Roselle Public Schools World History Curriculum Units of Study 9 th Grade 1 Unit/Chapter Title: Unit 1 Global Exploration and the Renaissance Course/Grade: World History 9 Unit Length: 10 weeks Interdisciplinary Connections: ELA/Technology Unit Overview: Welcome to the first unit of World History 9. The global world in 1400 is a closed circuit. Limited human interactions as an effect of the global pandemic known as the Black Death have stalled learning, economic growth, environmental progress, political theory and destroyed cities. Citizens of the world live primarily in a totally agrarian society that is, as Thomas Hobbes would later describe, “nasty, brutish, and short”. Beginning with the arrival of Columbus in the New World in 1492, worldwide global interactions became a true reality. The legacy and wide-ranging political, social, economic, and environmental effects of these interactions continue to have a long lasting effect today. The division of the globe into the so-called New and Old Worlds create opportunities for new interactions and exchanges between at the time two very unbelievably distinct cultures. Almost immediately, new learning and technology are encouraged and reinvigorated, the arts begin to thrive, invention blooms, world populations begin to boom, and human interactions not just across continents but even locally begin to quickly expand. Learning is shared across oceans and the globe begins to have an understanding of the planet as a whole instead of a much more narrow view of the human legacy. However, these interactions also lead to all manner of power vacuums and ethical dilemmas for those involved in the interaction with, and later colonization and domination of, the area known as the New World. What can the perspectives of those involved in all aspects of these new interactions tell us about the past and inform us of the potential for greatness or danger as we move forward in a 21 st century world of ever increasing globalization? How will the decisions made by the global community at this seminal moment in human history paradoxically come to create tremendous worldwide success for some and unfathomable horror for others?
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Roselle Public Schools
World History Curriculum Units of Study 9th
Grade
1
Unit/Chapter Title: Unit 1 Global Exploration and the
Renaissance
Course/Grade: World History 9
Unit Length: 10 weeks
Interdisciplinary Connections: ELA/Technology
Unit Overview: Welcome to the first unit of World History 9. The global world in 1400 is a closed circuit. Limited human
interactions as an effect of the global pandemic known as the Black Death have stalled learning, economic growth, environmental
progress, political theory and destroyed cities. Citizens of the world live primarily in a totally agrarian society that is, as Thomas
Hobbes would later describe, “nasty, brutish, and short”. Beginning with the arrival of Columbus in the New World in 1492,
worldwide global interactions became a true reality. The legacy and wide-ranging political, social, economic, and environmental
effects of these interactions continue to have a long lasting effect today. The division of the globe into the so-called New and Old
Worlds create opportunities for new interactions and exchanges between at the time two very unbelievably distinct cultures. Almost
immediately, new learning and technology are encouraged and reinvigorated, the arts begin to thrive, invention blooms, world
populations begin to boom, and human interactions not just across continents but even locally begin to quickly expand. Learning is
shared across oceans and the globe begins to have an understanding of the planet as a whole instead of a much more narrow view of
the human legacy. However, these interactions also lead to all manner of power vacuums and ethical dilemmas for those involved in
the interaction with, and later colonization and domination of, the area known as the New World. What can the perspectives of those
involved in all aspects of these new interactions tell us about the past and inform us of the potential for greatness or danger as we
move forward in a 21st century world of ever increasing globalization? How will the decisions made by the global community at this
seminal moment in human history paradoxically come to create tremendous worldwide success for some and unfathomable horror for
others?
Roselle Public Schools
World History Curriculum Units of Study 9th
Grade
2
Standard: 6.2 World History/Global Studies All students will acknowledge and skills to think analytically and systemically 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.
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value
diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
Strands:
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
Roselle Public Schools
World History Curriculum Units of Study 9th
Grade
3
CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects
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.
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.
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.
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.
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.
RH 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.
RH 9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
21st Century Life and Careers Standards
9.3.12.C.8 Interpret how changing economic and societal needs influence employment trends and future education
9.1.12.F.5 Formulate an opinion on a current workplace or societal/ethical issue based on research
9.1.8.F.2 Explain how rules, laws, and practices protect individual rights in the global workplace
Interdisciplinary Connections: RST 9-10. 7 Translate quantitative or technical information expressed in words in a text into visual
Roselle Public Schools
World History Curriculum Units of Study 9th
Grade
4
form ( e.g. table or chart) and translate information expressed visually or mathematically ( e.g. equations) into words
English/Literacy: CCSS ELA W.5.2.A-E Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Computer Technology: 8.1.12.A.2 Produce and edit a multi-page document for a commercial or professional audience using desktop
publishing and/or graphics software
Essential Questions Enduring Understandings
1) What impact did the collision of cultures have on World
History and advancement(s) of society?
2) How do culture, philosophy, technology and religion cause
societies to change over time?
3) How did worldwide global interactions come to create
worldwide economic, political, social, and environmental systems
and idea?
4) How did worldwide global explorations lead to an increase in
learning, the arts, and technology?
5) What factors determine if a culture or society will flourish?
6) How did motivations for exploration and colonization differ?
7) Why were Native societies, cultures, and their environment
unequipped to cope with the influx of European colonists to their
lands?
8) Why did exploration quickly come to be viewed as an
economic endeavor more than a scientific one?
The interactions between the New and Old World
cultures in the past still influences interactions
today
Conflict is inherent in human interactions such as
politics, philosophy, economic systems, and
culture
There are differences in the dynamic between
individual rights and thoughts and the thoughts and
actions of societies as a whole
Individuals have the power to make positive
changes in society
Exploration led to new individual opportunities for
creation and societal growth
Societies who continually invest financially and
educationally in growth will flourish faster and
with greater effect than those that do not
The methods and motivations for global
exploration and conquest resulted in increased
patterns of trade, globalization, colonization, and
Roselle Public Schools
World History Curriculum Units of Study 9th
Grade
5
conflict between nations
Colonization was inspired by the desire to access
to new markets and goods, often at the expense of
the Native population, culture, and environment
Student Learning Objectives
(What students should know and be able to do?)
What students should know
What students should be able to do
6.2.12.D.1.a Assess the political, social, and economic impact
of the Columbian Exchange of plants, animals, ideas, and
pathogens on Europeans and Native Americans.
6.2.12.D.1.f Analyze the political, cultural, and moral role of
Catholic and Protestant Christianity in the European
colonies.
6.2.12.B.1.a 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.
6.2.12.C.1.e Determine the extent to which various
technologies, (e.g., printing, the marine compass, cannonry,
Arabic numerals) derived from Europe’s interactions with
Analyze the impact of conquest and exploration
using primary source accounts and journals
Evaluate the cultural, political, and economic
effects of colonization on Native populations
Analyze social, political, and cultural change and
evaluate its impact on different levels of society
Differentiate between specific pieces of
Renaissance art and explain how specific artistic
techniques came to not only define the period but
advance global art
Explain the role of exploration in utilizing and
creating new technologies to improve the human
experience
Identify key geographic areas of both the
Renaissance period and global exploration
Compare and contrast new inventions and
technologies of the Renaissance period
Assess the role of European expansion in changing
Roselle Public Schools
World History Curriculum Units of Study 9th
Grade
6
Islam and Asia provided the necessary tools for European
exploration and conquest.
6.2.12.B.2.a Relate the geographic location of Italian city-states
to the fact that Italy was the center of the Renaissance.
6.2.12.D.2.a Determine the factors that led to the Renaissance