Download District Focus

SOCIAL STUDIES
Tenth Grade – World History Studies
World History, Connections to Today by Pearson Ed., Inc.
Vocabulary
analyze
bias
categorize
cause and effect
chart
compare
conclude
contemporary
consequences
Ongoing
contrast
database
decision-making
differentiate
evaluate
frame of reference
generalization
graph
historical context
infer
innovations
limited evidence
map
multiple sources of evidence
opinion
point of view
predict
Revised 6/30/17
1
primary source
problem-solving
secondary source
sequence
summarize
technological
timeline
visuals
Social Studies
10th Grade
Vocabulary
architecture
artistic
chronology
citizen
civil participation
civilization
classical
constitutional
contemporary
convey
culture
cultural diffusion
democracy
democratic-republican
government
development of farming
development of cities
defining characteristics
economic
eras
European
equality
fundamental
geographic
geographic distributions
imperialism
influence
institutions
literature
manorialism
neolithic agricultural
revolution
originated
First Semester
origins
parallel
parliamentary
philosophical
political revolutions
previous
reformation
relative chronology
Renaissance
republic
rights
secularism
social
trace
transcend
technology
universal themes
anthropologist
apprentice
aqueduct
archaeologist
aristocrat
artifact
artisan
barter
bureaucracy
chivalry
civil service
clergy
colony
common law cuneiform
czar
diaspora
dictator
deity
dynasty
empire
epic
ethics
excommunication
fief
guild
heresy
hieroglyphics
humanism
indulgence
inflation
justification by faith
jihad
messiah
missionary
monarchy
monastery
monotheism
mosaic
mosque
multicultural
philosopher
polytheism
pope
republic
sacraments
sect
serf
Revised 6/30/17
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prehistory
technology
nomad
domesticate
civilization
surplus
hierarchy
codify
legislature
alliance
logic
assimilate
veto
satirize
medieval
secular
annul
vernacular
epidemic
icon / iconic
ethnic
usurp
predestination
abolish
acquisition
affiliation
appropriate (verb)
critical
common law
fertile
resolve
feudalism
Social Studies
10th Grade
With yellow background indicates a high stakes TEKS. The given Student Expectation will be tested on the 10th
grade TAKS.
FIRST 9 WEEKS: Foundations of Civilization
DETAILED FOCUS:
RIVER VALLEY, GREECE, ROME, INDIA, AND CHINA. DEVELOPMENT OF FARMING, CITIES, GOVERNMENTS,
CULTURE, TECHNOLOGY, AND RELIGION. HUMMURABI’S CODE, BUDDHISM, CHRISTIANITY, CONFUCIANISM,
HINDUISM, JUDAISM, ISLAM. JUSTINIAN, AND BYZANTINE EMPIRE.
TEKS Subject: World History/Knowledge
History/Historical Points of Reference
Specificity
District Focus and Resources
(1A) Identify the major eras in world history and
describe their defining characteristics. <River Valley
Civilizations, Greece, Rome> (Mastery)
3000 BC (BCE) – Pre-history: paleolithic (hunting-gathering,
nomad lifestyle, simple tools); neolithic (farming, sedentary,
specialized labor, crafts, cities)
(Rise of homo sapiens, neolithic farmers, early cities,
domestication of animals)
District Focus-River Valley Civilizations, Greece and
Rome
RESOURCES FOR NINE WEEKS:
• Video-Time/Life Series: Mesopotamia, Egypt, Greece,
Rome, China, India (GHS Library)
• Poster Set on Characteristics of Civilization for Early
Civilizations (Social Studies Closet)
3000 – 500 BC (BCE) – Early civilizations: agriculture, cities,
social hierarchy, government (Fertile Crescent, Egypt,
Mesopotamia, Indus, China, African city-states, river valley
civilizations, Mesoamerica, Andean) Influence of geography
(1B) Identify changes that resulted from important
turning points in world history such as the
development of farming; the Mongol invasions; the
development of cities; the European age of
exploration and colonization; the scientific and
industrial (more) <Dev. of farming, Dev. Of cities>
Germs, Guns & Steel Video (Social Studies Closet)
500 BC – 500 AD (CE) – Classical: Empires (Greece and
Rome, India, China), major religions (Judaism, Christianity,
Buddhism, Confucianism) and their spread, Eurasian
trade,Silk Road
Alexander the Great PowerPoint
United Streaming: Alexander the Great (24:59)
United Streaming: Toward Civilization (54:00)
AD 500 – 1500 – Religious Awakenings: Spread of
civilization (Europe, Japan, Africa), empires, Eurasian
Trade, development and spread of Islam
Turning Points in World History DBQ
Changes including:

Farming: early civilization

Mongol invasion (1300-1368): unified Eurasia,
promotion of cross-cultural contact among peoples
during Post classical era. Trade throughout Asia

Cities
District Focus-Development of Farming and Cities
Revised 6/30/17
3
Diamond, J. “The Worst Mistake in the History of
Mankind” – Article
Worst Mistake Questions for Reading
Social Studies
10th Grade
 WG 18(A) describe the impact of general
processes such as migration, war, trade,
independent inventions, and diffusion of ideas and
motivations on cultural change (correlates with
WH1B).
Sample impacts may include (but not limited to): migration,
war, trade, independent inventions, diffusion of ideas and
motivations
(1C) Apply absolute and relative chronology through
the sequencing of significant individuals, events, and
time periods.
PAP Seminar – Cities and Civilizations
Annotated, Illustrated Timeline Activity - Rome
Rome: The Eternal Empire Video (GHS Library)
Rome: The Eternal Empire Video Questions
History/Present Relates to Past
Specificity
District Focus and Resources
(2A) Identify elements in a contemporary situation
that parallel a historical situation.
Include such situations as comparisons of ethnic conflicts
today with antagonisms between cultures in the past,
religious fanaticism today with Inquisition, etc.
The Melian Dialogue – Thycydides
Melian Dialogue Questions
Examples may include modern space exploration compared
with new world exploration by European powers and the
printing press compared with the internet.
History Africa, South America, Asia
Specificity
District Focus and Resources
(6A) Summarize the major political and cultural
developments of the civilizations of sub- Saharan
Africa.
Such as:
 Kush – Kushites were skilled traders and manufactured
iron weapons and tools; Axum – Christian-ruled country
that is now Ethiopia
Time/Line Videos – Lost Civilizations – Africa (GHS
Library)
 Zimbabwe – traded gold and ivory
 West Africa (Ghana, Mali, Songhai) -trading empires
 Culturally the kingdoms of Africa shared several features
– art and sculpture, music and dance, oral history,
societies based on family ties, and animism as a
traditional religion.
(6B) Summarize the major political, economic, and
cultural developments of the civilizations in
Mesoamerica and Andean South America.
Within a specific region, how do you show change and
continuity over time?
Suggested information:
 Incas – (Peru) created terraces for farming potatoes and
corn, developed thousands of miles of stone highways,
and built temples with gold and silver
Pre-Columbian History PowerPoint
 Maya – Central America and the Yucatan Peninsula)
built pyramids, developed a very accurate calendar, and
Revised 6/30/17
4
Social Studies
10th Grade
studied astronomy
 Aztecs (Mexico) – king was religious leader as well as
political, human sacrifice was part of belief, and it was a
wealthy but warring civilization.
(6C) Summarize the major political, economic, and
cultural developments of civilizations in China, India,
and Japan.
Suggestions:
 China – religions were Confucianism, Taoism, and
Buddhism; Chinese developed civil service exams which
produced an intelligent governing class, built grand
canals and the Great Wall, invented paper money,
printing, the magnetic compass, and gunpowder, and
made silk, porcelains, and beautiful works of art.
Dynasties ruled China during the Golden Age.
Maurya-Gupta PowerPoint
Ancient China PowerPoint
Qin to Ming PowerPoint
Comparing Confucian, Legalist, and Daoist Points of View
 India – religions were Hindu and Muslim, made many
advances in science (inoculation, surgery, and a number
system based on ten) and literature, raised cotton, and
traded spices.
 Japan – Religions were Shintoism and Buddhism, much
of their culture was borrowed from China, ruled by
Shoguns and emperors (Feudalistic system), beautiful art
and architecture.
Geography/Geographic Tools
(11A) Create thematic maps, graphs, charts,
models, and databases representing various
aspects of world history.
(11B) Pose and answer questions about
geographic distributions and patterns in world history
shown on maps, graphs, charts, models, and
databases.
Specificity
District Focus and Resources
Examples may include: Use geographical database to
answer questions about demographic changes in the
Americas during the era of European colonization.
National Geographic World Atlas (Classroom Sets in SS
Closet)
Students may look at data and bring up additional
unanswered questions for research or study.
World History: Connections to Today (Prentice Hall)
Teachers Edition: p.56; p.79; p.101; p..148; p.170.
8.10(B) [pose and] answer questions about
geographic distributions and patterns shown on
maps, graphs, charts, [models, and databases].
Revised 6/30/17
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Social Studies
10th Grade
Geography/Factors on Historic Events
Specificity
(12A) Locate places and regions of historical
significance such as the Indus, Nile, Tigris and
Euphrates, and Yellow (Huang He) river valleys and
describe their physical and human characteristics.
(Mastery)
(12B) Analyze the effects of physical and human
geographic factors on major events in world history
such as the effects of the opening of the Suez Canal
on world trade patterns.
Including: trade networks, political, economic, social, and
religious institutions, record-keeping, development of
agriculture, and urban centers.
District Focus and Resources
Using examples such as oil reserves in Middle East and
dependence of industrialized world on this oil (also
importance of Persian Gulf) the search by Russia
throughout history for warm water ports, the problems of
Europe with the different ethnic groups in close proximity –
world wars and numerous smaller wars, the isolation of
China and Japan until 19th century, the need for more
space for Japan which has led to wars to gain more land,
etc.
United Streaming: Central America Today: The Heritage
of Central America; Foreign Development in Central
America (3:14)
Example: Panama Canal
WG1(A) analyze the effects of physical and
human geographic patterns and processes on
events in the past and describe their effects on
present conditions, including significant physical
features and environmental conditions that
influenced migration patterns in the past and shaped
the distribution of culture groups today (correlates
with WH12B)
WG8(B) compare ways that humans depend on,
adapt to, and modify the physical environment using
[local,] state, national, and international human
activities in a variety of cultural and technological
contexts (correlates with WH12B and WH12C)
Economics/Neolithic Agriculture Revolution
Specificity
District Focus and Resources
(13A) Identify important changes in human life
caused by the Neolithic Agricultural Revolution.
(Mastery)
Such as:
Germs, Guns & Steel Video (Social Studies Closet)
Changes – permanent villages established, especially in
river valleys where soil was rich, domestication of animals,
trading centers, and skilled workers (potters, stonecutters,
artisans, etc.) could develop with a surplus of food available.
Problems of living in close proximity included fire, disease,
floods, and wars.
Cities and civilization, long distance trade, regional
integration
Revised 6/30/17
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Social Studies
10th Grade
(13B) Explain economic, social, and geographic
factors that led to the development of the first
civilizations.
Such as:
Factors including at least one of the following: humans
learned to save and plant seeds so they could live in one
place, the climate grew warmer, population growth made
farming and settling in one area necessary, animals had
been domesticated to provide food products and assist with
work, etc.
Mesopotamia PowerPoint
Egypt PowerPoint
Agriculture, urbanization, specialization of labor, social
hierarchy
General Requirements
Specificity
District Focus and Resources
(16A) Trace the process by which democraticrepublican government evolved from its beginnings
in classical Greece and Rome, through
developments in England, and continuing with the
Enlightenment.
Include Greece, Rome, Magna Carta, English Parliament
and the limited democracy developed in England, and
Enlightenment thinkers such as Montesquieu – separation of
powers, Rousseau – The Social Contract, Locke – consent
of the governed, and Hobbes.
Ancient Greece PowerPoint
Ancient Rome PowerPoint
United Streaming: Great Books – Plato’s Republic
(27:00)
Continue tracing the process by analyzing basic principles
reflected in the U.S. Constitution, including limited
government, republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and
individual rights (Links to TEKS 8.16D)
PAP Seminar – Empires of the Ancient World
Define and give examples of unalienable rights (Links to
8.20A, 5 lowest TEKS)
(16B) Identify the impact of political and legal ideas
contained in significant historic documents, including
Hammurabi’s Code, Justinian’s Code of Laws,
Magna Carta, John Locke s Two Treatises of
Government, and the Declaration of Independence.
<Hammurabi’s Code>(more)
Include all listed plus English Bill of Rights and English
common law.
Include colonial grievances listed in Declaration of
Independence and explain how those grievances were
addressed in the U.S. Constitution and the Bill of Rights.
(Links to 8.16C)
District FocusHammurabi’s Code (Mastery)
Magna Carta (Mastery)
Declaration of Independence (Mastery)
Mesopotamia PowerPoint
Some impacts: popular sovereignty, individual rights, limited
government, social contract, right to revolt against tyranny
Revised 6/30/17
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Social Studies
10th Grade
Content Requirements
Specificity
District Focus and Resources
(17A) Evaluate political choices and decisions that
individuals, groups, and nations have made in the
past, taking into account historical context, and
apply this knowledge to the analysis of choices and
decisions faced by contemporary societies. (more)
Such as multiple examples of choices including monarchies
and revolutions, Lenin’s Communist Revolution in Russia,
rise of dictators prior to WW II, difficulties faced in Latin
America and Africa since nationalistic movements began
there, etc.
Rome: The Eternal Empire Video (GHS Library)
Rome: The Eternal Empire Video Questions
(17B) Describe the different roles of citizens and
non-citizens in historical cultures, especially as the
roles pertain to civic participation.
Roles in Greek (Sparta/Athens) and Roman society
Ancient Greece PowerPoint
Ancient Rome PowerPoint
Political rights, military service
The Melian Dialogue – Thycydides
Melian Dialogue Questions
Difference between subject and citizen
Citizenship
Specificity
District Focus and Resources
(18A) Trace the historical development of the rule of
law and rights and responsibilities, beginning in the
ancient world and continuing to the beginning of the
first modern constitutional republics.
Include the Code of Hammurabi, the Hebrew code of law,
Roman codification of laws, habeas corpus, and Napoleonic
Code, Greek/Roman constitutions, Magna Carta, English Bill
of Rights, Two Treatises, U.S. Constitution, Declaration of
Rights of Man and of the Citizen, U.S. Bill of Rights.
Ancient Greece PowerPoint
Ancient Rome PowerPoint
(18B) Summarize the worldwide influence of ideas
concerning rights and responsibilities that originated
from Greco-Roman and Judeo-Christian ideals in
Western civilization such as equality before the law.
Includes the Ten Commandments, equality before the law,
and principles of Roman law (e.g., reasonable doubt, unfair
laws set aside, and right of charged person to face an
accuser, innocent until proven guilty).
(18C) Identify examples of political, economic, and
social oppression and violations of human rights
throughout history, including slavery, the Holocaust,
other examples of genocide, and politicallymotivated mass murders in Cambodia, China, and
the (more)
Include all listed examples plus the Inquisition, pogroms,
ghettos, etc.
Slavery (Mastery)
Holocaust (Mastery)
Describe the deterioration of conditions for Jews in Germany
in the 1930s and 1940s, the establishment of ghettos and
concentration camps, and the program of genocide
Empathize the short-term and long-term effects of the
Holocaust on the Jewish people
Ottoman massacre of Armenians (1915-1918)
Stalin’s Great Purge
Pol Pot’s Killing Fields in Cambodia
Rwanda in the 1990’s
Revised 6/30/17
8
Social Studies
10th Grade
Darfur today
Culture/Impact of Religion
Specificity
District Focus and Resources
(19A) Compare the historical origins, central ideas,
and the spread of major religious and philosophical
traditions including Buddhism, Christianity,
Confucianism, Hinduism, Islam, and Judaism.
Includes all listed religions, founders, philosophies,
principles, and geographic location of followers world-wide.
District Focus-Buddhism, Christianity (Mastery),
Confucianism, Hinduism, Islam, and Judaism (Mastery)
Filmstrip and Video Series: Comparative Religions
Religion Posters
Ancient Hebrews PowerPoint
Buddhism PowerPoint
Confucianism-Taoism PowerPoint
Islam PowerPoint
Rise of Christianity PowerPoint
United Streaming: Religions of the World – Islam (28:00)
United Streaming: Religions of the World – Christianity
(28:14)
United Streaming: Religions of the World – Judaism
(27:47)
United Streaming: Religions of the World – Buddhism
(28:10)
United Streaming: The Roots of Religion (55.29)
Trade and spread of religion: silk roads, European
exploration, trans-Sahara trade routes, Indian Ocean trade
routes
Missionaries
(19B) Identify examples of religious influence in
historic and contemporary world events.
Include Muslim efforts in the Middle Ages to keep learning
alive, influence of the Christian Church in the Middle Ages,
Crusades, Reformation, conflicts in the Middle East,
influence of religious fundamentalists, etc…
Analyzes the causes and effects of the split in the Christian
Church in the 8th century, including definitions of
excommunication, heretic , and iconoclast
Byzantium PowerPoint
PAP Seminar – The Byzantine Empire
Describes the structure and function of the Church during
the late Middle Ages, including definitions of interdict, legate
, friar, lay investiture, simony, and canon law
Motive for European exploration
Culture/Arts and Times
Specificity
(20A) Identify significant examples of art and
architecture that demonstrate an artistic ideal or
visual principle from selected cultures.
Pyramids of Egypt, classical art and architecture from
Greece and Rome, Gothic architecture of the Middle Ages,
art and architecture of the Renaissance, Chinese and
Japanese art and architecture, Taj Mahal, painters of late
Renaissance and modern times in Europe, Islamic art and
District Focus and Resources
Revised 6/30/17
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The Etruscans PowerPoint
Comparing Renaissance and Medieval Art Lesson Plan
Social Studies
10th Grade
architecture, etc…
(20B) Analyze examples of how art, architecture,
literature, music, and drama reflect the history of
cultures in which they are produced.
Greek sculpture (Dorophoros by Polyclitus), Greek
architecture (Parthenon of Athens)
Example: Have students examine the relationships between
romantic, realistic and impressionistic art during the
Industrial Revolution
(20C) Identify examples of art, music, and literature
that transcend the cultures in which they were
created and convey universal themes.
Diffusion of American culture in worldwide markets.
General Requirements
Specificity
(21A) Analyze the specific roles of women, children,
and families in different historical cultures.
“Italian Food in Texas”
Optional Project for 1st 9-weeks – Gifts from the Ancient
World
District Focus and Resources
Greece, Rome, African cultures, China and Japan, Muslim
countries, etc…
Compare and contrast the roles of women in ancient
Athens, Sparta, and Rome
Explain the code of chivalry and its effect on the role of
women
(21B) Describe the political, economic, and cultural
influence of women in different historical cultures.
Such as Cleopatra and Madam Curie, artists and writers,
scientists, humanitarians, suffragettes, political activists,
women in the workplace, women in the military, religious
leaders, etc.
Elizabeth I, Catherine the Great
Content Requirements
(22A) Summarize the fundamental ideas and
institutions of Eastern civilizations that originated in
China and India.
Specificity
District Focus and Resources
Include Confucianism, Taoism, Buddhism, and Hinduism:
also, institutions such as the caste system.
Describes how the Japanese borrowed from the Chinese
culture during the 500s
Comparing Confucian, Legalist, and Daoist Points of View
Group vs. individuality
(22B) Summarize the fundamental ideas and
institutions of Western civilizations that originated in
Greece and Rome. (Mastery)
Buddhism PowerPoint
Confucianism-Taoism PowerPoint
United Streaming: Destiny Determined – Power and
Ritual in Asia (54:00)
Include democracy, citizenship, the republican form of
government, system of justice, Christianity, etc.
Revised 6/30/17
10
Social Studies
10th Grade
Science, Technology, and Society
Specificity
(23A) Give examples of major mathematical and
scientific discoveries and technological innovations
that occurred at different periods in history and
describe the changes produced by these discoveries
and innovations.
(23B) Identify new ideas in mathematics, science,
and technology that occurred during the GrecoRoman, Indian, Islamic, and Chinese civilizations
and trace the spread of these ideas to other
civilizations. <Greco-Roman, Indian, Chinese>
Include discoveries and innovations in farming,
transportation, communication, warfare, medicine, industry,
etc…
District Focus and Resources
Include examples from all listed civilizations and their
spread.
Greco-Roman
Math: geometry, pi
Science: specific gravity, Earth is round, heliocentric
Technology: domes, arches, aqueducts
Indian: algebra, concept of zero, numerical systems
Islamic (crossroads for cultural exchange)
Math: Indian numerical system to Europe, algebra
Science: medicine
Technology: astrolabe
Chinese
Math
Technology: papermaking, rudder, fore and aft rigging,
gunpowder, printing, compass, silkmaking
TEKS Subject: World History/Social Studies Skills
Critical Thinking Skills
Specificity
District Focus-Greco-Roman, Indian, and Chinese
House of Wisdom – Book available from Nancy Hester
PBS Video – Islam: Segment on House of Wisdom
(Social Studies Closet)
District Focus and Resources
(25A) Identify ways archaeologists,
anthropologists, historians, and geographers
analyze limited evidence.
(25B) Locate and use primary and secondary
sources such as computer software, databases,
media and news services, biographies, interviews,
and artifacts to acquire information. (Mastery)
(25C) Analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and
predictions, and drawing inferences and
conclusions.
Tested skills:
1. sequencing,
2. categorizing,
3. identifying cause-and-effect relationships,
4. comparing &contrasting,
5. finding the main idea,
6. summarizing,
7. making generalizations and predictions, and
8. drawing inferences and conclusions.
Revised 6/30/17
11
Annotated, Illustrated Timeline Activity - Rome
Social Studies
10th Grade
(25D) Explain and apply different methods that
historians use to interpret the past, including the use
of primary and secondary sources, points of view,
frames of reference, and historical context.
(25E) Use the process of historical inquiry to
research, interpret, and use multiple sources of
evidence. (Mastery)
(25G) Identify bias in written, oral, and visual
material.
(25H) Support a point of view on a social studies
issue or event.
Points of View Activity
Athens/Sparta Debate Activity
(25I) Use appropriate mathematical skills to
interpret social studies information such as maps
and graphs.
(8.30 D) Identify points of view from the historical
context surrounding an event and the frame of
reference which influenced the participants
8.30 (F) Identify bias in written, [oral,] and visual
material
Communication Skills
Specificity
District Focus and Resources
(26A) Use social studies terminology correctly.
(26B) Use standard grammar, spelling, sentence
structure, and punctuation.
(26C) Interpret [and create databases, research
outlines, bibliographies], and visuals including
graphs, charts, timelines, and maps.
Visuals that may be tested:
1. graphs
2. charts
3. timelines, and
4. maps
WG6(A)[ Locate settlements and] observe
patterns in the size and distribution of cities using
maps, graphics, and other information (correlates
with WH26C)
(26D) Transfer information from one medium to
another, including written to visual and statistical to
written or visual, using computer software as
appropriate.
Revised 6/30/17
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Social Studies
10th Grade
8.30 (A) Differentiate between, locate, and] use
primary and secondary sources [such as computer
software, databases, media and news services,
biographies, interviews, and artifacts] to acquire
information about the United States.
Problem-Solving and Decision-Making
Skills
Specificity
District Focus and Resources
(27A) Use a problem-solving process to identify a
problem, gather information, list and consider
options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the
effectiveness of the solution.
(27B) Use a decision-making process to identify a
situation that requires a decision, gather information,
identify options, predict consequences, and take
action to implement a decision.
SECOND 9 WEEKS: Religion Impacts Culture & Change
DETAILED FOCUS:
EUROPEAN MIDDLE AGES, EARLY AFRICA TO AMERICA, EUROPEAN RENAISSANCE, MONGOL INVASION, MAGNA
CARTA, EXPLORATION, ABSOLUTISM
TEKS Subject: World History/Knowledge
Revised 6/30/17
13
Social Studies
10th Grade
History/Historical Points of Reference
Specificity
District Focus and Resources
(1A) Identify the major eras in world history and
describe their defining characteristics. <European
Middle Ages, Early Africa to America, European
Ren., Exploration, Absolutism>
AD 1500 – 1800 – Early Modern: Global trade networks,
cultural diffusion and biological exchange; includes
Renaissance and Reformation. Global trade, biological
exchange, cultural diffusion
District Focus- European Middle Ages, Early Africa to
America, European Renaissance
RESOURCES FOR NINE WEEKS:
• Various Videos: Islam, Middle Ages and Africa
• Chapter Summaries on Tape/Resource Box that comes
with Text
• Audio Tapes: Music of Various Periods
1750 – 1914 – Revolutions and Imperialism: political
revolutions (American, French), Industrial Revolution and
New Imperialism. Political revolution, industrialization, and
imperialism
(Note: Middle Ages, Renaissance, Reformation, Scientific
Revolution, etc., are periods/eras of European/Western
history, not world history)
(1B) Identify changes that resulted from important
turning points in world history such as the
development of farming; the Mongol invasions; the
development of cities; the European age of
exploration and colonization; the scientific and
industrial (more) <Mongol Invasion>
Changes including:

Mongol invasion (1300-1368): unified Eurasia,
promotion of cross-cultural contact among peoples
during Post classical era. Trade throughout Asia

Cities

Age of Exploration: Global trade network during early
modern era; Columbian Exchange

Scientific revolution: Theism to Rationalism

English Civil War
**United Streaming: World History: The Modern Era 51Short Segments on varied topics from Renaissnce to
Industrialization
United Streaming: Viking Discoveries – The History and
Culture of Seafaring (9:32)
District Focus-Mongol Invasion
European Exploration PowerPoint
Black Plague PowerPoint
United Streaming: Civilizations in Conflict – Byzantium,
Islam and the Crusades [330-1455] (17:06)
United Streaming: Byzantium (51:34)
PAP Seminar – Invaders, Traders and Empire Builders
(1C) Apply absolute and relative chronology
through the sequencing of significant individuals,
events, and time periods.
(1D) Explain the significance of the following dates:
1066, 1215, 1492
Significance is defined by how it impacts future societies.
History/Present Relates to Past
Specificity
Analyze importance of:

1066 Norman Invasion of England: centralized
government

1215 Signing of the Magna Carta: limited government

1492 Columbus’ voyage and arrival in Americas:
colonization

1789 French Revolution began: decline of absolutism

1914-1918 World War I: end of monarchies

1939-1945 World War II: super powers
District Focus-1066 and 1215
1066, 1492, 1789, 1914-1918, 1939-1945 (Mastery)
District Focus and Resources
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Social Studies
10th Grade
(2A) Identify elements in a contemporary situation
that parallel a historical situation.
(2B) Describe variables in a contemporary situation
that could result in different outcomes.
Include such situations as comparisons of ethnic conflicts
today with antagonisms between cultures in the past,
religious fanaticism today with Inquisition, etc.
Examples may include modern space exploration
compared with new world exploration by European powers
and the printing press compared with the internet.
Including tolerance and acceptance of differences,
compromise, etc. as well as other variables.
Examples may include :
Post-world war treaties
Post-war occupation strategies (Japan, Germany, and Iraq)
Compare end of South African apartheid with modern
concerns between Israelis and Palestinians.
History/Collapse of Roman Empire
Specificity
District Focus and Resources
(3A) Compare medieval Europe with previous
civilizations.
Classical Mediterranean civilizations: Greece and Rome
Classical Southwest Asian civilizations: Persia
Classical South Asian civilizations: Mauryan and Gupta
India
China during the Warring States Period, Qin, Han dynasty
Any of the first civilizations
Medieval Europe PowerPoint
Maurya-Gupta PowerPoint
Qin to Ming PowerPoint
(3B) Describe the major characteristics of the
political system of feudalism, the economic system
of manorialism, and the authority exerted by the
Roman Catholic Church. (Mastery)
Feudalism is a hierarchical, political system based on the
rule of local lords bound to a king by oath of loyalty. It
developed in Western Europe during the Middle Ages as a
system of local defense against invaders.
Compare and Contrast European Feudalism and Japanese
Feudalism
Medieval Europe PowerPoint
Feudal Japan PowerPoint
Feudalism is not limited to Western Europe. In 1192 A.D.
Military activities became the focus of society and
successful warrior families administered the country in
exchange for land and titles. By 1600 Japan was divided
into several hundred feudal domains ruled by lords who
competed for local power. In 1603 the Tokugawa house
rose to the status of shogunate and unified the country
under military dominion. This changed in 1867 when
Mutsuhito became Japanese emperor and transformed
Japan from a closed feudal society to a world power.
Manorialism is an economic system based on the manor,
lands including a village and surrounding acreage which
were administered by a lord in order to increase agricultural
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Social Studies
10th Grade
production.
The Church exerted considerable control over society
during the Middle Ages. The Roman Catholic Church
influenced behavior in villages, cities, and even the
government in Catholic nations such as France and Spain.
(3C) Identify the political, economic, and social
impact of the Crusades.
Include the following information:
The Crusades were a series of military adventures
undertaken between 1096 A.D. and 1270 A.D. by
European Christians to free the Holy Land from Muslim
rule. Some Christian kingdoms were established but the
Crusades deteriorated into commercial wars and attacks
against heresy before they ended. Led to the European
Renaissance.
United Streaming: Protestant Reformation [1512-1565]
(21:15)
PAP Seminar – Raiders, Traders and Crusaders
Political – Decline in papal prestige, in the power of nobles
in the feudal system, and in Constantinople (it was never
again the power it had been). The end of the Crusades
signaled the end of the Middle Ages as loyalties to nations
began to form.
Economic – stimulated trade between Middle East and
Europe and helped create a middle class of merchants and
traders in Medieval Europe.
Social – promoted hostility among Muslims, Christians, and
Jews and lessened importance of Christian Church in daily
life.
History/European Expansion
Specificity
District Focus and Resources
(5A) Identify causes of European expansion
beginning in the 16th century. (Mastery)
Include the following information:
United Streaming: Great Age of Exploration [1400-1550]
(30:55)
(5B) Explain the political, economic, cultural, and
technological influences of European expansion on
both Europeans and non-Europeans, beginning in
the 16th century.
Include the following information:
Causes – Renaissance ideas, desire for trade routes,
spices, and profits, desire to spread Christianity, and new
technologies in ships and sailing.
Influences – Age of Discovery brought all continents
around the Atlantic into contact with one another.
Results - Epidemics (measles, smallpox, influenza) spread
through the native populations that came into contact with
European explorers and huge percentages of the people
were destroyed; goods and ideas were exchanged
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European Exploration PowerPoint
United Streaming: Conquistadors: Hernan Cortes (1:00)
United Streaming: Exploring the World: Fernidand
Megellan and the 1st Voyage Around the World (16:49)
United Streaming: Age of Discovery (23:23)
United Streaming: Gunpowder and the Explosion of World
Social Studies
10th Grade
(Columbian Exchange). Slave trading from Africa began.
War (54:00)
Suggestions:
 Comparing African and European views on slavery
(Example: the effects of the Atlantic slave trade on the
economies and politics of African kingdoms)
PAP Seminar - Exploration
 Causes and effects of European domination of trade
with southeastern Asia in the 1500s and 1600s,
including changes that resulted;
 Early exploration of Africa’s west coast (Example: the
roles of Prince Henry the Navigator, Bartholomeu Dias,
and Vasco da Gama)
 Reasons for and effects of European explorations from
the 1500-1800
 Spread of printing press
 Spread of gunpowder weapons
Effects of Exploration 1500-1800:
Americas:
Political: destruction of indigenous political systems;
incorporated into European colonial governments;
indigenous decline and European rule
Economic: compulsory/slave labor systems; plantation
agriculture based on Eurasian crops; mineral wealth
exported (silver); mercantilism
Cultural: Mestizo society; introduction of Christianity
Technological: European technology and tools (guns)
Africa (particularly West Africa):
Political: trade in slaves promoted warfare between African
states; European weapons (guns) become an important
component of political power; Europeans control very little
territory in Africa
Economic: Atlantic slave trade increased demand for
African slaves by Europeans; volume of trade increased;
trade patterns shifted to west coast; demand for European
manufactured goods (guns)
Cultural: introduction of Christianity to west
Africa; African artists created products for European
markets
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Social Studies
10th Grade
Technological: gunpowder guns
Asia (South, Southwest, Southeast):
Political: few political effects
Economic: Europeans compete on Indian Ocean trade
routes; establish trade empires (ports); Europeans control
spice trade
Cultural: introduction of tobacco and coffee
Technological: European firearms; printing press
China:
Political: few
Economic: population growth from Columbian Exchange
and European demand for Chinese products led to
economic growth
Cultural: introduction of Christianity
Technological: European firearms; European geography and
astronomy; clocks
Japan:
Political: European firearms contributed to unification under
Tokugawa
Economic: Eurasian contact leads to strict government
regulation of foreign trade; focus on domestic economy
Cultural: Christianity initially accepted and later persecuted
by government; Tokugawa limits western influence
Technological: introduction of European firearms
Europe:
Political: strengthened monarchs
Economics: commercial revolution; urbanization;
population growth
Cultural: tobacco
Technological: diffused rather than received technology
History/European Renaissance/Reformation
Eras
Specificity
District Focus and Resources
(4B) Identify the effects of the European
Renaissance and the Reformation eras. (Mastery)
Analyzes the effects of Renaissance technological
developments on exploration, including the design of the
caravel and improvements in the magnetic compass and
the astrolabe
Protestant Reformation PowerPoint
PAP Seminar – Renaissance and Reformation
Analyzes the effects of colonial expansion on the European
economy in the 1600s and 1700s, including the commercial
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Social Studies
10th Grade
revolution, capitalism, mercantilism, the rise of the middle
class (bourgeoisie ), and the growth of cities
Analyzes the effects of the Protestant Reformation in
England and France, including the Edict of Nantes and the
wars of religion (1598)
Effects – Scientific thinking increased knowledge of the
universe continued to limit international authority of the
church and the Catholic Church made reforms.
Describes the struggles between Catholics and Protestants
in the nation-states of Europe in the 1600s, including the
Thirty Years War (1618–1648) in the German states,
Cardinal Richelieu’s treatment of the Huguenots in France,
and the rise and fall of the British Commonwealth under
Oliver Cromwell (1649–1660)
Geography/Geographic Tools
Specificity
District Focus and Resources
(11A) Create thematic maps, graphs, charts,
models, and databases representing various
aspects of world history.
(11B) Pose and answer questions about geographic
distributions and patterns in world history shown on
maps, graphs, charts, models, and databases.
Examples may include: Use geographical database to
answer questions about demographic changes in the
Americas during the era of European colonization.
Students may look at data and bring up additional
unanswered questions for research or study.
WG1(B) trace the spatial diffusion of a
phenomenon and describe its effects on regions of
contact such as the spread of bubonic plague, the
diffusion and exchange of foods between the New
and Old Worlds, [or the diffusion of American slang]
(correlates with WH11B).
Columbian Exchange Poster (Social Studies Closet)
Epidemics and Spatial Diffusion DBQ
Geography/Factors on Historic Events
Specificity
(12C) Interpret historical and contemporary maps
to identify and explain geographic factors such as
control of the Straits of Hormuz that have influenced
people and events in the past.
Include any event or place from; plus Straits of Hormuz
(the straits linking the Persian Gulf with the Gulf of Oman),
the Suez Canal, the Dardanelles, and others.
District Focus and Resources
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Social Studies
10th Grade
WG21(C) [Construct] and interpret maps to
answer geographic questions, infer geographic
relationships, and analyze geographic change
(correlates with WH11B and WH12C).
General Requirements
Specificity
District Focus and Resources
(16A) Trace the process by which democraticrepublican government evolved from its beginnings
in classical Greece and Rome, through
developments in England, and continuing with the
Enlightenment. (Mastery)
Include Greece, Rome, Magna Carta, English Parliament
and the limited democracy developed in England, and
Enlightenment thinkers such as Montesquieu – separation of
powers, Rousseau – The Social Contract, Locke – consent
of the governed, and Hobbes.
English Constitutional PowerPoint
The Enlightenment PowerPoint
United Streaming: All About the Enlightenment: The Age
of Reason (15:24)
Continue tracing the process by analyzing basic principles
reflected in the U.S. Constitution, including limited
government, republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and
individual rights (Links to TEKS 8.16D)
Define and give examples of unalienable rights (Links to
8.20A, 5 lowest TEKS)
(16B) Identify the impact of political and legal ideas
contained in significant historic documents, including
Hammurabi s Code, Justinian's Code of Laws,
Magna Carta, John Locke s Two Treatises of
Government, and the Declaration of Independence.
(more) <Justinian, Magna Carta>
Include all listed plus English Bill of Rights and English
common law.
District Focus-Justinian and Magna Carta
Include colonial grievances listed in Declaration of
Independence and explain how those grievances were
addressed in the U.S. Constitution and the Bill of Rights.
(Links to 8.16C)
Some impacts: popular sovereignty, individual rights, limited
government, social contract, right to revolt against tyranny
Content Requirements
Specificity
District Focus and Resources
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Social Studies
10th Grade
(17A) Evaluate political choices and decisions that
individuals, groups, and nations have made in the
past, taking into account historical context, and
apply this knowledge to the analysis of choices and
decisions faced by contemporary societies. (more)
Such as multiple examples of choices including monarchies
and revolutions, Lenin’s Communist Revolution in Russia,
rise of dictators prior to WW II, difficulties faced in Latin
America and Africa since nationalistic movements began
there, etc.
(17B) Describe the different roles of citizens and
non-citizens in historical cultures, especially as the
roles pertain to civic participation.
Roles in Greek (Sparta/Athens) and Roman society
United Streaming: Israel and Palestine – The Roots of
Conflict (22:40)
United Streaming: Reform at All Costs (55:30)
Political rights, military service
Difference between subject and citizen
Citizenship
Specificity
(18A) Trace the historical development of the rule of
law and rights and responsibilities, beginning in the
ancient world and continuing to the beginning of the
first modern constitutional republics.
Include the Code of Hammurabi, the Hebrew code of law,
Roman codification of laws, habeas corpus, and Napoleonic
Code, Greek/Roman constitutions, Magna Carta, English Bill
of Rights, Two Treatises, U.S. Constitution, Declaration of
Rights of Man and of the Citizen, U.S. Bill of Rights.
District Focus and Resources
(18B) Summarize the worldwide influence of ideas
concerning rights and responsibilities that originated
from Greco-Roman and Judeo-Christian ideals in
Western civilization such as equality before the law.
Includes the Ten Commandments, equality before the law,
and principles of Roman law (e.g., reasonable doubt, unfair
laws set aside, and right of charged person to face an
accuser, innocent until proven guilty).
(18C) Identify examples of political, economic, and
social oppression and violations of human rights
throughout history, including slavery, the Holocaust,
other examples of genocide, and politicallymotivated mass murders in Cambodia, China, and
the (more)
Include all listed examples plus the Inquisition, pogroms,
ghettos, etc.
Absolutism PowerPoint
Describes the deterioration of conditions for Jews in
Germany in the 1930s and 1940s, the establishment of
ghettos and concentration camps, and the program of
genocide
Empathize the short-term and long-term effects of the
Holocaust on the Jewish people
Ottoman massacre of Armenians (1915-1918)
Stalin’s Great Purge
Pol Pot’s Killing Fields in Cambodia
Rwanda in the 1990’s
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Social Studies
10th Grade
Darfur today
8.20 (A) Define and give examples of unalienable
rights;
Unalienable rights are fundamental rights guaranteed to
people naturally instead of by the law. The Declaration of
Independence stated, “That all men are created equal, that
they are endowed by their Creator with certain unalienable
rights; that among these are life, liberty, and the pursuit of
happiness.”
8.20B Summarize rights guaranteed in the Bill of
Rights.
Amendment I - Congress shall make no law respecting an
establishment of religion, or prohibiting the free exercise
thereof; or abridging the freedom of speech, or of the press;
or the right of the people peaceably to assemble, and to
petition the government for a redress of grievances.
Amendment II - A well regulated militia, being necessary to
the security of a free state, the right of the people to keep
and bear arms, shall not be infringed.
Amendment III - No soldier shall, in time of peace be
quartered in any house, without the consent of the owner,
nor in time of war, but in a manner to be prescribed by law.
Amendment IV - The right of the people to be secure in their
persons, houses, papers, and effects, against unreasonable
searches and seizures, shall not be violated, and no
warrants shall issue, but upon probable cause, supported by
oath or affirmation, and particularly describing the place to
be searched, and the persons or things to be seized.
Amendment V - No person shall be held to answer for a
capital, or otherwise infamous crime, unless on a
presentment or indictment of a grand jury, except in cases
arising in the land or naval forces, or in the militia, when in
actual service in time of war or public danger; nor shall any
person be subject for the same offense to be twice put in
jeopardy of life or limb; nor shall be compelled in any
criminal case to be a witness against himself, nor be
deprived of life, liberty, or property, without due process of
law; nor shall private property be taken for public use,
without just compensation.
Amendment VI - In all criminal prosecutions, the accused
shall enjoy the right to a speedy and public trial, by an
impartial jury of the state and district wherein the crime shall
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Absolutism PowerPoint
Social Studies
10th Grade
have been committed, which district shall have been
previously ascertained by law, and to be informed of the
nature and cause of the accusation; to be confronted with
the witnesses against him; to have compulsory process for
obtaining witnesses in his favor, and to have the assistance
of counsel for his defense.
Amendment VII - In suits at common law, where the value in
controversy shall exceed twenty dollars, the right of trial by
jury shall be preserved, and no fact tried by a jury, shall be
otherwise reexamined in any court of the United States, than
according to the rules of the common law.
Amendment VIII - Excessive bail shall not be required, nor
excessive fines imposed, nor cruel and unusual
punishments inflicted.
Amendment IX - The enumeration in the Constitution, of
certain rights, shall not be construed to deny or disparage
others retained by the people.
Amendment X - The powers not delegated to the United
States by the Constitution, nor prohibited by it to the states,
are reserved to the states respectively, or to the people.
8.22 (B) Describe the importance of free speech
and press in a democratic society.
Culture/Impact of Religion
Specificity
District Focus and Resources
(19A) Compare the historical origins, central ideas,
and the spread of major religious and philosophical
traditions including Buddhism, Christianity,
Confucianism, Hinduism, Islam, and Judaism.
<Islam>
Includes all listed religions, founders, philosophies,
principles, and geographic location of followers world-wide.
District Focus-Islam
Islam PowerPoint
Trade and spread of religion: silk roads, European
exploration, trans-Sahara trade routes, Indian Ocean trade
routes
Missionaries
(19B) Identify examples of religious influence in
historic and contemporary world events.
Include Muslim efforts in the Middle Ages to keep learning
alive, influence of the Christian Church in the Middle Ages,
Crusades, Reformation, conflicts in the Middle East,
influence of religious fundamentalists, etc…
Islam PowerPoint
Absolutism PowerPoint
Analyzes the causes and effects of the split in the Christian
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Social Studies
10th Grade
Church in the 8th century, including definitions of
excommunication, heretic , and iconoclast
Describes the structure and function of the Church during
the late Middle Ages, including definitions of interdict, legate
, friar, lay investiture, simony, and canon law
Motive for European exploration
Culture/Arts and Times
Specificity
District Focus and Resources
(20A) Identify significant examples of art and
architecture that demonstrate an artistic ideal or
visual principle from selected cultures.
Pyramids of Egypt, classical art and architecture from
Greece and Rome, Gothic architecture of the Middle Ages,
art and architecture of the Renaissance, Chinese and
Japanese art and architecture, Taj Mahal, painters of late
Renaissance and modern times in Europe, Islamic art and
architecture, etc…
United Streaming: About the Renaissance – Part One:
Historical Background, Beginnings of Art (14:58)
Greek sculpture (Dorophoros by Polyclitus), Greek
architecture (Parthenon of Athens)
(20B) Analyze examples of how art, architecture,
literature, music, and drama reflect the history of
cultures in which they are produced.
Example: Have students examine the relationships between
romantic, realistic and impressionistic art during the
Industrial Revolution
(20C) Identify examples of art, music, and literature
that transcend the cultures in which they were
created and convey universal themes.
Diffusion of American culture in worldwide markets.
General Requirements
Specificity
(21A) Analyze the specific roles of women,
children, and families in different historical cultures.
United Streaming: Michelangelo (18:03)
Islamic Art PowerPoint
“Italian Food in Texas”
District Focus and Resources
Greece, Rome, African cultures, China and Japan, Muslim
countries, etc…
Compare and contrast the roles of women in ancient
Athens, Sparta, and Rome
Explain the code of chivalry and its effect on the role of
women
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Social Studies
10th Grade
(21B) Describe the political, economic, and cultural
influence of women in different historical cultures.
Such as Cleopatra and Madam Curie, artists and writers,
scientists, humanitarians, suffragettes, political activists,
women in the workplace, women in the military, religious
leaders, etc.
Elizabeth I, Catherine the Great
Elizabeth: A Queen Who Shaped an Age Video (GHS
Library)
United Streaming: Royal Diaries – Red Rose of the
House of Tudor – Elizabeth I (31:49)
Content Requirements
Specificity
District Focus and Resources
Science, Technology, and Society
Specificity
District Focus and Resources
(23A) Give examples of major mathematical and
scientific discoveries and technological innovations
that occurred at different periods in history and
describe the changes produced by these discoveries
and innovations.
Include discoveries and innovations in farming,
transportation, communication, warfare, medicine, industry,
etc…
United Streaming: Renaissance – Part Two: Science,
Invention, Architecture, Exploration and Religious Reform
(15:00)
(23B)Identify new ideas in mathematics, science,
and technology that occurred during the GrecoRoman, Indian, Islamic, and Chinese civilizations
and trace the spread of these ideas to other
civilizations. <Islamic>
Include examples from all listed civilizations and their
spread.
District Focus-Islamic
(23C) Summarize the ideas in astronomy,
mathematics, and architectural engineering that
developed in Mesoamerica and Andean South
America.
Mesoamerica includes México and Central America.
Sedentary agriculture in the Western Hemisphere developed
here and in Peru in South America and contributed to the
rise of civilizations which sustained themselves through their
food production and wielded control over less stable
societies. Ancient civilizations in the area included the
Mayas, Aztecs, and Incas.
Greco-Roman
Math: geometry, pi
Science: specific gravity, Earth is round, heliocentric
Technology: domes, arches, aqueducts
Indian: algebra, concept of zero, numerical systems
Islamic (crossroads for cultural exchange)
Math: Indian numerical system to Europe, algebra
Science: medicine
Technology: astrolabe
Chinese
Math
Science
Technology: papermaking, rudder, fore and aft rigging,
gunpowder, printing, compass, silk making
Copernicus (Mastery)
Maya: solar and sacred calendars, step pyramids
Aztec: city of Tenochtitlan, pyramids
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Social Studies
10th Grade
Inca: Quipu, possible solar observatory, cities of Machu
Picchu and Cuzco, roads
(23D) Describe the origins of the scientific
revolution in 16th-century Europe and explain its
impact on scientific thinking worldwide.
Scientific Revolution began about the time of the
Reformation and changed European thought profoundly
before affecting other areas. Causes: Renaissance thinkers
and artists set new standards for the study of nature and
natural objects, technological innovations made new
discoveries in science possible, and mathematical thinking
explained many mysteries in science.
Describe the effects of the Scientific Revolution
TEKS Subject: World History/Social Studies Skills
Critical Thinking Skills
Specificity
District Focus and Resources
United Streaming: Great Egyptians – Ramses the Great
(51:34)
(25A) Identify ways archaeologists,
anthropologists, historians, and geographers
analyze limited evidence.
(25B) Locate and use primary and secondary
sources such as computer software, databases,
media and news services, biographies, interviews,
and artifacts to acquire information.
(25C) Analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and
predictions, and drawing inferences and
conclusions.
(25D) Explain and apply different methods that
historians use to interpret the past, including the use
of primary and secondary sources, points of view,
frames of reference, and historical context.
United Streaming: Israel and Palestine – The Roots of
Conflict (22:40)
(25E) Use the process of historical inquiry to
research, interpret, and use multiple sources of
evidence.
(25F) Evaluate the validity of a source based on
language, corroboration with other sources, and
information about the author.
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Social Studies
10th Grade
(25G) Identify bias in written, oral, and visual
material.
(25H) Support a point of view on a social studies
issue or event. (Mastery)
(25I) Use appropriate mathematical skills to
interpret social studies information such as maps
and graphs.
Communication Skills
Specificity
District Focus and Resources
Specificity
District Focus and Resources
(26A) Use social studies terminology correctly.
(26B) Use standard grammar, spelling, sentence
structure, and punctuation.
(26C) Interpret and create databases, research
outlines, bibliographies, and visuals including
graphs, charts, timelines, and maps.
(26D) Transfer information from one medium to
another, including written to visual and statistical to
written or visual, using computer software as
appropriate.
Problem-Solving and Decision-Making
Skills
(27A) Use a problem-solving process to identify a
problem, gather information, list and consider
options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the
effectiveness of the solution.
(27B) Use a decision-making process to identify a
situation that requires a decision, gather information,
identify options, predict consequences, and take
action to implement a decision.
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Social Studies
10th Grade
THIRD 9 WEEKS: Expansion and New Political Ideas
DETAILED FOCUS:
ENLIGHTENMENT, FRENCH REVOLUTION AND NAPOLEON. IMPORTANT DATES 1492 AND 1789. FRENCH EMPIRE.
ENGLISH, AMERICAN AND FRENCH REVOLUTION. JOHN LOCKE. DECLARATION OF INDEPENDENCE.
TEKS Subject: World History/Knowledge
History/Historical Points of Reference
Specificity
District Focus and Resources
(1A) Identify the major eras in world history and
describe their defining characteristics. <Exploration,
Absolution, Enlightenment, French Revolution,
Napoleon> (Mastery)
1750 – 1914 – Revolutions and Imperialism: political
revolutions (American, French), Industrial Revolution and
New Imperialism. Political revolution, industrialization, and
imperialism
District Focus-Exploration, Absolution, Enlightenment,
French Revolution, and Napoleon
RESOURCES FOR NINE WEEKS:
• Various Videos on all Topics
• Chapter Summaries on Tape/Resource Box
• Audio Tape: Music
(Note: Middle Ages, Renaissance, Reformation, Scientific
Revolution, etc., are periods/eras of European/Western
history, not world history)
English Constitutional PowerPoint
Mercantilism to Adam Smith PowerPoint
Primary Source Lesson – Influence of the Enlightenment
on the Beginning of America
(1B) Identify changes that resulted from important
turning points in world history such as the
development of farming; the Mongol invasions; the
development of cities; the European age of
exploration and colonization; the scientific and
industrial <European Exploration, Colonization>
(more)
Changes including:

Scientific revolution: Theism to Rationalism

Industrial revolution

Political revolutions (American, French, Haitian, Latin
American)
(1C) Apply absolute and relative chronology through
the sequencing of significant individuals, events, and
time periods. <1492,1789>
District Focus-European Exploration and Colonization
District Focus-1492 and 1789
8.1(C) Explain the significance of the following
dates: [1607,] 1776, 1787, [1803,] and 1861-1865.
1776, 1787, 1861-1865
History/Present Relates to Past
Specificity
District Focus and Resources
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Social Studies
10th Grade
(2A) Identify elements in a contemporary situation
that parallel a historical situation.
(2B) Describe variables in a contemporary situation
that could result in different outcomes.
Include such situations as comparisons of ethnic conflicts
today with antagonisms between cultures in the past,
religious fanaticism today with Inquisition, etc.
Examples may include modern space exploration compared
with new world exploration by European powers and the
printing press compared with the internet.
Including tolerance and acceptance of differences,
compromise, etc. as well as other variables.
Examples may include :
Post-world war treaties
Post-war occupation strategies (Japan, Germany, and Iraq)
Compare end of South African apartheid with modern
concerns between Israelis and Palestinians.
History Africa, South America, Asia
Specificity
(6A) Summarize the major political and cultural
developments of the civilizations of sub- Saharan
Africa.
Such as:
District Focus and Resources
Kush – Kushites were skilled traders and manufactured iron
weapons and tools; Axum – Christian-ruled country that is
now Ethiopia
Sub-Saharan African Civilizations PPT
Zimbabwe – traded gold and ivory
West Africa (Ghana, Mali, Songhai) -trading empires
Culturally the kingdoms of Africa shared several features –
art and sculpture, music and dance, oral history, societies
based on family ties, and animism as a traditional religion.
(6B) Summarize the major political, economic, and
cultural developments of the civilizations in
Mesoamerica and Andean South America.
Within a specific region, how do you show change and
continuity over time?
Suggested information:
Incas – (Peru) created terraces for farming potatoes and
corn, developed thousands of miles of stone highways, and
built temples with gold and silver
Pre-Columbian Civilizations PPT
Maya – Central America and the Yucatan Peninsula) built
pyramids, developed a very accurate calendar, and studied
astronomy
Aztecs (Mexico) – king was religious leader as well as
political, human sacrifice was part of belief, and it was a
wealthy but warring civilization.
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(6C) Summarize the major political, economic, and
cultural developments of civilizations in China, India,
and Japan.
Suggestions:
China – religions were Confucianism, Taoism, and
Buddhism; Chinese developed civil service exams which
produced an intelligent governing class, built grand canals
and the Great Wall, invented paper money, printing, the
magnetic compass, and gunpowder, and made silk,
porcelains, and beautiful works of art. Dynasties ruled China
during the Golden Age.
Early Civilizations of India PPT
Ancient China PPT
Feudal Japan PPT
India – religions were Hindu and Muslim, made many
advances in science (inoculation, surgery, and a number
system based on ten) and literature, raised cotton, and
traded spices.
Japan – Religions were Shintoism and Buddhism, much of
their culture was borrowed from China, ruled by Shoguns
and emperors (Feudalistic system), beautiful art and
architecture.
History/Imperialism
Specificity
District Focus and Resources
(7A) Analyze examples of major empires of the
world such as the Aztec, British, Chinese, French,
Japanese, Mongol, and Ottoman empires. <Aztec,
French>
Use any of the empires as examples for imperialistic
effects, both economic and political.
District Focus-Aztec and French
History/Political Revolutions
Specificity
District Focus and Resources
(8A) Identify causes and evaluate effects of major
political revolutions since the 17th century, including
the English, American, French, and Russian
revolutions. <English, American, French> (Mastery)
Such as:
District Focus-English, American and French
Absolutism PowerPoint
Causes- Dissatisfaction with concept of divinely ordained
rulers and ruled. Revolutionary spirit was fueled by
Enlightenment writings, a large middle class turning against
royal restrictions on trade and commerce, urban workers
pushing for economic rights, and a new emphasis on
nations – nationalism.
PAP Seminar – Setting the Stage for Revolution
Effects – Creation of a new type of government based on
Enlightenment ideas (mass participation in government)
and social and economic reorganization.
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(8B) Summarize the ideas from the English,
American, French, and Russian revolutions
concerning separation of powers, liberty, equality,
democracy, popular sovereignty, human rights,
constitutionalism, and nationalism. <English,
American, French>
Suggested information:
District Focus-English, American and French
Define Articles of Confederation, republicanism,
Declaration of Independence (1776), Federalist Papers,
Magna Carta, U.S. Bill of Rights, English Bill of Rights,
separation of powers, liberty, equality, democracy, popular
sovereignty, human rights, constitutionalism, and
nationalism using the English, American, French, and
Russian revolutions as examples.
French Revolution DBQ
PAP Seminar – The French Revolution
PAP Seminar – Enlightenment and the American
Revolution
Identifies the unique character of the American Revolution
and evaluates how the American Revolution differed from
the French and Russian revolutions The separation of
powers between independent and co-equal branches of
government derives from the work of the French political
and social philosopher, Baron de Montesquieu. He defined
the principle of separation of powers, calling for a system of
checks and balances in government, in The Spirit of Laws
(1734). His ideas influenced the founding fathers. Thomas
Jefferson (writer of Declaration of Independence)
developed them further in his Notes on the State of Virginia
(1784), and James Madison expressed them in the Virginia
Plan as proposed to the Philadelphia Convention of 1787,
the body which undertook the drafting of the U.S.
Constitution. George Washington (leader of the Continental
Army).
The Virginia Plan outlined a new form of government
organized in three branches, a legislative branch
(Congress), an executive branch (the President) and a
judicial branch (Supreme Court). Convention delegates
argued about the appropriate means of apportioning
representatives and ultimately compromised that Congress
would include representatives from each state based on
population, and an equal number of senators from each
state. This branch would make laws. The President would
lead the executive branch, which would carry out laws and
ensure that they were just. The judicial branch consisted of
the courts of the United States including the highest court,
the Supreme Court. The judicial branch would interpret the
laws.
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(8C) Evaluate how the American Revolution
differed from the French and Russian revolutions,
including its long-term impact on political
developments around the world. <English,
American, French>
Suggested ideas:
American Revolution – caused by mercantilist policies.
Resulted in a new style of government – democratic
republic, based on Enlightenment ideas. American
Revolution spread ideas of individual rights to other
European nations and unalienable rights.
District Focus-English, American and French
Napoleon I PowerPoint
French and Russian Revolutions involved more social and
economic reorganization than the American Revolution.
8.3(A) Explain the reasons for the growth of
representative government and institutions during
the colonial period.
8.4(B) explain the roles played by significant
individuals during the Revolution, including [Samuel
Adams, Benjamin Franklin, King George III,]
Thomas Jefferson, [the Marquis de Lafayette,
Thomas Paine,] and George Washington
8.4(C) explain the issues surrounding [important
events of] the American Revolution, including
declaring independence; [writing] the Articles of
Confederation; [fighting the battles of Lexington,
Concord, Saratoga, and Yorktown; and signing the
Treaty of Paris].
Individuals that may be tested:
Geography/Geographic Tools
Specificity
(11A) Create thematic maps, graphs, charts,
models, and databases representing various
aspects of world history.
(11B) Pose and answer questions about geographic
distributions and patterns in world history shown on
maps, graphs, charts, models, and databases.
Examples may include: Use geographical database to
answer questions about demographic changes in the
Americas during the era of European colonization.
Thomas Jefferson, George Washington
Events that may be tested:
Declaring Independence,
The Articles of Confederation
District Focus and Resources
Students may look at data and bring up additional
unanswered questions for research or study.
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Geography/Factors on Historic Events
Specificity
(12B) Analyze the effects of physical and human
geographic factors on major events in world history
such as the effects of the opening of the Suez Canal
on world trade patterns.
including trade networks, political, economic, social, and
religious institutions, record-keeping, development of
agriculture, and urban centers.
District Focus and Resources
(12C) Interpret historical and contemporary maps
to identify and explain geographic factors such as
control of the Straits of Hormuz that have influenced
people and events in the past.
Include any event or place from; plus Straits of Hormuz
(the straits linking the Persian Gulf with the Gulf of Oman),
the Suez Canal, the Dardanelles, and others.
Economics/Historic Origins
Specificity
District Focus and Resources
(14A) Identify the historic origins of the economic
systems of capitalism and socialism. (Mastery)
Such as:
Mercantilism to Adam Smith PowerPoint
Economic Systems DBQ
Global Economic Reforms DBQ
Capitalism – 17th century Netherlands developed as a
commercial and banking center – called the Commercial
Revolution
Socialism – system begun to offset effects of Industrial
Revolution in first half of 19th century
Robert Owens (a British reformer), developed system of
government or community ownership of means of
production.
Make distinction between trade and capitalism
Focus on the origins of capitalism as an ideology—Adam
Smith Wealth of Nations
(14B) Identify the historic origins of the political and
economic system of communism.
Note developments in banking, business organization,
wage labor systems, government’s role in economy
Such as:
The Road to Communism PowerPoint
Developed by Karl Marx as a more extreme form of
socialism – scientific socialism. He and Engels wrote
Communist Manifesto. First communist government was in
Russia after Russian revolution.
Compares and contrasts the philosophies of Lenin and
Joseph Stalin, including the historic origins of communism
Government/Historical Antecedents
Specificity
District Focus and Resources
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(15A) Explain the impact of parliamentary and
constitutional systems of government on significant
world political developments. (Mastery)
examples may include:
The parliament and constitutional systems of government
limited the power of the kings and guaranteed certain rights
to citizens. Enlightenment thinkers wrote about the merits
of theses types of systems and these ideas spread all over
Europe.
The Enlightenment PowerPoint
English Constitutional PowerPoint
In parliamentary government, authority is held by a
bicameral legislature called Parliament.
A constitutional government is a system of democratic
government in which the functions of government are
defined by a constitution.
WWII:
Parliamentary/Constitutional (France, Great Britain) –
appeasement
Totalitarianism Dictators (Italy, Soviet Union, Germany) –
aggression
(15C) Explain the impact of American political
ideas on significant world political developments.
Beginning with the Revolution, America’s democracy
spread around the world. It continues to influence other
countries’ systems.
8.17(B) Describe the impact of 19th-century
amendments including the 13th, 14th, and 15th
amendments on life in the United States.
The 13th, 14th and 15th Amendments are called the
Reconstruction Amendments. The 13th ended slavery, the
14th gave citizenship to the slaves and the 15th gave them
the right to vote.
8.18(B) Describe historical conflicts arising over
the issue of states' rights, including the Nullification
Crisis and the Civil War.
The Nullification Crisis was a sectional crisis during the
presidency of Andrew Jackson centered around the
question of whether a state can refuse to recognize or to
enforce a federal law passed by the United States
Congress. It was precipitated by protective tariffs,
specifically the Tariff of 1828 (also called the "Tariff of
Abominations"). The issue incited a debate over states'
rights that ultimately threatened violent hostilities between
South Carolina and the federal government, and the
dissolution of the Union.
General Requirements
Specificity
Compare parliamentary and constitutional governments
with totalitarian governments as in Pre-WW II.
Primary Source Lesson – Influence of the Enlightenment
on the Beginning of America
District Focus and Resources
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(16A) Trace the process by which democraticrepublican government evolved from its beginnings
in classical Greece and Rome, through
developments in England, and continuing with the
Enlightenment.
Include Greece, Rome, Magna Carta, English Parliament
and the limited democracy developed in England, and
Enlightenment thinkers such as Montesquieu – separation
of powers, Rousseau – The Social Contract, Locke –
consent of the governed, and Hobbes.
Primary Source Lesson – Influence of the Enlightenment
on the Beginning of America
Continue tracing the process by analyzing basic principles
reflected in the U.S. Constitution, including limited
government, republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and
individual rights (Links to TEKS 8.16D)
Define and give examples of unalienable rights (Links to
8.20A, 5 lowest TEKS)
(16B) Identify the impact of political and legal ideas
contained in significant historic documents, including
Hammurabi s Code, Justinian s Code of Laws,
Magna Carta, John Locke s Two Treatises of
Government, and the Declaration of Independence.
<John Locke, Declaration of Independence> (more)
Include all listed plus English Bill of Rights and English
common law.
District Focus-John Locke and The Declaration of
Independence
Include colonial grievances listed in Declaration of
Independence and explain how those grievances were
addressed in the U.S. Constitution and the Bill of Rights.
(Links to 8.16C)
Some impacts: popular sovereignty, individual rights,
limited government, social contract, right to revolt against
tyranny
8.16(A) Identify the influence of ideas from historic
documents including the Magna Carta, the English
Bill of Rights, [the Mayflower Compact,] the
Declaration of Independence, the Federalist Papers,
[and selected anti-federalist writings] on the U.S.
system of government.
Documents that may be tested:
Magna Carta, English Bill of Rights, Declaration of
Independence, Federalist Papers
8.16(C) Identify colonial grievances listed in the
Declaration of Independence and explain how those
grievances were addressed in the U.S. Constitution
and the Bill of Rights.
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8.16(D)Analyze how the U.S. Constitution reflects
the principles of limited government, republicanism,
checks and balances, federalism, separation of
powers, popular sovereignty, and individual rights
Tested:
1. limited government, republicanism,
2. checks and balances,
3. federalism,
4. separation of powers,
5. popular sovereignty,
6. individual rights
Content Requirements
Specificity
District Focus and Resources
(17A) Evaluate political choices and decisions that
individuals, groups, and nations have made in the
past, taking into account historical context, and
apply this knowledge to the analysis of choices and
decisions faced by contemporary societies. (more)
Such as multiple examples of choices including
monarchies and revolutions, Lenin’s Communist Revolution
in Russia, rise of dictators prior to WW II, difficulties faced
in Latin America and Africa since nationalistic movements
began there, etc.
United Streaming: Last of the Czars: Dynasty in Decline
(49:49)
United Streaming: Last of the Czars: Revolution (47:49)
(17B) Describe the different roles of citizens and
non-citizens in historical cultures, especially as the
roles pertain to civic participation.
Roles in Greek (Sparta/Athens) and Roman society
Political rights, military service
Difference between subject and citizen
Citizenship
Specificity
District Focus and Resources
(18A) Trace the historical development of the rule of
law and rights and responsibilities, beginning in the
ancient world and continuing to the beginning of the
first modern constitutional republics.
Include the Code of Hammurabi, the Hebrew code of law,
Roman codification of laws, habeas corpus, and
Napoleonic Code, Greek/Roman constitutions, Magna
Carta, English Bill of Rights, Two Treatises, U.S.
Constitution, Declaration of Rights of Man and of the
Citizen, U.S. Bill of Rights.
(18B) Summarize the worldwide influence of ideas
concerning rights and responsibilities that originated
from Greco-Roman and Judeo-Christian ideals in
Western civilization such as equality before the law.
Includes the Ten Commandments, equality before the law,
and principles of Roman law (e.g., reasonable doubt, unfair
laws set aside, and right of charged person to face an
accuser, innocent until proven guilty).
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(18C) Identify examples of political, economic, and
social oppression and violations of human rights
throughout history, including slavery, the Holocaust,
other examples of genocide, and politicallymotivated mass murders in Cambodia, China, and
the (more)
Include all listed examples plus the Inquisition, pogroms,
ghettos, etc.
Describes the deterioration of conditions for Jews in
Germany in the 1930s and 1940s, the establishment of
ghettos and concentration camps, and the program of
genocide
Empathize the short-term and long-term effects of the
Holocaust on the Jewish people
Ottoman massacre of Armenians (1915-1918)
Stalin’s Great Purge
Pol Pot’s Killing Fields in Cambodia
Rwanda in the 1990’s
Darfur today
Culture/Impact of Religion
Specificity
(19B) Identify examples of religious influence in
historic and contemporary world events.
Include Muslim efforts in the Middle Ages to keep learning
alive, influence of the Christian Church in the Middle Ages,
Crusades, Reformation, conflicts in the Middle East,
influence of religious fundamentalists, etc…
District Focus and Resources
Analyzes the causes and effects of the split in the Christian
Church in the 8th century, including definitions of
excommunication, heretic , and iconoclast
Describes the structure and function of the Church during
the late Middle Ages, including definitions of interdict,
legate , friar, lay investiture, simony, and canon law
Motive for European exploration
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Culture/Arts and Times
Specificity
(20A) Identify significant examples of art and
architecture that demonstrate an artistic ideal or
visual principle from selected cultures.
Pyramids of Egypt, classical art and architecture from
Greece and Rome, Gothic architecture of the Middle Ages,
art and architecture of the Renaissance, Chinese and
Japanese art and architecture, Taj Mahal, painters of late
Renaissance and modern times in Europe, Islamic art and
architecture, etc…
(20B) Analyze examples of how art, architecture,
literature, music, and drama reflect the history of
cultures in which they are produced.
(20C) Identify examples of art, music, and literature
that transcend the cultures in which they were
created and convey universal themes.
General Requirements
(21A) Analyze the specific roles of women, children,
and families in different historical cultures.
District Focus and Resources
Greek sculpture (Dorophoros by Polyclitus), Greek
architecture (Parthenon of Athens)
Example: Have students examine the relationships
between romantic, realistic and impressionistic art during
the Industrial Revolution
Diffusion of American culture in worldwide markets.
“Italian Food in Texas”
Specificity
District Focus and Resources
Greece, Rome, African cultures, China and Japan, Muslim
countries, etc…
Compare and contrast the roles of women in ancient
Athens, Sparta, and Rome
Explain the code of chivalry and its effect on the role of
women
(21B) Describe the political, economic, and cultural
influence of women in different historical cultures.
Such as Cleopatra and Madam Curie, artists and writers,
scientists, humanitarians, suffragettes, political activists,
women in the workplace, women in the military, religious
leaders, etc.
Elizabeth I, Catherine the Great
Content Requirements
(22C) Analyze how ideas such as Judeo-Christian
ethics and the rise of secularism and individualism in
Western civilization, beginning with the
Enlightenment, have influenced institutions and
societies.
Specificity
District Focus and Resources
Include listed ideas and their influence on institutions and
societies.
Example: Secularism is view that the present well-being of
mankind should predominate over religious considerations
in civil or public affairs is termed secularism. In common
usage, the term means indifference to or rejection of
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religious ideas. Secularism has increased in the 20th
century as more people worldwide have exercised their
right to choose whether to worship in an organized
religion. It has seemed to coincide with "modernization" of
societies through industrialization and urbanization;
traditional, conservative, and rural societies have tended
to resist secularism and remain bound to their religious
affiliations. It has caused some traditions to change. Until
relatively recently in the United States, all stores and
businesses were closed on Sunday, a day reserved for
religious celebrations. Today, shopping centers and other
businesses are open. Some view this as an example of
secularism.
Example: psychology - Freud
Science, Technology, and Society
Specificity
(23A) Give examples of major mathematical and
scientific discoveries and technological innovations
that occurred at different periods in history and
describe the changes produced by these discoveries
and innovations.
(23D) Describe the origins of the scientific
revolution in 16th-century Europe and explain its
impact on scientific thinking worldwide.
Include discoveries and innovations in farming,
transportation, communication, warfare, medicine, industry,
etc…
District Focus and Resources
Scientific Revolution began about the time of the
Reformation and changed European thought profoundly
before affecting other areas. Causes: Renaissance thinkers
and artists set new standards for the study of nature and
natural objects, technological innovations made new
discoveries in science possible, and mathematical thinking
explained many mysteries in science.
Describe the effects of the Scientific Revolution
TEKS Subject: World History/Social Studies Skills
Critical Thinking Skills
Specificity
District Focus and Resources
(25B) Locate and use primary and secondary
sources such as computer software, databases,
media and news services, biographies, interviews,
and artifacts to acquire information.
(25C) Analyze information by sequencing,
categorizing, identifying cause-and-effect
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relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and
predictions, and drawing inferences and
conclusions.
(25D) Explain and apply different methods that
historians use to interpret the past, including the use
of primary and secondary sources, points of view,
frames of reference, and historical context.
(25E) Use the process of historical inquiry to
research, interpret, and use multiple sources of
evidence.
(25F) Evaluate the validity of a source based on
language, corroboration with other sources, and
information about the author.
(25G) Identify bias in written, oral, and visual
material.
(25H) Support a point of view on a social studies
issue or event.
(25I) Use appropriate mathematical skills to
interpret social studies information such as maps
and graphs.
Communication Skills
Specificity
District Focus and Resources
Specificity
District Focus and Resources
(26A) Use social studies terminology correctly.
(26B) Use standard grammar, spelling, sentence
structure, and punctuation.
(26C) Interpret and create databases, research
outlines, bibliographies, and visuals including
graphs, charts, timelines, and maps.
(26D) Transfer information from one medium to
another, including written to visual and statistical to
written or visual, using computer software as
appropriate.
Problem-Solving and Decision-Making
Skills
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(27A) Use a problem-solving process to identify a
problem, gather information, list and consider
options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the
effectiveness of the solution.
(27B) Use a decision-making process to identify a
situation that requires a decision, gather information,
identify options, predict consequences, and take
action to implement a decision.
FOURTH 9 WEEKS: Changes Leading to Modern World
DETAILED FOCUS:
INDUSTRIALIZATION, IMPERIALISM, WORLD WARS, POST WWII, RUSSIAN REVOLUTION AND THE FALL OF
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COMMUNISM
TEKS Subject: World History/Knowledge
History/Present Relates to Past
(2A) Identify elements in a contemporary situation
that parallel a historical situation.
(2B) Describe variables in a contemporary situation
that could result in different outcomes.
Specificity
District Focus and Resources
Include such situations as comparisons of ethnic conflicts
today with antagonisms between cultures in the past,
religious fanaticism today with Inquisition, etc.
Social Revolutions DBQ
Examples may include modern space exploration
compared with new world exploration by European powers
and the printing press compared with the internet.
Including tolerance and acceptance of differences,
compromise, etc. as well as other variables.
Women and Society DBQ
Pre-AP “Powder Keg” Research Project
Examples may include :
Post-world war treaties
Post-war occupation strategies (Japan, Germany, and Iraq)
Compare end of South African apartheid with modern
concerns between Israelis and Palestinians.
History/Imperialism
Specificity
District Focus and Resources
(7A) Analyze examples of major empires of the
world such as the Aztec, British, Chinese, French,
Japanese, Mongol, and Ottoman empires. <British,
Chinese, Japanese, Ottoman>
Use any of the empires as examples for imperialistic effects,
both economic and political.
Imperialist Japan PowerPoint
The British in India PowerPoint
(7B) Summarize effects of imperialism on selected
societies. (Mastery)
Including:
Imperialist Japan PowerPoint
The British in India PowerPoint
India Since Independence PowerPoint
Imperialism is the domination by one country of the political,
economic, or cultural life of another country or region.
Imperialism led to the creation of a number of European
empires which extended around the world.
Suggested Example: Africa became a continent of European
colonies with its citizens second class to Europeans.
(Europeans promoted rivalries among African nations and
controlled them politically and economically.) In some cases
health care, education, and better agricultural methods
came with Europeans. Rich ores were mined and enriched
European countries.
“Imperialism is Like…..” Activity
British Imperialism DBQ
PAP Seminar – Imperialism and the Victorian Era
Use global processes and themes to tie eras together.
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History/Political Revolutions
Specificity
District Focus and Resources
(8A) Identify causes and evaluate effects of major
political revolutions since the 17th century, including
the English, American, French, and Russian
revolutions. <Russian Revolution> (Mastery)
Such as:
District Focus-Russian Revolution
Russian Revolution PowerPoint
Causes- Dissatisfaction with concept of divinely ordained
rulers and ruled. Revolutionary spirit was fueled by
Enlightenment writings, a large middle class turning against
royal restrictions on trade and commerce, urban workers
pushing for economic rights, and a new emphasis on
nations – nationalism.
Effects – Creation of a new type of government based on
Enlightenment ideas (mass participation in government) and
social and economic reorganization.
(8B) Summarize the ideas from the English,
American, French, and Russian revolutions
concerning separation of powers, liberty, equality,
democracy, popular sovereignty, human rights,
constitutionalism, and nationalism. <Russian
Revolution>
Suggested information:
Define Articles of Confederation, republicanism, Declaration
of Independence (1776), Federalist Papers, Magna Carta,
U.S. Bill of Rights, English Bill of Rights, separation of
powers, liberty, equality, democracy, popular sovereignty,
human rights, constitutionalism, and nationalism using the
English, American, French, and Russian revolutions as
examples.
District Focus-Russian Revolution (Mastery)
Russian Revolution PowerPoint
Identifies the unique character of the American Revolution
and evaluates how the American Revolution differed from
the French and Russian revolutions The separation of
powers between independent and co-equal branches of
government derives from the work of the French political
and social philosopher, Baron de Montesquieu. He defined
the principle of separation of powers, calling for a system of
checks and balances in government, in The Spirit of Laws
(1734). His ideas influenced the founding fathers. Thomas
Jefferson (writer of Declaration of Independence) developed
them further in his Notes on the State of Virginia (1784), and
James Madison expressed them in the Virginia Plan as
proposed to the Philadelphia Convention of 1787, the body
which undertook the drafting of the U.S. Constitution.
George Washington (leader of the Continental Army).
The Virginia Plan outlined a new form of government
organized in three branches, a legislative branch
(Congress), an executive branch (the President) and a
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judicial branch (Supreme Court). Convention delegates
argued about the appropriate means of apportioning
representatives and ultimately compromised that Congress
would include representatives from each state based on
population, and an equal number of senators from each
state. This branch would make laws. The President would
lead the executive branch, which would carry out laws and
ensure that they were just. The judicial branch consisted of
the courts of the United States including the highest court,
the Supreme Court. The judicial branch would interpret the
laws.
(8C) Evaluate how the American Revolution differed
from the French and Russian revolutions, including
its long-term impact on political developments
around the world. <Russian Revolution>
Suggested ideas:
American Revolution – caused by mercantilist policies.
Resulted in a new style of government – democratic
republic, based on Enlightenment ideas. American
Revolution spread ideas of individual rights to other
European nations and unalienable rights.
District Focus-Russian Revolution
Russian Revolution PowerPoint
French and Russian Revolutions involved more social and
economic reorganization than the American Revolution.
(8D) Summarize the significant events related to the
spread and fall of communism, including worldwide
political and economic effects.
Suggestions:
The Cold War PowerPoint
Russian Revolution (1917) began Communist governments,
Soviet takeover of Eastern Europe after WWII, Chinese
Communist Revolution began spread in Asia with 38th
parallel dividing point in Korea, Cold War lasted almost 50
years.;
PAP Seminar – The Cold War
Fall - Caused by slowdown in the Soviet economy which in
turn caused ethnic unrest in the republics. This was fueled
by refusal of workers to merely carry out orders from above
and the arms race with the US. Soviet Union was not ready
to participate in Second Industrial Revolution as the rest of
the world was. Perestroika and glasnost policies tried to
make reforms. Fall of the Soviet Union destabilized Russia
and Eastern Europe for a while and left an ideological
vacuum.
Communism is a political and economic system in which
factors of production are collectively owned and directed by
the state. Because everything in a communist system is
theoretically for the common good, communism fosters a
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classless society in which everyone contributes equally
toward a shared goal. There is no private property, no
voluntary exchange because the government owns and
controls all resources and means of production, no
economic freedom, and no profit motive. Communism offers
security to the worker, and the state provides a range of
public services. Communism evolved from the writings of
Karl Marx and Friedrich Engels. In 1848, in the Communist
Manifesto, they described a form of socialism which
depended on government or public ownership of resources,
not private ownership. This system became known as
communism and it appealed to politicians throughout
Europe in the late 1800s and early 1900s. Several socialist
parties were formed and their impact on world history is
significant. None have successfully implemented the pure
scientific socialism Karl Marx envisioned with public
ownership for public good.
History/Totalitarianism
Specificity
District Focus and Resources
(9A) Identify and explain causes and effects of
World War I and II, including the rise of
nazism/fascism in Germany, Italy, and Japan; the
rise of communism in the Soviet Union; and the Cold
War. (Mastery)
Causes of WWI: MANIA (Militarism, Alliance system,
Nationalism, Imperialism, Assassinations
Road to WWI PowerPoint
WWI PowerPoint
Causes of WWII: aggression and appeasement, Treaty of
Versailles, the Great Depression, rise of totalitarian
governments.
PAP Seminar – World War I
(9B) Analyze the nature of totalitarian regimes in
China, Nazi Germany, and the Soviet Union.
Totalitarian state – country in which a dictator or small group
controls every part of the lives of its citizens;
China – include Communist Revolution through today;
WWII PowerPoint
PAP Seminar – World War II
The Cold War PowerPoint
PAP Seminar – The Cold War
Nazi Germany – include Hitler’s control, treatment of Jews,
WWII
USSR – include Stalin’s extreme measures through
Brezhnev’s tight controls;
History/Individuals in 20th Century
Specificity
District Focus and Resources
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(10A) Analyze the influence of significant
individuals such as Winston Churchill, Adolf Hitler,
Vladimir Lenin, Mao Zedong, and Woodrow Wilson
on political events of the 20th century. (Mastery)
Also Stalin, Nelson Mandela
Churchill- prime minister of Britain during WWII
Hitler –totalitarian /Nazi leader of Germany/ Holocaust
Lenin led Russian Revolution
Zedong – leader of communist revolution in China
Wilson- US president during WWI, author of14 Points
Stalin- the Great Purge,Soviet leader of Communism
(10B) Analyze the influence of significant social
and/or religious leaders such as Mohandas Gandhi,
Pope John Paul II, Mother Theresa, and Desmond
Tutu on events of the 20th century.
Mandela – help end apartheid in South Africa
Gandhi-non violent leader in India
Pope John Paul II - cooperation of faith, help support end of
communism in Poland
Mother Theresa – humanitarian
Tutu- Passive resistance, apartheid S. Africa
Geography/Geographic Tools
Specificity
District Focus and Resources
(11A) Create thematic maps, graphs, charts,
models, and databases representing various
aspects of world history.
(11B) Pose and answer questions about geographic
distributions and patterns in world history shown on
maps, graphs, charts, models, and databases.
Examples may include: Use geographical database to
answer questions about demographic changes in the
Americas during the era of European colonization.
Students may look at data and bring up additional
unanswered questions for research or study.
Geography/Factors on Historic Events
Specificity
District Focus and Resources
(12C) Interpret historical and contemporary maps to
identify and explain geographic factors such as
control of the Straits of Hormuz that have influenced
people and events in the past.
Include any event or place from; plus Straits of Hormuz (the
straits linking the Persian Gulf with the Gulf of Oman), the
Suez Canal, the Dardanelles, and others.
Economics/Historic Origins
Specificity
District Focus and Resources
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(14C) Compare the relationships between and
among contemporary countries with differing
economic systems.
Include huge economic growth in countries where capitalism
exists versus lack of development in Soviet Union and
Eastern European countries under communism, etc.
May also compare political, economic, cultural relationships
between U.S. (free market), China (moving toward free
market, state involvement), Sudan or other subsistence or
traditional economy
WG 5(B) Analyze political, economic, social, and
demographic data to determine the level of
development and standard of living in nations
(correlates with WH14C).

WG 10(C) Compare the ways people satisfy their
basic needs through the production of goods and
services such as subsistence agriculture versus
market-oriented agriculture or cottage industries
versus commercial industries (correlates with
WH14C).

Government/Historical Antecedents
Specificity
(15A) Explain the impact of parliamentary and
constitutional systems of government on significant
world political developments.
Examples may include:
District Focus and Resources
The parliament and constitutional systems of government
limited the power of the kings and guaranteed certain rights
to citizens. Enlightenment thinkers wrote about the merits of
theses types of systems and these ideas spread all over
Europe.
In parliamentary government, authority is held by a
bicameral legislature called Parliament. It includes a House
of Lords and a House of Commons. In Great Britain, for
example, the prime minister is a leader of the majority party
in the House of Commons and is chosen to be the executive
by that body. With parliament's approval, the prime minister
selects the members of the Cabinet from among the
members of Parliament and directs the administration of the
government. The executive is thus chosen by the
legislature, is a part of it, and is subject to its direct control.
A constitutional government is a system of democratic
government in which the functions of government are
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10th Grade
defined by a constitution.
WWII:
Parliamentary/Constitutional (France, Great Britain) –
appeasement
Totalitarianism Dictators (Italy, Soviet Union, Germany) –
aggression
(15C) Explain the impact of American political ideas
on significant world political developments.
Beginning with the Revolution, America’s democracy spread
around the world. It continues to influence other countries’
systems.
(15D) Apply knowledge of political systems to make
decisions about contemporary issues and events.
Includes examples of contemporary systems and events
around the world
Example: Analyzes how World War I through the Great
Depression changed the role of government (e.g., rationing
food and other goods, controlling factory production,
conscription, etc…)
Content Requirements
Specificity
(17A) Evaluate political choices and decisions that
individuals, groups, and nations have made in the
past, taking into account historical context, and
apply this knowledge to the analysis of choices and
decisions faced by contemporary societies. (more)
Such as multiple examples of choices including monarchies
and revolutions, Lenin’s Communist Revolution in Russia,
rise of dictators prior to WW II, difficulties faced in Latin
America and Africa since nationalistic movements began
there, etc.
District Focus and Resources
(17B) Describe the different roles of citizens and
non-citizens in historical cultures, especially as the
roles pertain to civic participation.
Roles in Greek (Sparta/Athens) and Roman society
Political rights, military service
Difference between subject and citizen
Citizenship
Specificity
(18A) Trace the historical development of the rule of
law and rights and responsibilities, beginning in the
ancient world and continuing to the beginning of the
first modern constitutional republics.
Include the Code of Hammurabi, the Hebrew code of law,
Roman codification of laws, habeas corpus, and Napoleonic
Code, Greek/Roman constitutions, Magna Carta, English Bill
of Rights, Two Treatises, U.S. Constitution, Declaration of
Rights of Man and of the Citizen, U.S. Bill of Rights.
District Focus and Resources
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(18C) Identify examples of political, economic, and
social oppression and violations of human rights
throughout history, including slavery, the Holocaust,
other examples of genocide, and politicallymotivated mass murders in Cambodia, China, and
the (more)
Include all listed examples plus the Inquisition, pogroms,
ghettos, etc.
Describes the deterioration of conditions for Jews in
Germany in the 1930s and 1940s, the establishment of
ghettos and concentration camps, and the program of
genocide
Empathize the short-term and long-term effects of the
Holocaust on the Jewish people
Ottoman massacre of Armenians (1915-1918)
Stalin’s Great Purge
Pol Pot’s Killing Fields in Cambodia
Rwanda in the 1990’s
(18D) Assess the degree to which human rights
and democratic ideals and practices have been
advanced throughout the world during the 20th
century.
Darfur today
Include examples from China, Saudi Arabia, and
Afghanistan under Taliban control, Iraq, etc.
Human rights include inalienable rights of life, liberty, and
the pursuit of happiness, as well as freedom of speech,
religion, and the press. In the United States, these and other
human rights are protected in the Bill of Rights. All countries
do not honor human rights, however. When threatened by
public unrest, some governments punish or murder anyone
who expresses opposing viewpoints, or threatens the
existing system. Dictators usually suppress human rights.
Gross abuses occurred in Nazi Germany when Adolf Hitler
ordered the mass extermination of millions including the
disabled, homosexuals, and Jews. In Cambodia following
the Vietnam War, the communist Khmer Rouge murdered
millions; similar massacres occurred in other countries
affected by military or terrorist rule. In 1975, thirty-five
countries met in Helsinki and pledged to honor human
rights. This is known as the Helsinki Agreement.
Culture/Impact of Religion
Specificity
(19B) Identify examples of religious influence in
historic and contemporary world events.
Include Muslim efforts in the Middle Ages to keep learning
alive, influence of the Christian Church in the Middle Ages,
Crusades, Reformation, conflicts in the Middle East,
influence of religious fundamentalists, etc…
India Since Independence PowerPoint
Human Rights DBQ
Nationalism DBQ
District Focus and Resources
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Analyzes the causes and effects of the split in the Christian
Church in the 8th century, including definitions of
excommunication, heretic , and iconoclast
Describes the structure and function of the Church during
the late Middle Ages, including definitions of interdict, legate
, friar, lay investiture, simony, and canon law
Motive for European exploration
Culture/Arts and Times
Specificity
(20A) Identify significant examples of art and
architecture that demonstrate an artistic ideal or
visual principle from selected cultures.
Pyramids of Egypt, classical art and architecture from
Greece and Rome, Gothic architecture of the Middle Ages,
art and architecture of the Renaissance, Chinese and
Japanese art and architecture, Taj Mahal, painters of late
Renaissance and modern times in Europe, Islamic art and
architecture, etc…
(20B) Analyze examples of how art, architecture,
literature, music, and drama reflect the history of
cultures in which they are produced.
(20C) Identify examples of art, music, and literature
that transcend the cultures in which they were
created and convey universal themes.
General Requirements
(21A) Analyze the specific roles of women, children,
and families in different historical cultures.
District Focus and Resources
Greek sculpture (Dorophoros by Polyclitus), Greek
architecture (Parthenon of Athens)
Example: Have students examine the relationships between
romantic, realistic and impressionistic art during the
Industrial Revolution
Diffusion of American culture in worldwide markets.
“Italian Food in Texas”
Specificity
District Focus and Resources
Greece, Rome, African cultures, China and Japan, Muslim
countries, etc…
Compare and contrast the roles of women in ancient
Athens, Sparta, and Rome
Explain the code of chivalry and its effect on the role of
women
(21B) Describe the political, economic, and cultural
influence of women in different historical cultures.
Such as Cleopatra and Madam Curie, artists and writers,
scientists, humanitarians, suffragettes, political activists,
women in the workplace, women in the military, religious
leaders, etc.
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Elizabeth I, Catherine the Great
Science, Technology, and Society
Specificity
(23A) Give examples of major mathematical and
scientific discoveries and technological innovations
that occurred at different periods in history and
describe the changes produced by these discoveries
and innovations.
Include discoveries and innovations in farming,
transportation, communication, warfare, medicine, industry,
etc…
District Focus and Resources
Science, Technology, and Society/Industrial
Economies
(24A) Explain the causes of industrialization and
evaluate both short-term and long-term impact on
societies.
Specificity
District Focus and Resources
Causes – Increases in farm output, rise in population,
factors in Great Britain, such as natural resources, political
stability, sound banking system, and climate for new ideas
such as inventions.
Industrialization PowerPoint
Impact –Short term - Problems of overcrowded cities, poor
working conditions, child labor, class tensions, unions and
Socialistic philosophy. Long term - economic and political
power for industrialized nations, dominant vs. dominated
societies, etc.
PAP Seminar – Wheels, Deals and Automobiles
United Streaming: Living History: Living During the
Industrial Revolution (20:00)
Technological developments/causes of Industrial Revolution
such as:

Textile industry: flying shuttle, “spinning” jenny, cotton
gin, water-powered loom, steam engine

Iron industry: puddling

Steel industry: Bessemer process

Railroad industry/steamship industry: steam engine
(connected consumers, producers, suppliers)
(24B) Describe the connection between scientific
discoveries and technological innovations and new
patterns of social and cultural life in the 20th century,
such as developments in transportation and
communication that affected social mobility.
Immigration, new wealthy classes, cultural transmission of
dominant nations, etc. as a result of transportation and
communication innovations.
Defines mass culture and examines its causes and effects in
the early 1900s, including the effects of technology (e.g.,
large-scale printing presses, movies)
United Streaming: Industrial Revolution [1750-1915]
(19:58)
PAP Seminar – Wheels, Deals and Automobiles
Identifies new forms of entertainment in the late 1800s and
early 1900s (e.g., innovations and new patterns of social
and cultural life in the 20th century, such as developments in
transportation and communication that affected social
mobility. baseball, golf, tennis, football, movies, music hall
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shows)
Scientific advancements (e.g., the discoveries of insulin and
penicillin, the first use of insecticides), and advancements in
transportation (e.g., increased use of automobiles, air travel)
Describes the connection between scientific discoveries and
technological innovations and new patterns of social and
cultural life in the late 20th century (e.g., increasing use of
computers, the Internet and World Wide Web, ethical
questions caused by medical advances in organ transplants)
(24C) Identify the contributions of significant
scientists and inventors such as Robert Boyle, Marie
Curie, Thomas Edison, Albert Einstein, Robert
Fulton, Sir Isaac Newton, Louis Pasteur, and James
Watt.
Analyze changes in communication and transportation in the
late 1800s and early 1900s, including the roles of Alexander
Graham Bell, Thomas Edison, Guglielmo Marconi, Henry
Ford, and Orville and Wilbur Wright
Darwin’s Theory of Evolution, natural selection
TEKS Subject: World History/Social Studies Skills
Critical Thinking Skills
Specificity
District Focus and Resources
(25B) Locate and use primary and secondary
sources such as computer software, databases,
media and news services, biographies, interviews,
and artifacts to acquire information.
(25C) Analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and
predictions, and drawing inferences and
conclusions.
(25D) Explain and apply different methods that
historians use to interpret the past, including the use
of primary and secondary sources, points of view,
frames of reference, and historical context.
(25E) Use the process of historical inquiry to
research, interpret, and use multiple sources of
evidence.
(25F) Evaluate the validity of a source based on
language, corroboration with other sources, and
information about the author.
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(25G) Identify bias in written, oral, and visual
material.
(25H) Support a point of view on a social studies
issue or event.
(25I) Use appropriate mathematical skills to
interpret social studies information such as maps
and graphs.
Communication Skills
Specificity
District Focus and Resources
(26A) Use social studies terminology correctly.
Pre-AP “Powder Keg” Research Project
(26B) Use standard grammar, spelling, sentence
structure, and punctuation.
Pre-AP “Powder Keg” Research Project
(26C) Interpret and create databases, research
outlines, bibliographies, and visuals including
graphs, charts, timelines, and maps.
(26D) Transfer information from one medium to
another, including written to visual and statistical to
written or visual, using computer software as
appropriate.
Pre-AP “Powder Keg” Research Project
Problem-Solving and Decision-Making
Skills
Pre-AP “Powder Keg” Research Project
Specificity
District Focus and Resources
(27A) Use a problem-solving process to identify a
problem, gather information, list and consider
options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the
effectiveness of the solution.
(27B) Use a decision-making process to identify a
situation that requires a decision, gather information,
identify options, predict consequences, and take
action to implement a decision.
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