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Orange/Ulster and Sullivan BOCES |
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OUBOCES/Sullivan BOCES Social Studies |
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World History - Ninth Grade |
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World Cultures
The learner will be able to
able to analyze and identify important social and cultural values of various civilizations.
| Strand |
Bloom's |
Activities |
| 1.1 |
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World Cultures
The learner will be able to
compare and contrast the relationship between 2 or more early people's. Eg. development of religious, political and economic systems.
| Strand |
Bloom's |
Activities |
| 1.1 |
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World Cultures
The learner will be able to
investigate and identify 2 or more civilizations from various locations and time periods explaining cultural differences.
| Strand |
Bloom's |
Activities |
| 1.2 |
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World Cultures
The learner will be able to
construct timelines and maps to illustrate the parallel development of civilization over time.
| Strand |
Bloom's |
Activities |
| 1.2 |
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World Cultures
The learner will be able to
examine and analyze primary documents and identify different perspectives.
| Strand |
Bloom's |
Activities |
| 1.3 |
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World Cultures
The learner will be able to
contrast different points of view of the same event or issue develop ( dramatizations, debates, timelines, research reports).
| Strand |
Bloom's |
Activities |
| 1.3 |
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World Cultures
The learner will be able to
assess the impact of cultural diffusion on the development of social, political and economic systems. ( religions).
| Strand |
Bloom's |
Activities |
| 1.1 |
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World Cultures
The learner will be able to
investigate and diagram the growth of trade routes throughout the development of civilization.
| Strand |
Bloom's |
Activities |
| 1.1 |
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World Cultures
The learner will be able to
analyze major turning points in Global history.( Columbus encounter).
| Strand |
Bloom's |
Activities |
| 1.2 |
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World Cultures
The learner will be able to
examine and access the point of view of various sources presenting both sides of the turning point or issue.( Age of discovery, Crusades).
| Strand |
Bloom's |
Activities |
| 1.2 |
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Timeframes
The learner will be able to
interpret historical timelines to be able to distinguish between past, present and future.
| Strand |
Bloom's |
Activities |
| 2.1 |
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Timeframes
The learner will be able to
construct illustrated timelines for various eras and civilizations.
| Strand |
Bloom's |
Activities |
| 2.1 |
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Timeframes
The learner will be able to
predict how these civilizations would have developed differently at a different time or location and if influencing forces were changed. ( time, location and contacts).
| Strand |
Bloom's |
Activities |
| 2.2 |
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Timeframes
The learner will be able to
describe the forces that caused the rise of various civilizations developed during specific time periods.
| Strand |
Bloom's |
Activities |
| 2.2 |
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Timeframes
The learner will be able to
analyze the historical narratives to determine its consequences and trace it backwards to identify its causes.
| Strand |
Bloom's |
Activities |
| 2.3 |
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Timeframes
The learner will be able to
evaluate cause and effect of a selected event in world history. ( DBQ essay).
| Strand |
Bloom's |
Activities |
| 2.3 |
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Timeframes
The learner will be able to
debate various turning points using narratives that are from different times and places.
| Strand |
Bloom's |
Activities |
| 2.2 |
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Timeframes
The learner will be able to
scrutinize historical narratives to determine movement of people and ideas over time and place.
| Strand |
Bloom's |
Activities |
| 2.2 |
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Timeframes
The learner will be able to
distinguish between short and long term effects of various turning points in history.
| Strand |
Bloom's |
Activities |
| 2.3 |
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Timeframes
The learner will be able to
evaluate the effect of these turning point on future political, social and economic systems.
| Strand |
Bloom's |
Activities |
| 2.3 |
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Individuals and Groups
The learner will be able to
identify and evaluate the roles and contributions of historical importance of individuals and groups. ( Buddah, Asoka, Romans).
| Strand |
Bloom's |
Activities |
| 3.1 |
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Individuals and Groups
The learner will be able to
compare and contrast individuals and groups using graphic organizers ( Venn Diagrams) from early civilizations(up to 1700's).
| Strand |
Bloom's |
Activities |
| 3.1 |
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Individuals and Groups
The learner will be able to
explain the methods that impact how change occurs within and between cultures.
| Strand |
Bloom's |
Activities |
| 3.2 |
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Individuals and Groups
The learner will be able to
evaluate the role of outside forces(missionaries, traders, and conquers) on the spread of culture and creation of change.
| Strand |
Bloom's |
Activities |
| 3.2 |
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Individuals and Groups
The learner will be able to
identify the experiences of different emigrant groups throughout history.
| Strand |
Bloom's |
Activities |
| 3.3 |
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Individuals and Groups
The learner will be able to
examine historical narratives(poetry, letters) that demonstrate the exchange of ideas, goods and beliefs.
| Strand |
Bloom's |
Activities |
| 3.3 |
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Historical Analysis
The learner will be able to
evaluate and analyze specific historical events between people and groups.
| Strand |
Bloom's |
Activities |
| 4.1 |
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Historical Analysis
The learner will be able to
create a list of key historical events.
| Strand |
Bloom's |
Activities |
| 4.1 |
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Historical Analysis
The learner will be able to
select relevant primary documents and develop document based questions for key historical events.
| Strand |
Bloom's |
Activities |
| 4.2 |
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Historical Analysis
The learner will be able to
prepare oral presentations of historical events which involve formulating hypothesis' about their cause and conclusions about their effects of world civilizations.
| Strand |
Bloom's |
Activities |
| 4.2 |
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Historical Analysis
The learner will be able to
create visual organizers that show global interdependence between different regions and compose thematic essays.
| Strand |
Bloom's |
Activities |
| 4.3 |
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Historical Analysis
The learner will be able to
identify elements of interdependence that exist between global regions using technology.
| Strand |
Bloom's |
Activities |
| 4.3 |
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Historical Analysis
The learner will be able to
analyze different interpretations of important events, issues, or developments in world history by studying the social, political and economic context in which they were developed; by testing the data source for reliability and validity, credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by omission, suppression, or invention of facts (Taken from National Standards for World History).
| Strand |
Bloom's |
Activities |
| 4.1 |
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Historical Analysis
The learner will be able to
analyze the events and developments in world history using documents and using debate assess the validity and credibility of the historical interpretation.
| Strand |
Bloom's |
Activities |
| 4.1 |
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