MADISON PUBLIC SCHOOL DISTRICT
Grade 9 World History Honors
Authored by: Felicia Fellows
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Mr. Mark DeBiasse
Supervisor of Humanities
Approval Date: Fall, 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
Grade 9 World History Honors is a full year course that fuses regional, chronological and thematic
elements to establish a richly coherent study of global developments after the fall of the Roman
Empire. Six themes form the conceptual basis for organizing these courses. Each theme explores a
fundamental and recurring tension that has characterized the social, political and economic
development of human civilizations throughout time. World History Honors applies these themes to
the study of Europe, Latin America and the Middle East. The course of study within each region is
chronological, with the themes driving the instructional process and forming the basis of meaningful
assessments. Comparing and contrasting regions also represents a curricular goal. Grade 9 World
History Honors also contains strong historiographic components integrated throughout the year.
Grade 9 World History Honors is the first in a sequence of three college-bound honors courses,
including the opportunity for Advanced Placement courses in both junior and senior year. Honors
students are challenged in every aspect of their studies: reading assignments, thinking skills, writing
assignments, research, and class discussions. Strong motivation, independent study, attention to
deadlines, and ability to read challenging text are keys to success in this course.
II.
RATIONALE
Students study world history to acquire the knowledge and skills to think analytically and
systematically about how the past interactions of peoples, cultures, and the environment affect issues
across time and cultures. As a result, students will be able to make informed decisions as responsible
world citizens of the 21st century. Fusing a regional, chronological and thematic approach, which
includes strong historiographic components, allows more opportunities for students to perceive the
enduring forces driving historical events, acknowledge and investigate important questions that must
be asked and answered, and practice and refine the skills and habits of mind that will aid in their
understanding of the world as we venture into the 21st century.
III.
STUDENT OUTCOMES (Link to Common Core Curriculum Standards and New
Jersey Core Content Curriculum Standards)
Common Core State Standards for Grades 9-10 (Social Studies)
Reading Standards
Key Ideas and Details

CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine
whether earlier events caused later ones or simply preceded them.
Craft and Structure

CCSS.ELA-Literacy.RH.9-10.4 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 science.

CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance
an explanation or analysis.

CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the
same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data)
with qualitative analysis in print or digital text.

CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support
the author’s claims.

CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary
and secondary sources.
Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies
texts in the grades 9–10 text complexity band independently and proficiently.
Writing Standards
Text Types and Purposes

CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear relationships among the claim(s),
counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and
evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the
text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.

CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or
supports the argument presented.

CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.

CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major
sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage
the complexity of the topic and convey a style appropriate to the discipline and context as well as to the
expertise of likely readers.

CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing

CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.

CCSS.ELA-Literacy.WHST.9-10.6 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.
Research to Build and Present Knowledge

CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer
a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.

CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.

CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis,
reflection, and research.
Range of Writing

CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Speaking and Listening Standards
Comprehension and Collaboration

CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence from texts and other research on the
topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.

CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate
the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.

CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.

CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest.

CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
New Jersey Core Curriculum Standards:
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically
and systematically about how past interactions of people, cultures, and the environment affect issues across
time and cultures. Such knowledge and skills enable students to make informed decisions as socially and
ethically responsible world citizens in the 21st century.
1. The Emergence of the First Global Age: Global Interactions and Colonialism
A. Civics, Government, and
Human Rights
6.2.12.A.1.a
B. Geography, People, and the
Environment
6.2.12.B.1.a
6.2.12.B.1.b
C. Economics, Innovation, and
Technology
6.2.12.C.1.b
6.2.12.C.1.c
6.2.12.C.1.e
D. History, Culture, and
Perspectives
6.2.12.D.1.a
6.2.12.D.1.c
6.2.12.D.1.d
6.2.12.D.1.e
6.2.12.D.1.f
Compare and contrast the motivations for and methods
by which various empires (e.g., Ming, Qing, Spanish,
Mughal, or Ottoman) expanded, and assess why some
were more effective than others in maintaining control of
their empires.
Explain major changes in world political boundaries
between 1450 and 1770, and assess the extent of
European political and military control in Africa, Asia,
and the Americas by the mid-18th century.
Determine the role of natural resources, climate, and
topography in European exploration, colonization, and
settlement patterns.
Trace the movement of essential commodities (e.g.,
sugar, cotton) from Asia to Europe to America, and
determine the impact trade on the New World’s
economy and society.
Assess the role of mercantilism in stimulating European
expansion through trade, conquest, and colonization.
Determine the extent to which various technologies,
(e.g., printing, the marine compass, cannonry, Arabic
numerals) derived from Europe’s interactions with Islam
and Asia provided the necessary tools for European
exploration and conquest.
Assess the political, social, and economic impact of the
Columbian Exchange of plants, animals, ideas, and
pathogens on Europeans and Native Americans.
Analyze various motivations for the Atlantic slave trade
and the impact on Europeans, Africans, and Americans.
Explain how the new social stratification created by
voluntary and coerced interactions among Native
Americans, Africans, and Europeans in Spanish colonies
laid the foundation for conflict.
Assess the impact of economic, political, and social
policies and practices regarding African slaves,
indigenous peoples, and Europeans in the Spanish and
Portuguese colonies.
Analyze the political, cultural, and moral role of
Catholic and Protestant Christianity in the European
colonies.
2. Renaissance, Reformation, Scientific Revolution, and Enlightenment
A. Civics, Government, and
Human Rights
6.2.12.A.2.a
6.2.12.A.2.b
6.2.12.A.2.c
B. Geography, People, and the
Environment
6.2.12.B.2.a
6.2.12.B.2.b
C. Economics, Innovation, and
Technology
6.2.12.C.2.a
D. History, Culture, and
Perspectives
6.2.12.D.2.a
6.2.12.D.2.b
6.2.12.D.2.c
6.2.12.D.2.d
6.2.12.D.2.e
Determine how the principle ideas of the Enlightenment
(e.g., rationalism, secularism, tolerance, empiricism,
natural rights, contractual government, laissez-faire
economics, promotion by merit, and new theories of
education) altered political thought in Europe, and trace
the impact of these ideas over time.
Explain the paradox between the ideology of the
Enlightenment and the treatment of women and nonEuropeans in European society.
Determine the reasons for, and the consequences of, the
rise of powerful, centralized nation states in Europe (i.e.,
the French absolute monarchy and the English limited
monarchy).
Relate the geographic location of Italian city-states to the
fact that Italy was the center of the Renaissance.
Relate the division of European regions during this time
period into those that remained Catholic and those that
became Protestant to the practice of religion in the New
World.
Relate the development of more modern banking and
financial systems to European economic influence in the
world.
Determine the factors that led to the Renaissance and the
impact on the arts.
Determine the factors that led to the Reformation and
the impact on European politics.
Justify how innovations from Asian and Islamic
civilizations, as well as from ancient Greek and Roman
culture, laid the foundation for the Renaissance.
Analyze the impact of new intellectual, philosophical,
and scientific ideas on how humans viewed themselves
and how they viewed their physical and spiritual worlds.
Assess the impact of the printing press and other
technologies developed on the dissemination of ideas.
3. Age of Revolutions: Political and Industrial Revolutions, Imperialism, Reform, and Global Impact
A. Civics, Government, and
Human Rights
6.2.12.A.3.a
6.2.12.A.3.b
Explain how and why various ideals (e.g., liberty,
popular sovereignty, natural rights, democracy, and
nationalism) became driving forces for reforms and
revolutions.
Determine the extent to which the American, French,
and Haitian revolutions influenced independence
movements in Latin America.
6.2.12.A.3.c
6.2.12.A.3.d
6.2.12.A.3.e
6.2.12.A.3.f
B. Geography, People, and the
Environment
6.2.12.B.3.b
6.2.12.B.3.c
C. Economics, Innovation, and
Technology
6.2.12.C.3.a
6.2.12.C.3.b
6.2.12.C.3.c
6.2.12.C.3.d
6.2.12.C.3.e
6.2.12.C.3.f
D. History, Culture, and
Perspectives
6.2.12.D.3.a
6.2.12.D.3.b
6.2.12.D.3.d
6.2.12.D.3.e
Relate the responses of various governments to pressure
for self-government or self-determination to subsequent
reform or revolution.
Assess the extent to which revolutions during this time
period resulted in the expansion of political, social, and
economic rights and opportunities.
Analyze the relationship between industrialization and
the rise of democratic and social reforms, including the
expansion of parliamentary government.
Compare and contrast the struggles for women’s suffrage
and workers’ rights in Europe and North America, and
evaluate the degree to which each movement achieved its
goals.
Relate the Industrial Revolution to population growth,
new migration patterns, urbanization, and the
environment.
Relate the role of geography to the spread of
independence movements in Latin America.
Analyze interrelationships among the “agricultural
revolution,― population growth, industrialization,
specialization of labor, and patterns of land-holding.
Analyze interrelationships among the Industrial
Revolution, nationalism, competition for global markets,
imperialism, and natural resources.
Compare the characteristics of capitalism, communism,
and socialism to determine why each system emerged in
different world regions.
Determine how, and the extent to which, scientific and
technological changes, transportation, and new forms of
energy brought about massive social, economic, and
cultural changes.
Assess the impact of imperialism on economic
development in Africa and Asia.
Determine the extent to which Latin American political
independence also brought about economic
independence in the region.
Explain how individuals and groups promoted
revolutionary actions and brought about change during
this time period.
Explain how industrialization and urbanization affected
class structure, family life, and the daily lives of men,
women, and children.
Analyze the extent to which racism was both a cause and
consequence of imperialism, and evaluate the impact of
imperialism from multiple perspectives.
Analyze the impact of the policies of different European
colonizers on indigenous societies, and explain the
responses of these societies to imperialistic rule.
4. A Half-Century of Crisis and Achievement: The Era of the Great Wars
B. Geography, People, and the
Environment
6.2.12.B.4.c
D. History, Culture, and
Perspectives
6.2.12.D.4.c
6.2.12.D.4.h
6.2.12.D.4.k
Explain how the disintegration of the Ottoman empire
and the mandate system led to the creation of new
nations in the Middle East.
Assess the causes of revolution in the 20th century (i.e.,
in Russia, China, India, and Cuba), and determine the
impact on global politics.
Assess the extent to which world war, depression,
nationalist ideology, communism, and liberal democratic
ideals contributed to the emergence of movements for
national self-rule or sovereignty in Africa and Asia.
Analyze how the arts represent the changing values and
ideals of society.
5. The 20th Century Since 1945: Challenges for the Modern World
A. Civics, Government, and
Human Rights
6.2.12.A.5.e
C. Economics, Innovation, and
Technology
6.2.12.C.5.b
6.2.12.C.5.d
6.2.12.C.5.g
D. History, Culture, and
Perspectives
Assess the progress of human and civil rights around the
world since the 1948 U.N. Declaration of Human
Rights.
Compare and contrast free market capitalism, Western
European democratic socialism, and Soviet communism.
Determine the challenges faced by developing nations in
their efforts to compete in a global economy.
Evaluate the role of the petroleum industry in world
politics, the global economy, and the environment.
6.2.12.D.5.a
Relate the lingering effects of colonialism to the efforts of
Latin American, African, and Asian nations to build
stable economies and national identities.
6.2.12.A.6.a
Evaluate the role of international cooperation and
multinational organizations in attempting to solve global
issues.
Analyze the relationships and tensions between national
sovereignty and global interest in matters such as
territory, economic development, use of natural
resources, and human rights.
Analyze why terrorist movements have proliferated, and
evaluate their impact on governments, individuals, and
societies.
Assess the effectiveness of responses by governments and
international organizations to tensions resulting from
ethnic, territorial, religious, and/or nationalist
differences.
6. Contemporary Issues
A. Civics, Government, and
Human Rights
6.2.12.A.6.b
6.2.12.A.6.c
6.2.12.A.6.d
B. Geography, People, and the
Environment
IV.
6.2.12.B.6.a
Determine the global impact of increased population
growth, migration, and changes in urban-rural
populations on natural resources and land use.
ESSENTIAL QUESTIONS AND CONTENT
Historiography







What is history?
Why does it matter?
How has history been used/misused?
What is the nature of historical thinking?
How is the historian’s craft practiced?
In what ways is the past in the present?
“When does history happen?” (Tuchman)
Europe
A. Fall of Rome through the Renaissance
Tradition and Innovation
 What forces created a need for new institutions and how did these institutions become
traditions?
 In what ways were innovations resisted or embraced?
 How did developments in European society affect the customs of its people?
 What features of modern western civilizations had their beginnings during the Middle Ages
and the Renaissance?

Expansion and Isolation
How did cross-cultural contact shape the economic, social and political development of
European societies?
B. Reformation
Individual and Society
 How was the concept of the individual shaped by the Renaissance, and what impact did it
have on the emergence of the Reformation?
 What impact did the Reformation have on the relationship between individual conscience
and established authority?
 What features of modern western civilizations had their beginnings in the Reformation?
C. Enlightenment
Liberty and Authority
 What forces propelled European societies toward liberty, one the one hand, or authority on
the other?
 How did the dynamic tensions created by the desire for freedom and the need for order
shape the character of political, social and economic institutions?
 What features of modern western civilizations had their beginnings in the Enlightenment?
Case Study: England and France


To what extent did England and France apply the ideas of the Enlightenment?
How and why are some societies able to find a balance between liberty and authority while
others devolve into extremism?
D. Palmer’s The Proliferation of the “Isms” – the Rise of Distinctive Political, Economic and
Social Theories
Review of Themes and Advance
 What forces create the need for new political, economic and social theories to order
society?



Poverty and Wealth
How did European societies deal with emerging or entrenched economic disparities?
What new patterns emerged as a consequence of societal efforts to resolve or ignore
economic disparity?
What features of modern western civilizations have their roots in the theories that emerged
in the 19th century?
Latin America
A. Pre-Columbian Civilizations
Humans and the Environment
 What patterns of human interaction with the physical environment emerged in Latin
America?
o How did physical geography and climate shape cultures and institutions in the
Latin America?
o How did Latin America cultures attempt to adapt to and modify their physical
environment?
B. European Conquest
Expansion and Isolation
 What was the impact of the European conquest of Latin America?
 What role did relative isolation play in the development of the Incan, Mayan, and Aztec
civilizations?
 How did cultural exchange between European and Native American cultures in Latin
America shape the development of each society?
C. Independence and Today
Poverty and Wealth
 What have been the principle forces that have created wealth and poverty in Latin
America?
 How have Latin American societies and government policies attempted to deal with
emerging or entrenched economic disparities?
Middle East
A. Three Monotheistic Religions
Tradition v. Innovation
 What forces created a need for new religious institutions and how did these institutions
become traditions?
 For what reasons have some religious traditions resisted innovations and to what extent
has this resistance been overcome?



How have developments in Middle Eastern societies affected the religious customs of its
people?
Expansion v. Isolation
How have the three monotheistic religions attempted to preserve their identity?
How has this need for self-preservation impelled them to interact with other cultures, at
times expanding by means of conquest at other times by seeking to isolate themselves?
B. Conflict in the Middle East
Tradition v Innovation
 Assess the impact of modern western influences upon traditional Middle Eastern societies.




V.
Case Study – Israeli-Palestinian Conflict
In what way has the creation of Israel led to conflicts between Arabs and Israelis?
Why has the Arab-Palestinian Conflict become significant to the wider world?
To what extent is the Arab-Palestinian Conflict motivated by religious, political, and
economic forces?
Assess the obstacles to and prospects for peace.
STRATEGIES
In learning about each region, students will explore fundamental and recurring tensions that have
characterized the social, political and economic development of human civilizations throughout time.
Strategies will include class and graded discussions, geographic analysis, possible guest speakers,
student projects, essay writing, primary source analysis, debate, and teacher presentation. All activities
will be structured to enable students to acquire the knowledge and skills to think analytically and
systematically about how the past interactions of peoples, cultures, and the environment affect issues
across time and cultures.
VI.
EVALUATION
Evaluation of the objectives will be measured by the following: reading, writing, discussion and debate
assignments, analysis of primary and secondary sources, research, projects, tests and quizzes. Rubrics
will be included and tailored for most major assignments. However, evaluation of the following
categories will be, in one form or another, common to most: critical thought, evidence, balance, and
accuracy.
It is recommended that students keep track of their progress using a grade-sheet.
VII.
REQUIRED RESOURCES
Farah, Mounir A. & Karls, Andrea Berens. World History: The Human Experience.
Glencoe/McGraw-Hill: Columbus Ohio. 2001.
Internet: Text Review: http://worldhistory.glencoe.com
Suggested World History Atlases and Texts:
Hammond Historical Atlas of the World. Maplewood, New Jersey
State of the World Atlas. Penquin, New York
Grout, Donald Jay & Palisea, Claude V. A History of Western Music,W.W. Norton & Co: New
York. 1996.
Manuel, Peter, Popular Musics of the Non-Western World, Oxford University Press: New York.
1990.
Palmer, R.R., Colton, Joel, Kramer Lloyd. A History of the Modern World. Alfred A. Knopf:
New York. 2002.
Roberts, J.M. The New Penquin History of the World. Penquin Group: London, England. 2002.
Strayer, Joseph R., Gatzke, Hans W., Harbison, Harris E. The Mainstream of Civilization.
Harcourt Brace Jovanovich, Inc.: New York. 1974. (note: This text has been updated several times and
current 21st century texts are available. However, this second edition is of superior quality in very
important ways)
See Scope and Sequence for suggested titles.
VIII. SCOPE AND SEQUENCE
Historiography (components integrated throughout the curriculum/year)
Furay, Conal & Slaevouris, Michael J. The Methods and Skills of History: A Practical Guide.
Harlan Davidson, Inc.: Wheeling, Illinois. 2010.
Gaddis, John Lewis. The Landscape of History: How Historians Map the Past. Oxford University
Press: New York. 2002.
Gustavson, Carl G. A Preface to History. McGraw-Hill Book Company: USA. 1955.
Tuchman, Barbara W. Practicing History: Selected Essays. Balantine Books: New York. 1982.
Internet:
A Guide to Using Historical Resources on the Internet
http://www.york.ac.uk/teaching/history/ippg/internet.htm
Causation:
Neil Munroe: Causation in History:
http://www.shef.ac.uk/uni/projects/ptpdlp/essays/munro2.html
Causation by Dr. Michael Stanford:;
http://www.history-ontheweb.co.uk/concepts/concept71_causation.htm
Europe
Fall of Rome through the Renaissance (5 weeks)
Farah: Chapter 6, section 5, Chapters 12, 13. & 16, Sections 1-2
Strayer: pp.348-352
Cantor, Norman F. In the Wake of the Plague: the Black Death and the World it Made.
Harper Perennial: New York. 2002.
Hollister, Warren C.. Medieval Europe: A Short History. Alfred A. Knopf: New York.
1982.
Manchester. William. A World Lit Only by Fire: the Medieval Mind and the Renaissance:
Portrait of an Age. Little Brown and Company: New York: 1993.
Tuchman, Barbara. A Distant Mirror: The Calamitous 14th Century. Alfred A. Knopf:
New York. 1978.
Internet:
Internet Medieval Sourcebook: http://www.fordham.edu/halsall/sbook.html
Metropolitan Museum of Art: http://www.metmuseum.org/toah/works-of-art/
Artinthepicture.com: http://www.artinthepicture.com/
Web Gallery of Art: http://www.wga.hu/
EyeWitness to History.com: http://www.eyewitnesstohistory.com
Films:
Civilisation: A Personal View By Lord Kenneth Clark – BBC
Music:
Gregorian Chant
Madrigals
Reformation (2 weeks)
Farah: Chapter 16, Section 3-5
Strayer: Chapter 17
Internet:
Internet Modern History Sourcebook:
http://www.fordham.edu/halsall/mod/modsbook.html
Martin Luther: the Reluctant Revolutionary:
http://www.pbs.org/empires/martinluther/
Passional Christi und Antichristi: Wittenberg 1521
http://www2.kb.dk/luther/passion/index.htm
Films:
A Man for All Seasons – Columbia Pictures 1966
Inside the Vatican – National Geographic
Luther – MGM 2003
Martin Luther: the Reluctant Revolutionary – PBS Empire Series
Enlightenment (2 weeks)
Farah: Chapter 20
Magee, Bryan. The Story of Philosophy: The Essential Guide to the History of Western
Philosophy. DK Publishing, Inc.: New York. 1998.
Internet:
The West: Enlightenment to Present by Paul Halsall
http://www.fordham.edu/halsall/mod/hs1000.html
Films:
Galileo’s Battle for the Heavens (Nova)
Case Study: England and France (4 weeks)
Farah: Chapter 19, Sections 2-3, Chapter 21, Sections 1-2 & Chapter 22
Strayer: Chapter 20, pages 447-462
Tombs, Robert and Isabelle. That Sweet Enemy: Britain and France: The History of a
Love-Hate Relationship. Vintage Books: New York. 2006.
Internet:
Center for History and New Media – the French Revolution:
http://chnm.gmu.edu/revolution/
Internet Modern History Sourcebook:
http://www.fordham.edu/halsall/mod/modsbook.html
The Civil Code Index:
http://www.napoleon-series.org/research/government/c_code.html
Films:
Amadeus
The Conquerors (History Channel)
The French Revolution: Liberte, Egalite, Fraternite: A New Rebublic is Born in Blood (History
Channel)
Napoleon Bonaparte – The Glory of France (A&E Biography series)
Conquerors: Napoleon (Discovery School) VHS
Music:
The 1812 Overture by Peter Tchaikovsky
Palmer’s The Proliferation of the “Isms” – the Rise of Distinctive Political, Economic and
Social Theories (4 weeks)
Farah: Chapters 23, 24, 25 Section 1-3, 26, 28, 29
Palmer, R.R. History of the Modern World, 10th edition, Chapter 11.
Strayer, Chapter 25
Hollander, Paul. From the Gulag to the Killing Fields: Personal Accounts of Political
Violence and Repression in Communist States. ISI Books: New York. 2006
Reese, William L. Dictionary of Philosophy and Religion: Eastern and Western Thought.
Humanities Press: New Jersey. 1996.
Internet:
Internet Modern History Sourcebook:
http://www.fordham.edu/halsall/mod/modsbook.html
Music:
Die Walkure: Ride Of The Valkyries by Richard Wagner
Finlandia by Jean Sibelius
Va Pensiero (Chorus of the Hebrew Slaves : Nabucco) by Guiseppe Verdi
Films:
Czar to Stalin (MPI Home Video) VHS
Last of the Czars (History Channel)
Russia: Land of the Tsars (History Channel)
Stalin: Man of Steel (History Channel)
Vladimir Lenin – Voice of Revolution (A&E Biography series)
Mid-term Exam (mandatory exam and outcome review: 2 days; school-wide exams 4 days)
Latin America
Pre-Columbian Civilizations (3 weeks)
Farah: Chapter 15
Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. W.W. Norton
and Company: New York. 1998.
Internet:
Minnesota State University - Mesoamerican Sites & Cultures:
http://www.mnsu.edu/emuseum/prehistory/latinamerica/meso/mesotable.html
PBS: Cracking the Maya Code: http://www.pbs.org/wgbh/nova/mayacode/
Nova: Lost King of the Maya: http://www.pbs.org/wgbh/nova/maya/
National Geographic: Last Days of the Maya:
http://channel.nationalgeographic.com/series/explorer/2224/Overview#tabOverview
Films:
In Search of History - The Aztec Empire (History Channel)
In Search of History - Lost City of the Incas (History Channel)
Mystery of the Maya ((National Film Board of Canada)
European Conquest (3 weeks)
Farah: Chapter 17
Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. W.W. Norton
and Company: New York. 1998
Sowell, Thomas. Conquest and Cultures: An International History. Basic Books; New
York: 1998.
Internet:
Columbian Exchange: http://daphne.palomar.edu/scrout/colexc.htm
Conquistadores: http://www.elizabethan-era.org.uk/spanish-conquistadors.htm
Films:
The Conquerors (History Channel)
The Great Inca Rebellion
Independence and Today (3 weeks)
Farah: Chapters 30, Sections 5, 36
Alvarez, Julia. In the Time of the Butterflies. Plume: New York. 1995.
Crow, John A. The Epic of Latin America. University of California Press: Berkeley,
California. 1992.
Landes, David S. The Wealth and Poverty of Nations: Why Some Are So Rich and Some
So Poor. W.W. Norton and Company: London. 1998.
Salgado, Sebastiao, Terra: Struggle of the Landless. Phaidon Press: London, 1996.
Skidmore, Thomas E., Smith, Peter H. Modern Latin America. Oxford University Press:
New York. 2005.
Timerman, Jacobo. Chile: Death in the South. Vintage Books: New York. 1987.
Winn, Peter. Americas: The Changing Face of Latin America and the Caribbean.
University of California Press: London, England. 2006.
Poetry:
Ruben Dario
Pablo Neruda
Internet:
BBC Country Profiles: http://news.bbc.co.uk/2/hi/country_profiles/
CIA World Factbook: https://www.cia.gov/library/publications/the-world-factbook/
Latin America Network Information Center: http://lanic.utexas.edu/
United Nations: http://www.un.org/news/
World Newspapers: http://www.world-newspapers.com/
Films:
Rivera: Portrait of an Artist (Home Vision)
The Agronomist (Demme: A Think Film)
Middle East
Three Monotheistic Religions (3 weeks)
Farah: Chapter 3, Section 2, Chapter 6, Section 4, Chapter 11 Sections 1-2
Torah
Holy Bible
Quran
Films:
Inside Mecca (National Geographic)
Secrets of Jerusalem’s Holiest Sites (National Geographic)
The Crusades (History Channel)
Walking the Bible (WGBH Boston ) (note: Book is by Bruce Feiler)
Conflict in the Middle East (2 weeks)
Farah: Chapter 35
Internet:
Best History Sites: EdTechTeacherInc.:
http://www.besthistorysites.net/20thCentury_MiddleEast.shtml
BBC Country Profiles: http://news.bbc.co.uk/2/hi/country_profiles/
CIA World Factbook: https://www.cia.gov/library/publications/the-world-factbook/
Case Study – Israeli-Palestinian Conflict (3 weeks)
Beers: pp.768-771
Tuchman: “Israel’s Swift Sword” (Practicing History: pp. 173-187
Internet:
MidEastWeb Gateway: http://mideastweb.org
BBC Mid-East Crisis:
http://news.bbc.co.uk/2/hi/in_depth/middle_east/2001/israel_and_the_palestinians/default.stm
BBC News: Obstacles to Peace: http://news.bbc.co.uk/2/hi/middle_east/6666393.stm
Palestinian Authority Ministry of Information:
http://www.minfo.ps/English/index.php?pagess=home
Israel Ministry of Foreign Affairs:
http://www.mfa.gov.il/mfa
PBS Frontline: Parallel Realities
http://www.pbs.org/wgbh/pages/frontline/shows/oslo/parallel/8.html
http://www.pbs.org/wgbh/pages/frontline/shows/oslo/
Films:
Death in Gaza (HBO)
Journey to the Occupied Lands (Frontline)
Promises
Final Exam (mandatory exam and outcome review: 2 days; school-wide exams 4 days)