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Social Studies – World History Unit of Study: Tools of Historians

First Grading Period – Unit 1 CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

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.

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 Guiding Questions How do the tools that historians use shape our views of the past? What are the main tools of a historian?

TEKS (Standards) TEKS Specificity - Intended Outcome

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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-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions.TEKS WH.26 Social Studies Skills.WH26A Use social studies terminology correctly.WH26B Use standard grammar, spelling, sentence structure, and punctuation.WH26C Interprets [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps.WH26D Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.

I can understand how historians divide world history into different eras based on turning points. (WH.1A, WH.1B, WH.1C)Including but not limited to:

Major Eras in World History Sequencing major eras in World History Applying absolute and relative chronology

I can apply math and critical thinking skills to organize and use information that I received from different types of resources. I can also identify how historians, anthropologist, archaeologists and geographers analyze information. (WH.25a, WH.25b, WH.25l, WH26a, WH.26b, WH.26c, WH.26d)Including, but not limited to:

Historical data represented by:o Assorted mapso Databaseso Charts

Graphs Comparing and Contrasting Sequencing Categorizing Finding the Main Idea

SAISD © 2010-2011 – First Grading Period Social Studies – World History of 36

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.

http://www.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#farming

http://www.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#develop

ELPS Student Expectations ELPS Specificity - Intended Outcome ELPS C.1b - monitor oral and written language production and employ self-

corrective techniques or other resources. ELPS C.5b - write using newly acquired basic vocabulary and content-based

grade-level vocabulary.

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 OutcomeSocial 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.



Social Studies – World HistoryUnit 1 – The Tools of a Historian

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 PlanInstructional Model & Teacher Directions

The teacher will… So students can….

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)

In the interactive notebook, respond to the prompt in five or more complete sentences. Cite examples of things of historical significance.

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)

Define outlined vocabulary terms in their interactive notebook. Create vocabulary flash cards and/or word wall cards.

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)

With a partner, complete the Five Themes of Geography strategy.

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)

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.

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)

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.

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)

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.



CURRICULUM GUIDE

Discuss how historians use timelines, maps, charts, and graphs to relate historical information. (WH.1C, WH.25C)

With a partner, complete the Looking at the World strategy.

Independent Practice Conduct the online DBQ – The Influence of Geography on History (WH.25A,

WH.26A, WH.26B, WH.26C, WH.26D)

See Lesson for Details

Discuss the guiding question for the lesson and the essential question for the unit. (WH.25A, WH.26A, WH.26B, WH.26C, WH.26D)

In the interactive notebook, answer the guiding question and the essential question.

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)

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: 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

Unit: Development of Human Societies: #3 The Study of History A History Guide How Do We Know About History? Key Periods in History

Vocabulary: (Pertinent to the learning – specific) TAKS Vocabulary 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

Geography Absolute Location Relative Location Absolute chronology Relative chronology Prehistory Archeologist Anthropologist Historian Artifact

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



http://archaeology.mrdonn.org/archaeologists.html

http://earth.google.com/

http://www.saisd.net/admin/curric/sstudies

http://www.tea.state.tx.us/ssc/index.html

http://www.phschool.com/curriculum_support/brief_review/global_history/essay_questions/dbq1.cfm

DifferentiationWhat 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

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.

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 lessonSocial 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 LearningFormative Mini Assessments TAKS College-Readiness

Anticipated Skills for SAT/ACT/College Board/Career/LifeArcheologists are mainly concerned with the study ofA dinosaur remains.B writings of popular authors.C exploring new lands and caves.D human remains and artifacts.

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.



http://www.readwritethink.org/student_mat/student_material.asp?id=7

http://www.nationalgeographic.com/xpeditions/lessons/01/g68/mapmaking.html

2006 10th Grade TAKS



Social Studies – World HistoryUnit of Study: Ancient Civilizations


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.

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 Lesson 1: River Valley Civilizations Lesson 2: Ancient Greece Lesson 3: Ancient Rome Lesson 4: Mesoamerican Civilizations

Essential Questions Guiding Questions How can civilizations from the past affect the way we live today? Why would strong empires fall? Why do beliefs and faiths expand?

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?


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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.

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.

TEKS (Standards) TEKS Specificity - Intended OutcomeSAISD © 2010-2011 – First Grading Period Social Studies – World History

of 36Power 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.

http://www.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#sub

http://www.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#farming

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llsWH.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 democratic-republican 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.

TEKS (Standards) TEKS Specificity - Intended OutcomeSAISD © 2010-2011 – First Grading Period Social Studies – World History


http://ritter.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#judaism

http://ritter.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#islam

http://ritter.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#hinduism

http://ritter.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#confucianism

http://ritter.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#christianity

http://ritter.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#buddhism

http://www.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#rights

http://www.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist#const

http://www.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#hammcode

http://ritter.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#demogov

http://www.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#neolith

http://www.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldhist.htm#neolith

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llsWH.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 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.

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.



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.



Social Studies – World HistoryUnit 2 – Lesson 1: River Valley Civilizations

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?

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 DirectionsThe teacher will… So students can….

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)

See Lesson Plan

Guided Practice Discuss why people live where they live and how geography plays a part.

(WH.11B)

Create a webbing diagram demonstrating the geographic essentials needed to settle in a place.

Discuss how people who lived during the Stone Age depended on hunting and gathering for survival. (WH.1A, WH.26A)

Use the Cornell Notes strategy during discussion. Discuss in Pair-Share the advantages and disadvantages of living as

hunters-gatherers 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)

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.

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)

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)

Use the Cornell Notes strategy during discussion. Give examples of cultural diffusion of the ancient world.

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)

Fill out the Development of Religions organizational chart.

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)

Create 2 mental maps to demonstrate 1) growth of Judaism and 2) growth and spread of Buddhism and Hinduism.

INDEPENDENT PRACTICE Demonstrate how to conduct basic research using written resources such as

books. (WH.25C, WH.26A, WH.26B)

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 SAISD © 2010-2011 – First Grading Period Social Studies – World History


CURRICULUM GUIDE

http://www.saisd.net/admin/curric/sstudies/handson/pickaplace.gif

http://www.saisd.net/admin/curric/sstudies/handson/You%20Are%20There.pdf

Break class into small groups and assign each group a civilization (Egyptian, Sumerian, Assyrian/Persian, Israelite, Indus River, or Chinese) to research.

Conduct the Gallery Walk strategy using the ancient civilization packets. (WH.1A, WH.1B, WH.6A, WH.6C, WH.12A, WH.16B, WH.19A, WH.22A, WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)

civilization Visit other civilizations and fill out the Gallery Walk chart and answer

the questions once completed.

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)

Answer the guiding question in the interactive notebook.

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)

Conduct more in depth research on your civilization and create a PowerPoint presentation.

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

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



http://citationmachine.net/index.php?callstyle=11&all=

http://citationmachine.net/index.php?callstyle=11&all=

History of Jerusalem

Vocabulary: (Pertinent to the learning – specific) TAKS Vocabulary ResourcesTextbook:

Prentice Hall: World History: Connections to Today - Chapter 1

Prentice Hall: World History: Connections to Today – Chapters 3 and 4


Internet Resources TEA - SSC SAISD – Social Studies Google Earth

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




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

ELPS Stems and Language Objectives addressed in this lesson ELPS C.1c Use strategic learning techniques such as concept mapping,



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.




http://ancienthistory.mrdonn.org/index.html




and 2. Conduct the Ignite Learning lesson from the unit Ancient India, Lesson 1.

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 TAKS College-ReadinessAnticipated Skills for SAT/ACT/College Board/Career/Life

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

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.



Social Studies – World HistoryUnit 2 - Lesson 2: Ancient Greece


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)




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)

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.

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)

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.

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)

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.

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)

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. 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)

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.

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)

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



CURRICULUM GUIDE

politically, socially, and economically over different periods of Grecian History.

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)

In the interactive notebook, answer the guiding questions for this lesson.

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)

See lesson plan for details

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

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


Textbook: Prentice Hall – World History: Connections to Today – Chapter 5



polis acropolis monarchy aristocracy oligarchy democracy tyrant Homer Sparta Athens Jury Ostracism Peloponnesian War Socrates Plato Aristotle Alexander the Great









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.

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.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.


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.

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.


Anticipated Skills for SAT/ACT/College Board/Career/Life7. 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. democracyB. monarchyC. oligarchyD. tyranny

Social Studies FMA

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.



http://greece.mrdonn.org/lessonplans.html

Social Studies – World HistoryUnit 2 - Lesson 3: Ancient Rome


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)




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)

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.

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)

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.

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)

Create a timeline demonstrating the major events that would lead to the development of the Roman Republic.

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)

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.

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 War2. Reforms of the Gracchus brothers3. The rise and fall of Julius Caesar4. Rule of Augustus5. Pax Romana

Create a mini-book outlining each of the turning points and why they were important in Roman history.



CURRICULUM GUIDE

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)

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.

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)

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.

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)

Create an organizational chart demonstrating the founding and spread of Christianity including a map demonstrating the growth.

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)

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.

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)

See lesson plan

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)

In the interactive notebook, answer the guiding questions.

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)

See lesson plan

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

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



http://score.rims.k12.ca.us/activity/rome/rome.html

Roman-Christian Conflict The Spread of Christianity


Textbook: Prentice Hall – World History: Connections to Today – Chapter 6



Republic Patrician Consul Dictator Plebian Tribune Imperialism Census Punic Wars Empire Julius Caesar Pax Romana Aqueduct Christianity Pope

Acquiring Analyze Answer Apply Asking Assess Attribute Choose Communicating Compare Consider Construct Contrast Defend Describe Design Draw Explain Evaluate



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 grade-level vocabulary.


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.




http://www.pbs.org/empires/romans/educators/index.html

http://ancienthistory.mrdonn.org/RomanReforms.html




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



the world. CCRS 3.B1 Apply social studies methodologies to compare societies and

cultures.


Anticipated Skills for SAT/ACT/College Board/Career/Life10. What was a third cause of the end of the Roman

Republic?

A. Caesar defeated Pompey.B. Rome started new colonies.C. Spartacus freed the slaves.D. Rome improved its roads.

Social Studies Dept.

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 – World HistoryUnit 2 - Lesson 4: Mesoamerica

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)




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)

With a partner, use the List Group Label strategy to list the things you know about Pre-Columbian society.

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)

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?”

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)

Create a compare and contrast organizational chart demonstrating the similarities and differences between the Olmecs, Mayans, Aztecs, and Incans.

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)

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.

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)

See lesson plan

Discuss the guiding question for this lesson. 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



CURRICULUM GUIDE

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

Fall of the IncaUnit: 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


Textbook: Prentice Hall – World History: Connections to History – Chapter 7



Olmec civilization Mayan Aztec EMpire Chinampas Tribute Quipu Incan Empire Mound Builders




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,



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.




http://www.readwritethink.org/lessons/lesson_view.asp?id=931

http://www.elbalero.gob.mx/kids/history/html/conquista/home.html




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



the world. CCRS 3.B1 Apply social studies methodologies to compare societies and cultures.


Anticipated Skills for SAT/ACT/College Board/Career/Life1. 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 AB Time Period BC Time Period CD Time Period D

Social Studies FMA

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 – World HistoryUnit of Study: The Middle Ages in Africa and Asia


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.

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

Essential Questions Guiding Questions Why would societies that were once dominate change? 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 (Standards) TEKS Specificity - Intended Outcome



Con

cept

s &

Ski

llsTEKS 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.

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.

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.




http://www.tea.state.tx.us/ssc/



http://www.tea.state.tx.us/ssc/teks_and_taas/teks/glossworldgeo.htm#diffusion

Con

cept

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llsTEKS 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-and-effect 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.



http://socialstudies.tea.state.tx.us/teks_and_taas/teks/glossI.htm

ELPS Student Expectations ELPS Specificity - Intended Outcome 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.

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 Student Expectations College Readiness - Intended Outcome 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.

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.



Social Studies – World HistoryUnit 3 - Lesson 1: The Middle Ages in Africa and Asia


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. (10th Grade)

Familiarity with the geography of Africa and Asia. (6th grade-9th Grade) Understanding of government structures. (1st Grade – 9th Grade)



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)

Create a complex compare and contrast chart to begin comparing the main components of this era as they occurred in Europe, Africa, and Asia.

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)

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.

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)

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.

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)

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.

Use the Kingdoms of Africa strategy. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)

See lesson plan

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)

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.

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 rulers of Japan during this period of time.



CURRICULUM GUIDE

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)

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.

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 AfricaWest AfricaEast AfricaWestern AsiaChinaKoreaJapan

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.”

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)

Answer the guiding questions in the interactive notebook.

Extension Demonstrate how to create a complex compare and contrast chart.

Create a chart demonstrating the government and economic system of selected countries during the Middle Ages and what they have now.

ChinaKoreaJapan

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 ChinaUnit: Early Modern China: #1 Reunification of China The Sul Dynasty Tang Dynasty Spread of Buddhism

Unit: Early Modern China #2 Tang Dynasty and Sung Dynasty Tang Dynasty Developments The Sung Dynasty Tang and Sung DynastiesUnit: Early Modern China #4 International Trade Mongol and Ming Rule in China Mongolian Traders Ming Travel and TradeUnit: Early Modern China #5 Innovations China and Tea Perspectives on InventionUnit: Early History of Japan #4 Culture of Early Japan Cultures of Japan and China Japan Finds its Own StyleUnit: Early History of Japan #5 Japanese Feudalism Feudalism in Japan Japan: Struggles for Power The Samurai and the Knight




Textbook: Prentice Hall –World History: Connections to Today – Chapters 12

- 13

District Resources



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




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










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.


Anticipated Skills for SAT/ACT/College Board/Career/LifeWhich 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 Department2009 10th Grade TAKS

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.



Social Studies – World HistoryUnit 3 - Lesson 2: Beginnings and Growth of Islam


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)



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)

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)

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.

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)

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.

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)

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.

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 compare and contrast chart demonstrating the defining characteristics of the major Islamic divisions that emerged during this time.



CURRICULUM GUIDE

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)

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.

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)

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.

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)

Answer the guiding question for this lesson in the interactive notebook.

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 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


Textbook: Prentice Hall – World History: Connections to Today –

Chapter 11



Muhammad Hijra Monotheistic Mosque Hajj Jihad Quran Caliph Sunni Shiite Calligraphy Sultanate Caste Rajah Millet Janizary Shah









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





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 College-ReadinessAnticipated Skills for SAT/ACT/College Board/Career/Life

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. Islam's Effects on Qur'anic LawsB. Islam's Effects on West African GovernmentsC. Causes of the Fall of the Empire of GhanaD. Causes of the Fall of Mansa Musa

The Five Pillars of Faith are a combination ofF desires and self-denial.G prayer and celebration.H sacrifice and devotion.J wants and needs.

Social Studies Department

Conduct research on the history and cultures of the Islamic culture and faith.



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