9th Grade

Subject: Global History and Geography I

Unit 1: Historical Thinking Skills
Social Studies Practices: New York State Framework
Define and frame questions about events and the world in which we live, form hypotheses as potential
answers to these questions, use evidence to answer these questions, and consider and analyze counterhypotheses.
Identify, describe, and evaluate evidence about events from diverse sources (including written
documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and
secondary sources).
Analyze evidence in terms of content, authorship, point of view, bias, purpose, format, and audience.
Describe, analyze, and evaluate arguments of others.
Deconstruct and construct plausible and persuasive arguments, using evidence.
Create meaningful and persuasive understandings of the part by fusing disparate and relevant evidence
from primary and secondary sources and drawing connections to the present.
Articulate how events are related chronologically to one another in time and explain the ways in which
earlier ideas and events may influence subsequent ideas and events.
Identify causes and effects using examples from different time periods and courses of study across
several grade levels.
Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time and
investigate factors that caused those changes over time.
Identify similarities and differences between geographic regions across historical time periods, and
relate differences in geography to different historical events and outcomes.
Compelling Question:
What are the roles of a historian? What impact does history have on our society today?
Essential Questions:
What is history?
What are primary and secondary sources?
How do historians discover history?
How is pre-history different from written history?
How has geography played a role in history?
What is society?
What is economics?
What is government?
Student Objectives:
Students will be able to define the term history.
Students will be able to examine the roles of historians.
Students will be able to explain primary and secondary sources.
Students will describe the role geography has had on history.
Students will be able to analyze the roles of society, economics, and government.
Enduring Understanding:

Primary and secondary sources

Pre-history
Historians
Society
Government
Economy

Process:
Students will develop historical thinking skills through the use of: student generated timelines, graphic
organizers, and the reading of primary source documents.
Metacognitive Questions:
How has history made an impact on your life?
How has history made an impact on our country?
What impact has history had on our world?
In what ways do historians gather information?
How has technology changed the way in which we see the world?
What are aspects of society?
Assessments:
Formative:
o Students will take quizzes based on vocabulary from the unit.
o Students will participate in in-class discussions.
o Students will complete exit-slips.
Summative:
o Students will take tests based on content from the unit. Tests consist of multiple-choice questions
and an essay.
Common Core Standards:
RH.9-10.4: 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.
RH.9-10.7: Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative
analysis in print or digital text.
RH.9-10.8: Assess the extent to which the reasoning and evidence in a text support the authors claims.
WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.