GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
COURSE DESCRIPTION: World History 9-12 Course -The grade 9-12 World History course consists of the following content area strands: World History, Geography and
Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies
of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between
cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations.
Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective
academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the
context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended researchbased paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other
teacher-directed projects).
Please note the following important general information regarding the Pacing Guides:

The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.

Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school
levels.

The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.

The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.

The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the
number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given
nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.

NOTE: All benchmarks that are highlighted in blue are essential benchmarks.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:

Grade Level or Course Title - The grade level and course title are listed in the heading of each page.

Course Code - The Florida Department of Education Course Code is listed for the course.

Topic - The general topic for instruction is listed; e.g., Westward Expansion.

Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.

Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.

Nine Week Grading Period - Grading periods (1-4) are identified.

Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.

NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into
Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.

Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),
Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a
particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Florida Reading and Writing Standards for Literacy in History/Social Studies 6-12:
Florida Reading and Writing Standards for Literacy in History/Social Studies, grades 6-12, can be found at the end of each nine weeks Pacing Guide. When planning lessons for
instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing
development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete
listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have
been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course.
Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For World History, the following themes are identified:
Adapted from the AP World History Course Curriculum Framework
http://apcentral.collegeboard.com/apc/public/repository/AP_WorldHistoryCED_Effective_Fall_2011.pdf

Human and environmental interaction- Human actions and environmental factors have impacted world history as follows:
o Demography and disease
o Migration
GRADE LEVEL OR COURSE TITLE:
o
o
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Patterns of settlement
Technology

Development and Interaction of Cultures- Cultural diffusion is the driving force behind the spread of:
o Religions
o Belief systems, philosophies and ideologies
o Science and technology
o The arts and architecture

Creation, Expansion and Interaction of Economic systems- The development of financial institutions and state economies are influenced by:
o Agricultural and pastoral production
o Trade and Commerce
o Labor systems
o Industrialization
o Capitalism and Socialism

Development and Transformation of Social Structures- Categorization of the norms of societies throughout history have been formed through:
o Gender roles and relations
o Family & Kinship
o Racial and ethnic constructions
o Social and economic classes

State Building, Expansion and Conflicts- The construction, maintenance and dissolution of systems of rule have been generated through:
o Political structures and forms of governance
o Empires
o Nations and nationalism
o Revolts and Revolutions
o Regional, trans-regional and global structures and organizations
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
History/Social Science Labs
History/Social Science Labs are an engaging and rigorous instructional
approach designed to require in-depth learning and thinking on the part
of the student guided by an essential question, analysis of primary or
secondary source documents, and ending in a rigorous writing
assignment or other rigorous learning task.
Steps to Conduct History/Social Science Labs
1. Identify the NGSSS-SS Benchmark(s) to be addressed.
2. Develop an essential question or use an essential question
already found in the pacing guide.
3. Build background knowledge with students about the topic.
4. FACILITATE students conduct on document/source analysis.
5. Have students report back about their analysis of the source(s).
6. Take the lab to an end and have students Independently
answer, in writing, the essential question
*History/Social Science labs, complete with sources, have been
embedded in to this pacing guide. See next page for History/Social
Science template.



The History/Social Science lab icon (on your left) has been
included next to benchmarks that have labs already created.
Simply click on the icon and you will be taken to the webpage
on http://socialsciences.dadeschools.net where the labs are
located.
To see a video that provides an overview of the History/Social
Science lab process and benefits, please see:
http://www.umbc.edu/che/historylabs/
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
History/Social Science Lab Template
Name _____________________________________________
Period _____
Date _____________________
[Put benchmark here – numbers and write it out]
Essential Question: [put essential guiding question here]
Source
Main Idea / Message / Important Details
How does this document answer the
essential question?
Source 1
[include source
information as
applicable]
Source 2
Source 3
Source 4
Thesis:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 1: Byzantium and Eastern European Empires (start of NGSSS-SS Standards)
Essential Question: How did the fall of the Roman Empire contribute to the development of
Eastern and Western Europe?
Pacing
Date(s)
Traditional
10 days
8-24-15 to 9-4-15
Block
5 days
8-24-15 to 9-4-15
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 2: Recognize Significant Events, Figures and contributions of medieval civilizations: Byzantine Empire, Western Europe, Japan)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
1st Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Course Themes Addressed:
Florida Standard Focus Standard:
Florida Standards Focus Activity:
LAFS.910.RH.3.9 Compare and contrast treatments of the
Have students compare and contrast the treatments of the iconoclast
Human and Environmental
same topic in several primary and secondary sources.
controversy in several primary and secondary sources and prepare a position
Interaction
paper.
Content Benchmarks:
Patterns of settlement
http://www.neobyzantine.org/orthodoxy/history/controversy_iconoclastic.php
Migration
SS.912.W.2.1: Locate the extent of Byzantine Territory and
the height of the empire.
(This also meets, LAFS.910.WSHT.1.1 Write arguments focused on disciplineDevelopment & Interaction of
specific content)
Cultures
SS.912.W.2.2: Describe the impact of Constantine the
Belief systems, philosophies &
Greats establishment of "New Rome" (Constantinople) and
Vocabulary/Identification: Schism, Crusades, Patriarch, Justinian, Saladin,
ideologies
his recognition of Christianity as a legal religion.
Pope Innocent III, Icon, Iconoclast, Heresy, Excommunication, Mosaic, Justinian
Science & Technology
Code, Theodora, Greek Fire, Hagia Sophia, Ottoman Turks, Seljuk Turks, The
Art & Architecture
SS.912.W.2.3: Analyze the extent to which the Byzantine
Huns, war-bands, barbarian. Please note: the vocabulary/identification list is
Empire was a continuation of the old Roman Empire and in
provided as a basic introduction and list of terms and ideas associated with this
Creation, Expansion and Interaction
what ways it was a departure.
topic. Individual teachers may use additional information at their discretion.
of Economic Systems
Trade and Commerce
SS.912.W.2.4: Identify key figures associated with the
Technology:
Labor Systems
Byzantine Empire.
History Hanover Project on the Early and Late Medieval Period
http://history.hanover.edu/project.html#ma
Development and Transformation of
SS.912.W.2.5: Explain the contributions of the Byzantine
Social Structures
Empire.
Lesson Plans on the Middle Ages and the Crusades
Social and Economic Classes
http://westernreservepublicmedia.org/middleages/crusade_crusades.htm
Gender roles and relations
Short Video on the Crusades and Religious Divide
State Building, Expansion &
http://www.learner.org/courses/worldhistory/units.html
Conflicts
Political Structures and forms of
Collection of primary sources about the fifth century C.E. and the “fall” of the
Governance
Roman Empire.
SS.912.W.2.6: Describe the causes and effects of the
Empires
http://www.fordham.edu/halsall/sbook.html
Iconoclast controversy of the 8th and 9th centuries and the
11th century Christian schism between the churches of

Justinian and the Legacy of
National Endowment for the Humanities- includes primary sources, interactive
Constantinople and Rome.
Rome (The fall of Rome)
modules as well as case studies for this time period.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
1st Nine Weeks
Essential Content
Constantine’s New
Rome
o
Contributions of the
Empire
Religion and State
o
The Christian Church
and the role of
Iconoclasts
o
Iconoclastic
Controversy
o
The Schisms
o
The Growing Divide
between the East and
West Churches
NGSSS-SS Benchmarks
SS.912.W.2.7: Analyze causes (Justinian's Plague, ongoing
attacks from the "barbarians," the Crusades, and internal
political turmoil) of the decline of the Byzantine Empire.
Decline of the Byzantine Empire
o
The Impact of the
Plague and the Arab
Conquests through
767
o
Germanic Peoples
of
W. Europe
o
The Crusades
o
The Seljuk Turks
o
The Ottoman
Turks
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
o


SS.912.W.2.8: Describe the rise of the Ottoman Turks, the
conquest of Constantinople in 1453, and the subsequent
growth of the Ottoman empire under the sultanate
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
Instructional Tools
http://chnm.gmu.edu/cyh/
Women in World History is a project from the Center for History and New Media,
George Mason University, and part of World History Matters, with support from
the National Endowment for the Humanities and includes primary sources,
interactive modules as well as case studies
http://chnm.gmu.edu/wwh/ including Mehmet the Conquerer and Suleyman the Magnif
History teacher video, Illuminated manuscripts
(https://www.youtube.com/watch?v=81tmuA2Ddd)
Empress Theodora (https://www.youtube.com/watch?v=_GBnJe_x8sA)
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
Constantine (https://www.youtube.com/watch?v=uYhMQNPa8mM)
Viva Roma No V
(https://www.youtube.com/watch?v=me4E5wDCK2Q)
Charlemagne (https://www.youtube.com/watch?v=cTTaVnZyG2g)
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3:
Employ applicable units of measurement and
T
scale
to solve simple locational problems using maps and
r
globes.
a
d
SS.912.G.2.1:
Identify the physical characteristics and the
e
human
characteristics that define and differentiate regions.
A
r
SS.912.G.2.2:
Describe the factors and processes that
t
contribute to the differences between developing and
developed
regions of the world.
a
n
SS.912.G.2.3:
Use geographic terms and tools to analyze
d
case studies of regional issues in different parts of the world
that
A have critical economic, physical, or political
ramifications.
r
c
SS.912.G.4.1:
Interpret population growth and other
h
demographic
data for any given place.
i
t
Crash Course 12: Fall of the Roman Empire
(https://www.youtube.com/watch?v=3PszVWZNWVA)
Suggested Activities:
Have students create a report that distinguishes prehistory, recorded history, and
state approximate dates of ancient, medieval, and modern periods.
Have students research a section of the Justinian Law Code and work in small
groups to prepare a mock court session in which someone is being tried for
breaking one of the laws in the code.
http://www.fordham.edu/halsall/basis/535institutes.html
Have students identify and discuss the political and legal impact of the Justinian
Code to modern legal law and evaluate its significance and or contributions.
http://www.fordham.edu/halsall/basis/535institutes.html
Have students create a map outlining the Eastern and Western Roman empires,
identifying important cities and geographic features.
Have students develop a list of the political military and economic strengths of
the Byzantine empire.
Have students create a timeline outlining the major events contributing to the rise
and fall of the Byzantine empire.
Have students create a Venn Diagram comparing Eastern Orthodoxy and
Roman Catholicism.
Have students create a Venn Diagram comparing the schisms that occurred in
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
GRADE LEVEL OR COURSE TITLE:
Course Code: 2109310
1st Nine Weeks
Essential Content
NGSSS-SS Benchmarks
SS.912.G.4.3:
e
Use geographic terms and tools to analyze
the
c effects of migration both on the place of origin and
destination,
t
including border areas.
u
SS.912.G.4.7:
r
Use geographic terms and tools to explain
cultural
e
diffusion throughout places, regions, and the world.
SS.912.G.4.9:
(
Use political maps to describe the change in
boundaries and governments within continents over time.
D
SS.912.H.1.3:
o
Relate works in the arts to various cultures.
m
SS.912.W.1.2:
e
Compare time measurement systems used
by different cultures.
H
SS.912.W.1.3:
a
Interpret and evaluate primary and
secondary
g
sources.
i
SS.912.W.1.4:
a
Explain how historians use historical inquiry
and other sciences to understand the past.
S
SS.912.W.1.5:
o
Compare conflicting interpretations or
schools
p
of thought about world events and individual
contributions
h
to history (historiography).
i
SS.912.W.1.6:
a
Evaluate the role of history in shaping
identity
)
and character
M
o
s
a
i
c
C
a
t
h
o
l
i
c
v
s
.
O
r
Instructional Tools
major world religions and assess their impact on political and economic
development in various societies.
Have students discuss and debate the need for tolerance and understanding
among various religious groups throughout the world.
Have students create a list identifying the contributions of the Byzantine Empire
to other societies.
Have students work in small groups to research and prepare maps on a
particular crusade, including important people, and the final outcomes and
effects.
http://www.enotes.com/topics/crusades
http://cybersleuth-kids.com/sleuth/History/Medieval/Crusades/index.htm
Have students discuss the causes and effects of the Crusades.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
GRADE LEVEL OR COURSE TITLE:
Course Code: 2109310
1st Nine Weeks
NGSSS-SS Benchmarks
Essential Content
t
h
o
d
o
x
C
h
u
r
c
h
Instructional Tools
This ELL website offers free blank printable graphic organizers and semantic
webs.
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Brigham Young University offers printable World History blank outline maps,
divided by region.
https://geography.byu.edu/pages/resources/outlinemaps.aspx
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
GRADE LEVEL OR COURSE TITLE:
Date
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Traditional:
Florida Standards Focus Standard:
August 24-September 4, LAFS.910.RH.3.9 Compare and contrast
2015
treatments of the same topic in several
Block:
primary and secondary sources.
August 24 -September
Content Benchmarks:
4, 2015
SS.912.W.2.1: Locate the extent of
Byzantine Territory and the height of the
empire.
SS.912.W.2.2: Describe the impact of
Constantine the Greats establishment of
"New Rome" (Constantinople) and his
recognition of Christianity as a legal religion.
SS.912.W.2.3: Analyze the extent to which
the Byzantine Empire was a continuation of
the old Roman Empire and in what ways it
was a departure.
SS.912.W.2.4: Identify key figures associated
with the Byzantine Empire.
SS.912.W.2.5: Explain the contributions of
the Byzantine Empire.
SS.912.W.2.6: Describe the causes and
effects of the Iconoclast controversy of the
8th and 9th centuries and the 11th century
Christian schism between the churches of
Constantinople and Rome.
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
GRADE LEVEL OR COURSE TITLE:
Topic 2: The Rise of the Islamic Empire
Pacing
Course Code: 2109310
Essential Question: To what extent did the development of Islam contribute to the
unification of the Arab World?
Date(s)
Traditional
10 days
9-8-15 to 9-22-15
Block
5 days
9-8-15 to 9-22-15
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 3: Recognize significant events, figures, and contributions of Islamic, Meso and South American, and Sub-Saharan African civilizations)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
1st Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Course Themes Addressed:
Florida Standards focus Standard:
Florida Standards Focus Activity:
LAFS.910.RH.2.4 Determine the meaning of words and
Utilizing information and sources from the following site summarize how
Development and Interaction of
phrases as they are used in a text, including vocabulary
Muhammad created a legacy of Islam including vocabulary describing political,
Cultures
describing political, social or economic aspects of
social or economic aspects of history/social studies.
http://www.pbs.org/muhammad/
Religions
history/social studies.
Belief systems, philosophies and
Content Benchmarks:
ideologies
(This also meets, LAFS.910.WSHT.1.2 Write informative/explanatory texts,
Science & Technology
SS.912.W.3.1: Discuss significant people and beliefs
including the narration of historical events, scientific procedures/ experiments, or
The arts and architecture
associated with Islam.
technical processes.)
Development and Transformation of
Social Structures
Gender roles and relations
Family & Kinship
Racial and ethnic constructions
Social and economic classes
SS.912.W.3.2: Compare the major beliefs and principles of
Judaism, Christianity, and Islam.
State-Building, Expansion and
Conflicts
Political structures and forms of
governance
Empires
SS.912.W.3.4: Describe the expansion of Islam into India
and the relationship between Muslims and Hindus.


The Origins and Rise of Islam
o
The faith of Islam
o The Five Pillars
o Important People
The Spread of Islam
SS.912.W.3.3: Determine the causes, effects, and extent of
Islamic military expansion through Central Asia, North
Africa, and the Iberian Peninsula.
Vocabulary/Identification: Sheik, Quran, Islam, Hijrah, Haj, Bedouin, Jihad,
Mosque, Muhammad, Abu Bakr, Mu’āwiyah, Sunni, Shiite, Caliph, The Moors,
astrolabe, Mecca, Medina, The Five Pillars, Kadijah, Hadith, Ulama, caliphate,
Ummayad, Abbasid, Baghdad, dowry, harem, translation movement. Please
note: the vocabulary/identification list is provided as a basic introduction and list
of terms and ideas associated with this topic. Individual teachers may use
additional information at their discretion.
Mobile Device Project: Islam
SS.912.W.3.5: Describe the achievements, contributions,
and key figures associated with the Islamic Golden Age.
SS.912.W.3.6: Describe key economic, political, and social
developments in Islamic history.
SS.912.W.3.7: Analyze the causes, key events, and effects
of the European response to Islamic expansion beginning in
the 7th century.
Technology:
Asia exhibit at the Victoria and Albert Museum- Collection of art and artifacts,
information and interactive maps and timelines from various portions of Asia.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
1st Nine Weeks
o
o
o


Essential Content
Islam in India vs.
Hinduism
The Division of the Islamic
Community
Abassid Caliphate
Ummayad Dynasty
The Islamic Culture
o Literature, Art and
Architecture
o Philosophy and History
o Government and Society
o Caliphate System
o Advances and Technology
o The Role of Women
Islam vs. Other Major world
Religions
o Christianity
o Judaism
o Hinduism
NGSSS-SS Benchmarks
SS.912.W.3.8: Identify important figures associated with the
Crusades.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
Instructional Tools
The areas covered include the Islamic Middle East from the rise of the Islamic
Empire to the Fall of the Ottoman Empire, India from the Mughal to the British
control, Korean Art and Society.
http://www.vam.ac.uk/collections/asia/index.html
Short video on the spread of Islam.
http://www.learner.org/courses/worldhistory/unit_video_7-3.html
PBS video on the Empire of Faith: Islam
http://www.pbs.org/empires/islam/eduk12plan.html
Lesson plans on Islam as well as other resources and timelines
http://www.thirteen.org/edonline/accessislam/lesson.html
Islam project lesson plans
http://www.islamproject.org/education/Lessonplans.htm
Frontline: Muslims; The Spread of Islam in the 7th - 21st Centuries
http://www.islamproject.org/education/B04_SpreadofIslam.htm
Teaching Tolerance: Who are the Arab Americans?
http://www.tolerance.org/supplement/arab-americans-focus ‘
Information on Muhammad, a legacy Prophet
http://www.pbs.org/muhammad/film2.shtml
Shajar al-Durr: A Case of Female Sultanate in Medieval Islam
http://worldhistoryconnected.press.illinois.edu/7.1/levanoni.html
Statistics on Islam and other religions
www.adherents.com
Islamic Society of Britain- Muslim Contributions Exhibition- This interactive site
provides information about Muslim contributions to society in science, math, the
arts and literature.
http://www.isb.org.uk/muslim-exhibition/
Asia exhibit at the Victoria and Albert Museum- Collection of art and artifacts,
information and interactive maps and timelines from various portions of Asia.
The areas covered include the Islamic Middle East from the rise of the Islamic
Empire to the fall of the Ottoman Empire, India from the Mughul to the British
control, Korean Art and Society.
http://www.vam.ac.uk/collections/asia/index.html
Crash Course 13: Islam, Quran and Five Pillars
(https://www.youtube.com/watch?v=TpcbfxtdoI8)
GRADE LEVEL OR COURSE TITLE:
Essential Content
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
1st Nine Weeks
NGSSS-SS Benchmarks
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
SS.912.W.1.5: Compare conflicting interpretations or
schools of thought about world events and individual
contributions to history (historiography).
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character
Course Code: 2109310
Instructional Tools
Suggested Activities:
Have students create a Venn Diagram comparing the belief systems between
the Sunnis and Shiites.
http://www.npr.org/templates/story/story.php?storyId=7332087
http://www.npr.org/templates/story/story.php?storyId=5230529
Have students create a map illustrating the spread of Islam as well as the trade
of goods throughout the Islamic Empire.
Have students analyze the influence of Islam on selected cultures and world
civilizations.
Have students determine how the movements of people and their resulting
interaction affect the economic, social, and geopolitical institutions of society.
Have students create a chart highlighting the important Muslim contributions and
where they were subsequently diffused to other parts of the world.
Have student’s research current conflicts and issues between the Sunnis and
Shiites and prepare a written report.
http://www.csmonitor.com/2007/0117/p25s01-wome.html
http://www.pbs.org/wnet/religionandethics/episodes/september-29-2006/shiasunni-conflict/1795/
http://findarticles.com/p/articles/mi_m0BUE/is_13_138/ai_n17212798/
Have students participate in a virtual Hajj, where they will keep a journal of
everything they see and do along the way.
http://www.pbs.org/muhammad/virtualhajj.shtml
Have students create a travel brochure of an Islamic city and describe what
people are doing, what they are wearing, and daily activities as well as buildings
within the city.
http://www.muslimheritage.com/geography
Have students create a comparative chart outlining the major tenets of Islam and
Hinduism. Students should include important people, rituals, religious texts and
laws, figures, architecture, as well as the current state of the religion.
http://www.42explore2.com/religion.htm
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
1st Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
This ELL website offers free blank printable graphic organizers and semantic
webs.
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Brigham Young University offers printable World History blank outline maps,
divided by region. See the following link to access these maps.
http://www.geog.byu.edu/outlineMaps.dhtml
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
GRADE LEVEL OR COURSE TITLE:
Traditional:
Traditional: September
8- September 22, 2015
Block:
September 8September 22, 2015
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Florida Standards focus Standard:
LAFS.910.RH.2.4 Determine the meaning of
words and phrases as they are used in a text,
including vocabulary describing political,
social or economic aspects of history/social
studies.
Content Benchmarks:
SS.912.W.3.1: Discuss significant people and
beliefs associated with Islam.
SS.912.W.3.2: Compare the major beliefs
and principles of Judaism, Christianity, and
Islam.
SS.912.W.3.3: Determine the causes, effects,
and extent of Islamic military expansion
through Central Asia, North Africa, and the
Iberian Peninsula.
SS.912.W.3.4: Describe the expansion of
Islam into India and the relationship between
Muslims and Hindus.
SS.912.W.3.5: Describe the achievements,
contributions, and key figures associated with
the Islamic Golden Age.
SS.912.W.3.6: Describe key economic,
political, and social developments in Islamic
history.
SS.912.W.3.7: Analyze the causes, key
events, and effects of the European response
to Islamic expansion beginning in the 7th
century.
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
Date
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
Traditional: September
8- September 22, 2015
Block:
September 8September 22, 2015
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
SS.912.W.3.8: Identify important figures
associated with the Crusades.
SS.912.G.4.7: Use geographic terms and
tools to explain cultural diffusion throughout
places, regions, and the world.
SS.912.G.4.9: Use political maps to describe
the change in boundaries and governments
within continents over time.
SS.912.H.3.1: Analyze the effects of
transportation, trade, communication,
science, and technology on the preservation
and diffusion of culture.
SS.912.W.1.1: Use timelines to establish
cause and effect relationships of historical
events.
Course Code: 2109310
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
GRADE LEVEL OR COURSE TITLE:
Topic 3: Early Middle Ages and East Asia
Pacing
Course Code: 2109310
Essential Question(s):
How did the early Germanic tribes of Europe develop into empires?
How did Chinese culture affect the rest of East Asia?
Date(s)
Traditional
6 days
9-24-15 to 10-1-15
Block
3 days
9-24-15 to 10-1-15
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 2: Recognize significant events, figures, and contributions of medieval civilizations Byzantine Empire, Western Europe, Japan)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
1st Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Course Themes Addressed:
Florida Standards Focus Standard:
Florida Standards Focus Activity:
LAFS.910.RH.3.7 Integrate quantitative or technical analysis
Have students develop a diagram or chart integrating quantitative or technical
State-Building, Expansion and
(e.g., charts, research data) with qualitative analysis in print
analysis) with qualitative analysis in print or digital text showing the similarities
Conflicts
or digital text.
and differences in China’s influence on the development of Japanese and
Political structures and forms of
Korean culture.
Content Benchmarks:
governance
http://history-world.org/Chinese%20Civilization%20To%20Japan.htm
Empires
SS.912.W.2.9: Analyze the impact of the collapse of the
Nations and Nationalism
Western Roman Empire on Europe.
Vocabulary/ Identification: The Franks, pope, monk, missionary, nun,
monastery, convent, Clovis, Charlemagne, Carolingian Dynasty, Middle Ages,
Development and Interaction of
SS.912.W.2.10:Describe the orders of medieval social
Vikings, Mongols, Genghis Khan, Khanate, The Golden Horde, feudalism,
Cultures
hierarchy, the changing role of the Church, the emergence
vassal, knight, fief, chivalry, manor, serf, Shogun, Daimyo, Zen, seppuku,
Religions
of feudalism, and the development of private property as a
samurai, longboat, steppe, Rus, Slavs, principality of Kiev, Leif Ericson, Vinland
Belief systems, philosophies and
distinguishing feature of Western Civilization.
Sagas, Danelaw, Silk Roads, epitaphs, foot-binding, Empress Wu, civil service
Ideologies
exam, paper money, movable type, Neo-Confucianism, Buddhism, noble, vassal.
Development and Transformation of
SS.912.W.2.11: Describe the rise and achievements of
Please note: the vocabulary/identification list is provided as a basic introduction
Social Structures
significant rulers in medieval Europe.
and list of terms and ideas associated with this topic. Individual teachers may
Gender roles and relations
use additional information at their discretion.
Racial and ethnic constructions
SS.912.W.2.12: Recognize the importance of Christian
Social and economic classes
monasteries and convents as centers of education,
Mobile Device Project: The Middle Ages
Expansion and Interaction of
charitable and missionary activity, economic productivity,
Economic Systems
and political power.
Trade and Commerce
Labor Systems
SS.912.W.2.13: Explain how Western civilization arose from
a synthesis of classical Greco-Roman civilization, JudeoChristian influence, and the cultures of northern European
peoples promoting a cultural unity in Europe.

The Collapse of the Western
Roman Empire
Technology:
SS.912.W.2.19: Describe the impact of Japan's
o
The Rise of the
Geographia by interKnowledge Corp. has a comprehensive review of Russian
physiography
on
its
economic
and
political
development.
Franks
History from Ancient Russia to the Soviet Era. The information includes
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
1st Nine Weeks
o
o
o
Essential Content
Carolingian Dynasty
The Vikings
The Mongols
NGSSS-SS Benchmarks
SS.912.W.2.20: Summarize the major cultural, economic,
political, and religious developments in medieval Japan.

Early Russian Society
o Kiev Russ
SS.912.W.2.21: Compare Japanese feudalism with Western
European feudalism during the Middle Ages.

European vs. Japanese
Feudalism
o Manorialism
o The role of the Church in
o Medieval Europe vs.
Japanese Belief systems
o Orders of Medieval Social
Hierarchy
Importance of Monasteries and
convents
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.



Using geography to understand
methods of political control
East Asian Networks
o The Song Dynasty
o Jin Dynasty
o Commercial Revolution
o Tang Dynasty
o Foot-binding
o
Civil Service
Examination
o Paper Money
o
o

Movable Type
Neo-Confucianism
Japan Cultural and Economic
relationship to China and Korea
o Koryo Dynasty
o Kamakura Period
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
Instructional Tools
important people, history, art, architecture and important cities.
http://www.geographia.com/russia/rushis02.htm
Excellent collection of primary sources under the following headings:
Carolingians, The Early Germans, France, and England.
http://www.fordham.edu/halsall/sbook.html
Information on the Franks and Carolingians
http://www.history.com/videos/dark-ages-the-franks---merovech#dark-ages-thefranks---merovech
http://www.unc.edu/courses/2009fall/hist/151/007/Outlines/11.ChristianKingdoms
.htm
Information of the Spice Trade
http://histclo.com/Eco/trade/spice.html
http://www.learner.org/courses/worldhistory/unit_video_8-2.html
http://worldhistoryconnected.press.illinois.edu/7.1/sherman.html
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character.
This site by Geographia by inter-Knowledge Corp. has a comprehensive review
of Russian History from Ancient Russia to the Soviet Era. The information
includes important people, history, art, architecture and important cities.
http://www.geographia.com/russia/rushis02.htm
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
Columbia University- Recording the grandeur of the Qing-This
website looks at the dynasty through general information, primary
documents and video segments
http://www.learn.columbia.edu/nanxuntu/start.html
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
Columbia University- The Song Dynasty in China-This website looks at the
dynasty through general information, primary documents and video segments
http://afe.easia.columbia.edu/song/
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
Crash Course 14: Dark Ages
(https://www.youtube.com/watch?v=QV7CanyzhZg)
History teacher video I am a Knight
(https://www.youtube.com/watch?v=E4pGFGkHOd8)
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
King Arthur (https://www.youtube.com/watch?v=AtCxl9leYQ4)
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
the Vikings (https://www.youtube.com/watch?v=fIvJ2P0giVc)
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
Eleanor of Aquitaine (https://www.youtube.com/watch?v=ysU_ezDYt8A)
In a Nutshell Vikings, two videos
(https://www.youtube.com/watch?v=3xIy7FoiaQY,
https://www.youtube.com/watch?v=GLyDSBv2ngc)
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
1st Nine Weeks
Essential Content
NGSSS-SS Benchmarks
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
SS.912.W.1.5: Compare conflicting interpretations or
schools of thought about world events and individual
contributions to history (historiography).
Instructional Tools
Crash Course 17: The Mongol
(https://www.youtube.com/watch?v=szxPar0BcMo)
Suggested Activities:
Have students develop biographical profiles of any of the Frank kings, include a
picture, and highlight the greatest achievements during their reign.
http://www.flowofhistory.com/units/birth/5/FC40
Have students create a historical account (e.g., newspaper article, etc) of a
medieval village under Viking attack, making sure to include intentions and
strategies, as well as a map highlighting major attack routes.
http://www.mnh.si.edu/vikings/
http://www.pbs.org/wgbh/nova/vikings/
Have students write a feudal contract between an imaginary king and noble,
include all parts of the agreement between the two parties.
Have students create a chart describing the major characteristics of manorialism,
including economic obligations, benefits for serfs, and benefits for lords.
Have students take the role of an individual living in either feudal Japan or
Medieval Europe and write a historical account of how religion affected their daily
life.
Have students create a Venn Diagram comparing European and Japanese
feudalism.
http://asianhistory.about.com/od/japan/a/Feudalism-In-Japan-And-Europe.htm
http://regentsprep.org/Regents/global/themes/politicalsystems/feudalism.cfm
http://afe.easia.columbia.edu/main_pop/kpct/kp_tokugawa.htm
Have students identify and explain geographic factors that influenced events in
early Japanese civilization.
Have students participate in a virtual exploration of the silk road, keeping a travel
journal of their experiences.
http://www.globalschoolnet.org/gsnexpeditions/
Have students create a headline for a news story on either a political, economic,
or cultural consequence, of the Mongols rule in China.
Have students map the expansion of the Mongols across Eurasia.
http://afe.easia.columbia.edu/mongols/index.html
http://www.allempires.com/article/index.php?q=The_Mongol_Empire
Have students create a diary entry from the perspective of a female in Chinese
Society who has experienced foot-binding.
http://www.smithsonianmag.com/history/why-footbinding-persisted-chinamillennium-180953971/?no-ist
Have students examine works of art from the Kievan Rus period and describe
influences from the Byzantine period.
http://www.und.edu/dept/lang/russian/162/culture.html
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
1st Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Have students draw an example of Chinese Paper Money, and then describe in
writing, the impact paper money had on Chinese Society.
http://www.thecurrencycollector.com/pdfs/Ancient_Chinese_Cash_Notes__The_Worlds_First_Paper_Money_-_Part_II.pdf
Have students research the earliest states to form in the area that is now Russia,
and explain the role religion played in their establishment and development.
http://www.cambridge.org/us/academic/subjects/history/european-history-10001450/byzantium-and-rise-russia-study-byzantino-russian-relations-fourteenthcentury
Have students create a list of all the ways the Catholic Church exerted power
over people in the Middle Ages. Then have the students compare the Medieval
Catholic Church with the modern Catholic Church, identifying the major changes
and continuities.
http://www.the-orb.net/non_spec/missteps/ch11.html
http://www.mnsu.edu/emuseum/history/middleages/church.html
http://www.catholic.org/
http://www.usatoday.com/news/religion/2004-11-07-church-main_x.htm
Have students create a chart comparing the political structure of the Tang
Dynasty, the Koryo Dynasty, and the Kamakura Period in Japan.
http://www.mnsu.edu/emuseum/prehistory/japan/heian/heian-p.htm
Have students create a timeline tracing the developments of dynastic cycles in
Chinese civilization
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
1st Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
This ELL website offers free blank printable graphic organizers and semantic
webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Brigham Young University offers printable World History blank outline maps,
divided by region:
http://www.geog.byu.edu/outlineMaps.dhtml
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all
teachers K-12 provide instruction to students in the following content areas:
African-American History, Character Education, Hispanic Contributions to the
United States, Holocaust Education, and Women’s Contributions to the U.S.
Detailed Lesson Plans can be downloaded from the Department of Social
Sciences web-site. http://socialsciences.dadeschools.net , under the headings
“Character Education” and “Multicultural Support Documents.” Please note that
instruction regarding the aforementioned requirements should take place
throughout the entire scope of a given social studies course, not only during the
particular month or day when a particular cultural group is celebrated or
recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
GRADE LEVEL OR COURSE TITLE:
Date
Date
Traditional:
September 24 -October
1, 2015
Block:
September 24- October
1, 2015
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Pacing Guide
Benchmark(s)
Benchmark(s)
Florida Standards Focus Standard:
LAFS.910.RH.3.7 Integrate quantitative or
technical analysis (e.g., charts, research
data) with qualitative analysis in print or digital
text.
Content Benchmarks:
SS.912.W.2.9: Analyze the impact of the
collapse of the Western Roman Empire on
Europe.
SS.912.W.2.10:Describe the orders of
medieval social
hierarchy, the changing role of the Church,
the emergence
of feudalism, and the development of private
property as a
distinguishing feature of Western Civilization.
SS.912.W.2.11: Describe the rise and
achievements of significant rulers in medieval
Europe.
SS.912.W.2.12: Recognize the importance of
Christian monasteries and convents as
centers of education, charitable and
missionary activity, economic productivity,
and political power.
SS.912.W.2.13: Explain how Western
civilization arose from a synthesis of classical
Greco-Roman civilization, Judeo-Christian
influence, and the cultures of northern
European peoples promoting a cultural unity
in Europe.
Data Driven
Data Driven
Benchmark(s)
Benchmark(s)
Activities
Activities
Course Code: 2109310
Assessment(s)
Assessment(s)
Strategies
Strategies
GRADE LEVEL OR COURSE TITLE:
Traditional:
September 24 -October
1, 2015
Block:
September 24- October
1, 2015
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Florida Standards Focus Standard:
LAFS.910.RH.3.7 Integrate quantitative or technical
analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.
Content Benchmarks:
SS.912.W.2.19: Describe the impact of Japan's
physiography on its economic and political
development.
SS.912.W.2.20: Summarize the major cultural,
economic, political, and religious developments in
medieval Japan.
SS.912.W.2.21: Compare Japanese feudalism with
Western European feudalism during the Middle
Ages.
SS.912.G.2.1: Identify the physical characteristics
and the human characteristics that define and
differentiate regions.
SS.912.G.4.9: Use political maps to describe the
change in boundaries and governments within
continents over time
SS.912.H.3.1: Analyze the effects of
transportation, trade, communication, science, and
technology on the preservation and diffusion of
culture.
SS.912.W.1.1: Use timelines to establish cause
and effect relationships of historical events.
SS.912.W.1.6: Evaluate the role of history in
shaping identity and character.
SS.912.G.2.3: Use geographic terms and tools to
analyze case studies of regional issues in different
parts of the world that have critical economic,
physical, or political ramifications.
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Topic 4: The Later Middle Ages- Wars and Growth of Nations
Pacing
Course Code: 2109310
Essential Question: How did the consolidation of power transform European political
structures?
Date(s)
Traditional
7 days
10-2-15 to 10-12-15
Block
3 .5 days
10-2-15 to 10-12-15
STRAND(S) and STANDARD(S):
World History
(Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 2: Recognize significant events, figures, and contributions of medieval civilizations Byzantine Empire, Western Europe, Japan)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond Critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
1st Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Course Themes Addressed:
Florida Standards Focus Standard:
Florida Standards Focus Activity:
LAFS.910.RH.4.10 Compare and contrast treatments of the
Have students compare and contrast treatments of the same topic in several
Human and Environmental
same topic in several primary and secondary sources.
primary and secondary sources by creating a two column chart comparing rights
Interaction
under the Magna Carta vs. rights under the United States Constitution.
Content Benchmarks:
Demography and disease
http://eawc.evansville.edu/anthology/magnacarta.htm
Development & Interaction of
SS.912.W.2.14: Describe the causes and effects of the
http://topics.law.cornell.edu/constitution
Cultures
Great Famine of 1315-1316, The Black Death, The Great
Belief systems, philosophies &
Schism of 1378, and the Hundred Years.
on Western
Vocabulary/Identification: War
common
law, William theEurope.
Conqueror, Magna Carta,
ideologies
John I, scholasticism, theology, vernacular, gothic, Romanesque, Capetian,
Science & Technology
SS.912.W.2.15: Determine the factors that contributed to the Thomas A. Becket, Eleanor of Aquitaine, estate, Phillip II Augustus, Phillip IV,
Art & Architecture
growth of a modern economy.
Paris, Parliament, Holy Roman Emperor, Otto the Great, Concordat of Worms,
Henry III, scholasticism, university, liberal arts, Joan of Arc, Hundred Years War,
Creation, Expansion and Interaction
SS.912.W.2.16: Trace the growth and development of
crossbow, guilds, apprentice, journeymen, banks, bourgeoisie, towns, barter
of Economic Systems
national identify in England, France, and Spain.
economy, Avignon, the Great Famine, market economy, Great Schism, The
Trade and Commerce
Black Death, Isabella and Ferdinand, Inquisition, John Wycliffe, John Hus,
Labor Systems
SS.912.W.2.17: Identify key figures, artistic, and intellectual
Thomas Aquinas, anti-Semitism, Oxford University. Please note: the
achievements of the medieval period in Western Europe.
vocabulary/identification list is provided as a basic introduction and list of terms
Development and Transformation of
and ideas associated with this topic. Individual teachers may use additional
Social Structures
SS.912.W.2.18: Describe developments in medieval English information at their discretion.
Social and Economic Classes
legal and constitutional history and their importance to the
Gender roles and relations
rise of modern democratic institutions and procedures.
Technology:
Accounts of Individuals who experienced the plague
State Building, Expansion &
SS.912.G.2.3: Use geographic terms and tools to analyze
http://www.eyewitnesstohistory.com/plague.htm
Conflicts
case studies of regional issues in different parts of the world
Political Structures and forms of
that have critical economic, physical, or political
SHEG: Dark Ages (http://sheg.stanford.edu/dark-ages)
Governance
ramifications.
Empire
First Crusades (http://sheg.stanford.edu/first-crusade
Nations and Nationalism
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.

England
Understanding the Black Death (http://sheg.stanford.edu/understanding-blacko William of Normandy
death)
SS.912.H.3.1: Analyze the effects of transportation, trade,
o Battle of Hastings
communication, science, and technology on the
o Henry II
The Black Death in Florence
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
1st Nine Weeks
Essential Content
o “Common Law”





France
o Hugh Capetian
o Phillip II Augustus
o Phillip IV
o “The Three Estates”
English Legal and Constitutional
History
o King John I
o Edward I
o Magna Carta
o Parliament
Cultural and Intellectual
Achievements
o Rise of Universities
o Scholasticism
o Vernacular Literature
o Architecture
The Growth of the Modern
Economy
o Towns
o Guilds
o Middle Class
o Bourgeoisie
o Market Economy
The Transition Years
o The Hundred Years War
o Joan of Arc
o Louis XI
o The Great Famine
o The Black Death
o The Great Schism of 1378
o Avignon

Ferdinand and Isabella

The Rise of the Holy Roman
Empire
o Otto the Great
o Frederick the I and II
NGSSS-SS Benchmarks
preservation and diffusion of culture.
Instructional Tools
(http://sheg.stanford.edu/black-death-florence)
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
History teacher video, Spanish Inquisition
(https://www.youtube.com/watch?v=89Xv4mV1BIs)
The Crusades (https://www.youtube.com/watch?v=weMhSSYoRi4)
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
Black Death (https://www.youtube.com/watch?v=rZy6XilXDZQ)
Battle of Agincourt (https://www.youtube.com/watch?v=XRkmdpLgLiE)
Joan of Arc (https://www.youtube.com/watch?v=wQydMhY9OpI)
Thomas Aquinas (https://www.youtube.com/watch?v=m57m0XiRgBA)
Canterbury Tales (https://www.youtube.com/watch?v=vBa5nN_JyPk)
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
Beowulf (https://www.youtube.com/watch?v=yiBaSqO7n9U)
Crash Course 15: Crusades (https://www.youtube.com/watch?v=X0zudTQelzI
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
Suggested Activities:
Have students create a flow chart of the process of becoming a member of a
guild.
http://www.middle-ages.org.uk/guilds-in-the-middle-ages.htm
Have students create a Venn Diagram comparing Wyecliff’s and Hus’ criticism of
the Catholic Church.
Have students create a position paper defending either France’s or England’s
model of political structure and the consequent control that it has on their
respective societies. Students will defend their position in a class debate.
Have students research a modern university and then compare and contrast the
role and significance of the modern university with a medieval university. What
changes and continuities are evident?
http://www.csupomona.edu/~plin/ls201/medieval2.html
Have students map the origin and diffusion of the Black Death across the world.
http://www.vlib.us/medieval/lectures/black_death.html
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
Have students create an obituary of someone who died as a result of the Black
Death or the Great Famine, including their occupation, their final weeks and or
days, as well as the impact it had on their family and surrounding community.
http://www.eyewitnesstohistory.com/plague.htm
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
1st Nine Weeks
Essential Content
NGSSS-SS Benchmarks
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character
Instructional Tools
Have students create a Venn Diagram comparing the economy of a medieval
town with that of their own community.
http://www2.sunysuffolk.edu/westn/highmed.html
SS.912.W.1.5: Compare conflicting interpretations or schoo
Have students create a newspaper article which highlights the most important
event in at least two of the Medieval Monarchs. One of the Monarchs should be
examined in a positive role while the other should be a negative. Then have
students create a headline for the article
http://www.spartacus.schoolnet.co.uk/MEDTkings.htm
http://www.castlewales.com/eng_king.html
Have students discuss the shift from an economy based on the barter system to
a market economy, and evaluate the major events that pushed societies to
transition from one to the other.
http://www.boiseweekly.com/boise/you-barter-believe-it/Content?oid=1152533
http://www.merinews.com/article/the-barter-system-pros-andcons/15813654.shtml
Have students research and defend in writing the trial of Joan of Arc, and
persuade the Judge or Class on the validity of the claim that she was a Heretic.
http://archive.joan-of-arc.org/joanofarc_trial_issues.html
Have students discuss and prepare a report on the struggles of the Holy Roman
Empire and the Catholic Church.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
GRADE LEVEL OR COURSE TITLE:
Date
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
1st Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.esiponline.org/classroom/foundations/reading/readalouds.html
This ELL website offers free blank printable graphic organizers and semantic
webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Brigham Young University offers printable World History blank outline maps,
divided by region:
http://www.geog.byu.edu/outlineMaps.dhtml
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
October 2-October 12,
2015
Block:
October 2-October 12,
2015
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Florida Standards Focus Standard:
LAFS.910.RH.4.10 Compare and contrast
treatments of the same topic in several
primary and secondary sources.
Content Benchmarks:
SS.912.G.4.1: Interpret population growth
and other demographic data for any given
place
SS.912.H.3.1: Analyze the effects of
transportation, trade, communication,
science, and technology on the preservation
and diffusion of culture.
SS.912.W.1.1: Use timelines to establish
cause and effect relationships of historical
events.
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
GRADE LEVEL OR COURSE TITLE:
Course Code: 2109310
STRAND(S) and STANDARD(S):
World History
(Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 3 : Recognize significant events, figures, and contributions of Islamic, Meso and South American, and Sub-Saharan African Civilizations)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
1st Nine Weeks
Topic 5: African Civilizations
Essential Question: What were the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture?
Pacing
Date(s)
Traditional
6 days
10-13-15 to 10-20-15
Block
3 days
10-13-15 to 10-20-15
Essential Content
Course Themes Addressed
Human Environmental Interaction
Migration
Development and Interaction of
Cultures
Science and technology
The arts and architecture
Creation, Expansion and Interaction
of Economic systems
Trade and Commerce
Labor systems
Development and Transformation of
Social Structures
Racial and ethnic constructions
Social and economic classes



The Early History of SubSaharan Africa
Kingdom of Mali
o Mansa Musa
o Timbuktu
o Griot
Kingdom of Ghana
o Gold and Salt Trade
o Tunka Manin
NGSSS-SS Benchmarks
Florida Standards Focus Standard
LAFS.910.WSHT.2.6 Use technology, including the internet
to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link
to other information and to display information flexibly and
dynamically.
Content Benchmarks:
SS.912.W.3.9: Trace the growth of major sub-Saharan
African kingdoms and empires.
SS.912.W.3.10: Identify key significant economic, political,
and social characteristics of Ghana.
SS.912.W.3.11: Identify key figures and significant
economic, political, and social characteristics associated
with Mali.
SS.912.W.3.12: Identify key figures and significant
economic, political, and social characteristics associated
with Songhai.
Instructional Tools
Florida Standards Focus Activity
Have students use technology including the internet to investigate one of the
three African civilizations to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
http://www.globaled.org/nyworld/materials/african2.html
http://www-sul.stanford.edu/depts/ssrg/africa/history/hisking.html
http://africanhistory.about.com/od/kingdoms/PreColonial_Africa.htm
Vocabulary: savanna, plateau, Sahara Desert, Bantu, Swahili, subsistence
agriculture, Mansa Musa, Ghana, Mali, Zimbabwe, Timbuktu, Mohammed I
Askia, Sonni Ali, matrilineal, oral traditions, gold and salt trade, trans-Saharan,
sub-Saharan, Songhai, Griot, diviner, lineage, Ibn Batuta, Indian Ocean, Sahel,
Highland, Caravan, Dhow. Please note: the vocabulary/identification list is
provided as a basic introduction and list of terms and ideas associated with this
topic. Individual teachers may use additional information at their discretion.
SS.912.W.3.13: Compare economic, political, and social
developments in East, West, and South Africa.
Technology:
The BBC; The Story of Africa- Resource for African history that include maps,
timelines, narratives, and sources that are organized by period and theme and
region.
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/
SS.912.W.3.14: Examine the internal and external factors
that led to the fall of the empires of Ghana, Mali, and
Songhai.
Primary sources, interactive modules as well as case studies on early African
Civilizations
http://chnm.gmu.edu/cyh/
SS.912.G.1.1: Design Maps using a variety of technologies
SHEG: Ibn Battuta (http://sheg.stanford.edu/ibn-battuta)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks



Essential Content
Kingdom of Songhai
o Mohammed I Askia
o Sonni Ali
Trade-Networks of
Sub-Saharan Africa
o Trans-Saharan Trade
o Indian Ocean Trade
o Swahili
o Slave Trade- East Africa
o Ibn Battuta
o Dhow
Migration Patterns in
Sub-Saharan Africa
o Bantu Migrations
o Great Zimbabwe and Its
Satellites
Discovery Education Resources
1st Nine Weeks
NGSSS-SS Benchmarks
based on descriptive data to explain physical and cultural
attributes of major world regions.
Mansa Musa (http://sheg.stanford.edu/mansa-musa)
SS.912.G.2.1:Identify the physical characteristics and the
human characteristics that define and differentiate regions.
History teacher video, Mansa Musa
(https://www.youtube.com/watch?v=4TWOIkEygWM)
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
Skill Benchmarks:
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3:Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
Instructional Tools
Suggested Activities:
Have students create a map showing the various (geographic zones; e.g.,
Desert, Sahel, Plateau, Jungle) in Africa and how each of the these respective
zones influences daily life in one of the African civilizations.
http://www.pbs.org/wnet/africa/
Have students interpret historical information about early African kingdoms using
a map legend as their resource and write a well substantiated essay.
Have students discuss the impact of one of the major figures in early African
civilization and their impact on their local society socially, culturally and
economically.
Have students create a map outlining the major trade routes into and within
Africa and identifying the major goods that flowed between civilizations during
this time period through symbols on the map for the major goods traded.
http://www.africanculturalcenter.org/4_4tradekingdoms.html
Have students create a poster, song, poem, video program or cartoon on one of
the three Early African Kingdoms.
Have students list the major achievement of early African civilizations.
Have students create a diary entry from an individual who was involved in the
Bantu Migrations, highlighting their experiences, as well as their motivation for
migration. What were the push and pull factors that ultimately caused them or
encourage them to migrate.
http://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_06_206_bantu/A
C_06_206_bantu.html
http://education.nationalgeographic.com/education/encyclopedia/africa-humangeography/?ar_a=1
http://www.learner.org/courses/worldhistory/unit_video_3-3.html
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Discovery Education Resources
1st Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
lELL:
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character.
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
SS.912.W.1.5:
Compare conflicting interpre
Provide students with structured paragraphs for
writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
This ELL website offers free blank printable graphic organizers and semantic
webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Brigham Young University offers printable World History blank outline maps,
divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.aspx
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Discovery Education Resources
1st Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Date
Pacing Guide
Benchmark(s)
Traditional:
Florida Standards Focus Standard
October 13, 2014 - October 20, 2015 LAFS.910.WSHT.2.6 Use technology,
Block:
including the internet to produce, publish,
October 13, 2014 – October 20,
and update individual or shared writing
2015
products, taking advantage of technology’s
capacity to link to other information and to
display information flexibly and dynamically.
Content Benchmarks:
SS.912.W.3.9: Trace the growth of major
sub-Saharan African kingdoms and
empires.
SS.912.W.3.10: Identify key significant
economic, political, and social
characteristics of Ghana.
SS.912.W.3.11: Identify key figures and
significant economic, political, and social
characteristics associated with Mali.
SS.912.W.3.12: Identify key figures and
significant economic, political, and social
characteristics associated with Songhai.
SS.912.W.3.13: Compare economic,
political, and social developments in East,
West, and South Africa.
SS.912.W.3.14: Examine the internal and
external factors that led to the fall of the
empires of Ghana, Mali, and Songhai.
SS.912.G.1.1: Design Maps using a variety
of technologies based on descriptive data
to explain physical and cultural attributes of
major world regions.
Discovery Education Resources
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Date
Pacing Guide
Benchmark(s)
Traditional:
SS.912.G.4.1: Interpret population growth
October 13, 2014 - October 20, 2015 and other demographic data for any given
Block:
place.
October 13, 2014 – October 20,
2015
SS.912.G.4.2: Use geographic terms and
tools to analyze the push/pull factors
contributing to human migration within and
among places.
SS.912.H.3.1: Analyze the effects of
transportation, trade, communication,
science, and technology on the
preservation and diffusion of culture.
.
Discovery Education Resources
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Discovery Education Resources
Topic 6: Meso and South American Civilizations
Pacing
Date(s)
Traditional
7 days
10-21-15 to 10-29-15
Block
3.5 days
10-21-15 to 10-29-15
Essential Question:
What were the key economic, cultural and political characteristics of the major Meso and
South American Civilizations?
STRAND(S) and STANDARD(S):
World History
(Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 3 : Recognize significant events, figures, and contributions of Islamic, Meso and South American, and Sub-Saharan African Civilizations)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond Critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
1st Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Course Themes Addressed:
Florida Standards Focus Standard:
Florida Standards Focus Activity:
Human and environmental
LACC.910.RH.1.1 Cite specific textual evidence to support
Have students create a comparative chart which cites specific textual evidence
interaction
analysis of primary and secondary sources, attention to
to support analysis of primary and secondary sources between the cultural
Migration
such features as the date and origin of the information.
achievements of the Mayans, Incas, and Aztecs paying attention to such
Patterns of settlement
features as the date and origin of the information.
Content Benchmarks:
Technology
http://www.regentsprep.org/Regents/global/themes/goldenages/meso.cfm
SS.912.W.3.15: Analyze the legacies of the Olmec,
Development and Interaction of
Zapotec, and Chavin on later Meso and South American
Vocabulary/Identification: Meso-America, glyph, Olmec, Maya, Aztec, Hernan
Cultures
civilizations.
Cortes, Montezuma, Yucatan Peninsula, Tikal, Chichenitza, Tenochtitlan, Lake
Religions
Texcoco, Chinampa, Quipu, Chavin, Inca, Andes, Quechua, Sacrifice, Francisco
Belief systems, philosophies and
SS.912.W.3.16: Locate major civilizations of Mesoamerica
Pizarro, stone-heads, Maize, Long Count, Machu Pichu, Copan, Cusco, Popol
ideologies
and Andean South America.
Vuh, Caral, Calendar, Observatory, Pyramids. Please note: the
Science and technology
vocabulary/identification list is provided as a basic introduction and list of terms
The arts and architecture
SS.912.W.3.17: Describe the roles of people in the Maya,
and ideas associated with this topic. Individual teachers may use additional
Inca, and Aztec societies.
information at their discretion.
Creation, Expansion and Interaction
of Economic systems
SS.912.W.3.18: Compare the key economic, cultural, and
Technology:
Agricultural and pastoral
political characteristics of the major civilizations of Meso and
The University of Miami Lowe Art Museum has a selection of their art from the
production
South America.
permanent collection on the website. Each piece of art has an explanation of its
Trade and Commerce
importance and relevance to their specific group or time period. The time period
Labor systems
SS.912.W.3.19: Determine the impact of significant Meso
which includes among others, Meso America.
and South American rulers such as Pacal the Great,
http://www6.miami.edu/lowe/index.htm
Development and Transformation of
Moctezuma I, and Huayna Capac.
Social Structures
Short video on the Mayan Kingdoms
Gender roles and relations
SS.912.G.1.1: Design Maps using a variety of technologies
http://www.learner.org/courses/worldhistory/unit_video_6-2.html
Family & Kinship
based on descriptive data to explain physical and cultural
Social and economic classes
attributes of major world regions.
S
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Discovery Education Resources
1st Nine Weeks
Essential Content
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Empires
Nations and nationalism
NGSSS-SS Benchmarks
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
SS.912.H.1.3: Relate works in the arts to various cultures.

The Legacy of Early Civilizations

Chavin
o Andes
o Religious Vessels
o Cultural Achievements

Olmec
o Mexican Civilization
o Stone Heads

Zapotec

Incas (2) (3)
o Machu Pichu
o Quippi
o Forced labor
o Gold/Silver





SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
S.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
Skill Benchmarks:
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
Detailed description of the daily life of the Aztecs
http://www.localhistories.org/aztec.html
All About Chocolate Exhibit-The Field Museum- With information and artifacts
about the History of Chocolate in Meso-America and its involvement in the
Columbian Exchange.
http://archive.fieldmuseum.org/chocolate/exhibits2.html
Suggested Activities:
Have students create a Venn Diagram comparing the site of Teotihuacan with
the urban centers of other early complex societies in the Americas.
SS.912.G.2.1:Identify the physical characteristics and the
human characteristics that define and differentiate regions.
Have students research how geography influenced the daily life of one of the
Meso-American Cultures and create a poster, essay, or another type of visual
display with their findings.
http://www.mnsu.edu/emuseum/cultural/mesoamerica/aztec.html
Mayas
o Writing-glyphs
o Yucatan Peninsula
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
Cultural Characteristics of the
Excellent Information about Tenochtitlan
http://www.ancient.eu/Tenochtitl%C3%A1n/
Have students create an achievement pyramid or timeline with each step
highlighting what made that civilization “great.”
http://www.ballard-tighe.com/ewhweb/ExploreMore/EMCh07.pdf
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
Political Systems of the Americas
o Kingdom vs. Empire
North Virginia Community College presents information and research on the
MesoAmerican Civilizations.
http://novaonline.nvcc.edu/eli/evans/his111/notes/mesoamerica.html
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
Aztecs
o Tenochitlan
o Lake Texcoco
The Economy of the Americas
o Chinampas
Instructional Tools
hort video on the Incan tribute economy
http://www.learner.org/courses/worldhistory/unit_video_8-3.html
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
Have students create a list of items that are native to the Americas along with
their uses and where they were diffused to.
http://www.gilderlehrman.org/history-by-era/american-indians/essays/columbianexchange
Have students select a Native American civilization. Explain to them that they
have been chosen to represent their selected civilization. The students’ task is
to convince a museum that their choice is the most significant civilization. The
students will create a pamphlet in Word Publisher that consists of a cover,
illustrations of three accomplishments or contributions, and a two-column chart
comparing/contrasting their civilization to another Native American civilization.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Discovery Education Resources
1st Nine Weeks
Essential Content
Americas
o Sacrifice
o Math and Science
NGSSS-SS Benchmarks
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character
Instructional Tools
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
SS.912.W.1.5: Compare conflicting interpre
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
This ELL website offers free blank printable graphic organizers and semantic
webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Brigham Young University offers printable World History blank outline maps,
divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.aspx
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Discovery Education Resources
1st Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED: Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Pacing Guide
Benchmark(s)
Traditional:
October 21, 2015October 29, 2015
Block:
October 21, 2015October 29, 2015
Florida Standards Focus Standard:
LACC.910.RH.1.1 Cite specific textual evidence to support
analysis of primary and secondary sources, attention to such
features as the date and origin of the information.
Content Benchmarks:
SS.912.W.3.15: Analyze the legacies of the Olmec, Zapotec,
and Chavin on later Meso and South American civilizations.
SS.912.W.3.16: Locate major civilizations of Mesoamerica and
Andean South America.
SS.912.W.3.17: Describe the roles of people in the Maya,
Inca, and Aztec societies.
SS.912.W.3.18: Compare the key economic, cultural, and
political characteristics of the major civilizations of Meso and
South America.
SS.912.W.3.19: Determine the impact of significant Meso and
South American rulers such as Pacal the Great, Moctezuma I,
and Huayna Capac.
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the preservation and
diffusion of culture.
Discovery Education Resources
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Discovery Education Resources
*Please login to Discovery Education through you portal and copy and paste resource name into search function on the Discovery Education website.
TOPIC 1: BYZANTIUM AND EASTERN EUROPEAN EMPIRES:
Videos:
The Byzantine Empire
Justinian and Theodora Remake the Roman Empire
Hagia Sophia's Engineering Secrets
The Civilization of the Byzantine Empire
Eastern Orthodoxy
Religious Art
The Crusades
The High Middle Ages: The Role of the Church in the Crusades
Saladin Retakes the Holy Land
Byzantium: A Doomed Multinational Empire
Constantinople’s Wall
The Wall of Noise
Ottoman Turks Gain Control of Constantinople
The Byzantine Legacy
Audio:
Stuff You Missed in History Class Podcast: How the Crusades Worked
Stuff You Missed in History Class Podcast: A Crusade Gone Wrong
Images:
A map of the invasion of the Germanic tribes.
The court of Empress Theodora.
The Hagia Sophia in Constantinople.
Articles:
Orthodox Church
The Great Schism
TOPIC 2: THE RISE OF THE ISLAMIC EMPIRE
Videos:
The Rise of Islam
Introducing Islam
The Quran
Islamic Beliefs
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Five Pillars of Islam: Belief
Five Pillars of Islam: Prayers
Five Pillars of Islam: Fast
Five Pillars of Islam: Alms and Pilgrimage
Pilgrimage to Mecca
Islamic Culture
The Spread of Islam
Two Factions of Islam
Islamic Expansion and Advancement of Knowledge
The Hijira and the Islamic Empire
Islam’s Golden Age
Arabic Literature: The Arabian Nights & Other Stories & Poems
Spherical Trigonometry and the Moors' Decline
The Spread of Knowledge and Ideas
Muslims and Christians in Medieval Times
End of the Islamic Golden Age
Audio:
Religions of the World: Islam: History
Religions of the World: Islam: Traditions
Religions of the World: Islam: Community
Images:
Bedouin transportation in Wadi Rum, Jordan.
Muslim Mosque
Successors to Muhammad expanded Islamic state.
Pilgrims arriving at Mecca to perform hajj.
Astrolabe of Isfahan, A.D. 1223-4.
Articles:
Islam
Caliphate
TOPIC 3: EARLY MIDDLE AGES AND EAST ASIA
Videos:
The End of the Roman Empire
The Consolidation of Frankish Power
Charlemagne Expands Frank's Territories: Restoration of Roman Culture and Christianity: Saxon Wars
Invasions
Viking Warriors (BGL)
Discovery Education Resources
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Time Warp Trio: Viking It and Liking It (BGL)
Mongols and Warlords
The Founding of Kiev
Religion in Russia
High Middle Ages: A Period of Transition between Charlemagne and the Renaissance
The Rise of Feudalism
The High Middle Ages: Feudalism
Chivalry and the Knight
Lives of Peasants and Serfs: Advances in Agriculture: The Role of Women
The Edo Period: Japan under the Rule of the Shogun
Secrets of the Samurai
Warriors
Language
Monasteries and Literacy
Importance of Monasteries: The Church Increasingly Involved in Political World
Song Dynasty Innovations
Paper and Printing
Printing Press
Audio:
Stuff You Missed in History Class Podcast: How the Vikings Worked
Stuff You Missed in History Class Podcast: Charlemagne’s Coronation
Stuff You Missed in History Class Podcast: The Forty-seven Ronin and the Samurai’s Code
Stuff You Missed in History Class Podcast: Did Empress Wu’s Reign Change China?
Images:
19th-Century Portrait of Charlemagne
Viking invasions in the 9th century.
A Viking ship, from about 1000 A.D.
Life on a medieval manor.
Genghis Khan (ca. 1167-1227 A.D).
Mongol horsemen hunting with leader Khubilai Khan.
Empress Wu, or Wu Zhao (Chao) (627?-705).
Map of Southern Song dynasty.
Koryo dynasty porcelain, called ch'ongja.
Articles:
Feudalism
Confucianism
TOPIC 4: THE LATER MIDDLE AGES – WARS AND GROWTH OF NATIONS
Discovery Education Resources
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Videos:
The Site of the Battle of Hastings
Magna Carta
The Magna Carta: Limits King's Power and Lays Groundwork for Representative Government
The High Middle Ages: Scholars & Universities
Chaucer and His Canterbury Tales
Secrets of Britain's Castles
A Gothic Cathedral in Amiens
Gothic Architecture
A Comparison of Romanesque and Gothic Architecture
Influences and Principles of Romanesque Art
Craftsmen of the Middle Ages
Trade and Business
Joan of Arc
Hundred Years' War
The Later Middle Ages: The Bubonic Plague
The Black Death Arrives in Europe
Panic in London
The Avignon Papacy: Worldliness and the Wealth of the Church
Spanish Inquisition and the Ottoman Empire
Early Church Reformers
Audio:
Stuff You Missed in History Class Podcast: How the Bayeux Tapestry Works
Stuff You Missed in History Class Podcast: How Eleanor of Aquitaine Worked
Stuff You Missed in History Class Podcast: How the Black Death Worked
Stuff You Missed in History Class Podcast: How Joan d’Arc Worked
Images:
The Magna Carta, 1215.
The west front of Chartres Cathedral, France.
The Romanesque use of the round arch.
St. Thomas Becket, Archbishop of Canterbury 1162 (from a scarce print by Hollar)
Eleanor of Aquitaine and Richard the Lion-Heart.
The Holy Roman Emperor Ferdinand I.
Otto I, King of Germany, 936-973.
Joan of Arc (1412-1431).
Isabella of Castile and Ferdinand II of Aragon.
An auto-da-fe, public burning of heretics.
University College, Oxford, founded in 1249.
Louis XI of France.
Discovery Education Resources
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
Articles:
Hastings, Battle of
Nationalism
TOPIC 5: AFRICAN CIVILIZATIONS
Videos:
The Lands of Western Africa
Camels: Ships of the Desert
Sub-Saharan Survey
The Mali Empire and Gold
Islam Comes to Timbuktu
Mud Mosque
Zanzibar
The Mysterious Ruins of Gedi
Traditions and Lifestyles of Swahili Women
The African Slave Trade: People for Goods
European Participation in the African Slave Trade
Ruins of Great Zimbabwe
Great Zimbabwe's True Origins
Audio:
Stuff You Missed in History Class Podcast: Mansa Musa and the City of Gold
Images:
Map of Africa showing the major language families.
Ptolemy's map of northern Africa, 1507.
A West African king holding a gold nugget.
A caravan approaching Timbuktu.
A Malinke griot with a harp-like instrument.
Articles:
Muhammad (Askia Muhammad) (d. 1538)
Songhai
TOPIC 6: MESO AND SOUTH AMERICAN CIVILIZATIONS
Videos:
Mesoamerican Conflict
Discovery Education Resources
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE- Social Studies: 1st Nine Weeks
The Mayas and the Incas
Incan Economics
Incan Law
The Incan City of Machu Picchu
Inca Rebellion
The Aztec Empire
The Eagle in Battle
Developing Chinampas
Aztec Swords
The Story of Tlahuicole
Malinche’s Relationship with the Spanish
The Aztecs, Human Sacrifice, and the Conquistadors
Spanish Conquest of the Americas
Myths of Montezuma
Physical Geography of the Mayan Homeland
Exploring the Yucatan Peninsula
Ancient Mayan Cities
Pok Ta Pok’s Influence on Mayan Culture
The Maya Number System
The Maya Calendar
Understanding Mayan Civilization: Science, Spirituality, and Sacrifice
Audio:
Imperialism: How the Spanish Gained Control in Latin America
Imperialism: Spanish Treatment of Indigenous Latin Populations
Images:
The Wrestler, an Olmec sculpture.
19th Century Print of the Capture of Atahualpa, King of the Incas
Inca ruins at Machu Picchu
An Aztec human sacrifice.
The Aztecs' defeat of the Spaniards.
Tenochtitlán, Aztec capital.
The founding of Tenochtitlán, ca 1345.
Tablet of the Cross, Palenque, Chiapas, Mexico.
Articles:
Maya
Inca
Discovery Education Resources