Grade 10 World History Curriculum Alignment Guide First Six Weeks Working Draft

Grade 10 World History Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 History Geography Economics Government 1: Understand traditional historical points of reference in world history. 6: Understand the major developments of civilizations of sub-saharan Africa, Mesoamerica, Andean South America and Asia. 11: Use geographic skills and tools to collect, analyze, and interpret data. 12: Understand the impact of geographic factors on major historic 13: Understand the impact of the Neolithic agricultural revolution on humanity and the development of the first civilization. 15: Understand the historical antecedents of contemporary political systems. 16: Understand the process by which democratic-republic government evolved. 1(a): Identify the major eras in world history and describe their defining characteristics. 1(c): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 6(a): Summarize the major political and cultural developments of the civilizations of sub-saharan Africa. 11(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. 11(b): Pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases. 12(a): Locate place 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. 13(a): Identify important changes in human life caused by the Neolithic agriculture revolution. 13(b): Explain economic, social, and geographic factors that led to the development of the first civilizations. 15(b): Define and give examples of different political systems, past and present. 16(a): Trace the process by which democratic-republic government evolved from its beginnings in classical Greece and Rome, through developments in England, and continuing with the Enlightenment. 16(b): Identify the impact of political and legal ideas contained in significant historic documents, including Hammurabi s Code, Justinian s Code of Laws, Magna Carta, John Locke s Two Treatises of Government, and the Declaration of Independence. TAKS Objective (SS10) OBJ 1: Issues and events in history. (SS10) OBJ 1: Issues and events in history. (SS10) OBJ 1: Issues and events in history. (SS10) OBJ 2: Geographic influences on (SS10) OBJ 2: Geographic influences on (SS10) OBJ 2: Geographic influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 4: Political influences on (SS10) OBJ 4: Political influences on (SS10) OBJ 4: Political influences on Weeks 1-2 Week 1 Weeks 1-2 Week 5-6 Citizenship 17: Understand the significance of political choices and decisions made by individuals, groups, and nations throughout history. 17(a): Evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies. (SS10) OBJ 1: Issues and events in history. 17(b): Describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation. (SS10) OBJ 1: Issues and events in history. 1

Grade 10 World History Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 18: Understand the historical development of significant legal and political concepts, including ideas about rights, republicanism, constitutionalism, and democracy. 18(a): Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world and continuing to the beginning of the first modern constitutional republics. 18(b): Summarize the worldwide influence of ideas concerning rights and responsibilities that originated from Greco-Roman and Judeo-Christian ideals in Western civilization such as equality before the law. TAKS Objective (SS10) OBJ 1: Issues and events in history. (SS10) OBJ 1: Issues and events in history. Weeks 5-6 Culture Science, Technology, and Society 20: Understand the relationship between the arts and the times during which they were created. 21: Understand the roles of women, children, and families in different historical cultures. 22: Understand how the development of ideas has influenced institutions and societies. 23: Understand how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. 20(a): Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. 20(b): Analyze examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced. 20(c): Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. 21(a): Analyze the specific roles of workmen, children, and families in different historical cultures. 21(b): Describe the political, economic, and cultural influence of women in different historical cultures. 22(a): Summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India. 22(b): Summarize the fundamental ideas and institutions of Western civilization that originated in Greece and Rome. 23(a): 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. 23(b): 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. (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 1: Issues and events in history. (SS10) OBJ 1: Issues and events in history. Week 4 Weeks 5-6 23(c): Summarize the ideas in astronomy, mathematics, and architectural engineering that developed in Mesoamerica and Andean South America. (SS10) OBJ 1: Issues and events in history. Week 2 Social Studies Skills 25: Apply critical-thinking skills to organize and use information acquired from a variety of sources 25(a): Identify ways archaeologists, anthropologists, historians, and geographers analyze limited evidence. skills to analyze 2

Grade 10 World History Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 25(b): Locate and use primary and secondary sources such as computer software, databases, media an news services, biographies, interviews, and artifacts to acquire TAKS Objective skills to analyze 25(c): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions. skills to analyze 25(d): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context. skills to analyze 25(e): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence. skills to analyze 25(f): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author. skills to analyze 25(g): Identify bias in written, oral, and visual material. skills to analyze 25(h): Support a point of view on a issue or event. skills to analyze 26: Communicate in written, oral, and visual formats. 25(i) Use appropriate mathematical skills to interpret information such as maps and graphs. 26(a): Use terminology correctly. 26(b): Use standard grammar, spelling, sentence structure, and punctuation. 26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps. 26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. skills to analyze skills to analyze skills to analyze skills to analyze skills to analyze 3

Grade 10 World History Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 27: Use problem-solving and decision-making skills, working independently and with others, in a variety of settings. 27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 27(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. TAKS Objective skills to analyze skills to analyze 4

Grade 10 World History Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 Instructional Resources Professional Resources Community Resources Web Sites * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive? - United States to 1900. * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce * Parents and community leaderssurvey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education texecon@aol.com Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council for History Education www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/nationalhistoryday/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/ 5

Grade 10 World History Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002 History Geography 1: Understand traditional historical points of reference in world history. 2: Understand how the present relates to the past. 6: Understand the major developments of civilizations of sub-saharan Africa, Mesoamerica, Andean South America and Asia. 11: Use geographic skills and tools to collect, analyze, and interpret data. 1(a): Identify the major eras in world history and describe their defining characteristics. 1(c): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 2(a): Identify elements in a contemporary situation that parallel a historical situation. 6(c): Summarize the major political, economic, and cultural developments of civilizations in China, India, and Japan. 11(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. 11(b): Pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases. TAKS Objective (SS) OBJ 2: Geographic issues and (SS) OBJ 2: Geographic issues and Weeks 4-6 12: Understand the impact of geographic factors on major historic 12(a): Locate place 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. (SS) OBJ 2: Geographic issues and Government Citizenship 16: Understand the process by which democratic-republic government evolved. 17: Understand the significance of political choices and decisions made by individuals, groups, and nations throughout history. 16(a): Trace the process by which democratic-republic government evolved from its beginnings in classical Greece and Rome, through developments in England, and continuing with the Enlightenment. 16(b): Identify the impact of political and legal ideas contained in significant historic documents, including Hammmurabi s Code, Justinian s Code of Laws, Magna Carta, John Locke s Two Treatises of Government, and the Declaration of Independence. 17(a): Evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies. 17(b): Describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation. (SS) OBJ 4: Political issues and (SS) OBJ 4: Political issues and Weeks 1-3 Culture 18: Understand the historical development of significant legal and political concepts, including ideas about rights, republicanism, constitutionalism, and democracy. 19: Understand the history and relevance of major religious and philosophical traditions. 18(a): Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world and continuing to the beginning of the first modern constitutional republics. 18(b): Summarize the worldwide influence of ideas concerning rights and responsibilities that originated from Greco-Roman and Judeo- Christian ideals in Western civilization such as equality before the law. 19(a): Compare the historical origins, central ideas, and the spread of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism. 19(b): Identify examples of religious influence in historic and contemporary world and and Weeks 1-3 6

Grade 10 World History Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002 Science, Technology, and Society Social Studies Skills 20: Understand the relationship between the arts and the times during which they were created. 21: Understand the roles of women, children, and families in different historical cultures. 22: Understand how the development of ideas has influenced institutions and societies. 23: Understand how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. 25: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 20(a): Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. 20(b): Analyze examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced. 20(c): Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. 21(a): Analyze the specific roles of workmen, children, and families in different historical cultures. 21(b): Describe the political, economic, and cultural influence of women in different historical cultures. 22(a): Summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India. 22(b): Summarize the fundamental ideas and institutions of Western civilization that originated in Greece and Rome. 23(a): 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. 23(b): 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. 23(c): Summarize the ideas in astronomy, mathematics, and architectural engineering that developed in Mesoamerica and Andean South America. 25(a): Identify ways archaeologists, anthropologists, historians, and geographers analyze limited evidence. 25(b): Locate and use primary and secondary sources such as computer software, databases, media an news services, biographies, interviews, and artifacts to acquire TAKS Objective and and and and and and and Weeks 4-6 Week 1 7

Grade 10 World History Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002 26: Communicate in written, oral, and visual formats. 27: Use problem-solving and decisionmaking skills, working independently and with others, in a variety of settings. 25(c): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions. 25(d): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context. 25(e): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence. 25(f): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author. 25(g): Identify bias in written, oral, and visual material. 25(h): Support a point of view on a issue or event. 25(i) Use appropriate mathematical skills to interpret information such as maps and graphs. 26(a): Use terminology correctly. 26(b): Use standard grammar, spelling, sentence structure, and punctuation. 26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps. 26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. TAKS Objective 8

Grade 10 World History Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002 27(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. TAKS Objective Instructional Resources Professional Resources Community Resources Web Sites * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive? - United States to 1900. * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC:Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce * Parents and community leaderssurvey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education texecon@aol.com Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council forhistoryeducation www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/nationalhistoryday/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/ 9

Grade 10 World History Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 History Geography Government 1: Understand traditional historical points of reference in world history. 2: Understand how the present relates to the past. 3: Understand how, as a result of the collapse of the Western Roman Empire, new political, economic, and social systems evolved, creating a new civilization in Western Europe. 1(a): Identify the major eras in world history and describe their defining characteristics. 1(b): 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 18 th, 19 th, and 20 th centuries; and the world wars of the 20 th century. 1(c): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 1(d): Explain the significance of the following dates: 1066, 1215, 1492, 1789, 1914-1918, and 1939, 1945. 2(a): Identify elements in a contemporary situation that parallel a historical situation. 3(a): Compare medieval Europe with previous civilizations. 3(b): Describe the major characteristics of the political system of feudalism, the economic system of manorialism, and the authority exerted by the Roman Catholic Church. 3(c): Identify the political, economic, and social impact of the Crusades. 5: Understand causes and effects of 5(a): Identify causes of European expansion beginning in the 16 th European expansion beginning in the century. 16 th century. 5(b): Explain the political, economic, cultural, and technological influences of European expansion on both Europeans and non- Europeans, beginning in the 16 th century. 7: Understand the impact of political and economic imperialism throughout history. 11: Use geographic skills and tools to collect, analyze, and interpret data. 15: Understand the historical antecedents of contemporary political systems. 16: Understand the process by which democratic-republic government evolved. 7(a): Analyze examples of major empires of the world such as the Aztec, British, Chinese, French, Japanese, Mongol, and Ottoman empires. 11(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. 11(b): Pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases. 15(b): Define and give examples of different political systems, past and present. 16(a): Trace the process by which democratic-republic government evolved from its beginnings in classical Greece and Rome, through developments in England, and continuing with the Enlightenment. 16(b): Identify the impact of political and legal ideas contained in significant historic documents, including Hammmurabi s Code, Justinian s Code of Laws, Magna Carta, John Locke s Two Treatises of Government, and the Declaration of Independence. (SS) OBJ 2: Geographic issues and (SS) OBJ 2: Geographic issues and (SS) OBJ 4: Political issues and (SS) OBJ 4: Political issues and (SS) OBJ 4: Political issues and Weeks 2, 5, 6 Week 2 Week 3, 6 Week 3 Week 3, 5 Week 3-6 10

Grade 10 World History Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 Citizenship 17: Understand the significance of political choices and decisions made by individuals, groups, and nations throughout history. 18: Understand the historical development of significant legal and political concepts, including ideas about rights, republicanism, constitutionalism, and democracy. 17(a): Evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies. 17(b): Describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation. 18(a): Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world and continuing to the beginning of the first modern constitutional republics. 18(b): Summarize the worldwide influence of ideas concerning rights and responsibilities that originated from Greco-Roman and Judeo- Christian ideals in Western civilization such as equality before the law. Culture Science, Technology, and Society 19: Understand the history and relevance of major religious and philosophical traditions. 20: Understand the relationship between the arts and the times during which they were created. 21: Understand the roles of women, children, and families in different historical cultures. 23: Understand how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. 19(a): Compare the historical origins, central ideas, and the spread of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism. 19(b): Identify examples of religious influence in historic and contemporary world 20(a): Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. 20(b): Analyze examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced. 20(c): Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. 21(a): Analyze the specific roles of workmen, children, and families in different historical cultures. 21(b): Describe the political, economic, and cultural influence of women in different historical cultures. 23(a): 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. 23(b): 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. and and and and and and and Week 3-6 11

Grade 10 World History Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 Social Studies Skills 25: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 26: Communicate in written, oral, and visual formats. 25(a): Identify ways archaeologists, anthropologists, historians, and geographers analyze limited evidence. 25(b): Locate and use primary and secondary sources such as computer software, databases, media an news services, biographies, interviews, and artifacts to acquire 25(c): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions. 25(d): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context. 25(e): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence. 25(f): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author. 25(g): Identify bias in written, oral, and visual material. 25(h): Support a point of view on a issue or event. 25(i) Use appropriate mathematical skills to interpret information such as maps and graphs. 26(a): Use terminology correctly. 26(b): Use standard grammar, spelling, sentence structure, and punctuation. 26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps. (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze 12

Grade 10 World History Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 27: Use problem-solving and decisionmaking skills, working independently and with others, in a variety of settings. 26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 27(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 13

Grade 10 World History Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 Instructional Resources Professional Resources Community Resources Web Sites * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive? - United States to 1900. * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC:Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce * Parents and community leaderssurvey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education texecon@aol.com Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council forhistoryeducation www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/nationalhistoryday/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/ 14

Grade 10 World History Curriculum Alignment Guide Fourth Six Weeks Working Draft 2001-2002 History 1: Understand traditional historical points of reference in world history. 1(a): Identify the major eras in world history and describe their defining characteristics. 1(c): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Geography Government 2: Understand how the present relates to the past. 4: Understand the influence of the European Renaissance and the Reformation eras. 5: Understand causes and effects of major political revolutions since the 17 th century. 11: Use geographic skills and tools to collect, analyze, and interpret data. 15: Understand the historical antecedents of contemporary political systems. 16: Understand the process by which democratic-republic government evolved. 2(a): Identify elements in a contemporary situation that parallel a historical situation. 4(a): Identify the causes and characteristics of the European Renaissance and the Reformation eras. 4(b): Identify the effects of the European Renaissance and the Reformation eras. 5(c): Evaluate how the American Revolution differed from the French and Russian revolutions concerning separation of powers, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism. 11(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. 11(b): Pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases. 15(b): Define and give examples of different political systems, past and present. 16(a): Trace the process by which democratic-republic government evolved from its beginnings in classical Greece and Rome, through developments in England, and continuing with the Enlightenment. (SS) OBJ 2: Geographic issues and (SS) OBJ 2: Geographic issues and (SS) OBJ 4: Political issues and (SS) OBJ 4: Political issues and Week 1 Week 1 Week 1 Week 1-5 Citizenship 17: Understand the significance of political choices and decisions made by individuals, groups, and nations throughout history. 17(a): Evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies. Culture 18: Understand the historical development of significant legal and political concepts, including ideas about rights, republicanism, constitutionalism, and democracy. 19: Understand the history and relevance of major religious and philosophical traditions. 17(b): Describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation. 18(a): Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world and continuing to the beginning of the first modern constitutional republics. 19(b): Identify examples of religious influence in historic and contemporary world and 15

Grade 10 World History Curriculum Alignment Guide Fourth Six Weeks Working Draft 2001-2002 Science, Technology, and Society Social Studies Skills 20: Understand the relationship between the arts and the times during which they were created. 21: Understand the roles of women, children, and families in different historical cultures. 23: Understand how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. 25: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 20(a): Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. 20(c): Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. 21(a): Analyze the specific roles of workmen, children, and families in different historical cultures. 21(b): Describe the political, economic, and cultural influence of women in different historical cultures. 23(a): 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. 23(d): Describe the origins of the scientific revolution in 16 th Century Europe and explain its impact on scientific thinking worldwide. 23(e): Identify the contributions of significant scientists such as Archimedes, Copernicus, Erastosthenes, Galileo, and Pythagorus. 25(a): Identify ways archaeologists, anthropologists, historians, and geographers analyze limited evidence. 25(b): Locate and use primary and secondary sources such as computer software, databases, media an news services, biographies, interviews, and artifacts to acquire 25(c): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions. 25(d): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context. 25(e): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence. 25(f): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author. 25(g): Identify bias in written, oral, and visual material. 16

Grade 10 World History Curriculum Alignment Guide Fourth Six Weeks Working Draft 2001-2002 20: Understand the relationship between the arts and the times during which they were created. 21: Understand the roles of women, children, and families in different historical cultures. 26: Communicate in written, oral, and visual formats. 27: Use problem-solving and decisionmaking skills, working independently and with others, in a variety of settings. 20(a): Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. 20(c): Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. 21(a): Analyze the specific roles of workmen, children, and families in different historical cultures. 21(b): Describe the political, economic, and cultural influence of women in different historical cultures. 25(h): Support a point of view on a issue or event. 25(i) Use appropriate mathematical skills to interpret information such as maps and graphs. 26(a): Use terminology correctly. 26(b): Use standard grammar, spelling, sentence structure, and punctuation. 26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps. 26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 27(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 17

Grade 10 World History Curriculum Alignment Guide Fourth Six Weeks Working Draft 2001-2002 Instructional Resources Professional Resources Community Resources Web Sites * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive? - United States to 1900. * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC:Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssced * Parents and community leaderssurvey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education texecon@aol.com Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council forhistoryeducation www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/nationalhistoryday/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/ 18

Grade 10 World History Curriculum Alignment Guide Fifth Six Weeks Working Draft 2001-2002 History Geography Economics Government Citizenship 1: Understand traditional historical points of reference in world history. 2: Understand how the present relates to the past. 7: Understand the impact of political and economic imperialism throughout history. 8: Understand causes and effects of major political revolutions since the 17 th Century. 11: Use geographic skills and tools to collect, analyze, and interpret data. 14: Understand the historic origins of contemporary economic systems. 15: Understand the historical antecedents of contemporary political systems. 17: Understand the significance of political choices and decisions made by individuals, groups, and nations throughout history. 18: Understand the historical development of significant legal and political concepts, including ideas about rights, republicanism, constitutionalism, and democracy. 1(a): Identify the major eras in world history and describe their defining characteristics. 1(c): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 2(a): Identify elements in a contemporary situation that parallel a historical situation. 7(b): Summarize effects of imperialism on selected societies. 8(a): Identify causes and evaluate effects of major political revolutions since the 17 th Century, including the English, American, French, and Russian revolutions. 8(b): Summarize the ideas from the English, American, French, and Russian revolutions concerning separation of powers, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism. 5(c): Evaluate how the American Revolution differed from the French and Russian revolutions, including its long-term impact on political developments around the world. 11(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. 11(b): Pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases. 14(a): Identify the historic origins of the economic systems of capitalism and socialism. 15(a): Explain the impact of parliamentary and constitutional systems of government on significant world political developments. 15(b): Define and give examples of different political systems, past and present. 17(a): Evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies. 17(b): Describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation. 18(a): Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world and continuing to the beginning of the first modern constitutional republics. 18(c): Identify examples of political, economic, and social oppression and violations of human rights throughout history, including slavery, the Holocaust, other examples of genocide, and politically-motivated mass murders in Cambodia, China, and the Soviet Union. (SS) OBJ 2: Geographic issues and (SS) OBJ 2: Geographic issues and (SS) OBJ 4: Political issues and (SS) OBJ 4: Political issues and Week 4 Week 2 19