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Social Studies – World History
Unit of Study: Tools of a Historian
CURRICULUM OVERVIEW
First Grading Period – Unit 1
Big Idea
Unit Rationale
Enduring Understandings
 Historians utilize several different types of tools to understand and report
information about different eras in world History.
 Knowing how to interpret information of the past will better help us modern
issues and events.
Overarching Questions
 How do the tools that historians use shape our views of the past?
The study of World History is a fascinating journey into the stories of the people of the
past. It is imperative to understand how historians know what they know and how they
gather information.
Lessons for this Unit
□
Lesson 1: The Tools of a Historian
Skills
Concepts
TEKS
TEKS Specificity - Intended Outcome
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 development of farming; the Mongol invasions; the development of cities;
the European age of exploration and colonization; the scientific and industrial
revolutions; the political revolutions of the 18th, 19th, and 20th centuries; and the
world wars of the 20th century.
WH.1C Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods.
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.25A Identify ways archaeologists, anthropologists, historians, and geographers
analyze limited evidence.
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.
TEKS WH.26 Social Studies Skills.
WH26A Use social studies terminology correctly.
WH26B Use standard grammar, spelling, sentence structure, and punctuation.
WH26C Interprets [and create databases, research outlines, bibliographies, and]
visuals including graphs, charts, timelines, and maps.
WH26D Transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
I can understand how historians divide world history into different eras based on turning
points. (WH.1A, WH.1B, WH.1C)
Including but not limited to:

Major Eras in World History

Sequencing major eras in World History

Applying absolute and relative chronology
I can apply math and critical thinking skills to organize and use information that I
received from different types of resources. I can also identify how historians,
anthropologist, archaeologists and geographers analyze information. (WH.25a,
WH.25b, WH.25l, WH26a, WH.26b, WH.26c, WH.26d)
Including, but not limited to:

Historical data represented by:
o Assorted maps
o Databases
o Charts

Graphs

Comparing and Contrasting

Sequencing

Categorizing

Finding the Main Idea
Evidence of Learning
□
□
Given information on the Five Themes of Geography, the student will identify how these themes apply to history with 80% accuracy.
Given information on the uses of charts, graphs and maps, the student will analyze historical information with 80% accuracy.
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World History- Initial Release Aug 08, V1
Page 1 of 27
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 TAKS eligible knowledge and skills are identified as Power Standards.
Social Studies – World History
Lesson 1: The Tools of a Historian
CURRICULUM GUIDE
First Grading Period – Unit 1
Essential Questions


What are the main tools of a historian?
How do historians influence how we look and understand the past?
Essential Pre-requisite Skills



Understanding the Five Themes of Geography (4-9)
Understanding relative and absolute chronology (1-9)
Understanding how geography influences history. (69)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook and resources from the Social Studies website to conduct the following lesson.
Hook

Put on the board, “What is history and what makes events important?” (WH25.A)
Guided Practice

Discuss the overlying theme of the lesson of study. (WH.26A)

Introduce the vocabulary for this lesson either on the board or overhead. (WH.26A, WH26.B)
So students can…




Discuss the Five Themes of Geography and how it applies to the study of world history. (WH.25C, WH26.A))


Discuss how we know about the past through Archeology and Anthropology. (WH.25A)



Discuss what clues past civilizations leave behind through artifacts. (WH.25A, WH.26A, WH.26B, WH.26C,
WH.26D)






Discuss how and why historians divide world history into different eras based upon major “turning points.”
(WH.1A, WH.1B, WH.1C)



Discuss how historians use timelines, maps, charts, and graphs to relate historical information. (WH.1C,
WH.25C)

SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World History- Initial Release Aug 08, V1
In the interactive notebook, respond to the prompt in
five or more complete sentences. Cite examples of
things of historical significance.
Define outlined vocabulary terms in their interactive
notebook.
Create vocabulary flash cards and/or word wall
cards.
With a partner, complete the Five Themes of
Geography strategy.
Create a T-Chart describing the jobs of an
Archeologist and an Anthropologist.
For each, describe how these two types of scientists
aid us in understanding the past.
With a partner, use the Jackdaw strategy to
demonstrate how artifacts can tell your story.
Write a short story of your partner based upon the
artifacts that were presented to you.
Relate your partner’s story to another pair and then
have them repeat the story to another group. Repeat
this process as time allows.
Have the last group to hear the story to retell it to the
original pair and check the story for accuracy.
Discuss with partner why the original story had
changed and then reflect in the interactive notebook
how this example relates to history.
As a class, do the Eras of History strategy.
Reflect in the interactive notebook what are
characteristics of “turning points” in history and why
it is important to understand them.
With a partner, complete the Looking at the World
strategy.
Page 2 of 27
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 TAKS eligible knowledge and skills are identified as Power Standards.
Independent Practice

Conduct the online DBQ – The Influence of Geography on History (WH.25A, WH.26A, WH.26B, WH.26C,
WH.26D)
Vocabulary:

Geography

Absolute Location

Relative Location

Absolute chronology

Relative chronology

Prehistory

Archeologist

Anthropologist

Historian

Artifact

See Lesson for Details
Resources
Textbook:
□ Prentice Hall – World History: Connections to Today:
Chapter 1, Section 1
District Resources
 Looking at History
Print Resources
□ World Almanac
□ Globe
Internet Resources
□ TEA - SSC
□ SAISD – Social Studies
□ Google Earth
□ Mr. Donn’s Website
Media Resources
□ PowerMedia Plus
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World History- Initial Release Aug 08, V1
Page 3 of 27
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 TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who need further
support?

Use the National Geographic strategy Latitude,
Longitude, and Mapmaking.

Use any of the sample lessons on chronology.
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Conduct research on the types of jobs that are open to
those to studied history at the university level.
What do you do for students who master the learning
quickly?

Begin formulating a topic for the National
History Day project.
SAISD © 2008-09 – First Grading Period (Unit 2)
Social Studies World History- Initial Release Aug 08, V1
Page 4 of 27
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
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period (Unit 2)
TAKS Benchmarks
Social Studies World History- Initial Release Aug 08, V1
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 5 of 27
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: The First Civilizations
CURRICULUM OVERVIEW
First Grading Period – Unit 2
Big Idea
Enduring Understandings
 The first civilizations were established during the Neolithic Agricultural Revolution.
 The first civilizations are also known as River Valley civilizations due to the locations of where they settled.
 The earliest civilizations were individually joined together by common a culture.
Overarching Questions
 What were the ramifications of the Neolithic Agricultural Revolution?
 How did the first civilizations emerge and where did they begin?
 How can civilizations from the past affect they way we live today?
 What commonalities did the early civilizations share and how were they different?
Concepts
TEKS
□
□
Lessons for this Unit
Lesson 1: Neolithic Agricultural Revolution
Lesson 2: Civilizations Emerge
TEKS Specificity - Intended Outcome
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 development of
farming.
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.
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 in world history shown on maps,
graphs, charts, models, and databases.
WH.12 Geography. The student understands the impact of geographic factors on major historic events.
WH.12A locate places and regions of historical significance such as the Indus, Nile, Tigris and Euphrates, and
Yellow (Huang He) river valleys and describe their physical and human characteristics.
WH.13 Economics. The student understands the impact of the Neolithic agricultural revolution on humanity and the
development of the first civilizations.
WH.13A Identify important changes in human life caused by the Neolithic agricultural revolution.
WH.13B Explain economic, social, and geographic factors that led to the development of the first civilizations.
WH.16 Government. The student understands the process by which democratic-republican government evolved.
WH.16B Identify the impact of political and legal ideas contained in significant historic documents, including
Hammurabi's Code.
SAISD © 2008-09 – First Grading Period (Unit 2)
Unit Rationale
The study the first civilizations allows us to investigate
how early people lived and how cultures were formed.
This study can also allow us to trace the development
of humankind.
Social Studies World History- Initial Release Aug 08, V1
I can identify, locate, compare and contrast the earliest
civilizations and analyze their contributions politically,
economically and socially. (1A, 1B, 6A, 6C, 11A, 11B,
12A, 13A, 13B, 16B, 18B, 19A, 21A, 21B, 22A, 23A,
23B,)
Including, but not limited to:

Geographical locations of the early civilizations
and the physical and human characteristics of
those civilizations.

Creating thematic maps based upon historical
data

Identifying this period of time as a significant
era and list its defining characteristics.

Identify changes brought on by the Neolithic
Agricultural Revolution including the
development of civilizations and innovations.

Examine law in ancient civilizations and
determine modern parallels.

Compare and contrast early religions.
Page 6 of 27
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.18 Citizenship. The student understands the historical development of significant legal and political concepts,
including ideas about rights , republicanism, constitutionalism, and democracy.
WH.18B Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient
world.
WH.19 Culture. The student understands the history and relevance of major religious and philosophical traditions.
WH.19A Compare the historical origins, central ideas, and the spread of major religious and philosophical traditions
including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism.
WH.21 Culture. 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 historical cultures.
WH.22 Culture. The student understands how the development of ideas has influenced institutions and societies.
WH.22A Summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India.
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.
WH.23B 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.
I can use my social skills correctly including
terminology, grammar, spelling and punctuation. I can
also use my social studies skills in order to: (25c, 25l,
26c, 26d)



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.
Interpret and create databases, research
outlines, bibliographies, and visuals including
graphs, charts, timelines, and maps.
Transfer information from one medium to
another, including written to visual and
statistical to written or visual, using computer
software as appropriate.
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.
Skills
25C 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.
25I Use appropriate mathematical skills to interpret social studies information such as maps and graphs.
WH.26 Social Studies Skills.
26A Use social studies terminology correctly.
26B Use standard grammar, spelling, sentence structure, and punctuation.
26C Interprets [and create databases, research outlines, bibliographies, and] visuals including graphs, charts,
timelines, and maps.
26D Transfer information from one medium to another, including written to visual and statistical to written or visual,
using computer software as appropriate.
Evidence of Learning
□
□
□
Given information on the Neolithic Agricultural Revolution, the student will analyze its effects on the development of civilizations with 80% accuracy.
Given information on early civilizations, the student will be ale to compare and contrast the political, economic, and social characteristics of these civilizations with 80%
accuracy.
Given information on the earl civilizations, the student will evaluate the contributions of each of the civilizations with 80% accuracy.
SAISD © 2008-09 – First Grading Period (Unit 2)
Social Studies World History- Initial Release Aug 08, V1
Page 7 of 27
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 Neolithic Agricultural Revolution
CURRICULUM GUIDE
First Grading Period – Unit 2
Essential Questions


Essential Pre-requisite Skills
What were the main causes of the Neolithic Agricultural Revolution?
Why were cultures formed during this period of time?



Knowing how to recognize cause and effect relationships (1-9)
Understanding different causes of migration (4-9)
Recognizing different characteristics of culture (1-9)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook and other resources to conduct the following lesson.
Hook

Use the Pick a Place strategy and map to demonstrate where people settle
and the reasons why they settle. (WH.11A, WH.11B, WH.25C)
Guided Practice

Discuss why people live where they live and how geography plays a part.
(WH.11B)

Discuss how people who lived during the Stone Age depended on hunting
and gathering for survival. (WH.1A, WH.26A)

Discuss the changes that occurred when tribes began to develop farming and
the domestication of animals. (WH.1A, WH.1B, WH.13B, WH.13B, WH.26A,
WH.26B)
Independent Practice

Discuss with students why the Neolithic Agricultural Revolution is considered
a turning point in world history. (WH.1A, WH.1B, WH.13B, WH.13B, WH.26A,
WH.26B, WH.26C, WH.26D)
Extension

Demonstrate how to conduct basic research on the Internet including using
search engines. (WH.1A, WH.1B, WH.13B, WH.13B, WH.26A, WH.26B,
WH.26C, WH.26D)
SAISD © 2008-09 – First Grading Period (Unit 2)
So students can…

See Lesson Plan

Create a webbing diagram demonstrating the geographic essentials needed to settle
in a place.


Use the Cornell Notes strategy during discussion.
Discuss in Pair-Share the advantages and disadvantages of living as huntersgatherers
Complete the Neolithic Agricultural Revolution cause and effect graphic organizer.


On the back of Neolithic Agricultural Revolution cause and effect graphic organizer,
predict how life is going to change because of the development of farming and
domestication of animals.

Investigate other Agricultural Revolutions that have occurred since the Neolithic
period of time.
Create a timeline demonstrating what was found during the research phase.

Social Studies World History- Initial Release Aug 08, V1
Page 8 of 27
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:

Nomad

Neolithic Agricultural Revolution

River valley

Civilization

Polytheistic

Pictogram

City-state

Culture

Cultural diffusion
Resources
Textbook:

Prentice Hall: World History: Connections to Today - Chapter 1
District Resources
Print Resources

World Almanac

Globe
Internet Resources

TEA - SSC

SAISD – Social Studies

Google Earth
Media Resources

PowerMedia Plus
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who need extra
support?

Use resources found on Mr. Donn’s Website.
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Conduct research on different Agricultural revolutions and
write a research paper on these pivotal events, what was
developed, and how these revolutions impacted human
geography.
What do you do for students who master the learning
quickly?

Begin formulating a topic for the National
History Day project.
SAISD © 2008-09 – First Grading Period (Unit 2)
Social Studies World History- Initial Release Aug 08, V1
Page 9 of 27
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
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period (Unit 2)
TAKS Benchmarks
Social Studies World History- Initial Release Aug 08, V1
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 10 of 27
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 2: Civilizations Emerge
CURRICULUM GUIDE
First Grading Period – Unit 2
Essential Questions


Essential Pre-requisite Skills



How can civilizations from the past affect they way we live today?
What commonalities did the early civilizations share and how were they different?
Knowing the characteristics of a culture (1-9)
Understand how societies are formed (3-9)
Being able to recognize political, economic
and social characteristics of societies (4-9)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook and other resources to conduct the following lesson.
Hook

Review the Agriculture Revolution and students’ predictions on the possible effects of the Revolution. (WH.1A,
WH.1BWH.13A, WH.13B, WH.25C, WH26A)
Guided Practice

Outline the eight features of a civilization. (WH.25C)
So students can…

Discuss with other students the predictions that
were made from previous lesson.

Complete the Rise of Civilizations graphic
organizer.
Create a chart demonstrating the eight features of
a civilization.
Use the Cornell Notes strategy during discussion.
Give examples of cultural diffusion of the ancient
world.
Fill out the Development of Religions
organizational chart.
In small groups, conduct research on assigned
civilization. (Egyptian, Sumerian,
Assyrian/Persian, Israelite, Indus River, or
Chinese)
Create a display board demonstrating the main
features of your group’s civilization
Visit other civilizations and fill out the Gallery Walk
chart and answer the questions once completed.
Conduct more in depth research on your
civilization and create a PowerPoint presentation.


Help generate examples how different civilizations interact with each other and introduce cultural diffusion.
(WH.26A)


Discuss the development of monotheistic religions and philosophical beliefs during this period of time. (WH.1A,
WH.1B, WH.6A, WH.6C, WH.19A, WH.22A, WH.25C, WH.26A, WH.26B)
Independent Practice

Demonstrate how to conduct basic research using written resources such as books. (WH.25C, WH.26A,
WH.26B)

Break class into small groups and assign each group a civilization (Egyptian, Sumerian, Assyrian/Persian,
Israelite, Indus River, or Chinese) to research.

Conduct the Gallery Walk strategy using the ancient civilization packets. (WH.1A, WH.1B, WH.6A, WH.6C,
WH.12A, WH.16B, WH.19A, WH.22A, WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)

Extension

demonstrate how to conduct research using other resources such as the internet. (WH.1A, WH.1B, WH.6A,
WH.6C, WH.19A, WH.22A, WH.25C, WH.26A, WH.26B)

demonstrate how to cite online resources using tools such as the Citation Machine. (WH.25C, WH.26A,
WH.26B, WH.26C, WH.26D)


SAISD © 2008-09 – First Grading Period (Unit 2)
Social Studies World History- Initial Release Aug 08, V1



Page 11 of 27
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:
Resources
Nile River Valley
□ dynasty
□ pharaoh
□ vizier
□ Old Kingdom
□ Middle Kingdom
□ New Kingdom
□ Hieroglyphics
□ Rosetta Stone
Textbook:
□ Prentice Hall: World History: Connections to Today
– Chapters 3 and 4
District Resources
Print Resources
□ World Almanac
□ Globe
Mesopotamia (Tigris and Euphrates)
□ Fertile Crescent
□ Cuneiform
□ Code of Hammurabi
□ Criminal Law
□ Civil Law
□ Barter economy
□ Phoenician Alphabet
Israelites
□
□
□
□
Internet Resources
□ TEA - SSC
□ SAISD – Social Studies
□ Google Earth
Media Resources
□ PowerMedia Plus
Torah
Moses
Solomon
Diaspora
Indus Valley / Ganges
□ Monsoon
□ Harappa
□ Aryan
□ Caste
Huang He / Yangzi
□ Geographic barriers
□ Loess
□ Clans
□ Calligraphy
□ feudalism
SAISD © 2008-09 – First Grading Period (Unit 2)
Social Studies World History- Initial Release Aug 08, V1
Page 12 of 27
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
Interims/TAKS/Benchmarks
What do you do for students who need extra
support?

Use resources found on Mr. Donn’s Website.
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Conduct research on modern life on the river valleys that
were just studied. Create a comparative report
demonstrating how these societies have changed over
time and how they have remained the same.
What do you do for students who master the learning
quickly?

Begin formulating a topic for the National
History Day project.
SAISD © 2008-09 – First Grading Period
Social Studies World History- Initial Release Aug 08, V1
Page 13 of 27
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
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period
TAKS Benchmarks
Social Studies World History- Initial Release Aug 08, V1
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 14 of 27
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: Ancient Greece, Rome and Mesoamerica
CURRICULUM OVERVIEW
First Grading Period – Unit 3
Big Idea
Enduring Understandings
 Both the Grecian and Roman civilizations had a great impact on the Mediterranean area.
 Culture, philosophy, government, innovations, and technology during this time would allow civilizations of this period
to dominate large areas of territory.
 Modern governments can trace their roots to Western civilizations of this era.
Overarching Questions
 How much influence on modern society came from Ancient Greece?
 How did the spread of the Roman Empire affect three different continents?
 How was the emergence of civilizations in Mesoamerica similar and different from other civilizations?
Concepts
TEKS
WH.6 History. The student understands the major developments of civilizations of sub-Saharan Africa, Mesoamerica,
Andean South America, and Asia.
WH.6B summarize the major political, economic, and cultural developments of civilizations in Mesoamerica and Andean
South America.
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 in world history shown on maps, graphs,
charts, models, and databases.
WH.16 Government. The student understands the process by which democratic-republican government evolved.
WH.16B-identify the impact of political and legal ideas contained in significant historic documents, including Justinian's
Code of Laws.
WH.18 Citizenship. The student understands the historical development of significant legal and political concepts,
including ideas about rights , republicanism, constitutionalism, and democracy.
WH.18B Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world.
WH.19 Culture. The student understands the history and relevance of major religious and philosophical traditions.
WH.19B Identify examples of religious influence in historic and contemporary world events.
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.
WH.23B 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.
SAISD © 2008-09 – First Grading Period
Social Studies World History- Initial Release Aug 08, V1
Unit Rationale
It is important to not only to understand how
civilizations rise and decline in power but to also
study their laws, economics, and culture. In this
unit, students will have the opportunity to study
civilizations that had an enormous impact on not
only their time but ours as well.
Lessons for this Unit
□
□
□
Lesson 1: Ancient Greece
Lesson 2: Ancient Rome
Lesson 3: Mesoamerican Civilizations
TEKS Specificity - Intended
Outcome
” I CAN” statements highlighted in yellow
and italicized should be displayed for students.
I can summarize the political, economical
advances and contributions of the Grecian, Roman,
and Mesoamerican civilizations. (6b, 11a, 11b, 16b,
18b, 19b, 23,a, 23b)
Including, but not limited to:

Creating thematic maps demonstrating
different types of historical information.

Summarize the major political, economic
and cultural developments of civilizations
in Greece, Rome and Mesoamerica.

Tracing the development of democracy in
societies such as Greece and Rome.

Identify new ideas in mathematics,
technology and science and analyze the
effects of these discoveries.
Page 15 of 27
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.25 Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of sources including electronic technology.
Skills
25C 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.
25I Use appropriate mathematical skills to interpret social studies information such as maps and graphs.
WH.26 Social Studies Skills.
26A Use social studies terminology correctly.
26B Use standard grammar, spelling, sentence structure, and punctuation.
26C Interprets [and create databases, research outlines, bibliographies, and] visuals including graphs, charts,
timelines, and maps.
26D Transfer information from one medium to another, including written to visual and statistical to written or visual, using
computer software as appropriate.
information.
I can use my social studies skills to sequence
events, categorize information, compare and
contrast different civilizations, find the main idea,
draw conclusions, and use appropriate
mathematical skills to interpret maps, charts, and
graphs. (25c, 25l, 26a, 26b, 26d
Including, but not limited to:

Geographical data represented by:
o Thematic Maps
o Political Maps
o Physical Maps
o Charts

Graphs

Using graphic organizers to interpret
information

Interpreting, analyzing and drawing
conclusions
Evidence of Learning
□
□
□
□
Given information on Ancient Greece, the student will evaluate the influence of Greece on ancient and modern societies with 80% accuracy.
Given information on Ancient Rome, the student will evaluate the influence of the Roman Republic and Roman Empire on ancient and modern societies with 80% accuracy.
Given information on the development of democracy in Greece and Roman, the student will analyze the influence of these two civilizations on modern governments with 80%
accuracy.
Given information on ancient Mesoamerican civilizations, the student will analyze the political, economic, and social characteristics of these societies with 80% accuracy.
SAISD © 2008-09 – First Grading Period
Social Studies World History- Initial Release Aug 08, V1
Page 16 of 27
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: Ancient Greece
CURRICULUM GUIDE
First Grading Period – Unit 3
Essential Questions


How much influence on modern society comes from Ancient Greece?
What political, economic and social developments occurred during this period of time in Greece?
Essential Pre-requisite Skills




Concept of democracy (3-9)
Characteristics of culture (1-9)
Other forms of government (6-9)
Cultural diffusion (6-9)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook and other resources to conduct the following lesson.
Hook

Read the tale of Persephone. (WH.19B)

Conduct a discussion on what the story of Persephone had to do with explaining occurrences in nature.
(WH.19B)
Guided Practice

Discuss the geography of Ancient Greece and how geography will play a role in Grecian history.
Demonstrate how to determine important geographical features that influence historical events.(WH.11A,
WH.11B, WH.25C, WH.25L, WH.26C, WH.26D)
So students can…






Discuss the characteristics of the Minoan and Mycenaean civilizations. Demonstrate how to use a compare
and contrast graphic organizer. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L,
WH.26C, WH.26D)




Discuss the development of city-states including Athens and Sparta using a compare and contrast chart.
(WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)


SAISD © 2008-09 – First Grading Period
Social Studies World History- Initial Release Aug 08, V1
while the story is being read, write down
impressions of what the story is really about.
Discuss with partner the main issues of the ancient
myth and what makes the story of Persephone
important.
Using a blank outline map, label major
geographical features of Greece such as
mountains, bodies of water, major islands, and citystates.
With a partner, discuss how geography played a
role in Greece such as time to travel, economics,
and culture.
On the backside of the map, write a brief summary
addressing the role of geography on Greece.
With a partner, research the Minoan and
Mycenaean civilizations using either Section 1 of
Chapter 5 or other resources.
While conducting research, begin to fill in the
Minoan & Mycenaean Civilizations graphic
organizer.
With partner, discuss what were the main features
of both civilizations that were important and
complete the handout.
Create an organizational chart listing the
characteristics of a city-state
Create a compare-contrast chart showing the
similarities between a monarchy, an aristocracy,
and an oligarchy.
Page 17 of 27
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 and demonstrate how to determine the political, economic, and social characteristics of Greece
during this period of time. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L,
WH.26C, WH.26D)
Discuss turning points in Grecian history such as the Persian Wars, the Peloponnesian War and the
Hellenistic Age. Demonstrate the important features of a good website.(WH.1A, WH.1B, WH.18B, WH.19B,
WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)



Independent Practice

Summarize for students the rise and decline of Grecian Influence in the Mediterranean area and how
Ancient Greece’s influence can still be found in modern society. (WH.1A, WH.1B, WH.18B, WH.19B,
WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)



Extension

Conduct the DBQ lesson Classical Greece and Han China: How Great Were the Differences? (WH.1A,
WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)
Vocabulary:

polis

acropolis

monarchy

aristocracy

oligarchy

democracy

tyrant

Homer

Sparta

Athens

Jury

Ostracism

Peloponnesian War

Socrates

Plato

Aristotle

Alexander the Great
SAISD © 2008-09 – First Grading Period

Create an informative brochure that outlines the
political, economic and social characteristics of
Sparta during this time.
Create an informative brochure that outlines the
political, economic and social characteristics of
Athens during this time.
In small groups, create a simulated travel website
(electronic or paper) for Ancient Greece that
provides as much information as possible to help a
visitor get the most out of his / her travels.
With a partner, create an organizational chart
providing information on the major turning points in
Grecian history.
Write summary statements for each turning point
analyzing why each event is considered a turning
point.
Create a interactive timeline using PowerPoint
demonstrating changes politically, socially, and
economically over different periods of Grecian
History.
See lesson plan for details
Resources
Textbook:
□ Prentice Hall – World History: Connections to Today –
Chapter 5
District Resources
Print Resources
□ World Almanac
□ Globe
Internet Resources
□ TEA - SSC
□ SAISD – Social Studies
□ Google Earth
Media Resources
□ PowerMedia Plus
Social Studies World History- Initial Release Aug 08, V1
Page 18 of 27
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
Interims/TAKS/Benchmarks
What do you do for students who need extra
support?

Use any of the lessons from Mr. Donn’s
website.

Create a children’s book on Ancient Greece that
can actually be read to an elementary/6th grade
student.
What do you do for students who master the learning
quickly?

Begin formulating a topic for the National
History Day project.
SAISD © 2008-09 – First Grading Period
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Conduct research on Ancient Greece and create an
oral/visual presentation on the political, economic, and
social structures of Greece during this era of history.
Social Studies World History- Initial Release Aug 08, V1
Page 19 of 27
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
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period
TAKS Benchmarks
Social Studies World History- Initial Release Aug 08, V1
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 20 of 27
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 2: Ancient Rome
CURRICULUM GUIDE
First Grading Period – Unit 3
Essential Questions

How did the spread of the Roman Empire affect three different continents socially, economically and politically?
Essential Pre-requisite Skills




The Teaching and Learning Plan
Use the textbook and other resources to conduct the following lesson.
Hook

Use a map showing the expanse of the Roman Empire and introduce the concept of one city being able to control
such a vast territory. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C,
WH.26D)
Guided Practice

Discuss the geography of Italy and how geography would play a role during the period of the Roman Republic
and the Roman Empire. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C,
WH.26D)
So students can…





Discuss the development of the Roman Republic. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B,
WH.25C, WH.25L, WH.26C, WH.26D)


Discuss society under the Roman Republic. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C,
WH.25L, WH.26C, WH.26D)



Discuss major events in Roman history that would turn the republic into an empire including:
1. Carthaginian War
2. Reforms of the Gracchus brothers
3. The rise and fall of Julius Caesar
4. Rule of Augustus
5. Pax Romana
(WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Discuss the political, economic, and social characteristics of Rome during the Roman Empire. (WH.1A, WH.1B,
WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)



SAISD © 2008-09 – First Grading Period
Social Studies World History- Initial Release Aug 08, V1
Concept of democracy (3-9)
Characteristics of culture (1-9)
Other forms of government (6-9)
Cultural diffusion (6-9)
With a partner create a list of difficulties that are
presented when trying to control such a vast
amount of land. Take into consideration social,
geographical, economic, and political
challenges.
Using a blank outline map of Rome, label major
geographic features such as mountains, bodies
of water, major cities, and major islands.
With a partner, discuss how geography plays a
role in Rome such as time to travel, economics,
and culture.
On the backside of the map, write a brief
summary addressing the role of geography on
Rome.
Create a timeline demonstrating the major
events that would lead to the development of
the Roman Republic.
Create a compare/contrast chart to demonstrate
the similarities and differences between
Patricians and Plebeians.
Create a “How To” guide to help someone who
wants to live in Rome blend in with society.
Create a mini-book outlining each of the turning
points and why they were important in Roman
history.
Create a graphic organizer demonstrating the
political, economic and social characteristics of
the Roman Empire.
Write a reflection in the interactive notebook on
Page 21 of 27
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 scientific, mathematical, and technological developments during this period of time and how these
developments affected society. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L,
WH.26C, WH.26D)



Discuss the beginnings and rise of Christianity including the roles of individuals. (WH.1A, WH.1B, WH.18B,
WH.19A, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)


Discuss the causes of the decline of the Roman Empire. (WH.1A, WH.1B, WH.18B, WH.19A, WH.19B, WH23A,
WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)


Independent Practice

Highlight the major events that occurred during the Roman Republic and Roman Empire. (WH.1A, WH.1B,
WH.18B, WH.19A, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Conduct the lesson Rome: We Were There (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C,
WH.25L, WH.26C, WH.26D)
Extension

Conduct the lesson, Did Rome Fall or was it Punished? (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B,
WH.25C, WH.25L, WH.26C, WH.26D)
Vocabulary:

Republic

Patrician

Consul

Dictator

Plebian

Tribune

Imperialism

Census

Punic Wars

Empire

Julius Caesar

Pax Romana

Aqueduct

Christianity

Pope
SAISD © 2008-09 – First Grading Period
the similarities and differences between the
Republic and the Empire.
Create an organizational chart outlining each of
the technological developments during this
period of time and how each development
helped to improve the quality of life for people at
that time.
Include a summary of how the developments
from this period of time can still be found today
and how these developments have changed
since then.
Create an organizational chart demonstrating
the founding and spread of Christianity including
a map demonstrating the growth.
Discuss with a partner the reasons for the
decline of the Roman Empire.
Create a cause and effect chart demonstrating
the decline of the Roman Empire

See Lesson Plan

See lesson plan
Resources
Textbook:
□ Prentice Hall – World History: Connections to Today – Chapter 6
District Resources
Print Resources
□ World Almanac
□ Globe
Internet Resources
□ TEA - SSC
□ SAISD – Social Studies
□ Google Earth
Media Resources
□ PowerMedia Plus
Social Studies World History- Initial Release Aug 08, V1
Page 22 of 27
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
Interims/TAKS/Benchmarks
What do you do for students who need extra
support?

Conduct the lesson, Can You Save the Roman
Republic

Use any of the lessons found on the PBS The
Roman Empire area.
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Conduct research on Ancient Rome and create an
oral/visual presentation on the political, economic, and
social structures of Rome during this era of history.
What do you do for students who master the learning
quickly?

Begin researching a topic for the National
History Day project.
SAISD © 2008-09 – First Grading Period
Social Studies World History- Initial Release Aug 08, V1
Page 23 of 27
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
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period
TAKS Benchmarks
Social Studies World History- Initial Release Aug 08, V1
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 24 of 27
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 3: Mesoamerica
CURRICULUM GUIDE
First Grading Period – Unit 3
Essential Questions

How was the emergence of civilizations in Mesoamerica similar and different from other civilizations?
Essential Pre-requisite Skills



Understanding Pre-Columbian Civilizations of the
Americas (4-9)
Understanding developing technologies (4-9)
Understand human-environment interaction (1-9)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook and other resources to conduct the following lesson.
Hook

Ask students to think about what they may know about life in the Americas before the Europeans arrived.
(WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)
Guided Practice

Discuss the geography of Mesoamerica and how geography will play a role in the development of complex
societies. (WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Discuss the locations and development of different complex societies such as the Olmecs, Mayans, Aztecs,
and Incans. (WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)
So students can...

Use the List Group Label strategy to list the things
you know about Pre-Columbian society.

Complete a map of the Americas showing major
geographical features such as bodies of water,
mountain ranges, major empires in the Americas
before the coming of the Europeans.
Answer the question, “How did each of these
societies interact with the environment?”
Create a compare and contrast organizational
chart demonstrating the similarities and
differences between the Olmecs, Mayans, Aztecs,
and Incans.
Create an organizational chart outlining each of
the technological developments during this period
of time and how each development helped to
improve the quality of life for people at that time.
Include a summary of how the developments from
this period of time can still be found today and
how these developments have changed since
then.
See lesson plan


Discuss the political, economic and social structures of different Mesoamerican societies such as the Olmecs,
Mayans, Aztecs, and Incans. (WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B, WH.25C, WH.25L,
WH.26C, WH.26D)


Discuss the scientific, mathematical, and technological developments during this period of time and how these
developments affected society. (WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B, WH.25C, WH.25L,
WH.26C, WH.26D)


Independent Practice

Conduct the DBQ Project lesson The Aztecs: What Should History Say? (WH.1A, WH.1B, WH.6B, WH.18B,
WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)
Extension

Review Greek, Roman, and Pre-Columbian civilizations. (WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B,
WH.25C, WH.25L, WH.26C, WH.26D)
SAISD © 2008-09 – First Grading Period
Social Studies World History- Initial Release Aug 08, V1


Create a poster demonstrating the similarities and
differences between Grecian, Roman and PreColumbian civilizations. The focus should be on
political, economic, and social structures.
Page 25 of 27
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:

Olmec civilization

Mayan

Aztec EMpire

Chinampas

Tribute

Quipu

Incan Empire

Mound Builders
Resources
Textbook:
□ Prentice Hall – World History: Connections to
History – Chapter 7
District Resources
Print Resources
□ World Almanac
□ Globe
Internet Resources
□ TEA - SSC
□ SAISD – Social Studies
□ Google Earth
Media Resources
□ PowerMedia Plus
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who need extra
support?

Use ideas found in the Mesoamerica for Kids
website.

Use the lesson found on the Read, Write Think
website.
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Conduct research on Ancient Mesoamerica and create an
oral/visual presentation on the political, economic, and
social structures of Mesoamerica during this era of
history.
What do you do for students who master the learning
quickly?

Begin formulating a topic for the National
History Day project.
SAISD © 2008-09 – First Grading Period
Social Studies World History- Initial Release Aug 08, V1
Page 26 of 27
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
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period
TAKS Benchmarks
Social Studies World History- Initial Release Aug 08, V1
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 27 of 27
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.