BHS Social Studies

● Historical Thinking Skills: World History Standard 3 ○ Corroboration • What do other documents say?

• Do the documents agree? If not, why? • What are other possible documents? • What documents are most reliable? ○ Close Reading

• What claims does the author make? • What evidence does the author use? • What language (words, phrases, images, symbols) does the author use to persuade the document's audience? • How does the document's language indicate the author's perspective?

POSSIBLE GUIDING AND INQUIRY QUESTIONS ● How did the development of civilizations in the Americas compare with the development of civilizations in other locations? ● How were civilizations in the Americas able to become advanced in spite of their relative isolation from other civilizations ● How did geographic features such as the monsoon winds on the Indian Ocean, the Sahara Desert, and the Strait of Malacca promote or inhibit trade? ● How did merchant activity and the practice of pilgrimage enrich the Islamic world’s knowledge of geography? ● Why do many modern historians place greater historical signi fi cance on the Mongol Empire than they do on classical Greece or Rome? ● Why do historians now question the notion of the “Dark Ages” in Europe? ACADEMIC VOCABULARY ● diffusion ● post-classical

● trade ● states ● settlements ● trans-regional ● case studies

RESOURCES

Dark Ages Expansion of Early Islamic Empires AP Historical Thinking Skills AP Reasoning Processes ASSESSMENTS

KEY LANGUAGE USE: Explain

Use PLC CFAs (Common Formative Assessments.)

Sample End of Unit Competency: Students will explain the impact of social, political, religious, technological, and economic changes in medieval Europe, which created conditions for later European colonization.

Key Language Use: Explain