History Curriculum Map Teacher: Kevin Jordan and Tommy Fothergill Course & Grade/Level: 9th Essential Knowledge Student Expectations, Instructional Activities, Week: 1 of 36 (NCSS and Arizona Standards Addressed Within Unit) Assessments, etc. Through thorough examination of Early Man’s Unit/Focus: Arizona State Standards: activities and movements, students will: Concept 2: Early Civilizations: Examine and interpret historical data Early Man PO 1: Describe the Development of Early Prehistoric People, Their found in a number of examples (e.g., Paleolithic Agriculture, and Settlement maps, charts, tables, graphs, and Concept 1: Research Skills for History geographic time scales Neolithic PO 1: Interpret Historical Data Displayed in Maps, Graphs, Tables, Charts, and Describe the transition of early man Geographic Time Scales from a hunter-gatherer society to an PO 2: Distinguish Among Dating Methods That Yield Calendar Ages (e.g., agricultural one Essential or Guiding Question/s: Dendochronology), Numerical Ages (e.g., Radiocarbon), Correlated Ages View various geographic locations and What factors led to the eventual (e.g., Volcanic Ash), and Relative Ages (e.g., Geologic Time) examine their features to gain an transition from hunter/gatherers understanding of how these features can to agrarian societies? NCSS Standards: give clues to correctly date them How are certain aspects of Culture Assessments: man’s society similar to future -Societies are constantly adapting, and change over time Students will participate in multiple ones? Time, Continuity, and Change informal discussions centered on the How are they different? -Studying the past presents students with the precursor to understanding development of Early Man’s societies chronology and changes cultures over time and how they were the precursor for People, Places, and Environments later cultures -By studying the relationship between people, places, and the environments, and Students will also be a brief quiz to the ensuing issues that arise, students learn to better suggest policies or courses assess their understanding of dating of action based on sound reasoning skills methods and the differences between Science, Technology, and Society them -Students will understand how scientific and technological advances have Reference The National allowed culture (beginning with early man) to adapt to outside forces Curriculum Standards for Social Studies, as well as the Arizona State World History Standards to check for Compliancy. Essential Knowledge Student Expectations, Instructional Activities, Week: 2 - 4 of 36 (NCSS and Arizona Standards Addressed Within Unit) Assessments, etc.
History Curriculum Map Teacher: Kevin Jordan and Tommy Fothergill Course & Grade/Level: 9th Week: 1 of 36 Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit) Student Expectations, Instructional Activities, Assessments, etc. Unit/Focus: Early Man Paleolithic Neolithic Essential or Guiding Question/s: What factors led to the eventual transition from hunter/gatherers to agrarian societies? How are certain aspects of man’s society similar to future ones? How are they different? Arizona State Standards: Concept 2: Early Civilizations: PO 1: Describe the Development of Early Prehistoric People, Their Agriculture, and Settlement Concept 1: Research Skills for History PO 1: Interpret Historical Data Displayed in Maps, Graphs, Tables, Charts, and Geographic Time Scales PO 2: Distinguish Among Dating Methods That Yield Calendar Ages (e.g., Dendochronology), Numerical Ages (e.g., Radiocarbon), Correlated Ages (e.g., Volcanic Ash), and Relative Ages (e.g., Geologic Time) NCSS Standards: Culture -Societies are constantly adapting, and change over time Time, Continuity, and Change -Studying the past presents students with the precursor to understanding chronology and changes cultures over time People, Places, and Environments -By studying the relationship between people, places, and the environments, and the ensuing issues that arise, students learn to better suggest policies or courses of action based on sound reasoning skills Science, Technology, and Society -Students will understand how scientific and technological advances have allowed culture (beginning with early man) to adapt to outside forces Through thorough examination of Early Man’s activities and movements, students will: Examine and interpret historical data found in a number of examples (e.g., maps, charts, tables, graphs, and geographic time scales Describe the transition of early man from a hunter-gatherer society to an agricultural one View various geographic locations and examine their features to gain an understanding of how these features can give clues to correctly date them Assessments: Students will participate in multiple informal discussions centered on the development of Early Man’s societies and how they were the precursor for later cultures Students will also be a brief quiz to assess their understanding of dating methods and the differences between them Reference The National Curriculum Standards for Social Studies, as well as the Arizona State World History Standards to check for Compliancy. Week: 2 - 4 of 36 Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit) Student Expectations, Instructional Activities, Assessments, etc.
world_history__curriculum_map.docx