History’s Mysteries
Des Moines Public Schools
2015-2016
CURRICULUM GUIDE
The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and
assessment correlates for the school year. This document is intended to be used in conjunction with the District Assessments and
classroom assessments to scaffold our students in mastery of the Iowa Core State Standards.
History’s Mysteries
Schools: East, Hoover, Lincoln, North and Roosevelt
1 semester – .5 credit
The purpose of History’s Mysteries is to develop a greater understanding of how different groups of people, including nomadic and settled, dealt
with the challenges that they faced. The course will focus on the political, economic, religious, social and cultural institutions that formed as a
result of these challenges. An additional purpose of the course is to develop the skills of studying, document analysis, discussion, critical
thinking, and writing. These skills are essential for success in 20th Century World History and Advanced Placement courses in the Social Studies.
Link to Course Page: http://socialstudies.dmschools.org/electives.html
1
Unit
Content and Skill Standards
Unit 1
Neolithic Revolution
and River Valley
Civilizations
6 weeks
Iowa Core Standards:
9-12.H.2, 9-12.H.4, RH.9-10.4
Unit 2
The Rise and Fall of
Empires
6 weeks
Iowa Core Standards:
9-12.H.3, 9-12.H.5, 9-12.H.6, 9-12.H.7, RH.9-10.4
Unit 3
History’s Mysteries
6 weeks
Iowa Core Standards:
9-12.H.1, 9-12.H.8, RH.9-10.4
Content Topics
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Historical Change
Source Analysis
Analyzing Multiple Sources (DBQ)
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Historical Analysis
Source Analysis
Analyzing Multiple Sources (DBQ)
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Chronology & Consequence
Source Analysis
Analyzing Multiple Sources (DBQ)
Common Core English/Language Arts Standards in
History and Social Sciences: RH.9-10.1, RH.9-10.2,
RH.9-10.8, RH.9-10.9
Common Core English/Language Arts Standards in
History and Social Sciences: RH.9-10.1, RH.9-10.2,
RH.9-10.8, RH.9-10.9
Common Core English/Language Arts Standards in
History and Social Sciences: RH.9-10.1, RH.9-10.2,
RH.9-10.8, RH.9-10.9
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Unit 1: Neolithic Revolution and River Valley Civilizations
Essential Question and Pacing
How did we become “civilized”? 6 weeks
Enduring Understandings
The first unit covers the changes caused by the
agricultural revolution and the development of the
first civilizations in the river valleys of Mesopotamia,
Egypt, India, and China.
Suggested Texts and Resources
TCI History Alive! World Connections
Chapter 1, Chapter 2, AND Chapter 3
Time Life’s Lost Civilizations DVD
Agricultural Revolution
-Hand tools -Humans use fire -Crop cultivation Domestication of animals
Origins of Civilization
-First cities emerge -Major rivers emerge -Humans
form armies and governments -Trade networks form Monotheism spreads
Mini-Qs in World History:
 Hammurabi’s Code: Was it Just?
 How did the Nile River Shape Ancient Egypt?
World History for Us All
http://worldhistoryforusall.sdsu.edu/
World History: The Human Journey, 2005
Chapter 1: The Emergence of Civilization, Sections 1-2
Chapter 2: The First Civilizations, Sections 1-4
Chapter 3: Ancient Indian Civilizations, Sections 1-2, 5
Chapter 4: Ancient Chinese Civilizations, Sections 1-2, 5
Heartland AEA: Learn360: History’s Mysteries Episodes (History Channel)
3
Scales
Topic
Ancient Civilizations
Source Analysis
Analyzing Multiple
Sources (DBQ)
2
3
4
Basic vocabulary such as:
Paleolithic, Neolithic, hunter-gatherer,
civilization, culture, agriculture,
domestication, pastoral nomads, job
specialization
Describe the characteristics of the Neolithic Revolution.
List the factors that worked together to
bring about early civilizations.
Describe the role of technology on the development and
interaction of civilizations (i.e. ability to grow a surplus of
food, job specialization, development of language/writing,
creation of government and law).
Determines the central idea by citing
evidence, but fails to accurately address
historical context and/or author’s point
of view.
Accurately determines the central idea by citing evidence,
addressing the historical context, and explaining the
author’s point of view.
In addition to meeting the level 3
expectation, the response includes the
use of extended, content-specific
vocabulary or makes connections to prior
learning and/or current events.
Attempts to use more than one
document on the same topic to take a
stand on an issue (thesis). Evidence used
from the sources to explain and support
the position (claim) may have some
misconceptions or inaccuracies.
Uses at least three documents on the same topic to take a
stand on an issue (thesis). Accurately uses evidence from
three or more sources to explain and support the position
(claim).
In addition to meeting the level 3
expectation, the response includes prior
knowledge or outside information to
enhance the position and recognizes and
responds to the opposing viewpoint
(counter claim).
Compare and contrast the social, political, and economic
aspects of river valley civilizations (i.e. China, Egypt, Indus
and Mesopotamia).
Create an early, river valley civilization
and evaluate the decisions made in the
creation of this civilization.
4
Unit 2: The Rise and Fall of Empires
Essential Question and Pacing
Why do empires rise and fall?
Enduring Understandings
The second unit covers the changes brought about by
empires and will focus on the civilization of Rome with
exploration into empires from around the world:
6 weeks
Suggested Texts and Resources
TCI History Alive! World Connections
Chapter 4
Time Life’s Lost Civilizations DVD
Mediterranean: Greece, Rome
Asia: Assyrians, Persians, Han China, Gupta
Latin America: Aztecs, Incas, Mayan
Africa: Mali
Classical Period – Empire Building
-Emergence of empires
-Development of complex societies
Mini-Qs in World History:
 Citizenship in Athens and Rome: Which was a better system?
 Education in Sparta: Did the strengths outweigh the weaknesses?
 The Great Wall of Ancient China: Did the benefits outweigh the costs?
 Asoka: Ruthless Conqueror or Enlightened Ruler?
 What were the Primary Reasons for the “Fall” of Rome?
World History for Us All
http://worldhistoryforusall.sdsu.edu/
World History: The Human Journey, 2005
Chapter 5: The Greek City-States
Chapter 6: Greece’s Golden Age, Sections 1-2
Chapter 7: The Roman World
Chapter 4: Ancient Chinese Civilizations, Sections 3-4
5
Scales
Topic
Rise and Fall of
Empires
Source Analysis
Analyzing
Multiple Sources
(DBQ)
2
3
4
Basic vocabulary such as:
empire, classical, direct democracy, republic
Compare and contrast the rise and fall of two
empires.
Apply your understanding of empires to the
United States in the 21st Century. Make a case
for whether the United States is an empire. If
so, is it on the rise or on the decline? Support
your position with evidence.
Identify the causes of the change from
civilizations to empires.
Explain, with examples, major characteristics
(political, social, and economic) of two empires.
Determines the central idea by citing evidence,
but fails to accurately address historical context
and/or author’s point of view.
Accurately determines the central idea by citing
evidence, addressing the historical context, and
explaining the author’s point of view.
In addition to meeting the level 3 expectation,
the response includes the use of extended,
content-specific vocabulary or makes
connections to prior learning and/or current
events.
Attempts to use more than one document on
the same topic to take a stand on an issue
(thesis). Evidence used from the sources to
explain and support the position (claim) may
have some misconceptions or inaccuracies.
Uses at least three documents on the same
topic to take a stand on an issue (thesis).
Accurately uses evidence from three or more
sources to explain and support the position
(claim).
In addition to meeting the level 3 expectation,
the response includes prior knowledge or
outside information to enhance the position
and recognizes and responds to the opposing
viewpoint (counter claim).
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Unit 3: History’s Mysteries
Essential Question and Pacing
What are some of history’s mysteries and how do historians solve those mysteries? 6 weeks
Enduring Understandings
The third unit explores some of “history’s mysteries” such
as pandemics (Black Death), Dark Ages, Rise of the Muslim
World, the Inquisition, Crusades, Knights Templar,
Reformation, etc. This unit uses guided choice to help
students develop historical thinking skills.
Students will create an essential question to guide the
research. Students will use primary and secondary sources
to develop a historical narrative – in the form of a
document-based question. Students will respond to the
DBQ by creating a thesis statement and outline for a
historical essay based on an opinion developed through
research.
Suggested Texts and Resources
TCI History Alive! World Connections
World History for Us All
http://worldhistoryforusall.sdsu.edu/
World History: The Human Journey, 2005
Chapters vary
Time Life’s Lost Civilizations DVD
Mini-Qs in World History:
 Why did Christianity take hold in the Ancient World?
Heartland AEA: Learn360: History’s Mysteries Episodes (History Channel)
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Scales
Topic
2
Identify a historical mystery to investigate.
Historical
Mystery
Source Analysis
Analyzing
Multiple Sources
(DBQ)
3
4
Analyze the identified historical mystery
through primary and secondary sources using
political, social, and economic lenses.
Create a document-based question/essay.
Determines the central idea by citing evidence,
but fails to accurately address historical
context and/or author’s point of view.
Accurately determines the central idea by citing
evidence, addressing the historical context, and
explaining the author’s point of view.
In addition to meeting the level 3 expectation,
the response includes the use of extended,
content-specific vocabulary or makes
connections to prior learning and/or current
events.
Attempts to use more than one document on
the same topic to take a stand on an issue
(thesis). Evidence used from the sources to
explain and support the position (claim) may
have some misconceptions or inaccuracies.
Uses at least three documents on the same
topic to take a stand on an issue (thesis).
Accurately uses evidence from three or more
sources to explain and support the position
(claim).
In addition to meeting the level 3 expectation,
the response includes prior knowledge or
outside information to enhance the position
and recognizes and responds to the opposing
viewpoint (counter claim).
Summarize multiple primary and/or secondary
sources related to a historical mystery.
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