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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 Page 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 Page 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/ Page Austin ISD Social Studies Department TAKS Assessment 27