2 13SS"'2 -SS$a2 -SS$'2 1SS$a2 1SS$'2 1SS$c2 -SS1a2 -SS1c2
1SS1a
English .anguage %rts Strands: E1a2 E1'2 E1c2 E!c2 E"'2 E$a2 E$'2 E*a2 E-
Social Studies English .anguage %rts Suggested 5nstructional
Strategies
Suggested %ssessments
/. 3ld Stone Age or the
6aleolithic Age
a. African >eginnings
b. #unters and 9ood
Gatherers
%ational +eographic article8
7hauet 7ae8 9rance4s :agical
;ce Age Art b! ,ean 7lottes
B7lass set of :aga%inesC
,oseph 7ampbell and The Po#er
>utcher paper cae drawings
illustrating actiities of modern
da! life
$rite a &ournal entr! from the
6oint+3f+Diew of the discoerer
Galler! $al)
Updated ,une -./0 + 12S3
c. Earl! *eligious >eliefs
d. Earl! LanguageH3rigins of
Language
-. (ew Stone Age or (eolithic
Agricultural
*eolution
a. "he 9irst 9armers
b. 7hanging $a!s of Life
c. Status of $omen
d. $arfare
e. (ew "echnologies
of *yth
/. 2D2+2is) 3ne
7hapter8 "he 9irst
Stor!tellers
o Segments8
6rehistoric Graesite5
"he #unters5 and "he
7aes of Lascaux
o
B3ptions8 Show Star Wars
section of 6ower of :!th relating
to epic heroes in this section or in
the Greece section. Use 7hapter
- in World History in Documents
or *ead pages //+/A WHDC
of the drawings
#unters and Gatherers $ebIuest
The Po#er of *yth D6D
!esources
555. The =eginnings of )iviliation :T(o 7ee6s;
Social Studies Standards: -SS1'2 -SS1c2 1SS!'2 1SS!c2 -SS"'2 1SS"c2 1SS"d2 13SS"a2 -SS$'2 1SS$a2 1SS$'2 1SS$c2 -SS*'2
-SS-'2 1SS-a2 1SS-c2 13SS-a2 -SS/'2 -SS/c2 -SS0c2 -SS0d2 1SS0a2 13SS0d2 -SS1a2 -SS1c2
1SS1a2 1SS1'2 1SS1c
English .anguage %rts Strands: E1a>c2 E!c2 E"'2 E$a>'2 E*a2 E-
Social Studies English .anguage %rts Suggested 5nstructional
Strategies
Suggested %ssessments
/. "he *ise of 7ities
a. *ier Dalle!s
b. *eligious 7enters
-. 9eatures of 7iili%ations
a. 7ities
b. $ell+organi%ed 7entral
Goernments
c. 7omplex *eligions
The )nt and The +rasshopper: A
9able through "ime5 6lace5 and
:edium
Use Darious Dersions of "he Ant
and "he Grasshopper with
Graphic 3rgani%er
See >b 9older8
)ncient 1i" ,
WL & )esop7s $a(les
$rite a
7ompareH7ontrast 6aper
regarding the similarities
and differences of
Aesop4s 9ables through
"ime5 6lace5 and
:edium
Updated ,une -./0 + 12S3
d. ,ob Speciali%ation
e. Social 7lasses
f. Arts and Architecture
g. 6ublic $or)s
h. $riting
@. Spread of 7iili%ation
a. "he 9irst Empires
b. ;nteractions with (omadic
6eoples
0. 7iili%ation and 7hange
a. Enironmental 7hanges
b. ;nteractions Among
6eople
7reate a Denn diagram that
shows the similarities and
differences between two cultures
7lass 2iscussion
5?. The Earliest %mericas :<ne (ee6;
Social Studies Standards: -SS!c, -SS$c, -SS0c, -SS1c, 1SS!a, 1SS!', 1SS"c, 1SS$c
English .anguage %rts Strands: E>1: @eading2 E>!: 7riting2 E>": Spea6ing, .istening, and ?ie(ing2 E>$: )onventions,
Grammar, and Usage of the English .anguage2 E>*: .iterature2 and E>-: Pu'lic 8ocuments
Social Studies English .anguage %rts Suggested 5nstructional
Strategies
Suggested %ssessments
/. "he Earliest Americans
a. Land >ridge between
Siberia and Alas)a
-. *egions
a. (orth American
b. South America
/. :ountain *anges
-. *iers
@. Agricultural *eolution
-00 %ations8 "he Ancestors
2D28 2isc /< Episode -
6ower6oint8 The 2arliest
)mericans
1oyote and the 5rigin of Death a
7addo :!th retold b! Erdoes and
3rti% + $L+pg --
-00 %ations 2D2 Diewing
Guide
,ig+Saw8 ;nestigate the Earliest
(orth and South Americans. As
a class5 deelop a graphic
organi%er detailing the
similarities and differences.
$rite a
7ompareH7ontrast
6aper8 Ho# ha"e your
impressions of the
earliest )mericans
changed8 !emained the
same8
Updated ,une -./0 + 12S3
a. 9arming
b. 2omestication of
Animals
0. 3lmecs
a. Earliest American
7iili%ation
b. La Denta
c. Achieements
A. "he 2esert Southwest
a. #oho)ams or
Danished 3nes
G. Anasa%i
a. ;nhabited 9our
7orners
b. >uilt Dillages 7alled
6ueblos
/. :esa Derde
J. "he :ound >uilders
a. Adena and #opewell
6eople
/. Earthen :ounds
K. :ississippians
a. >uilt 7lusters of
Earthen :ounds
/. 7aho)ia
$hite >uffalo $oman
1$L on 3lmecs and Anasa%i
7ompare Lame 2eer4s statement
in $hite >uffalo $oman to
*obert 9rost4s 9ire and ;ce.
Election 7ampaign for :a!or
of the :ound >uilders
*eflection 6aper8
Students will incorporate
the arious
characteristics and
beliefs of the :ound
7ulture into a paper that
shows how those
cultures were reflected
in the ma!oral
campaign.
Updated ,une -./0 + 12S3
?. Egypt :! 7ee6s;
Social Studies Standards: -SS!a2 -SS!c2 -SS0c2 -SS-c2 -SS0c2 -SS1c2 1SS"c2 1SS$'2 1SS$c
English .anguage %rts Strands: E>1: @eading2 E>!: 7riting2 E>": Spea6ing, .istening, and ?ie(ing,2 E>$: )onventions,
Grammar, and Usage of the English .anguage2 E>*: .iterature2 and E>-: Pu'lic 8ocuments
Social Studies English .anguage %rts Suggested 5nstructional
Strategies
Suggested %ssessments
/. Geograph! of the (ile
Dalle!
a. Annual 9loods and
;rrigation
b. #ighwa! for "rade
-. Ancient Eg!pt
a. Upper Eg!pt and Lower
Eg!pt
b. Unification
@. 3ld 1ingdom
a. A Strong Goernment
b. :a&estic 6!ramids
0. "he :iddle 1ingdom B-.A.+
/AJ. >7C
a. (ew 6haraohs united the
land and established central
goernment in "hebes
b. "rade and warfare brought
Eg!pt into contact with other
5siris and .sis&An Ancient
Eg!ptian :!th retold b! 6adraic
7olumn
B$L+page @0C
The )ncient 2gyptian 1oncept of
the Soul
Pyramid b! 2aid :acaule!+
2D2 and >oo)
B7lass Set of >oo)sC
3ption8 *ead 7hapter 3ne in
Who /illed /ing Tut8 b! :ichael
*. 1ing and Gregor! :. 7ooper
6ower6oint 6resentation on
Ancient Eg!pt
:ummified 7hic)en 6ro&ect
3*
:ummified 3range 6ro&ect
Lab *eportH,ournal that
records the
mummification process.
Updated ,une -./0 + 12S3
ciili%ations
c. Eg!ptian armies occupied
(ubia
d. (ew customs initiated
A. #!)sos B/J.. >7C
a. ;naded5 conIuered5 and
occupied Eg!pt
for /.. !ears
b. Eg!ptians banded
together to drie out
the #!)os
G. (ew 1ingdom B/AJ.+/.J.
>7C
a. #!)sos drien from
Eg!pt
b. 9emale ruler #atshepsut
encouraged trade
c. 6owerful ruler *amses
;; created empire
d. 6eace treat! between
Eg!ptians and #ittites
e. After *amses ;;5
Eg!pt4s power declined
J. Eg!ptian *eligion
a. Gods and Goddesses
b. *eligious *ebel. Amon+
*e worshiped onl! one
god5 Aton5 a minor god
whose s!mbol was the
Sun 2is)
c. >elief in Afterlife
9ocus on 6oetr!
BL5L 9&pages /-. and /-/C
"he Doice of the $ild Goose
:ost >eautiful ?outh $ho Eer
#appened translated b! $illiam
1ell! Simpson
B$L+page K/C
;4m Going 2ownstream on
1ingswater 7anal and $heneer
; Leae ?ou5 ; Go 3ut of >reath
translated b! ,ohn L. 9oster
"he Great #!mn to the Aten
translated b! :iriam Lichtheim and
6salm /.0 from the 4ook of
Psalm
B$L8 pages J@ and /KKC
Literature 7ircles
Use Graphic 3rgani%er to
compare similarities between
epithets5 spea)ers4 attitudes5 and
their descriptions of the creators4
relationships to the earth.
6ower6oint 6resentation8
2iscuss Similarities and
2ifferences among the
loe poems
$rite a #!mn to the Sun
incorporating a
contemporar!
understanding of the
sun4s effect on the
enironment
Updated ,une -./0 + 12S3
.iterature )ircles
"he Stor! of Sinuhe
and
2aid and Goliath from The
$irst 4ook of The /ings5 7hapter
/J
d. :ummification
e. "he "omb of
"utan)hamen
b. Eg!ptian Societ!
a. 7lass S!stem
b. Social 7hange
c. $omen
c. Eg!ptian Learning
a. $ritten *ecords
b. :edicine and Science
d. Eg!ptian Arts and Literature
a. 6ainting and Sculpture
b. Literature
"he 7hapter of (ot Letting "he
>od! 6erish
Excerpts from Eg!ptian 4ook of
the Dead
1leopatra 6.. b! 1ristiana Gregor!
B7lass Set of (oelsC
Eg!ptian *eligion5 Societ!5 and
Arts
Luarter 3ne "est
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