World History 9 Quarter 1 Planning Guide
Quarter One Scope and Sequence: Standards 1-2, Beginnings of Civilization and Early River Civilizations
Unit One: Standard 1 - The Beginnings of Civilization (suggested time frame: 2 weeks)
Skills Standards
9SSK7: Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use
of evidence and the distinctions between sound generalizations and misleading oversimplifications.
9SSK13: Students analyze human modifications of landscapes.
Essential Understandings
1. Geography shapes the development of a civilization.
2. Humans shape, react, and adapt to their environment.
Social Studies Content
Standards
Guiding Questions
9SS1: Students examine
the lives of the hunting
and gathering people of
the ancient world during
the beginnings of human
society.
1. How does geography
influence the placement of
early societies?
9SS1.a: Trace the
approximate chronology
and territorial range of early
communities, and analyze
the processes that led to
their development.
9SS1.b: Analyze and
compare how peoples of
West Africa, Europe,
Southeast Asia, East Asia,
and the Americas
domesticated food plants
and developed agricultural
communities in response to
local needs and conditions.
9SS1.c: Evaluate the types
2. What were the social,
cultural, and economic
characteristics of hunting
and gathering people?
3. How did people
domesticate food plants and
animals in developing
agricultural communities?
4. What are the types of
evidence and methods of
investigation used to
reconstruct early history?
Suggested Instructional
Strategies and (ELA
Standards)
Course Overview
Create class norms
Syllabus
Project(s)
Grading (weighting)
Assessments
Looking at student work-samples
(9E1b.3)
Text-feature Analysis
Critical Reading Strategies for
Informational Text – Avid, Cornell
Notes or SQ3R,
Re-reading the text to clarify
information, summarize, and
organize ideas (9E 2a.1)(9E2a.5)
Organizational Words in Writing
Prompts p. 37, Selective and
Purpose Driven Reading pp. 49-
Suggested Assessments
Beginning of the year diagnostic
writing sample, “Tell about your
life, talents, personality and
document your assertions with
primary resources from family,
friends, letters, anecdotes,
media documents or awards.
Use MLA format for citing
sources.”
Resources
9SS1a: HWC Ch 1 pp. 4-5
9SS1b. HWC: Ch. 1 pp. 5-7
Ch. 5 pp. 129-138 Africa
Ch. 1 pp. p. 24 China
Ch. 1 pp. 27-29 Americas
MyHistoryLab Primary
Source Documents listed at
the end of each chapter.
*see Additional Resources,
AVID
World History 9 Quarter 1 Planning Guide
of evidence and methods of
investigation by which
scholars have
reconstructed the early
history of domestication,
agricultural settlement, and
cultural development.
9SS1.d: Describe social,
cultural, and economic
characteristics of large
agricultural settlements on
the basis of evidence
gathered by archaeologists.
Examples: Catal Hayuk
and Jericho
50, Alternatives to “Says” p. 80,
Sentence Templates—Citation, p.
81
Resource Overview
Elements of Literature online
resources
Blackboard
Gaggle
Online Subscription Databases
MyHistoryLab
MyLiteratureLab
Virtual Library
TurnItIn.com
Rubric banks (6 Traits, EoL
Writing Samples) (9E2a.5)
SS Journal – students make
inferences about evidence and
methods of investigation as they
read textbook sections to address
Standard 2
Research Overview
MLA
Plagiarism
Notation, citation
Media Center (collaborate with
specialist & ET)
*see Additional Resources,
World History for US ALL
9SS1.c: *see Additional
Resources,
World History for US ALL
9SS1.d: HCW Ch. 1 p. 6
Catal Hayuk/Jericho Holt
Human Legacy resource
Motel of the Mysteries reading
guide
Howard Carson or Horace
Miner-style writing assignment
focused on interpreting the
culture http://www.dodea.edu/
curriculum/infoCenters.
cfm?cId=hs or artifacts of the
Usans
Holt Online Diagnostic,
Entry-Level Reading Test
(9E1b.3)
LAWL A Cloze Selection
The Ancient World, LAWLA
LAWL A Cloze Selection
The Ancient World (LAWL A
p1)
Motel of the Mysteries by David
Macaulay or Body Rituals of the
Nacirema, see *Add-
Motel of the Mysteries by
David Macaulay (class set)
World History 9 Quarter 1 Planning Guide
Tional Resources, DoDEA Library
Databases
PDF of Body Rituals of the
Nacirema,
Unit Two: Standard 2 – Early River Civilizations (suggested time frame: 7 weeks)
Skills Standards
9SSK2: Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain
the same; and understand that change is complicated and affects not only technology and political but also values and beliefs.
9SSK3: Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international
migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of
ides, technological innovations, and goods.
9SSK4: Students relate current events to the physical and human characteristics of places and regions.
Essential Understandings
1. Civilizations share common characteristics.
2. Societies change over time.
3. Language, literature, and the arts reflect the values and beliefs of a civilization and transmit culture.
Part A: Foundations of Civilization and Ancient River Civilizations of the Near East (suggested time frame: 2 weeks)
Content Standards
9SS2: Students examine
the characteristics of
early civilizations
including those of Egypt,
Mesopotamia, the Indus
River Valley, and China,
from 4000 to 500 B.C.E.
9SS2.a: Explain the criteria
that have been used to
define the idea of
Guiding Questions
1. What is civilization, and
why did early societies
flourish where they did?
2A. What conditions
contributed to the
development of civilizations
in the Fertile Crescent?
3A. How did social structures
Suggested Instructional
Strategies
Visit National Geographic online
article about Chauvet Cave
Online resources for Lasceaux
Cave
Suggested Assessment
Resources
Creative Response: Dialogue
Writing Assignment
Chauvet Cave article
Online resources for
Lasceaux Cave
9SS2.a HWC Ch. 1 p. 4
Jigsaw activity (9E2b.9)
SS Chart or graphic organizer to
identify defining characteristics of
Comparison matrix
Write an original origin story
Share origin stories in small or
Babylonian Theogeny
(LAWL A p23)
World History 9 Quarter 1 Planning Guide
civilization and compare the
key differences between
civilizations and other forms
of social organization.
9SS2.b: Compare causes
and conditions by which
civilizations developed in
Egypt, Southwest Asia and
the Eastern Mediterranean
region, India, and China,
and explain why the
emergence of these
civilizations was a decisive
transformation in human
history.
9SS2.c: Differentiate
hierarchies in the social
structures of early civilized
peoples and explain the
influence of religious belief
systems upon ancient
governmental systems,
including analysis of the
importance of Judaism.
9SS2.g: Explain
relationships in early
civilizations, including those
in Egypt or China, between
the development of state
authority and the growth of
aristocratic power, taxation
systems, and institutions of
coerced labor including
slavery.
9SS2.f: Construct a
timeline of main events in
the origin and early
development of civilizations
in Mesopotamia, Egypt, the
develop in early civilizations?
4A. What were some notable
cultural achievements of
these civilizations, and why
were they significant?
5A. How did religious belief
systems influence early
people and governments?
6A. Why did early peoples
create myths?
7A. How are cultural
differences represented with
the myth form?
civilizations and examples of
these criteria from civilizations
under study.
SS Guided essay: How do
civilizations differ from other
forms of social organization?
(9E1.a.1, 9E1a.2)
Heroic Cycle
Epic of Gilgamesh (LAWL A p56)
Descent of Ishtar to the
Underworld (LAWL A p98)
Book of Ruth (LAWL A p178)
Book of Job (LAWL A p125)
whole class groups
Comparison matrix
Creation of a heroic story
MyLiteratureLab Quizzes for
Epic of Gilgamesh and the Book
of Job
8A. Why do cultures change
overtime?
Group reading assignments,
response to section, jigsaw
Discussion/Venn Diagram about
different translations,
tone/voice/etc.
Write 10 laws that would suit the
classroom.
Write a paragraph describing
the Code of Hammurabi and
debate if the Code was just;
support your position with
examples that were reflective of
the time.
Venn diagram (Essential
understandings 13-15)
perceives the subtle differences
& variations of Translations.
Why would those words and
ideas change over time?
Students construct illustrated
tiered timeline (digital or paper),
color-coded to represent change
over time in specific regions
Genesis, ch 1-11 (LAWL A
p28)
Memphite Theogeny (LAWL
A 23)
Optional: In the Beginning
Virginia Hamilton
Joseph Campbell, The
Power of Myth DVD
Epic of Gilgamesh (LAWL A
p56)
Descent of Ishtar to the
Underworld (LAWL A p98)
Book of Ruth (LAWL A
p178)
Book of Job (LAWL A p125)
9SS2.b, c, f, and g SW
Asia/Eastern Mediterranean:
Sumerians, Babylonians,
Near Eastern Empires: HWC
Ch. 1 pp. 7-11,
16-18
Hebrews: HWC Ch 2 pp. 4449
The Code of Hammurabi
(Online)
Persians: HWC Ch. 4 pp.
91-96
Translations (LAWL A p39)
World History 9 Quarter 1 Planning Guide
/civilizations – add to the
timelines with each unit in this
standard
Indus River Valley, and
China.
Part B: Nile River Civilization (suggested time frame: 2 weeks)
9SS2.b: Compare causes
and conditions by which
civilizations developed in
Egypt, Southwest Asia and
the Eastern Mediterranean
region, India, and China,
and explain why the
emergence of these
civilizations was a decisive
transformation in human
history.
9SS2.c: Differentiate
hierarchies in the social
structures of early civilized
peoples and explain the
influence of religious belief
systems upon ancient
governmental systems,
including analysis of the
importance of Judaism.
9SS2.g: Explain
relationships in early
civilizations, including those
in Egypt or China, between
the development of state
authority and the growth of
aristocratic power, taxation
systems, and institutions of
coerced labor including
slavery.
9SS2.f: Construct a
timeline of main events in
the origin and early
2B. What conditions
contributed to the
development of civilization in
the Nile River valley?
3B. How did social structures
develop in early civilizations?
4B. What were some notable
cultural achievements of the
Nile civilization, and why
were they significant?
Choral reading
Cooperative learning groups to
comprehend and rewrite
individual poems in modern
language using correct
conventions and complex,
compound sentences.
Write a paragraph response:
How is the Egyptian concept of
death and the afterlife different
from the modern, Western
concept? What protocols do
people of each culture adhere
to?
Literature Circles
Discuss similarities and
differences among the love
poems
(9E1a.1-9E1a.2)
9SS2.b, c, f, and g Egypt:
HWC Ch. 1 pp. 12-15
Book of the Dead (LAWL A
p102)
Poetry of Love & Devotion
(LAWL A p41)
5B. How did religious belief
systems influence early
people and governments?
The Two Brothers (LAWL A
153)
6B. Why do cultures change
over time?
Optional: Pyramid, by David
Macaulay
Students construct illustrated
tiered timeline (digital or paper),
color-coded to represent change
over time in specific regions
/civilizations – add to the
World History 9 Quarter 1 Planning Guide
development of civilizations
in Mesopotamia, Egypt, the
Indus River Valley, and
China.
timelines with each unit in this
standard
Part C: Ancient River Civilizations of India and China (suggested time frame: 3 weeks)
9SS2.b: Compare causes
and conditions by which
civilizations developed in
Egypt, Southwest Asia and
the Eastern Mediterranean
region, India, and China,
and explain why the
emergence of these
civilizations was a decisive
transformation in human
history.
9SS2.c: Differentiate
hierarchies in the social
structures of early civilized
peoples and explain the
influence of religious belief
systems upon ancient
governmental systems,
including analysis of the
importance of Judaism.
9SS2.d: Examine and
compare the main tenets of
Hinduism and Buddhism
using primary and
secondary resources.
9SS2.e: Describe the life of
Confucius; compare the
fundamental teachings of
Confucianism and Taoism;
and explain the influence of
these ideas on Chinese
2C. What conditions
contributed to the
development of civilizations
in the river valleys of India
and China?
3C. How did social
structures develop in early
civilizations?
4C. What were some notable
cultural achievements of
these civilizations, and why
were they significant?
5C. How did religious belief
systems influence early
people and governments?
6C. Why do cultures change
over time?
Mahabarata (LAWL A p809)
Bhagavad Gita (LAWL A p851)
(9E1a.1)
Using “The Book of Songs” as an
example, compose a 2-3 verse
song, rap or poem that reflects a
present-day personal situation.
Perform the song for the class or
make a music video.
(9E2a.1)(9E1c)(9E2.a.1)(9E3a.4)\
(9E3a.13)(9E3a.17)
Read the source documents and
have students reflect on:
1. How did Buddhists define
the main goals of life?
2. How did Buddhism and
Hinduism reflect the
traditions of their
cultures?
3. How did Buddhism
resemble Hinduism?
4. How did it differ from
Hinduism?
(9E1c.2)(9E2b.2.c)
Modern Day Connection
Explain the literary term, maxim.
Have students read and compare
Ben Franklin’s maxims to those in
the Analects.
Compare and contrast Confucius
and Franklin’s maxims. How did
Place yourself in the role of a
warrior and write a letter to your
family describing the
technology, your training and
your daily life.
Read the source documents and
have students reflect on:
1. How did the Buddhists define
the main goals of life?
2. How did Buddhism and
Hinduism reflect the tradition of
their cultures?
3. How did Buddhism resemble
Hinduism?
4. How did it differ from
Hinduism?
Mahabarata (LAWL A p809)
Bhagavad Gita (LAWL A
p851)
9SS2.b, c, f, and g
Indus, Vedic Aryan: HWC
Ch. 1 pp. 18-24
MyLiteratureLab quiz
Evaluate student work.
Book of Songs (LAWL A
p1026)
Assessment of student thesis
statements
9SS2.b, c, f, and g
Early China: HWC Ch. 1 pp.
24-27
9SS2.d-e: HWC Ch. 2 pp.
32-43
The Analects (LAWL A
p1046)
World History 9 Quarter 1 Planning Guide
they practice the Golden Rule?
Focus on: Writing Thesis
Statements
(9E2b.3a)
civilization.
9SS2.g: Explain
relationships in early
civilizations, including those
in Egypt or China, between
the development of state
authority and the growth of
aristocratic power, taxation
systems, and institutions of
coerced labor including
slavery.
Daoism & Its Ways
(LAWL A p1061)
Students construct illustrated
tiered timeline (digital or paper),
color-coded to represent change
over time in specific regions
/civilizations – add to the
timelines with each unit in this
standard
9SS2.f: Construct a
timeline of main events in
the origin and early
development of civilizations
in Mesopotamia, Egypt, the
Indus River Valley, and
China.
*Additional Resources: World History and Literature online resources
http://www.dodea.edu/curriculum/infoCenters.cfm?cId=hs
http://www.historyguide.org/index.html
http://www.historyguide.org/conditions.html
http://worldhistoryforusall.sdsu.edu/
http://worldhistoryforusall.sdsu.edu/condofuse.php
http://www.wsu.edu:8080/~dee/WORLD.HTM email permission from the site administrator, Richard Hines is granted for DoDEA to reproduce materials for
classroom use or teacher reference; cite author Richard Hooker of Washington State University and include specific URL link.
http://commoncore.org/maps/index.php/maps/ , DoDEA given permission to link to curriculum maps
AVID College Readiness: Working With Sources, AVID Center, Honors Bb site