Course _World History________
Grading
Period
1st
Austin ISD Yearly Itinerary
Big Ideas/Enduring Understandings
Essential Questions
Origins and Civilizations:
Geographic factors influence the locations
and places people chose to make their
earliest settlements. Early man evolved
from hunter/gatherer societies into the first
civilizations. Ancient civilizations contributed
to the development of modern
societies.Civilizations are distinguished
from other forms of social organizations
by their high level of social complexity,
including centralized power structures
and diverse economic and cultural
dynamics.
1.
Units of Study:

Human Origins: Fossil evidence shows
that the earliest humans originated in Africa.
The discoveries made by early humans
helped them survive, grow in numbers, and
spread across the globe.


2010-2011
Focus TEKS Student
Expectations
How did geography and environment contribute to the
development of early humans, culture and civilization?
How do recent findings keep revising knowledge of the
prehistoric past?
How did early civilizations emerge, and what technologies
existed to promote their advancement?
To what extent do belief systems shape and/or reflect
culture and society?
WH1A, WH25A, WH25E,
WH25F
1.
What modern tools do the tools discovered dating back to
prehistoric times resemble?
2.
What important technologies did early humans probably
possess?
WH1B, WH11A, WH11B,
WH12A, WH13A, WH13B,
WH16B, WH18A, WH22A,
WH23A, WH25A
2.
3.
4.
5.
Early River Valley Civilizations: The
eventual rise of early human civilizations is
traced to the powerful consequences of the
Neolithic Revolution. Civilizations are
distinguished from other forms of social
organization by their high level of social
complexity, including centralized powerstructures and diverse economic and
cultural dynamics. The emergence of these
civilizations was a decisive transformation in
human history.
1. Did all societies or communities need laws to guide them?
2. How did early civilizations such as Egypt and
Mesopotamia evolve and spread beyond their original
territories?
3. What does art tell us about the values and beliefs of the
society that produced it?
4. What role did the values and religious beliefs play in early
societies?
Civic Engagement: The heart of a healthy
democracy, illustrated by Celebrate
1. What beliefs, ideas, and philosophies have shaped and will
WH1A, WH1C, WH15B,
WH15D, WH19A, WH20A,
WH20B, WH20C, WH21A,
WH23B, WH25D
8.16A, 8.16C, 8.16D, 8.20A,
Course: World History
© 2010 Austin Independent School District
1
updated 4/27/10
Course _World History________
Grading
Period
Big Ideas/Enduring Understandings
Freedom Week and Constitution Day (week
of September 17), is a citizenry actively
engaged in civic life—taking responsibility
for building communities, solving community
problems and participating in the electoral
and political process.

1st

2nd
Austin ISD Yearly Itinerary
Empire Building: The first age of empires
came about due to the progression of the
ancient river valley civilizations. Peoples in
these areas continued to migrate and trade,
and during this period of religious
questioning, the popular teachings of
Hinduism and Buddhism emerged. The
promise of salvation gave these two
religions a prominent role in the early Indian
cultural landscape and beyond. Great
empires extended their influence over new
lands through military conquest.
Classical Greece: Greece, the cradle of
Western Civilization, introduced various
forms of governance – including democracy,
as well as philosophical, religious and
cultural ideas that continue to be an
influential legacy even today.
Power and Authority:
The study of power and authority is the
study of how powers and cultures,
ideologies, and religions often impact
others beyond their immediate sphere of
influence.
Essential Questions
shape America?
2010-2011
Focus TEKS Student
Expectations
8.20B, 8.20F, 8.30A
1. Why would early empires fight for conquest of settlements
along river valleys?
2. What advantages or abuses might a strong military power
bring to a region?
3. What religious or philosophical choices did people have in
their quests for answers to questions such as those
dealing with liberating the soul from the illusions,
disappointments and mistakes of everyday existence?
1. What role did the environment and geography play in how
ancient civilizations viewed themselves and others?
2. What does art tell us about the values and beliefs of the
society that produced it?
3. What role did the values and religious beliefs play in early
societies?
4. What factors may have spurned a turn from religious ideas
to more philosophical or rational views about the creation
of the earth?
1. What impact did geography have on maintaining empires
and the movement and spread of cultures, disease, and
people?
2. Why do some goods and ideas travel more easily than
others?
WH13B, WH16B, WH17B,
WH18A, WH19A, WH19B,
WH25A
WH1A, WH16A, WH17B,
WH18A, WH18B, WH20A,
WH20B, WH20C, WH22B,
WH23B, WH25C
WH11A, WH11B, WH16A,
WH18B, WH19A, WH22B,
WH22C
Course: World History
© 2010 Austin Independent School District
2
updated 4/27/10
Course _World History________
Grading
Period
Big Ideas/Enduring Understandings
Units of Study:

Ancient Rome and Early Christianity:
The first republic form of government is
traced to Rome whose society expanded
militarily and through trade into a large
empire. From within the monotheistic Judaic
minority in Palestine, Christianity evolved
and was later recognized as the empire’s
official religion. Internal problems and
nomadic invasions contributed to the
downfall of the Roman Empire; however,
the achievement of Roman politics, society
and culture survives in Western civilization.

2nd

3rd
The Rise of Islam: Muhammad united the
Arabian peoples under a single, common
language and new monotheistic religion:
Islam. Following his death, in spite of
internal conflicts, the Muslim society created
a huge empire that included lands on three
continents. In addition to spreading Islam,
Muslims advanced learning and helped
preserve the Greco-Roman heritage.
European Middle Ages: The collapse of
the Roman Empire created a decline in
organized central government. Major
characteristics of the political system of
feudalism, the economic system of
manorialism, and the authority exerted by
the Roman Catholic Church defined the
dominant societies in Western Europe
during this time.
Revolutions in Perception:
The study of power and authority is the
study of how cultures, ideologies, and
religions often change as a byproduct of
new encounters between vastly divergent
© 2010 Austin Independent School District
Austin ISD Yearly Itinerary
Essential Questions
1. In what ways did Rome lay the foundation for Western
civilization?
2. How did Rome create and maintain its vast Mediterranean
empire?
1. What types of contributions made by the early Muslim
societies have endured to this day?
2. How does religion influence political / governmental
systems and vice versa?
1. What new political systems arose during the European
middle ages, and how did they affect the structure of
societies?
2. What economic systems and/or social stratification exist in
medieval society?
1. What system(s) of government provide order in a society?
2. What does art tell us about the values and beliefs of the
society that produced it?
3. What positive and negative effects have resulted from the
major shift in political, economic, cultural and/or religious
Course: World History
3
2010-2011
Focus TEKS Student
Expectations
WH1A, WH3A, WH3B,
WH3C, WH16A,WH17A,
WH17B, WH18A, WH18B,
WH19A, WH19B, WH20A,
WH20B, WH20C, WH21A,
WH21B, WH22B, WH23B,
WH25B, WH25C
WH3A, WH19A, WH19B,
WH20A, WH23B
WH3A, WH3B, WH3C,
WH16B, WH21A, WH21B
WH1A, WH1D, WH3B,
WH3C, WH4A, WH4B,
WH14A, WH16B, WH19B,
WH20A, WH20B, WH21B,
updated 4/27/10
Course _World History________
Grading
Period
Big Ideas/Enduring Understandings
cultures. Instances here include how these
encounters altered perceptions in art,
beliefs systems, as well as how the physical
world itself was now understood.
3rd
Units of Study:

Renaissance/Reformation: Demographic
shifts challenged the stability of feudalism,
while a more secular view, fallout from the
Crusades, as well as powerful nations such
as England and France undermined the
authority of the Catholic Church. By
the seventeenth century secularism and
humanism had spread throughout Western
Europe via the Renaissance, and the
Protestant Reformation had permanently
changed the Christian religion and its
influence.

Non European Empires of Africa, PreColumbian Americas, China, India and
Japan: While much of North Africa was
overtaken by Muslims, East, West and
South African societies developed into
powerful empires as a result of trade.
Mesoamerican societies such as the Mayas
and Aztecs developed highly complex,
powerful civilizations based on religious
beliefs and trade networks. North American
societies were linked to one another through
culture and economics. China’s Tang and
Song dynasties experienced an era of
prosperity and technological innovations.
Japanese civilization was shaped by cultural
borrowing from China and the rise of
feudalism. The diversity of peoples,
cultures and beliefs in India continues to
pose challenges to Indian unity today.
Austin ISD Yearly Itinerary
Essential Questions
thinking during this period?
1. What factors were responsible for the promotion of
learning and the arts in Italy between the years 13001600?
2. What factors contributed to the wealth of some Europeans
and the great poverty of others in this period?
3. What innovations occurred during this period to overturn
many of the structures and ideas of the Middle Ages?
4. What positive and negative effects have resulted from the
major shift in religious thinking during this period?
1. How do divergent cultures interact with one another and
what is their cultural legacy?
2. What positive and negative effects have resulted from
cultural interaction?
3. What motivates groups to conquer other lands and peoples
and how does a dominating society rule its subjects?
4. What historical forces led to complex social groupings in
early empires?
5. Why do some goods and ideas travel more easily than
others?
6. How does the geography of an area affect its ability to
expand its territory?
7. Given the different viewpoints of travelers, what is the value
of travel accounts as sources for history?
2010-2011
Focus TEKS Student
Expectations
WH23C, WH25D
WH1A, WH4A, WH4B,
WH14A, WH20A, WH20B,
WH20C, WH22C, WH23A,
WH23D, WH25H
WH6A, WH6B, WH6C,
WH23A, WH23B
Course: World History
© 2010 Austin Independent School District
4
updated 4/27/10
Course _World History________
Grading
Period
4th
Big Ideas/Enduring Understandings
Essential Questions
Oppression and Liberation:
The study of oppression and liberation
traces the rise of Western European
monarchs, reemergence of scientific and
enlightened political ideas and
revolutionary challenges to government.
An unintended by-product of European
explorers seeking alternate trade routes
to Asia would be the “discovery” of new
worlds across the globe, resulting in the
Columbian Exchange, the massive
movement of people to different
continents. European colonization, as
well as the rise of mercantile systems
and coercive labor systems led to more
oppression of people forced into labor
pool.
1. What political, social, economic and religious ideas have
societies shared as a result of trade, migration and/or
conquest?
2. How do new discoveries and inventions change the way
people live?
3. How do people gain knowledge about their world and how
do they use that knowledge?
4. What motivates groups to conquer other lands and
peoples and how does a dominating society rule its
subjects?
Units of Study:

Exploration and Exchange: The
colonization of the Americas introduced new
and different items into the Eastern Western
hemispheres. This global exchange of
goods permanently changed Europe, Asia,
Africa and the Americas.
1. How did the Columbian Exchange alter the natural
environment of the Americas?
2. What positive and negative effects have resulted from
cultural interaction and blending of cultures?

4th
Austin ISD Yearly Itinerary
Absolute Monarchs: The end of the
Middle Ages saw the development of
powerful monarchies in Europe. As
feudalism declined, and due to the wealth
acquired through colonization, national
kingdoms emerged under the control of
absolute rulers.
1. How does a person or group gain power?
2. What system(s) of government and economy provide order
in a society?
2010-2011
Focus TEKS Student
Expectations
WH1B, WH1D, WH8B,
WH8C, WH8D, WH11B,
WH15C, WH16B, WH18C,
WH25C
WH1A, WH1D, WH1B,
WH1C, WH1D, WH2A,
WH2B, WH5A, WH5B,
WH11B, WH18C, WH22C,
WH23A, WH23D, WH23E
WH1A, WH1B, WH1C,
WH5B, WH8B, WH25F
Course: World History
© 2010 Austin Independent School District
5
updated 4/27/10
Course _World History________
Grading
Period
Austin ISD Yearly Itinerary
Big Ideas/Enduring Understandings

4th

Scientific Revolution/Enlightenment:
The Renaissance inspired a spirit of
curiosity in many fields. In the mid-1500s,
scientist began to question accepted beliefs
and make new theories based on
experimentation. The spirit of the Scientific
Revolution soon spread beyond the world of
science. Philosophers and others began to
look for laws governing human behavior as
well. They hoped to apply reason and the
scientific method to all aspects of society—
government, religion, economics and
education, challenging established
contemporary norms. History followed
different courses for different peoples
because of differences among peoples'
environments, not because of biological
differences among peoples themselves.
American/French Revolutions: Advances
in science and forward thinking in political
science during the Enlightenment
eventuated not only in massive political
upheaval across the world, exemplified by
the revolutions in the American colonies and
France, but has shaped the development of
political systems through the present day.
Essential Questions
1.
2.
Would you deny an idea you know to be true?
How do new discoveries and inventions change the way
people live?
3. Are there times when an idea is too dangerous to be
openly discussed or taught?
4. How do different ideas about human nature and behavior
reflect an understanding of how government should
respond?
1.
2.
3.
4.
5.
What is a revolution?
What factors cause people to engage in a revolution?
How does a group or person in power keep or lose
power?
How is this revolutionary movement similar or different to
other revolutionary movements of the period?
What long-held ideas and/or institutions are being
overthrown or remained the same due to the revolution?
2010-2011
Focus TEKS Student
Expectations
WH1B, WH8A, WH8B,
WH8C, WH15A, WH15B,
WH15C, WH16A, WH16B,
WH 23A, WH23D, WH24C,
WH25F, WH27B
WH1A, WH2A, WH8A,
WH8B, WH8C,WH25C,
WH15B, WH15C, WH16D
Course: World History
© 2010 Austin Independent School District
6
updated 4/27/10
Course _World History________
Grading
Period
5th
Austin ISD Yearly Itinerary
Big Ideas/Enduring Understandings
Essential Questions
Power and Conflict:
The study of power and conflict examines
the origins of the middle class in Western
Europe and the dawn of western
industrialization. The relationship
between power and conflict is played out
between social groups in Europe,
imperial expansion into India, Asia, and
the Americas, as well as well as two
world wars.
1. How did revolution in one country help incite revolution
elsewhere?
2. What major political challenges did Western Hemisphere
nations face in the nineteenth century?
3. What role did the war play in eroding European
dominance in the world?
4. How did science and technology change the nature of
warfare?
5. What might be the consequences of a war involving most
of the world?
Units of Study:

Nationalism: Throughout world history,
economic and social inequality has often led
people to revolt against their government.
Inspired by Enlightenment ideas and the
American War for Independence, the people
of Latin America rebelled against the
oppressive regimes of the Spanish and
Portuguese creating a new world order.
Nationalistic uprisings also posed a
challenge to the conservative order of
Europe. New intellectual and artistic
movements also emerged out of these
uprisings.
1. Your country is free. What values and goals of your new
country do you want to show?
2. What symbol will you use to represent your new country?
3. Will your symbol represent your country’s past or future?
Its land? Its goals?
4. How did the forces of nationalism affect the major powers
of Europe?
2010-2011
Focus TEKS Student
Expectations
WH1A, WH1B, WH1D,
WH2A, WH5A, WH5B,
WH7A, WH7B, WH8A,
WH8B, WH8C, WH8D,
WH9A, WH9B, WH10A,
WH11A, WH11B, WH14A,
WH14B, WH15A, WH15B,
WH15C, WH15D, WH18C,
WH18D, WH21A, WH21B,
WH24B, WH25A, WH25B,
WH25C, WH25D, WH25E,
WH25F, WH25G, WH25H,
WH25I, WH26C, WH27A,
WH27B
WH1A, WH1B, WH1C,
WH1D, WH2A, WH2B,
WH5A, WH5B, WH7B,
WH8B, WH9A, WH9B,
WH10A, WH25H
5th

Industrial Revolution: The study of power
and conflict examines the origins of the
middle class in Western Europe and the
dawn of western industrialization. The
burgeoning development of industry in
Europe propelled Western European
nations to occupy positions of amassed
economic and political power. Such power
could only be sustained through securing
1. Who controls the wealth and resources in a society?
2. How did the new technologies and industries appearing
between 1850 and 1900 affect the world economy?
3. What factors allowed industrialization to begin in England
and where did it spread to next?
4. How are industrialization and urbanization connected?
5. What economic, political and social reforms occurred as a
result of the Industrial Revolution?
WH1A, WH5B, WH24A,
WH24B, WH24C
Course: World History
© 2010 Austin Independent School District
7
updated 4/27/10
Course _World History________
Grading
Period
Big Ideas/Enduring Understandings
the raw resources demanded by
industrialization.


5th

Imperialism: During the nineteenth and
twentieth centuries colonial powers seized
vast areas of Africa and Asia to help fuel
industrialization efforts at home. Having
superior military strength and through divide
and conquer techniques, few territories
escaped foreign control. Although
independence movements eventually arose,
many former colonies currently have
political and economic problems stemming
from this history.
World War I: In 1914, a series of political,
economic and social events brought about
World War I. Nationalistic rivalries led two
major alliance systems to fight in the
deadliest, modern war the world had ever
seen. Eventually the U.S. joined the war
effort, propelling it into a position of great
international power.
World War II: Post-World War I was a
period marked by continued political,
economic, social and cultural change. The
Great Depression drove the world into
economic and political crises. While the
U.S. rebuilt through New Deal
programs, totalitarian dictators in Europe
and Asia aggressively conquered weaker
nations, plunging the world into World War
II. Two major camps, the Axis and Allies,
faced off in Africa, Asia and Europe. The
U.S. again entered the war, helping to bring
about a decisive victory. The world had to
cope with atrocities from a second war and
Austin ISD Yearly Itinerary
Essential Questions
2010-2011
Focus TEKS Student
Expectations
6. How did the societies of the industrial countries change
during this period?
1. How did imperialism contribute to the growth and
globalization of the world economy?
2. How has imperialism contributed to problems that are
currently taking place in different parts of the world?
WH7A, WH7B, WH12B,
WH24A
1. What circumstances surrounding the Industrial Revolution
eventually led to the fighting in World War I?
2. Was the United States entry into World War I avoidable?
WH1A, WH1B, WH1C,
WH1D, WH2A, WH2B,WH8A,
WH8B, WH9A, WH9B,
WH15C, WH15D
1. What factors do you think a country’s leaders should
consider when deciding whether to surrender or continue
fighting?
2. How are civilians just as much a part of a war effort as
soldiers?
3. What social, economic and political effects did the war and
its aftermath have on the world?
WH9A, WH9B, WH10A,
WH15C, WH15D, WH18C
Course: World History
© 2010 Austin Independent School District
8
updated 4/27/10
Course _World History________
Grading
Period
Austin ISD Yearly Itinerary
Big Ideas/Enduring Understandings
Essential Questions
2010-2011
Focus TEKS Student
Expectations
the Holocaust.
6th
Ideologies and Globalization:
The study of ideologies and globalization
focuses on the major political, social, and
economic events involved in the Cold War
and its aftermath. Intertwined with the Cold
War is the collapse of colonialism and
subsequent new nations, as well as issues
concerning global interdependence,
technology and security.
Units of Study:
The Cold War: The conflicting aims
between the United States and the Soviet
Union led to global competition between the
two superpowers.

6th
1. How might competing superpowers use weaker countries
in their competition?
2. How might being caught in a struggle between
superpowers affect a developing nation?
3. How might the problems of religious and ethnic conflict
within a newly independent nation be resolved?
4. What impact do events in different countries have on your
life?
WH2A, WH2B, WH8D,
WH9A, WH9B, WH10B,
WH14A, WH14B, WH14C,
WH15C, WH15D, WH18C,
WH18D, WH23A, WH25B,
WH27A, WH27B
1.
How did the rivalry between the Cold War superpowers
affect the rest of the world?
2. What were the major threats to world peace during the
Cold War?
WH1A, WH9A, WH9B,
WH10B, WH11A, WH11B,
WH12B, WH12C, WH14A,
WH14B, WH15D, WH17A,

Struggles for Independence: The decline
of colonialism in Asia, Africa and the
Americas were shaped directly and
indirectly by the ideological struggle
between capitalism and communism.
1. How were the experiences of Asia, Africa, and Latin
America similar in this period?
2. How might the problems of religious and ethnic conflict
within a newly independent nation be resolved?
WH14A, WH14B, WH18C,
WH18D,WH19B, WH21A,
WH25C, WH25D, WH25G,
WH25H

Interdependence and the Information
Age: The economies of the world’s nations
are so tightly linked that the actions of one
nation affect others. Every individual is
affected by the global economy and the
environment.
1. What are the main benefits and dangers of growing
political, economic, and cultural integration?
2. How has technological change affected the global
environment in the recent past?
WH23A, WH24A, WH24B,
WH25B, WH25D,WH25G,
WH25H
Course: World History
© 2010 Austin Independent School District
9
updated 4/27/10
Course _World History________
Grading
Period
Big Ideas/Enduring Understandings

Global Security Issues: The major issues
which currently grip the world, including
globalization, shared technologies, human
rights crises, and global terrorism, are
directly related to the Cold War narrative in
ways that have yet to be understood.
Austin ISD Yearly Itinerary
Essential Questions
1. How can we measure success in our global dealings with
terrorist organizations?
2. What are some technologies that have shaped changes in
terrorist operations over the course of the twentieth and
twenty first centuries?
2010-2011
Focus TEKS Student
Expectations
WH23A, WH24B, WH25B,
WH25C, WH25E, WH27A,
WH27B
Course: World History
© 2010 Austin Independent School District
10
updated 4/27/10