Enhanced scope and sequence



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Acknowledgments

Larry I. Bland, Ph.D.

George C. Marshall Foundation


Barbara Daniels

Manassas City Public Schools


Robert A. Dansey

Rockingham County Public Schools


Rachel DiStasio

Spotsylvania County Public Schools


Agnes Dunn (retired)

Stafford County Public Schools


Mark L. Ingerson

City of Salem Public Schools


Rebecca Mills

Spotsylvania County Public Schools


David M. Self, Ph.D.

Chesapeake City Public Schools


Introduction


The History and Social Science Standards of Learning Enhanced Scope and Sequence is intended to help teachers align their classroom instruction with the History and Social Science Standards of Learning that were adopted by the Board of Education in January 2008. The Enhanced Scope and Sequence is organized by topics from the original History and Social Science Standards of Learning Scope and Sequence document and includes the content of the Standards of Learning and the essential knowledge and skills found in the History and Social Science Standards of Learning Curriculum Framework 2008. In addition, the Enhanced Scope and Sequence provides teachers with sample lesson plans aligned with the essential knowledge and skills in the Curriculum Framework.

School divisions and teachers may use the Enhanced Scope and Sequence as a resource for developing sound curricular and instructional programs. These materials are intended as examples of how the knowledge and skills might be presented to students in a sequence of lessons that have been aligned with the Standards of Learning. Teachers who use the Enhanced Scope and Sequence should correlate the essential knowledge and skills with available instructional resources as noted in the materials and determine the pacing of instruction as appropriate. This resource is not a complete curriculum and is neither required nor prescriptive, but it can be a useful instructional tool.

As stated above, the Enhanced Scope and Sequence is organized into units by topics found in the original History and Social Science Standards of Learning Scope and Sequence document. Each organizing topic contains the following:


  • A related History and Social Science Standard(s) of Learning

  • The essential understandings, knowledge, and skills that define the designated Standard(s) of Learning, as presented in the History and Social Science Standards of Learning Curriculum Framework 2008

  • Related sample Internet resources

  • Lesson sessions containing various instructional activities and a list of required materials

  • Handouts to accompany some of the instructional activities

  • Sample assessment items covering the entire organizing topic

Organizing Topic


Political, Cultural, and Economic Conditions about 1500 a.d. (c.e.)

Standard(s) of Learning


WHII.2 The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 a.d. (c.e.) by

a) locating major states and empires;

b) describing artistic, literary, and intellectual ideas of the Renaissance;

c) describing the distribution of major religions;

d) analyzing major trade patterns;

e) citing major technological and scientific exchanges in the Eastern Hemisphere.


Essential Understandings, Knowledge, and Skills

Correlation to

Instructional Materials

Skills (to be incorporated into instruction throughout the academic year)


Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history.

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world.

Identify geographic features important to the study of world history.

Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms.

Analyze trends in human migration and cultural interaction.

Content


Explain that by 1500 a.d. (c.e.), major states and empires had developed in various regions of the world.

Identify on a world political map the location of the following major states and empires in the Eastern Hemisphere about 1500 a.d. (c.e.):



  • England

  • France

  • Spain

  • Russia

  • Ottoman Empire

  • Persia

  • China

  • Mughal India

  • Songhai Empire

Identify on a world political map the location of the following major states and empires in the Western Hemisphere about 1500 a.d. (c.e.):

  • Incan Empire

  • Aztec Empire

Explain that new intellectual and artistic ideas that developed during the Renaissance marked the beginning of the modern world.

Summarize the nature and progression of the Renaissance, using the following information as a guide:



  • “Rebirth” of classical knowledge; “birth” of the modern world
  • Spread of the Renaissance from the Italian city-states to northern Europe


Summarize contributions of the Renaissance, as follows:

  • Accomplishments in the visual arts: Michelangelo, Leonardo da Vinci

  • Accomplishments in literature (sonnets, plays, essays): Shakespeare

  • Accomplishments in intellectual ideas (humanism): Erasmus

Explain that by 1500 a.d. (c.e.), the five world religions had spread to many areas of the Eastern Hemisphere.

Identify the location of the five world religions in 1500 a.d. (c.e.), as follows:



  • Judaism: Concentrated in Europe and the Middle East

  • Christianity: Concentrated in Europe and the Middle East

  • Islam: Parts of Asia, Africa, and southern Europe

  • Hinduism: India and part of Southeast Asia

  • Buddhism: East and Southeast Asia

Explain that by 1500 a.d., major regional trade patterns had developed that linked Africa, the Middle East, Asia, and Europe.

Identify the following traditional trade patterns about 1500 a.d. (c.e.) that linked Europe with Asia and Africa:



  • Silk Routes across Asia to the Mediterranean basin

  • Maritime routes across the Indian Ocean

  • Trans-Saharan routes across North Africa

  • Northern European links with the Black Sea

  • Western European sea and river trade

  • South China Sea and lands of Southeast Asia

Explain the importance of the major trade patterns about 1500 a.d. (c.e.) as the means of providing an exchange of products and ideas.

Explain that by 1500 a.d. (c.e.), technological and scientific advancements had been exchanged among cultures of the world.

Describe the following technological and scientific advancements that were made and exchanged along trade routes by 1500 a.d. (c.e.):


  • Paper, compass, silk, porcelain (China)

  • Textiles, numeral system (India and Middle East)

  • Scientific knowledge—medicine, astronomy, mathematics




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