Quarter Two:

Early Civilization
Second 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 inluences the development o a civilization.
#ow is a societ!'s culture affected b! its geograph!(
$hat role did geographic factors pla! in the deelopment of earl! ciili%ations(
$hat factors influence the rise) deelopment) and fall of ciili%ations(
!. "orces o nature create economic and cultural changes in a civilization.
$hat role did geographic factors pla! in the deelopment of earl! ciili%ations(
#. $umans shape and adapt to their environment.
$hat role did geographic factors pla! in the deelopment of earl! ciili%ations(
$h! do people alter their enironment(
%. & civilization's geographical location aects its glo(al interaction and economic and political po)er.
$hat role did geographic factors pla! in the deelopment of earl! ciili%ations(
$h! do cultures change(
$hat factors encouraged or limited contacts between and within Eastern and $estern ciili%ations(
Theme: Culture
*. +ovement o goods, people, and ideas are conduits or cultural change.
$hat factors encouraged or limited contacts between and within Eastern and $estern ciili%ations(
$h! is historical memor! more far*reaching with some cultures than with others(
$h! do cultures change(
$hat factors influence the rise) deelopment) and fall of ciili%ations(
+aiserslautern ,S- .eised August /012
#ow did scientific deelopments influence and adance earl! ciili%ations(
#ow could the cultural changes that resulted from the moement of goods) people) and ideas be described(
-. .anguage, literature, and the arts relect the values and (elies o a civilization and transmit culture.
$hat factors encouraged or limited contacts between and within Eastern and $estern ciili%ations(
$h! do cultures change(
$hat factors influence the rise) deelopment) and fall of ciili%ations(
#ow does cultural diffusion affect ciili%ations(
$hat are the common threads woen through different religious beliefs that are apparent in religious artifacts and writings(
/. Culture disperses through assimilation or domination.
$h! do cultures change(
$h! do the roles) rights) and responsibilities of indiiduals in a culture eole oer time(
#ow does cultural diffusion affect ciili%ations(
#ow did the idea that might ma3es right characteri%e the dispersion of cultures(
$hat are the common threads woen through different religious beliefs that are apparent in religious artifacts and writings(
0. Civilizations share common characteristics.
$hat are the common threads woen through different religious beliefs that are apparent in religious artifacts and writings(
$hat factors influence the rise) deelopment) and fall of ciili%ations(
Theme: Time, Continuity, and Change
1. Po)er and authority shape the rights and responsi(ilities o individuals and societies2 individuals assume and shape po)er
and authority.
#ow hae diasporas and their conse4uences continued to influence people and societies(
$h! do the roles) rights) and responsibilities of indiiduals in a culture eole oer time(
#ow does cultural diffusion affect ciili%ations(
#ow did the idea that might ma3es right characteri%e the dispersion of cultures(
13. The chronology o glo(al events and patterns o historical change contri(ute to the rise and all o civilizations.
#ow hae diasporas and their conse4uences continued to influence people and societies(
$hat factors influence the rise) deelopment) and fall of ciili%ations(
Theme: Science, Technology, and Society
11. Science and technology aect and are aected (y political, economic, and societal changes.
$h! do cultures change(
#ow hae diasporas and their conse4uences continued to influence people and societies(
#ow did scientific deelopments influence and adance earl! ciili%ations(
1!. Scientiic and technological discoveries challenge e4isting cultural norms and change glo(al perspectives.
#ow does modern technolog! change our beliefs about earl! peoples and eents(
Theme: Communication
1#. Communication includes all human attempts to convey a message.
$h! is historical memor! more far*reaching with some cultures than with others(
#ow could the cultural changes that resulted from the moement of goods) people) and ideas be described(
$hat are the common threads woen through different religious beliefs that are apparent in religious artifacts and writings(
1%. The ideas o eective communicators inluence and are inluenced (y their society.
$h! is historical memor! more far*reaching with some cultures than with others(
$h! do cultures change(
#ow does modern technolog! change our beliefs about earl! peoples and eents(
$hat factors influence the rise) deelopment) and fall of ciili%ations(
1*. Communicators relect the (ias o their time.
#ow did the idea that might ma3es right characteri%e the dispersion of cultures(
$hat are the common threads woen through different religious beliefs that are apparent in religious artifacts and writings(
1-. 5normed readers, listeners, and vie)ers construct meaning through the lens o personal 6no)ledge and e4perience.
$h! do the roles) rights) and responsibilities of indiiduals in a culture eole oer time(
#ow does cultural diffusion affect ciili%ations(
$hat are the common threads woen through different religious beliefs that are apparent in religious artifacts and writings.
.egend or +aterials
LOL 95 The Language of Literature*"E6 7inth Grade
LOL EL5 "he Language of Literature Electronic Librar!
WL5 $orld Literature*"E
LC5 Literature 8onnections9The Language of
Literature noels
WH5 Human Journey: World History*"E
WHD World History in Documents
GWP5 Granger's $orld of :oetr!
Bb5 ;lac3board -nline .esource
5. &rica and +esopotamia 7! )ee6s8
Social Studies Standards: -SS!a, -SS!c, -SS-c, -SS0c, -SS1c, 1SS#c, 1SS%(, 1SS%c
English .anguage &rts Strands: E91 :eading2 E9! ;riting2 E9# Spea6ing, .istening, and <ie)ing, E9% Conventions,
Grammar, and Usage o the English .anguage2 E9* .iterature2 and E9- Pu(lic =ocuments
Social Studies E.&
Suggested 5nstructional
Strategies
Suggested &ssessments
1. 7ubia <+ush=
a. >mportant corridor of
trade
b. Lion "emple reflects
3ingdom's power and
glor!
c. +ush d!nast! ruled
unified Eg!pt for about
?0 !ears
d. ,ecline @ loss of fertile
land and trade routes
Wonders of the African World
with #enr! Louis Gates) Ar.
<,B,=
Segment5 ;lac3 +ingdoms of
the 7ile
African :roerbs
<$L*page C2=
Wonders of the African World
8reate Graphic -rgani%ers that
compare and contrast cultures
of the Africa ciili%ations and
the Eg!ptians.
Use the graphic organi%ers to
&igsaw information and anal!%e
the influence of geograph! in
the past and present for these
areas.
Graphic Organizers
Use a historical atlas and maps
to compare and contrast
geographic and economic
factors that influenced the 7ile
.ier Balle! ciili%ations) e.g.
Benn ,iagram) discussion) etc.
Mesopotaia to !""
#$%
e. +ush ciili%ation moes
to Deroe for more
secure location*
Eg!ptian influence
carried to area.
f. Eueen 7efertiti
The %pic of Gilgamesh
<$L*page 1FG= Someone has found F different
cuneiform tablets. -ne has
been found in a sealed &ar in an
arid cae) one has been found
buried in a trash heap) and the
last in an area that has annual
floods. Each has mar3ings that
can be deciphered but the
messages are not clear.
#!pothesi%e the impact of the
enironment on the tablet itself
and predict how this will affect
the interpretation of the
message. 8onnect this problem
of interpretation to "he Dotel
of the D!steries. 8onnect this
to modern da! archeological
finds
.eflection paper on the
interpretations of past and
present b! scientists and
archeologists.
/. 8it!*States of Ancient
Sumer
a. Social Structure
b. .eligion and Afterlife
c. "he Eolution of
$riting*8uneiform
d. Dathematics and
8hronolog!
F. A33adians
a. Sargon) +ing of A33ad)
con4uered the cit!*states
of Sumer
2. ;ab!lonians
a. 8on4uered Desopotamia
b. 8apital 8it!*;ab!lon
c. +ing of ;ab!lon)
#ammurabi) established
the first ciil and
criminal written laws
?. #ittites
a. 8on4uered ;ab!lonian
Empire
b. "echnolog!*>ron -re
Excerpt from The $ode of
Hammura&i
and
8hapter 2
8hapter 19
from Deuteronomy
<$#,*8hapter 1=
7oel -ptions
To 'ill a Moc(ing&ird
andHor
Lord of the )lies
Socratic Seminar andHor
Literature 8ircles for
ma3ing connections5 #ow do
laws reflect alues) needs) and
biases of a societ!(
Socratic Seminar :owerpoint
$rite a paragraph describing
the 8ode of #ammurabi and
debate if the 8ode was &ust6
support !our position with
examples that were reflectie of
the time.
G. Ass!rians
a. Iounders of Iirst
Librar!
J. ;ab!lon .eied
a. 7ebuchadne%ar reied
;ab!lon's :ower
b. ;uilt #anging Gardens
Locate examples of cultural
diffusion in !our communit!. >n
small groups pair and share the
examples and trace their origin
C. "he :ersian Empire
a. United Dan! :eople
b. Economic Life
c. 7ew .eligion
9. :hoenicians
a. 8arriers of ciili%ation
b. ,eeloped alphabet
c. "rade and Daritime
"echnolog!
from *"he "raged! of Sohrab
and .ostam from the
+hahname translated b! Aerome
$. 8linton
<$L*page G2G=
Small groups create a six slide
power point presentation that
emphasi%es how the trade and
maritime technolog! of the
:hoenicians resulted in cultural
diffusion throughout the
Dediterranean area.
55. Early $istory o the 5sraelites 7>ne ;ee68
Social Studies Standards: -SS!c, -SS%(, -SS0c, 1SS1(, 13SS#c
English .anguage &rts Strands: E91 :eading2 E9! ;riting2 E9# Spea6ing, .istening, and <ie)ing2 E9% Conventions,
Grammar, and Usage o the English .anguage2 E9* .iterature2 and E- Pu(lic =ocuments
Social Studies E.&
Suggested 5nstructional
Strategies
Suggested &ssessments
1. #ebrewsH>sraelites
a. "he .oots of Audaism
1.Abraham
/. 1/ "ribes
F. Exodus to Eg!pt
b. .eligion
1. Donotheism
/. 8oenant
F. Ethical world iew
c. Goernment and Law
1. Laws made b! God
/. E4ualit! before God
F. +ing Solomon
>n the ;eginning from
Genesis <$L*page 1G/=
7oah and the Ilood from
Genesis
andHor
"he ;oo3 of .uth from
the 'ing James #i&le
<$L*pages 1J0 and 1JJ=

:salms /F and 1FJ from the
'ing James #i&le <$L*page
1CJ=
.esearch Ilood Stories in
different cultures. 8ompare
and contrast arious stories
through graphic organi%ers
Graphic Organizers
Da3e a time line that reflects
the ma&or historical eents
andHor people of ancient >srael.
.esearch a significant eent
from the time line and write a
newspaper article that includes
an interiew with one of the
participants.
Use a Graphic Organizers to
compare and contrast the
beliefs of the >sraelites' with
those of Eg!pt and the
;ab!lonians
.eflectie :aper5 ;eliefs and
alues can create internal and
external conflict within a
societ!.
555. &sia 7# )ee6s8
Social Studies Standards: -SS!a, -SS!(, -SS#c, -SS%(, 1SS!a, 1SS!(, 1SS#c, 1SS-a, 1SS13c
English .anguage &rts Strands: E91 :eading2 E9! ;riting2 E9# Spea6ing, .istening, and <ie)ing2 E9% Conventions,
Grammar, and Usage o the English .anguage2 E9* .iterature2 E9- Pu(lic =ocuments 2 and
E9/ "unctional =ocuments
Social Studies E.&
Suggested 5nstructional
Strategies
Suggested &ssessments
1. >ndus Balle! 8iili%ation
a. Geograph!
1. .iers @ >ndus)
Ganges) and
;rahmaputra
/. Landforms @
#imala!as) #indu*
+ush) >ndo*Ghangetic
:lain) ,eccan :lateau)
the Ghats
F. 8limate @
monsoons) aried
climate t!pes
.ight*Dind and $rong*
Dind from the ,anchatantra
translated b! Arthur $illiam
.!der <$L*page 2J9=
Using maps construct a
ph!sical model of the area
showing the influence of
geograph! on the growth and
deelopment of cities) trade)
and societ! Label the
significant landforms and riers
of >ndia .>nestigate and predict
wh! these ciili%ations
flourished and what might be
the negatie impacts of their
location) past and present.
/. 8ities
a. $ell*planned
b. #arappa and Dohen&o*
,aro
c. $ell*organi%ed
goernment
>n small groups create a
brochure that compares and
contrasts the deelopment of
cities with the growth of
planned suburban communities
in the present.
8reate a spreadsheet that will
show an anal!sis of the impact
that deelopment of cities has
on geographical resources)
human resources) and the
enironment.
F. Iarming and "rade
a. Dost people were
farmers
b. Some people were
merchants and traders
1. 8ontact with Sumer
ma! hae stimulated
>ndus Balle! people
to deelop their
writing
/. .eligious ;eliefs
a. :ol!theistic
F. Ar!an 8iili%ation
a. ,iided people
b! -ccupation
b. 8lass ,iisions
came to .eflect
Social and
Economic .oles
more than
Ethnic
,ifferences
c. .eligious ;eliefs
1. :ol!theistic
/. ;raham and
D!stics
.ama and .aan in ;attle
from the -amayana translated
b! .. +. 7ara!an
<$L*page 2C?=
.esearch the effects of war
technolog! in ancient
ciili%ations
.esearch the role of social
classes and religion in ancient
and modern societies.
:lace !ourself in the role of a
warrior and write a letter to
!our famil! describing the
technolog!) !our training) and
!our dail! life

:redict wh! Utopian societies
hae not been successful in
histor!. Share the predictions in
a class discussion
1. 8hina
a. Geographic ;arriers
b. Dain .egions
/. 8hina Under the Shang
a. Goernment
b. Social 8lasses
c. :easant Life
F. .eligious ;eliefs
2. S!stem of $riting
?. Science and "echnolog!
G.. "he Khou ,!nast!
a. "he Dandate of
#eaen
b. A Ieudal State
c. Economic Growth

:han +u the 8reator from .n
The #eginning told b! Birginia
#amilton
<8lass Set of "ext=

?7ieh 8heng from -ecords of
the Historian translated b!
;urton $atson
<$L*page ??F=

from The #oo( of +ongs
translated b! Arthur $ale!
<$L*page ?12=
8onstruct and present ) as a
class actiit!) a top ten list<in
the st!le of ,aid Letterman=
that explains the reasons for
8hina's geographic isolation
8reate a "abloid Aournal <in
the st!le of 7ational En4uirer=
that claims the existence of
other ciili%ations outside of
8hina. >ndiidual or small
group actiit!.
Using maps construct a
ph!sical model of the area
showing the influence of
geograph! on the growth and
deelopment of cities) trade)
and societ!. Label the
significant landforms and riers
of 8hina and discuss the role of
shipping technolog! in earl!
trading.
Using "he ;oo3 of Songs as
an example) 8ompose a / @ F
erse song) rap) or poem that
reflects a current situation.
:erform the song to the entire
class or record the performance
on moie ma3er.
5<. Civilizations: 5ndia, China, and @apan 7# )ee6s8
Social Studies Standards: 1SA1a, 13SA1, 13SA1g, -SS1(, 13SS1a, -SS!a, -SS!c, 1SS!a, 1SS!(, 1SS!c, 13SS*a, 1SS-c,
13SS-a,
-SS0c, -SS0d, 1SS0a, 13SS0d, 13SS!c, 13SS!e, -SS#a, -SS#(, 1SS#(, 1SS#c, 13SS#a, -SS%(, 1SS%(,
1SS%c,
13SS%a, -SS*(, 13SS*a, 1SS-c, 13SS-a, -SS/a, -SS0c, -SS0d, -SS0a, 13SS0d, 1SS1a, 1SS1(, 1SS13c
English .anguage &rts Strands: E19:eading2 E!9;riting2 E#9Spea6ing, .istening, and <ie)ing2 E%9Conventions, Grammar,
and Usage o the English .anguage2 E*9.iterature2 E-9Pu(lic =ocuments2 and E/9
"unctional =ocuments
Social Studies E.&
Suggested 5nstructional
Strategies
Suggested &ssessments
1. #induism and ;uddhism
a. #induism
1. :ol!theism
/. Sacred texts
F. ;ehaior
b. ;uddhism
1. Eightfold path
/. #indu
influences
F. Sacred texts
:hilosoph! and Spiritual
,iscipline from the #haga/ad
Gita translated b! ;arbara
Diller
<$L*page 2GC=
7ight from the -ig 0eda
translated b! $end! ,oiger
-'Ilahert!
<$L*page 2?2=
#undred Euestions from the
Maha&harata translated b! ..
+. 7ara!an
<$L*page 2G0=
Using :rimar! Source
,ocuments
<$#,*pages C1*C?.=
.ead the source documents and
hae students reflect on5
1. #ow did ;uddhists
define the main goals of
life(
/. #ow did ;uddhism and
#induism reflect the
traditions of their
cultures(
F. #ow did ;uddhism
resemble #induism(
2. #ow did it differ from
#induism(
:anel ,iscussion on the
philosophies of ;uddhism and
#induism.
,anel Discussion -u&ric
/. "he Daur!an Empire
a. 8handragupta
b. Aso3a
c. ,ecline
F. ,eccan +ingdoms
2. "he Gupta Empires
a. :eace and prosperit!
b. Adance in learning
c. Art and Architecture
d. Literature
e. "rade
f. :olitical Structures
"he 8aste S!stem has 3ept a
sense of order and peace among
the people of >ndia. ,oes it
exist in eer! countr! around
the world in one wa! or
another(
:osition :aper
$hat would be the long*term
ramifications of a caste s!stem
on the social) political) and
economic s!stems of a countr!(
?. >ndian Life
a. 8aste s!stem
b. Iamil! life
c. .ole of women
d. Billage life
+>=E:B =&C
C>BBECT5>B
A 19
th
centur! American
philosopher) #enr! ,aid
"horeau) inspired Gandhi with
his essa! on ciil disobedience
to lead a non*iolent moement
against the ;ritish.
#ow does #induism affect life
in modern da! >ndia(
>ndia's #istor! and :olitics
G. >ndia
a. "he ,elhi Sultanate
b. Effects of Duslim rule
c. Duslims and #indus
1. ,ifferences
/. >nteractions
F. 8ultural ;lending
1. :hilosoph! in 8hina
a. 8onfucius and his rules
of conduct
b. #anfei%i and Legalism
c. "aoism and the $a! of
Birtue
/. ;uddhism in 8hina
from the Analects b! 8onfucius
translated b! Arthur $ale!
<$L*page ?FJ=
from the Tao Te $hing b! Lao*
t%u translated b! Stephen
Ditchell
<$L*page ?2/=
+>=E:B =&C
C>BBECT5>B
Explain the literar! term)
maxim. #ae students read and
compare ;en Iran3lin's
maxims to those in the
Analects1
8ompare and 8ontrast
8onfucius and Iran3lin's
maxims. #ow did the! practice
the Golden .ule(
Examine wh! the 8hinese
alued the 8oncept of balance.
Students will then use the
forces of !in and !ang to
describe that concept through
an original s3it.
Students discuss and debate
maxims and then write their
own maxims that accuratel!
represent 8onfucianism posting
them in the classroom for
ongoing reflectie moments.
:ower:oint :resentations on
,ebating St!les
Aigsaw actiit!5 Students
reiew maps) resources) trading
materials) and trace the route of
the Sil3 .oad. Students identif!
the ma&or trade goods that
moed in each direction and
discuss the dangers and
rewards of using the Sil3 .oad
as a ma&or trade highwa!.
F. Goernment in 8hina
a. Shi #uangdi
1. >mposed Unit!
/. 8rac3down on
,issent
F. "he Great $all
2. 8ollapse of Empire
b. "he #an ,!nast!
1. Emperor $udi
/. "he Sil3 .oad
F. Scholar*-fficials
2. 8iil Serice
S!stem
?. 8ollapse of #an
Empire
Taoist Anecdotes translated b!
Doss .oberts
<$L*page ?2G=
;hat's >n Cour CamelD
Students prepare a bill of lading
that describes the items the! are
carr!ing east and west on the
Sil3 .oad. "he teacher pla!s
the role of 8ontroller
introducing) bandits)
geographical problems) and
natural disasters that could
hinder the trade. Students must
react and propose solutions and
predict outcomes as the!
maintain a &ournal of their
adentures.
:repare and present an oral
defense of !our trading
experience. Lou will be
addressing the merchants who
financed !our trade expedition
and hae either made or lost
profit. Lou must describe all
eents and defend !our actions
2. Achieements
a. Science
b. "echnolog!
c. Arts
?. "he Dongols
a. 8on4uests
b. Dongol .ule
c. "he Dongol :eace
G. 8hina Under Dongol .ule
a. Goernment
b. A $estern Bisitor
1. Darco :olo
c. "he Ding ,!nast!
1. Economic .eial
/. 8ultural Ilowering
J. 8hina and the $orld
1.Geograph! of Aapan
a. Archipelago
b. .ing of Iire
/. -rigin of :eople
a. Asian Dainland
b. Earlier :eople <Ainu=
F. Lamao 8lan <U&i=
2. Shinto
?. Aapan Loo3s to 8hina
a. 8ulture
b. "he #eian :eriod
Tan(a ,oems translated b!
Geoffre! ;ownas and Anthon!
"hwaite
<$L*page ?GC=
>n response groups answer5
$hat geographic
similarities do +orea and
Aapan share(
#ow are +orea and Aapan
different geographicall!(
#ow did those similarities
and differences influence
the deelopment of each(
Exit pieces5
Each student writes one thing
the! learned in class and shares
them as the! leae the room.
G. Aapan
a. Ieudalism Emerges
b. "he $orld of $arriors
c. Status of 7oblewomen
d. :easants) Artisans) and
Derchants
e. Dongol >nasions
f. -rder and Unit! Under
the "o3ugawas
g. 8entrali%ed Ieudalism
h. Economic Growth
from The ,illo2 #oo( b! Sei
Shonagon translated b! >an
Dorris
<$L*page ?C0=
3en ,ara&les translated b! :aul
.eps
<$L*page ?C9=
Atsumori b! Seami Doto3i!o
translated b! Arthur $ale!
<$L*page ?9G=
#ae a discussion in which
students compare and contrast
the life and duties of a Samurai
with those of an American
cowbo!
Graphic Organizers
.esearch and discuss the roles
of arious women through
ancient histor! to include
Eueen Sondo3 <+orea=)
Empress $u Ketian <8hina=)
#apshepsut <Eg!pt= .
"he class forms a $omen
$ho .ule Seminar and the
past meets the present as
students assume the roles of
ancient <Sondo3)$u Ketian)
#apshepsut= and modern
females who hae influenced
their countries. Students select
the Dost >nfluential Ancient
Iemale .uler based on the
presentations and 4uestions
presented.
J. Ken ;uddhism and Aapanese
8ulture
a. "heatre
b. Literature
c. :ainting and :rinting
C. +orea
a. #istor!
b. Unification under the Silla
c. 8ulture
+>=E:B =&C C>BBECT5>B
"he ancient traders used a wide ariet! of materials as currenc!. .esearch the deelopment of currenc! from commodit! mone! to
coins. #!pothesi%e how economic alues were assigned to coins and what might be some of the long term adantages of a mone!*
based econom!. .elate !our findings to the dail! fluctuation of the dollar and !our local currenc! through a graph that is updated on a
regular basis.
<: >riginal Production 7>ne ;ee68
Assessment -pportunities