WORLD HISTORY
SCOPE AND SEQUENCE
CURRICULUM UNIT
Unit 1 Chapter 1 2005-2006 1st 6 weeks
DATE / TEKS / TAKS / CRITICAL THINKING QUESTIONS & ENDURING UNDERSTANDING / KEY TERMS/NAMESWEEK 1 & 2 / *K 1B
Identify changes that resulted from important turning points in World History.
Strand: Geography
KS:8:10
SE: B) Pose and answer questions about geographic distributions
KS: WG5
SE:B Analyze Political, economic and social demographic data to determine standard of living in nations
Strand: Culture
KS: WG10
SE: C) Compare ways people satisfy their basic needs through the production of goods and services.
*K11A
Create thematic maps, graphs, charts, dels, and databases representing various aspects of WH.
Strand Geography
KS:WG6
SE:A) Observe patterns in size and distribution of cities using maps, etc.
KS: WG5
SE:B) Analyze political, economic and social demographic data to determine standard of living in nations
*K (13A) Identify important changes in human life caused by Neolithic agricultural revolution
*K(23A) Give examples of major mathematical and scientific discoveries, technological innovations that occurred at different periods of history.
*K(25A) Identify ways archeologists, anthropologists, historians, and geographers analyze limited evidence.
Strand: Social Studies Skills
KS: WH25
SE: C) Analyze information and draw inferences and conclusions / Obj. 2: The student will demonstrate an understanding of geographical influences on historical issues and events
Obj. 4: The student will demonstrate an understanding of political influences on historical issues and events
Obj. 3: The student will demonstrate an understanding of economic and social influences on historic issues and events.
Obj. 5: The student will use critical thinking to analyze social studies information. / Understandings:
1. Early humans’ discoveries helped them survive, grow in numbers and spread across the globe.
2. New methods for obtaining food and the development of technology laid the foundations for modern civilizations.
3. Contemporary civilizations share the same characteristics typical of ancient civilizations
Level One Questions:
1. Why is the prehistoric period called the Stone Age?
2. In what areas of the world did agriculture first develop?
Level Two Questions:
1. What evidence supports archeologist’s beliefs that Neanderthals developed a form of religion?
2. Why do some archeologists believe women were the first farmers?
Level Three Questions
1. What impact did trade have on the development of Civilization?
2. Compare the differences between Paleolithic and Neolithic cultures. / Civilization
Neolithic
Revolution
Institution
Technology
Culture
Artifact
Domestication
Specialization
Bronze Age
Hunter-gatherer
ACTIVITIES / ENRICHMENT ACTIVITIES / LANGUAGE ARTS CONNECTIONS/CROSS CURRICULAR CONNECTIONS / RESOURCES
PE 14- Students are asked to explain what effect the agricultural revolution had on population growth
TE-16- Students create a chart explaining and listing tools , utensils and other artifacts found at the site of a permanent farming settlement.
PE-22- Students examine the role played by the food supply in the lives of both the hunter-gatherers and farmers.
TE-19- Students answer questions based on a chart containing information on Sumerian advancements
TE-8- Students research the autobiography of Mary Leakey / Activity: Group students to investigate advances of Hominids ability to make and use stone tools.
Class time:
Purpose: Understand the role of stone tools in the Hominid development.
Directions: Divide into three groups, research how homo habilis, homo erectus, and homo sapiens made and used stone tools. Supplement report with images of tools / Language
Naveh, Joseph. Origins of the Alphabet.
Cassells Introducing Archaeology Series: Book 6. London; Cassell 1975
Literature
Golding, William. The Inheritors. New York: Harcourt 1995 In an unnamed land , a family of Neanderthal characters encounters members of the Homo Sapien species
Science
Cox, Barry. Savage R.J.G. The Simon and Schuster Encyclopedia of Dinosaurs and Prehistoric Creatures. New York: Simon and Schuster, 1999. This well illustrated encyclopedia gives information about numerous prehistoric animals. It includes a section about mammals.
Geography\
Atlas of the Prehistoric World by Palmer Douglas
Culture: The Illustrated History of Early Man by John Haywood
Art: The Cambridge Illustrated History of Prehistoric Art by Paul G. Bahn / McDougal Littell
Pupil edition and Teacher’s edition (World History)
Patterns of Interaction
www.classzone.com
Ch. Section resources pg. 7, 12, 17
Theme: Beginnings of Civilization
Unit 1 Chapter 2 1ST 6WEEKS
DATE / TEKS / TAKS and Student Expectations / CRITICAL THINKING QUESTIONS & ENDURING UNDERSTANDING / KEY TERMS/NAMESWeek 34 / (12)Geography. The student understands the impact of geographic factors on major historic events. The student is expected to:
(A)locate places and regions of historical significance
(13)Economics. The student understands the impact of the Neolithic agricultural revolution on humanity and the development of the first civilizations. The student is expected to:
(B)explain economic, social, and geographic factors that led to the development of the first civilizations.
(19)Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:
(B)identify examples of religious influence in historic and contemporary world events.
(26)Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(C)interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps; / K&S:8.10 Obj. 2
S.E.: Pose and answer questions about geographic
K&S:WH 23 Obj. 3
S.E.: A- Give examples of major mathematical and scientific discoveries
Strand Geography Obj. 3
K&S:WG 6
S.E.: (A) Observe patterns in the size and distribution of cities using maps etc.
Strand Culture Obj. 5
K&S:WG 18
S.E.: (A) Describe the impact of general processes on cultural change
Strand Geography Obj. 4
K&S:WG5
S.E. :(B) Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations. / Understandings:
1. The Development of theis civilization reflects a pattern that has occurred repeatedly throughout history.
2. Many of the monuments built by the ancient Egyptians stand as a testament to their ancient civilization.
3. The culture of India today has its roots in the civilization of the early Indus cities.
4. The culture that took root during the ancient times still affects Chinese ways of life today.
Level One Questions:
1. What is the Fertile Crescent?
2. Why did Egyptians build pyramids?
3. What is mummification?
Level Two Questions:
1. Name 3 disadvantages to Sumer’s natural environment?
2. What does the quote “Gift of the Nile” mean?
3. Explain the dynastic cycle.
Level Three Questions
1. What circumstances led to the formation of organized governments?
2. Give 2 reasons historians give for the downfall of the Indus Valley cities.
3. What was the advantage of the Chinese written language? / Irrigation
City-State
Empire
Mummification
Hieroglyphics
Subcontinent
Monsoon
Mandate of Heaven
feudalism
ACTIVITIES / ENRICHMENT ACTIVITIES / LANGUAGE ARTS CONNECTIONS/CROSS CURRICULAR CONNECTIONS / RESOURCES
TE-47-Students interpret map of China, and discuss features that might hinder trade
TE-28- Students discuss geographic characteristics of Mesopotamia, answer questions about the advantage of Sumer’s location.
TE-37- Students discuss Egyptians idea of the afterlife and of how these ideas affected behavior.
PE-53- Students work with a team to create a street map of their hometown. / Activity: Research how pyramids were built and create a comic strip showing this process
Class time:
Purpose: Learn more about how the Egyptians built the pyramids.
Directions: Research how the Egyptians built their pyramids and the steps involved in the construction. Illustrate the steps involved. / Language
Scott, Joseph and Lenore. Egyptian Hieroglyphs for Everyone. New York: Barnes and Noble Books 1993
The meaning of numerous hieroglyphs the role of the scribe in ancient Egypt, and the writing tools used by these scribes are some of the topics in this helpful book.
Geography
Roaf, Michael. Cultural Atlas of Mesopotamia and the Ancient Near East. New York: Facts on File 1990
The ancient civilization of Mesopotamia is described in this engaging work. Numerous maps and illustrations accompany this text.
Culture: What life was like on the Banks of the Nile by Time-Life Books
Pop Culture: Joseph 1995 Video by Turner Pictures
Art: The British Museum Book of Chinese Art by Jessica Rawson, ed. / McDougal Littell
Pupil edition and Teacher’s edition (World History)
Patterns of Interaction
www.classzone.com
Ch. Program resources
Pg. 27,33,42,46
Unit 1 Chapter 3 1ST 6WEEKS
DATE / TEKS / TAKS / CRITICAL THINKING QUESTIONS & ENDURING UNDERSTANDING / KEY TERMS/NAMESWEEK 5 & 6 / (19)Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:
(A)compare the historical origins, central ideas, and the spread of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism
(22)Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to:
(A)summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India;
25)Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(B)locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information / Strand Social Studies Skills
K&S:WH25 Obj.5
S.E.: (c) Analyze information and draw inferences and conclusions
Strand Geography
K&S: WG 5
S.E.: (B) Analyze political, economic, and social and demographic data to determine the standard of living in nations.
*K(22A)
Summarize the fundamental ideas and institutions of Eastern Civilization that originated in China and India
K&S:
S.E.: / Understandings:
1. Half the people living today speak languages that stem from the original Indo-European languages.
2. 2. Today, almost one-fifth of the world’s people practice one of these two religions.
3. Traders spread knowledge of reading and writing, including an ancient form of the alphabet that we use today.
4. From this tradition, Judaism, the religion of the Jews, evolved. Judaism is one of the world’s major religions.
Level One Questions:
1. What are two technologies that helped the Hitites build their empire?
2. Why were lower castes more likely to convert to Buddhism?
Level Two Questions:
1. In Hinduism, how are the ideas of Karma, reincarnation, and mosha connected?
2. What is the Phoenicians greatest legacy to the world?
Level Three Questions
1. How were the Aryans different from the non-Aryans that they encountered when migrating to India?
2. What is ethical monotheism and why is it important? / Hindus
Karma
Reincarnation
Caste
Aryan
Monotheism
Indo-European
Buddhism
Islam
Judaism
Christianity
Confucianism
Torah
Minoans
Siddhartha Gautama
Institution
Civilization
ACTIVITIES / ENRICHMENT ACTIVITIES / LANGUAGE ARTS CONNECTIONS/CROSS CURRICULAR CONNECTIONS / RESOURCES
Activity:
TE 65 Students answer a question comparing Buddhist and Hindu ideas and origins
TE59 Students investigate the role played by untouchables, past and present
PE 77 Student draw conclusions about the origins and purposes of the stories based on their similarities
Class time:
Purpose:
Directions: / Activity:
Interviewing-Task: Prepare and interview a Buddhist
Purpose: Learn more about religion today
Divide into groups to develop questions about Buddhist beliefs, worship, community and history
Draw inferences and support them with textual evidence
Read Buddha’s Four Noble Truths’s and predict several characteristics of a person who follows these truths in his or her daily life.
Class time:
Purpose:
Directions: / Language Arts: The Horse Goddess by Llewellyn Morgan
Poetry: The Bhagavad-Gita Gita
Pop Culture: film- King David 1985 video
Humanities: Music
Shalom: Music of the Jewish people. Proarte, 1991 Compact Disc A
Religion: A Popular Dictionary of Buddhism by Christmas Humphrey
Culture: The Hittites: People of a Thousand Gods by Johannes, Lebmann / McDougal Littell
Pupil edition and Teacher’s edition (World History)
Patterns of Interaction
www.classzone.com
Ch. Resources
p.57, 62, 67, 71
Theme: BEGINNINGS of CIVILIZATION
Unit 1 Chapter 4 2nd 6WEEKS
DATE / TEKS / TAKS / CRITICAL THINKING QUESTIONS & ENDURING UNDERSTANDING / KEY TERMS/NAMESWeek 1&2 / (11)(B)pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases.
(18)Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to:(A)describe the impact of general processes such as migration, war, trade, independent inventions, and diffusion of ideas and motivations on cultural change;
(19)Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:(A)compare the historical origins, central ideas, and the spread of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism
(22)Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to:(A)summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India / Strand Culture
K&S:WG18 Obj. 2
S&E: (A) Describe The impact of general processes on cultural change.
K&S:WG5 Obj. 3
S&E: (B) Analyze political, economic, social and demographic data to determine the standard of living in nations.
K&S:
S&E:
K&S:
S&E: / Understanding
1. Neighboring civilizations participate in cultural exchange as well as conflict.
2. Some leaders still use military force to extend their rule
3. Tolerance and wise government are characteristic of the most successful methods of rule.
4. The people events and ideas that shaped China’s early history continue to influence China’s role in today’s world.
Level One Questions
1. Who was Pharaoh Hatshesput?
2. Who was Ramses II?
Level Two Questions
1. Why were the Assyrian military so powerful?
2. What were the positive achievements of the Assyrian Empire?
Level Three Questions
1. How was Darius able to rule such a large empire with absolute power?
2. Summarize the beliefs of Zoroaster.
3. How did the Great Wall unify China? / Ramses II
Kush
Assyria
Ashurbanipal
Cyrus Royal Road
Zoroaster
Confucius
Taoism
Shi Huangdi
ACTIVITIES / ENRICHMENT ACTIVITIES / LANGUAGE ARTS CONNECTIONS/CROSS CURRICULAR CONNECTIONS / RESOURCES
TE-94- Students draw maps of several empires, search for the pattern followed by empire-builders
TE-98- Students discuss and evaluate Confucianism’s influence and politics.
TE-99-Students debate which Chinese philosophy could best solve modern problems / Activity: Debating Chinese Philosophies
Class time:
Purpose: Gain insight into Chinese philosophy.
Directions: 3groups, research ideas of the philosophies and argue which is best able to solve problems / Language: Literature
Hodges, Margaret. The Avenger. New York: Scribner, 1982.
Culture
Guisso, R.W.L.; Catharine Pagai and David Miller. The First Emperor of China. New York: Birch Lane Press Book, 1989
Humanities Architecture
Lehner, Mark. The Complete Pyramids. London: Thames and Hudson, Ltd. 1997
Popular Culture
The Ten Commandments. Paramount 1956.
Science
Weeks, Kent R. The Lost Tomb. New York: William Morrow and Company Inc. 1998
Religion
The Essential Confucius. Trans. Thomas Cleary. New York: Harper Collins, 1992. / McDougal Littell
Pupil edition and Teacher’s edition (World History)
Patterns of Interaction
www.classzone.com
Ch. Resources
p.83,88,92,97
Theme: NEW DIRECTIONS IN GOVERNMENT AND SOCIETY