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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. 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 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 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 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 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 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 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 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 OBJ. 1, 2, 3, 4, 5 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