Glenbard District 87 Course Title: World History Regular Stage 1 – Desired Results Topic: Religion Established Goal(s): What relevant goals (e.g. Content standards, course or program objectives, learning outcomes, etc.) will this address? Illinois State Standards for Social Studies • 16A4a: Analyze and report historical events to determine cause-­‐and-­‐effect relationships. • 18B4: Analyze various forms of institutions • 18C4a: Analyze major cultural exchanges of the past • National Center for History Standards: Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-­‐300 CE • Standard 1: Innovation and change from 1000-­‐600 BCE horses, ships, iron, and monotheistic faith • Standard 3: How major religions and large-­‐scale empires arose in the Mediterranean basin, China, and India, 500 BCE-­‐300 CE Era 4: Expanding Zones of Exchange and Encounter, 300-­‐1000 CE: • Standard 2: Causes and consequences of the rise of Islamic civilization in the 7th-­‐10th centuries • Standard 4: The search for political, social, and cultural redefinition in Europe, 500-­‐1000 CE Common Core Standards Literacy Standards for Reading and Writing in Social Studies: Students during this unit will continue to develop reading, writing, research, and analytical skills consistent with the Common Coe Literacy Standards for Social Studies. For a more specific list of these standards, please see the attached PDF file entitled, Common Core Literacy Standards Understanding(s): Students will understand that… Students will understand that religion and philosophy shape civilizations. Religion and philosophy shape social structures Religion and philosophy influence politics Knowledge: Students will know… Polytheism vs Monotheism Judaism: Essential Question(s): What provocative questions will foster inquiry, understanding, and transfer of learning? 1a. What purpose does religion serve within society? 1b. How did Judaism influence Christianity and Islam? 1c. How do Hinduism and the Caste System support each other? 1d. Are Hinduism and Buddhism more similar or different? Skills: Students will be able to … Reading: • Students will continue to distinguish between primary and secondary sources. Torah, Yahweh, , Covenant, Abraham, Moses, Ten Commandments, Synagogue Hinduism • Brahmin, Karma, Dharma, Reincarnation, Moksha, Caste System Buddhism • Siddhartha Gautama, nirvana, 4 Noble Truths, 8-­‐Fold Path Christianity • Jesus, Bible, Gospels, New Testament, Church Islam • Allah, Muhammad, Muslim, 5 Pillars, Koran, mosque, Sunni-­‐Shiite split, Sharia, • Students will continue to analyze primary and secondary, narrative and non-­‐narrative sources to identify main ideas, evaluate key supporting details, and form logical and supported inferences. •
Writing: • Students will continue to develop writing skills consistent with Common Core Literacy Standards. • First Quarter Focus  Distinguish between fact and opinion.  Evaluate strong versus weak evidence.  Write strong claim statements (thesis and supporting claims)