ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Social Studies
GRADE LEVEL: 9
CREATION DATE: July, 2002
Essential Question, Concept or Theme: Middle East
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A,
B, 6.4.12 D, G
Benchmark/Skills
What impact do resources have on the region?
Why is the region significant inn geopolitics?
What are the historical roots and current status of
disputes in the Middle East, particularly the ArabIsraeli Conflict?
What are the three major monotheist religions and
how did they develop in the Middle East?
Instructor may utilize a variety of activities in order
to enhance skill development in the following areas:
Locate key sites on maps
Identify resource centers
Show the impact of deserts and mountains on the
people
Identify the major role of water in the region
Examine the culture of the Bedouins
Demonstrate an understanding of the process of
change in the social system
Understand the centrality of villages in Middle
Eastern life
Show life in the cities
Examine how Judaism, Christianity, and Islam are
practiced
Understand the importance of Jerusalem to each
religion
See how a follower of each religion would live
Study the differences within each religion
Examine art and music in the Middle Eastern context
Study the history of the post Mohammed period to
see its grandeur and impact on the West
Analyze how art, music, and literature reflect cultural
values
Discuss the development of Zionism and the creation
of Israel
Identify the roots of tensions between Arabs and
Jews in the Middle East
Understand the Palestinian viewpoint
Social Studies – Grade 9
Aligned Materials/
Resources/Technology
Assessment
The instructor will utilize
appropriate student products,
performances, and assessments from
the following:
Department Standardized Midterm
and Final Exams
Teacher developed exams
Quizzes - announced and
unannounced
Essays
Research papers and/or projects
Oral presentations and/or debates
Multimedia projects
Creative Projects
Cooperative Learning Projects
Current Event Assignments
Graphic organizers
Homework Assignments
Classroom Activities
Required notebooks
Book reports and film reviews
Class Participation
Page 1
Standard Textbook
World Cultures: A Global Mosaic,
Prentice Hall, 1999.
Additional Text
Through Middle Eastern Eyes, CITE
Books, 1993.
Novels
Nectar in a Sieve, by Kamala
Markandaya
The Good Earth, by Pearl S. Buck
Things Fall Apart, by Chinua Achebe
Videos
Gandhi
Little Buddha
To Live
Cry Freedom
The Mission
Romero
Computer Software
Hyperstudio
Freelance Graphics
Inspiration
Lotus Word Pro
Instructional Strategies
Readings (Novels, Poetry, Primary
Sources, Articles, etc.)
Essay Writing
Atlas Skill Activities
Map Labeling Activities
Cooperative Learning Activities
Research Projects
Creative Projects
Hands On Activities
Current Events Analysis
Video Learning Activities
Art Activities
Poster Analysis Activities
Cultural Simulations
Slide Show Presentations
Political Cartoon Analysis
Discussions and Debates
Lecture
Homework assignments
Fieldtrips
Analysis of primary sources
Role playing activities
Structured review
Internet research, web quests, CD-ROM,
and other computer assisted learning
Student presentations
Guest speakers
Peer editing
Using food, language, and music of the
culture
-1-
July 2002
Essential Question, Concept or Theme: Middle East
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A,
B, 6.4.12 D, G
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Understand the Israeli viewpoint
Examine the difficulties in establishing a lasting
peace in the region
Analyze the causes and effects of the Islamic
Revolution in Iran
Understand the tensions between secular and
religious facets of the Iranian culture
Evaluate the effectiveness of Iran’s theocracy and
predict its future
Evaluate fundamentalism as a part of all religious
communities
Determine why and how Saddam Hussein rose to
power
Analyze the causes and results of the Iran-Iraq and
Persian Gulf wars
Understand the background and current issues facing
the Kurdish people in Iran, Iraq, and Turkey
Determine the major world sources of oil
Determine the major world users of oil
Discover why oil/energy usage has increased so
dramatically
Evaluate the impact of oil resources and consumption
on the U.S.
Evaluate the impact of oil resources on the Middle
East (Saudi Arabia)
Social Studies – Grade 9
Page 2
-2-
July 2002
Essential Question, Concept or Theme: Middle East
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Adaptations/Inclusion Techniques
Instructor may utilize appropriate and inclusion techniques
such as but not limited to:
Extra help after school
Adaptations as listed on IEP
Alternate Readings
Extended Time
Test Reader
Oral/modified tests
Provide advance notice of future assignments (Advance
Organizers)
Note Taker (classmate, aide, and/or teacher for
reproduction)
Individual Aide
Modified Assignments
Alternate Assessments
Wait Time
Enrichment Strategies
Web quests
Novels, Poetry and Other
Literature
Primary Source Readings
Independent Study
Tiered Assignments
Fieldtrips
Visit to restaurant that
pertains to the culture area
under study
Additional reading
After school learning - film
and discussion
Remediation Strategies
Multicultural/Interdisciplinary
Connection
Language Arts
Novels, Poetry and Other Readings
5 Paragraph Essays
Science
Develop an understanding of natural science
and how it relates to human development of a
culture, focus on the Amazon Rain Forest
Geography
Environments
Population
Art
Art Appreciation and Analysis.
Music
Music Appreciation and Analysis
Integrate music of the region to understand the
culture. (Merengue, Samba, Salsa, Calypso,
Tango, Reggae, Bossa Nova)
Peer Tutor
Preferential Seating
Audio Taped Textbook and Novels
Technology
Internet research
Lotus Word Pro Word Processing
Freelance Graphics Presentations
Hyperstudio Presentations
Inspiration Webs
Foreign Language
Use language to develop an understanding of
the region, focus on Spanish, Portuguese, and
indigenous languages
Foreign Language Greetings and Terms
Cultural Holidays and Celebrations
Other areas to consider include:
Food
Traditional dress
Social Studies – Grade 9
Page 3
-3-
July 2002
Essential Question, Concept or Theme: India
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Benchmark/Skills
How does Hinduism serve to unify the people and society
of India?
How has India been influenced by historic conquerors?
How have these historic conquerors been influenced by
India?
How did Mahatma Gandhi use nonviolence to change the
world?
How is India trying to overcome the major challenges
brought about by overpopulation?
Instructor may utilize a variety of activities in order to
enhance skill development in the following areas:
Make inferences from minimal data
Recognize that geography, history, politics, economics,
beliefs and social values cannot be studied in isolation
from each other
Develop an understanding of the diversity of India
Locate key Indian cities, countries, regions, mountains and
bodies of water
Describe the monsoons of India and how they affect life in
India
Identify India’s national language
Recognize that each language is its own subculture
Deduce that the impact that India’s geography had on the
development and spread of languages and dialects
Recall key facts about village life in India
Infer information from village pictures
Understand the importance of the extended family in India
Make generalized statements about Hinduism
Identify the major Hindu gods
Identify the major works of Hindu literature
Define major Hindu concepts such as dharma, karma,
moksha, etc.
Become familiar with the Bhagavad Gita
Recognize the various arguments for doing one’s dharma
Evaluate a board game’s effectiveness in illustrating the
basic concepts of Hinduism.
Social Studies – Grade 9
Assessment
The instructor will utilize
appropriate student products,
performances, and assessments
from the following:
Department Standardized
Midterm and Final Exams
Teacher developed exams
Quizzes - announced and
unannounced
Essays
Research papers and/or projects
Oral presentations and/or
debates
Multimedia projects
Creative Projects
Cooperative Learning Projects
Current Event Assignments
Graphic organizers
Homework Assignments
Classroom Activities
Required notebooks
Book reports and film reviews
Class Participation
Page 4
Aligned Materials/
Resources/Technology
Standard Textbook
World Cultures: A Global Mosaic,
Prentice Hall, 1999.
Additional Text
Through Indian Eyes, CITE Books,
1999.
Novels
Nectar in a Sieve, by Kamala
Markandaya
The Good Earth, by Pearl S. Buck
Things Fall Apart, by Chinua
Achebe
Videos
Gandhi
Little Buddha
To Live
Cry Freedom
The Mission
Romero
Computer Software
Hyperstudio
Freelance Graphics
Inspiration
Lotus Word Pro
Instructional Strategies
Readings (Novels, Poetry, Primary
Sources, Articles, etc.)
Essay Writing
Atlas Skill Activities
Map Labeling Activities
Cooperative Learning Activities
Research Projects
Creative Projects
Hands On Activities
Current Events Analysis
Video Learning Activities
Art Activities
Poster Analysis Activities
Cultural Simulations
Slide Show Presentations
Political Cartoon Analysis
Discussions and Debates
Lecture
Homework assignments
Fieldtrips
Analysis of primary sources
Role playing activities
Structured review
Internet research, web quests, CD-ROM,
and other computer assisted learning
Student presentations
Guest speakers
Peer editing
Using food, language, and music of the
culture
-4-
July 2002
Essential Question, Concept or Theme: India
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
Instructional Strategies
Recall key facts about Yoga
Participate in yoga
Gain an understanding of caste
Recall the key elements and terms about caste
Refute common misconceptions about caste
Compare U.S. And Indian personal ads
Recall key facts about arranged marriages in India
Deduce the advantages and disadvantages of arranged
marriages in India
Participate in a simulation of a Hindu wedding
Recall key facts about the history of India
Make observations and reach conclusions about ancient
Indian civilizations based upon art and architecture
Analyze the edicts of Ashoka
Compare Akbar and Ashoka
Reconcile the different historical views presented by
textbooks
Evaluate the British attitude toward India
Identify Gandhi’s goals
Describe the events that led to Gandhi’s activism
Define ahimsa and satyagraha
Summarize Gandhi’s means to achieve his goals
Evaluate how effective Gandhi was in achieving his goals
Analyze pictures of Gandhi
Interpret political cartoons
Obtain India news articles from the Internet
Deduce the general state of politics and democracy based
upon news articles
Write an essay supporting or refuting the sentiments of a
political cartoon
List examples of how economics in India relates to other
aspects of the nation
Describe the key elements needed for industrialization and
India’s current status in each of these areas
Make observations about Calcutta
Compare their lives with those of child laborers in India
Discuss the role of women in India
Recall key facts about India/Pakistan relations
Social Studies – Grade 9
Page 5
-5-
July 2002
Essential Question, Concept or Theme: India
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
Instructional Strategies
Deliberate as to which course of action the United States
should take in regard to sanctions against India and
Pakistan
Recall key facts about Indian food
Create Indian food
Infer things about Indian culture based upon food
Define key Indian musical terms: raga and tola
Identify Indian musical instruments: sitar, tabla, tamboura
Interpret population graphs and maps
Recall key population terms
Explain the stages of population growth
Describe India’s efforts to curb population growth
Social Studies – Grade 9
Page 6
-6-
July 2002
Essential Question, Concept or Theme: India
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Adaptations/Inclusion Techniques
Enrichment Strategies
Instructor may utilize appropriate and inclusion techniques
such as but not limited to:
Web quests
Novels, Poetry and Other
Literature
Primary Source Readings
Independent Study
Tiered Assignments
Fieldtrips
Visit to restaurant that
pertains to the culture area
under study
Additional reading
After school learning - film
and discussion
Extra help after school
Adaptations as listed on IEP
Alternate Readings
Extended Time
Test Reader
Oral/modified tests
Provide advance notice of future assignments (Advance
Organizers)
Note Taker (classmate, aide, and/or teacher for
reproduction)
Individual Aide
Modified Assignments
Alternate Assessments
Wait Time
Remediation Strategies
Multicultural/Interdisciplinary
Connection
Language Arts
Novels, Poetry and Other Readings
5 Paragraph Essays
Science
Develop an understanding of natural science and
how it relates to human development of a culture,
focus on the Amazon Rain Forest
Geography
Environments
Population
Art
Art Appreciation and Analysis.
Music
Music Appreciation and Analysis
Integrate music of the region to understand the
culture. (Merengue, Samba, Salsa, Calypso, Tango,
Reggae, Bossa Nova)
Peer Tutor
Preferential Seating
Audio Taped Textbook and Novels
Technology
Internet research
Lotus Word Pro Word Processing
Freelance Graphics Presentations
Hyperstudio Presentations
Inspiration Webs
Foreign Language
Use language to develop an understanding of the
region, focus on Spanish, Portuguese, and
indigenous languages
Foreign Language Greetings and Terms
Cultural Holidays and Celebrations
Other areas to consider include:
Food
Traditional dress
Social Studies – Grade 9
Page 7
-7-
July 2002
Essential Question, Concept or Theme: China
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Benchmark/Skills
How have the traditional belief structures of Buddhism,
Taoism, and Confucianism influenced the Chinese outlook
on life?
What factors led to the Chinese instability of the late 19th/
earth 20th centuries?
How did Communism transform life in China?
How does the Chinese government balance its desire to
maintain totalitarian control verses its competing need to
improve the economy through capitalistic reforms?
Instructor may utilize a variety of activities in order to
enhance skill development in the following areas:
Locate significant countries, cities, land forms and bodies
of water
Analyze the regions of China
Describe how China’s geography impacts its culture
Describe the Chinese writing system
Explain the importance of tone in Chinese languages
Compare China’s efforts at affirmative action with those of
the U.S.
Describe, compare, and contrast Buddhism, Taoism,
Confucianism, and Popular Religions
Participate in a simulation of China’s Exam System
Recall key elements of China’s Exam System
Describe the class and family structure of China
Interpret, summarize and retell a Chinese folk stories
Recall key information about 19th century China
Recall key facts about the rise of Communism in China
Analyze Communist propaganda posters
Surmise the impact of the past 50 years of Communist
programs on everyday life
Recall key facts about the 1989 student protest of
Tiananmen Square
Recognize the most significant image of the Tiananmen
Square protest
Describe the medical system of China
Social Studies – Grade 9
Assessment
The instructor will utilize
appropriate student products,
performances, and
assessments from the
following:
Department Standardized
Midterm and Final Exams
Teacher developed exams
Quizzes - announced and
unannounced
Essays
Research papers and/or
projects
Oral presentations and/or
debates
Multimedia projects
Creative Projects
Cooperative Learning Projects
Current Event Assignments
Graphic organizers
Homework Assignments
Classroom Activities
Required notebooks
Book reports and film reviews
Class Participation
Page 8
Aligned Materials/
Resources/Technology
Standard Textbook
World Cultures: A Global Mosaic,
Prentice Hall, 1999.
Additional Text
Through Chinese Eyes, CITE Books,
1988.
Novels
Nectar in a Sieve, by Kamala
Markandaya
The Good Earth, by Pearl S. Buck
Things Fall Apart, by Chinua Achebe
Videos
Gandhi
Little Buddha
To Live
Cry Freedom
The Mission
Romero
Computer Software
Hyperstudio
Freelance Graphics
Inspiration
Lotus Word Pro
Instructional Strategies
Readings (Novels, Poetry, Primary
Sources, Articles, etc.)
Essay Writing
Atlas Skill Activities
Map Labeling Activities
Cooperative Learning Activities
Research Projects
Creative Projects
Hands On Activities
Current Events Analysis
Video Learning Activities
Art Activities
Poster Analysis Activities
Cultural Simulations
Slide Show Presentations
Political Cartoon Analysis
Discussions and Debates
Lecture
Homework assignments
Fieldtrips
Analysis of primary sources
Role playing activities
Structured review
Internet research, web quests, CD-ROM,
and other computer assisted learning
Student presentations
Guest speakers
Peer editing
Using food, language, and music of the
culture
-8-
July 2002
Essential Question, Concept or Theme: China
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
Instructional Strategies
Defend China’s efforts at family planning
List ways China’s economy is changing
Make predictions about China’s future economic growth
Research aspects of China’s foreign policy
Debate U.S. Foreign policy toward China
Create Chinese food
Compare foods from different Chinese regions and suggest
culinary differences due to geography
Describe and participate in Tai Chi
Describe Chinese music
Participate in a Chinese tea ceremony
Social Studies – Grade 9
Page 9
-9-
July 2002
Essential Question, Concept or Theme: China
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Adaptations/Inclusion Techniques
Enrichment Strategies
Instructor may utilize appropriate and inclusion techniques
such as but not limited to:
Web quests
Novels, Poetry and Other
Literature
Primary Source Readings
Independent Study
Tiered Assignments
Fieldtrips
Visit to restaurant that pertains
to the culture area under study
Additional reading
After school learning - film and
discussion
Extra help after school
Adaptations as listed on IEP
Alternate Readings
Extended Time
Test Reader
Oral/modified tests
Provide advance notice of future assignments (Advance
Organizers)
Note Taker (classmate, aide, and/or teacher for
reproduction)
Individual Aide
Modified Assignments
Alternate Assessments
Wait Time
Remediation Strategies
Multicultural/Interdisciplinary
Connection
Language Arts
Novels, Poetry and Other Readings
5 Paragraph Essays
Science
Develop an understanding of natural science
and how it relates to human development of a
culture, focus on the Amazon Rain Forest
Geography
Environments
Population
Art
Art Appreciation and Analysis.
Music
Music Appreciation and Analysis
Integrate music of the region to understand
the culture. (Merengue, Samba, Salsa,
Calypso, Tango, Reggae, Bossa Nova)
Peer Tutor
Preferential Seating
Audio Taped Textbook and Novels
Technology
Internet research
Lotus Word Pro Word Processing
Freelance Graphics Presentations
Hyperstudio Presentations
Inspiration Webs
Foreign Language
Use language to develop an understanding of
the region, focus on Spanish, Portuguese, and
indigenous languages
Foreign Language Greetings and Terms
Cultural Holidays and Celebrations
Other areas to consider include:
Food
Traditional dress
Social Studies – Grade 9
Page 10
- 10 -
July 2002
Essential Question, Concept or Theme: Africa
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Benchmark/Skills
How is the traditional pattern of life in Africa being influenced
by modernity?
What impact did Europeans have on Africa through slavery and
imperialism?
How have the circumstances of gaining independence (violent,
planned, instant) impacted African nations?
How is Africa overcoming the challenges of today, including
famine, ethnic strife, health concerns and refugees?
Instructor may utilize a variety of activities in order to enhance
skill development in the following areas:
Understand that Africa is a vast continent in terms of size and
diversity of its population
Distinguish between common perceptions and the reality of
Africa
Sort and compare data of sub-Saharan
Research and analyze significant information of a specific
nation
Demonstrate a deep understanding of one country in SubSaharan Africa by developing and producing an authentic
project
Access and utilize a variety of internet and library resources
during research
Describe traditional African religions
Determine the role of family and kinship in traditional African
society
Identify and analyze slavery in the New World
Analyze periods of Imperialism in Africa and the impact of
colonial rule under the Portuguese, British, French, Belgians,
and Germans
Assess the impact of slavery and colonialism on Africa
Analyze the independence movements in Kenya, Ghana and
Congo
Infer from written scenarios what appears to be modern and
what appears to be traditional
Determine if a nation may be classified as modern
Social Studies – Grade 9
Assessment
The instructor will utilize
appropriate student
products, performances,
and assessments from the
following:
Department Standardized
Midterm and Final Exams
Teacher developed exams
Quizzes - announced and
unannounced
Essays
Research papers and/or
projects
Oral presentations and/or
debates
Multimedia projects
Creative Projects
Cooperative Learning
Projects
Current Event Assignments
Graphic organizers
Homework Assignments
Classroom Activities
Required notebooks
Book reports and film
reviews
Class Participation
Page 11
Aligned Materials/
Resources/Technology
Standard Textbook
World Cultures: A Global Mosaic,
Prentice Hall, 1999.
Additional Texts
Through African Eyes, vol. 1, CITE
Books, 1991.
Through African Eyes, vol. 2, CITE
Books, 2000.
Novels
Nectar in a Sieve, by Kamala
Markandaya
The Good Earth, by Pearl S. Buck
Things Fall Apart, by Chinua
Achebe
Videos
Gandhi
Little Buddha
To Live
Cry Freedom
The Mission
Romero
Computer Software
Hyperstudio
Freelance Graphics
Inspiration
Lotus Word Pro
Instructional Strategies
Readings (Novels, Poetry, Primary
Sources, Articles, etc.)
Essay Writing
Atlas Skill Activities
Map Labeling Activities
Cooperative Learning Activities
Research Projects
Creative Projects
Hands On Activities
Current Events Analysis
Video Learning Activities
Art Activities
Poster Analysis Activities
Cultural Simulations
Slide Show Presentations
Political Cartoon Analysis
Discussions and Debates
Lecture
Homework assignments
Fieldtrips
Analysis of primary sources
Role playing activities
Structured review
Internet research, web quests, CD-ROM,
and other computer assisted learning
Student presentations
Guest speakers
Peer editing
Using food, language, and music of the
culture
- 11 -
July 2002
Essential Question, Concept or Theme: Africa
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
Instructional Strategies
Examine the value judgments involved in classifying nations
Identify the political and linguist boundaries of Africa
Discuss the significance of Africa’s major geographical
features as they relate to human needs and lifestyles
Use proverbs as a tool for identifying cultural values in Nigeria
Describe the legacy of history in Nigeria
Identify ethnic groups of Nigeria
Explain the impact of resources on the economy in Nigeria
Understand the background of events which took place in
Rwanda during the period of genocide
Identify the ethnic groups in Rwanda and draw conclusions on
the roots of the Hutu-Tutsi conflict
Analyze the processes of political manipulation of social
groups which led to genocide
Identify and analyze the historic and cultural roots of apartheid
Analyze the history of apartheid and key leaders in the
antiapartheid movement
Identify countries in Africa which have been affected by food
shortages
Analyze causes of hunger and their effects on Africa
Examine the role of women in African society- past and present
Speculate as to the nature and degree of female authority in
African societies
Analyze the problems found in Africa’s health care system
Identify the leading cause of death in Africa and explain its
impact
Draw conclusions based upon charts, graphs, and other
statistical data
Identify and describe various types of African art
Determine the uses of art in African communities
Use a theme to create a piece of art that is African in nature
Define the term indigenous
Identify and compare traditional African cultures
Assess challenges facing traditional African cultures
Social Studies – Grade 9
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July 2002
Essential Question, Concept or Theme: Africa
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Adaptations/Inclusion Techniques
Instructor may utilize appropriate and inclusion techniques
such as but not limited to:
Extra help after school
Adaptations as listed on IEP
Alternate Readings
Extended Time
Test Reader
Oral/modified tests
Provide advance notice of future assignments (Advance
Organizers)
Note Taker (classmate, aide, and/or teacher for
reproduction)
Individual Aide
Modified Assignments
Alternate Assessments
Wait Time
Enrichment Strategies
Web quests
Novels, Poetry and Other
Literature
Primary Source Readings
Independent Study
Tiered Assignments
Fieldtrips
Visit to restaurant that
pertains to the culture area
under study
Additional reading
After school learning - film
and discussion
Remediation Strategies
Multicultural/Interdisciplinary
Connection
Language Arts
Novels, Poetry and Other Readings
5 Paragraph Essays
Science
Develop an understanding of natural science
and how it relates to human development of a
culture, focus on the Amazon Rain Forest
Geography
Environments
Population
Art
Art Appreciation and Analysis.
Music
Music Appreciation and Analysis
Integrate music of the region to understand
the culture. (Merengue, Samba, Salsa,
Calypso, Tango, Reggae, Bossa Nova)
Peer Tutor
Preferential Seating
Audio Taped Textbook and Novels
Technology
Internet research
Lotus Word Pro Word Processing
Freelance Graphics Presentations
Hyperstudio Presentations
Inspiration Webs
Foreign Language
Use language to develop an understanding of
the region, focus on Spanish, Portuguese, and
indigenous languages
Foreign Language Greetings and Terms
Cultural Holidays and Celebrations
Other areas to consider include:
Food
Traditional dress
Social Studies – Grade 9
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July 2002
Essential Question, Concept or Theme: Latin America
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Benchmark/Skills
What are the regions of Latin America and how do these
regions relate to each other economically and culturally?
How has topography effected population growth,
movement, economic development of the region?
What are the key elements of culture in Latin America?
What impact has colonial rule had on the region in the of
formation of governments, religion, economy, social class,
indigenous populations/early civilizations, and culture
overall?
What are the cause of independence movements in Latin
America and how have these movements shape current
governments?
Mexico, Cuba, Haiti, Central America
What are the trade patterns between the United States and
Mexico, Central America, and the Caribbean and how
have these pattern changed or been affected as a result of
the North American Free Trade Agreement (NAFTA)?
What are the reasons for the flow of immigrants from
Latin America to the United States and what is their
experience once they arrive?
Instructor may utilize a variety of activities in order to
enhance skill development in the following areas:
Identify the regions of Latin America
Identify and analyze key landforms of the region and the
effect on human interaction.
Compare and contrast various types of maps to answer
questions of economics, development, population, human
adjustment, etc.
Interpret political cartoons
Analyze and critic multiple perspectives of history to make
complete evaluations of events
Use and create graphs and charts to understand concepts
Develop and understanding of cultural values that exist
within different communities
Compose and develop essay writing skills and techniques.
Master the skill of supporting generalizations with specific
Social Studies – Grade 9
Assessment
The instructor will utilize
appropriate student products,
performances, and assessments
from the following:
Department Standardized Midterm
and Final Exams
Teacher developed exams
Quizzes - announced and
unannounced
Essays
Research papers and/or projects
Oral presentations and/or debates
Multimedia projects
Creative Projects
Cooperative Learning Projects
Current Event Assignments
Graphic organizers
Homework Assignments
Classroom Activities
Required notebooks
Book reports and film reviews
Class Participation
Aligned Materials/
Resources/Technology
Instructional Strategies
Standard Textbook
World Cultures: A Global Mosaic,
Prentice Hall, 1999.
Novels
Nectar in a Sieve, by Kamala
Markandaya
The Good Earth, by Pearl S. Buck
Things Fall Apart, by Chinua Achebe
Videos
Gandhi
Little Buddha
To Live
Cry Freedom
The Mission
Romero
Computer Software
Hyperstudio
Freelance Graphics
Inspiration
Lotus Word Pro
(See Addendum A)
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Readings (Novels, Poetry, Primary
Sources, Articles, etc.)
Essay Writing
Atlas Skill Activities
Map Labeling Activities
Cooperative Learning Activities
Research Projects
Creative Projects
Hands On Activities
Current Events Analysis
Video Learning Activities
Art Activities
Poster Analysis Activities
Cultural Simulations
Slide Show Presentations
Political Cartoon Analysis
Discussions and Debates
Lecture
Homework assignments
Fieldtrips
Analysis of primary sources
Role playing activities
Structured review
Internet research, web quests, CDROM, and other computer assisted
learning
Student presentations
Guest speakers
Peer editing
Using food, language, and music of
the culture
July 2002
Essential Question, Concept or Theme: Latin America
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
Instructional Strategies
facts and detail
Develop and refine oral communication skills
Develop organizational and note taking skills
Master key points of Latin American history from the
nations of Mexico, Brazil, Cuba, El Salvador
Increase exposure and analysis of research skills
Improve skill of close careful reading and effective reading
strategies
Develop understanding of key economic indicators as they
relate to the overall evaluation of a nation, such as literacy
rates, population growth, infant mortality, etc.
Analyze cause and effect relationships as they pertain to
independence movements in Latin America
Social Studies – Grade 9
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July 2002
Essential Question, Concept or Theme: Latin America
Approx. Time Allotment:
PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B,
6.4.12 D, G
Adaptations/Inclusion Techniques
Instructor may utilize appropriate and inclusion techniques
such as but not limited to:
Extra help after school
Adaptations as listed on IEP
Alternate Readings
Extended Time
Test Reader
Oral/modified tests
Provide advance notice of future assignments (Advance
Organizers)
Note Taker (classmate, aide, and/or teacher for
reproduction)
Individual Aide
Modified Assignments
Alternate Assessments
Wait Time
Enrichment Strategies
Web quests
Novels, Poetry and Other
Literature
Primary Source Readings
Independent Study
Tiered Assignments
Fieldtrips
Visit to restaurant that pertains
to the culture area under study
Additional reading
After school learning - film
and discussion
Remediation Strategies
Multicultural/Interdisciplinary
Connection
Language Arts
Novels, Poetry and Other Readings
5 Paragraph Essays
Science
Develop an understanding of natural science
and how it relates to human development of a
culture, focus on the Amazon Rain Forest
Geography
Environments
Population
Art
Art Appreciation and Analysis.
Music
Music Appreciation and Analysis
Integrate music of the region to understand
the culture. (Merengue, Samba, Salsa,
Calypso, Tango, Reggae, Bossa Nova)
Peer Tutor
Preferential Seating
Audio Taped Textbook and Novels
Technology
Internet research
Lotus Word Pro Word Processing
Freelance Graphics Presentations
Hyperstudio Presentations
Inspiration Webs
Foreign Language
Use language to develop an understanding of
the region, focus on Spanish, Portuguese, and
indigenous languages
Foreign Language Greetings and Terms
Cultural Holidays and Celebrations
Other areas to consider include:
Food
Traditional dress
Social Studies – Grade 9
Page 16
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July 2002
Social Studies – Grade 9
Page 17
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July 2002