Download Grade 10 World History Curriculum Alignment Guide

Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
History
1: Understand traditional historical
points of reference in world
history.
Geography
6: Understand the major
developments of civilizations of
sub-Saharan Africa, Mesoamerica,
Andean South America and Asia.
11: Use geographic skills and
tools to collect, analyze, and
interpret data.
12: Understand the impact of
geographic factors on major
historic events.
Economics
Government
Citizenship
13: Understand the impact of the
Neolithic agricultural revolution on
humanity and the development of
the first civilization.
15: Understand the historical
antecedents of contemporary
political systems.
16: Understand the process by
which democratic-republic
government evolved.
17: Understand the significance of
political choices and decisions
made by individuals, groups, and
nations throughout history.
First Six Weeks
TEKS
STUDENT EXPECTATIONS
Working Draft 2001-2002
TAKS
Objective
TIME
1(a): Identify the major eras in world history and describe
their defining characteristics.
1(c): Apply absolute and relative chronology through the
sequencing of significant individuals, events, and time
periods.
6(a): Summarize the major political and cultural
developments of the civilizations of sub-Saharan Africa.
(SS10) OBJ 1: Issues and events in
history.
(SS10) OBJ 1: Issues and events in
history.
Weeks 1-6
On-going
Weeks 1-6
On-going
(SS10) OBJ 1: Issues and events in
history.
Weeks 1-2
11(a): Create thematic maps, graphs, charts, models, and
databases representing various aspects of world history.
(SS10) OBJ 2: Geographic
influences on historical issues and
events.
(SS10) OBJ 2: Geographic
influences on historical issues and
events.
(SS10) OBJ 2: Geographic
influences on historical issues and
events.
Weeks 1-6
On-going
11(b): Pose and answer questions about geographic
distributions and patterns in world history shown on
maps, graphs, charts, models, and databases.
12(a): Locate place 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.
13(a): Identify important changes in human life caused by
the Neolithic agriculture revolution.
13(b): Explain economic, social, and geographic factors
that led to the development of the first civilizations.
15(b): Define and give examples of different political
systems, past and present.
16(a): Trace the process by which democratic-republic
government evolved from its beginnings in classical
Greece and Rome, through developments in England, and
continuing with the Enlightenment.
16(b): 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.
(SS10) OBJ 3: Economic and social
influences on historical issues and
events.
(SS10) OBJ 3: Economic and social
influences on historical issues and
events.
(SS10) OBJ 4: Political influences on
historical issues and events.
Weeks 1-6
On-going
Weeks 1-6
On-going
Week 1
Weeks 1-2
Weeks 1-6
On-going
(SS10) OBJ 4: Political influences on
historical issues and events.
Week 5-6
(SS10) OBJ 4: Political influences on
historical issues and events.
Weeks 1-6
On-going
17(a): 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.
(SS10) OBJ 1: Issues and events in
history.
Weeks 1-6
On-going
17(b): Describe the different roles of citizens and
noncitizens in historical cultures, especially as the roles
pertain to civic participation.
(SS10) OBJ 1: Issues and events in
history.
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
1
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
Culture
First Six Weeks
TEKS
KNOWLEDGE AND SKILLS
TEKS
STUDENT EXPECTATIONS
18: Understand the historical
development of significant legal
and political concepts, including
ideas about rights, republicanism,
constitutionalism, and democracy.
18(a): 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.
18(b): 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.
(SS10) OBJ 1: Issues and events in
history.
Weeks 1-6
On-going
(SS10) OBJ 1: Issues and events in
history.
Weeks 5-6
20: Understand the relationship
between the arts and the times
during which they were created.
20(a): Identify significant examples of art and architecture
that demonstrate an artistic ideal or visual principle from
selected cultures.
20(b): Analyze examples of how art, architecture,
literature, music, and drama reflect the history of cultures
in which they are produced.
20(c): Identify examples of art, music, and literature that
transcend the cultures in which they were created and
convey universal themes.
21(a): Analyze the specific roles of workmen, children, and
families in different historical cultures.
(SS10) OBJ 3: Economic and social
influences on historical issues and
events.
(SS10) OBJ 3: Economic and social
influences on historical issues and
events.
(SS10) OBJ 3: Economic and social
influences on historical issues and
events.
(SS10) OBJ 3: Economic and social
influences on historical issues and
events.
(SS10) OBJ 3: Economic and social
influences on historical issues and
events.
(SS10) OBJ 3: Economic and social
influences on historical issues and
events.
(SS10) OBJ 3: Economic and social
influences on historical issues and
events.
(SS10) OBJ 1: Issues and events in
history.
Weeks 1-6
On-going
21: Understand the roles of
women, children, and families in
different historical cultures.
21(b): Describe the political, economic, and cultural
influence of women in different historical cultures.
22: Understand how the
development of ideas has
influenced institutions and
societies.
Science,
Technology,
and Society
Social
Studies
Skills
Working Draft 2001-2002
23: Understand how major
scientific and mathematical
discoveries and technological
innovations have affected
societies throughout history.
25: Apply critical-thinking skills to
organize and use information
acquired from a variety of sources
22(a): Summarize the fundamental ideas and institutions
of Eastern civilizations that originated in China and India.
22(b): Summarize the fundamental ideas and institutions
of Western civilization that originated in Greece and
Rome.
23(a): 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.
TAKS
Objective
TIME
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Week 4
Weeks 5-6
Weeks 1-6
On-going
23(b): Identify new ideas in mathematics, science, and
technology that occurred during the Greco-Roman, Indian,
Islamic, and Chinese civilizations and trace the spread of
these ideas to other civilizations.
(SS10) OBJ 1: Issues and events in
history.
Weeks 1-6
On-going
23(c): Summarize the ideas in astronomy, mathematics,
and architectural engineering that developed in
Mesoamerica and Andean South America.
(SS10) OBJ 1: Issues and events in
history.
Week 2
25(a): Identify ways archaeologists, anthropologists,
historians, and geographers analyze limited evidence.
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
2
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
26: Communicate in written, oral,
and visual formats.
First Six Weeks
TEKS
STUDENT EXPECTATIONS
Working Draft 2001-2002
TAKS
Objective
TIME
25(b): Locate and use primary and secondary sources
such as computer software, databases, media an news
services, biographies, interviews, and artifacts to acquire
information.
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
Weeks 1-6
On-going
25(c): Analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making
generalizations, and predictions, and drawing inferences
an conclusions.
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
Weeks 1-6
On-going
25(d): 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.
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
Weeks 1-6
On-going
25(e): Use the process of historical inquiry to research,
interpret, and use multiple sources of evidence.
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
Weeks 1-6
On-going
25(f): Evaluate the validity of a source based on language,
corroboration with other sources, and information about
the author.
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
Weeks 1-6
On-going
25(g): Identify bias in written, oral, and visual material.
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
Weeks 1-6
On-going
25(h): Support a point of view on a social studies issue or
event.
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
Weeks 1-6
On-going
25(i) Use appropriate mathematical skills to interpret
social studies information such as maps and graphs.
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
Weeks 1-6
On-going
26(a): Use social studies terminology correctly.
26(b): Use standard grammar, spelling, sentence
structure, and punctuation.
26(c): Interpret and create databases, research outlines,
bibliographies, and visuals including graphs, charts,
timelines, and maps.
26(d): Transfer information from one medium to another,
including written to visual and statistical to written or
visual, using computer software as appropriate.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
3
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
27: Use problem-solving and
decision-making skills, working
independently and with others, in
a variety of settings.
First Six Weeks
TEKS
STUDENT EXPECTATIONS
27(a): 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.
27(b): 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.
Working Draft 2001-2002
TAKS
Objective
TIME
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
Weeks 1-6
On-going
(SS10) OBJ 5: Use critical thinking
skills to analyze social studies
information.
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
4
Grade 10 World History Curriculum Alignment Guide
*
First Six Weeks
Working Draft 2001-2002
Instructional Resources
Professional Resources
Community Resources
Web Sites
Adopted Textbook and Supplemental
Guides
* Center for Civic Education: National
Standards for Civics and
Government. Calabasas, CA, 1994.
* National Council for Social Studies
(NCSS) – http://www.ncss.org
* Geography Education Standards
Project.Geography for Life.
Washington, DC: National
Geographic Research and
Exploration, 1994.
* National Council for Social Studies,
Social Education.
* Social Studies Center for Educational
Development (SSCED)http://www.tea.state.tx.us/resources/ssce
* Parents and community leaderssurvey of family cultural backgrounds
and traditions.
* Community volunteers and
organizations- Junior Achievement
volunteers.
* Local museums and cultural
programs-Texas Memorial Museum,
Center for American History at the
University of Texas, Bullock Memorial
Library, Bush Library.
Austin Collaborative of Cultural and Educational Sites and
Schools (ACCESS) www.austin.isd.tenet.edu/community
American Heritage Education Foundation, Inc.
www.americanheritage.org
Holocaust Museum Houston www.hmh.org
Institute of Texan Cultures www.texancultures.utsa.edu/new/
ProjectVote www.sos.state.tx.us/function/projectv/index.htm
State Bar of Texas www.texasbar.com/pubinf/lre/info.htm
Texas Alliance for Geographic Education
www.geo.swt.edu/tage/tage.html
Texas Association of Museums www.io.com/~tam
Texas Council for the Social Studies www.ncss.org/local/
Texas Historical Commission www.thc.state.tx.us
Texas State Historical Association www.tsha.utexas.edu/
Junior Achievement www.jahouston.org
Texas Council on Economic Education [email protected]
Texas Parks and Wildlife www.tpwd.state.tx.us
American Bar Association www.abanet.org
Association of Science-Technology Centers www.astc.org/astc/
American Historical Association www.theaha.org
Center for Civic Education www.civiced.org
The ERIC Clearinghouse for Social Studies/Social Science
Education (ERIC/ChESS)
www.indiana.edu/~ssdc/eric_chess.htm
Foundation for Teaching Economics www.fte.org/
National Center for History in the Schools
www.ssnet.ucla.edu/nchs
National Council for History Education www.history.org/nche/
National Geographic Society www.nationalgeographic.com
Organization of American Historians www.indiana.edu/~oah
National Council for Geographic Education www.ncge.org/
Geographic Education National Implementation Project
http://genip.tamu.edu
National Council of Economic Education
www.nationalcouncil.org
National History Day
www.thehistorynet.com/NationalHistoryDay/
Society for American Archaeology www.saa.org/
Social Science Education Consortium http://ssecinc.org/
* Texas Curriculum Institute. History Alive? - United
States to 1900.
* Economics America. Focus: High School
Economics. ). New York: National Council on
Economic Development, 1996.
* Economics America. National Content Standards in
Economics. New York: National Council on
Economic Development, 1996.
* George F. Cram. Exploring the History of our
Country. Indianapolis, 1997.
* National Geographic Society. The Complete
National Geographic (CD-ROM). Washington, DC:
Mindscape, 1997.
* Nystrom. Hands on Geography: United States.
Chicago: Herff-Jones, 1997.
* Class set and/or current events program Austin
American Statesman, Time for Kids, Time Education
Program, Junior Scholastic, Newsweek, Wall Street
Journal, etc.
Page
 Austin ISD Social Studies Department
TAKS Assessment
5
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
History
Geography
Government
Citizenship
TEKS
KNOWLEDGE AND SKILLS
1: Understand traditional historical
points of reference in world history.
TEKS
STUDENT EXPECTATIONS
Working Draft 2001-2002
TAKS
Objective
TIME
1(a): Identify the major eras in world history and describe their defining
characteristics.
1(c): Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
2(a): Identify elements in a contemporary situation that parallel a
historical situation.
6(c): Summarize the major political, economic, and cultural
developments of civilizations in China, India, and Japan.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 4-6
11(a): Create thematic maps, graphs, charts, models, and databases
representing various aspects of world history.
Weeks 1-6
On-going
11(b): Pose and answer questions about geographic distributions and
patterns in world history shown on maps, graphs, charts, models, and
databases.
(SS) OBJ 2: Geographic
influences on historical
issues and events.
(SS) OBJ 2: Geographic
influences on historical
issues and events.
12: Understand the impact of geographic
factors on major historic events.
12(a): Locate place 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.
(SS) OBJ 2: Geographic
influences on historical
issues and events.
Weeks 1-6
On-going
16: Understand the process by which
democratic-republic government
evolved.
16(a): Trace the process by which democratic-republic government
evolved from its beginnings in classical Greece and Rome, through
developments in England, and continuing with the Enlightenment.
16(b): Identify the impact of political and legal ideas contained in
significant historic documents, including Hammmurabi’s Code,
Justinian’s Code of Laws, Magna Carta, John Locke’s Two Treatises of
Government, and the Declaration of Independence.
17(a): 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.
17(b): Describe the different roles of citizens and noncitizens in
historical cultures, especially as the roles pertain to civic participation.
(SS) OBJ 4: Political
influences on historical
issues and events.
(SS) OBJ 4: Political
influences on historical
issues and events.
Weeks 1-3
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
18(a): 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.
18(b): Summarize the worldwide influence of ideas concerning rights
and responsibilities that originated from Greco-Roman and JudeoChristian ideals in Western civilization such as equality before the law.
19(a): Compare the historical origins, central ideas, and the spread of
major religious and philosophical traditions including Buddhism,
Christianity, Confucianism, Hinduism, Islam, and Judaism.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
Weeks 1-3
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
Weeks 1-6
On-going
2: Understand how the present relates
to the past.
6: Understand the major developments
of civilizations of sub-Saharan Africa,
Mesoamerica, Andean South America
and Asia.
11: Use geographic skills and tools to
collect, analyze, and interpret data.
17: Understand the significance of
political choices and decisions made by
individuals, groups, and nations
throughout history.
18: Understand the historical
development of significant legal and
political concepts, including ideas about
rights, republicanism, constitutionalism,
and democracy.
Culture
Second Six Weeks
19: Understand the history and
relevance of major religious and
philosophical traditions.
19(b): Identify examples of religious influence in historic and
contemporary world events.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
6
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
20: Understand the relationship between
the arts and the times during which they
were created.
Second Six Weeks
TEKS
STUDENT EXPECTATIONS
20(a): Identify significant examples of art and architecture that
demonstrate an artistic ideal or visual principle from selected cultures.
20(b): Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
20(c): Identify examples of art, music, and literature that transcend the
cultures in which they were created and convey universal themes.
21: Understand the roles of women,
children, and families in different
historical cultures.
21(a): Analyze the specific roles of workmen, children, and families in
different historical cultures.
21(b): Describe the political, economic, and cultural influence of women
in different historical cultures.
22: Understand how the development of
ideas has influenced institutions and
societies.
22(a): Summarize the fundamental ideas and institutions of Eastern
civilizations that originated in China and India.
22(b): Summarize the fundamental ideas and institutions of Western
civilization that originated in Greece and Rome.
Science,
Technology,
and Society
Social
Studies
Skills
23: Understand how major scientific and
mathematical discoveries and
technological innovations have affected
societies throughout history.
25: Apply critical-thinking skills to
organize and use information acquired
from a variety of sources including
electronic technology.
23(a): 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.
23(b): Identify new ideas in mathematics, science, and technology that
occurred during the Greco-Roman, Indian, Islamic, and Chinese
civilizations and trace the spread of these ideas to other civilizations.
23(c): Summarize the ideas in astronomy, mathematics, and
architectural engineering that developed in Mesoamerica and Andean
South America.
25(a): Identify ways archaeologists, anthropologists, historians, and
geographers analyze limited evidence.
25(b): Locate and use primary and secondary sources such as computer
software, databases, media an news services, biographies, interviews,
and artifacts to acquire information.
Working Draft 2001-2002
TAKS
Objective
TIME
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 4-6
Week 1
Weeks 1-6
On-going
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
7
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
Second Six Weeks
TEKS
STUDENT EXPECTATIONS
25(c): Analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the main
idea, summarizing, making generalizations, and predictions, and
drawing inferences an conclusions.
25(d): 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.
25(e): Use the process of historical inquiry to research, interpret, and
use multiple sources of evidence.
25(f): Evaluate the validity of a source based on language, corroboration
with other sources, and information about the author.
25(g): Identify bias in written, oral, and visual material.
25(h): Support a point of view on a social studies issue or event.
25(i) Use appropriate mathematical skills to interpret social studies
information such as maps and graphs.
26: Communicate in written, oral, and
visual formats.
26(a): Use social studies terminology correctly.
26(b): Use standard grammar, spelling, sentence structure, and
punctuation.
26(c): Interpret and create databases, research outlines, bibliographies,
and visuals including graphs, charts, timelines, and maps.
26(d): Transfer information from one medium to another, including
written to visual and statistical to written or visual, using computer
software as appropriate.
27: Use problem-solving and decisionmaking skills, working independently
and with others, in a variety of settings.
27(a): 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.
Working Draft 2001-2002
TAKS
Objective
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
TIME
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
8
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
Second Six Weeks
TEKS
STUDENT EXPECTATIONS
27(b): 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.
Instructional Resources
*
Adopted Textbook and
Supplemental Guides
* Texas Curriculum Institute. History Alive? United States to 1900.
* Economics America. Focus: High School
Economics. ). New York: National Council on
Economic Development, 1996.
* Economics America. National Content
Standards in Economics. New York: National
Council on Economic Development, 1996.
* George F. Cram. Exploring the History of our
Country. Indianapolis, 1997.
* National Geographic Society. The Complete
National Geographic (CD-ROM). Washington,
DC:Mindscape, 1997.
* Nystrom. Hands on Geography: United
States. Chicago: Herff-Jones, 1997.
* Class set and/or current events program
Austin American Statesman, Time for Kids,
Time Education Program, Junior Scholastic,
Newsweek, Wall Street Journal, etc.
Professional Resources
* Center for Civic Education: National
Standards for Civics and
Government. Calabasas, CA, 1994.
* National Council for Social Studies
(NCSS) – http://www.ncss.org
* Geography Education Standards
Project.Geography for Life.
Washington, DC: National
Geographic Research and
Exploration, 1994.
* National Council for Social Studies,
Social Education.
* Social Studies Center for Educational
Development (SSCED)http://www.tea.state.tx.us/resources/ssce
Working Draft 2001-2002
TAKS
Objective
TIME
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
Weeks 1-6
On-going
Community Resources
Web Sites
* Parents and community leaderssurvey of family cultural
backgrounds
and traditions.
* Community volunteers and
organizations- Junior Achievement
volunteers.
* Local museums and cultural
programs-Texas Memorial Museum,
Center for American History at the
University of Texas, Bullock
Memorial
Library, Bush Library.
Austin Collaborative of Cultural and Educational Sites and
Schools (ACCESS) www.austin.isd.tenet.edu/community
American Heritage Education Foundation, Inc.
www.americanheritage.org
Holocaust Museum Houston www.hmh.org
Institute of Texan Cultures www.texancultures.utsa.edu/new/
ProjectVote www.sos.state.tx.us/function/projectv/index.htm
State Bar of Texas www.texasbar.com/pubinf/lre/info.htm
Texas Alliance for Geographic Education
www.geo.swt.edu/tage/tage.html
Texas Association of Museums www.io.com/~tam
Texas Council for the Social Studies www.ncss.org/local/
Texas Historical Commission www.thc.state.tx.us
Texas State Historical Association www.tsha.utexas.edu/
Junior Achievement www.jahouston.org
Texas Council on Economic Education [email protected]
Texas Parks and Wildlife www.tpwd.state.tx.us
American Bar Association www.abanet.org
Association of Science-Technology Centers
www.astc.org/astc/
American Historical Association www.theaha.org
Center for Civic Education www.civiced.org
The ERIC Clearinghouse for Social Studies/Social Science
Education (ERIC/ChESS)
www.indiana.edu/~ssdc/eric_chess.htm
Foundation for Teaching Economics www.fte.org/
National Center for History in the Schools
www.ssnet.ucla.edu/nchs
National Council forHistoryEducation www.history.org/nche/
National Geographic Society www.nationalgeographic.com
Organization of American Historians www.indiana.edu/~oah
National Council for Geographic Education www.ncge.org/
Geographic Education National Implementation Project
http://genip.tamu.edu
National Council of Economic Education
www.nationalcouncil.org
National History Day
www.thehistorynet.com/NationalHistoryDay/
Society for American Archaeology www.saa.org/
Social Science Education Consortium http://ssecinc.org/
Page
 Austin ISD Social Studies Department
TAKS Assessment
9
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
History
TEKS
KNOWLEDGE AND SKILLS
1: Understand traditional historical
points of reference in world history.
2: Understand how the present relates
to the past.
3: Understand how, as a result of the
collapse of the Western Roman Empire,
new political, economic, and social
systems evolved, creating a new
civilization in Western Europe.
5: Understand causes and effects of
European expansion beginning in the
th
16 century.
Geography
Government
7: Understand the impact of political
and economic imperialism throughout
history.
11: Use geographic skills and tools to
collect, analyze, and interpret data.
15: Understand the historical
antecedents of contemporary political
systems.
16: Understand the process by which
democratic-republic government
evolved.
Third Six Weeks
Working Draft 2001-2002
TEKS
STUDENT EXPECTATIONS
TAKS OBJECTIVE
1(a): Identify the major eras in world history and describe their defining
characteristics.
1(b): 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 revolutions’ the political
th
th
th
revolutions of the 18 , 19 , and 20 centuries; and the world wars of the
th
20 century.
1(c): Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
1(d): Explain the significance of the following dates: 1066, 1215, 1492,
1789, 1914-1918, and 1939, 1945.
2(a): Identify elements in a contemporary situation that parallel a
historical situation.
3(a): Compare medieval Europe with previous civilizations.
3(b): Describe the major characteristics of the political system of
feudalism, the economic system of manorialism, and the authority
exerted by the Roman Catholic Church.
3(c): Identify the political, economic, and social impact of the Crusades.
th
5(a): Identify causes of European expansion beginning in the 16
century.
5(b): Explain the political, economic, cultural, and technological
influences of European expansion on both Europeans and nonth
Europeans, beginning in the 16 century.
7(a): Analyze examples of major empires of the world such as the Aztec,
British, Chinese, French, Japanese, Mongol, and Ottoman empires.
11(a): Create thematic maps, graphs, charts, models, and databases
representing various aspects of world history.
11(b): Pose and answer questions about geographic distributions and
patterns in world history shown on maps, graphs, charts, models, and
databases.
15(b): Define and give examples of different political systems, past and
present.
16(a): Trace the process by which democratic-republic government
evolved from its beginnings in classical Greece and Rome, through
developments in England, and continuing with the Enlightenment.
16(b): Identify the impact of political and legal ideas contained in
significant historic documents, including Hammmurabi’s Code,
Justinian’s Code of Laws, Magna Carta, John Locke’s Two Treatises of
Government, and the Declaration of Independence.
TIME
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 2, 5, 6
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Week 3
Weeks 1-6
On-going
Week 2
Week 3, 6
Week 3, 5
Week 3-6
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 2: Geographic
influences on historical
issues and events.
(SS) OBJ 2: Geographic
influences on historical
issues and events.
(SS) OBJ 4: Political
influences on historical
issues and events.
(SS) OBJ 4: Political
influences on historical
issues and events.
(SS) OBJ 4: Political
influences on historical
issues and events.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
10
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
Citizenship
17: Understand the significance of
political choices and decisions made
by individuals, groups, and nations
throughout history.
18: Understand the historical
development of significant legal and
political concepts, including ideas
about rights, republicanism,
constitutionalism, and democracy.
Culture
19: Understand the history and
relevance of major religious and
philosophical traditions.
Third Six Weeks
TEKS
STUDENT EXPECTATIONS
17(a): 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.
17(b): Describe the different roles of citizens and noncitizens in
historical cultures, especially as the roles pertain to civic participation.
18(a): 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.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 1-6
On-going
18(b): Summarize the worldwide influence of ideas concerning rights
and responsibilities that originated from Greco-Roman and JudeoChristian ideals in Western civilization such as equality before the law.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
19(a): Compare the historical origins, central ideas, and the spread of
major religious and philosophical traditions including Buddhism,
Christianity, Confucianism, Hinduism, Islam, and Judaism.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
20(a): Identify significant examples of art and architecture that
demonstrate an artistic ideal or visual principle from selected cultures.
20(c): Identify examples of art, music, and literature that transcend the
cultures in which they were created and convey universal themes.
21(a): Analyze the specific roles of workmen, children, and families in
different historical cultures.
21(b): Describe the political, economic, and cultural influence of women
in different historical cultures.
Science,
Technology,
and Society
23: Understand how major scientific
and mathematical discoveries and
technological innovations have
affected societies throughout history.
TIME
Weeks 1-6
On-going
20(b): Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
21: Understand the roles of women,
children, and families in different
historical cultures.
TAKS OBJECTIVE
(SS) OBJ 1: Issues and
events in history.
19(b): Identify examples of religious influence in historic and
contemporary world events.
20: Understand the relationship
between the arts and the times during
which they were created.
Working Draft 2001-2002
23(a): 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.
23(b): Identify new ideas in mathematics, science, and technology that
occurred during the Greco-Roman, Indian, Islamic, and Chinese
civilizations and trace the spread of these ideas to other civilizations.
(SS) OBJ 1: Issues and
events in history.
Week 3-6
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
11
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
Social
Studies
Skills
25: Apply critical-thinking skills to
organize and use information acquired
from a variety of sources including
electronic technology.
Third Six Weeks
TEKS
STUDENT EXPECTATIONS
25(a): Identify ways archaeologists, anthropologists, historians, and
geographers analyze limited evidence.
25(b): Locate and use primary and secondary sources such as computer
software, databases, media an news services, biographies, interviews,
and artifacts to acquire information.
25(c): Analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the main
idea, summarizing, making generalizations, and predictions, and
drawing inferences an conclusions.
25(d): 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.
25(e): Use the process of historical inquiry to research, interpret, and
use multiple sources of evidence.
25(f): Evaluate the validity of a source based on language, corroboration
with other sources, and information about the author.
25(g): Identify bias in written, oral, and visual material.
25(h): Support a point of view on a social studies issue or event.
25(i) Use appropriate mathematical skills to interpret social studies
information such as maps and graphs.
26: Communicate in written, oral, and
visual formats.
26(a): Use social studies terminology correctly.
26(b): Use standard grammar, spelling, sentence structure, and
punctuation.
26(c): Interpret and create databases, research outlines, bibliographies,
and visuals including graphs, charts, timelines, and maps.
Working Draft 2001-2002
TAKS OBJECTIVE
TIME
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS10) OBJ 5: Use
critical thinking skills to
analyze social studies
information.
(SS10) OBJ 5: Use
critical thinking skills to
analyze social studies
information.
(SS10) OBJ 5: Use
critical thinking skills to
analyze social studies
information.
(SS10) OBJ 5: Use
critical thinking skills to
analyze social studies
information.
(SS10) OBJ 5: Use
critical thinking skills to
analyze social studies
information.
(SS10) OBJ 5: Use
critical thinking skills to
analyze social studies
information.
(SS10) OBJ 5: Use
critical thinking skills to
analyze social studies
information.
(SS10) OBJ 5: Use
critical thinking skills to
analyze social studies
information.
(SS10) OBJ 5: Use
critical thinking skills to
analyze social studies
information.
(SS10) OBJ 5: Use
critical thinking skills to
analyze social studies
information.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
12
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
Third Six Weeks
TEKS
STUDENT EXPECTATIONS
26(d): Transfer information from one medium to another, including
written to visual and statistical to written or visual, using computer
software as appropriate.
27: Use problem-solving and decisionmaking skills, working independently
and with others, in a variety of settings.
27(a): 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.
27(b): 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.
Working Draft 2001-2002
TAKS OBJECTIVE
TIME
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies
information.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
13
Grade 10 World History Curriculum Alignment Guide
Instructional Resources
*
Adopted Textbook and
Supplemental Guides
* Texas Curriculum Institute. History Alive? United States to 1900.
* Economics America. Focus: High School
Economics. ). New York: National Council on
Economic Development, 1996.
* Economics America. National Content
Standards in Economics. New York: National
Council on Economic Development, 1996.
* George F. Cram. Exploring the History of our
Country. Indianapolis, 1997.
* National Geographic Society. The Complete
National Geographic (CD-ROM). Washington,
DC:Mindscape, 1997.
* Nystrom. Hands on Geography: United
States. Chicago: Herff-Jones, 1997.
* Class set and/or current events program
Austin American Statesman, Time for Kids,
Time Education Program, Junior Scholastic,
Newsweek, Wall Street Journal, etc.
Professional Resources
* Center for Civic Education: National
Standards for Civics and
Government. Calabasas, CA, 1994.
* National Council for Social Studies
(NCSS) – http://www.ncss.org
* Geography Education Standards
Project.Geography for Life.
Washington, DC: National
Geographic Research and
Exploration, 1994.
* National Council for Social Studies,
Social Education.
* Social Studies Center for Educational
Development (SSCED)http://www.tea.state.tx.us/resources/ssce
Third Six Weeks
Working Draft 2001-2002
Community Resources
Web Sites
* Parents and community leaderssurvey of family cultural
backgrounds
and traditions.
* Community volunteers and
organizations- Junior Achievement
volunteers.
* Local museums and cultural
programs-Texas Memorial Museum,
Center for American History at the
University of Texas, Bullock
Memorial
Library, Bush Library.
Austin Collaborative of Cultural and Educational Sites and
Schools (ACCESS) www.austin.isd.tenet.edu/community
American Heritage Education Foundation, Inc.
www.americanheritage.org
Holocaust Museum Houston www.hmh.org
Institute of Texan Cultures www.texancultures.utsa.edu/new/
ProjectVote www.sos.state.tx.us/function/projectv/index.htm
State Bar of Texas www.texasbar.com/pubinf/lre/info.htm
Texas Alliance for Geographic Education
www.geo.swt.edu/tage/tage.html
Texas Association of Museums www.io.com/~tam
Texas Council for the Social Studies www.ncss.org/local/
Texas Historical Commission www.thc.state.tx.us
Texas State Historical Association www.tsha.utexas.edu/
Junior Achievement www.jahouston.org
Texas Council on Economic Education [email protected]
Texas Parks and Wildlife www.tpwd.state.tx.us
American Bar Association www.abanet.org
Association of Science-Technology Centers
www.astc.org/astc/
American Historical Association www.theaha.org
Center for Civic Education www.civiced.org
The ERIC Clearinghouse for Social Studies/Social Science
Education (ERIC/ChESS)
www.indiana.edu/~ssdc/eric_chess.htm
Foundation for Teaching Economics www.fte.org/
National Center for History in the Schools
www.ssnet.ucla.edu/nchs
National Council forHistoryEducation www.history.org/nche/
National Geographic Society www.nationalgeographic.com
Organization of American Historians www.indiana.edu/~oah
National Council for Geographic Education www.ncge.org/
Geographic Education National Implementation Project
http://genip.tamu.edu
National Council of Economic Education
www.nationalcouncil.org
National History Day
www.thehistorynet.com/NationalHistoryDay/
Society for American Archaeology www.saa.org/
Social Science Education Consortium http://ssecinc.org/
Page
 Austin ISD Social Studies Department
TAKS Assessment
14
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
History
TEKS
KNOWLEDGE AND SKILLS
Government
Citizenship
Culture
TEKS
STUDENT EXPECTATIONS
Working Draft 2001-2002
TAKS OBJECTIVE
TIME
1: Understand traditional historical
points of reference in world history.
1(a): Identify the major eras in world history and describe their defining
characteristics.
1(c): Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 1-6
On-going
2: Understand how the present relates
to the past.
4: Understand the influence of the
European Renaissance and the
Reformation eras.
2(a): Identify elements in a contemporary situation that parallel a
historical situation.
4(a): Identify the causes and characteristics of the European
Renaissance and the Reformation eras.
4(b): Identify the effects of the European Renaissance and the
Reformation eras.
5(c): Evaluate how the American Revolution differed from the French
and Russian revolutions concerning separation of powers, liberty,
equality, democracy, popular sovereignty, human rights,
constitutionalism, and nationalism.
11(a): Create thematic maps, graphs, charts, models, and databases
representing various aspects of world history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Week 1
(SS) OBJ 2: Geographic
influences on historical
issues and events.
(SS) OBJ 2: Geographic
influences on historical
issues and events.
(SS) OBJ 4: Political
influences on historical
issues and events.
(SS) OBJ 4: Political
influences on historical
issues and events.
Weeks 1-6
On-going
5: Understand causes and effects of
major political revolutions since the
th
17 century.
Geography
Fourth Six Weeks
11: Use geographic skills and tools to
collect, analyze, and interpret data.
11(b): Pose and answer questions about geographic distributions and
patterns in world history shown on maps, graphs, charts, models, and
databases.
15(b): Define and give examples of different political systems, past and
present.
Week 1
Week 1
Weeks 1-6
On-going
15: Understand the historical
antecedents of contemporary political
systems.
16: Understand the process by which
democratic-republic government
evolved.
16(a): Trace the process by which democratic-republic government
evolved from its beginnings in classical Greece and Rome, through
developments in England, and continuing with the Enlightenment.
17: Understand the significance of
political choices and decisions made
by individuals, groups, and nations
throughout history.
17(a): 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.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
17(b): Describe the different roles of citizens and noncitizens in
historical cultures, especially as the roles pertain to civic participation.
18(a): 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.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 1-6
On-going
19(b): Identify examples of religious influence in historic and
contemporary world events.
(SS) OBJ 3: Economic
and social influences on
historical issues and
events.
Weeks 1-6
On-going
18: Understand the historical
development of significant legal and
political concepts, including ideas
about rights, republicanism,
constitutionalism, and democracy.
19: Understand the history and
relevance of major religious and
philosophical traditions.
Weeks 1-6
On-going
Week 1-5
Page
 Austin ISD Social Studies Department
TAKS Assessment
15
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
20: Understand the relationship
between the arts and the times during
which they were created.
Fourth Six Weeks
TEKS
STUDENT EXPECTATIONS
20(a): Identify significant examples of art and architecture that
demonstrate an artistic ideal or visual principle from selected cultures.
20(c): Identify examples of art, music, and literature that transcend the
cultures in which they were created and convey universal themes.
21: Understand the roles of women,
children, and families in different
historical cultures.
21(a): Analyze the specific roles of workmen, children, and families in
different historical cultures.
21(b): Describe the political, economic, and cultural influence of women
in different historical cultures.
Science,
Technology,
and Society
Social
Studies
Skills
23: Understand how major scientific
and mathematical discoveries and
technological innovations have
affected societies throughout history.
25: Apply critical-thinking skills to
organize and use information acquired
from a variety of sources including
electronic technology.
23(a): 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.
th
23(d): Describe the origins of the scientific revolution in 16 Century
Europe and explain its impact on scientific thinking worldwide.
23(e): Identify the contributions of significant scientists such as
Archimedes, Copernicus, Erastosthenes, Galileo, and Pythagorus.
25(a): Identify ways archaeologists, anthropologists, historians, and
geographers analyze limited evidence.
Working Draft 2001-2002
TAKS OBJECTIVE
TIME
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
25(c): Analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the main
idea, summarizing, making generalizations, and predictions, and
drawing inferences an conclusions.
25(d): 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.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
25(e): Use the process of historical inquiry to research, interpret, and
use multiple sources of evidence.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
25(b): Locate and use primary and secondary sources such as computer
software, databases, media an news services, biographies, interviews,
and artifacts to acquire information.
25(f): Evaluate the validity of a source based on language, corroboration
with other sources, and information about the author.
25(g): Identify bias in written, oral, and visual material.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
16
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
20: Understand the relationship
between the arts and the times during
which they were created.
Fourth Six Weeks
TEKS
STUDENT EXPECTATIONS
20(a): Identify significant examples of art and architecture that
demonstrate an artistic ideal or visual principle from selected cultures.
20(c): Identify examples of art, music, and literature that transcend the
cultures in which they were created and convey universal themes.
21: Understand the roles of women,
children, and families in different
historical cultures.
21(a): Analyze the specific roles of workmen, children, and families in
different historical cultures.
21(b): Describe the political, economic, and cultural influence of women
in different historical cultures.
25(h): Support a point of view on a social studies issue or event.
25(i) Use appropriate mathematical skills to interpret social studies
information such as maps and graphs.
26: Communicate in written, oral, and
visual formats.
26(a): Use social studies terminology correctly.
26(b): Use standard grammar, spelling, sentence structure, and
punctuation.
26(c): Interpret and create databases, research outlines, bibliographies,
and visuals including graphs, charts, timelines, and maps.
27: Use problem-solving and decisionmaking skills, working independently
and with others, in a variety of settings.
26(d): Transfer information from one medium to another, including
written to visual and statistical to written or visual, using computer
software as appropriate.
27(a): 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.
27(b): 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.
Working Draft 2001-2002
TAKS OBJECTIVE
TIME
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
17
Grade 10 World History Curriculum Alignment Guide
Instructional Resources
*
Adopted Textbook and
Supplemental Guides
* Texas Curriculum Institute. History Alive? United States to 1900.
* Economics America. Focus: High School
Economics. ). New York: National Council on
Economic Development, 1996.
* Economics America. National Content
Standards in Economics. New York: National
Council on Economic Development, 1996.
* George F. Cram. Exploring the History of our
Country. Indianapolis, 1997.
* National Geographic Society. The Complete
National Geographic (CD-ROM). Washington,
DC:Mindscape, 1997.
* Nystrom. Hands on Geography: United
States. Chicago: Herff-Jones, 1997.
* Class set and/or current events program
Austin American Statesman, Time for Kids,
Time Education Program, Junior Scholastic,
Newsweek, Wall Street Journal, etc.
Professional Resources
* Center for Civic Education: National
Standards for Civics and
Government. Calabasas, CA, 1994.
* National Council for Social Studies
(NCSS) – http://www.ncss.org
* Geography Education Standards
Project.Geography for Life.
Washington, DC: National
Geographic Research and
Exploration, 1994.
* National Council for Social Studies,
Social Education.
* Social Studies Center for Educational
Development (SSCED)http://www.tea.state.tx.us/resources/ssced
Fourth Six Weeks
Working Draft 2001-2002
Community Resources
Web Sites
* Parents and community leaderssurvey of family cultural
backgrounds and traditions.
* Community volunteers and
organizations- Junior Achievement
volunteers.
* Local museums and cultural
programs-Texas Memorial Museum,
Center for American History at the
University of Texas, Bullock
Memorial
Library, Bush Library.
Austin Collaborative of Cultural and Educational Sites and
Schools (ACCESS) www.austin.isd.tenet.edu/community
American Heritage Education Foundation, Inc.
www.americanheritage.org
Holocaust Museum Houston www.hmh.org
Institute of Texan Cultures www.texancultures.utsa.edu/new/
ProjectVote www.sos.state.tx.us/function/projectv/index.htm
State Bar of Texas www.texasbar.com/pubinf/lre/info.htm
Texas Alliance for Geographic Education
www.geo.swt.edu/tage/tage.html
Texas Association of Museums www.io.com/~tam
Texas Council for the Social Studies www.ncss.org/local/
Texas Historical Commission www.thc.state.tx.us
Texas State Historical Association www.tsha.utexas.edu/
Junior Achievement www.jahouston.org
Texas Council on Economic Education [email protected]
Texas Parks and Wildlife www.tpwd.state.tx.us
American Bar Association www.abanet.org
Association of Science-Technology Centers
www.astc.org/astc/
American Historical Association www.theaha.org
Center for Civic Education www.civiced.org
The ERIC Clearinghouse for Social Studies/Social Science
Education (ERIC/ChESS)
www.indiana.edu/~ssdc/eric_chess.htm
Foundation for Teaching Economics www.fte.org/
National Center for History in the Schools
www.ssnet.ucla.edu/nchs
National Council forHistoryEducation www.history.org/nche/
National Geographic Society www.nationalgeographic.com
Organization of American Historians www.indiana.edu/~oah
National Council for Geographic Education www.ncge.org/
Geographic Education National Implementation Project
http://genip.tamu.edu
National Council of Economic Education
www.nationalcouncil.org
National History Day
www.thehistorynet.com/NationalHistoryDay/
Society for American Archaeology www.saa.org/
Social Science Education Consortium http://ssecinc.org/
Page
 Austin ISD Social Studies Department
TAKS Assessment
18
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
History
TEKS
KNOWLEDGE AND SKILLS
1: Understand traditional historical
points of reference in world history.
Fifth Six Weeks
TEKS
STUDENT EXPECTATIONS
Working Draft 2001-2002
TAKS OBJECTIVE
TIME
1(a): Identify the major eras in world history and describe their defining
characteristics.
1(c): Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
2(a): Identify elements in a contemporary situation that parallel a
historical situation.
7(b): Summarize effects of imperialism on selected societies.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Week 4
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
11: Use geographic skills and tools to
collect, analyze, and interpret data.
8(a): Identify causes and evaluate effects of major political revolutions
th
since the 17 Century, including the English, American, French, and
Russian revolutions.
8(b): 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.
5(c): Evaluate how the American Revolution differed from the French
and Russian revolutions, including its long-term impact on political
developments around the world.
11(a): Create thematic maps, graphs, charts, models, and databases
representing various aspects of world history.
Weeks 1-6
On-going
Economics
14: Understand the historic origins of
contemporary economic systems.
11(b): Pose and answer questions about geographic distributions and
patterns in world history shown on maps, graphs, charts, models, and
databases.
14(a): Identify the historic origins of the economic systems of capitalism
and socialism.
Government
15: Understand the historical
antecedents of contemporary political
systems.
(SS) OBJ 2: Geographic
influences on historical
issues and events.
(SS) OBJ 2: Geographic
influences on historical
issues and events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 4: Political
influences on historical
issues and events.
(SS) OBJ 4: Political
influences on historical
issues and events.
(SS) OBJ 1: Issues and
events in history.
2: Understand how the present relates
to the past.
7: Understand the impact of political
and economic imperialism throughout
history.
8: Understand causes and effects of
major political revolutions since the
th
17 Century.
Geography
15(a): Explain the impact of parliamentary and constitutional systems of
government on significant world political developments.
15(b): Define and give examples of different political systems, past and
present.
Citizenship
17: Understand the significance of
political choices and decisions made
by individuals, groups, and nations
throughout history.
18: Understand the historical
development of significant legal and
political concepts, including ideas
about rights, republicanism,
constitutionalism, and democracy.
17(a): 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.
17(b): Describe the different roles of citizens and noncitizens in
historical cultures, especially as the roles pertain to civic participation.
18(a): 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.
18(c): Identify examples of political, economic, and social oppression
and violations of human rights throughout history, including slavery, the
Holocaust, other examples of genocide, and politically-motivated mass
murders in Cambodia, China, and the Soviet Union.
Weeks 1-6
On-going
Week 2
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
19
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
Culture
TEKS
KNOWLEDGE AND SKILLS
19: Understand the history and
relevance of major religious and
philosophical traditions.
20: Understand the relationship
between the arts and the times during
which they were created.
Fifth Six Weeks
TEKS
STUDENT EXPECTATIONS
18(d): Assess the degree to which human rights and democratic ideals
th
and practices have been advanced throughout the world during the 20
century.
19(b): Identify examples of religious influence in historic and
contemporary world events.
20(a): Identify significant examples of art and architecture that
demonstrate an artistic ideal or visual principle from selected cultures.
20(b): Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
20(c): Identify examples of art, music, and literature that transcend the
cultures in which they were created and convey universal themes.
21: Understand the roles of women,
children, and families in different
historical cultures.
21(a): Analyze the specific roles of workmen, children, and families in
different historical cultures.
21(b): Describe the political, economic, and cultural influence of women
in different historical cultures.
Science,
Technology,
and Society
Social
Studies
Skills
24: Understand connections between
major developments in science and
technology and the growth of industrial
th
economies and societies in the 18 ,
th
th
19 , and 20 centuries.
25: Apply critical-thinking skills to
organize and use information acquired
from a variety of sources including
electronic technology.
24(a): Explain the causes of industrialization and evaluate both shortterm and long-term impact on societies.
24(b): Describe the connection between scientific discoveries and
technological innovations and new patterns of social and cultural life in
th
the 20 century, such as developments in transportation and
communication that affected social mobility.
24(c): 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.
25(a): Identify ways archaeologists, anthropologists, historians, and
geographers analyze limited evidence.
25(b): Locate and use primary and secondary sources such as computer
software, databases, media an news services, biographies, interviews,
and artifacts to acquire information.
25(c): Analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the main
idea, summarizing, making generalizations, and predictions, and
drawing inferences an conclusions.
Working Draft 2001-2002
TAKS OBJECTIVE
TIME
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Week 2
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
20
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
Fifth Six Weeks
TEKS
STUDENT EXPECTATIONS
TIME
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
25(e): Use the process of historical inquiry to research, interpret, and
use multiple sources of evidence.
(SS) OBJ 5: Use critical
Weeks 1-6
On-going
25(g): Identify bias in written, oral, and visual material.
25(h): Support a point of view on a social studies issue or event.
25(i) Use appropriate mathematical skills to interpret social studies
information such as maps and graphs.
26(a): Use social studies terminology correctly.
26(b): Use standard grammar, spelling, sentence structure, and
punctuation.
26(c): Interpret and create databases, research outlines, bibliographies,
and visuals including graphs, charts, timelines, and maps.
27: Use problem-solving and decisionmaking skills, working independently
and with others, in a variety of settings.
TAKS OBJECTIVE
25(d): 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.
25(f): Evaluate the validity of a source based on language, corroboration
with other sources, and information about the author.
26: Communicate in written, oral, and
visual formats.
Working Draft 2001-2002
26(d): Transfer information from one medium to another, including
written to visual and statistical to written or visual, using computer
software as appropriate.
27(a): 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.
27(b): 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.
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
21
Grade 10 World History Curriculum Alignment Guide
Instructional Resources
*
Adopted Textbook and
Supplemental Guides
* Texas Curriculum Institute. History Alive? United States to 1900.
* Economics America. Focus: High School
Economics. ). New York: National Council on
Economic Development, 1996.
* Economics America. National Content
Standards in Economics. New York: National
Council on Economic Development, 1996.
* George F. Cram. Exploring the History of our
Country. Indianapolis, 1997.
* National Geographic Society. The Complete
National Geographic (CD-ROM). Washington,
DC:Mindscape, 1997.
* Nystrom. Hands on Geography: United
States. Chicago: Herff-Jones, 1997.
* Class set and/or current events program
Austin American Statesman, Time for Kids,
Time Education Program, Junior Scholastic,
Newsweek, Wall Street Journal, etc.
Professional Resources
* Center for Civic Education: National
Standards for Civics and
Government. Calabasas, CA, 1994.
* National Council for Social Studies
(NCSS) – http://www.ncss.org
* Geography Education Standards
Project.Geography for Life.
Washington, DC: National
Geographic Research and
Exploration, 1994.
* National Council for Social Studies,
Social Education.
* Social Studies Center for Educational
Development (SSCED)http://www.tea.state.tx.us/resources/ssced
Fifth Six Weeks
Working Draft 2001-2002
Community Resources
Web Sites
* Parents and community leaderssurvey of family cultural
backgrounds and traditions.
* Community volunteers and
organizations- Junior Achievement
volunteers.
* Local museums and cultural
programs-Texas Memorial Museum,
Center for American History at the
University of Texas, Bullock
Memorial Library, Bush Library.
Austin Collaborative of Cultural and Educational Sites and
Schools (ACCESS) www.austin.isd.tenet.edu/community
American Heritage Education Foundation, Inc.
www.americanheritage.org
Holocaust Museum Houston www.hmh.org
Institute of Texan Cultures www.texancultures.utsa.edu/new/
ProjectVote www.sos.state.tx.us/function/projectv/index.htm
State Bar of Texas www.texasbar.com/pubinf/lre/info.htm
Texas Alliance for Geographic Education
www.geo.swt.edu/tage/tage.html
Texas Association of Museums www.io.com/~tam
Texas Council for the Social Studies www.ncss.org/local/
Texas Historical Commission www.thc.state.tx.us
Texas State Historical Association www.tsha.utexas.edu/
Junior Achievement www.jahouston.org
Texas Council on Economic Education [email protected]
Texas Parks and Wildlife www.tpwd.state.tx.us
American Bar Association www.abanet.org
Association of Science-Technology Centers
www.astc.org/astc/
American Historical Association www.theaha.org
Center for Civic Education www.civiced.org
The ERIC Clearinghouse for Social Studies/Social Science
Education (ERIC/ChESS)
www.indiana.edu/~ssdc/eric_chess.htm
Foundation for Teaching Economics www.fte.org/
National Center for History in the Schools
www.ssnet.ucla.edu/nchs
National Council forHistoryEducation www.history.org/nche/
National Geographic Society www.nationalgeographic.com
Organization of American Historians www.indiana.edu/~oah
National Council for Geographic Education www.ncge.org/
Geographic Education National Implementation Project
http://genip.tamu.edu
National Council of Economic Education
www.nationalcouncil.org
National History Day
www.thehistorynet.com/NationalHistoryDay/
Society for American Archaeology www.saa.org/
Social Science Education Consortium http://ssecinc.org/
Page
 Austin ISD Social Studies Department
TAKS Assessment
22
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
History
TEKS
KNOWLEDGE AND SKILLS
1: Understand traditional historical
points of reference in world history.
2: Understand how the present relates
to the past.
8: Understands causes and effects of
major political revolutions since the
th
17 century.
9: Understands the impact of
th
totalitarianism in the 20 century.
10: Understands the influence of
th
significant individuals of the 20
century.
Geography
11: Use geographic skills and tools to
collect, analyze, and interpret data.
12: Understand the impact of
geographic factors on major historic
events.
Economics
14: Understands the historic origins of
contemporary economic systems.
Sixth Six Weeks
TEKS
STUDENT EXPECTATIONS
1(a): Identify the major eras in world history and describe their defining
characteristics.
1(c): Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
2(a): Identify elements in a contemporary situation that parallel a
historical situation.
2(b): Describe variables in a contemporary situation that could result in
different outcomes.
8(a): Identify causes and evaluate effects of major political revolutions
th
since the 17 century, including the English, American, French, and
Russian revolutions.
8(b): 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.
8(d): Summarize the significant events related to the spread and fall of
communism, including worldwide political and economic effects.
9(a): Identify and explain the causes and effects of World Wars 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.
9(b): Analyze the nature of totalitarian regimes in China, Nazi Germany,
and the Soviet Union.
10(a): Analyze the influence of significant individuals such as Winston
Churchill, Adolf Hitler, Vladimir Lenin, Mao Zedong, and Woodrow
th
Wilson on political events of the 20 century.
10(b): Analyze the influence of significant social and/or religious leaders
such as Mohandas Gandhi, Pope John Paul II, Mother Theresa, and
th
Desmond Tutu on events of the 20 century.
11(a): Create thematic maps, graphs, charts, models, and databases
representing various aspects of world history.
11(b): Pose and answer questions about geographic distributions and
patterns in world history shown on maps, graphs, charts, models, and
databases.
12(b): 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.
12(c): 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.
14(a): Identify the historic origins of the economic systems of capitalism
and socialism.
14(b): Identify the historic origins of the political and economic system
of communism.
Working Draft 2001-2002
TAKS OBJECTIVE
TIME
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
Week 1
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Week 6
Week 1-5
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 2: Geographic
influences on historical
issues and events.
(SS) OBJ 2: Geographic
influences on historical
issues and events.
(SS) OBJ 2: Geographic
influences on historical
issues and events.
(SS) OBJ 2: Geographic
influences on historical
issues and events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Week 3
Page
 Austin ISD Social Studies Department
TAKS Assessment
23
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
Sixth Six Weeks
TEKS
STUDENT EXPECTATIONS
14(c): Compare the relationships between and among contemporary
countries with differing economic systems.
Government
15: Understand the historical
antecedents of contemporary political
systems.
15(a): Explain the impact of parliamentary and constitutional systems of
government on significant world political developments.
15(b): Define and give examples of different political systems, past and
present.
15(c): Explain the impact of American political ideas on significant world
political developments.
15(d): Apply knowledge of political systems to make decisions about
contemporary issues and events.
Citizenship
17: Understand the significance of
political choices and decisions made
by individuals, groups, and nations
throughout history.
18: Understand the historical
development of significant legal and
political concepts, including ideas
about rights, republicanism,
constitutionalism, and democracy.
Culture
19: Understand the history and
relevance of major religious and
philosophical traditions.
20: Understand the relationship
between the arts and the times during
which they were created.
17(a): 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.
17(b): Describe the different roles of citizens and noncitizens in
historical cultures, especially as the roles pertain to civic participation.
18(a): 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.
18(c): Identify examples of political, economic, and social oppression
and violations of human rights throughout history, including slavery, the
Holocaust, other examples of genocide, and motivated-motivated mass
murders in Cambodia, China, and the Soviet Union.
18(d): Assess the degree to which human rights and democratic ideals
th
and practices have been advanced throughout the world during the 20
century.
19(b): Identify examples of religious influence in historic and
contemporary world events.
20(a): Identify significant examples of art and architecture that
demonstrate an artistic ideal or visual principle from selected cultures.
20(b): Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
20(c): Identify examples of art, music, and literature that transcend the
cultures in which they were created and convey universal themes.
Working Draft 2001-2002
TAKS OBJECTIVE
TIME
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 4: Political
influences on historical
issues and events.
(SS) OBJ 4: Political
influences on historical
issues and events.
(SS) OBJ 4: Political
influences on historical
issues and events.
(SS) OBJ 4: Political
influences on historical
issues and events.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
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 Austin ISD Social Studies Department
TAKS Assessment
24
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
21: Understand the roles of women,
children, and families in different
historical cultures.
Sixth Six Weeks
TEKS
STUDENT EXPECTATIONS
21(a): Analyze the specific roles of workmen, children, and families in
different historical cultures.
21(b): Describe the political, economic, and cultural influence of women
in different historical cultures.
Science,
Technology,
and Society
Social
Studies
Skills
22: Understand how the development
of ideas has influenced institutions and
societies.
22(c): Analyze how ideas such as Judeo-Christian ethics and the rise of
secularism and individualism in Western civilization, beginning with the
Enlighment, have influenced institutions and societies.
24: Understand connections between
major developments in science and
technology and the growth of industrial
th
economies and societies in the 18 ,
th
th
19 , and 20 centuries.
24(a): Explain the causes of industrialization and evaluate both shortterm and long-term impact on societies.
24(b): Describe the connection between scientific discoveries and
technological innovations and new patterns of social and cultural life in
th
the 20 century, such as developments in transportation and
communication that affected social mobility.
24(c): 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.
25(a): Identify ways archaeologists, anthropologists, historians, and
geographers analyze limited evidence.
25: Apply critical-thinking skills to
organize and use information acquired
from a variety of sources including
electronic technology.
Working Draft 2001-2002
TAKS OBJECTIVE
TIME
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 3: Economic and
social influences on
historical issues and
events.
(SS) OBJ 1: Issues and
events in history.
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
(SS) OBJ 1: Issues and
events in history.
Weeks 1-6
On-going
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
25(c): Analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the main
idea, summarizing, making generalizations, and predictions, and
drawing inferences an conclusions.
25(d): 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.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
25(e): Use the process of historical inquiry to research, interpret, and
use multiple sources of evidence.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
Weeks 1-6
On-going
25(b): Locate and use primary and secondary sources such as computer
software, databases, media an news services, biographies, interviews,
and artifacts to acquire information.
25(f): Evaluate the validity of a source based on language, corroboration
with other sources, and information about the author.
25(g): Identify bias in written, oral, and visual material.
25(h): Support a point of view on a social studies issue or event.
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Page
 Austin ISD Social Studies Department
TAKS Assessment
25
Grade 10 World History Curriculum Alignment Guide
TEKS
STRAND
TEKS
KNOWLEDGE AND SKILLS
Sixth Six Weeks
TEKS
STUDENT EXPECTATIONS
25(i) Use appropriate mathematical skills to interpret social studies
information such as maps and graphs.
26: Communicate in written, oral, and
visual formats.
26(a): Use social studies terminology correctly.
26(b): Use standard grammar, spelling, sentence structure, and
punctuation.
26(c): Interpret and create databases, research outlines, bibliographies,
and visuals including graphs, charts, timelines, and maps.
27: Use problem-solving and decisionmaking skills, working independently
and with others, in a variety of settings.
26(d): Transfer information from one medium to another, including
written to visual and statistical to written or visual, using computer
software as appropriate.
27(a): 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.
27(b): 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.
Working Draft 2001-2002
TAKS OBJECTIVE
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
(SS) OBJ 5: Use critical
thinking skills to analyze
social studies information.
TIME
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
Weeks 1-6
On-going
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 Austin ISD Social Studies Department
TAKS Assessment
26
Grade 10 World History Curriculum Alignment Guide
Instructional Resources
*
Adopted Textbook and
Supplemental Guides
* Texas Curriculum Institute. History Alive? United States to 1900.
* Economics America. Focus: High School
Economics. ). New York: National Council on
Economic Development, 1996.
* Economics America. National Content
Standards in Economics. New York: National
Council on Economic Development, 1996.
* George F. Cram. Exploring the History of our
Country. Indianapolis, 1997.
* National Geographic Society. The Complete
National Geographic (CD-ROM). Washington,
DC:Mindscape, 1997.
* Nystrom. Hands on Geography: United
States. Chicago: Herff-Jones, 1997.
* Class set and/or current events program
Austin American Statesman, Time for Kids,
Time Education Program, Junior Scholastic,
Newsweek, Wall Street Journal, etc.
Professional Resources
* Center for Civic Education: National
Standards for Civics and
Government. Calabasas, CA, 1994.
* National Council for Social Studies
(NCSS) – http://www.ncss.org
* Geography Education Standards
Project.Geography for Life.
Washington, DC: National
Geographic Research and
Exploration, 1994.
* National Council for Social Studies,
Social Education.
* Social Studies Center for Educational
Development (SSCED)http://www.tea.state.tx.us/resources/ssced
Sixth Six Weeks
Working Draft 2001-2002
Community Resources
Web Sites
* Parents and community leaderssurvey of family cultural
backgrounds and traditions.
* Community volunteers and
organizations- Junior Achievement
volunteers.
* Local museums and cultural
programs-Texas Memorial Museum,
Center for American History at the
University of Texas, Bullock
Memorial Library, Bush Library.
Austin Collaborative of Cultural and Educational Sites and
Schools (ACCESS) www.austin.isd.tenet.edu/community
American Heritage Education Foundation, Inc.
www.americanheritage.org
Holocaust Museum Houston www.hmh.org
Institute of Texan Cultures www.texancultures.utsa.edu/new/
ProjectVote www.sos.state.tx.us/function/projectv/index.htm
State Bar of Texas www.texasbar.com/pubinf/lre/info.htm
Texas Alliance for Geographic Education
www.geo.swt.edu/tage/tage.html
Texas Association of Museums www.io.com/~tam
Texas Council for the Social Studies www.ncss.org/local/
Texas Historical Commission www.thc.state.tx.us
Texas State Historical Association www.tsha.utexas.edu/
Junior Achievement www.jahouston.org
Texas Council on Economic Education [email protected]
Texas Parks and Wildlife www.tpwd.state.tx.us
American Bar Association www.abanet.org
Association of Science-Technology Centers
www.astc.org/astc/
American Historical Association www.theaha.org
Center for Civic Education www.civiced.org
The ERIC Clearinghouse for Social Studies/Social Science
Education (ERIC/ChESS)
www.indiana.edu/~ssdc/eric_chess.htm
Foundation for Teaching Economics www.fte.org/
National Center for History in the Schools
www.ssnet.ucla.edu/nchs
National Council forHistoryEducation www.history.org/nche/
National Geographic Society www.nationalgeographic.com
Organization of American Historians www.indiana.edu/~oah
National Council for Geographic Education www.ncge.org/
Geographic Education National Implementation Project
http://genip.tamu.edu
National Council of Economic Education
www.nationalcouncil.org
National History Day
www.thehistorynet.com/NationalHistoryDay/
Society for American Archaeology www.saa.org/
Social Science Education Consortium http://ssecinc.org/
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 Austin ISD Social Studies Department
TAKS Assessment
27