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Social Studies – World History
Unit of Study: The Middle Ages
CURRICULUM OVERVIEW
Second Grading Period – Unit 1
Big Idea
Unit Rationale
Enduring Understandings
 The Middle Ages is considered a turning point in history due to the formations of
Feudalistic societies following the collapse of the Roman Empire.
 The importance of the Roman Catholic Church grew during this period of time
politically as well as socially.
 The Islamic faith emerged and spread throughout Northern Africa, Southwest Asia,
and portions of Europe.
 During this period of time Asia, Europe and parts of Africa were greatly affected by
the Bubonic Plague that claimed approximately one-third of Europe’s total
population.
Overarching Questions
 How would the political, economic and social structures define this era in history?
 How would the growth in the Islamic faith affect different regions of the world during
this period of time?
 How would the political, economic and social structures in Africa and Asia compare
to those in Europe during this period of time?
It is important to understand this era in history so we can better investigate origins of
some of our modern conflicts, political systems of the past and the concept of spatial
diffusion. With the fall of the Roman Empire, there was a vacuum of power in Europe. In
a relatively short amount of time, kingdoms began to emerge with a specific social,
economic and political structure. Also, the importance of the Roman Catholic Church
and the Islamic Faith played a huge influence on the events of this era.
Lessons for this Unit
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Lesson 1: The Middle Ages in Europe
Lesson 2: The Rise of Islam
Lesson 3: The Middle Ages in Africa and Asia
TEKS
TEKS Specificity - Intended Outcome
Concepts
TEKS WG.1 History. The student understands how geographic contexts (the
geography of places in the past) and processes of spatial exchange (diffusion)
influenced events in the past and helped to shape the present.
 WG.1B Trace the spatial diffusion of a phenomenon and describe its effects on
regions of contact such as the spread of bubonic plague.
TEKS WH.1 History. The student understands traditional historical points of
reference in world history.
 WH.1A. Identify the major eras in world history and describe their defining
characteristics.
 WH.1B Identify changes that resulted from important turning points in world
history such as the Mongol invasions.
 WH.1C. Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
 WH.1D. Explain the significance of the following dates: 1066 and 1215.
TEKS WH.3 History. The student understands 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.
 WH.3A. Compare medieval Europe with previous civilizations.
 WH.3B. Describe the major characteristics of the political system of feudalism,
the economic system of manorialism, and the authority exerted by the Roman
Catholic Church.
SAISD © 2008-09 –Second Grading Period (Unit 1)
I CAN statements highlighted in yellow should be displayed for students.
I can understand points of reference in world history and analyze the political, economic
and social trends and changes that occurred during the Middle Ages in Europe, Africa
and Asia.
Including, but not limited to:
 Identifying the changes that occurred during the Middle Ages.
 Apply Relative and Absolute chronology of events that occurred during this period
of time.
 Trace he spatial diffusion of the bubonic plague.
 Explain the significance of the date 1066 and 1215.
 Compare medieval Europe with previous civilizations including the political system
of feudalism, the economic system of manorialism and the authority of the Roman
Catholic Church.
 Identify the political, economic and social impact of the Crusades.
 Summarize the major political and cultural developments of the civilizations of
sub-Saharan Africa.
 Summarize the major political, economic and cultural developments in China,
India, and Japan.
 Trace the development of democratic-republican government developed from its
Grecian-Roman beginnings through the Enlightenment.
Social Studies World History
Page 1 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 WH.3C. Identify the political, economic, and social impact of the Crusades.
TEKS WH.6 History. The student understands the major developments of
civilizations of sub-Saharan Africa, Mesoamerica, Andean South America, and Asia.
 WH.6A Summarize the major political and cultural developments of the
civilizations of sub-Saharan Africa.
 WH.6C Summarize the major political, economic, and cultural developments of
civilizations in China, India, and Japan.
TEKS WH.16 Government. The student understands the process by which
democratic-republican government evolved.
 WH.16A Trace the process by which democratic-republican government evolved
from its beginnings in classical Greece and Rome, through developments in
England, and continuing with the Enlightenment.
 WH.16B Identify the impact of political and legal ideas contained in significant
historic documents, including the Justinian’s Code of Laws and the Magna Carta.
TEKS WH.19 Culture.
 WH.19A Compare the historical origins, central ideas, and spread of major
religious and philosophical traditions including Buddhism, Christianity,
Confucianism, Hinduism, and Islam.
 WH.19B Identify examples of religious influence in historic world events.
TEKS WH.20 Culture. The student understands the relationship between the arts and
the times during which they were created.
 20A Identify significant examples of art and architecture that demonstrate an
artistic ideal or visual principle from selected cultures.
 20B Analyzes examples of how art, architecture, literature, music, and drama
reflect the history of cultures in which they are produced.
 20C Identify examples of art, music, and literature that transcend the cultures in
which they were created and convey universal themes.
TEKS WH.22.Culture. The student understands how the development of ideas has
influenced institutions and societies.
 WH.22C Analyze how ideas such as Judeo-Christian ethics and the rise of
secularism and individualism in Western civilization, beginning with the
Enlightenment, have influenced institutions and societies.
TEKS WH21.Culure. The student understands the roles of women, children, and
families in different historical cultures.
 WH.21A Analyze the specific roles of women, children, and families in different
historical cultures.
 WH.21B Describe the political, economic, and cultural influence of women in
different historic cultures.
TEKS WH.11.Geography. The student uses geographic skills and tools to collect,
analyze, and interpret data.
 WH.11A Create thematic maps, graphs, charts, models, and databases
representing various aspects of world history.
 WH.11B [Pose and] answer questions about geographic distributions and
patterns shown on maps, graphs, charts, models, and databases.
SAISD © 2008-09 –Second Grading Period (Unit 1)
 Identify the impact of political and legal ideas in historical documents such as the
Justinian’s Code of Laws and the Magna Carta.
 Compare historical origins, central ideas and spread of major religions and
philosophical traditions including Christianity and Islam and identify religious
influence on historical events.
 Analyze ideas such as Judeo-Christian ethics and the rise of secularism and
individualism in Western civilization.
 Identify and analyze examples of art, literature, music and architecture that not
only reflect the history of culture but also transcend the culture in which they were
created and convey a universal theme.
 Analyze the specific roles of women, children and families in historical cultures.
 Describe the political, economic and cultural influence off women in different
historical cultures.
Social Studies World History
Page 2 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Skills
TEKS WH.12 Geography. The student understands the economic importance of, and
issues related to, the location and management of key natural resources.
 WH.12C Interpret historical and contemporary maps to identify and explain
geographic factors that have influenced people and events in the past.
TEKS WH.25.Social Studies Skills. The student applies critical-thinking skills to
organize and use information acquired from a variety of sources including electronic
technology.
 WH.25B [Locate and] use primary and secondary sources [such as computer
software, databases, media and news services, biographies, interviews, and
artifacts] to acquire information.
 WH.25C Analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing,
making generalizations [and predictions], and drawing inferences and
conclusions.
 WH.25I Use appropriate mathematical skills to interpret social studies information
such as maps and graphs.
TEKS WH.26 Social Studies Skills.
 WH.26A Use social studies terminology correctly.
 WH.26B Use standard grammar, spelling, sentence structure, and punctuation.
 WH.26C Interprets [and create databases, research outlines, bibliographies, and]
visuals including graphs, charts, timelines, and maps.
 WH.26D Transfer information from one medium to another, including written to
visual and statistical to written or visual, using computer software as appropriate.
I CAN statements highlighted in yellow should be displayed for students.
I can use my social studies skills to collect, analyze and interpret information from a
variety of sources in world history.
Including, but not limited to:
 Create thematic maps, charts, models and databases.
 Pose and answer questions about geographic distributions and patterns shown on
maps, graphs, models, and databases.
 Interpret historical and contemporary maps to explain geographical influence on
historical events.
 Use primary and secondary sources to interpret historical information.
 Use reading, writing and math skills to interpret historical information.
Evidence of Learning
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Given information on the Middle Ages, the student will evaluate the defining political, economic and social features of this era with 80% accuracy.
Given information on the growing political, social and economic influence of the Roman Catholic Church the student will analyze the influence of the church during the
Middle Ages with 80% accuracy.
Given information on the information on the rise of spread of Islam during the Middle Ages the student will analyze the influence of Islam during the Middle Ages with 80%
accuracy.
Given information on the social, political and cultural developments in Asia, Africa, and Europe, the student will compare and contrast these three geographical regions with
80% accuracy.
SAISD © 2008-09 –Second Grading Period (Unit 1)
Social Studies World History
Page 3 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World History
Essential Questions
Lesson 1: The Middle Ages in Europe
CURRICULUM GUIDE
Essential Pre-requisite Skills
 How would the political, economic and social structures define this era in history?
 Why was the feudal structure so important during this period of time?
 How did the Roman Catholic Church impact the lives of people during this period
of time?
 How did events such as the bubonic plague affect Europe politically,
economically and socially?
 Knowing how governments are structured. (Grade 1 – Grade 9)
 Understanding how to interpret and analyze maps, charts and graphs. (Grade 1 –
Grade 9)
 Comparing different types of religions during different periods of history. (Grade 4 –
Grade 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use the textbook, Social Studies website and other materials to…
Hook
 Divide the students into groups of four. Each group is to receive only one of the
interactives describing an aspect of life during the Middle Ages. (WH.1a, WH.1b,
WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
1. Feudal Life
2. Religion
3. Homes
4. Clothing
5. Health
6. Arts & Entertainment
7. Town Life
Guided Practice
 Introduce the vocabulary for the lesson using one of the foldable strategies such
as a mini-book. (WH.26a, WH.26b)
 Outline the overlaying themes for the lesson of study. Demonstrate how to use
timeline. (WH.1c)
 Demonstrate how to create an organizational chart outlining the important
features of Charlemagne’s rule. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b,
WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Demonstrate how to create a hierarchal chart visually showing the power and
social structures found in Feudalistic Europe during this era. (WH.1a, WH.1b,
WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Outline the technological and social changes during this era. (WH.1a, WH.1b,
WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Discuss the importance of the year 1066 and demonstrate how to create a
chronological graphic organizer to demonstrate the development of the English
monarchy. (WH.1d, WH.22c, WH.25b, WH.25c)
SAISD © 2008-09 –Second Grading Period (Unit 1)
 In small groups, use the Middle Ages Jigsaw handout to fill in information about the
assigned aspect.
 Illustrate the piece according to the topic.
 When all groups have completed the writing assignment, each group will give an oral
presentation.
 Once each presentation is completed, the group will place their piece in the correct
order forming a large, rectangular poster.
 In pair-share, write a summary paragraph of what life during the Middle Ages was
like.
 Define vocabulary terms in interactive notebook.
 Create an illustrated mini-book using the different vocabulary terms
 In pair-share, create an original timeline demonstrating the major events that
occurred during this era.
 In pair-share create a webbing diagram of the major features and events that
occurred during the reign of Charlemagne.
 With partner, discuss and then create a list of the differences and similarities between
Charlemagne and previous civilizations that have been studied to date such and
Grecian and Roman societies.
 On a blank piece of paper, create a hierarchal chart showing the different levels of
feudal society and the positions of power that each level controlled.
 Write three statements comparing and contrasting the feudal system of government
to the modern government of the United States.
 With a partner, create a newspaper advertisement outlining the economic changes
during this era to include innovations, growth and expansion of trade, and the
“commercial revolution.”
 Create a causal chain graphic organizer to demonstrate the growth of the monarchy
in England during the Middle Ages since 1066.
Social Studies World History
Page 4 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 Discuss the importance of the year 1215 and demonstrate how to analyze a
primary source by using selected portions of the Magna Carta as an example.
(WH.1d, WH.16a, WH16.b, WH.22c, WH.25b, WH.25c)
 Create an organizational chart illustrating the power and influence of the Roman
Catholic Church during the Middle Ages. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b,
WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Demonstrate how to do a complex organizational chart demonstrating the various
conflicts between the Roman Catholic Church and the European Monarchs.
(WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b,
WH.25c)
 Demonstrate how to use to use a multiple cause and multiple effect chart to
illustrate the Four Crusades from 1096-1204. (WH.1a, WH.1b, WH.1c, WH.3a,
WH.3b, WH.3c, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Give examples of spatial diffusion and on a map demonstrate the spread of the
Bubonic Plague. (WG.1b, WH.22c, WH.25b, WH.25c)
 Demonstrate how to utilize a cause and effect graphic organizer demonstrating
the political, economic, and social effects of the Bubonic Plague. (WG.1b,
WH.22c, WH.25b, WH.25c)
Independent Practice
 Demonstrate how to create complex compare and contrast charts and timelines.
(WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.3c, WH.19a, WH.19b, WH.22c,
WH.25b, WH.25c)
Extension
 Conduct the DBQ Project lesson: The Black Death: How Different Were the
Christian and Muslim Responses? (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b,
WH.3c, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
Vocabulary:
 medieval
 Justinian’s Code of Laws
 Charlemagne
 feudalism
 vassal
 lord
 fief
 knight
 chivalry
 manor
 serf
 Judeo-Christian ethics
 sacrament
 tithe
 papal supremacy
SAISD © 2008-09 –Second Grading Period (Unit 1)
 Using the Magna Carta as a resource, provide an analysis of the changes that would
occur to the monarchy and the government.
 With a partner, create an informative poster demonstrating the different aspects of
the Roman Catholic Church during this era.
 Write three statements evaluating the importance and influence of the church during
this period of time.
 Create an complex organizational chart showing the different conflicts between the
Roman Catholic Church and the European monarchs.
 After the completion of the chart, write an analysis of why these conflicts occurred
and the ramifications of these conflicts.
 Create a multiple cause and multiple effect chart demonstrating the causes and
effects of the Crusades.
 After the completion of the chart, write an analysis of the political, economic and
social ramifications of the Crusades on Europe and Southwest Asia.
 Create a map showing the spread of the Bubonic Plague in Asia, Africa, and Europe.
 Write a summarization on the concept of spatial diffusion and how it can apply
historically and in modern times.
 Create a graphic organizer demonstrating the multiple causes and multiple effects of
the bubonic plague.
 With a partner, create a complex compare and contrast chart showing the political,
economic and cultural similarities and differences between modern society and the
period of time just studied.
 With a partner, create a timeline demonstrating the most important events to occur
during the Middle Ages.
 See lesson plan for details
Resources
Textbook:
 Prentice Hall – World History: Connections to Today – Chapters 8 & 9
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
 Internet Medieval Sourcebook
Media Resources
 PowerMedia Plus
Social Studies World History
Page 5 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
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canon law
middle class
guild
1066
William the Conqueror
common law
jury
John I
Magna Carta
Parliament
Lay investiture
Concordat of Worms
The Crusades
The Black Death
Hundred Years’ War
Joan of Arc
Evidence of Learning
Differentiation
What do you do for students who need extra
support?
 Use the Discovery Channel’s Lesson: The Middle
Ages
 Use EdSiteMent’s The Path of the Black Death
 Witness to Joan of Arc and the Hundred Years War
What do you do for students who master the learning
quickly?
 Continue work on the National History Day project.
SAISD © 2008-09 –Second Grading Period (Unit 1)
Interims/TAKS/Benchmarks
Which of the following was one long-term effect of the
bubonic plague?
F Decline of Islam in European countries
G Disruption of the European economy
H Rapid growth of the European population
J Success of the Crusades in the Middle East
College-Readiness
Anticipated Skills for SAT/ACT/College Board
 Conduct research on other plagues that have
occurred in world history and create a documentary
video.
Social Studies Dept.
Social Studies World History
Page 6 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World History
CURRICULUM GUIDE
Lesson 2: The Spread of Islam
Essential Questions
Essential Pre-requisite Skills
 How would the growth of the Islamic faith affect different regions of the world
during this period of time?
 Knowing the origins of the Muslim faith (Grade 6)
 Understanding the concept of spatial diffusion and cultural convergence (Grades 6-9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use the textbook, Social Studies website and other materials to….
Hook
 Use the Historical Map, Transparency Set 3 The Spread of Islam to demonstrate
the growth of the Islamic faith. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a,
WH.19b, WH.22c, WH.25b, WH.25c)
 After seeing the base map, answer in the interactive notebook, “Where did Muslim
influence begin around 632 A.D.?”
 After seeing Overlay 1, answer in the interactive notebook, “Into which areas did
Muslim influence spread to by the year 661 A.D.?”
 After viewing Overlay 2, answer in the interactive notebook, “By 750 A.D., how far did
Muslim influence spread to?”
 Answer the following question in the interactive notebook, “What predictions can be
made about the amount of influence Islam would have on three continents?”
Guided Practice
 Introduce vocabulary for the lesson and demonstrate how to create a shutter-fold
to demonstrate the concepts of this area of study. (WH.1a, WH.1b, WH.1c,
WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Outline the overlaying themes for the lesson of study. Demonstrate how to use a
webbing diagram to better understand Islamic beliefs. (WH.1a, WH.1b, WH.1c,
WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Demonstrate how to create a visual organizer to demonstrate the Five Pillars of
Faith. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c,
WH.25b, WH.25c)
 Help students create a Compare and Contrast chart in order to show the
similarities between Judaism, Christianity, and Islam. (WH.1a, WH.1b, WH.1c,
WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Create a shutter-fold foldable based on the vocabulary for Lesson 2.
 With a partner, use the shutter-fold to practice the vocabulary for Lesson 2.
 Use a webbing graphic organizer to outline the major characteristics of the Islamic
faith.
 With a partner, create a pictorial graphic organizer to demonstrate the characteristics
of the Five Pillars of Faith.
 Wit a partner, design an original compare and contrast poster demonstrating the
similarities and differences between Judaism, Christianity and Islam.
 Demonstrate how to use and create thematic maps to show the growth of the
 Using a blank outline map of the Mediterranean area, create a thematic map
Islamic faith In Southwest Asia, North Africa, and Europe. (WH.1a, WH.1b,
WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Discuss and help students create a cause and effect graphic organizer to convey
the political, economic and social effects of the spread of Islam In Southwest
Asia, North Africa, and Europe. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b,
WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
demonstrating the growth of the Islamic faith in Southwest Asia, Northern Africa, and
Europe.
 With a partner, conduct research on the effects of the growth of the Islamic faith on
Europe, Asia and Northern Africa using a variety of resources.
 With a partner, create a informative poster showing the economic, political and social
effects caused by the growth of the Islamic faith in (1) Europe, (2) Northern Africa and
(3) Asia.
 Outline different traditions of Islam that emerged during this period of time.
 Create a compare and contrast chart demonstrating the defining characteristics of the
(WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b,
WH.25c)
SAISD © 2008-09 –Second Grading Period (Unit 1)
major Islamic divisions that emerged during this time.
Social Studies World History
Page 7 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 Demonstrate how to use and create thematic maps to show the growth of the
Ottoman and Safavid Empires In Southwest Asia, North Africa, and Europe.
(WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b,
WH.25c)
Independent Practice
 Summarize the main points of Lesson 2 and demonstrate how to outline the
effects of the spread of the Islamic faith on Africa, Asia and Europe. (WH.1a,
WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
Extension
 Demonstrate how the division of the Islamic faith has affected modern day
nations such as Iraq, Iran, and Lebanon. (WH.1a, WH.1b, WH.1c, WH.3a,
WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)ß
Vocabulary:
 Muhammad
 Hijra
 Monotheistic
 Mosque
 Hajj
 Jihad
 Quran
 Caliph
 Sunni
 Shiite
 Calligraphy
 Sultanate
 Caste
 Rajah
 Millet
 Janizary
 Shah
 With a partner, create a thematic map demonstrating the growth of the Ottoman and
Safavid Empires.
 On the back of the map, summarize the reasons for the growth of both empires,
defining characteristics of these empires, and why they declined.
 In small groups, create a presentation using a variety of multimedia resources that
describes the beginnings of the Islamic faith, the growth and spread of Islam, and the
political, economic, and social effects of the growth of Islam on Africa, Asia, and
Europe.
 With a partner, create a presentation comparing the split of the Islamic faith to
divisions that are found in other religious faiths. Include the growth of each faith,
conditions of the splitting of each faith, and how the different divisions view each other
today.
Resources
Textbook:
 Prentice Hall – World History: Connections to Today – Chapter 11
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
What do you do for students who need further
support?
 Use a five-shudder foldable to demonstrate the Five
Pillars of Islam
 Create a Vocabulary Diamond set based on the
vocabulary and information from this lesson.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
The Five Pillars of Faith are a combination of
F desires and self-denial.
G prayer and celebration.
H sacrifice and devotion.
J wants and needs.
Social Studies Department
What do you do for students who master the learning
quickly?
 Continue to work on the history fair project.
SAISD © 2008-09 –Second Grading Period (Unit 1)
Social Studies World History
Page 8 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World History
Essential Questions
Lesson 3: The Middle Ages in Africa and Asia
CURRICULUM GUIDE
Essential Pre-requisite Skills
 How would he political, economic, and social
structures in Africa and Asia compare to those in
Europe during this period of time?
 Knowing the basic governmental structures of Europe during this period of time. (10th Grade)
 Familiarity with the geography of Africa and Asia. (6th grade-9th Grade)
 Understanding of government structures. (1st Grade – 9th Grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use the textbook, online resources and other materials to…
Hook
 Summarize with students the main concepts of the Middle Ages in Europe and
demonstrate how to create a complex compare and contrast chart. (WH.1a, WH.1b,
WH.1c, WH.3a, WH.3b, WH.22c, WH.25b, WH.25c)
Guided Practice
 Introduce vocabulary for the lesson and demonstrate how to create a shutter-fold to
demonstrate the concepts of this area of study. (WH.1a, WH.1b, WH.1c, WH.3a,
WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Outline the overlaying themes for the lesson of study. Demonstrate how to use a
timeline to better understand changes in Africa and Asia during this period of time.
(WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b,
WH.25c)
 Demonstrate how to use mental mapping skills to create a thematic map to show
the major kingdoms and trade routes of Africa during this period of time. (WH.1a,
WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Use the Kingdoms of Africa strategy. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b,
 Create a complex compare and contrast chart to begin comparing the main
components of this era as they occurred in Europe, Africa, and Asia.
 Create a shutter-fold foldable based on the vocabulary for Lesson 3.
 With a partner, use the shutter-fold to practice the vocabulary for Lesson 3.
 Use a webbing graphic organizer to outline the major characteristics of the Middle
Ages in Africa and Asia.
 Create a mental map demonstrating the major kingdoms of Africa during various
time periods.
 Add to the map the major trade routes used during this era. In the interactive
notebook, analyze the importance of trade routes in Africa during this period of
time and what types of geographical features were dominate in the various routes.
 See Lesson Plan
WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Help create an organizational chart to demonstrate the major rulers, kingdoms and
 With a partner, create a webbing organizer to demonstrate the political, economic
empires in China, Korea and Japan during this era and the their characteristics.
(WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b,
WH.25c)
 Demonstrate how to create an organizational chart illustrating the Feudal society in
Japan. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c,
WH.25b, WH.25c)
 Summarize the main concepts of the lesson demonstrate how to create a complex
compare and contrast organizational chart. (WH.1a, WH.1b, WH.1c, WH.3a,
WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
and social characteristics (where found) of the major dynasties of China and
China under Mongol rule.
 With a partner, create a webbing organizer to demonstrate the political, economic
and social characteristics (where found) of the major rulers of Korea during this
time period.
 With a partner, create a webbing organizer to demonstrate the political, economic
and social characteristics (where found) of the major rulers of Japan during this
period of time.
 With a partner, create a tri-fold display comparing and contrasting the political,
economic, and social changes found in China, Korea, and Japan during this
period of time.
SAISD © 2008-09 –Second Grading Period (Unit 1)
Social Studies World History
Page 9 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Independent Practice
 Summarize the main points of Unit 1 with students. Utilize graphically organized
notes to help students analyze the different economic, political, and social
structures during this period of time. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b,
WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Break students into small groups and assign each group one of the following
regions/countries: (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b,
WH.22c, WH.25b, WH.25c)
1. Europe
2. North Africa
3. West Africa
4. East Africa
5. Western Asia
6. China
7. Korea
8. Japan
Extension
 Demonstrate how to create a complex compare and contrast chart.
Vocabulary:
 savanna
 desertification
 Mansa Musa
 Sonni Ali
 Askia Muhammad
 Slash and burn agriculture
 Matrilineal
 Patrilineal
 Land reform
 Gentry
 Genghiz Khan
 Marco Polo
 Zheng He
 Literacy rate
 Archipelago
 Selective borrowing
 The Tale of Genji
 Shogun
 Daimyo
 Samurai
 Bushido
SAISD © 2008-09 –Second Grading Period (Unit 1)
 In small groups, create a “learning station” giving information and analysis of an
assigned culture during this period of time. The station should have:
9. Information regarding the social, economic and political issues of the
culture.
10. Maps showing the boundaries of the assigned culture.
11. Timeline demonstrating major events that occurred during this period of
time.
12. Graphical representations of the assigned culture during this period of time.
13. Handouts in the form of a scavenger hunt for visitors to the learning station.
 Students are to visit each of the other stations and complete the scavenger hunt.
 Once all rotations have been completed, students are write an essay answering
the question, “Can the Middle Ages be considered an Era of Great Change
politically, economically and socially throughout the world? Support your answer
with historical examples.”
 Create a chart demonstrating the government and economic system of selected
countries during the Middle Ages and what they have now.
14. Great Britain
15. Italy
16. China
17. Korea
18. Japan
Resources
Textbook:
 Prentice Hall –World History: Connections to Today – Chapters 12 - 13
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Social Studies World History
Page 10 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need further
support?
 Create a Jeopardy game using the vocabulary and
main issues of this unit.
 Create a three shutter foldable to demonstrate the
main characteristics of the Middle Ages in Europe,
Asia and Africa
What do you do for students who master the learning
quickly?
 Continue to work on the history fair project.
SAISD © 2008-09 –Second Grading Period (Unit 1)
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Which of these statements best summarizes the history of
West Africa before 1500?
F Christianity spread to the region and the tribal
rulers became Christian.
G Political chaos often occurred and no organized
countries exist in the region.
H The empires of Ghana, Mali, and Songhai
dominated the region.
J The French and Germans explored and then
colonized the region.
Social Studies Department
Social Studies World History
Page 11 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World History
Unit of Study: Changes in Culture, Religion and Science
CURRICULUM OVERVIEW
Second Grading Period – Unit 2
Big Idea
Unit Rationale
Enduring Understandings
 As Europe emerged from the Middle Ages, changes in culture, religion and science
were on the horizon that would have an effect on Europe but Africa, Asia and the
Americas as well.
Overarching Questions
 What influence would the Renaissance have on Europe as it emerged from the
Middle Ages?
 Is the name of the Reformation a true reflection on what happened to religion during
this era?
 How would the innovations during this era affect Europe socially and economically?
□
As the Middle Ages was coming to an end, three important cultural “revolutions”
were occurring almost at the same time. Within a very short amount of time, the
way that people viewed religion, science, mathematics, art, music, and architecture
would change dramatically.
□
□
□
Lesson 1: The Renaissance
Lesson 2: The Reformation
Lesson 3: The Scientific Revolution
Lessons for this Unit
Concepts
TEKS
TEKS Specificity - Intended Outcome
TEKS WH.1 History. The student understands traditional historical points of
reference in world history.
 WH.1A Identify major eras in world history and describe their characteristics.
 WH.1C Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
TEKS WH.4 History. The student understands the influence of the European
Renaissance and the Reformation eras.
 WH.4A Identify the causes and characteristics of the European Renaissance
and the Reformation eras.
 WH.4B Identify the effects of European Renaissance and Reformation eras.
TEKS WH.20 Culture. The student understands the relationship between the arts and
the times during which they were created.
 WH.20A Identify significant examples of art and architecture that demonstrate
an artistic ideal or visual principle from selected cultures.
 WH.20B Analyzes examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
 WH.20C Identify examples of art, music, and literature that transcend the
cultures in which they were created and convey universal themes.
TEKS WH.23 Science, technology, and society. The student understands how major
scientific and mathematical discoveries and technological innovations have affected
societies throughout history.
 WH.23A Give examples of [major mathematical and scientific discoveries and]
technological innovations that occurred at different periods in history and
describe the changes produced by these discoveries and innovations.
SAISD © 2008-09 –Second Grading Period (Unit 1)
I CAN statements highlighted in yellow should be displayed for students.
I can understand points of reference in world history and analyze the political, economic
and social trends and changes that occurred during the Renaissance, Reformation and
the Scientific Revolution.
Including, but not limited to:
 Describing the characteristics of the Renaissance, Reformation and the Scientific
Revolution.
 Identifying and analyzing the causes, characteristics and effects of the
Renaissance and Reformation Eras.
 Identifying significant examples of art, music and architecture that demonstrate
the characteristics of certain cultures, convey universal themes and analyzing how
these examples reflect the history of those cultures.
 Give examples of important changes in mathematics, science and technology and
how these changes affected different societies.
 Describe the origins of the Scientific Revolution and explain the effects of the
Scientific Revolution.
 Identify the contributions of scientists such as Copernicus, Galileo, Robert Boyle,
and Sir Isaac Newton.
Social Studies World History
Page 12 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Skills
 WH.23D Describe the origins of the scientific revolution in 16th-century Europe
and explain its impact on scientific thinking worldwide.
 WH.23E Identify the contributions of significant scientists such as Copernicus
and Galileo.
TEKS WH.24 Science, technology and society. The student understands connections
between major developments in science and technology and the growth of industrial
economies and societies in the 18th, 19th, and 20th centuries.
 WH.24C Identify the contributions of significant scientists and inventors such
as Robert Boyle and Sir Isaac Newton.
TEKS WH.11.Geography. The student uses geographic skills and tools to collect,
analyze, and interpret data.
 WH.11A Create thematic maps, graphs, charts, models, and databases
representing various aspects of world history.
 WH.11B [Pose and] answer questions about geographic distributions and
patterns shown on maps, graphs, charts, models, and databases.
TEKS WH.12 Geography. The student understands the economic importance of, and
issues related to, the location and management of key natural resources.
 WH.12C Interpret historical and contemporary maps to identify and explain
geographic factors that have influenced people and events in the past.
TEKS WH.25.Social Studies Skills. The student applies critical-thinking skills to
organize and use information acquired from a variety of sources including electronic
technology.
 WH.25B [Locate and] use primary and secondary sources [such as computer
software, databases, media and news services, biographies, interviews, and
artifacts] to acquire information.
 WH.25C Analyze information by sequencing, categorizing, identifying causeand-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations [and predictions], and drawing inferences
and conclusions.
 WH.25I Use appropriate mathematical skills to interpret social studies
information such as maps and graphs.
TEKS WH.26 Social Studies Skills.
 WH.26A Use social studies terminology correctly.
 WH.26B Use standard grammar, spelling, sentence structure, and punctuation.
 WH.26C Interprets [and create databases, research outlines, bibliographies,
and] visuals including graphs, charts, timelines, and maps.
 WH.26D Transfer information from one medium to another, including written to
visual and statistical to written or visual, using computer software as
appropriate.
I CAN statements highlighted in yellow should be displayed for students.
I can use my social studies skills to collect, analyze and interpret information from a
variety of sources in world history.
Including, but not limited to:
 Create thematic maps, charts, models and databases.
 Pose and answer questions about geographic distributions and patterns shown on
maps, graphs, models, and databases.
 Interpret historical and contemporary maps to explain geographical influence on
historical events.
 Use primary and secondary sources to interpret historical information.
 Use reading, writing and math skills to interpret historical information.
Evidence of Learning
□ Given information on the Renaissance, the student will analyze the causes and effects of the Renaissance with 80% accuracy.
□ Given information on the Reformation, the student will evaluate the causes and effects of the Reformation in Germany, England, and the Vatican with 80% accuracy.
□ Given information on the Scientific Revolution, the student will analyze the effects of innovations in mathematics, science, and technology with 80% accuracy.
SAISD © 2008-09 –Second Grading Period (Unit 1)
Social Studies World History
Page 13 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World History
CURRICULUM GUIDE
Lesson 1: The Renaissance
Essential Questions
Essential Pre-requisite Skills
 What influence would the Renaissance have on Europe as it emerged from the
Middle Ages?
 What was the most important consequence of the printing press?
 Identifying changes in music, architecture, and literature. (4th Grade – 9th Grade)
 Analyzing how music, art and literature can symbolize a culture. (3rd Grade – 9th
Grade)
 Analyzing the effects of rapid communication. (6th Grade – 9th Grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use the textbook, various online resources and Google Earth to teach the following.
Hook
 Conduct the online lesson Different Points of View. (WH.1a, WH.1c, WH.4a,
WH.4b, WH.20a, WH.20b, WH.20c)
Guided Practice
 Demonstrate how to use a webbing diagram to outline the characteristics of the
Renaissance. Discuss the different aspects of the Renaissance from the
beginnings in Italy to its spread throughout Europe. (WH.1a, WH.1c, WH.4a,
WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
 Conduct the lesson The Geography of the Renaissance. (WH.1a, WH.1c, WH.4a,
WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
 Model how to utilize a cause and effect graphic organizer and how to apply it to
cultural change. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c,
WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b,
WH.26c, WH.26D)
 Give an example of an organizational chart and how to apply it to show the major
role players of the Renaissance. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a,
WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l,
WH.26a, WH.26b, WH.26c, WH.26D)
 Outline the development of the printing press and discuss the huge impact of the
printing press on Europe and the rest of the world. (WH.1a, WH.1c, WH.4a,
WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
Independent Practice
 Conduct the DBQ Project lesson: What was the most Important Consequence of
the Printing Press? (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c,
WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b,
WH.26c, WH.26D)
SAISD © 2008-09 –Second Grading Period (Unit 1)
 See lesson plan for details.
 With a partner, create a webbing diagram that demonstrates the characteristics of the
Renaissance including major role players, places and events.
 On the back of the diagram, answer the question, “Why did the Renaissance begin in
Italy?
 See lesson plan for details.
 With a partner, create a cause and effect graphic organizer outlining the causes and
effects of the Renaissance.
 On the back of the organizer, write a short essay
 Create an organizational chart naming influential people of the Renaissance and their
contribution to this time period.
 On the back of the chart, answer the following question, “What was so important
about the contributions of the people mentioned in your chart?
 Complete the PES table for the effects of the printing press.
 See lesson plan for details.
Social Studies World History
Page 14 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Extension
 Demonstrate how to conduct research on the major role players of the
Renaissance. Use the jigsaw strategy and assign small groups a person during
this era to conduct research on. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a,
WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l,
WH.26a, WH.26b, WH.26c, WH.26D)
Vocabulary:
 Renaissance
 humanism
 perspective
 printing press
 With a small group, conduct research on an assigned person that was an influence
on the Renaissance.
 Create a 3-D visual demonstrating the contributions of the person the group was
assigned.
 On an assigned day, disseminate your information in a virtual museum.
Resources
Textbook:
 Prentice Hall –World History: Connections to Today – Chapter 14: Sections 1-2
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA – SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
What do you do for students who need further
support?
 Conduct the lesson Invention Timeline to illustrate
the changes in communication over time.
 Use a lesson from Mr. Donn’s World History website
to enhance concepts.
What do you do for students who master the learning
quickly?
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Use your knowledge of social studies to answer the
question.
32 The Renaissance artist who painted the Mona Lisa and
contributed to the sciences was
A Leonardo da Vinci.
B Michelangelo.
C Raphael.
D Peter Paul Rubens.
Social Studies Department
SAISD © 2008-09 –Second Grading Period (Unit 1)
Social Studies World History
Page 15 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World History
CURRICULUM GUIDE
Lesson 2: Reformation
Essential Questions
Essential Pre-requisite Skills
 Is the name The Reformation a true reflection on what happened to religion in
 Understanding the concepts of reform and those who can be considered reformers.
Europe during this period of time?
 What political, economic and social changes were brought on because the
Reformation?
 Analyzing how reforms can affect societies. (Grade 7 – Grade 9)
(Grade 5 – Grade 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use the textbook, various online resources and Google Earth to teach the following.
Hook
 Demonstrate how to use visual discovery with the following images: (WH.1a,
WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.25b, WH.25c, WH.25l,
WH.26a, WH.26b, WH.26c, WH.26D)
1. Selling of Indulgences
2. Selling of Indulgences 2
3. Luther at the Door
Guided Practice
 Review the major points leading up to the Reformation in Germany. Demonstrate
how to apply this information with a causal chain graphic organizer. (WH.1a,
WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c,
WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
 For each image, answer the following three questions in the interactive notebook:
4. Describe what you see in the picture.
5. When and where do you think this picture happened?
6. What do you think is occurring in this image?
 Create a causal chain graphic organizer to show the events leading up to the
Reformation in Germany.
 Underneath the graphic organizer, answer the following question, “Was Martin Luther
justified in protesting the conduct of the Roman Catholic Church? Explain fully.”
 Answer the question, “What were some of the effects of the Reformation movement
in this area?”
 Review the major points leading up the Reformation in England. Demonstrate how
to apply this information with a casual chain graphic organizer. (WH.1a, WH.1c,
WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
 Create a causal chain graphic organizer to show the events leading up to the
Reformation in England.
 Underneath the graphic organizer, answer the following question, “Was Henry VIII
justified in forming the Church of England? Explain fully.”
 Answer the question, “What were some of the effects of the Reformation movement
 Demonstrate how to create a compare and contrast chart that compares the
Reformation in Germany to the Reformation in England. (WH.1a, WH.1c, WH.4a,
WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
Independent Practice
 Review the main concepts of the Reformation. (WH.1a, WH.1c, WH.4a, WH.4b,
WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c,
WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
Extension
 Model how to find primary sources on the Internet. (WH.1a, WH.1c, WH.4a,
WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
SAISD © 2008-09 –Second Grading Period (Unit 1)
in this area?”
 Create a 3-tiered compare and contrast chart and/or foldable to explain the
similarities between Lutheran Ideas, Calvinism, and the Church of England.
 With a partner, create a mini-booklet outlining the major people, places and events
surrounding the Reformation. Also include the major effects of the different
movements, thematic maps, and illustrations.
 Find Martin Luther’s 95 Thesis online and select 10 passages that best demonstrate
Martin Luther’s feelings towards the power of the church.
Social Studies World History
Page 16 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 Reformation
 Indulgence
 95 Thesis
 Martin Luther
 Protestant
 John Calvin
 Predestination
 Henry VII
 The Church of England
 Elizabeth I
 Council of Trent
Resources
 Textbook: Prentice Hall –World History: Connections to Today – Chapter 14:
Sections 3-4
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA – SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
What do you do for students who need further
support?
 Create a Portrait foldable for Henry VIII and one for
Martin Luther giving details on how they influenced
the Reformation
What do you do for students who master the learning
quickly?
 Continue to work on the history fair project.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Use the graphic organizer and your knowledge of
social studies to answer the following question.
Religious
Turmoil
and Wars
Creation of
Protestant
Churches
?
Reform of
Catholic
Church
Peasants’
Revolt
31 What phrase should go in the center circle?
A
Effects of the Enlightenment
B
Effects of the Reformation
C
Effects of the Renaissance
D
Effects of the Scientific Revolution
The Social Studies Department
SAISD © 2008-09 –Second Grading Period (Unit 1)
Social Studies World History
Page 17 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World History
CURRICULUM GUIDE
Lesson 3: The Scientific Revolution
Essential Questions
Essential Pre-requisite Skills
 How would innovations that occurred during this era affect Europe socially and
 Understand the changes brought on by innovations, inventions and technological
developments. (Grade 3 – Grade 9)
economically?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use the textbook, online resources and Google Earth to conduct the following lesson.
Hook
 Ask students to think about the 10 greatest inventions that have ever been
introduced to modern society.
Guided Practice
 Demonstrate the changes in scientific though through the introduction of the
scientific process.
 Model how to gather information using various sources and conduct the Scientist
of the Year strategy.
Independent Practice
 Facilitate and guide students to completing their projects.
Extension
 Show students how to research topics by using the Internet and other resources.
Vocabulary:
 heliocentric
 Nicolaus Copernicus
 Johannes Kepler
 Galileo Galilei
 Isaac Newton
 With a partner, create a list of the top 10 inventions ever produced.
 Create a poster showing and explaining why these inventions were so important to
society.
 With a partner, begin researching the various scientists of this time period using the
research notes found here.
 See the Scientist of the Year strategy for details.
 Present your scientist to the rest of the class, giving reasons why your scientist
should receive the honor.
 As a class, vote for the scientist of the year, giving 2 reasons why.
 Conduct research on an inventor/innovator that has developed an
invention/innovation that made a huge impact on modern society.
 Create a simulated Myhistoryspace.com webpage on that person.
Resources
Textbook:
 Mcdougal Littell – World Geography: Chapter 1 – Sections 1-2
 TCI – Geography Alive! – Regions and People: Lesson 1: Gold Deposit
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
SAISD © 2008-09 –Second Grading Period (Unit 1)
Social Studies World History
Page 18 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need further
support?
 Create word wall vocabulary cards to demonstrate
the main role players of this time period.
 Create visual representation of the innovations
that were developed during this time period.
What do you do for students who master the learning
quickly?
 Begin final revisions of history fair project.
SAISD © 2008-09 –Second Grading Period
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Which of the following is an outcome due to the Scientific
Revolution?
A
More people were afraid of venturing out of where
they were raised.
B. Kingdoms decided to close their borders to trade.
C. Many nations in Europe began to develop new
methods that would lead to the expansion of trade.
D. There were no major effects of the Scientific
Revolution.
Social Studies World History
Page 19 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World History
Unit of Study: Age of Exploration and Colonization
CURRICULUM OVERVIEW
Second Grading Period – Unit 3
Big Idea
Unit Rationale
Concepts
Enduring Understandings
 As Europe emerged from the Middle Ages, the growing desire to trade valuable
commodities such as spices. Through new developments in technology and
navigation, the Europeans soon extended their influence worldwide.
Overarching Questions
 What were the driving forces behind European exploration?
 What conflicts and events would arise as the Europeans tried to expand their
influence?
 Were the Europeans justified in colonizing distant lands?
It was the desire to explore, conquer and trade which drove many Europeans to leave
the sanctity of their home shores to explore and colonize other continents. It is
important to understand the people, places and events of this era in order to
understand the effects of cultural diffusion and blending that are characteristic of where
the Europeans reached.
Lessons for this Unit
□
□
Lesson 1: Exploration and Conquest
Lesson 2: The Age of Colonization
TEKS
TEKS Specificity - Intended Outcome
TEKS WH.1 History. The student understands traditional historical points of
reference in world history.
 WH.1A Identify major eras in world history and describe their characteristics.
 WH.1B Identify changes that resulted from important turning points in world
history such as the European age of exploration and colonization.
 WH.1C Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
 WH.1D Explain the significance of the following date: 1492.
TEKS WH.4 History. The student understands the influence of the European
Renaissance and the Reformation eras.
 WH.4B Identify the effects of European Renaissance and Reformation eras.
TEKS WH.5 History. The student understands causes and effects of European
expansion beginning in the 16th century.
 WH.5A Identify causes of European expansion beginning in the 16th century.
 WH.5B Explain the political, economic, cultural, and technological influence of
European expansion on both Europeans and non-Europeans, beginning in the
16th century.
TEKS WH.7 History. The student understands the impact of political and economic
imperialism throughout history.
 WH.7A Analyze examples of major empires of the world such as the British
and French empires.
TEKS WH.18 Citizenship. The student understands the historical development of
significant legal and political concepts, including ideas about rights , republicanism,
constitutionalism, and democracy.
 WH.18C Identify examples of political, economic, and social oppression and
violations of human rights throughout history, including slavery.
I can…
Including, but not limited to:
 Apply Relative and Absolute chronology of events that occurred during this period
of time.
 Analyze the spatial diffusion of the Columbian Exchange.
 Explain why the year 1492 is so important in world history.
 Identify, analyze and evaluate the political, social and economic causes and
effects of European exploration and colonization.
 Analyze the growth and international influence of colonial empires such as Spain
and Great Britain.
 Identify and analyze the political, economic and social characteristics and effects
of the triangular trade and slavery.
 Identify and analyze the mathematical, scientific, and technological developments
that made exploration and colonization possible for the Europeans.
SAISD © 2008-09 –Second Grading Period
Social Studies World History
Page 20 of 25
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assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Skills
TEKS WH.23 Science, technology and society. The student understands how
major scientific and mathematical discoveries and technological innovations have
affected societies throughout history.
 WH.23A Give examples of [major mathematical and scientific discoveries and]
technological innovations that occurred at different periods in history and
describe the changes produced by these discoveries and innovations.
TEKS WH.11 Geography. The student uses geographic skills and tools to collect,
analyze, and interpret data.
 WH.11A Create thematic maps, graphs, charts, models, and databases
representing various aspects of world history.
 WH.11B [Pose and] answer questions about geographic distributions and
patterns shown on maps, graphs, charts, models, and databases.
TEKS WH.25.Social Studies Skills. The student applies critical-thinking skills to
organize and use information acquired from a variety of sources including electronic
technology.
 WH.25B [Locate and] use primary and secondary sources [such as computer
software, databases, media and news services, biographies, interviews, and
artifacts] to acquire information.
 WH.25C Analyze information by sequencing, categorizing, identifying causeand-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations [and predictions], and drawing inferences
and conclusions.
 WH.25I Use appropriate mathematical skills to interpret social studies
information such as maps and graphs.
TEKS WH.26 Social Studies Skills.
 WH.26A Use social studies terminology correctly.
 WH.26B Use standard grammar, spelling, sentence structure, and punctuation.
 WH.26C Interprets [and create databases, research outlines, bibliographies,
and] visuals including graphs, charts, timelines, and maps.
 WH.26D Transfer information from one medium to another, including written to
visual and statistical to written or visual, using computer software as
appropriate.
I can use my social studies skills to collect, analyze and interpret information from a
variety of sources in world history.
Including, but not limited to:
 Create thematic maps, charts, models and databases.
 Pose and answer questions about geographic distributions and patterns shown
on maps, graphs, models, and databases.
 Interpret historical and contemporary maps to explain geographical influence on
historical events.
 Use primary and secondary sources to interpret historical information.
 Use reading, writing and math skills to interpret historical information.
Evidence of Learning
□ Given information on the Age of Exploration, the student will analyze the international economic, political and social impact of European Exploration with 80% accuracy.
□ Given information on the Age of Colonization, the student will evaluate the international economic, political and social impact of European colonization with 80% accuracy.
SAISD © 2008-09 –Second Grading Period
Social Studies World History
Page 21 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World History
Lesson 1: The Age of Early European Exploration
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 What the political, economic, and social ramifications of early European
 Comprehending and evaluating the impact of developing technologies (Grade 1 – Grade
exploration on Asia?
9)
 Understanding the concept of exploration and colonization. (Grade 4 – Grade 9)
 Analyzing the causes and effects of exploration and colonization. (Grade 4 – Grade 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use the the textbook, Google Earth, and other resources to teach the following:
Hook
 Conduct the TCI Strategy Claim the Room. (WH.1a, WH.1b, WH.1c,
WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
Guided Practice
 Using a world map, demonstrate the geographic background and challenges
faced by the Europeans to establish trade with other continents. (WH.1a,
WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.25b, WH.25c, WH.25l, WH.26a,
WH.26b, WH.26c, WH.26D)
 Using a world map, model the routes of the early expeditions from Europe
detailing the geographical challenges of the listed explorers. (WH.1a, WH.1b,
WH.1c, WH.1d, WH.4b, WH.5a, WH.5b, WH.25b, WH.25c, WH.25l, WH.26a,
WH.26b, WH.26c, WH.26D)
Independent Practice
 Discuss the establishment of European colonial rule in Southeast Asia, East
Asia and India. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
Extension
 Demonstrate how to create a non-linear presentation using PowerPoint.
(WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.25b, WH.25c, WH.25l,
WH.26a, WH.26b, WH.26c, WH.26D)
Vocabulary:
 Marco Polo
 Henry the Navigator
 Cartographer
 Vasco da Gama
 1492
 Line of Demarcation
SAISD © 2008-09 –Second Grading Period
 See Lesson Plan
 With a partner, create a list of reasons why Europeans would want to leave the safety of
their countries to explore the unknown.
 Complete the 1st graphic organizer for the Explorers.
 Create a mental map of the journeys of the listed explorers on a blank piece of paper. For
each exploration, describe the challenges of the expedition and the outcome.
 Include the Line of Demarcation
 Complete the second graphic organizer for the Explorers and analyze the overall impact
of exploration on Europe.
 Create an organizational chart that demonstrates the expansion of European nations in
Southeast Asia, East Asia and India.
 At the bottom of the chart, answer the following questions:
1. “How would growing European power cause conflict between European nations?”
2. “How would Asia be affected by European conquest?”
3. “What cultural changes might occur because of European conquest?”
 In a small group, create a non-linear presentation using PowerPoint to demonstrate the
early European explorers, their expeditions, and the political, economic and social
outcomes of their journeys.
Resources
Textbook:
 Prentice Hall – World History: Connections to Today – Chapter 15
District Resources
Print Resources
 World Almanac
 Globe
Social Studies World History
Page 22 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 Fernando Magellan
 Northwest Passage
 Straits of Hormuz
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
What do you do for students who need further
support?
 Use visual biography strategy to demonstrate the
explorers and their accomplishments
What do you do for students who master the learning
quickly?
 Complete history fair project.
SAISD © 2008-09 –Second Grading Period
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Which of the following was influential on the ability for
Europeans to travel great distances following the Middle
Ages?
A. Spices
B. Steam-powered engines
C. New technologies
D. The Heliocentric theory
Social Studies World History
Page 23 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World History
CURRICULUM GUIDE
Lesson 2: Age of Colonization
Essential Questions
Essential Pre-requisite Skills
 What were the social, economic and political ramifications of European
colonization of the Americas and Africa?
 What was the impact of the Triangular Trade on Africa, the Americas and Europe?
 Understanding the concept and impact of colonization. (Grade 4 – Grade 9)
 Analyzing the effects of slavery on the Americas, Europe and Africa. (Grades 4 – 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use the textbook, Google Earth and other various resources to teach the following:
Hook
 Read excerpts from Equiano’s experiences on the Middle Passage. (WH.1a,
WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c,
WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
Guided Practice
 Demonstrate using a map of the Americas the major colonies and/or conquests of
European powers. Provide an overview how the establishment of colonies would
lead to international conflict such as the French and Indian War. (WH.1a, WH.1b,
WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
 Demonstrate using a map of Africa, the major colonies and/or conquests of
European powers. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a,
WH.11a, WH.11b, WH.18c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b,
WH.26c, WH.26D)
 Guide discussion on what students know about slavery and the Triangular Trade.
(WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b,
WH.18c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
 Demonstrate how to determine the overall impact politically, economically and
socially on the colonial powers in Europe. (WH.1a, WH.1b, WH.1c, WH.4b,
WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c, WH.25b, WH.25c, WH.25l,
WH.26a, WH.26b, WH.26c, WH.26D)
Independent Practice
 Conduct the DBQ Project lesson: What Drove the “Sugar Trade?” (WH.1a,
WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c,
WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
Extension

Demonstrate how to conduct research on the growth of the slave trade during
this period of time. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a,
WH.11a, WH.11b, WH.18c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b,
WH.26c, WH.26D)
SAISD © 2008-09 –Second Grading Period
 Use I thought… I felt… I think… to reflect on the reading.
 Create a mental map showing the major colonies of the European powers in Latin





America.
Use the Columbian Exchange strategy and complete the graphic organizer.
Begin to fill out the Colonies in the Americas graphic organizer.
Create a mental map showing the major colonies in North America.
Finish filling out the Colonies in the Americas graphic organizer.
Create a mental map showing the major colonies of the European powers in Africa.
 Using a blank map of the Atlantic trade, demonstrate the Triangular trade between
Africa, Europe and the Americas.
 Create an organizational chart demonstrating the effects of European exploration and
trade.
4. Global Exchange (Food)
5. A Commercial Revolution
6. Mercantilism
7. The “Ordinary People”
 See Lesson Plan

Create a multimedia presentation analyzing the growth of the slave trade and
slavery in the new world.
Social Studies World History
Page 24 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 conquistador
 Hernan Cortes
 Francisco Pizarro
 Viceroy
 Encomienda
 Peninsular
 Creole
 Mestizo
 Mulatto
 Cultural blending
 Jamestown
 Capitalism
 Joint stock company
 Mayflower Compact
 French and Indian War
 Triangular trade
 Middle Passage
 Mercantilism
 Tariff
Resources
Textbook:
 Prentice Hall – World History: Connections to Today – Chapter 15
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
What do you do for students who need further
support?

Conduct the lesson Examining the Middle
Passage.
What do you do for students who master the learning
quickly?

Revise History Fair project for regional
competition.
SAISD © 2008-09 –Second Grading Period
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
The exchange of goods and humans between Africa,
Europe and the Americas was known as
A. Middle Passage
B. Triangular Trade
C. European Exchange
D. Columbian Passage
Social Studies World History
Page 25 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.