Analysis project

Global History 9th Grade Analysis 
Part 1: Standards
 1st Document: 9-12
Sections we are looking at:
.Pgs 2-3: Social Studies Practices for Grades 9-12
.Pgs 4-8: Literacy Standards for Grades 9-10
.Pgs 9-27: World History and Geography for Grades 9 and 10
1st Section: Social Studies Practices for Grades 9-12
.Part A:Evidence
The Evidence section seems to encompass two parts at its core with one appearing to be an internal process and the other being an external process. The internal process is seemingly carried out by the individual student (this is not to say that it cannot be conducted by an entire classroom) and involves developing a hypothesis, creating questions, gathering primary and secondary sources, determining the credibility of one’s sources, and using all of the above to come to a conclusion regarding the event in question. In short this part is developing an argument and finding details to support it. In turn the external process is how well the student can defend their argument against an opposing argument/theory using the information the acquired during the internal process.
.Part B:Chronology, Reasoning, and Cause
This section is focused on developing the students’ understanding of cause and effect in terms of the chronological progression of events in history. Here the students are expected to find the answers to questions that encompass causal and effect relationships (How, What, Where, When, and Why). These answers come from the students’ ability to:
-Discuss chronologically how events occurred, the progression of ideas over time, and the effects of these ideas on subsequent events.
-Identify, analyze, and evaluate relationships between cause and effect across or from different time periods.
-Distinguish between long term and immediate instances of cause and effect.
-Recognize, analyze, and evaluate changes throughout history, what era specific quality lead to the change, and how the event in question is explicitly part of the time period.
-Identify and define larger historical themes and processes through understanding of change and chronology.
.Part C:Drawing Comparisons 
The comparison section deals with using region specific and era specific geography to explain the procession of historic events and developments. In this section multiple perspectives surrounding individual events must be considered while also keeping in mind context specific circumstances such as geography, economics, and history. Additionally multiple historical developments that impact one or multiple societies should be evaluated with respect to chronology and geography. In being able to evaluate all of the above information students should be able to determine the range and level of impact historical developments have had on the world then and now.
.Part D:Geographic Reasoning
The Reasoning section is meant to encourage students to make connections between various regions by having them do the following:
-Ask questions relating to the where, why, and how of a location to determine its importance and how it is related to other people or regions.
-Use geographic tools to describe, identify, evaluate, analyze, and interpret different relationships. These relationships encompass how humans and the environment affect one another, patterns and processes, and how geography affects the development of the fundamental characteristics of civilization.
-Define and group the changing connections between places and regions.
.Part E:Economics and its systems
This section deals with developing a students’ understanding of how the national and global economies function in relation to government policies. Students will be expected to use knowledge of economic legality (such as copyright laws and patents), supply and demand, and marginal costs and benefits to determine the state of our current and future economic standing. In addition to being able to understand economic principles they should also be able to develop their own arguments and ideas as to how past, current, and potential future economic issues should be handled. 
.Part F:Respectful and Thoughtful Participation
In this section students are expected to be able to hold civilized debates in the classroom regarding current issues of interest that are usually connected to some legal matter. During these debates any one student will also be expected to use various means of communication such as persuasion and compromise to argue for their point of view. By the end of the debate the class as a whole should have identified the conflict, an appropriate course of action, and if any action should or could be taken. It is crucial that during the debate that students are able to not only understand different points of view but, that they are also able to demonstrate a level of respect for viewpoints that differ from their own. In being prompted to speak freely on legal matters concerning the students we are encouraging them to better their understanding of the rights guaranteed to them by their government as well as to actively participate in said government. 
 Key Areas:
A student must be able to recognize, identify, evaluate, and understand the material presented. They should be able to talk about the topic and form an argument with supporting details like how or why, able to debate the topic
The student can apply the knowledge to make it relevant to today's society 
The student should be able to form questions and provide explanations when asked to discuss and debate
When discussing, the student be respectful and aware of  what he or she is saying
Compare and contrast...who, what, where, when, & why?
Less Important (but still need to be there):
 Can identify chronological order
Incorporate our current and future economic system, propose how past and currents economic problems should be solved 
The grouping of changes between different places and regions
2nd Section: Literacy Standards for Grades 9-10
Key Areas:
When writing, student is able to explain argument and use specifics to explain and back up his or her claim/argument..use reason and evidence
When writing, student should be able to introduce topic and calculate claims, able to organize and develop their ideas and claims further...clear and coherent writing.
In terms of Speaking and listening students should engage in meaningful group discussions in which they come prepared with evidence, questions, and the desire to understand different points of view
Evidence can come from anywhere even the media and can be used so long as it is accurate and, the the student can present it clearly and concisely 
Be sure to evaluate your fellow students arguments in the same way you would your own; If you see that a student has made a false claim or has used inadequate evidence speak up
Less Important (but still need to be there):
Have range of writing, for short time (reflection and revision) and extended time (sitting for a day or two)
Use precise language and specific vocabulary terms to convey a style of writing. Able to formulate a concluding argument. The style in which you present something can affect you presentation.
Section 3: World History and Geography for Grades 9 and 10
9th Grade:
Key Areas:
Emphasizes focus on political powers and achievements, transformation of western europe and russia, interactions and distribution. Additional instruction is needed for these topics.  The course emphasizes the key themes of interactions over time, shifts in political power, and the role of belief systems
Analyze different political, social, and geographic features that aided in the development of civilization
Compare and contrast different material with-in the topic and compare and contrast from one topic to another 
Recognize and understand the opinions of multiple parties
Less important (but still need to be there):
The development of government institutions and belief systems and how they compare to modern day instances
Summarize the general ideas from middle school history classes
Understanding the spread of development in both religion and disease throughout history
Part 2: Assessments
Question types by %:
64 Questions total:
Multiple choice- 78% (50 questions)
Short answer- 20% (13 document based questions)
Long answer- .01% (1 essay question)
30%  of the questions incorporated some kind of graphic or chart
12% (6/60) involved a couple sentences reading in order to answer the multiple choice question
46% (23/50) of the multiple questions are in the form of a question with a question mark at the end
54% (27/50) are fill in the rest of the sentence
Themes as they appear in questions and the % (9.1-9.10) Starting with Grade 9
9.1 questions (development of civilizations)
9.2 questions (Belief systems: Rise and Impact)
9.3 questions (Classical Civilizations: Expansion, Achievement, Decline)
9.4 questions (Rise of Transregional Trade Networks)
9.5 questions (Political Powers and Achievements)
9.6 questions (Social and Cultural Growth and Conflict)
9.8 questions (AFRICA AND THE AMERICAS PRE-1600)
The rest of the questions involve 10th grade material (10.1-10.9).