Download WORLD HISTORY

World
History
Scope and Sequence
June 2005
ACKNOWLEDGEMENTS
Arturo Guajardo
Berta Palacios
Superintendent
Asst. Superintendent
for Curriculum/Instruction
Jose L. Garza
Roberto Tijerina
Adm. for Secondary Education
Social Studies Coordinator
Curriculum Writers
Jose L. Barbarena
P.S.J.A. North
Jo Yvonne Villarreal
P.S.J.A. High
Tom Nevanen
P.S.J.A. High
Victor Melchor
P.S.J.A. High
Oscar Torres
P.S.J.A. North High
The Social Studies TAKS curriculum
Writers wish to extend a special
thanks to our school board
members and our P.S.J.A. school
district superintendent for giving
us the time to compile
and complete this enormous
task. This coming year
will be an exciting year as well as a
challenging year, and with
your support our students
shall persevere in the
area of Social Studies!
Foreword
The Social Studies TAKS Curriculum Alignment and Resource
Guide consists of a revised Scope and Sequence, TAKS Review
Questions and Activities. Another major component also aligned
to TAKS and TEKS is at a Glance Overview of Main Eras and
Timelines. In addition, a TAKS Review Activity and Resource
Packet with TEKS Historical Figures and Key Terms are included.
The curriculum supplement provides a good starting point to
prepare for TAKS. It was created to clarify district wide
expectations of what students should know and be able to do. In
addition, it enables teachers to focus their planning time and
professional teamwork on how best to teach the knowledge and
skills, so that all students master the objectives. It will continue to
be updated as a part of the school district’s on-going curriculum
development, planning and instructional process.
Unit 1 Chapter 1
DATE
TEKS
WEEK 1
&2
*K 1B
Identify changes that resulted from important
turning points in World History.
Strand: Geography
KS:8:10
SE: B) Pose and answer questions about geographic
distributions
KS: WG5
SE:B Analyze Political, economic and social
demographic data to determine standard of living in
nations
Strand: Culture
KS: WG10
SE: C) Compare ways people satisfy their basic
needs through the production of goods and services.
*K11A
Create thematic maps, graphs, charts, dels, and
databases representing various aspects of WH.
Strand Geography
KS:WG6
SE:A) Observe patterns in size and distribution of
cities using maps, etc.
KS: WG5
SE:B) Analyze political, economic and social
demographic data to determine standard of living in
nations
*K (13A) Identify important changes in human life
caused by Neolithic agricultural revolution
*K(23A) Give examples of major mathematical and
scientific discoveries, technological innovations that
occurred at different periods of history.
*K(25A) Identify ways archeologists,
anthropologists, historians, and geographers analyze
limited evidence.
Strand: Social Studies Skills
KS: WH25
SE: C) Analyze information and draw inferences
and conclusions
WORLD HISTORY
SCOPE AND SEQUENCE
CURRICULUM UNIT
2005-2006
TAKS
CRITICAL THINKING
QUESTIONS & ENDURING
UNDERSTANDING
Obj. 2: The student will
demonstrate an understanding
of geographical influences on
historical issues and events
Obj. 4: The student will
demonstrate an understanding
of political influences on
historical issues and events
Obj. 3: The student will
demonstrate an understanding
of economic and social
influences on historic issues
and events.
Obj. 5: The student will use
critical thinking to analyze
social studies information.
1st 6 weeks
KEY
TERMS/NAMES
Understandings:
1. Early humans’ discoveries helped
them survive, grow in numbers
and spread across the globe.
2. New methods for obtaining food
and the development of
technology laid the foundations
for modern civilizations.
3. Contemporary civilizations share
the same characteristics typical of
ancient civilizations
Civilization
Neolithic
Revolution
Institution
Technology
Culture
Artifact
Level One Questions:
1. Why is the prehistoric period
called the Stone Age?
2. In what areas of the world did
agriculture first develop?
Level Two Questions:
1. What evidence supports
archeologist’s beliefs that
Neanderthals developed a form
of religion?
2. Why do some archeologists
believe women were the first
farmers?
Level Three Questions
1.
2.
What impact did trade have on
the development of Civilization?
Compare the differences between
Paleolithic and Neolithic
cultures.
Domestication
Specialization
Bronze Age
Hunter-gatherer
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
PE 14- Students are asked to
explain what effect the
agricultural revolution had on
population growth
Activity: Group students to
investigate advances of
Hominids ability to make and
use stone tools.
Language
Naveh, Joseph. Origins of the Alphabet.
Cassells Introducing Archaeology Series: Book 6. London;
Cassell 1975
McDougal Littell
TE-16- Students create a
chart explaining and listing
tools , utensils and other
artifacts found at the site of a
permanent farming
settlement.
Class time:
Literature
Golding, William. The Inheritors. New York: Harcourt 1995
In an unnamed land , a family of Neanderthal characters
encounters members of the Homo Sapien species
PE-22- Students examine the
role played by the food
supply in the lives of both the
hunter-gatherers and farmers.
TE-19- Students answer
questions based on a chart
containing information on
Sumerian advancements
TE-8- Students research the
autobiography of Mary
Leakey
Purpose: Understand the role
of stone tools in the Hominid
development.
Directions: Divide into three
groups, research how homo
habilis, homo erectus, and
homo sapiens made and used
stone tools. Supplement
report with images of tools
Science
Cox, Barry. Savage R.J.G. The Simon and Schuster
Encyclopedia of Dinosaurs and Prehistoric Creatures. New
York: Simon and Schuster, 1999. This well illustrated
encyclopedia gives information about numerous prehistoric
animals. It includes a section about mammals.
Geography\
Atlas of the Prehistoric World by Palmer Douglas
Culture: The Illustrated History of Early Man by John
Haywood
Art: The Cambridge Illustrated History of Prehistoric Art
by Paul G. Bahn
Pupil edition and
Teacher’s edition (World
History)
Patterns of Interaction
www.classzone.com
Ch. Section resources pg.
7, 12, 17
Theme: Beginnings of Civilization
Unit 1 Chapter 2
DATE
TEKS
Week
3&4
(12) Geography. The student
understands the impact of
geographic factors on major
historic events. The student is
expected to:
(A) locate places and regions of
historical significance
(13) Economics. The student
understands the impact of the
Neolithic agricultural revolution on
humanity and the development of
the first civilizations. The student
is expected to:
(B) explain economic, social, and
geographic factors that led to the
development of the first
civilizations.
(19) Culture. The student
understands the history and
relevance of major religious and
philosophical traditions. The
student is expected to:
(B) identify examples of religious
influence in historic and
contemporary world events.
(26) Social studies skills. The
student communicates in written,
oral, and visual forms. The student
is expected to:
(C) interpret and create databases,
research outlines, bibliographies,
and visuals including graphs,
charts, timelines, and maps;
TAKS and Student
Expectations
CRITICAL THINKING
QUESTIONS & ENDURING
UNDERSTANDING
K&S:8.10
Obj. 2
S.E.: Pose and answer
questions about geographic
Understandings:
1. The Development of theis
civilization reflects a pattern that
has occurred repeatedly throughout
history.
2. Many of the monuments built by
the ancient Egyptians stand as a
testament to their ancient
civilization.
3. The culture of India today has its
roots in the civilization of the early
Indus cities.
4. The culture that took root during
the ancient times still affects
Chinese ways of life today.
K&S:WH 23
Obj. 3
S.E.: A- Give examples of
major mathematical and
scientific discoveries
Strand Geography Obj. 3
K&S:WG 6
S.E.: (A) Observe patterns
in the size and distribution
of cities using maps etc.
Strand Culture
Obj. 5
K&S:WG 18
S.E.: (A) Describe the
impact of general processes
on cultural change
Strand Geography Obj. 4
K&S:WG5
S.E. :(B) Analyze political,
economic, social, and
demographic data to
determine the level of
development and standard
of living in nations.
Level One Questions:
1. What is the Fertile Crescent?
2. Why did Egyptians build
pyramids?
3. What is mummification?
Level Two Questions:
1. Name 3 disadvantages to Sumer’s
natural environment?
2. What does the quote “Gift of the
Nile” mean?
3. Explain the dynastic cycle.
Level Three Questions
1. What circumstances led to the
formation of organized
governments?
2. Give 2 reasons historians give for
the downfall of the Indus Valley
cities.
3. What was the advantage of the
Chinese written language?
1ST 6WEEKS
KEY TERMS/NAMES
Irrigation
City-State
Empire
Mummification
Hieroglyphics
Subcontinent
Monsoon
Mandate of Heaven
feudalism
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
TE-47-Students interpret map
of China, and discuss features
that might hinder trade
Activity: Research how
pyramids were built and
create a comic strip showing
this process
Language
Scott, Joseph and Lenore. Egyptian Hieroglyphs for
Everyone. New York: Barnes and Noble Books 1993
The meaning of numerous hieroglyphs the role of the scribe in
ancient Egypt, and the writing tools used by these scribes are
some of the topics in this helpful book.
McDougal Littell
Geography
Roaf, Michael. Cultural Atlas of Mesopotamia and the
Ancient Near East. New York: Facts on File 1990
The ancient civilization of Mesopotamia is described in this
engaging work. Numerous maps and illustrations accompany
this text.
Patterns of Interaction
TE-28- Students discuss
geographic characteristics of
Mesopotamia, answer
questions about the
advantage of Sumer’s
location.
TE-37- Students discuss
Egyptians idea of the afterlife
and of how these ideas
affected behavior.
PE-53- Students work with a
team to create a street map of
their hometown.
Class time:
Purpose: Learn more about
how the Egyptians built the
pyramids.
Directions: Research how
the Egyptians built their
pyramids and the steps
involved in the construction.
Illustrate the steps involved.
Culture: What life was like on the Banks of the Nile by
Time-Life Books
Pop Culture: Joseph 1995 Video by Turner Pictures
Art: The British Museum Book of Chinese Art by Jessica
Rawson, ed.
Pupil edition and
Teacher’s edition (World
History)
www.classzone.com
Ch. Program resources
Pg. 27,33,42,46
Unit 1 Chapter 3
DATE
TEKS
WEEK 5
&6
(19) Culture. The student
understands the history and
relevance of major religious and
philosophical traditions. The
student is expected to:
(A) compare the historical origins,
central ideas, and the spread of
major religious and philosophical
traditions including Buddhism,
Christianity, Confucianism,
Hinduism, Islam, and Judaism
(22) Culture. The student
understands how the development
of ideas has influenced institutions
and societies. The student is
expected to:
(A) summarize the fundamental
ideas and institutions of Eastern
civilizations that originated in
China and India;
25) Social studies skills. The
student applies critical-thinking
skills to organize and use
information acquired from a
variety of sources including
electronic technology. The student
is expected to:
(B) locate and use primary and
secondary sources such as
computer software, databases,
media and news services,
biographies, interviews, and
artifacts to acquire information
1ST 6WEEKS
KEY TERMS/NAMES
TAKS
CRITICAL THINKING
QUESTIONS & ENDURING
UNDERSTANDING
Strand Social Studies
Skills
K&S:WH25
Obj.5
S.E.: (c) Analyze
information and draw
inferences and
conclusions
Understandings:
1. Half the people living today speak
languages that stem from the original
Indo-European languages.
2. 2. Today, almost one-fifth of the
world’s people practice one of these
two religions.
3. Traders spread knowledge of reading
and writing, including an ancient
form of the alphabet that we use
today.
4. From this tradition, Judaism, the
religion of the Jews, evolved.
Judaism is one of the world’s major
religions.
Level One Questions:
1. What are two technologies that
helped the Hitites build their empire?
2. Why were lower castes more likely
to convert to Buddhism?
Strand Geography
K&S: WG 5
S.E.: (B) Analyze
political, economic, and
social and demographic
data to determine the
standard of living in
nations.
*K(22A)
Summarize the
fundamental ideas and
institutions of Eastern
Civilization that
originated in China and
India
K&S:
S.E.:
Level Two Questions:
1. In Hinduism, how are the ideas of
Karma, reincarnation, and mosha
connected?
2. What is the Phoenicians greatest
legacy to the world?
Level Three Questions
1. How were the Aryans different from
the non-Aryans that they encountered
when migrating to India?
2. What is ethical monotheism and why
is it important?
Hindus
Karma
Reincarnation
Caste
Aryan
Monotheism
Indo-European
Buddhism
Islam
Judaism
Christianity
Confucianism
Torah
Minoans
Siddhartha Gautama
Institution
Civilization
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Activity:
TE 65 Students answer a
question comparing
Buddhist and Hindu ideas
and origins
TE59 Students investigate
the role played by
untouchables, past and
present
PE 77 Student draw
conclusions about the
origins and purposes of the
stories based on their
similarities
Activity:
Interviewing-Task: Prepare
and interview a Buddhist
Language Arts: The Horse Goddess by Llewellyn Morgan
McDougal Littell
Poetry: The Bhagavad-Gita Gita
Pupil edition and Teacher’s
edition (World History)
Purpose: Learn more about
religion today
Divide into groups to
develop questions about
Buddhist beliefs, worship,
community and history
Draw inferences and
support them with textual
evidence
Class time:
Purpose:
Directions:
Read Buddha’s Four Noble
Truths’s and predict several
characteristics of a person
who follows these truths in
his or her daily life.
Class time:
Purpose:
Directions:
Pop Culture: film- King David 1985 video
Patterns of Interaction
Humanities: Music
Shalom: Music of the Jewish people. Proarte, 1991 Compact
Disc A
Religion: A Popular Dictionary of Buddhism by Christmas
Humphrey
Culture: The Hittites: People of a Thousand Gods by
Johannes, Lebmann
www.classzone.com
Ch. Resources
p.57, 62, 67, 71
Theme: BEGINNINGS of CIVILIZATION
Unit 1 Chapter 4
DATE TEKS
TAKS
Week
1&2
(11) (B) pose and answer questions
about geographic distributions and
patterns in world history shown on
maps, graphs, charts, models, and
databases.
(18) Culture. The student
understands the ways in which
cultures change and maintain
continuity. The student is expected
to:(A) describe the impact of
general processes such as migration,
war, trade, independent inventions,
and diffusion of ideas and
motivations on cultural change;
(19) Culture. The student
understands the history and
relevance of major religious and
philosophical traditions. The student
is expected to:(A) compare the
historical origins, central ideas, and
the spread of major religious and
philosophical traditions including
Buddhism, Christianity,
Confucianism, Hinduism, Islam, and
Judaism
(22) Culture. The student
understands how the development of
ideas has influenced institutions and
societies. The student is expected
to:(A) summarize the fundamental
ideas and institutions of Eastern
civilizations that originated in China
and India
Strand Culture
K&S:WG18
Obj. 2
S&E: (A) Describe The
impact of general
processes on cultural
change.
K&S:WG5
Obj. 3
S&E: (B) Analyze
political, economic,
social and demographic
data to determine the
standard of living in
nations.
K&S:
S&E:
K&S:
S&E:
2nd 6WEEKS
CRITICAL THINKING QUESTIONS & KEY
ENDURING UNDERSTANDING
TERMS/NAMES
Understanding
1. Neighboring civilizations participate in
cultural exchange as well as conflict.
2. Some leaders still use military force to
extend their rule
3. Tolerance and wise government are
characteristic of the most successful
methods of rule.
4. The people events and ideas that shaped
China’s early history continue to influence
China’s role in today’s world.
Level One Questions
1. Who was Pharaoh Hatshesput?
2. Who was Ramses II?
Level Two Questions
1. Why were the Assyrian military so
powerful?
2. What were the positive achievements of the
Assyrian Empire?
Level Three Questions
1. How was Darius able to rule such a large
empire with absolute power?
2. Summarize the beliefs of Zoroaster.
3. How did the Great Wall unify China?
Ramses II
Kush
Assyria
Ashurbanipal
Cyrus Royal Road
Zoroaster
Confucius
Taoism
Shi Huangdi
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
TE-94- Students draw maps
of several empires, search for
the pattern followed by
empire-builders
Activity: Debating Chinese
Philosophies
Language: Literature
Hodges, Margaret. The Avenger. New York: Scribner, 1982.
McDougal Littell
Class time:
TE-98- Students discuss and
evaluate Confucianism’s
influence and politics.
Purpose: Gain insight into
Chinese philosophy.
Directions: 3groups, research
ideas of the philosophies and
argue which is best able to
solve problems
Culture
Guisso, R.W.L.; Catharine Pagai and David Miller. The First
Emperor of China. New York: Birch Lane Press Book, 1989
TE-99-Students debate which
Chinese philosophy could
best solve modern problems
Humanities Architecture
Lehner, Mark. The Complete Pyramids. London: Thames and
Hudson, Ltd. 1997
Popular Culture
The Ten Commandments. Paramount 1956.
Science
Weeks, Kent R. The Lost Tomb. New York: William Morrow
and Company Inc. 1998
Religion
The Essential Confucius. Trans. Thomas Cleary. New York:
Harper Collins, 1992.
Pupil edition and Teacher’s
edition (World History)
Patterns of Interaction
www.classzone.com
Ch. Resources
p.83,88,92,97
Theme: NEW DIRECTIONS IN GOVERNMENT AND SOCIETY
Unit 2 Chapter 5
DATE TEKS
TAKS
Week
3&4
(16) Government. The student understands the
process by which democratic-republican
government evolved. The student is expected to:
(A) trace the process by which democraticrepublican government evolved from its
beginnings in classical Greece and Rome,
through developments in England, and
continuing with the Enlightenment
(17) Citizenship. The student understands the
significance of political choices and decisions
made by individuals, groups, and nations
throughout history. The student is expected to:
(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
(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
(21) (A) analyze the specific roles of women,
children, and families in different historical
cultures
Objective 4: The student
will demonstrate an
understanding of
political influences on
historical issues and
events.
Objective 5: The student
will use critical thinking
skills to analyze social
studies information.
Objective 3: The student
will demonstrate an
understanding of
economic and social
influences on historical
issues and events.
CRITICAL THINKING
QUESTIONS & ENDURING
UNDERSTANDING
2nd 6WEEKS
KEY
TERMS/NAMES
Understand
1. The seeds of much of Western
cultural heritage were planted
during this time period.
2. Many political systems in today’s
world mirror the varied forms of
government that evolved in Greece.
3. At its height, Greece set lasting
standards in art, politics, literature,
and philosophy that are still adhered
to today.
4. Alexander’s empire extended across
three continents that today consist
of many nations and diverse
cultures.
5. Western Civilization today
continues to be influenced by
diverse cultures.
Level One Questions
1. What was the Trojan War?
2. Who was Homer?
3. Who was Archimedes?
Level Two Questions
1. Why did the Greeks develop myths?
2. What were Pericles three goals for
Athens?
3. What four influences blended to
form the Hellenistic Culture?
Level Three Questions
1. What were the consequences of the
Persian Wars?
2. Who were the three renowned
philosophers of the Golden Age?
3. Why was Greece so easily
conquered by Macedonia?
Trojan War
Homer
Polis
Phalanx
Classical art
Aristotle
Macedonia
Alexander the Great
Hellenistic
Archimedes
ACTIVITIES
ENRICHMENT
ACTIVITIES
Activity:
Class time:
Purpose:
Directions:
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Theme: NEW DIRECTIONS IN GOVERNMENT AND SOCIETY
Unit 2 Chapter 6
DATE
TEKS
TAKS
CRITICAL THINKING
QUESTIONS & ENDURING
UNDERSTANDING
Objective
4:
The
student
will
(15)
Government.
The
student
Understanding
Week
demonstrate an
1. Some of the most fundamental
understands the historical
5&6
understanding of political
antecedents of contemporary
political systems. The student is
expected to:
(B) define and give examples of
different political systems, past and
present
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
(C) 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.
influences on historical issues
and events.
2.
Objective 5: The student will
use critical thinking skills to
analyze social studies
information.
Objective 3: The student will
demonstrate an
understanding of economic
and social influences on
historical issues and events.
3.
4.
5.
values and institutions of western
civilization began in the Roman
Republic.
The Roman Empire has served
throughout history as a model of
political organization and control.
As the world’s most widespread
religion, Christianity guides the
lives of millions today.
The decline and fall of great
civilizations is repeating a pattern
in world history.
Evidence of Roman culture is
found throughout Europe, North
America, Asia and Africa.
Level One Questions
1. Name the three main parts of
government under the Roman Republic.
Level Two Questions
Level Three Questions
2nd 6WEEKS
KEY TERMS/NAMES
Republic
Senate
Hannibal
Julius Caesar
Augustus
Jesus
Paul
Constantine
Inflation
Virgil
ACTIVITIES
ENRICHMENT
ACTIVITIES
n.
Activity:
Class time:
Purpose:
Directions:
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Theme: NEW DIRECTIONS IN GOVERNMENT AND SOCIETY
Unit 2 Chapter 7
DATE
TEKS
TAKS
CRITICAL THINKING
QUESTIONS & ENDURING
UNDERSTANDING
Objective
5:
The
student
will
19(A)
compare
the
historical
Understanding
Week
use critical thinking skills to
1. The diversity of peoples, cultures,
origins, central ideas, and the
1&2
analyze social studies
spread of major religious and
philosophical traditions including
Buddhism, Christianity,
Confucianism, Hinduism, Islam,
and Judaism
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
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
information.
Objective 2: The student will
demonstrate an
understanding of geographic
influences on historic issues
& events.
Objective 3: The student will
demonstrate an
understanding of economic
and social influences on
historical issues and events.
2.
3.
beliefs, and language in India
continues to pose challenges to
Indian unity today.
The influence of Indian culture and
religions is very evident
throughout Southeast Asia today.
The pattern of strong central
government has remained a
permanent part of Chinese life.
Level One Questions
1. Who was Asoka?
2. What was the Silk Road?
3. Who had a civil service system?
Level Two Questions
1. List three significant
accomplishments of the Mauryan
Empire.
2. Summarize the main advances in
science and mathematics by
Indians prior to 500 A.D.
3. Explain why Wudi was one of
China’s most significant rulers.
Level Three Questions
1. Under the Chinese civil service
system who could become
government officials?
2. How did silk influence China’s
government, economy, and culture
during the Han period?
3. How did economic problems lead
to the decline of Han?
3rd 6WEEKS
KEY TERMS/NAMES
Mauryan Empire
Asoka
Religious
Tolerations
Gupta empire
Kalidasa
Silk roads
Han dynasty
Centralized government
Civil service
Assimilation
ACTIVITIES
ENRICHMENT
ACTIVITIES
Activity:
Class time:
Activity:
Class time:
Purpose:
Directions:
Purpose:
Directions:
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Theme: NEW DIRECTIONS IN GOVERNMENT AND SOCIETY
Unit 2 Chapter 8
DATE
TEKS
TAKS and Student
CRITICAL THINKING
Expectations
QUESTIONS & ENDURING
UNDERSTANDING
Objective
5:
The
student
will
26(A)
use
social
studies
Understanding
Week
use critical thinking skills to
1. Differences among modern
terminology
correctly
3&4
analyze social studies
11(A) create thematic maps,
graphs, charts, models, and
databases representing various
aspects of world history
(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.
2(A) identify elements in a
contemporary situation that
parallel a historical situation
6(A) summarize the major
political and cultural developments
of the civilizations of sub-Saharan
Africa
information.
Objective 2: The student will
demonstrate an
understanding of geographic
influences on historic issues
& events.
Objective 3: The student will
demonstrate an
understanding of economic
and social influences on
historical issues and events.
2.
3.
societies are also based on
people’s interactions with their
environments.
Ancient Aksum, which is now
Ethiopia, is still a center of Eastern
Christianity.
Migration continues to shape the
modern work.
Level One Questions
1. What is meant by desertification?
2. Describe the extended family.
3. Name three conditions that cause
people to migrate.
Level Two Questions
1. How did agriculture develop in
Africa?
2. Why is language important to the
study or migration?
3. What circumstances enabled
Djenne-Djeno to become a
bustling trade center?
Level Three Questions
1. Why was Aksum able to control
international trade?
2. What caused the Bantu-speaking
people to migrate:
3. Why did Aksum fall?
3rd 6WEEKS
KEY TERMS/NAMES
Sahara
Desertification
Extended family
Anisim
Griot
Djenne-Djeno
Nok
Aksum
Ezana
Bantu-speaking peoples
ACTIVITIES
ENRICHMENT
ACTIVITIES
Activity:
Class time:
Purpose:
Directions:
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Theme: NEW DIRECTIONS IN GOVERNMENT
Unit 2 Chapter 9
DATE
TEKS
TAKS and Student
Expectations
Week
5&6
6(B) summarize the major
political, economic, and cultural
developments of civilizations in
Mesoamerica and Andean South
America
Objective 3: The student will
demonstrate an
understanding of economic
and social influences on
historical issues and events.
11(B) pose and answer questions
about geographic distributions and
patterns in world history shown on
maps, graphs, charts, models, and
databases.
Objective 4: The student will
demonstrate an
understanding of political
influences on historical issues
and events.
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 and
conclusions
Objective 2: The student will
demonstrate an
understanding of geographic
influences on historic issues
& events.
Objective 5: The student will
use critical thinking skills to
analyze social studies
information.
CRITICAL THINKING
QUESTIONS & ENDURING
UNDERSTANDING
Understanding
1. The America’s first inhabitants
developed the basis for American
civilizations to come.
2. Later American civilizations relied
on the technology and
achievements of earlier cultures to
move forward.
3. Like the early Andean civilizations
people today must adapt to their
environment in order to survive.
Level One Questions
1. What is maize?
2. Where is Mesoamerica located?
3. Who were the Chavin?
Level Two Questions
1. How do archaeologists know that
the first Americans lived as
hunters?
2. Why was corn such an important
food crop to the people of Mexico
and Central America?
3. Where did the Olmec, the
America’s first known civilization
arise?
Level Three Questions
1. How did the Olmec influence the
Zapotec civilization?
2. In what ways did the Chavin
influence other peoples of the
Andes region?
3. What were the main differences
between hunter-gatherers societies
and those based primarily on
agriculture?
3RD 6WEEKS
KEY TERMS/NAMES
Beringia
Ice Age
Maize
Mesoamerica
Olmec
Zapotec
Monte Alban
Chavin
Nazca
Moche
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
TE-219- Students create a
chart summarizing the
political, economic, and
artistic legacies of these two
cultures.
Activity: Hunter-Gatherer
Storyboard
Class time:
Literature
Eagle, Chokecherry Gall. Beyond the Lodge of the Sun.
Rockport, MA: Element, 1997.
McDougal Littell
Purpose: To illustrate the
life of early hunter-gatherers
by showing the migration of a
group from Asia into North
America or South America
Michener, James A. Mexico. New York: Random House,
1992.
TE-222-Students answer
questions about the
environment various cultures
inhabited, and about
geographic features present
nearby.
PE-220- Students create a
Venn diagram to compare
and contrast the two cultures,
and also designs a second
method to convey the same
information.
Directions: Have students
review the chapter, and read
the “A Voice from the Past”
selections as well as, one
special feature, such as,
“Spotlight On” from each
section, while filling out note
cards on the main points of
each.
Geography
Coe, Michael, Dean Snow, and Elizabeth Benson. Atlas of
Ancient America. New York: Facts on File, 1986.
Culture
Hammond, Norman. Ancient Maya Civilization. New
Brunswick, NJ: Rutgers UP, 1982.
Erodoes, Richard, and Alfonso Ortiz. American Indian Myths
and Legends. New York :Pantheon, 1984
Humanities:Art
Stone-Miller, Rebecca. Art of the Andes: From Chavin to
Inca (World of Art). London and New York: Thames and
Hudson, 1996.
Pupil edition and Teacher’s
edition (World History)
Patterns of Interaction
www.classzone.com
Ch. Resources
p.211,216,221
Theme:
Unit Chapter
DATE
TEKS
TAKS and Student
Expectations
CRITICAL THINKING
QUESTIONS & ENDURING
UNDERSTANDING
6WEEKS
KEY TERMS/NAMES
Understanding
Level One Questions
Level Two Questions
Level Three Questions
ACTIVITIES
ENRICHMENT
ACTIVITIES
Activity:
Class time:
Purpose:
Directions:
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Theme:
Unit Chapter
DATE
TEKS
TAKS and Student
Expectations
CRITICAL THINKING
QUESTIONS & ENDURING
UNDERSTANDING
6WEEKS
KEY TERMS/NAMES
Understanding
Level One Questions
Level Two Questions
Level Three Questions
ACTIVITIES
ENRICHMENT
ACTIVITIES
Activity:
Class time:
Purpose:
Directions:
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
World History
Scope & Sequence
Curriculum Unit
Date-Obj.
Week 1
Jan. 10-12
Week 2
Jan. 15-19
OBJ. 1, 2,
3, 5
Unit
Topic
4
Chapter
13
European
Middle
ages
TEKS
1C,3A,
3B, 12C,
15B, 17B,
19B
TAKS
Lesson Objective
8.10B,
WG18.A
830.F,
WG5.B
WG10.D
WH23.A
1. To explain the Germanic
ideas about government as
well as to describe the
Frankish King
2. Show how Christianity
spread among Germanic tribes
3. Summarize the practice of
feudalism
4. Explain the role of feudalism
and the role of the manor
system in the feudal economy
5. Explain the church structure,
and its influences as well as
power
6. Describe the conflict
between the church and
Federick I
American History
TAKS
8.16D
8.3A
OBJ.4
Resources
TAKS spiraled content pages 55-56,
59-60
Representative government
Principles of the
Constitution
Use transparencies –
TT 49, TT50 – students are to draw
and fill information on bubble map
titled Feudalism and the Catholic
Church.
ƒ
ƒ
Use Assessment materials supplied in
ancillaries
World History
Scope & Sequence
Curriculum Unit
Date-Obj.
Week 3
Jan 22-26
Week 4
Jan 29-Feb. 2
OBJ. 2, 3, 4, 5
Unit
Topic
4
Chapter
TEKS
TAKS
14
Formation
of Western
Europe
3C, 20A,
20B, 25B,
25C, 1B,
1D, 15A,
16A, 16B,
18A, 26C,
1C, 3B, 4B
WG18.A,
WH23.A,
WG10.C,
WG5.B,
WG18.A,
8.16A,
WG1.B,
WH26C
Lesson Objective
To describe the spiritual
1. revival and the church
reforms in the 1000’s
2. Describe Gothic cathedrals
3. Summarize the cause and
outcomes of the crusades
4. Medieval advances in
agriculture
5. Expansion of trade and
finance
6. Growth of trade & towns
7. Learning in the middle ages
8. Invasions of England
9. English government and
dem.
10. Problems of the church
11. The Bubonic Plague
American History
TAKS
8.4
Resources
TAKS spiral content
Page 55 -8.16A
Page 56 - 8.3A
World History
Scope & Sequence
Curriculum Unit
Date-Obj.
Week 5
Feb. 5- 9
OBJ. 2, 3, 5
Unit
Topic
4
Chapter
16
People,
Empires,
Americas
TEKS
11B,1B,
21A, 25C,
20A, 23C,
7A, 26C,
6B
TAKS
Lesson Objective
WG6.A,
WG18.A,
8.10B,
WG5.B,
WG1A,
WH23.A,
WH25.C
1.To describe various regional
cultures of pre-Colombian
North America cultures
2. To identify common features
of native American cultures
3. To describe key features of
Mayan Kingdoms
4. To explain Mayan beliefs
and achievements
5. To identify reasons for the
decline of the Maya
6. To describe two early
cultures of the valley of
Mexico, Teotihuacan-Toltec
7. To explain the rise on the
Aztecs and their society &
religion
8. To identify factors that led to
the decline of the Aztec
9. To describe the Inca rise to
power and function of
government
American History
TAKS
8.1C, 8.4B, 8.4C,
8.AC, 8.16C
Resources
Have independent practice have
students write down important dates
& create a timeline of chapter 16
important dates
Extended activity: Have students
create a timeline of U.S. History
From 1700- 1787 on major document
use TAKS & spiral workbook pg. 55
World History
Scope & Sequence
Curriculum Unit
10. List the basic features of
Incan Religion
11. To describe discord in the
Incan Empire
World History
Scope & Sequence
Curriculum Unit
Date-Obj.
Week 6
Feb. 12-16
Week 7
Feb. 19-23
OBJ. 2, 3,
4, 5
Unit
Topic
5
Chapter
20
The
Atlantic
World
TEKS
2B, 5B,
12B, 18C,
25A, 25D
TAKS
WG1A,
WG1B,
WH12B
Lesson Objective
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Describe the Spanish
conquest of the
Americas beginning
with Columbus
Identify the French,
English, Dutch
colonial activities in
North America
Summarize the
evolution of the slave
trade
Describe the Middle
passage
Explain the
Colombian Exchange
Identify the aspects
of the commercial
Revolution
American History
TAKS
4
Resources
ƒ
ƒ
ƒ
Flow chart p. 504
Primary source activity p.
505
Word Wall: Conquistadors
Montezuma II, Encomienda,
Jamestown, French and
Indian War, Atlantic slave
trade, triangular trade,
Columbian Exchange,
commercial Revolution,
Mercantilism
World History
Scope & Sequence
Curriculum Unit
Date-Obj.
Week 8
Feb. 26March 2
Week 9
March 5-9
(Benchmark)
March 12-16
Spring
Break
OBJ. 1, 4
Unit
Chapter
Topic
22
Enlightenment
And
Revolution
TEKS
1C, 8B,
8C, 16AB,
23, DE
TAKS
8.1C,
8.4B,
8.4C
Lesson Objective
ƒ
ƒ
ƒ
ƒ
ƒ
Summarize the
development of the
heliocentric theory
and explain why it
led to conflict
List all the important
Enlightenment
thinkers and
philosophers
Explain how
Enlightenment ideas
spread thru Europe
List events that led
to the American
Revolution
Describe the
American colonies
in the late 1700’s
American History
TAKS
OBJ.4
Resources
ƒ
ƒ
Transparency Ch. 22
CT58
Flow chart p. 568
World History
Scope & Sequence
Curriculum Unit
Date-Obj.
Week 10
March 1923
OBJ. 1, 2,
3, 4, 5
Unit
Topic
The
Industrial
Revolution
Chapter
25
TEKS
1B, 14A,
14B, 21A,
24A, 24C
TAKS
WH 23,
WG 18,
WG 8
Lesson Objective
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Explain the
beginnings of
industrialization
Describe social &
economic effects
Describe industrial
growth in the U.S.
Explain the spread
of industry in Europe
Identify the effects of
industrialization
Identify ideas &
thinkers
Explain origins of
socialism
Examine
unionization
Describe reform
movements
American History
TAKS
4
Resources
Skillbuilder p. 636
Spotlight p. 637
In-Depth Resources Unit 6
Guided reading p.3 & p.10
GT-Transparency (25)
In-Depth Resources Unit 6 p.6
Skillbuilder: Patterns of Change p.
640
Skillbuilder P. 650
Critical Thinking Transparency (CT
25)
classzone.com
World History
Scope & Sequence
Curriculum Unit
Date-Obj.
Week 11
March 2630
Week 12
April 2-5
TAKS
Review
Week 13
April 9-13
TAKS
Review
Week 14
April 16-20
TAKS
OBJ. 1, 2,
3, 4, 5
Unit
Topic
Democracy
in Progress
Chapter
26
Sect. 3
TEKS
1C, 17AB,
20C, 23A
TAKS
WG1A,
8.17B,
8.18B
Lesson Objective
ƒ
ƒ
ƒ
Describe the effects
of the civil war on the
united states
Explain the economic
expansion after the
civil war
Trace U.S.
expansion to the
Pacific
American History
TAKS
OBJ.4
Resources
ƒ
ƒ
Word Wall: Manifest
Destiny, Abraham Lincoln,
secade, US Civil War,
Emancipation Proclamation
Web diagram p. 681
World History
Scope & Sequence
Curriculum Unit
Date-Obj.
Week 15
April 23-27
Week 16
April 30May 4
OBJ. 1, 2,
4, 5
Unit
Topic
Unit 17
The World
at War
1900-1945
Chapter
TEKS
TAKS
29
The Great
War 19141918
1B, 1D, 9A,
10A, 12B,
25B
WH 12B,
WH 23A,
WG18A
Lesson Objective
1. To identify the political &
military forces that took root I
Europe in the late 1800s.
2. To list the countries that
composed the Triple Alliance
and the Triple Entente
3. To summarize the events
that set WWI in motion
4. To summarize the military
events on the Western front.
5. To explain the progression
of the war on the Eastern front.
6. To describe the escalation of
World War I.
7. To summarize how the allies
pushed to victory
8. To list the main points of the
Treaty of Versailles.
9. To describe the effects of
WWI on western society
American History
TAKS
US1.A, B & C
US3.B & D
Resources
Skillbuilder (interpreting maps, region,
location. P. 745, 748, 754, 755
Primary source, p.8, 9, 10, 11
History Makers. p. 15, 16
Guided Reading, p.1, 2, 3, 4
Section Quiz, p. 471 and 472
classzone.com
warm up transparency 29
critical thinking transparency
-CT 29
CT 65
World History
Scope & Sequence
Curriculum Unit
Date-Obj.
Week 17
May 7-11
Week 18
May 14-18
Unit
Topic
Chapter
TEKS
TAKS
Ch. 30
Revolution
&
Nationalism
8A, 9A, 9B,
10A, 18B,
18C, 25C
8.30F,
WH25C,
WG26C
Lesson Objective
ƒ
ƒ
ƒ
ƒ
OBJ. 1, 2,
3, 4, 5
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Describe the methods of
Alexander III
Explain economic
changes of Nicholas II.
Summarize the steps to
Revolution
Describe March
Revolution
Summarize Bolshevik
Revolution
Explain Lenin’s reforms
Explain Stalin gained
control
Describe Stalin goal’s
Summarize Stalin’s
economic program
Methods of control
Describe soviet daily life
Explain problems in
China
Trace rise of communism
Summarize event b/n
communists/nationalists
Summarize Gandhi’s
tactics
American
History TAKS
8.4C
US3B
3D
OBJ. 1
OBJ. 5
Resources
TAKS practice transparency TT114
Skillbuilder In-depth Resources
Unit 7 Analyzing causes p. 23
Skillbuilder interpreting charts p. 772
maps p. 773
Skillbuilder p. 776 & p. 777
p. 784-skillbuilder
p. 786 History Makers
World History
Scope & Sequence
Curriculum Unit
Date-Obj.
Week 19
May 21-25
OBJ. 1, 2,
3,4, 5
Unit
Topic
Unit 17
The World
at War
1900-1945
Chapter
31
Years of
Crisis
1919-1939
TEKS
9A, 9B,
20B, 23A,
24C, 25C
TAKS
WH 23A,
8.30A,
8.10B,
1B, 6F
Lesson Objective
1. Explain how new scientific
ideas challenged old beliefs.
2. Explain how technological
advances changed daily life.
American History
TAKS
Resources
US 3.A
Guided reading p. 37, 38, 39, 40
US 5.A
Primary Source: p. 44,45,46,47
History Makers: p.51
3. Describe the impact of WWI
on postwar Europe.
Transparencies:
AT 67, 68
4. Summarize the causes of
the Great Depression.
Skillbuilder: p. 41
5. Explain how the United
States and Europe reacted to
the Depression.
6. Describe the shift from
Democratic governments to
dictatorships in Eastern Europe
7. Summarize why British &
French appeasement and
American isolationism fail to
stop fascist aggression.
Classzone.com
Critical Thinking Transparencies
CT 31, CT 67