World History Unit Curriculum Document

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1 Unit Number and Title: Unit 1: Development of River Valley Civilizations (8000 BC 500 BC) Curriculum Concepts: Civilization Human-Environment Interaction Diffusion Innovation Belief Systems Enduring Understandings (Big Ideas): One event has a ripple effect on other events. World History Time Frame: 3 Weeks Essential Questions: How does where you live affect how you live? Geography and History are interdependent. The student will know: Traditional historical points of reference in world history, including the development of agriculture and the development of the river valley civilizations The student will be able to: Identify the major causes and effects of the development of agriculture Identify the major causes and effects of the development of the river valley civilizations How civilizations developed from 8000 BC to 500 BC Summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations Identify the characteristics of civilization Explain how major river valley civilizations influenced the development of the classical civilizations How to use geographic skills and tools to collect, analyze, and interpret data Unit 1: Development of River Valley Civilizations Page 1 of 6 Create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of river valley civilizations

2 World History Analyze and compare geographic distributions and patterns in world history from 8000 BC 500 BC The impact of geographic factors on the development of agriculture and river valley civilizations Locate places and regions of historical significance directly related to development of agriculture and river valley civilizations Analyze the influence of human and physical geographic factors on the development of river valley civilizations Interpret maps, charts, and graphs to explain the development of farming (Neolithic Revolution) and the creation of river valley civilizations The impact of the Neolithic Revolution on humanity Identify important changes in human life caused by the Neolithic Revolution Summarize the role of economics in driving political changes as related to the Neolithic Revolution The characteristics of monarchies and theocracies as forms of governments from 8000 BC to 500 BC Identify the characteristics of monarchies and theocracies as forms of government from 8000 BC to 500 BC How contemporary political systems have developed from earlier systems of government Identify the impact of political and legal ideas contained in Hammurabi's Code The history and relevance of major religious and philosophical traditions of 8000 BC to 500 BC Identify examples of religious influence on various events between 8000 BC to 500 BC How major scientific and mathematical discoveries and technological innovations affected societies from 8000 BC to 500 BC Identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations How to apply critical-thinking skills to organize and use information acquired from a variety of valid sources, Unit 1: Development of River Valley Civilizations Page 2 of 6 Identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence

3 including electronic technology World History Use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs Analyze information by identifying cause-and-effect relationships, comparing, contrasting, and developing connections between historical events over time How to communicate in written, oral, and visual forms Student Understanding (student friendly TEKS) TEKS Unit 1: Development of River Valley Civilizations Page 3 of 6 Use social studies terminology correctly Use standard grammar, spelling, sentence structure, and punctuation 1A I can identify causes and describe effects of the development of agriculture and river valley civilizations. 2A I can summarize the impact of the development of farming on the creation of river valley civilizations. 2B I can identify characteristics of civilizations. 2C I can explain how river valley civilizations influenced the development of classical civilizations. 15A, 16C I can create and interpret maps, graphs, and charts to explain how geography has influenced history. 15B I can analyze and compare geographic distributions and patterns shown on maps, graphs, charts, and models. 16A I can locate places and regions related to major events and turning points in world history. 16B I can analyze the influence of human and physical geography on the development of river valley civilizations. 17A I can identify important changes in human life caused by the Neolithic Revolution. 17B I can summarize how economics drove political change in the Neolithic Revolution. 19A I can identify the characteristics of monarchies and theocracies in early civilizations. 20B I can identify the impact of political and legal ideas in Hammurabi s Code. 23B I can identify examples of religious influence on events in early civilizations. 27A I can identify the beginnings and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations. 29A I can identify methods used by archaeologists, anthropologists, historians, and geographers. 29F I can analyze information. 29H I can use reading and math skills to interpret social studies information. 30A I can use social studies terms correctly. 30B I can use grammar, spelling, sentence structure, and punctuation correctly.

4 World History Student Expectations and Knowledge and Skills Statement (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations (2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (A) summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations (B) identify the characteristics of civilization (C) explain how major river valley civilizations influenced the development of the classical civilizations (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation (B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models. (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past (17) Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to: (A) identify important changes in human life caused by the Neolithic Revolution and the Industrial Revolution (B) summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen (23) 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 on various events referenced in the major eras of world history. (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to The student is expected to: Unit 1: Development of River Valley Civilizations Page 4 of 6

5 World History (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties classical Greece (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence (H) use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly (B) use standard grammar, spelling, sentence structure, and punctuation Targeted College Readiness Standards: I.E.3 II.A.2 III.A.3 IV.A.1 V.B.1 Targeted ELPs: 1C 2C 3D 4C 5B Academic Vocabulary: Neolithic Revolution Civilization Language of Instruction: Unit 1: Development of River Valley Civilizations Page 5 of 6 Rule of Law Hammurabi s Code River Valley Civilizations Monarchy Theocracy Anthropologists Archaeologists

6 Instruction Instructional Resources: World History History Alive! World Connections Mastering the TEKS In World History, Jarrett, Zimmer, Killoran o Chapter 5 World History: Patterns of Interaction, McDougal Littell Maps 101: Username and password required Technology: Suggested ways to incorporate technology and/or websites into the unit Exemplar Lessons: Unit 1 Development of River Valley Civilizations Learning Plan Assessment Student self-assessment & reflection: Historians Geographers Career Connections/Real Life Application: Suggested ways to make content relevant Research Based Instructional Strategies: Acceptable evidence or artifacts: Performance Task Unit 1 Unit 1: Development of River Valley Civilizations Page 6 of 6

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