Honors World History and Literature Mr. Coia Class website:www.mrcoia.com [email protected]

Room 216

This is an integrated course for students interested in taking 9th grade Honors Social Studies and English. The course uses the chronological study of world history from Ancient Civilization to 1500 A.D. and covers the themes of culture, science/technology and society, geography, and time/continuity and change. The content integrates readings and writings that focus on exploring, interpreting, and analyzing literature and other readings that extend and support the world history discussions and research. The themes of geography provide the focus for preparing students to understand how humans adapt to the environment. The course is a demanding study of world history and literature, requiring students to understand, analyze, and interpret the connections between major historical events and the writings of the time. Critical thinking, philosophical discussion, concept attainment, vocabulary development, language usage, and research will be stressed. The development of discussion and presentation skills will focus on analysis, interpretation, and evaluation. Essential Objectives: Upon completion of the United States history course, students should be able to: • Assess ways that historical events have been influenced by, and have influenced, physical and human geographic factors in local, regional, and global settings. • Analyze the historical development of civilizations. • Analyze a wide spectrum of world literature. • Interpret the impact of major historical events on the literature of various periods. • Evaluate the impact of major personalities/events on world history. • Write formal compositions that analyze, interpret, and evaluate literature, essays, speeches, commentaries, and news reports. • Compare and contrast the development of culture, science and technology, economics, and government throughout the world. • Make and critique formal and informal oral presentations. To view the Content Standards for this course, visit http://www.dodea.edu/instruction/curriculum/DoDEA_Content_Stand.htm Let’s begin by examining some of the rules that I feel will help us make this a rich, rewarding time in this Honors class. Class Rules and Procedures Online Access: I will use the Internet to keep students and parents informed of the activities and progress of our class. Visit our class page at www.mrcoia.com for homework assignments and handouts. Late Work: Unless stated otherwise, late work is not accepted. This includes in-class assignments and homework. The assignment is due when you enter the class. If you do not have it then, you will not receive credit for it. Your work is due regardless of power outages, lack of printer ink, stolen computer, etc. Be responsible and plan ahead.

You will receive a coupon for two free late turn-ins. If you decide to use it, tear off one and staple it to the top of the late assignment. Put it in the my box in the main office by the next day (not the next class period). Note-taking: Each class period requires you to have your notebook opened to your “Class Notes” section, dated at the top before the bell rings. You are expected to take notes on our class discussions, lectures, in-class reading, etc. Please do not expect me to tell you when to take notes. Take notes each class.

Attendance: You are expected to attend class every day and follow attendance guidelines as stated in the student handbook. Poor attendance, whether excused or unexcused, will negatively affect your grade. This class is two subjects into one. Missing one day equals missing two days of classes. Excused absences: You will have the same amount of time to complete the assignment as other students, not longer or shorter. You must get the appropriate materials by asking a student, checking the web site, or talking to me outside of class time. The start of class is not the appropriate time to get your missing information. I will post homework and handouts online.

Cheating & Plagiarism: You will receive a zero for the test or assignment, as well as a referral to the office. This zero cannot be made up. In addition, you will lose all extra credit points earned from the quarter. Bathroom breaks/ leaving the room: Please use the restroom, get a drink, etc. during passing time. Food and Drink: Bottled water is the only food or drink allowed in class. Eat and drink before school and at lunch. Electronics: This is easy to explain: no electronic devices are allowed in class. No phones, CD players, Gameboys, etc. are permitted at any time.

Sports and other field trips: You are expected to get any work that you will miss and have it in at the same time as other students. Again, the internet will help you stay up-to-date with your work. For extended trips, please set up a meeting with me before you leave so that you can have it on your return.

Discussions: Class discussions and sharing are the cornerstone of this class. Be prepared to speak. Sitting quietly is not acceptable!

Unexcused absences: Sorry, you cannot make-up the assignment or exam. Your consequence for skipping is a zero for the due assignment.

Required Supplies Please have the following supplies for our next class meeting: • a binder exclusively for our class. • Bring tabs for four sections. Label them: LA, SS, Handouts, Time Traveler • A journal as described in class. Be sure it is bound without a spiral. These are usually black marble • paper, pens, and pencils • a planner to record assignments

Note: Students are responsible to take quizzes and exams regardless of an absence prior to the test day. Talk to students or me when you are out. Make-ups may be arranged only in the case of extenuating circumstances. Extra Credit: There may be an additional assignment or two offered for you to earn extra credit. These extra points may help make up for a missing assignment. Work hard on the credit throughout the year, rather than stressing about the extra credit. Tardy Policy: You must be in your chair with all materials open on your desk when the bell rings. 3 tardies = detention.

These rules are outlined so that you may do your part in creating an atmosphere of learning in our classroom.

Grade Percentages Here’s how the grades will be determined. There is no rounding up. You will need a 90% for an A, not an 89.9%. 90-100% A 80-89% B 70-79% C 60-69% D 0-59 % F

Honors World History and Literature Mr. Coia Here is your first homework assignment: 1. Take this form home and review it with your parents. You and your parents will sign this page, and the Policy Sheet will go in your notebook. Return this signed page. These rules are online at: http://www.mrcoia.com/school/pdf/11/rules_9.pdf 2. Spend 15 minutes looking around the website at www.mrcoia.com. Look at the homework page, sign into the Forum section (first names only, please), and look at the gradebook. You will be expected to check in to it at least once per week. More if you are absent. 3. Purchase and prepare your required supplies for school. Bring them to class. Students: I have read these rules and understand what Mr. Coia expects of me. I have put a copy of the rules in the front of the class binder so that I can refer to them if I have a question.

_________________ Printed Name

____________________ Signature

_________ Date

Parents: I have read these rules and understand what Mr. Coia expects of my child, especially issues relating to the late work policy. I also understand that there is only one grade for this integrated Honors course. That one grade will count two times. (Please contact me if you have questions).

_________________ Printed Name

____________________ Signature

_________ Date

Parent’s email: ________________________ I look forward to meeting you at Open House on September 15.

Honors World History and Literature 9 Guidelines for Grading 1. The Honors World History and Literature 9 is one course. Therefore, for each marking period, students receive one grade reported two times to accommodate the transcript listings of World History and English Literature. 2. Assessment strategies and report card grades are determined by classroom teachers (World History and Literature) working collaboratively. 3. Assessments represent learning at the end of units or periods of time after students have had a chance to practice and take risks with learning and strategies. 4. Students know which assessments count in determining their report card grade. 5. Assessments cover three areas: World History standards, ELA standards, and the combined course objectives related to the interdisciplinary connections in history and literature articulated through discussions, writings, and performances. 6. A variety of methods are used to fairly assess student achievement in working towards the standards and the course objectives. 7. Assessments are scored as appropriate to the requirements of the activity/task/performance. Student self-assessment and teacher feedback on performance are important components. 8. Grades are based on student achievement of learning goals. Such goals are articulated in World History, ELA, and interdisciplinary connections. 9. The student's more recent, most consistent level of performance in meeting/exceeding standards guides the teachers' judgment in determining a student’s grade. Summative performances count heavily.

10. Summary information on student achievement, including samples of student work are available as evidence of achievement. Adapted from: O’Connor, Ken. (2002). How to Grade for Learning. Glenview, IL: Pearson.

Grading Honors World History and Literature 9 Component/Weight

Description

Examples

History Standards 25%

Performance related to World History standards and extended World History learning expectations beyond standards.

The World History teacher has 8 requirements (projects, quizzes, classroom activities)) for the first quarter and evaluates each of them to derive a quarterly summary grade/weight for World History.

English Standards 25%

Performance related to ELA standards and extended ELA/Literature learning expectations beyond standards.

The English teacher has required students to complete 15 specific assignments and has assessed students on ELA standards with 3 quizzes and a writing portfolio. The teacher completes a summary grade/weight for ELA standards.

Interconnections within History or English Class 20%

Performance related to joint activities and/or jointly defined learning expectations.

Ttwo activities are papers that focus on an essential question, requiring students to incorporate ideas from history and from literature.

Joint Assessment of Quarterly/Final Project 30%

Performance related to the major course project, Time Traveler.

Teachers use the criteria established for the performance task to evaluate and grade students each quarter.

Report Card Grade (Quarter or Final)

Student’s quarterly and final grades are derived from the weights indicated for each component of the course. The same grade is recorded for World History and for ELA.

Honors 9 Integrated World History and Literature Performance Assessment

Original Production: Time Traveler Key Question: How do civilizations succeed, fail, and evolve? Overview: Students will investigate in depth one civilization during the course of the school year. The focus of this “time travel” will be research to show how geography, culture, history, and science and technology contributed to the successes, failures, and evolution of their chosen civilizations. Specific activities and research will be completed each quarter. Both ELA and SS classes will address annotation and research techniques during the first and second quarters to enable students to complete this assessment successfully. Advantages of Time Traveler: • A structured method to assess the development of research and writing skills that continues throughout the school year. • Adequate time to complete research on chosen civilizations during quarters two and three. • Numerous opportunities for research, presentation, and writing. • An opportunity to develop a final product that analyzes, evaluates, and synthesizes research to answer the key question, “How do civilizations succeed, fail, and evolve?” Task: Research, writing, and presentation will focus on a civilization through the following themes/lenses: • Space and Place (Geography) • Science and Technology • Culture • Time Continuity/Change (History) The following critical components that define “civilization” will also be addressed in research, writing, and presentation: • dependence on agriculture • occupational specialization • class stratification • organized government • public works • urbanism • complex religion • art and architectural structures to include houses • development of writing for record keeping The products at the end of this project will be: • a cumulative portfolio which includes research, writings, graphics, scripts • a performance, paper, exhibit, or video documentary that answers the key question • a reflection paper, audio cassette/CD, or video of the portfolio

Middle of Quarter One Reading Assignment: Independent Reading: Motel of the Mysteries, David Macaulay Students will complete a news article (written on papyrus? rice paper?) for their portfolio that describes their first impressions as a time traveler to their chosen civilization. In order to be knowledgeable about what they might encounter, students will need to complete some initial research. They will also need to include the approximate date their travel took place. True factual knowledge must be included in the article although some misconceptions or questions could be posed as illustrated in Motel of the Mysteries. The article should make readers, as well as the author, eager to learn more about the civilization. Quarter Two On-going research about their chosen civilizations will enable students to complete a series of assignments for their portfolios which will become one of their products submitted for a final grade. These assignments may also be used as interim assessments. Following revisions or refinements, they may be resubmitted as part of the final course grade. Students will also begin to develop a bibliography of sources they use in their research to learn about their civilization. This bibliography will be included in their portfolios. During this second quarter, students will complete the following five assignments/assessments: Assignment 1: Write a Persuasive Essay The prompt for the essay is, “Why and how would you convince a person to move to your civilization?” or, “Why and how would you convince a person to stay away?” Assignment 2: Construct Maps To accompany and enhance the persuasive essay, students will construct one or more maps that will help “persuade”. Comprehensive keys showing geological features, etc. must be a part of the map(s). The map(s) can be made with any material, but must be authentic and dated to reflect the development of the civilization as compared to the known world at the time of the essay. Assignment 3: Design and Produce an Informational Poster, a Series of Trading Cards (think “Pokeman”), a Web Page (if feasible at your school), or a Board Game (Simulation Game) Whichever format is chosen, it must contain factual information and show the evolution of the civilization over time as appropriate. Illustrations must be realistic. Possibilities: A student who chooses “Trading Cards” might use architecture or art or transportation as a subject. Each card would show a different style or phase and include a description. A board game might focus on people, or places, and/or things. A poster might depict disasters that befell or triumphs of the chosen civilization. Assignment 4: Post a Public Announcement with Perspectives (Public Document) The announcement must be dated and contain enough factual information to be believable. A perspective paper that describes how individuals (based on a designated criterion) might react to the announcement must be attached. Criteria include: • age • gender • economic status or social class

Possibilities: A student might elect to announce athletic games to be held in Sparta. The announcement would include detailed information as to registration, events, sponsors, guest appearances, awards, etc. The perspective paper would describe how the upper, middle, lower, and slave classes might react to the announcement or how children, young adults, mature adults, and seniors might react. Assignment 5: Publish a “How to” Guide (Functional Document) The guide must be dated and contain enough factual information to be believable. Illustrations and models (if feasible) must accompany the text. Possibilities: A student might choose how to build a Phoenician ship, how to organize and prepare a Viking dinner party, or how to design and build a Roman bath. Note to Teacher: How to write a bibliography, including the desired format, will have to be taught during this quarter if it was not addressed during the first quarter. All assignments will need to be included in the students’ portfolios. All assignments need to address geography, culture, history, science and technology as appropriate. For example, all of these themes could be included in the persuasive essay. The map(s) would focus on geography. The announcement or “How to…” might focus on science and technology or culture. Also, students will have to choose an approximate date for each assignment. For example, in the case of the essay or poster, outsiders might flock to Rome in its heyday, but it is doubtful they would be interested in relocating there during its decline.

Quarter Three During this quarter students will complete two assignments/assessments. 1) A Personal Time Travel Journal 2) A Compare/Contrast Essay Time Travel Journal Students will conduct additional research on their civilization. They will complete a personal time travel journal or diary which includes: o impressions of the landscape, geographical features o anecdotes of the people(s) and culture(s) o historical highlights o reasons for successes and/or failures of the civilization o advances in science and/or technology or lack thereof The journal should describe how the author’s impressions of the civilization have changed during the course of his/her research. A minimum of 10 “snapshots” across time and the evolution of the civilization must address at least three of the five bullets. Compare/Contrast Essay Using what students have learned in this course so far about a civilization other than their own, they will write a compare/contrast essay. This essay will compare and/or contrast their civilization with another of their choosing. Topics addressed will include those same bulleted items stated above. The personal journal or diary will serve as a reference.

Quarter 4 Culminating Project Part I: Students will submit a completed portfolio that contains all of the writings, graphics, and research they produced or conducted throughout the year. They will need to include in this portfolio a bibliography that details the sources they accessed to learn about their chosen civilization. Hitchhikers Guide to the Past Part II: Students will make a presentation that responds to the question, “How and why did my chosen civilization succeed, fail, and evolve?” All four themes must be addressed. Students will choose their method of presentation from the following: • video documentary • oral report • exhibit, e.g. scrapbook, with oral commentary • performance, e.g. role play or citizen monologue • PowerPoint • comic books or series of cartoons Suggestions and examples of these various presentation formats can be found at www.nationalhistoryday.org. This site also contains rubrics for evaluating the projects. Part III: A reflective paper using the focus questions, “How and why do civilizations succeed, fail, and evolve?”, and, “Is the United States succeeding, failing, or evolving?” Students should reflect on what they have learned using information from their research portfolios to support their assertions.

Criteria for Success -

includes a thorough discussion of science/technology, history, geography, and culture(lenses/themes)

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addresses in detail the defining components of a civilization

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cites multiple primary and secondary resources in written and oral expression

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shows evidence of analytical research and proper documentation

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uses conventional grammar, mechanics, spelling, and punctuation

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displays a broad vocabulary and mastery of the different modes of writing

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organizes thoughts into structured, logical format

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uses science/technology, history, geography, and culture as they relate to the success, failure, and/or evolution of a civilization

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develops products based on accurate details obtained from a variety of primary and secondary sources

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develops new understandings through analysis and synthesis

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makes connections among civilizations

Honors 9 Integrated World History and Literature Performance Assessment

Original Production: Time Traveler Key Question: How do civilizations succeed, fail, and evolve? To the Student: Choose one of the following civilizations upon which to focus your “travel time” and indepth research efforts for this course. You will complete a series of assignments which will assess your progress in meeting the standards for Honors 9 Integrated World History and Literature. Civilizations to 1500 A.D. Location: Assyria 2. Babylonian 3. Hittite Location: Egypt and Africa 4. Egyptian 5. Nubian (Kush) Location: India 6. Indus Valley 7. Aryan 8. Gupta Location: China 9. Zhou 10. Han 11. Ch’in 12. Mongol

Location: The Americas 13. Anasazi/Cliff Dwellers 14. Mound Builders 15. Inca 16. Aztec 17. Maya Location: The North 18. Viking 19. Frank 20. Anglo/Saxon 21. Magyar Location: The Mediterranean 22. Israelite 23. Phoenician 24. Greek 25. Roman 26. Macedonian 27. Byzantine 28. Arabic

1. Sumerian

Semester One Syllabus Honors World History and Literature Quarter One: Title: Prehistory-Ancient Civilizations Conceptual Lens: Origin/Change I.

What is Geography and History? (Three Weeks)

Social Studies Standards: 9SS3c; 6SS4b; 9SS4a; 9SS4b; 6ss6b English Language Arts Strands: E1a; E1b; E2a; E2c; E3b; E4a; E4b; E5a Social Studies

English Language Arts

Overview of Course and Establishing Routines Overview of Course and Establishing Routines Beginning-of-the-Year Student Work Samples Beginning-of-the-Year Student Work Samples Textbook Feature Analysis Textbook Feature Analysis • The Human Journey: World History • World Literature Focus on Research Skills

Focus on Research Skills

1. Geography and History a. Five Themes of Geography 1. Location 2. Place 3. Human-Environment Interactions 4. Movement 5. Region 2. The Search for the Human Past a. Prehistory 1. Written Records 2. Anthropology 3. Archeology 4. Technology 3. Historians Reconstruct the Past a. Artifacts 1. Written evidence 2. Oral Traditions

Motel of the Mysteries by David Macaulay

Focus on Nonfiction Iceman: Hunt for a Killer (DVD) Testimony from the ICEMAN by Bob Cullen

How the World Was Made A Cheyenne Myth retold by Alice Marriott and Carol K. Rachlin In the Beginning told by Virginia Hamilton • Eight Origin Stories • Compare/Contrast Graphic Organizer

II. The Dawn of Man (Two Weeks) Social Studies Standards:

6SS2a; 6SS3a; 6SS3b; 6SS3c; 9SS3b; 10SS3b; 6SS4a; 6SS4b; 9SS4a; 9SS4b; 9SS4c; 6SS9a; 6SS9c; 9SS9a English Language Arts Strands: E1a; E1b; E1c; E2c; E3b; E4a; E4b; E5a; E6 1. Old Stone Age or the Paleolithic Age a. African Beginnings b. Hunters and Food Gatherers c. Early Religious Beliefs d. Early Language/Origins of Language 2. New Stone Age or Neolithic Agricultural Revolution a. The First Farmers b. Changing Ways of Life c. Status of Women d. Warfare e. New Technologies

•

Joseph Campbell and The Power of Myth DVD-Disk One o Chapter: “The First Storytellers”  Segments: Prehistoric Gravesite, The Hunters, and The Caves of Lascaux

Chauvet Cave: France’s Magical Ice Age Art by Jean Clottes

III. The Beginnings of Civilization (Two Weeks) Social Studies Standards:

6SS1b; 6SS1c; 9SS2b; 9SS2c; 6SS3b; 9SS3c; 9SS3d; 10SS3a; 6SS4b; 9SS4a; 9SS4b; 9SS4c; 6SS5b; 6SS6b; 9SS6a; 9SS6c; 10SS6a; 6SS7b; 6SS7c; 6SS8c; 6SS8d; 9SS8a; 10SS8d; 6SS9a; 6SS9c; 9SS9a; 9SS9b; 9SS9c English Language Arts Strands: E1a-c; E2c; E3b; E4a-b; E5a; E6 1. The Rise of Cities a. River Valleys b. Religious Centers 2. Features of Civilizations a. Cities b. Well-organized Central Governments c. Complex Religions d. Job Specialization e. Social Classes f. Arts and Architecture g. Public Works h. Writing 3. Spread of Civilization a. The First Empires b. Interactions with Nomadic Peoples 4. Civilization and Change a. Environmental Changes b. Interactions Among People

The Ant and The Grasshopper: A Fable through Time, Place, and Medium (Multiple Versions) Integrated SS and ELA Performance Assessment

IV. Egypt (2 Weeks) Social Studies Standards:

6SS2a; 6SS2c; 6SS8c; 6SS6c; 6SS8c; 6SS9c; 9SS3c; 9SS4b; 9SS4c English Language Arts Strands: E1; E2; E3; E4; E5; E6 1. Geography of the Nile Valley a. Annual Floods and Irrigation b. Highway for Trade 2. Ancient Egypt a. Upper Egypt and Lower Egypt b. Unification 3. Old Kingdoma. A Strong Government b. Majestic Pyramids Pyramid by David Macauley-DVD

**Reference Assessment Opportunities

Osiris and Isis-An Ancient Egyptian Myth retold by Padraic Colum The Ancient Egyptian Concept of the Soul

Pyramid by David Macauley-Book

**Reference Assessment Opportunities

Quarter Two: Early Civilization Conceptual Lens: Patterns/Systems I. Egypt, Africa, and Mesopotamia Social Studies Standards:

(2 weeks)

6SS2a, 6SS2c, 6SS6c, 6SS8c, 6SS9c, 9SS3c, 9SS4b, 9SS4c

English Language Arts Strands:

E-1 Reading, E-2 Writing, E-3 Speaking, Listening, and viewing, E-4 Conventions, Grammar, and usage of the English Language, E-5 Literature, E-6 Public Documents

Social Studies 1. The Middle Kingdom (2050-1570 BC) a. New Pharohs united the land and established central government in Thebes b. Trade and warfare brought Egypt into contact with other civilizations c. Egyptian armies occupied Nubia d. Nw customs initiated 2. Hyksos (1700 BC) a. Invaded, conquered, and occupied Egypt for 100 years b. Egyptians banded together to drive out the Hykos 3. New Kingdom (1570-1070 BC) a. Hyksos driven from Egypt b. Female ruler Hatshepsut encouraged trade c. Powerful ruler Ramses II created empire d. Peace treaty between Egyptians and Hittites e. After Ramses II, Egypt’s power declined 4. Egyptian Religion a. Gods and Goddesses b. Religious Rebel. Amon-Re worshiped only one god, Aton, a minor god who symbol was the sun Disk c. Belief in Afterlife

ELA

Literature Circles “ The Story of Sinuhe” and “David and Goliath” from The First Book of The Kings, Chapter 17

Focus on Poetry-The Language of Literature “The Voice of the Wild Goose” and “Most Beautiful Youth Who Ever Happened” translated by William Kelly Simpson “I’m going downstream on Kingswater Canal” and “Whenever I leave you, I go out of breath” translated by John L. Foster “The Great Hymn to the Aten” translated by Miriam Lichtheim and “Psalm 104” from the Book of Psalms “The Chapter of Not Letting The Body Perish”

d. Mummification e. The Tomb of Tutankhamen 5. Egyptian Society a. Class System b. Social Change c. Women 6. Egyptian Learning a. Written Records b. Medicine and Science 7. Egyptian Arts and Literature a. Painting and Sculpture b. Literature 8. Nubia (Kush) a. Important corridor of trade b. Lion Temple reflects kingdom’s power and glory c. Kush dynasty ruled unified Egypt for about 50 years d. Decline – loss of fertile land and trade routes e. Kush civilization moves to Meroe for more secure location – Egyptian influence carried to area f. Queen Nefertiti

Excerpts from Egyptian Book of the Dead Who Killed King Tut? by Michael R. King and Gregory M. Cooper and/or Cleopatra VII by Kristiana Gregory

Wonders of the African World with Henry Louis Gates, Jr. (DVD) Segment: “Black Kingdoms of the Nile” “African Proverbs”

9. City-States of Ancient Sumer a. Social Structure b. Religion and Afterlife c. The Evolution of Writing-Cuneiform d. Mathematics and Chronology 10. Akkadians a. Sargon, King of Akkad, conquered the city-states of Sumer 11. Babylonians a. Conquered Mesopotamia b. Capital City-Babylon c. King of Babylon, Hammurabi, established the first civil and criminal written laws 12. Hittites a. Conquered Babylonian Empire b. Technology-Iron Ore 13. Assyrians a. Founders of First Library 14. Babylon Revived a. Nebuchadnezar revived Babylon’s Power b. Built Hanging Gardens 15. The Persian Empire a. United Many People b. Economic Life c. New Religion 16. Phoenicians a. Carriers of civilization b. Developed alphabet

The Epic of Gilgamesh

Excerpt from The Code of Hammurabi and Chapters 4 and 19 from Deuteronomy

from “The Tragedy of Sohrab and Rostam” from the Shahname translated by Jerome W. Clinton

II. Early History of the Israelites (One Week) Social Studies Standards:

6SS2c, 6SS4b, 6SS8c, 9SS1b, 10SS3c

English Language Arts Strands:

1. Hebrews/Israelites a. The Roots of Judaism b. Religion 1. Monotheism 2. Covenant 3. Ethical world view c. Government and Law 1. Laws made by God 2. Equality before God 3. King Solomon

E-1 Reading, E-2 Writing, E-3 Speaking, Listening, And Viewing, E-4 Conventions, Grammar, and Usage of the English Language, E-5 Literature, E-6 Public Documents “In the Beginning” from Genesis “Noah and the Flood” from Genesis and/or “The Book of Ruth” from the King James Bible Psalms 23 and 137 from the King James Bible

III. Asia (3 weeks) Social Studies Standards:

6SS2a, 6SS2b, 6SS3c, 6SS4b, 9SS2a, 9SS2b, 9SS3c, 9SS6a, 9SS10c

English Language Arts Strands:

1.

E-1 Reading, E-2 Writing, E-3 Speaking, Listening, and Viewing, E-4 Conventions, Grammar, and Usage of the English Language, E-5 Literature, E-6 Public Documents, E-7 Functional Documents

Indus Valley Civilization “Right-Mind and Wrong-Mind” from the a. Geography Panchatantra translated by Arthur William 1. Rivers – Indus, Ganges, and Ryder Brahmaputra 2. Landforms – Himalayas, HinduKush, Indo-Ghangetic Plain, Deccan Plateau, the Ghats 3. Climate – monsoons, varied climate types 2. Cities a. Well-planned b. Harappa and Mohenjo-Daro c. Well-organized government

3. Farming and Trade a. Most people were farmers b. Some people were merchants and traders 1. Contact with Sumer may have stimulated Indus Valley people to develop their writing 2. Religious Beliefs a. Polytheistic “Rama and Ravan in Battle” from the 3. Aryan Civilization Ramayana translated by R. K. Narayan a. Divided people by Occupation b. Class Divisions came to Reflect Social and Economic Roles more than Ethnic Differences c. Religious Beliefs 1. Polytheistic 2. Braham and Mystics

1. China a. Geographic Barriers b. Main Regions 2. China Under the Shang a. Government b. Social Classes c. Peasant Life 3. Religious Beliefs 4. System of Writing 5. The Zhou Dynasty a. The Mandate of Heaven b. A Feudal State c. Economic Growth

“Phan Ku the Creator” from In The Beginning told by Virginia Hamilton

“Nieh Cheng” from Records of the Historian translated by Burton Watson

from The Book of Songs translated by Arthur Waley

IV. The Earliest Americas (2 weeks) Social Studies Standards:

6SS2c, 6SS4c, 6SS8c, 6SS9c, 9SS2a, 9SS2b, 9SS3c, 9SS4c

English Language Arts Strands: E-1 Reading, E-2 Writing, E-3 Speaking, Listening, and Viewing, E-4 Conventions, Grammar, and Usage of the English Language, E-5 Literature, E-6 Public Documents 1. The Earliest Americans a. Land Bridge between Siberia and Alaska 2. Regions a. North American b. South America 1. Mountain Ranges 2. Rivers 3. Agricultural Revolution a. Farming b. Domestication of Animals 4. Olmecs a. Earliest American Civilization b. La Venta c. Achievements 5. The Desert Southwest a. Hohokams or Vanished Ones 6. Anasazi a. Inhabited Four Corners b. Built Villages Called Pueblos 1. Mesa Verde 7. The Mound Builders a. Adena and Hopewell People 1. Earthen Mounds 8. Mississippians a. Built Clusters of Earthen Mounds 1. Cahokia

500 Nations: Early Cultures of North AmericaDVD

**Reference Assessment Opportunities

**Reference Assessment Opportunities

Coyote and the Origin of Death a Caddo Myth retold by Richard Erdoes and Alfonso Ortiz

“White Buffalo Woman”