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9th Grade World History I Scope and Sequence

1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

Unit Block

Days Trad.

Days Unit Overview

DC Content

Power

Standards

DC Content

Supporting

Standards

DC

Historical

and Social

Studies

Skills

Standards

Common

Core

Reading for

Literacy in

Social

Studies

Standards

Common

Core

Writing

for

Literacy in

Social

Studies

Standards

Unit 1

The New World 13 days 26 days

Students explore how the timing of technological

developments in Europe impacted American Indian societies. Students also analyze the economic importance of trade between the Americas and Europe in the 15th and 16th centuries. Students read complex primary sources, summarizing based on evidence while developing historical vocabulary. Students learn research and pre-writing skills.

9.6.3, 9.6.4,

9.10.4, 9.16.3

Aztecs and Incans,

Mesoamerica,

Trade, Slavery

9.6.1, 9.6.2,

9.6.5-9.6.7,

9.10.1-9.10.3,

9.16.1, 9.16.2,

9.16.4

HCI.7, GS.6, GS.1

Meanings and

implications,

Changes in

territorial sovereignty,

Physical and

human geography

RH.9-10.1,

RH.9-10.2,

RH.9-10. 4,

RH.9-10.10

Cite evidence,

Summarize,

Vocab, Complex

texts

WHST.9-10.8a,

WHST.9-10.8c,

WHST.9-10.5a

Use print and

digital sources,

Determine value

of a source,

Brainstorming,

Outlining

Unit 2

Religion and

Trade in the

Middle East and

Africa

12 days

24 days

(End of 1st

Advisory

11/2) Students examine the extent to which religion leads to collaboration or conflict. They study the spread of goods and ideas through trade, using the growth and spread of Islam as a case study. Students deepen their analyses of sources, using research and pre-writing skills to write narrative essays with effective introductions, conclusions, and transitions.

9.1.2, 9.1.3, 9.1.8

Muslim

civilization,

Origins of Islam,

Trade routes

9.1.1, 9.1.4-9.1.7,

9.4.1-9.4.7

HCI.2, HCI.4, GS.2

Change, Cause

and effect, Maps

RH.9-10.1,

RH.9-10.2,

RH.9-10.9,

RH.9-10.10

Cite evidence,

Summarize,

Primary and

secondary sources, Complex texts

WHST.9-10.2ai,

WHST.9-10.2f,

WHST.9-10.2ci

Write intro,

Write conclusion,

Use transitions

Unit 3

Politics in China

and Japan

9 days 18 days

Students explore the willingness of people to surrender freedoms in exchange for greater security as well as the influence of technology on the strength and unity of societies. Students read complex texts and analyze textual structure to determine meaning prior to writing a thesis-based essay.

9.2.2, 9.2.5, 9.3.4,

9.3.5

Reunification,

Technology,

Aristocracy,

Japanese Disunity

9.2.1, 9.2.3, 9.2.4,

9.2.6, 9.3.1-9.3.3

GS.1, GS. 4, HCI.3,

HCI.4

Physical and

human geography,

Technology,

Connections,

Complexities

RH.9-10.1,

RH.9-10. 3,

RH.9-10. 6,

RH.9-10.10

Cite evidence,

Cause/effect,

Point of view,

Complex texts

WHST.9-10.1ai,

WHST.9-10.1cii,

WHST.9-10.1bi,

WHST.9-10.1bii

Write thesis,

Write sub-

theses,

Use/evaluate

evidence

1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

Unit Block

Days Trad.

Days Unit Overview

DC Content

Power

Standards

DC Content

Supporting

Standards

DC

Historical

and Social

Studies

Skills

Standards

Common

Core

Reading for

Literacy in

Social

Studies

Standards

Common

Core

Writing

for

Literacy in

Social

Studies

Standards

Unit 4

Empires in the

East

12 days

(End of 1st

Advisory

11/2

End of 3rd

Advisory

3/29)

24 days

(End of 2nd

Advisory

1/25)

Students examine the positive and negative

these interactions occurred during phases of Asia isolation and retreat. Students read complex texts and analyze textual structure to determine meaning prior to writing a thesis-based essay.

9.7.3, 9.11.2,

9.11.3, 9.12.1,

9.12.4

Ottomans,

Imperialism,

Unification,

Mughals, British

Empire

9.7.1, 9.7.2, 9.7.4,

9.7.5, 9.11.1,

9.11.4, 9.11.5,

9.12.2, 9.12.3

HCI.2, HCI.6,

HCI.7, GS.6

Change, Past

events,

Hypothesize

RH.9-10.1,

RH.9-10.5,

RH.9-10.8,

RH.9-10.10

Cite evidence,

Structure,

Argument,

Complex texts

WHST.9-10.1ai,

WHST.9-10.1cii,

WHST.9-10.1bi,

WHST.9-10.1bii

Write thesis,

Write sub-

theses,

Use/evaluate

evidence

Unit 5

The Middle Ages 10 days 20 days

Students explore Medieval feudalism in Europe,

specifically the impact of geography and social stratification. They analyze the influence of religious institutions on political structures. Students read accounts from political and religious leaders using evidence to support claims in a thesis-based essay.

9.5.2, 9.5.4, 9.5.7

Feudalism,

Constitutional

influences,

Catholicism

9.5.1, 9.5.3, 9.5.5,

9.5.6, 9.5.8-9.5.10

HCI.2, HCI.7,

HCI.5, HCI.6

Change,

Meanings and

implications,

Consequences,

Past events

RH.9-10.1, RH.9-

10.5, RH.9-10.8,

RH.9-10.10

Cite evidence,

Structure,

Argument,

Complex texts

WHST.9-10.8b,

WHST.9-10.8e,

WHST.9-10.2bii,

WHST.9-10. 8f,

WHST.9-10.5c,

WHST.9-10.5b

Conduct

advanced searches, Avoid plagiarism,

Use quotations,

Use citations,

Edit writing,

Revise writing

Unit 6

Renaissance and

Reformation 13 days

26 days

(End of 3rd

Advisory

3/29) Students consider the use of art, science, and technology to enhance, challenge, and understand the natural world. They analyze the Reformation, recognizing that religion can be a force that unites or divides people. Students learn to edit one another's writing and use feedback to make revisions.

9.8.1, 9.8.7, 9.9.5

Causes of the

Renaissance,

Advancement

during the

Renaissance , the

Reformation

9.8.1, 9.8.2-6,

9.9.1-9.9.4,

9.9.6-9.9.9

HCI.1, HCI.3,

HCI.4

Present and past,

Connections,

Causes

RH.9-10.1, RH.9-

10. 7, RH.9-10.10

Cite evidence,

Integrate

different info (visuals, text),

Complex texts

Unit 7

The

Enlightenment

and Revolutionquotesdbs_dbs17.pdfusesText_23