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Course Description
Course Description
Prerequisites:
Teacher recommendation and
An advanced reading level
Global 9 Honors follows the first half of the AP World History curriculum as identified by the College Board, as well as the Global History 9 curriculum as identified by New York State. Students study and examine historical themes from the Ancient World to 1750 AD. This is an advanced course that requires an extensive amount of reading and writing and is designed to help students develop the skills and confidence needed to succeed in future AP courses.
Syllabus
Quarter 1
DEVELOPMENT OF CIVILIZATION:
I can analyze how the development of agriculture enabled the rise of the first civilizations, located primarily along river valleys; these complex societies were influenced by geographic conditions, and shared a number of defining political, social, and economic characteristics.
CLASSICAL CIVILIZATIONS: EXPANSION, ACHIEVEMENT, DECLINE:
I can explain how classical civilizations in Eurasia and Mesoamerica employed a variety of methods to expand and maintain control over vast territories. They developed lasting cultural achievements. Both internal and external forces led to the eventual decline of these empires.
Quarter 2
BELIEF SYSTEMS: RISE AND IMPACT:
I can compare and contrast how the emergence and spread of belief systems influenced and shaped the development of cultures, as well as their traditions and identities. Important similarities and differences between these belief systems are found in their core beliefs, ethical codes, practices, and social relationships.
RISE OF TRANSREGIONAL TRADE NETWORKS:
I can summarize how during the classical and postclassical eras, transregional trade networks emerged and/or expanded. These networks of exchange influenced the economic and political development of states and empires.
Quarter 3
AFRICA AND THE AMERICAS PRE-1600:
I can describe how the environment, trade networks, and belief systems influenced the development of complex societies and civilizations in Africa and the Americas ca. 1325–1600.
POLITICAL POWERS AND ACHIEVEMENTS:
I can describe how new power arrangements emerged across Eurasia. Political states and empires employed a variety of techniques for expanding and maintaining control. Periods of relative stability allowed for significant cultural, technological, and scientific innovations.
SOCIAL AND CULTURAL GROWTH AND CONFLICT:
I can support how during the postclassical era, the growth of transregional empires and the use of trade networks influenced religions and spread disease. These cross-cultural interactions also led to conflict and affected demographic development.
Quarter 4
THE OTTOMAN EMPIRE AND THE MING DYNASTY PRE-1600:
I can compare and contrast how Islam, Neo-Confucianism, and Christianity each influenced the development of regions and shaped key centers of power in the world between 1368 and 1683. The Ottoman Empire and the Ming Dynasty were two powerful states, each with a view of itself and its place in the world.
TRANSFORMATION OF WESTERN EUROPE AND RUSSIA:
I can explain how Western Europe and Russia transformed politically, economically, and culturally ca. 1400–1750. This transformation included state building, conflicts, shifts in power and authority, and new ways of understanding their world.
INTERACTIONS AND DISRUPTIONS:
I can trace how efforts to reach the Indies resulted in the encounter between the people of Western Europe, Africa, and the Americas. This encounter led to a devastating impact on populations in the Americas, the rise of the transatlantic slave trade, and the reorientation of trade networks.
READING, WRITING, SPEAKING & LISTENING STANDARDS (Integrated Throughout)
I can cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
I can determine the central ideas or information of a primary or secondary source; provide an accurate summaryof how key events or ideas develop over the course of the text.
I can 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.
I can integrate quantitative or technical analysis (e.g., charts research data) with qualitative analysis in print or digital text.
I can write arguments focused on discipline-specific content.
I can write informative/explanatory texts, including the narration of historical events or tecnical processes.
I can conduct short as well as more sustained research projects to answer a question or solve a problem.
I can gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively.
I can initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on historical topics, texts, and issues building on others' ideas and expressing their own clearly and persuasively.
I can present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purose, audience, and task.
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