Albert Lea High School
Essential Outcomes for 9th Grade World History
Standard 1 - 9.4.1.2.1/9.4.1.2.2
Historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past.
9.4.1.2.1 --- Pose questions about topics in history; suggest possible answers and write a thesis; locate and organize primary and secondary sources; analyze them for credibility and bias; corroborate information across the sources; use sources to support or refute the thesis; and present supported findings.
9.4.1.2.2 Evaluate alternative interpretations of historical events; use historical evidence to support or refute those interpretations.
ALHS Wording - Pose a question about a topic in history, complete an inquiry of the topic, present the findings, and evaluate alternative interpretations on historical events. Include cited resources.
Things your student will be able to do at the end of this course:
Historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past.
9.4.1.2.1 --- Pose questions about topics in history; suggest possible answers and write a thesis; locate and organize primary and secondary sources; analyze them for credibility and bias; corroborate information across the sources; use sources to support or refute the thesis; and present supported findings.
9.4.1.2.2 Evaluate alternative interpretations of historical events; use historical evidence to support or refute those interpretations.
ALHS Wording - Pose a question about a topic in history, complete an inquiry of the topic, present the findings, and evaluate alternative interpretations on historical events. Include cited resources.
Things your student will be able to do at the end of this course:
- Pose a question for a research project.
- Write a thesis.
- Locate both primary and secondary sources.
- Analyze sources for credibility.
- Analyze sources for bias.
- Corroborate information across sources.
- Use sources to support or refute the thesis.
- Present findings from research.
- Evaluate alternate interpretations of historical events and use historical evidence to support or refute these interpretations.
Standard 2 – 9.4.3.8.1 & 9.4.3.8.2
The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems. (Classical Traditions, Belief Systems and Giant Empires: 2000 BCE—600 CE)
9.4.3.8.1 - Describe the development, characteristics, and decline of civilizations in Africa, eastern Asia, and southern Asia; describe their interactions. (Classical Traditions, Belief Systems, and Giant Empires: 2000 BCE—600 CE)
For example: African civilizations—Kush, Aksum. East Asian civilizations—Shang, Zhou, Qin, Han. South Asian civilizations—Indo-Aryan, Mauryan, Gupta.
9.4.3.8.2 - Describe the development, characteristics, and decline of civilizations in Southwest Asia and around the Mediterranean Sea (Mesopotamia, Egypt, Persia, Greece, Rome); describe their interactions. (Classical Traditions, Belief Systems, and Giant Empires: 2000 BCE—600 CE)
ALHS Wording - Describe the development characteristics and decline of civilizations in ………………. (various regions)
Things your student will be able to do at the end of this course:
The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems. (Classical Traditions, Belief Systems and Giant Empires: 2000 BCE—600 CE)
9.4.3.8.1 - Describe the development, characteristics, and decline of civilizations in Africa, eastern Asia, and southern Asia; describe their interactions. (Classical Traditions, Belief Systems, and Giant Empires: 2000 BCE—600 CE)
For example: African civilizations—Kush, Aksum. East Asian civilizations—Shang, Zhou, Qin, Han. South Asian civilizations—Indo-Aryan, Mauryan, Gupta.
9.4.3.8.2 - Describe the development, characteristics, and decline of civilizations in Southwest Asia and around the Mediterranean Sea (Mesopotamia, Egypt, Persia, Greece, Rome); describe their interactions. (Classical Traditions, Belief Systems, and Giant Empires: 2000 BCE—600 CE)
ALHS Wording - Describe the development characteristics and decline of civilizations in ………………. (various regions)
Things your student will be able to do at the end of this course:
- Describe the development of the civilizations of Qin/Han (China), Mauryan/Gupta (India), Mesopotamia, Egypt, Greece, and Rome.
- Describe the characteristic of the civilizations of Qin/Han (China), Mauryan/Gupta (India), Mesopotamia, Egypt, Greece, and Rome.
- Describe the decline of the civilizations of Qin/Han (China), Mauryan/Gupta (India), Mesopotamia, Egypt, Greece, and Rome.
Standard 3 – 9.4.3.6.1/9.4.3.7.1/9.4.3.7.2
9.4.3.6.1 - Environmental changes and human adaptation enabled human migration from Africa to other regions of the world. (The Beginnings of Human History: 200,000—8000 BCE)
Develop a timeline that traces the migration of the earliest humans from Africa to other world regions, including the Americas; analyze the environmental factors that enabled their migration to other world regions and the ways in which they adapted to different environments. (The Beginnings of Human History: 200,000—8000 BCE)
9.4.3.7.1 - The emergence of domestication and agriculture facilitated the development of complex societies and caused far-reaching social and cultural effects. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE—2000 BCE)
Locate on a map and describe when and how humans began to domesticate wild plants and animals and develop agricultural societies. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE—2000 BCE)
9.4.3.7.2 - The emergence of domestication and agriculture facilitated the development of complex societies and caused far-reaching social and cultural effects. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE—2000 BCE)
Compare and contrast the cultural differences between the hunter gatherer and early agricultural societies. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE—2000 BCE)
ALHS Wording - Describe how early humans developed and adapted into civilizations.
Things your student will be able to do at the end of this course:
9.4.3.6.1 - Environmental changes and human adaptation enabled human migration from Africa to other regions of the world. (The Beginnings of Human History: 200,000—8000 BCE)
Develop a timeline that traces the migration of the earliest humans from Africa to other world regions, including the Americas; analyze the environmental factors that enabled their migration to other world regions and the ways in which they adapted to different environments. (The Beginnings of Human History: 200,000—8000 BCE)
9.4.3.7.1 - The emergence of domestication and agriculture facilitated the development of complex societies and caused far-reaching social and cultural effects. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE—2000 BCE)
Locate on a map and describe when and how humans began to domesticate wild plants and animals and develop agricultural societies. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE—2000 BCE)
9.4.3.7.2 - The emergence of domestication and agriculture facilitated the development of complex societies and caused far-reaching social and cultural effects. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE—2000 BCE)
Compare and contrast the cultural differences between the hunter gatherer and early agricultural societies. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE—2000 BCE)
ALHS Wording - Describe how early humans developed and adapted into civilizations.
Things your student will be able to do at the end of this course:
- Develop a timeline tracing the migration of the earliest humans from 200,000-8,000 BCE (Before the Common Era)
- Using a map, locate when and how humans began to domesticate animals and began agriculture to develop societies.
- Compare and contrast the cultural differences between hunter-gatherers and early agricultural societies.
Standard 4 – 9.4.3.8.3/9.4.3.9.1
9.4.3.8.3 - The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems. (Classical Traditions, Belief Systems and Giant Empires: 2000 BCE—600 CE)
Analyze the emergence, development, and impact of religions and philosophies of this era, including Hinduism, Confucianism, Buddhism, Judaism and Christianity. (Classical Traditions, Belief Systems, and Giant Empires: 2000 BCE—600 CE)
9.4.3.9.1 - Hemispheric networks intensified as a result of innovations in agriculture, trade across longer distances, the consolidation of belief systems, and the development of new multi-ethnic empires, while diseases and climate change caused sharp, periodic fluctuations in global population. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450)
Describe the rise and significance of Islam in Southwest Asia and its expansion and institutionalization into other regions. (Post- Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450)
ALHS Wording - Analyze development, impact and expansion of Hinduism, Confucianism, Buddhism, Judaism, Christianity and Islam.
Things your student will be able to do at the end of this course:
9.4.3.8.3 - The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems. (Classical Traditions, Belief Systems and Giant Empires: 2000 BCE—600 CE)
Analyze the emergence, development, and impact of religions and philosophies of this era, including Hinduism, Confucianism, Buddhism, Judaism and Christianity. (Classical Traditions, Belief Systems, and Giant Empires: 2000 BCE—600 CE)
9.4.3.9.1 - Hemispheric networks intensified as a result of innovations in agriculture, trade across longer distances, the consolidation of belief systems, and the development of new multi-ethnic empires, while diseases and climate change caused sharp, periodic fluctuations in global population. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450)
Describe the rise and significance of Islam in Southwest Asia and its expansion and institutionalization into other regions. (Post- Classical and Medieval Civilizations and Expanding Zones of Exchange: 600—1450)
ALHS Wording - Analyze development, impact and expansion of Hinduism, Confucianism, Buddhism, Judaism, Christianity and Islam.
Things your student will be able to do at the end of this course:
- Describe the key elements of major world religions.
- Define what the "Silk Road" was and how it impacted world trade and the spread of culture and the growth of the world economy.
- Describe the belief systems and customs of giant empires.
- Describe the impact of greater communication between different parts of the world.
- Explain the development of the Russian Empire as a multi-ethnic empire.
- Explain the spread of Islam in different parts of the world.
Standard 5 – 9.4.3.9.1-7/9.4.3.10.1-9
Describe the intensified exchanges of scientific, artistic, historical and economic resources among and between civilizations of the Eastern and Western Hemisphere.
Describe the intensified exchanges of scientific, artistic, historical and economic resources among and between civilizations of the Eastern and Western Hemisphere.
Standard 6 – 9.4.3.11.1/9.4.3.11.2/9.4.3.11.3/9.4.3.10.9
Describe the causes and impacts of various revolutions.
Standard 7 – 9.1.5.12.1
Compare and contrast different types of world governments with U.S.
Standard 8 – 9.3.1.1.2
Apply geographic information from a variety of print and electronic sources to interpret the past and present and plan for the future.
Standard 9 – 9.3.3.7.1
Explain the spread of culture using the concept of diffusion and diffusion models.
