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World History 9th Grade Social Studies Mapping/Pacing Guide2018-2019Topics &StandardsQuarter 1Unit 1: Historical Thinking; Age of Enlightenment and Revolution: 1600-1800Historical Thinking and Skills1.2.3.4.Historical events provide opportunities to examine alternative courses of action.The use of primary and secondary sources of information includes an examination of the credibility of each source.Historians develop theses and use evidence to support or refute positionsHistorians analyze cause, effect, sequence, and correlation in historical events, including multiple causation and long- and short-term causalrelations.Enlightenment and Revolutions5.6.7.8.The Scientific Revolution impacted religious, political, and cultural institutions by challenging how people viewed the world.Enlightenment thinkers applied reason to discover natural laws guiding human nature in social, political and economic systems and institutions.Enlightenment ideas challenged practices related to religious authority, absolute rule and mercantilismEnlightenment ideas on the relationship of the individual and the government influenced the American Revolution, French Revolution and LatinAmerican wars for independenceThe Industrial Revolution9. Industrialization had social, political and economic effects on Western Europe and the world.13. Advances in technology, communication and transportation improved lives, but also had negative consequencesTime FrameTypes ofAssessment(Evidence)HistoricalThinking andSkillsUnitUBD FrameworkUnit: Historical ThinkingSkills and Methods2 WeeksFormative/SummativeAssessmentsOpportunities forintegrationLanguage ArtsCCSS.ELA-LITERACY.RH.910.1Cite specific textual evidence tosupport analysis of primary andsecondary sources, attending tosuch features as the date andorigin of the information.CCSS.ELA-LITERACY.RH.910.2Determine the central ideas orinformation of a primary orResources(Curriculum orTextbook)Technology, OtherMcGraw Hillwww.connected.mcgraw-hill.comWorld History & Geographywww.discoveryeducation.comModern Times(daily videos and current events)(Resources and ContentSection Online )www.definedstem.com(GRASPS-Project based Learning)Defined StemDiscovery Educationhttp://sheg.stanford.edu/us(Reading Like a Historian lessons and activities)
World History 9th Grade Social Studies Mapping/Pacing Guide2018-2019 2-3 tasks that reachDOK 3-4 AND/OR 1-2 FATPS/RAFTS At least 1 GRASP perquarter At least 1 CommonShort Cycle perquarter*Assessments located withinunitMcGraw-HillAssessment Resources EnlightenmentandRevolutionsUnitLesson QuizLesson ReviewChapter AssessmentSelf-Check QuizUBD FrameworkUnit: EnlightenmentUnit: French Revolution3 WeeksFormative/SummativeAssessments 3-5 tasks that reachDOK 3-4 AND/OR2-3 FATPS/RAFTSsecondary source; provide anaccurate summary of how keyevents or ideas develop over thecourse of the text.http://www.archives.gov/education/Reading Like a Historian(Professional Development, Documents, Archived materials,non-fictional articles, exhibits)Differentiated Instruction and ELL supportlisted in online resources under LessonPlanning “Differentiation and Remediate.”McGraw-Hill Text LiteracyResources Reading EssentialsGraphic NovelsBiographiesResearch andWriting Skills Content/AcademicVocabulary Ohio Public LibraryInformationNetworkLanguage ArtsCCSS.ELA-LITERACY.RH.910.5Analyze how a text usesstructure to emphasize keypoints or advance an explanationor analysis.McGraw-Hill Text LiteracyResources Reading EssentialsGraphic NovelsBiographiesMcGraw Hillwww.connected.mcgraw-hill.comWorld History & Geographywww.discoveryeducation.comModern Times(daily videos and current events)(Chapter 8-9)Defined StemDiscovery EducationReading Like a Historianwww.definedstem.com(GRASPS-Project based Learning)http://sheg.stanford.edu/us(Reading Like a Historian lessons and essional Development, Documents, Archived materials,non-fictional articles, exhibits)www.icivics.com
World History 9th Grade Social Studies Mapping/Pacing Guide2018-2019 At least 1 GRASP perquarter At least 1 CommonShort Cycle perquarter*Assessments located withinunit McGraw-HillAssessment Resources IndustrialRevolutionUnitDifferentiated Instruction and ELL supportlisted in online resources under LessonPlanning “Differentiation and Remediate.”Lesson QuizLesson ReviewChapter AssessmentSelf-Check QuizUBD FrameworkUnit: IndustrialRevolution3 WeeksFormative/SummativeAssessments (Interactive tools and activities about civics)Research andWriting SkillsContent/AcademicVocabularyOhio Public LibraryInformationNetwork3-5 tasks that reachDOK 3-4 AND/OR 2-3 FATPS/RAFTS At least 1 GRASP perquarter At least 1 CommonShort Cycle perquarter*Assessments located withinunitLanguage ArtsCCSS.ELA-LITERACY.RH.910.2Determine the central ideas orinformation of a primary orsecondary source; provide anaccurate summary of how keyevents or ideas develop over thecourse of the text.CCSS.ELA-LITERACY.RH.910.3Analyze in detail a series ofevents described in a text;determine whether earlier eventscaused later ones or simplypreceded them.- McGraw Hillwww.connected.mcgraw-hill.comWorld History & Geographywww.discoveryeducation.comModern Times(daily videos and current events)(Chapter 10-11 )Defined StemDiscovery EducationReading Like a Historianwww.definedstem.com(GRASPS-Project based Learning)http://sheg.stanford.edu/us(Reading Like a Historian lessons and essional Development, Documents, Archived materials,non-fictional articles, exhibits)www.icivics.com(Interactive tools and activities about civics)McGraw-Hill Text LiteracyResources Reading EssentialsDifferentiated Instruction and ELL supportlisted in online resources under LessonPlanning “Differentiation and Remediate.”
World History 9th Grade Social Studies Mapping/Pacing Guide2018-2019McGraw-HillAssessment Resources Lesson QuizLesson ReviewChapter AssessmentSelf-Check Quiz Topics &StandardsQuarter 2Graphic NovelsBiographiesResearch andWriting SkillsContent/AcademicVocabularyOhio Public LibraryInformationNetworkUnit 2: Imperialism: 1800-1914Imperialism10. Imperial expansion had political, economic and social roots11. Imperialism involved land acquisition, extraction of raw materials, spread of Western values and direct political control.12. The consequences of imperialism were viewed differently by the colonizers and the colonized.Unit 3: Achievements and Crisis: 1900-1945 (3 weeks)World War I13. Advances in technology, communication and transportation improved lives, but also had negative consequences.14. The causes of World War I included militarism, imperialism, nationalism and alliances.Unit 4: Achievements and Crisis: 1900-1945 (continued 6 weeks into 3rd Quarter)Rise of Dictators15. The consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axisexpansion and the policy of appeasement which in turn led to World War IIGenocide16. Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust, the state-sponsored mass murder of Jewsand other groups, during World War II.
World History 9th Grade Social Studies Mapping/Pacing Guide2018-2019Time FrameQuarter 2ImperialismUnitTypes ofAssessment(Evidence)UBD FrameworkUnit: Imperialism2.5 WeeksFormative/SummativeAssessments 2-3 tasks that reach DOK3-4 AND/OR 1-2 FATPS/RAFTS At least 1 GRASP perquarter At least 1 Common ShortCycle per quarter*Assessments located within unitMcGraw-Hill AssessmentResources Lesson QuizLesson ReviewChapter AssessmentSelf-Check QuizOpportunities forintegrationResources(Curriculumor Textbook)Language Arts- McGraw HillCCSS.ELA-LITERACY.RH.910.8Assess the extent to which thereasoning and evidence in a textsupport the author's claims.CCSS.ELA-LITERACY.RH.910.9Compare and contrast treatmentsof the same topic in severalprimary and secondary sources.World History &GeographyModern Times(Chapter 12 )McGraw-Hill Text LiteracyResources Reading EssentialsGraphic NovelsBiographiesResearch andWriting SkillsContent/AcademicVocabularyOhio Public LibraryInformationNetworkTechnology, cation.com(daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)Defined StemDiscoveryEducationReading Like aHistorianhttp://sheg.stanford.edu/us(ReadingLike a Historian lessons and essional Development, Documents, Archived materials,non-fictional articles, exhibits)www.icivics.com(Interactive tools and activities about civics)Differentiated Instruction and ELL support listedin online resources under Lesson Planning“Differentiation and Remediate.”
World History 9th Grade Social Studies Mapping/Pacing Guide2018-2019Achievementsand Crisis:WW IUnit2.5 WeeksUBD FrameworkUnit: World War IFormative/SummativeAssessments 2-3 tasks that reach DOK3-4 AND/OR 1-2 FATPS/RAFTS At least 1 GRASP perquarter At least 1 Common ShortCycle per quarter*Assessments located within unitMcGraw-Hill AssessmentResources Lesson QuizLesson ReviewChapter AssessmentSelf-Check QuizLanguage ArtsCCSS.ELA-LITERACY.RH.910.2Determine the central ideas orinformation of a primary orsecondary source; provide anaccurate summary of how keyevents or ideas develop over thecourse of the text.CCSS.ELA-LITERACY.RH.910.3Analyze in detail a series ofevents described in a text;determine whether earlier eventscaused later ones or simplypreceded them.McGraw HillWorld History &GeographyModern Times(Chapter ucation.com(daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)Defined StemDiscoveryEducationReading Like aHistorianhttp://sheg.stanford.edu/us(ReadingLike a Historian lessons and essional Development, Documents, Archived materials,non-fictional articles, exhibits)www.icivics.com(Interactive tools and activities about civics)McGraw-Hill Text LiteracyResources Reading EssentialsGraphic NovelsBiographiesResearch andWriting SkillsContent/AcademicVocabularyOhio Public LibraryInformationNetworkDifferentiated Instruction and ELL support listedin online resources under Lesson Planning“Differentiation and Remediate.”
World History 9th Grade Social Studies Mapping/Pacing Guide2018-2019Achievementsand Crisis:Rise ofDictatorsAndGenocideUnit3 WeeksUBD FrameworkUnit:Formative/SummativeAssessments 3-5 tasks that reach DOK3-4 AND/OR 2-3 FATPS/RAFTS At least 1 GRASP perquarter At least 1 Common ShortCycle per quarter*Assessments located within unitMcGraw-Hill AssessmentResources Lesson QuizLesson ReviewChapter AssessmentSelf-Check QuizLanguage ArtsCCSS.ELA-LITERACY.RH.910.1Cite specific textual evidence tosupport analysis of primary andsecondary sources, attending tosuch features as the date andorigin of the information.CCSS.ELA-LITERACY.RH.910.2Determine the central ideas orinformation of a primary orsecondary source; provide anaccurate summary of how keyevents or ideas develop over thecourse of the text.McGraw HillWorld History &GeographyModern Times(Chapter 14-16 on.com(daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)Defined StemDiscoveryEducationReading Like aHistorianhttp://sheg.stanford.edu/us(ReadingLike a Historian lessons and essional Development, Documents, Archived materials,non-fictional articles, exhibits)www.icivics.com(Interactive tools and activities about civics)McGraw-Hill Text LiteracyResources Reading EssentialsGraphic NovelsBiographiesResearch andWriting SkillsContent/AcademicVocabularyOhio Public LibraryInformationNetworkDifferentiated Instruction and ELL support listedin online resources under Lesson Planning“Differentiation and Remediate.”
World History 9th Grade Social Studies Mapping/Pacing Guide2018-2019Topics &StandardsUnit 4: Achievements and Crisis: 1900-1945 (continued from 2nd Quarter)World War II17. World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and began the atomic ageQuarter 3Unit 5: The Cold War: 1945-1991Cold War Superpowers18. The United States and the Soviet Union became superpowers and competed for global influence.19. Treaties and agreements at the end of World War II changed national boundaries and created multinational organizations.Decolonization and Conflict20. Religious diversity, the end of colonial rule and rising nationalism have led to regional conflicts in the Middle East21. Postwar global politics led to the rise of nationalist movements in Africa and Southeast Asia.22. 22. Political and social struggles have resulted in expanded rights and freedoms for women and indigenous peoples.TimeFrameQuarter 3Achievementand Crisis:WW IIUnitTypes of Assessment(Evidence)UBD FrameworkUnit: World War II2 WeekFormative/SummativeAssessments 2-3 tasks that reach DOK 3-4AND/OR1-2 FATPS/RAFTSAt least 1 GRASP per quarterAt least 1 Common Short Cycleper quarterOpportunities logy, OtherLanguage ArtsMcGraw HillWorld History &Geography- ModernTimes(Chapter 17 .910.4Determine the meaning of wordsand phrases as they are used in atext, including vocabularydescribing political, social, oreconomic aspects of alyze how a text uses structureto emphasize key points oradvance an explanation or analysis.www.discoveryeducation.com(daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)Defined StemDiscovery EducationReading Like aHistorianhttp://sheg.stanford.edu/us(Reading Like a Historian lessons and essional Development, Documents, Archivedmaterials, non-fictional articles, exhibits)
World History 9th Grade Social Studies Mapping/Pacing Guide2018-2019*Assessments located within unitMcGraw-Hill AssessmentResources Lesson QuizLesson ReviewChapter AssessmentSelf-Check Quiz Cold WarUnitUBD FrameworkUnit: Cold War6 WeeksFormative/SummativeAssessments 4-6 tasks that reach DOK 3-4AND/OR 3-4 FATPS/RAFTS At least 1 GRASP per quarter At least 1 Common Short Cycleper quarter*Assessments located within unitMcGraw-Hill AssessmentResources Lesson QuizLesson Reviewwww.icivics.comMcGraw-Hill Text LiteracyResources(Interactive tools and activities about civics)Differentiated Instruction and ELLsupport listed in online resourcesunder Lesson Planning “Differentiationand Remediate.”Reading EssentialsGraphic NovelsBiographiesResearch and WritingSkillsContent/AcademicVocabularyOhio Public LibraryInformation NetworkLanguage ArtsCCSS.ELA-LITERACY.RH.910.1Cite specific textual evidence tosupport analysis of primary andsecondary sources, attending tosuch features as the date and originof the information.CCSS.ELA-LITERACY.RH.910.2Determine the central ideas orinformation of a primary orsecondary source; provide anaccurate summary of how keyevents or ideas develop over thecourse of the text.www.connected.mcgraw-hill.comMcGraw HillWorld History &Geography- ModernTimes(Chapter 18-20)Defined Stemwww.discoveryeducation.com(daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)http://sheg.stanford.edu/us(Reading Like a Historian lessons and activities)Discovery Educationhttp://www.archives.gov/education/Reading Like aHistorian(Professional Development, Documents, Archivedmaterials, non-fictional articles, exhibits)www.icivics.comMcGraw-Hill Text LiteracyResources Reading Essentials(Interactive tools and activities about civics)Differentiated Instruction and ELLsupport listed in online resources
World History 9th Grade Social Studies Mapping/Pacing Guide2018-2019 Chapter AssessmentSelf-Check QuizSummative/QuarterlyAssessments Topics &StandardsQuarter 4Graphic NovelsBiographiesResearch and WritingSkillsContent/AcademicVocabularyOhio Public LibraryInformation Networkunder Lesson Planning “Differentiationand Remediate.”Unit 6: Globalization: 1991-PresentContemporary Conflicts23. The break-up of the Soviet Union ended the Cold War and created challenges for its former allies, the former Soviet republics, Europe, theUnited States and the non- aligned world24. Regional and ethnic conflicts in the post-Cold War era have resulted in acts of terrorism, genocide and ethnic cleansing.25. Political and cultural groups have struggled to achieve self-governance and self- determination.27. Proliferation of nuclear weapons has created a challenge to world peace.Global Interdependence26. Emerging economic powers and improvements in technology have created a more interdependent global economySustainability28. The rapid increase of global population, coupled with an increase in life expectancy and mass migrations have created societal and governmentalchallenges29. Environmental concerns, impacted by population growth and heightened by international competition for the world’s energy supplies, haveresulted in a new environmental consciousness and a movement for the sustainability of the world’s resources
World History 9th Grade Social Studies Mapping/Pacing Guide2018-2019Time FrameTypes itUBD FrameworkUnit: GlobalizationCulminatingGRASP andDEBATE8 WeeksFormative/SummativeAssessments 5-7 tasks that reach DOK3-4 AND/OR 3-4 FATPS/RAFTS At least 1 GRASP perquarter At least 1 Common ShortCycle per quarter*Assessments located within unitMcGraw-Hill AssessmentResources Lesson QuizLesson ReviewChapter AssessmentSelf-Check QuizOpportunities ge ArtsMcGraw HillWorld History &GeographyModern Times(Chapter 21-22)CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence tosupport analysis of primary andsecondary sources, attending to suchfeatures as the date and origin of e the central ideas orinformation of a primary orsecondary source; provide anaccurate summary of how key eventsor ideas develop over the course ofthe text.CCSS.ELA-LITERACY.RH.9-10.6Compare the point of view of two ormore authors for how they treat thesame or similar topics, includingwhich details they include andemphasize in their respectiveaccounts.McGraw-Hill Text LiteracyResources Reading EssentialsGraphic NovelsBiographiesResearch and WritingSkillsTechnology, cation.com(daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)Defined StemDiscoveryEducationReading Like aHistorianhttp://sheg.stanford.edu/us(Reading Like a Historian lessons and essional Development, Documents, Archivedmaterials, non-fictional articles, exhibits)www.icivics.com(Interactive tools and activities about civics)Differentiated Instruction and ELL supportlisted in online resources under LessonPlanning “Differentiation and Remediate.”
World History 9th Grade Social Studies Mapping/Pacing Guide2018-2019 Content/AcademicVocabularyOhio Public LibraryInformation Network
World History 9th Grade Social Studies Mapping/Pacing Guide 2018-2019 Topics & Standards Quarter 3 Unit 4: Achievements and Crisis: 1900-1945 (continued from 2nd Quarter) World War II 17. World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan,
