Social Studies – World History
Unit of Study: Tools of Historians
First Grading Period – Unit 1
Enduring Understandings (Big Ideas)
 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.
CURRICULUM OVERVIEW
Unit Rationale
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
Essential Questions
 How do the tools that historians use shape our views of the past?
TEKS (Standards)
Concepts & Skills
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.
Guiding Questions
 What are the main tools of a historian?
TEKS Specificity - Intended Outcome
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
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 1 of 34
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 student expectations at the High School level are to be considered Power Standards.
ELPS Student Expectations
 ELPS C.1b - monitor oral and written language production and employ selfcorrective techniques or other resources.
 ELPS C.5b - write using newly acquired basic vocabulary and content-based
grade-level vocabulary.
ELPS Specificity - Intended Outcome
 Self-monitor oral and written production when going through the lesson and use
self-corrective techniques.
 Write using newly acquired vocabulary such as archeologist and anthropologist in
order to discuss how we know what we know about the past.
College Readiness Student Expectations
College Readiness - Intended Outcome
Social Studies
 CCRS 1.A1 Use the tools and concepts of geography appropriately and
accurately.
 CCRS 1.B1 Examine how and why historians divide the past into eras.
 CCRS 4.A4 Understand the differences between a primary and secondary source
and use each appropriately to conduct research and construct arguments.
Cross-Curricular
 CCRS 1.B3 Gather evidence to support arguments, findings, or lines of reasoning.
 Use of geography skills in order to understand the past.
 Understand the concept of an era and what constitutes a “turning point” in history.
 Understanding what primary and secondary resources are and how they are used
in historical research and analysis.
 Gathering historical information that can be used in support of a opinion.
Evidence of Learning (Summative Assessment)
 Given information on the uses of charts, graphs and maps, the student will analyze historical information with 80% accuracy.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 2 of 34
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 student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Unit 1 – The Tools of a Historian
CURRICULUM GUIDE
First Grading Period Unit 1
Guiding Questions
Essential Pre-requisite Skills
 What are the main tools of a historian?
 Understanding the Five Themes of Geography (Grade 4 – Grade 9)
 Understanding relative and absolute chronology (Grade 1 – Grade 9)
 Understanding how geography influences history. (Grade 6 – Grade 9)
The Teaching 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)
 Discuss the Five Themes of Geography and how it applies to the study of world
history. (WH.25C, WH26.A)
 Demonstrate how to use the five themes to classify locations and human and
physical characteristics of a place. (WH.25C, WH26.A)
 Discuss how we know about the past through Archeology and Anthropology.
(WH.25A)
 Model how to create a compare and contrast chart to demonstrate the similarities
and differences between archeologists and anthropologists. (WH.25A)
 Discuss what clues past civilizations leave behind through artifacts. (WH.25A,
WH.26A, WH.26B, WH.26C, WH.26D)
 Demonstrate how to tell ones history through artifacts and oral histories through
the use of the Jackdaw strategy. (WH.25A, WH.26A, WH.26B, WH.26C, WH.26D)
 Demonstrate how to differentiate between absolute and relative chronology.
(WH.1A, WH.1B, WH.1C)
 Model how to determine defining characteristics of different periods of time.
(WH.1A, WH.1B, WH.1C)
 Discuss how and why historians divide world history into different eras based
upon major “turning points.” (WH.1A, WH.1B, WH.1C)
So students can….
 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.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 3 of 34
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 student expectations at the High School level are to be considered Power Standards.
 Discuss how historians use timelines, maps, charts, and graphs to relate historical
information. (WH.1C, WH.25C)
Independent Practice
 Conduct the online DBQ – The Influence of Geography on History (WH.25A,
WH.26A, WH.26B, WH.26C, WH.26D)
 Discuss the guiding question for the lesson and the essential question for the unit.
(WH.25A, WH.26A, WH.26B, WH.26C, WH.26D)
Extension
 Model how to conduct research online. (WH.25A, WH.26A, WH.26B, WH.26C,
WH.26D)
 Discuss how to organize a non-linear presentation. (WH.25A, WH.26A, WH.26B,
WH.26C, WH.26D)
TAKS Vocabulary
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
 See Lesson for Details
 In the interactive notebook, answer the guiding question and the essential
question.
 Research online, with a partner, different occupations related to history and
how we know about the past.
 Create a non-linear presentation that analyzes the roles of each of the
occupations.
Unit: Development of Human Societies: #3 The Study of History
 A History Guide
 How Do We Know About History?
 Key Periods in History
Unit: Social Studies Skills: #5 Timelines
 Using a Timeline: Example
 From Convicts to Commonwealth
 Broken Heart Timeline
Unit: Social Studies Skills: #6 Understanding Archeology
 What’s in a Name: Artifact
 The Archaeologist Record
 The Answer is Archaeology
Vocabulary: (Pertinent to the
learning – specific)
 Geography
 Absolute Location
 Relative Location
 Absolute chronology
 Relative chronology
 Prehistory
 Archeologist
 Anthropologist
 Historian
 Artifact
 With a partner, complete the Looking at the World strategy.
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
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
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 4 of 34
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 student expectations at the High School level are to be considered Power Standards.
Differentiation
What do you do for students who need more support?
 Use the National Geographic strategy Latitude, Longitude, and Mapmaking.
 Use any of the sample lessons on chronology.
 Conduct the lesson plan from Ignite Learning Unit: Social Studies Skills #5.
 Conduct the lesson plan from Ignite Learning Unit: Social Studies Skills #6.
 Conduct the lesson plan from Ignite Learning Unit: Development of Human
Societies: #3 The Study of History
What do you do for students who master the learning quickly?
 Begin formulating a topic for the National History Day project.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1b – self-monitor oral and written production when going through the DBQ
lesson and use self-corrective techniques.
 ELPS C.5a – write using newly acquired vocabulary such as archeologist and
anthropologist in order to discuss how we know what we know about the past.
College Readiness objectives addressed in this lesson
Social Studies
 CCRS 1.A1 Use the tools and concepts of geography appropriately and accurately.
 CCRS 1.B1 Examine how and why historians divide the past into eras.
 CCRS 4.A4 Understand the differences between a primary and secondary source
and use each appropriately to conduct research and construct arguments.
Cross-Curricular
 CCRS 1.B3 Gather evidence to support arguments, findings, or lines of reasoning.
Evidence of Learning
Formative Mini Assessments
TAKS
Archeologists are mainly concerned with the study of
A dinosaur remains.
B writings of popular authors.
C exploring new lands and caves.
D human remains and artifacts.
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research on the types of jobs that are open to
those who studied history, anthropology and/or
archeology at the university level. Create a presentation
on the types of jobs that are available to those who
acquire a degree in history, anthropology and/or
archeology.
2006 10th Grade TAKS
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 5 of 34
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 student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Unit of Study: Ancient Civilizations
CURRICULUM OVERVIEW
First Grading Period – Unit 2
Enduring Understandings (Big Ideas)
 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.
 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 democratic roots to ancient civilizations.
Essential Questions
 How can civilizations from the past affect the way we live today?
 Why would strong empires fall?
 Why do beliefs and faiths expand?
Concepts & Skills
TEKS (Standards)
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.7 History. The Student understands the impact of political and economic
imperialism throughout history.
WH.7A analyze examples of major empires of the world such as the Aztec empire.
WH.11 Geography. The student uses geographic skills and tools to collect, analyze,
and interpret data.
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
civilizations. 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
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Lesson 1: River Valley Civilizations
Lesson 2: Ancient Greece
Lesson 3: Ancient Rome
Lesson 4: Mesoamerican Civilizations
Guiding Questions
 What were the ramifications of the Neolithic Agricultural Revolution?
 How did the first civilizations emerge and where did they begin?
 What commonalities did the early civilizations share and how were they How much
influence on modern society came from Ancient Greece?
 How did the spread of the Roman Empire affect three different continents?
 How did the empires of Mesoamerica compare to empires in Europe and Asia?
TEKS Specificity - Intended Outcome
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.
 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.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 6 of 34
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 student expectations at the High School level are to be considered Power Standards.
Concepts & Skills
TEKS (Standards)
TEKS Specificity - Intended Outcome
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.15 Government. The student understands the historical antecedents of
contemporary political systems.
WH.15B define and give examples of different political systems, past and present.
WH.16 Government. The student understands the process by which democraticrepublican government evolved.
WH.16A trace the process by which democratic-republican government evolved from
its beginnings in classical Greece and Rome.
WH.16B Identify the impact of political and legal ideas contained in significant historic
documents, including Hammurabi's Code.
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.19B Identify examples of religious influence in historic and contemporary world
events.
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.
 Trace the spread and growth of new world religions such as Islam and Christianity.
 Identify new ideas in mathematics, technology and science and analyze the effects
of these discoveries.
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.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 7 of 34
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 student expectations at the High School level are to be considered Power Standards.
Concepts & Skills
TEKS (Standards)
TEKS Specificity - Intended Outcome
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.
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.
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.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and gradelevel vocabulary.
 ELPS C.2e Use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations,
and pre-taught topic-related vocabulary and other pre-reading activities to
enhance comprehension of written text.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ
English spelling patterns and rules with increasing accuracy as more English is
acquired.
 Use graphic organizers and foldables in order to acquire social studies vocabulary
relating the Neolithic Agricultural Revolution and the development of complex
societies.
 Use visuals and contextual support to understand the development of government
and the principles of democracy.
 Work in pairs and groups in order to draw conclusions.
 Use illustrations and graphically organized notes to enhance the comprehension of
the development of complex societies.
 Practice using interactive word walls and vocabulary strategies to strengthen
professional vocabulary.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 8 of 34
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 student expectations at the High School level are to be considered Power Standards.
College Readiness Student Expectations
College Readiness - Intended Outcome
 CCRS 1.A4 Evaluate the causes and effects of human migration patterns over
time.
 CCRS 1.A6 Analyze the relationship between geography and the development of
human communities.
 CCRS 1.B1 Examine how and why historians divide the past into eras.
 CCRS 1.B3 Analyze causes and effects of major political, economic, and social
changes in U.S. and world history.
 CCRS 2.B3 Analyze diverse religious concepts, structures, and institutions
around the world.
 CCRS 3.B1 Apply social studies methodologies to compare societies and
cultures.
 Evaluate the reasons for the movement of early tribes before the Neolithic
Agricultural Revolution.
 Analyze the causes for the formation of river valley civilizations.
 Examine the characteristics and analyze the reasons why historians create eras.
 Analyze the political, social and economic developments of the different eras
during this unit of study.
 Analyze the formation of monotheistic religions during this unit of study.
 Utilize social studies skills and methods to compare societies and cultures that are
studied during this unit.
Evidence of Learning (Summative Assessment)
 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.
 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 civilizations with 80% accuracy.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 9 of 34
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 student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Unit 2 – Lesson 1: River Valley Civilizations
CURRICULUM GUIDE
First Grading Period – Unit 2
Guiding Questions
Essential Pre-requisite Skills
 What were the main causes of the Neolithic Agricultural Revolution?
 Why were cultures formed during this period of time?
 What commonalities did the early civilizations share and how were they different?
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Knowing how to recognize cause and effect relationships (Grade 1 – Grade 9)
Understanding different causes of migration (Grade 4 – Grade 9)
Recognizing different characteristics of culture (Grade 1 – Grade 9)
Knowing the characteristics of a culture (Grade 1 – Grade 9)
Understand how societies are formed (Grade 3 – Grade 9)
 Being able to recognize political, economic and social characteristics of societies
(Grade 4 – Grade 9)
The Teaching 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 different forms of migration (internal, external, and forced) and model how
to create a tri-fold demonstrating the concept of migration and the three different
types of migration. (WH.1A, WH.25C, 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)
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
hunters-gatherers
 Individually, create a tri-fold demonstrating the different types of migration.
 On the back of the foldable, write three statements analyzing the importance
of understanding the theme of migration in world history.
 Complete the Neolithic Agricultural Revolution cause and effect graphic
organizer.
 Outline the eight features of a civilization. (WH.25C)
 Complete the Rise of Civilizations graphic organizer.
 Create a chart demonstrating the eight features of a civilization.
 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 to include Judaism, Buddhism and Hinduism. (WH.1A,
WH.1B, WH.6A, WH.6C, WH.19A, WH.22A, WH.25C, WH.26A, WH.26B)
 Model how to create mental maps to demonstrate the spread of the three studied
religions. (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,
 Use the Cornell Notes strategy during discussion.
 Give examples of cultural diffusion of the ancient world.
 Fill out the Development of Religions organizational chart.
 Create 2 mental maps to demonstrate 1) growth of Judaism and 2) growth
and spread of Buddhism and Hinduism.
 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
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 10 of 34
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 student expectations at the High School level are to be considered Power Standards.
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)
 Discuss the guiding question for the lesson. (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)
Unit: Development of Human Societies #1 Human Migration Patterns
 Migration: People on the Move
 Migration: Causes and Effects
 Migration: Types of Migration
Unit: Early Humans #3 Neolithic Period
 Advances of the Neolithic Age
 Neolithic Breakthroughs
 Key Neolithic Events
Unit: Early Humans #4 Beginning of Civilizations
 Let’s Get Civilized
 Early Human Developments
 Beginnings of Civilization
Unit: Ancient Egypt: Physical Geography & Climate
 Travelers: Nile River Valley
 Egypt: Living off the Land
 The Place to Be: Off the Land
Unit: Ancient Egypt: Culture
 Egyptian Culture
 Artifacts of Ancient Egypt
 Flip and Flop: Ancient Cultures
Unit: Ancient Egypt: Trade
 Egyptian Innovations
Unit: Early African Civilizations: Physical Geography and Climate
 Early African Geography
 Early African Civilizations
 People of Early Africa
Unit: Mesopotamia: Physical Geography & Climate
 Mesopotamia’s Fertile Land
 Mapping Mesopotamia
 Visit other civilizations and fill out the Gallery Walk chart and answer the
questions once completed.
 Answer the guiding question in the interactive notebook.
 Conduct more in depth research on your civilization and create a
PowerPoint presentation.
Unit: Mesopotamia: Settlement of Mesopotamia
 Mesopotamian Civilization
Unit: Mesopotamia: Hammurabi’s Code
 The Code of Hammurabi
 In Hammurabi’s Words
Unit: Ancient China: Physical Geography & Climate
 The Geography of Ancient China
 Features that Separate China
Unit: Ancient China: Huang-He Valley
 Early Dynasties in China
 Dynasties Rule Ancient China
Unit: Ancient China: Spread of Buddhism
 Buddhism: From India to China
 How Buddhism Spread to China
 Effects of Buddhism in China
Unit: Ancient India: Physical Geography & Climate
 Mapping Ancient India
 Journey Through Ancient India
Unit: Ancient India: Early Civilizations of India
 Early Urban Cultures in India
 The Vedic Age
Unit: Ancient India: Origins of Hinduism
 The Story of Hinduism
 The Early History of Hinduism
 Hindu Beliefs
Unit: Ancient India: Origins and Spread of Buddhism
 How Buddhism Began
 Buddhist Beliefs
 Expansion of Buddhism
Unit: Early History of Japan: Japanese Buddhism
 The Spread of Buddhism to Japan
 Zen Buddhism in Japan
 Buddhist Sects in Japan
Unit: Ancient Rome: Religion
 History of Jerusalem
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 11 of 34
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 student expectations at the High School level are to be considered Power Standards.
Vocabulary: (Pertinent to the learning – specific)
Neolithic Agricultural
Revolution
 Nomad
 Migration
 Neolithic Agricultural
Revolution
 River valley
 Civilization
 Polytheistic
 Culture
 Cultural diffusion
Nile River Valley
 dynasty
 pharaoh
 vizier
 Old Kingdom
 Middle Kingdom
 New Kingdom
 Hieroglyphics
 Rosetta Stone
Mesopotamia (Tigris and
Euphrates)
 Fertile Crescent
 Cuneiform
 Code of Hammurabi
 Criminal Law
 Civil Law
 Barter economy
 Phoenician Alphabet
Israelites
 Torah
 Judaism
 Moses
 Solomon
 Diaspora
Indus Valley / Ganges
 Monsoon
 Harappa
 Aryan
 Caste
 Hinduism
 Karma
 Dharma
 Buddhism
 Four Noble Truths
Huang He / Yangzi
 Geographic barriers
 Loess
 Clans
 Calligraphy
 feudalism
TAKS Vocabulary




















Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate



















Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook:
 Prentice Hall: World History:
Connections to Today - Chapter 1
 Prentice Hall: World History:
Connections to Today – Chapters
3 and 4
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Differentiation
What do you do for students who need more support?
 Use resources found on Mr. Donn’s Website.
 Conduct the Ignite Learning lesson from the unit Development of Human Societies
#1 Human Migration Patterns.
 Conduct the Ignite Learning lesson from the unit Early Humans #3 Neolithic Period.
 Conduct the Ignite Learning lesson from the unit Early Humans #4 Beginning of
Civilizations.
 Conduct the Ignite Learning lessons from the unit Ancient Egypt, Lessons 1, 4, and
5.
 Conduct the Ignite Learning lesson from the unit African Civilizations, Lesson 1.
 Conduct the Ignite Learning lessons from the unit Mesopotamia, Lessons 1, 2, and
5.
 Conduct the Ignite Learning lessons from the unit Ancient China, Lessons 1 and 2.
 Conduct the Ignite Learning lesson from the unit Ancient India, Lesson 1.

ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
 ELPS C.2e Use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations, and
pre-taught topic-related vocabulary and other pre-reading activities to enhance
comprehension of written text.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ
English spelling patterns and rules with increasing accuracy as more English is
acquired.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 12 of 34
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 student expectations at the High School level are to be considered Power Standards.
What do you do for students who master the learning quickly?
 Investigate other Agricultural Revolutions that have occurred since the Neolithic
period of time and create a timeline demonstrating what other Agricultural
Revolutions and the changes they created.
 Begin formulating a topic for the National History Day project.
College Readiness objectives addressed in this lesson
 CCRS 1.A4 Evaluate the causes and effects of human migration patterns over time.
 CCRS 1.A6 Analyze the relationship between geography and the development of
human communities.
 CCRS 1.B1 Examine how and why historians divide the past into eras.
 CCRS 1.B3 Analyze causes and effects of major political, economic, and social
changes in U.S. and world history.
 CCRS 2.B3 Analyze diverse religious concepts, structures, and institutions around
the world.
 CCRS 3.B1 Apply social studies methodologies to compare societies and cultures.
Evidence of Learning
Formative Mini Assessments
College-Readiness
TAKS
Anticipated Skills for SAT/ACT/College Board/Career/Life


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.
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.
Based on the map, what conclusion can you draw about
ancient civilizations?
Ancient Civilizations were located —
F only in one continent
G near bodies of water
H in every continent except South America
J very close together except in Europe
SAISD Social Studies Department
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 13 of 34
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 student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Unit 2 - Lesson 2: Ancient Greece
CURRICULUM GUIDE
First Grading Period Unit 2
Guiding Questions
Essential Pre-requisite Skills
 How much influence on modern society comes from Ancient Greece?
 What political, economic and social developments occurred during this period of
time in Greece?
 Concept of democracy (Grade 3 – Grade 9)
 Characteristics of culture (Grade 1 – Grade 9)
 Other forms of government (Grade 6 – Grade 9)
 Cultural diffusion (Grade 6 – Grade 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook and other resources to conduct the following lesson.
Hook
 Using resources on the Internet, choose a Grecian myth that tries to explain an
occurrence in nature and read it to the class.. (WH.19B)
 Conduct a discussion on what the story 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)
 Discuss the characteristics of the Minoan and Mycenaean civilizations.
Demonstrate how to use a compare and contrast graphic organizer. (WH.1A,
WH.1B, WH.15B, 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.15B, WH.18B, WH.19B,
WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)
 Discuss and demonstrate how to determine the political, economic, and social
characteristics of Greece during this period of time. (WH.1A, WH.1B, WH.15B,
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. (WH.1A, WH.1B, WH.18B, WH.19B,
WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)
 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)
So students can….
 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 city-states.
 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.
 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
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 14 of 34
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 student expectations at the High School level are to be considered Power Standards.
 Discuss the guiding questions from this lesson. (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)
TAKS Vocabulary




















Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
 See lesson plan for details
Unit: Ancient Greece: Persian and Peloponnesian Wars
 Persia and Greece
 The Persian Wars
 Athens vs. Sparta
Unit: Ancient Greece: Birth of Democracy
 From Monarchy to Democracy
 Democracy: Then and Now
Unit: Ancient Greece: Culture
 An Amazing Legacy
 Socrates, Plato and Aristotle
 Lasting Greek Contributions
Unit: Ancient Greece: Alexander the Great
 Alexander the Great Interview
 Conquests of Alexander the Great
 Alexander’s Military Highlights
Unit: Ancient Greece: Physical Geography & Climate
 Ancient Greece Map
 City-State of Ancient Greece
 Talking About Greece
Unit: Ancient Greece: Athens & Sparta
 Comparing Athens and Sparta
 Life in Athens and Sparta
Vocabulary: (Pertinent to
the learning – specific)
 polis
 acropolis
 monarchy
 aristocracy
 oligarchy
 democracy
 tyrant
 Homer
 Sparta
 Athens
 Jury
 Ostracism
 Peloponnesian War
 Socrates
 Plato
 Aristotle
 Alexander the Great
politically, socially, and economically over different periods of Grecian
History.
 In the interactive notebook, answer the guiding questions for this lesson.



















Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook:
 Prentice Hall – World History: Connections to Today – Chapter 5
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 15 of 34
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 student expectations at the High School level are to be considered Power Standards.
Differentiation
What do you do for students who need more 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 and/or 6th grade student.
 Conduct the Ignite Learning lessons from the unit Ancient Greece, lessons 1, 2, 3,
4, 6, and 7.
What do you do for students who master the learning quickly?
 Begin formulating a topic for the National History Day project.
 Begin gathering resources for the National History Day project.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
 ELPS C.2e Use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations, and
pre-taught topic-related vocabulary and other pre-reading activities to enhance
comprehension of written text.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ
English spelling patterns and rules with increasing accuracy as more English is
acquired.
College Readiness objectives addressed in this lesson
 CCRS 1.A4 Evaluate the causes and effects of human migration patterns over time.
 CCRS 1.A6 Analyze the relationship between geography and the development of
human communities.
 CCRS 1.B1 Examine how and why historians divide the past into eras.
 CCRS 1.B3 Analyze causes and effects of major political, economic, and social
changes in U.S. and world history.
 CCRS 2.B3 Analyze diverse religious concepts, structures, and institutions around
the world.
 CCRS 3.B1 Apply social studies methodologies to compare societies and cultures.
Evidence of Learning
Formative Mini Assessments
TAKS
7. What type of government does the following list
describe?
o There is one ruler.
o The ruler usually inherited power.
o The ruler passed on leadership to his son.
A.
B.
C.
D.
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
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.
democracy
monarchy
oligarchy
tyranny
Social Studies FMA
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 16 of 34
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 student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Unit 2 - Lesson 3: Ancient Rome
CURRICULUM GUIDE
First Grading Period Unit 2
Guiding Questions
Essential Pre-requisite Skills
 How did the spread of the Roman Empire affect three different continents socially,
economically and politically?
 Concept of democracy (Grade 3 – Grade 9)
 Characteristics of culture (Grade 1 – Grade 9)
 Other forms of government (Grade 6 – Grade 9)
 Cultural diffusion (Grade 6 – Grade 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook and other resources to conduct the following lesson.
Hook
 Model how to 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)
 Demonstrate how to use mental mapping skills in order to analyze the role
geography had on Rome during its history. (WH.1A, WH.1B, WH.18B, WH.19B,
WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)
 Model how to summarize the effects of geography on the history of Ancient Rome.
(WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L,
WH.26C, WH.26D)
 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)
 Model how to create and utilize a compare and contrast chart relating to Roman
society. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B)
 Demonstrate how to create a “How To” guide that demonstrates an analysis of
Roman society. (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: (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C,
WH.25L, WH.26C, WH.26D)
1. Carthaginian War
2. Reforms of the Gracchus brothers
3. The rise and fall of Julius Caesar
4. Rule of Augustus
5. Pax Romana
So students can….
 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.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 17 of 34
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 student expectations at the High School level are to be considered Power Standards.
 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)
 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)
 Demonstrate how to create an organizational chart to show the effects of Roman
developments during this era. (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)
 Discuss the guiding questions for this lesson. (WH.1A, WH.1B, WH.18B, WH.19A,
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)
Unit: Ancient Rome: Physical Geography and Culture

Mapping Rome
Unit: Ancient Rome: The Roman Republic

Government of the Roman Republic

Class Conflict in Ancient Rome
Unit: Ancient Rome: Growth of the Roman Republic

The Growth of Rome
Unit: Ancient Rome: From Republic to Empire

Julius Caesar Takes Power

From Republic to Empire
Unit: Ancient Rome: Religion

Jews and Romans

Jesus and His Times
Unit: Ancient Rome: Spread of Christianity

Roman-Christian Conflict

The Spread of Christianity
 Create a graphic organizer demonstrating the political, economic and social
characteristics of the Roman Empire.
 Write a reflection in the interactive notebook on 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
 In the interactive notebook, answer the guiding questions.
 See lesson plan
Unit: Ancient Rome: Culture

Daily Life of Roman Society

Who Ran Rome?
Unit: Ancient Rome: Legacy of Ancient Rome

The Legacy of Ancient Rome

The Roman Aqueduct
Unit: Decline of the Roman Empire: Weaknesses

The Roman Empire Weakens

Money and the Roman Empire
Unit: Decline of the Roman Empire: Division

An Empire Divided

Roman Empire: West vs. East
Unit: Decline of the Roman Empire: Byzantine

Rise of the Byzantine Empire

The Church Splits
Unit: Decline of the Roman Empire: Fall of the Western Empire

Fall of the Western Empire

Invaders of the Western Empire

Visigoths, Vandals, and Huns
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 18 of 34
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 student expectations at the High School level are to be considered Power Standards.
Vocabulary: (Pertinent to
the learning – specific)
 Republic
 Patrician
 Consul
 Dictator
 Plebian
 Tribune
 Imperialism
 Census
 Punic Wars
 Empire
 Julius Caesar
 Pax Romana
 Aqueduct
 Christianity
 Pope
Resources
Textbook:
 Prentice Hall – World History: Connections to Today – Chapter 6
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
TAKS Vocabulary



















Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Draw
Explain
Evaluate



















Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Differentiation
What do you do for students who need more support?
 Conduct the lesson, Can You Save the Roman Republic
 Use any of the lessons found on the PBS The Roman Empire area.
 Conduct the Ignite Learning lessons from the unit Ancient Rome.
 Conduct the Ignite Learning lessons from the unit Decline of the Roman Empire.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and gradelevel vocabulary.
 ELPS C.2e Use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations, and
pre-taught topic-related vocabulary and other pre-reading activities to enhance
comprehension of written text.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ
English spelling patterns and rules with increasing accuracy as more English is
acquired.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 19 of 34
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 student expectations at the High School level are to be considered Power Standards.
What do you do for students who master the learning quickly?
 Begin researching a topic for the National History Day project.
College Readiness objectives addressed in this lesson
 CCRS 1.A4 Evaluate the causes and effects of human migration patterns over
time.
 CCRS 1.A6 Analyze the relationship between geography and the development of
human communities.
 CCRS 1.B1 Examine how and why historians divide the past into eras.
 CCRS 1.B3 Analyze causes and effects of major political, economic, and social
changes in U.S. and world history.
 CCRS 2.B3 Analyze diverse religious concepts, structures, and institutions around
the world.
 CCRS 3.B1 Apply social studies methodologies to compare societies and
cultures.
Evidence of Learning
Formative Mini Assessments
TAKS
10. What was a third cause of the end of the Roman
Republic?
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
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.
Social Studies Dept.
A.
B.
C.
D.
Caesar defeated Pompey.
Rome started new colonies.
Spartacus freed the slaves.
Rome improved its roads.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 20 of 34
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 student expectations at the High School level are to be considered Power Standards.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 21 of 34
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 student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Unit 2 - Lesson 4: Mesoamerica
CURRICULUM GUIDE
First Grading Period
Guiding Questions

Essential Pre-requisite Skills
How was the emergence of civilizations in Mesoamerica similar and different
from other civilizations?



Understanding Pre-Columbian Civilizations of the Americas (Grade 4 –Grade 9)
Understanding developing technologies (Grade 4 –Grade 9)
Understand human-environment interaction (Grade 1 –Grade 9)
The Teaching 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)

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 Mesoamerican
society. (WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B, WH.25C,
WH.25L, WH.26C, WH.26D)
So students can….

With a partner, 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.

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)

Discuss the guiding question for this lesson.

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

In the interactive notebook, answer the guiding question.
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)

Create a poster demonstrating the similarities and differences between
Grecian, Roman and Pre-Columbian civilizations. The focus should be on
political, economic, and social structures.

Unit: Mesoamericans and Andeans: The Inca Empire

Rise of the Inca

What the Inca Accomplished
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 22 of 34
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 student expectations at the High School level are to be considered Power Standards.

Fall of the Inca
Unit: Mesoamericans and Andeans: The Aztec Empire

Dawn of the Aztec Empire

The Aztec Empire

The Fall of the Aztec Empire
Unit: Mesoamericans and Andeans: Comparison: Maya, Inca & Aztec

Mesoamerican Social Structures

Religions of Mesoamerica

Achievements of Mesoamericans
Unit: Mesoamericans and Andeans: Physical Geography & Climate

The Maya and the Land

The Aztec and the Land

The Inca and the Land
Unit: Mesoamericans and Andeans: Mayan Civilization

The Rise and Fall of the Maya

The Maya Culture

When the Maya Reigned
Vocabulary: (Pertinent to the
learning – specific)








Olmec civilization
Mayan
Aztec EMpire
Chinampas
Tribute
Quipu
Incan Empire
Mound Builders
Resources
Textbook:
 Prentice Hall – World History: Connections to History – Chapter 7
TAKS Vocabulary




















Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate



















Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Differentiation
What do you do for students who need more support?

Use ideas found in the Mesoamerica for Kids website.

Use the lesson found on the Read, Write Think website.

Use the lessons from Unit: Mesoamericans and Andeans: Lessons 1, 2, 3, 4,
and 6.
ELPS Stems and Language Objectives addressed in this lesson

ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.

ELPS C.2e Use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language.

ELPS C.3e Share information in cooperative learning interactions.

ELPS C.4d use pre-reading supports such as graphic organizers, illustrations, and
pre-taught topic-related vocabulary and other pre-reading activities to enhance
comprehension of written text.

ELPS C.5c Spell familiar English words with increasing accuracy, and employ
English spelling patterns and rules with increasing accuracy as more English is
acquired.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 23 of 34
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 student expectations at the High School level are to be considered Power Standards.
What do you do for students who master the learning quickly?

Begin formulating a topic for the National History Day project.
College Readiness objectives addressed in this lesson

CCRS 1.A4 Evaluate the causes and effects of human migration patterns over time.

CCRS 1.A6 Analyze the relationship between geography and the development of
human communities.

CCRS 1.B1 Examine how and why historians divide the past into eras.

CCRS 1.B3 Analyze causes and effects of major political, economic, and social
changes in U.S. and world history.

CCRS 2.B3 Analyze diverse religious concepts, structures, and institutions around
the world.

CCRS 3.B1 Apply social studies methodologies to compare societies and cultures.
Evidence of Learning
Formative Mini Assessments
TAKS
1. Which time period does the list below best describe?
 The Maya abandoned their southern cities.
 The Maya pursued war and empire building.
 Mayan civilization produced few great cultural
achievements.
A Time Period A
B Time Period B
C Time Period C
D Time Period D
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
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.
Social Studies FMA
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 24 of 34
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 student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Unit of Study: The Middle Ages in Africa and Asia
First Grading Period – Unit 3
Enduring Understandings (Big Ideas)
 The Middle Ages is considered a turning point in history due to the formations of
Feudalistic societies following the collapse of the Roman Empire.
 During this period of time Asia and parts of Africa were greatly affected by the
Bubonic Plague.
 During this period of time, the Islamic faith was established in Southwest Asia and
spread into Africa, Asia and Europe.
Essential Questions
 Why would societies that were once dominate change?
TEKS (Standards)
TEKS WG.1 History. The student understands how geographic contexts (the
geography of places in the past) and processes of spatial exchange (diffusion)
influenced events in the past and helped to shape the present.
WG.1B Trace the spatial diffusion of a phenomenon and describe its effects on
regions of contact such as the spread of bubonic plague.
Concepts & Skills
TEKS WH.1 History. The student understands traditional historical points of
reference in world history.
WH.1A. Identify the major eras in world history and describe their defining
characteristics.
WH.1B Identify changes that resulted from important turning points in world history
such as the Mongol invasions.
WH.1C. Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods.
TEKS WH.6 History. The student understands the major developments of
civilizations of sub-Saharan Africa, Mesoamerica, Andean South America, and Asia.
WH.6A Summarize the major political and cultural developments of the civilizations of
sub-Saharan Africa.
WH.6C Summarize the major political, economic, and cultural developments of
civilizations in China, India, and Japan.
TEKS WH.11.Geography. The student uses geographic skills and tools to collect,
analyze, and interpret data.
WH.11A Create thematic maps, graphs, charts, models, and databases representing
various aspects of world history.
WH.11B [Pose and] answer questions about geographic distributions and patterns
shown on maps, graphs, charts, models, and databases.
CURRICULUM OVERVIEW
Unit Rationale
Regions around the world after the fall of the Roman Empire began to change and
evolve, forming similar types of governments. In Asia as well as Africa, empires rose in
importance and fell into ruin as they did in Europe. This
Lessons for this Unit
 Lesson 1: The Middle Ages in Africa and Asia
 Lesson 2: Beginnings and Spread of Islam
Guiding Questions
 How did empires rise and fall in Asia and Africa during this period of time?
 How would the political, economic, and social structures in Africa and Asia
compare to civilizations from previous eras?
 How would the spread of Islam affect this geographic region?
TEKS Specificity - Intended Outcome
I can understand points of reference in world history and analyze the political, economic
and social trends and changes that occurred during the Middle Ages in Africa and Asia.
(WG1b, 1a, 1b, 1c, 1d, 3a, 3b, 3c, 6a, 6c, 16a, 16b, 19a)
Including, but not limited to:
 Identifying the changes that occurred during the Middle Ages.
 Apply Relative and Absolute chronology of events that occurred during this period
of time.
 Trace he spatial diffusion of the bubonic plague.
 Summarize the major political, economic and cultural developments in China,
India, and Japan.
 Compare historical origins, central ideas and spread of major religions and
philosophical traditions including Islam and identify religious influence on historical
events.
 Identify and analyze examples of art, literature, music and architecture that not
only reflect the history of culture but also transcend the culture in which they were
created and convey a universal theme.
 Analyze the specific roles of women, children and families in historical cultures.
 Describe the political, economic and cultural influence off women in different
historical cultures.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 25 of 34
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 student expectations at the High School level are to be considered Power Standards.
Concepts & Skills
TEKS (Standards)
TEKS Specificity - Intended Outcome
TEKS WH.12 Geography. The student understands the economic importance of, and
issues related to, the location and management of key natural resources.
WH.12C Interpret historical and contemporary maps to identify and explain
geographic factors that have influenced people and events in the past.
TEKS WH.19 Culture.
WH.19A Compare the historical origins, central ideas, and spread of major religious
and philosophical traditions including Buddhism, Christianity, Confucianism,
Hinduism, and Islam.
WH.19B Identify examples of religious influence in historic world events.
TEKS WH.20 Culture. The student understands the relationship between the arts and
the times during which they were created.
WH.20A Identify significant examples of art and architecture that demonstrate an
artistic ideal or visual principle from selected cultures.
WH.20B Analyzes examples of how art, architecture, literature, music, and drama
relect the history of cultures in which they are produced.
WH.20C Identify examples of art, music, and literature that transcend the cultures in
which they were created and convey universal themes.
TEKS WH21.Culure. The student understands the roles of women, children, and
families in different historical cultures.
WH.21A Analyze the specific roles of women, children, and families in different
historical cultures.
WH.21B Describe the political, economic, and cultural influence of women in different
historic cultures.
TEKS WH.25.Social Studies Skills. The student applies critical-thinking skills to
organize and use information acquired from a variety of sources including electronic
technology.
WH.25B [Locate and] use primary and secondary sources [such as computer
software, databases, media and news services, biographies, interviews, and artifacts]
to acquire information.
WH.25C Analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing,
making generalizations [and predictions], and drawing inferences and conclusions.
WH.25I Use appropriate mathematical skills to interpret social studies information
such as maps and graphs.
TEKS WH.26 Social Studies Skills.
WH.26A Use social studies terminology correctly.
WH.26B Use standard grammar, spelling, sentence structure, and punctuation.
WH.26C Interprets [and create databases, research outlines, bibliographies, and]
visuals including graphs, charts, timelines, and maps.
WH.26D Transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
I can use my social studies skills to collect, analyze and interpret information from a
variety of sources in world history.
Including, but not limited to:
 Create thematic maps, charts, models and databases.
 Pose and answer questions about geographic distributions and patterns shown on
maps, graphs, models, and databases.
 Interpret historical and contemporary maps to explain geographical influence on
historical events.
 Use primary and secondary sources to interpret historical information.
 Use reading, writing and math skills to interpret historical information.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 26 of 34
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 student expectations at the High School level are to be considered Power Standards.
ELPS Student Expectations





ELPS C.1f Use accessible language and learn new and essential language in the
process.
ELPS C.2c Learn new language structures, expressions, and basic and
academic vocabulary heard during classroom instruction and interactions.
ELPS C.3d Speak using grade-level content area vocabulary in context to
internalize new English words and build academic language proficiency.
ELPS C.3j Respond orally to information presented in a wide variety of print,
electronic, audio, and visual media to build and reinforce concept and language
attainment.
ELPS C.4f use visual and contextual support and support from peers and
teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and
background knowledge needed to comprehend increasingly challenging
language.
ELPS Specificity - Intended Outcome




College Readiness Student Expectations




CCRS 1.A2 Analyze the interaction between human communities and the
environment.
CCRS 1.B2 Identify and evaluate sources and patterns of change and continuity
across time and place.
CCRS 1.C2 Evaluate changes in the functions and structures of government
across time.
CCRS 2.B3 Analyze diverse religious concepts, structures, and institutions
around the world.
Use familiar vocabulary terms to develop understanding of new concepts such as
spatial diffusion.
Come to a better understanding on the hierarchy of governments found in Middle
Ages Africa and Asia.
Participate in group discussions on the different types of societies and cultures
found in Middle Ages Africa and Asia.
Demonstrate understanding of complex themes of Medieval societies in Africa and
Asia.
College Readiness - Intended Outcome




Analyze the influences of geography on the spread of cultural beliefs and
philosophies.
Evaluate the changes in Africa and Asia during the Medieval period.
Discuss and evaluate how government structures changed in Africa and Asia
during this unit of study.
Analyze the religious concepts, structures and institutions that formed and spread
during this time period.
Evidence of Learning (Summative Assessment)
 Given information on the Middle Ages, the student will evaluate the defining political, economic and social features of this era with 80% accuracy.
 Given information on the social, political and cultural developments in Asia and Africa the student will compare and contrast these two geographical regions with 80%
accuracy.
 Given information on the information on the rise of spread of Islam, the student will analyze the influence of Islam with 80% accuracy.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 27 of 34
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 student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Unit 3 - Lesson 1: The Middle Ages in Africa and Asia
CURRICULUM GUIDE
First Grading Period Unit 3
Guiding Questions

Essential Pre-requisite Skills
How would the political, economic, and social structures in Africa and Asia
compare to those in ancient times?



Knowing the basic governmental structures of Europe during this period of time. (10 th
Grade)
Familiarity with the geography of Africa and Asia. (6th grade-9th Grade)
Understanding of government structures. (1st Grade – 9th Grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook, online resources and other materials to…
Hook
 Summarize with students the main concepts of the Middle Ages in Europe and
demonstrate how to create a complex compare and contrast chart. (WH.1a,
WH.1b, WH.1c, WH.3a, WH.3b, WH.22c, WH.25b, WH.25c)
Guided Practice
 Introduce vocabulary for the lesson and demonstrate how to create a shutter-fold
to demonstrate the concepts of this area of study. (WH.1a, WH.1b, WH.1c,
WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Outline the overlaying themes for the lesson of study. Demonstrate how to use a
timeline to better understand changes in Africa and Asia during this period of
time. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c,
WH.25b, WH.25c)
 Demonstrate how to use mental mapping skills to create a thematic map to show
the major kingdoms and trade routes of Africa during this period of time. (WH.1a,
WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Use the Kingdoms of Africa strategy. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b,
So students can….
 Create a complex compare and contrast chart to begin comparing the main
components of this era as they occurred in Europe, Africa, and Asia.
 Create a shutter-fold foldable based on the vocabulary for Lesson 3.
 With a partner, use the shutter-fold to practice the vocabulary for Lesson 3.
 Use a webbing graphic organizer to outline the major characteristics of the
Middle Ages in Africa and Asia.
 Create a timeline throughout the lesson to demonstrate the major events in
Asia and Africa during this time period.
 Create a mental map demonstrating the major kingdoms of Africa during
various time periods.
 Add to the map the major trade routes used during this era. In the
interactive notebook, analyze the importance of trade routes in Africa
during this period of time and what types of geographical features were
dominate in the various routes.
 See lesson plan
WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Help create an organizational chart to demonstrate the major rulers, kingdoms
and empires in China, Korea and Japan during this era and the their
characteristics. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b,
WH.22c, WH.25b, WH.25c)
 Demonstrate how to create an organizational chart illustrating the Feudal society
in Japan. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c,
WH.25b, WH.25c)
 With a partner, create a webbing organizer to demonstrate the political,
economic and social characteristics (where found) of the major dynasties of
China and China under Mongol rule.
 With a partner, create a webbing organizer to demonstrate the political,
economic and social characteristics (where found) of the major rulers of
Korea during this time period.
 With a partner, create a webbing organizer to demonstrate the political,
economic and social characteristics (where found) of the major rulers of
Japan during this period of time.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 28 of 34
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 student expectations at the High School level are to be considered Power Standards.
 Summarize the main concepts of the lesson demonstrate how to create a
complex compare and contrast organizational chart. (WH.1a, WH.1b, WH.1c,
WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
Independent Practice
 Summarize the main points of Unit 1 with students. Utilize graphically organized
notes to help students analyze the different economic, political, and social
structures during this period of time. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b,
WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Break students into small groups and assign each group one of the following
regions/countries: (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b,
WH.22c, WH.25b, WH.25c)
 North Africa
 West Africa
 East Africa
 Western Asia
 China
 Korea
 Japan
 Review the guiding questions from this lesson. (WH.1a, WH.1b, WH.1c, WH.3a,
WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
Extension
 Demonstrate how to create a complex compare and contrast chart.
Unit: Ancient China: #5 The Silk Road

Europe, China and the Silk Road

Life on the Silk Road

Effects of the Silk Road
Unit: Ancient China: #8 Economics and Daily Life

Chinese Feudalism

Ancient China’s Economy

The Wealth Gap in Ancient China
Unit: Early Modern China: #1 Reunification of China

The Sul Dynasty

Tang Dynasty

Spread of Buddhism
 With a partner, create a tri-fold display comparing and contrasting the
political, economic, and social changes found in China, Korea, and Japan
during this period of time.
 In small groups, create a “learning station” giving information and analysis
of an assigned culture during this period of time. The station should have:
 Information regarding the social, economic and political issues of the
culture.
 Maps showing the boundaries of the assigned culture.
 Timeline demonstrating major events that occurred during this period of
time.
 Graphical representations of the assigned culture during this period of time.
 Handouts in the form of a scavenger hunt for visitors to the learning station.
 Students are to visit each of the other stations and complete the scavenger
hunt.
 Once all rotations have been completed, students are write an essay
answering the question, “Can the Middle Ages be considered an Era of
Great Change politically, economically and socially in Asia and Africa?
Support your answer with historical examples.”
 Answer the guiding questions in the interactive notebook.
 Create a chart demonstrating the government and economic system of
selected countries during the Middle Ages and what they have now.
 China
 Korea
 Japan
Unit: Early Modern China #2 Tang Dynasty and Sung Dynasty

Tang Dynasty Developments

The Sung Dynasty

Tang and Sung Dynasties
Unit: Early Modern China #4 International Trade

Mongol and Ming Rule in China

Mongolian Traders

Ming Travel and Trade
Unit: Early Modern China #5 Innovations

China and Tea

Perspectives on Invention
Unit: Early History of Japan #4 Culture of Early Japan

Cultures of Japan and China

Japan Finds its Own Style
Unit: Early History of Japan #5 Japanese Feudalism

Feudalism in Japan

Japan: Struggles for Power

The Samurai and the Knight
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 29 of 34
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 student expectations at the High School level are to be considered Power Standards.
Vocabulary: (Pertinent to the
learning – specific)


















savanna
desertification
Mansa Musa
Sonni Ali
Askia Muhammad
Slash and burn agriculture
Land reform
Gentry
Genghiz Khan
Silk Road
Marco Polo
Zheng He
Literacy rate
The Tale of Genji
Shogun
Daimyo
Samurai
Bushido
Resources
Textbook:
 Prentice Hall –World History: Connections to Today – Chapters 12 - 13
TAKS Vocabulary




















Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate



















Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Differentiation
What do you do for students who need more support?
 Create a Jeopardy game using the vocabulary and main issues of this unit.
 Create a two shutter foldable to demonstrate the main characteristics of the Middle
Ages in Asia and Africa
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1f Use accessible language and learn new and essential language in the
process.
 ELPS C.2c Learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
 ELPS C.3d Speak using grade-level content area vocabulary in context to
internalize new English words and build academic language proficiency.
 ELPS C.3j Respond orally to information presented in a wide variety of print,
electronic, audio, and visual media to build and reinforce concept and language
attainment.
 ELPS C.4f use visual and contextual support and support from peers and teachers
to read grade-appropriate content area text, enhance and confirm understanding,
and develop vocabulary, grasp of language structures, and background knowledge
needed to comprehend increasingly challenging language.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 30 of 34
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 student expectations at the High School level are to be considered Power Standards.
What do you do for students who master the learning quickly?
 Continue to work on the history fair project.
College Readiness objectives addressed in this lesson
 CCRS 1.A2 Analyze the interaction between human communities and the
environment.
 CCRS 1.B2 Identify and evaluate sources and patterns of change and continuity
across time and place.
 CCRS 1.C2 Evaluate changes in the functions and structures of government across
time.
 CCRS 2.B3 Analyze diverse religious concepts, structures, and institutions around
the world.
Evidence of Learning
Formative Mini Assessments
TAKS
Which of these statements best summarizes the history
of West Africa before 1500?
F Christianity spread to the region and the tribal
rulers became Christian.
G Political chaos often occurred and no organized
countries exist in the region.
H The empires of Ghana, Mali, and Songhai
dominated the region.
J The French and Germans explored and then
colonized the region.
Social Studies Department
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research using primary resources from this era
and develop a “travel” website as if it was written during
this period of time. Make sure to include historical
information and visuals.
2009 10th Grade TAKS
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 31 of 34
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 student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Unit 3 - Lesson 2: Beginnings and Growth of Islam
CURRICULUM GUIDE
First Grading Period Unit 3
Guiding Questions
Essential Pre-requisite Skills
 How would the growth of the Islamic faith affect different regions of the world
during this period of time?
 Knowing the origins of the Muslim faith (Grade 6)
 Understanding spatial diffusion and cultural convergence (Grades 6-9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook, Social Studies website and other materials to….
Hook
 Use the Historical Map, Transparency Set 3 The Spread of Islam to demonstrate
the growth of the Islamic faith. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a,
WH.19b, WH.22c, WH.25b, WH.25c)
So students can….
 After seeing the base map, answer in the interactive notebook, “Where did
Muslim influence begin around 632 A.D.?”
 After seeing Overlay 1, answer in the interactive notebook, “Into which
areas did Muslim influence spread to by the year 661 A.D.?”
 After viewing Overlay 2, answer in the interactive notebook, “By 750 A.D.,
how far did Muslim influence spread to?”
 Answer the following question in the interactive notebook, “What
predictions can be made about the amount of influence Islam would have
on three continents?”
Guided Practice
 Introduce vocabulary for the lesson and demonstrate how to create a shutter-fold
to demonstrate the concepts of this area of study. (WH.1a, WH.1b, WH.1c,
WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Outline the overlaying themes for the lesson of study. Demonstrate how to use a
webbing diagram to better understand Islamic beliefs. (WH.1a, WH.1b, WH.1c,
WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Demonstrate how to create a visual organizer to demonstrate the Five Pillars of
Faith. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c,
WH.25b, WH.25c)
 Help students create a Compare and Contrast chart in order to show the
similarities between Judaism, Christianity, and Islam. (WH.1a, WH.1b, WH.1c,
WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Demonstrate how to use and create thematic maps to show the growth of the
Islamic faith In Southwest Asia, North Africa, and Europe. (WH.1a, WH.1b,
WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Discuss and help students create a cause and effect graphic organizer to convey
the political, economic and social effects of the spread of Islam In Southwest
Asia, North Africa, and Europe. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b,
WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Outline different traditions of Islam that emerged during this period of time.
(WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b,
WH.25c)
 Create a shutter-fold foldable based on the vocabulary for Lesson 2.
 With a partner, use the shutter-fold to practice the vocabulary for Lesson 2.
 Use a webbing graphic organizer to outline the major characteristics of the
Islamic faith.
 With a partner, create a pictorial graphic organizer to demonstrate the
characteristics of the Five Pillars of Faith.
 Wit a partner, design an original compare and contrast poster
demonstrating the similarities and differences between Judaism,
Christianity and Islam.
 Using a blank outline map of the Mediterranean area, create a thematic
map demonstrating the growth of the Islamic faith in Southwest Asia,
Northern Africa, and Europe.
 With a partner, conduct research on the effects of the growth of the Islamic
faith on Europe, Asia and Northern Africa using a variety of resources.
 With a partner, create a informative poster showing the economic, political
and social effects caused by the growth of the Islamic faith in (1) Europe,
(2) Northern Africa and (3) Asia.
 Create a compare and contrast chart demonstrating the defining
characteristics of the major Islamic divisions that emerged during this time.
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 32 of 34
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 student expectations at the High School level are to be considered Power Standards.
 Demonstrate how to use and create thematic maps to show the growth of the
Ottoman and Safavid Empires In Southwest Asia, North Africa, and Europe.
(WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b,
WH.25c)
Independent Practice
 Summarize the main points of Lesson 2 and demonstrate how to outline the
effects of the spread of the Islamic faith on Africa, Asia and Europe. (WH.1a,
WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Discuss the guiding question for this lesson. (WH.1a, WH.1b, WH.1c, WH.3a,
WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
Extension
 Demonstrate how the division of the Islamic faith has affected modern day nations
such as Iraq, Iran, and Lebanon. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b,
WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 With a partner, create a thematic map demonstrating the growth of the
Ottoman and Safavid Empires.
 On the back of the map, summarize the reasons for the growth of both
empires, defining characteristics of these empires, and why they declined.
 In small groups, create a presentation using a variety of multimedia
resources that describes the beginnings of the Islamic faith, the growth and
spread of Islam, and the political, economic, and social effects of the growth
of Islam on Africa, Asia, and Europe.
 Answer the guiding question for this lesson in the interactive notebook.
 With a partner, create a presentation comparing the split of the Islamic faith
to divisions that are found in other religious faiths. Include the growth of
each faith, conditions of the splitting of each faith, and how the different
divisions view each other today.
Unit: Early African Civilizations: Early West African Civilizations
 Early Societies of West Africa
 Early West African Societies
 Early West African Trade
Unit: Decline of the Roman Empire: Byzantine Empire
 Rise of the Byzantine Empire
Vocabulary: (Pertinent to the
learning – specific)

















Muhammad
Hijra
Monotheistic
Mosque
Hajj
Jihad
Quran
Caliph
Sunni
Shiite
Calligraphy
Sultanate
Caste
Rajah
Millet
Janizary
Shah
TAKS Vocabulary


















Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw


















Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Resources
Textbook:
 Prentice Hall – World History: Connections to Today – Chapter
11
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 33 of 34
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 student expectations at the High School level are to be considered Power Standards.
 Explain
 Evaluate
 Use
Differentiation
What do you do for students who need more support?
 Use a five-shudder foldable to demonstrate the Five Pillars of Islam
 Create a Vocabulary Diamond set based on the vocabulary and information from
this lesson.
 Conduct the Ignite Learning lesson from the Early African Civilizations: #3 Early
West African Civilizations
 Conduct the Ignite Learning lesson from the Decline of the Roman Empire #3:
Byzantine Empire
ELPS Stems and Language Objectives addressed in this lesson

ELPS C.1f Use accessible language and learn new and essential language in the
process.

ELPS C.2c Learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.

ELPS C.3d Speak using grade-level content area vocabulary in context to
internalize new English words and build academic language proficiency.

ELPS C.3j Respond orally to information presented in a wide variety of print,
electronic, audio, and visual media to build and reinforce concept and language
attainment.

ELPS C.4f use visual and contextual support and support from peers and teachers
to read grade-appropriate content area text, enhance and confirm understanding,
and develop vocabulary, grasp of language structures, and background knowledge
needed to comprehend increasingly challenging language.
College Readiness objectives addressed in this lesson

CCRS 1.A2 Analyze the interaction between human communities and the
environment.

CCRS 1.B2 Identify and evaluate sources and patterns of change and continuity
across time and place.

CCRS 1.C2 Evaluate changes in the functions and structures of government across
time.

CCRS 2.B3 Analyze diverse religious concepts, structures, and institutions around
the world.
What do you do for students who master the learning quickly?
 Continue to work on the history fair project.
Evidence of Learning
Formative Mini Assessments
1. What would be the best title for this list of changes?
o The line of succession became patrilineal.
o The government became more centralized.
o West Africans adopted shari'ah.
A.
B.
C.
D.
Islam's Effects on Qur'anic Laws
Islam's Effects on West African Governments
Causes of the Fall of the Empire of Ghana
Causes of the Fall of Mansa Musa
TAKS
The Five Pillars of Faith are a combination of
F desires and self-denial.
G prayer and celebration.
H sacrifice and devotion.
J wants and needs.
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research on the history and cultures of the
Islamic culture and faith.
Social Studies Department
SAISD © 2010-2011 – First Grading Period
Social Studies – World History
Page 34 of 34
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 student expectations at the High School level are to be considered Power Standards.