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MANHATTAN CENTER FOR SCIENCE AND MATHEMATICS
East 116th Street and FDR Drive
New York, NY 10029
(212) 876-4639
Principal – David Jimenez
GLOBAL 1 UNIT PLANNING
I.
INTRODUCTION TO GLOBAL HISTORY
Topic 1: Introduction to History
Essential Questions *How do we define culture? *How are societies affected when cultures interact? *Why
do we study history? *How do we study history? *How does geography affect history?
VOCABULARY: absolute location, A.D. (anno domini), anthropologist, archaeologist, artifact, assimilation,
B.C. (Before Christ), B.C.E. (Before Common Era), C. E. (Common Era), culture, cultural diffusion, economic,
geography, latitude, longitude, prehistory, political, relative location, social, timeline, topography
II.
ANCIENT WORLD: CIVILIZATIONS AND RELIGION
Topic 2: Prehistory
Essential Questions *How does the Paleolithic Age differ from the Neolithic Age? *Why was the Agricultural
Revolution a turning point in history? *Why did civilizations develop along river valleys? *What are the basic
features of a civilization?
VOCABULARY: artisan, bureaucracy, domestication, ideograms, hominid, hunter-gatherer, pictograms,
polytheism, revolution, shrine, slash-and-burn farming, technology, theocracy
Common core Standards:
RH 9-10.1; RH 9-10.2; RH 9-10.3; RH. 9-10.4; RH 9-10.5; RH 9-10.6; RH 9-10.7; RH 9-10.8; RH 9-10.9; RH
9-10.10
Assessment:
Week 1- Neolithic Revolution, River Valley Civilizations- Unit Test- (Assess the extent to which the reasoning
and evidence in a text support the author’s claims; Compare and contrast treatments of the same topic in several
primary and secondary sources)
Week 2- DBQ Neolithic Revolution (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)
Accomodations
For Students Acquiring English
Assign the Spanish Guided Reading worksheet
Assign the Spanish Skillbuilder Practice: Interpreting Maps on page 17 in Access for Students Acquiring
English.
Allow extra time for work and assessment
For SWD
Preview the Key Terms to give students access to context.
Assign chapter summary to give less proficient readers access to content.
Gifted Students
Have gifted students assist students that are not as gifted
Ask students to take on leadership roles when working in groups
PowerPoint /Video(Visual Learners)
Pair Work (Interpersonal Learners and Lower Level Readers)
One-on-One Teacher Support/Redirection (English Language Learners)
Topic 3: First Civilizations
Essential Questions *How did geography influence the civilizations that developed in the Tigris-Euphrates,
Nile, Indus, and Yellow River Valleys? *How did these societies fulfill their basic needs?
VOCABULARY: barter economy, cataract, city-state, civilization, cuneiform, delta, dynastic cycle, dynasty,
empire, Fertile Crescent, feudalism, hierarchy, hieroglyphics, irrigation, Mandate of Heaven, monsoon,
mummification, pharaoh, pyramids, scribes, silt, subcontinent, tribute, ziggurat
Common core Standards:
RH 9-10.1 ; RH. 9-10.2; RH 9-10.3; RH. 9-10.4; RH 9-10.5; RH 9-10.6; RH 9-10.7; RH 9-10.8; RH 9-10.9; RH
9-10.10
Assessment:
Week 3- Geography Thematic essay (Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis)
Week 4- River Valley, Geography terms- Unit Test (Assess the extent to which the reasoning and evidence in a
text support the author’s claims; Compare and contrast treatments of the same topic in several primary and
secondary sources)
Accomodations
For Students Acquiring English
Assign the Spanish Guided Reading worksheet
Assign the Spanish Skillbuilder Practice: Interpreting Maps on page 17 in Access for Students Acquiring
English.
For SWD
Preview the Key Terms to give students access to context.
Assign chapter summary to give less proficient readers access to content.
Allow extra time for work and assessment
Gifted Students
Have gifted students assist students that are not as gifted
Ask students to take on leadership roles when working in groups
PowerPoint /Video(Visual Learners)
Pair Work (Interpersonal Learners and Lower Level Readers)
One-on-One Teacher Support/Redirection (English Language Learners)
Topic 4: Classical Civilizations
(Greece, Rome, China)
Essential Questions *How did Classical Civilizations develop? *How did geography affect these civilizations?
*What did these classical civilizations have in common? *How do these civilizations affect our society today?
VOCABULARY: acropolis, aqueduct, aristocracy, classical art, colonies, democracy, direct democracy,
Greco-Roman, Hellenism, helots, indirect democracy, monarchy, phalanx, philosophy, polis, oligarchy, tyrants
Common core Standards:
RH 9-10.1 ; RH. 9-10.2; RH 9-10.3; RH. 9-10.4; RH 9-10.5; RH 9-10.6; RH 9-10.7 RH 9-10.8; RH 9-10.9; RH
9-10.10
Assessment:
Week 5- Classical Civilization Greece, Rome, China- Unit Test (Integrate quantitative or technical analysis
(e.g., charts, research data) with qualitative analysis in print or digital text; Compare and contrast treatments of
the same topic in several primary and secondary sources)
Accomodations
For Students Acquiring English
Assign the Spanish Guided Reading worksheet
Assign the Spanish Skillbuilder Practice: Interpreting Maps on page 17 in Access for Students Acquiring
English.
Allow extra time for work and assessment
For SWD
Preview the Key Terms to give students access to context.
Assign chapter summary to give less proficient readers access to content.
Gifted Students
Have gifted students assist students that are not as gifted
Ask students to take on leadership roles when working in groups
PowerPoint/Video(Visual Learners)
Pair Work (Interpersonal Learners and Lower Level Readers)
One-on-One Teacher Support/Redirection (English Language Learners)
III.
EXPANDING ZONES OF EXCHANGE AND ENCOUNTER
Topic 5: The Rise and Fall of Empires
(Roman and Han)
Essential Questions *How did geography affect the rise of empires? *How did acquiring an empire reflect the
Roman and Han society? *Why did the Roman and Han empires decline? *What were achievements of each
empire?
VOCABULARY: absolute ruler, aqueducts, consul, dictator, empire, gladiators, inflation, legion, mare
nostrum, mercenaries, monopoly, patrician, Pax Romana, plebeian, republic, senate, Silk Road, tribune,
triumvirate, veto
Common core Standards:
RH 9-10.1 ; RH. 9-10.2; RH 9-10.3; RH. 9-10.4; RH 9-10.5; RH 9-10.6; RH 9-10.7
RH 9-10.8; RH 9-10.9; RH 9-10.10
AssessmentWeek 6- Rise and Fall of Empires and Classical civilization- Unit test (Integrate quantitative or technical
analysis (e.g., charts, research data) with qualitative analysis in print or digital text; Compare and contrast
treatments of the same topic in several primary and secondary sources)
Accomodations
For Students Acquiring English
Assign the Spanish Guided Reading worksheet
Assign the Spanish Skillbuilder Practice: Interpreting Maps on page 17 in Access for Students Acquiring
English.
Allow extra time for work and assessment
For SWD
Preview the Key Terms to give students access to context.
Assign chapter summary to give less proficient readers access to content.
Allow extra time for work and assessment
Gifted Students
Have gifted students assist students that are not as gifted
Ask students to take on leadership roles when working in groups
PowerPoint/Video (Visual Learners)
Pair Work (Interpersonal Learners and Lower Level Readers)
One-on-One Teacher Support/Redirection (English Language Learners)
Topic 6: Belief Systems
Essential Questions *How does religion affect society? *How does religion address basic needs? *What are
the basic beliefs of Hinduism, Buddhism, Confucianism, Judaism, Christianity, Islam, Taoism?
VOCABULARY: ahimsa, Allah, apostles, Bedouins, bishop, Brahma, caste, covenant, dharma, Diaspora, filial
piety, Five Pillars of Islam, Golden Rule, hajj, heresy, hijrah, Islam, karma, matriarchal, messiah, mosque,
monotheism, muslim, nirvana, patriarchal, Pope, prophet, Qur’an, reincarnation, Shiva, Vishnu
Common core Standards:
RH 9-10.1 ; RH. 9-10.2; RH 9-10.3; RH. 9-10.4; RH 9-10.5; RH 9-10.6; RH 9-10.7
RH 9-10.8; RH 9-10.9; RH 9-10.10
Assessment:
Week 7- Belief System Thematic essay ( Analyze how a text uses structure to emphasize key points or advance
an explanation or analysis)
Accomodations
For Students Acquiring English
Assign the Spanish Guided Reading worksheet
Assign the Spanish Skillbuilder Practice: Interpreting Maps on page 17 in Access for Students Acquiring
English.
Allow extra time for work and assessment
For SWD
Preview the Key Terms to give students access to context.
Assign chapter summary to give less proficient readers access to content.
Allow extra time for work and assessment
Gifted Students
Have gifted students assist students that are not as gifted
Ask students to take on leadership roles when working in groups
PowerPoint (Visual Learners)
Pair Work (Interpersonal Learners and Lower Level Readers)
One-on-One Teacher Support/Redirection (English Language Learners)
GLOBAL II UNIT PLANNING
Topic 7: Regional Civilizations
(Tang, Gupta, Byzantine, Russian, Islamic)
Essential Questions *How did geography influence the development of each civilization? *How did the
Byzantine Empire preserve Greco-Roman culture? *How did Islam impact society in southwest Asia? *Why
are these civilizations viewed as a Golden Age?
VOCABULARY: caliph, calligraphy, excommunication, Hagia Sophia, icon, iconoclasts, Justinian Code of
Law, religious tolerance, schism, Shi’a, slavs, Sufi, Sunni
Common core Standards:
RH 9-10.1 ; RH. 9-10.2; RH 9-10.3; RH. 9-10.4; RH 9-10.5; RH 9-10.6; RH 9-10.7
RH 9-10.8; RH 9-10.9; RH 9-10.10
Assessment:
Week 8- Regional Civilization, Rise and Fall of empires, Belief Systems- Unit MC Test (Integrate quantitative
or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text; Compare and
contrast treatments of the same topic in several primary and secondary sources)
Accomodations
For Students Acquiring English
Assign the Spanish Guided Reading worksheet
Assign the Spanish Skillbuilder Practice: Interpreting Maps on page 17 in Access for Students Acquiring
English.
Allow extra time for work and assessment
For SWD
Preview the Key Terms to give students access to context.
Assign chapter summary to give less proficient readers access to content.
Allow extra time for work and assessment
Gifted Students
Have gifted students assist students that are not as gifted
Ask students to take on leadership roles when working in groups
PowerPoint/Video(Visual Learners)
Pair Work (Interpersonal Learners and Lower Level Readers)
One-on-One Teacher Support/Redirection (English Language Learners)
Topic 8: Feudalism
Essential Questions *How did the collapse of the Roman Empire lead to the development of feudalism in
Europe? *What was feudal society life like? *How did the church influence European feudal society? *How
did the Crusades help end the Middle Ages? *How did feudalism develop in Japan?
VOCABULARY: archipelago, bushido, canon law, chivalry, crusade, daimyo, excommunication, feudalism,
fief, gothic, guild, heresy, haiku, Inquisition, kabuki, knight, lay investiture, lord, Magna Carta, manor,
Common core Standards:
RH 9-10.1 ; RH. 9-10.2; RH 9-10.3; RH. 9-10.4; RH 9-10.5; RH 9-10.6; RH 9-10.7
RH 9-10.8; RH 9-10.9; RH 9-10.10
Assessment:
Week 9- Feudalism- DBQ essay (Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information; 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.)
Accomodations
For Students Acquiring English
Assign the Spanish Guided Reading worksheet
Assign the Spanish Skillbuilder Practice: Interpreting Maps on page 17 in Access for Students Acquiring
English.
Allow extra time for work and assessment
For SWD
Preview the Key Terms to give students access to context.
Assign chapter summary to give less proficient readers access to content.
Allow extra time for work and assessment
Gifted Students
Have gifted students assist students that are not as gifted
Ask students to take on leadership roles when working in groups
PowerPoint (Visual Learners)
Pair Work (Interpersonal Learners and Lower Level Readers)
One-on-One Teacher Support/Redirection (English Language Learners)
IV.
GLOBAL INTERACTIONS
Topic 9: The Rise and Fall of the Mongols
Essential Questions *How did the Mongols impact Eurasia? *How did Pax Mongolia impact global trade?
*What were the causes of the rise and fall of the Mongols?
VOCABULARY: khan, pastoralists, Pax Mongolia
Common core Standards:
RH 9-10.1 ; RH. 9-10.2; RH 9-10.3; RH. 9-10.4; RH 9-10.5; RH 9-10.6; RH 9-10.7
RH 9-10.8; RH 9-10.9; RH 9-10.10
Topic 10: The Muslim World
Essential Questions *How did the Mughal Empire affect India? *How did the Safavids create an empire?
*How did the Ottomans create an Empire?
VOCABULARY: devshirme, janissaries, Mughals, sultan, Taj Mahal
Common core Standards:
RH 9-10.1 ; RH. 9-10.2; RH 9-10.3; RH. 9-10.4; RH 9-10.5; RH 9-10.6; RH 9-10.7
RH 9-10.8; RH 9-10.9; RH 9-10.10
Topic 11: Renaissance, Reformation, and The Rise of the Nation-State
Essential Questions *Why did the Renaissance begin in Italy? *How does the Renaissance lead Europe into
the modern era? *How does the Reformation change Christianity? *Why did Nations rise?
VOCABULARY: annul, burghers, Counter-Reformation, humanism, indulgences, Magna Carta, 95 Theses,
parliament, patron, perspective, predestination, recant, Renaissance, sacraments
Common core Standards:
RH 9-10.1 ; RH. 9-10.2; RH 9-10.3; RH. 9-10.4; RH 9-10.5; RH 9-10.6; RH 9-10.7
RH 9-10.8; RH 9-10.9; RH 9-10.10
Assessment
Week 11- Rise and Fall of Mongols, Muslim world Renaissance Reformation Rise of Nation State- Unit Test
MC (Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or
digital text; Compare and contrast treatments of the same topic in several primary and secondary sources)
Week 12- Renaissance Reformation Thematic essay ( Analyze how a text uses structure to emphasize key
points or advance an explanation or analysis)
Accomodations
For Students Acquiring English
Assign the Spanish Guided Reading worksheet
Assign the Spanish Skillbuilder Practice: Interpreting Maps on page 17 in Access for Students Acquiring
English.
Allow extra time for work and assessment
For SWD
Preview the Key Terms to give students access to context.
Assign chapter summary to give less proficient readers access to content.
Allow extra time for work and assessment
Gifted Students
Have gifted students assist students that are not as gifted
Ask students to take on leadership roles when working in groups
PowerPoint (Visual Learners)
Pair Work (Interpersonal Learners and Lower Level Readers)
One-on-One Teacher Support/Redirection (English Language Learners)
V.
THE FIRST GLOBAL AGE
Topic 12: American and African Civilizations
Essential Questions *What were the main achievements of the Mayan, Aztec, and Incan civilizations? *How
were these societies organized? *How did geography influence African society? *How did the gold/salt trade
affect the society of West Africa?
VOCABULARY: desertification, gold/salt trade, griots, lineage, lost wax process, matrilineal, mita, patrilineal,
quipus, Sahel, savanna, stateless societies
Common core Standards:
RH 9-10.1 ; RH. 9-10.2; RH 9-10.3; RH. 9-10.4; RH 9-10.5; RH 9-10.6; RH 9-10.7
RH 9-10.8; RH 9-10.9; RH 9-10.10
Topic 13: The Encounter between Europe, Africa, the Americas, and Asia
Essential Questions *Why did Europeans begin to explore the world? *How were the Spanish able to conquer
the New World? *What were the results of the encounter between Europe, Africa, and the Americas? *How
did colonialism affect African and Latin American society? *How did exploration impact business?
VOCABULARY: astrolabe, capitalism, circumnavigate, colony, conquistador, Columbian Exchange, Creole,
encomienda, favorable balance of trade, joint-stock company, mercantilism, mestizo, Middle Passage, mulatto,
peninsular, tariffs, triangular trade
Common core Standards:
RH 9-10.1 ; RH. 9-10.2; RH 9-10.3; RH. 9-10.4; RH 9-10.5; RH 9-10.6; RH 9-10.7
RH 9-10.8; RH 9-10.9; RH 9-10.10
Assessment
Week 15- Final Exam (Thematic Essay and Multiple Choice)
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; Analyze how a text uses structure to emphasize
key points or advance an explanation or analysis.; 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.
Accomodations
For Students Acquiring English
Assign the Spanish Guided Reading worksheet
Assign the Spanish Skillbuilder Practice: Interpreting Maps on page 17 in Access for Students Acquiring
English.
Allow extra time for work and assessment
For SWD
Preview the Key Terms to give students access to context.
Assign chapter summary to give less proficient readers access to content.
Allow extra time for work and assessment
Gifted Students
Have gifted students assist students that are not as gifted
Ask students to take on leadership roles when working in groups
PowerPoint (Visual Learners)
Pair Work (Interpersonal Learners and Lower Level Readers)
One-on-One Teacher Support/Redirection (English Language Learners)
Reference for Common Core Standards in Social Studies
www.corestandards.org/the-standards/english-language-arts-standards