Download HPISD CURRICULUM

HPISD CURRICULUM
(SOCIAL STUDIES, WORLD HISTORY)
EST. NUMBER OF DAYS:20 DAYS __
UNIT NAME
UNIT 2: CLASSICAL ERA (500BC-600AD)
This unit examines the enduring and far-reaching significance of ancient empires in Asia, Europe, and
the Americas. Strong leaders centralized power and created efficient government systems which
enabled them to unify diverse peoples and strengthen their empires. Ideas about government,
Unit Overview
technology, and religion spread through trade and conquest, and major world religions and value
systems, like Christianity and Hinduism, developed. These ancient empires left behind impressive
monuments and forged cultural legacies that still influence the world today.
 Strong, unified empires with complex belief systems set patterns in government, religion, and
Generalizations/Enduring Understandings
philosophy that influence other cultures throughout time.
Concepts
Government
Religion
Education
Architecture
Technology
Guiding/Essential Questions
1. What are the 3 basic teachings of Hinduism?
2. What are the major teachings of Buddha and how did it spread?
3. Why is the period of Gupta rule in India considered a golden age?
4. How did the caste system affect Indian life?
5. What were the major teachings of Confucius?
6. Why is the Han period considered the golden age of Chinese civilization?
7. How did Minoan and Mycenaean civilizations affect later Greeks?
8. What kinds of government did the Greek city-states develop?
9. How did Athens and Sparta differ?
10. What impact did the Persian Wars have on Greece?
11. How did Athens enjoy a golden age under Pericles?
12. What was the Peloponnesian War?
13. What political and ethical ideas did Greek philosophers develop?
14. How did Alexander the Great build a huge empire?
15. Why was Rome’s expansion in Italy successful?
16. What were the characteristics of government and society in the Roman republic
17. What principles of law did Romans develop?
18. How was the Greco-Roman civilization formed?
19. What were the major teachings of Jesus and how were they spread?
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20. How did economic and social problems lead to the fall of Rome?
21. What were the main features of the Olmec, Mayan, Aztec, and Incan cultures?
22. How did the diverse regional cultures in the Americas differ from each other?
Learning Targets
Formative Assessments
Summative Assessments
TEKS (Grade Level) /
Specifications
RED = Readiness Standards
GREEN = Supporting Standards
BLUE = Process Standards
Italics = Standards Not Tested
TEKS
Specifications
(1) History. The student understands
traditional historical points of reference in
world history. The student is expected to:
(B) identify major causes and describe the major
effects of the following events from 500 BC to
AD 600: the development of the classical
civilizations of Greece, Rome, Persia, India
(Maurya and Gupta), China (Zhou, Qin, and Han),
and the development of major world religions;
Hinduism, Four Noble Truths, Buddhism, Chandragupta,
Asoka, Gupta dynasty, Confucius/Confucianism, Five
Relationships, Legalism, Daoism, Shi Huangdi, Han Dynasty,
Silk Road, Civil Service Examination,
Impact of Huns
(2) History. The student understands how early
civilizations developed from 8000 BC to 500 BC
. The student is expected to:
(C) explain how major river valley civilizations
influenced the development of the classical
civilizations.
(3) History. The student understands the
contributions and influence of classical
civilizations from 500 BC to AD 600 on
subsequent civilizations. The student is
expected to:
(A) describe the major political,
Minoan
Knossos
Mycenae
Trojan War
Homer
Sparta
Athens
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religious/philosophical, and cultural influences of
Persia, India, China, Israel, Greece, and Rome,
including the development of monotheism,
Judaism, and Christianity;
(B) explain the impact of the fall of Rome on
Western Europe; and
Persian Wars – Marathon
Age of Pericles
Peloponnesian War
Socrates
Plato
Aristotle
Plato
Alexander the Great
Hellenistic Civilization
Development of republic and inclusion of plebeians
Wars with Carthage (Punic Wars)
Gracchus brothers
Julius Caesar and the Empire
Pax Romana (Roman Peace)
Bread and Circuses
Impact of epic poetry/drama
Marcus Aurelius
Development of column and arch in architecture
Ptolemy
Galen
Jesus and his message
Work of Paul
Structure of Early Church
Emperor Diocletian
Emperor Constantine
Dividing of Roman Empire
(C) compare the factors that led to the collapse of
Rome and Han China.
(20) Government. The student understands
how contemporary political systems have
developed from earlier systems of government.
The student is expected to:
(A) explain the development of democraticrepublican government from its beginnings in the
Judeo-Christian legal tradition and classical
Greece and Rome through the English Civil War
and the Enlightenment; and
(21) Citizenship. The student understands the
significance of political choices and decisions
made by individuals, groups, and nations
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throughout history. The student is expected to:
(B) describe the rights and responsibilities of
citizens and noncitizens in civic participation
throughout history. and
(22) Citizenship. The student understands the
historical development of significant legal and
political concepts related to the rights and
responsibilities of citizenship. The student is
expected to:
(B) identify the influence of ideas regarding the
right to a “trial by a jury of your peers,” and the
concepts of “innocent until proven guilty” and
“equality before the law” that originated from the
Judeo-Christian legal tradition and in Greece and
Rome;
(25) Culture. The student understands how the
development of ideas has influenced institutions
and societies. The student is expected to:
Shang Dynasty, Zhou Dynasty, Mandate of Heaven, Harappa,
Mohenjo-Daro, Aryans, Vedas, Brahmins, Kshatriyas,
(A) summarize the fundamental ideas and
institutions of Eastern civilizations that originated Vaisyas, Sanskrit, Mahabharata, Ramayana, Yangzi,
in China and India;
(B) summarize the fundamental ideas and
institutions of Western civilizations that originated
in Greece and Rome;
(26) Culture. The student understands the
relationship between the arts and the times
during which they were created. The student is
expected to:
(B) analyze examples of how art, architecture,
literature, music, and drama reflect the history of
the cultures in which they are produced; and
(C) identify examples of art, music, and literature
that transcend the cultures in which they were
created and convey universal themes.
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(27) Science, technology, and society. The
student understands how major scientific and
mathematical discoveries and technological
innovations affected societies prior to 1750. The
student is expected to:
(A) identify the origin and diffusion of major ideas
in mathematics, science, and technology that
occurred in river valley civilizations, classical
Greece and Rome, classical India, the Islamic
caliphates between 700 and 1200, and in China
from the Tang to Ming dynasties;
Processes and Skills
Topics
Language of Instruction
Cities of the Indus Valley, Kingdoms of the Ganges, Early Civilization in China, Hinduism, Powerful Empires of India,
Pillars of Indian Life, Philosophy and Religion in China, Strong Rulers Unite China
Early People of the Aegean, The Rise of the Greek City-States, Victory and Defeat in the Greek World, The Glory that was
Greece, Alexander and the Hellenistic Age, The Roman World Takes Shape, From Republic to Empire, The Roman
Achievement, The Rise of Christianity, The Long Decline, Civilizations of Middle America, The World of the Incas,
Peoples of North America
Confucius
Laozi
Han
Shi Huangdi
Daoism
Scholar-gentry
Dharma
Buddha
Ashoka
Upanishads
Karma
Nirvana
Stupas
Guptas
Senate
Republic
Paul
Punic
Jesus of Nazareth
Maya
Maize
Olmecs
State Assessment Connections
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National Assessment Connections
Resources
Prentice Hall, World History, Chapter 4
The Analects, The Way of Virtue, Hindu art, Buddhist art, Silk Road maps, pictures of the Great Wall
and Shi Huangdi’s Tomb
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