Here is a World History Curriculum parents can use to Home school their children in ancient Black History
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Word History Social Science Curriculum Map CCSS.ELA-Literacy.RH.6-8.1. Cite specific textual evidence to
support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH 6-8.5 Describe how a text presents
information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH.6-8.8. Distinguish among fact, opinion, and
reasoned judgment in a text. R1.6.1 Cite textual evidence to support analysis of what the
text says explicitly as well as use inferences drawn from the text. |
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Quarter 1, Unit 1 Theme – Identity Introduction to Geography |
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Unifying Concept |
Enduring Understandings |
Essential Questions |
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Community and Partner
Resources |
Performance Assessments
to Measure Skills Acquisition and Historical Analysis |
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Geography can influence
the culture and history of people. History- Time place, and culture Identity-Culture is a way of life Geography- Climate, natural resources affect the way people live and work |
Readers determine the major ideas
in the text and use these ideas to develop a summary of the role of geography
in history and culture. |
How does geography
distinguish culture and peoples? |
In this unit students will learn
geographical terms, and the role of historians and anthropologist in writing
history. Review geography section in
classroom social studies text. Social Studies text: Clyde Winters, The World
History of the Black Race (2021), pp. 8-18 Document 1, Lesson 1 Introduce students to argumentation
in historical discourse. Review
argumentation scripts for writing historical reviews of informational text. Document 2,
Lesson 2 Introduce to section of Classroom text relating to geography.
Discuss with students the ideas of place, location, region, human/
environmental interactions and movements. Document 3,
Lesson 3. Explain the role of anthropology, and archaeology in writing
history. |
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Teacher made assessment tool with questions relating to the four
regions of the world and the different cultures and values held by the people
living in these regions. |
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Quarter 1, Unit 2 Theme – Identity Everything Out of |
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A coaxial relationship
exists between Kushite cultures and civilizations in Africa and History- The rise of Kushites in Identity- Kushite origin encouraged this group to practice an agro-pastoral
lifestyle Geography-Population increases and
change led to migrations out of Africa into |
What meanings considering the Kushite expansion
from Africa to |
History- How did the
rise of Kushites in Identity-What knowledge
of the Kushite origin encouraged this group to practice an agro-pastoral
lifestyle? Geography-What role did
climate change and population increases play in their migrations out of
Africa into How do historians use literature
to solve historical mysteries? Why did the ancient
scholars recognize the Kushites as the manifestation of a unique culture and
civilization? How did the migration of Kushites from Africa to |
In this series of lessons
students read three documents relating to the Kushite experience in Africa
and Document 1, Lesson 1.
Herodotus on Cambyses and the Kushites. Document 2, Lesson 2.
Diodorus Siculus’ Travel among the Ethiopians. Document 3, Lesson 3.
Leo Hansberry and Herodotus on the
Kushite origin of the Persians. Clyde Winters, Kushites
Who,What, When ,How, Clyde Winters, Using
Common Core Standards to teach Kushite History (2013). |
Clyde Winters, The
Ancient Black Civilizations of Field Museum Africa
Exhibit, http://fieldmuseum.org/happening/exhibits/africa The Oriental Institute
Museum Persian Virtual Tour, http://oi.uchicago.edu/museum/persia/ The Oriental Institute
Museum Nubia Virtual Tour, http://oi.uchicago.edu/museum/nubia/ Document 1, Herodotus,
Histories Book 3,19. Document 2, Diodorus
Siculus, The Library of History, Book II.35-IV.58. Translated by C.H.
Oldfather, Document 3, W.L.
Hansberry, African History Notebook.(1981) V.2. |
Identify key sources for conducting research
about the Kushites. (W.6.7) Make a literary response to the documents.(R1.6.1) Students
determine the meaning of words and phrases in a text specific to the history
of the Kushites (RH.6-8.8) Write
informative/explanatory essays.(R1.6.1) Compare and
contrast evidence from the text to
write a argumentative essay.(RH.6-8.8) |
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Quarter 2, Unit 3 Theme – Power Development of |
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By the end of this unit
students will be able to investigate , analyze and understand the development
of the Eastern and |
1)Religion: There is a dynamic interaction between personal beliefs
and state religious structures as an aspect of political instability and or
stability within a civilization. 2)Law: Every civilization creates a body of codes or laws
that guide human interactions and
settle conflicts between groups, and
individuals. |
Religion-
How is religion simultaneously limiting and liberating for the individual,
the group? Law
how does the Code of Hammurabi stack up with modern laws? Politics-
How does the Code of Hammurabi show the dynamic interaction between Kushite
leaders and the people they rule. |
In this unit students will understand that: 1) Religion: Is religious
belief necessary for the political unification of a group of individuals,
a society, and a civilization. 2) Law: Is a body of laws or civil codes relevant for
the political unification a culture, a state, a civilization. Document 1: Code of Hammurabi Document 2: Bill of Rights Document 3: Code of Hammurabi |
Winters, The
World History of the Black Race (2021), pp. 38-70. Clyde
Winters, The Ancient Black Civilizations of The Oriental
Institute Museum Mesopotamia Virtual Tour,
http://oi.uchicago.edu/museum/meso/ Document
1: Charles F. Horne, The Code of Hammurabi:
Introduction Source:
Ancient History Source Book http://www.fordham.edu/halsall/ancient/hamcode Document 2.
Source Bill of Rights Document 3.
Code of Hammurabi. Source:
C.H.W.Johns, Babylonian and Assyrian Laws, Contracts and Letters . 1904. One in a series called the Library of
Ancient Inscriptions, from a facsimile produced by The Legal Classics
Library, Division of Gryphon Editions,
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Students use key details
and elements from informational text to write clear and concise historical
narrative.(RH. 6-8.5) Draw conclusion from
textual and/or visual evidence.(R1.6.1 Provide evidence-based
thinking and argumentation. (RH.6-8.8) Retell events in order
of occurrence. (R1.6.1 Use KWL to introduce
each lesson. Students will write
informative/ explanatory essays.(RH.6-8.5) |
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Quarter 2, Unit 4 Theme – Power Development of |
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Civilizations have
consistently developed along four great river systems because of fertile
soil, water and easy means of communication. Politics- In areas where people
speak different languages or have different ethnic backgrounds there is a
dynamic relationship between power and political structures in the context of
race. Geographic-Geopolitical boundaries
can be created through military conquests that can influence economic,
political and social interactions. Identity-People who migrate into
new regions carry with them their original identities, perspectives and
culture. |
Readers analyzing informative text will determine the
major trends in the development of civilization along the |
Politics-Why is there a dynamic relationship between power and
political structures in the context of race In nations where people speak
different language or have different ethnic backgrounds? Geographic- How can geopolitical boundaries be
created through military conquests can
influence economic, political and social interactions? Identity-Why do people who migrate into new regions carry with them their
original identities, perspectives and culture? What factors influenced the rise of the Kushites in
the How were the Kushites able to develop a great
civilization in the Middle of |
In this unit students will
learn that the first civilization along the Black Sea: Document 1, Lesson 1. The
connection between Kushites in Africa and |
Clyde Winters, The Ancient Black Civilizations of Asia.
Createspace,2013. Pp.28-128. https://www.createspace.com/4261215 Document 1,Lesson 1. Slide about Rawlinson’s decipherment of cuneiform; Homer’s Odyssey ,
1.21-25. Document 2,Lesson 2 Scholars on the origin of the Ancient Georgia http://www.cwo.com/~lucumi/georgia.html Document 3,Lesson 3. Blacks along the Black Sea Herodotus on |
Students use key details
and elements from informational text to write clear and concise historical
narrative.(RH.6-8.5) Students determine the
meaning of words and phrases in a text specific to the history of the
Kushites. Write
informative/explanatory essays.R1.6.1) |
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Quarter 3, Unit 5 Theme – Power Development of |
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Politics-the distribution of power in a multicultural society is determined
by a combination of old and new beliefs, laws and values. Civics- In multicultural societies individual and group interactions often
are influenced by the ethnic origin of the varied people living in a
multicultural society/community. Economic-prosperity and inequality can’t always be explained by a person’s
racial origin/heritage. By the end of this unit
students will recognize the coaxial relationship that exists between
Kushites/Blacks in ancient |
Readers determine the
major ideas in text relating to the Black Britains and Celts to develop a
summary of the role of Blacks in |
Politics-How has the
distribution of power in a multicultural society determined by a combination of old and new
beliefs, laws and values? Civics- Why is individual and group interactions often influenced
by the ethnic origin of the varied people living in a multicultural
society/community? Economic-Why is economic
prosperity and inequality not always explained by a person’s racial
origin/heritage.? By the end of this unit students
will recognize the coaxial relationship that exists between Kushites/Blacks
in ancient What was the relationship between
Blacks and white in ancient How did racism develop in |
In this unit
students will learn about the
Black Celts and Black people in Document 1,
Lesson 1. The Ivory Bangle Lady; and Picture of the Bangle Lady Funeral. Document 2,
Lesson 2. The Ancient Celts and Vikings were Black people. Document 3,
Lesson 3. A painting of |
Clyde Winters, Blacks in Europe: From Prehistory to
Contemporary Times, (2020) Document 1 Source: K. Krist, Ivory Bangle Lady, http://archaeology.about.com/od/items/qt/Ivory-Bangle-Lady.htm Document 2 Source ; Rasta Live Wire Document3 Source The British Museum Ancient Britain, http://www.britishmuseum.org/explore/highlights/highlights_search_results.aspx?RelatedId=1811 |
Students use key details and elements from informational text to
write clear and concise historical narrative.(RH.6-8.5) Draw conclusion from textual and/or visual evidence. (R1.6.1) Provide evidence-based thinking and argumentation. (RH.6.6-8.8) Retell events in order of occurrence. Use KWL to introduce each lesson. Students will write informative/ explanatory essays.(R1.6.1) |
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Quarter 3, Unit 6 Theme - Power Spread of Ideas |
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By
the end of this Unit students will understand the role myths, dreams and
science played in the development of the science of flight. Students will
also understand how ideas can influence scientific innovation and
progress for mankind. Civics-The actions of scientists and inventors affect society. History- The events in classical and medieval times influence modern
aircraft and flying. Identity- New cultural beliefs in relation to flying has changed our
perceptions of the world and our place in it. |
Using
primary and secondary resources readers determine the major ideas in
fictional and informational texts and use these ideas to develop a summary of
the text. Readers use textual evidence to draw conclusions. |
Civics-How do the actions of scientists and inventors affect
society? History- How has knowledge of
flight accumulated in classical and
medieval times influenced modern aircraft and flying? Identity- How has new cultural
beliefs in relation to flying has changed our perceptions of the world and
our place in it? How
has the dream of flying influenced the development of aircraft and
aerodynamics? What
characteristics are shared by individuals who have dreamed of flight? What
can photographs tell us about a culture, a civilization? How did the dreams of poets, scientists and
inventors lead to human flight? |
Document 1, Lesson 1. : Daedalus and Icarus Day One: Introduce Ancient Document 2, Lesson 2. : Galileo and Flight Day One: Introduce Early Technology. Refer to Social Studies Text,
pp.446-447. |
Visit O’Hare
Airport. Resources 1.StoryTown,
2.Flying
Free: 3.Our World,
MacMillan/McGraw-Hill, 2003. 4.Time Line
Maker,Main Idea, and Supporting Details graphic organizer. 5.Story
Chart (created by students using information from text 6.The Right
Stuff (Tom Wolfe) (pp.954-957 8th Grade Literature) 7.Daedalus
and Icarus (Greek Mythology) 8.Flight
(Robert Burleigh) 9.Bessie
Coleman: The Sky’s the Limit (Barbara A. Donovan) 10.Otto
Lilienthal: Aviation Pioneer (Barbara A. Donovan) 11.Harriet
Quimbly: A woman of First (Paul Daniels) |
Time Line Maker, Main Idea, and Supporting
Details graphic organizer (R1.6.1) Story Chart (created by
students using information from text(RH.6-8.8) |
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Quarter 4, Unit 7 Theme – Identity Rise of |
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By the end of this unit
students will be able to understand the peoples and cultures that make History- Knowledge of one’s past influence contemporary cultural
traditions. Geography- Geographical location of a population within a nation can change
overtime as a result of ethnic and national conflicts. Identity- A population can maintain its culture for hundreds and thousands
of years. |
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History- How can knowledge of one’s past influence contemporary cultural
traditions? Geography- Can geographical location of a population within a nation change
overtime as a result of ethnic and national conflicts? Identity- How does a population maintain its culture for hundreds and
thousands of years? How has ethnic diversity
influenced Indian civilizations? |
In this unit students will learn about the rise of several
nationalities in Document 1,Lesson 1 The Dravidians Document 2, Lesson 2 The Dalits Document 3, Lesson 3 Mahatma Gandhi |
Clyde
Winters, The Ancient Black Civilizations of The British
Museum: Ancient India, http://www.ancientindia.co.uk/ Document 1, Lesson 1 Source: Leopold Sedar Sengkor
(President of Senegal) (Lecture delivered in Madras under the auspices of the
International Institute of Tamil Studies on the 23rd May, 1974). http://arutkural.tripod.com/tolcampus/drav-african.htm Herodotus,
Histories, Book VII.70 Document 2,
Lesson 2 The Dalits Source: http://ncdhr.org.in/ndmj/ndmj Document 3,
Lesson 3, Source:Ghandi Quotes |
Students use key details and elements from informational text to
write clear and concise historical narrative.(RH.6-8.5) Draw conclusion from textual and/or visual evidence. (R1.6.1) Provide evidence-based thinking and argumentation. (RH.6.6-8.8) Retell events in order of occurrence. (R1.6.1) Use KWL to introduce each lesson. Students will write informative/ explanatory essays.(R1.6.1) |
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Quarter 4, Unit 8 Theme – Identity The Highway to Globalization |
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By the end of this unit
students will be able to investigate, analyze and understand how economic
development has promoted globalization. Geography- Indo-Europeans invade Civics-all humans deserve human rights. Identity-is shaped by dynamic interactions between people across the varied
nations of the world. |
The production of goods
and services support the development of nation states. |
Geography- How did the migration of Indo-Europeans into Civics-Should all humans deserve human rights? Identity-How has globalization shaped dynamic interactions between people
across the varied nations of the world? How do individuals
maintain their culture when separated by thousands of miles? How will contemporary
economic and population trends influence the social conditions of nation
states in the future. |
In this unit students learn how globalization has influenced the
migration of peoples from Asia to other parts of the world, while fueling
economic development in Document 1, Lesson 1 History of the Tamil Diaspora Document 2, Lesson 2, Document 3, Lesson 3, |
The British Museum: Ancient Indiahttp://www.ancientindia.co.uk/ Document 1, Lesson 1 History of the Tamil Diaspora
. Source: History Tamil Diaspora. http://murugan.org/research/sivasupramaniam.htm Document 2, Lesson 2, |
Students use key details and elements from informational text to
write clear and concise historical narrative.(RH.6-8.5) Draw conclusion from textual and/or visual evidence. (R1.6.1) Provide evidence-based thinking and argumentation. (RH.6.6-8.8) Retell events in order of occurrence. (RH 6-8.5) Use KWL to introduce each lesson. Students will write informative/ explanatory essays.(R1.6.1) Use KWL to introduce
each lesson.(RH 6-8.5 |
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