World History Overview 2020 - 2021

Department of Teaching & Learning _____________________________________________________________________________________________

World History Overview

2020 - 2021 This document is designed provide parents/guardians/community an overview of the curriculum taught in the FBISD classroom. This document supports families in understanding the learning goals for the course, and how students will demonstrate what they know and are able to do. The overview offers suggestions or possibilities to reinforce learning at home. Included at the end of this document, you will find:

• A glossary of curriculum components • The content area instructional model • Parent resources for this content area

To advance to a particular grading period, click on a link below.

• Grading Period 1 • Grading Period 2 • Grading Period 3 • Grading Period 4

Process Standards The process standards describe ways in which students are expected to engage in the content. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use knowledge learned efficiently and effectively in daily life. WH.28 The student understands how historians use historiography to interpret the past and applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. WH.29 The student uses geographic skills and tools to collect, analyze, and interpret data. WH.30 The student communicates in written, oral, and visual forms. WH.31 The student uses problem-solving and decision-making skills, working independently and with others.

Grading Period 1 Unit 1: Beginnings of Civilization

Estimated Date Range: August 17 – September 1 Estimated Time Frame: 12 Days

Unit Overview: In this unit, students will trace the development of early mankind from Paleolithic hunters and gatherers to Neolithic farmers. They will analyze the changes brought about by the Agricultural Revolution and examine how those changes led to the birth of civilizations. Students will examine the earliest civilizations and their establishment in river valley areas and be able to define the features of a civilization, explain how and where early civilizations developed, and how the shift from nomadic societies to permanent settlements led to social, political, and economic changes including the development of institutions such as governments, public works, cities, job specialization, and arts and architecture. At home connections: Discuss with students the big ideas and thought-provoking question related to each concept.


Big Ideas:

• Concept 1: Patterns of change and continuity can be observed across time and place. • Concept 2: Human societies are more similar than they are different.

Thought Provoking Questions

• Concept 1: How are we impacted by the past? • Concept 2: How does where you live impact how you live?

Concepts within Unit #1

Link to TEKS Success Criteria for this concept

Concept #1: Neolithic Revolution & Characteristics of Civilization TEKS: 1A, 2A, 2B, 16A, 23A

• Summarize the causes and effects of the Neolithic (Agricultural) Revolution. (WH.1A, WH.2A)

• Describe how the Neolithic Revolution changed how people lived. (WH.16A, WH.23A)

• Describe characteristics common to all civilizations. (WH.2B) Concept #2: River Valley Civilizations TEKS: 1A, 15B, 18A, 19B, 21A, 26A

• Compare and contrast the River Valley Civilizations. (WH.1A, WH.15B, WH.18A, WH.19B, WH.26A)

• Compare the political and legal ideas found in Hammurabi's Code and the Jewish Ten Commandments. (WH.19B)

• Describe how Hammurabi's Code and the Jewish Ten Commandments laid a foundation for the rule of law from ancient to modern times. (WH.19B, WH.21A)

Unit 2: Classical Civilizations Estimated Date Range: September 2 – September 29

Estimated Time Frame: 19 Days

Unit Overview: In this unit, students will connect prior learning to development of the classical civilizations of India, China, Greece, Persia, and Rome. In this unit, students will explain the causes and effects of the development of China, India, Rome, Greece, and Persia and the legacies they left, including major world religions, democratic ideals and republicanism, and technological, social, and cultural advances. Learning experiences will focus on the development and characteristics of Classical civilizations and the origins of major world religions. With the knowledge gained from this unit, students will be prepared to understand how this time-period led to the post-classical era of world history. At home connections: Discuss with students the big ideas and thought-provoking question related to each concept. Big Ideas:

• Concept 1: Values and cultures are passed from generation to generation. • Concept 2: Eras are periods of time, classified by like or related events and issues. • Concept 3: Eras are periods of time, classified by like or related events and issues.

Thought Provoking Questions • Concept 1: Why do things get passed down from generation to generation? • Concept 2: Can an empire/civilization change the world? • Concept 3: Why do things get passed down from generation to generation?

Concepts within Unit # 2 Link to TEKS

Success Criteria for this concept

http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.html



Concept #1: Classical Civilizations in the East - India & China TEKS: 1B, 3A, 4I, 22B, 24A, 26A

• Describe the origins, spread, and major characteristics of Buddhism, Confucianism, and Hinduism, and the causes and effect of the development of the classical civilizations of India and China. (WH.1B, WH.22B)

• Analyze how the Silk Road contributed to the spread of trade and ideas. (WH.4I) • Summarize the major political and cultural institutions developed in Classical

India and China. (WH.3A, WH.24A) • Identify major scientific, mathematical, and technological innovations of Classical

India and China. (WH.26A) Concept #2: Classical West - Greece & Persia TEKS: 1B, 2C, 3A, 18B, 19A, 20B, 21B, 24B, 26A, 26E

• Explain factors that contributed to the development of Classical Greece & Persia. (WH1.B, WH2.C)

• Describe political and economic characteristics of Classical Greece & Persia. (WH3.A, WH18.B, WH19.A, WH.20B, WH21.B, WH24.B)

• Summarize Greek and Persian contributions to: Art, Economics, Architecture, Mathematics, Science, Technology

Concept #3: Classical West - Rome TEKS: 1B, 3A, 20B, 21B, 22A, 22B, 24B, 26A

• Describe the Roman political and economic systems. (WH3.A, WH20.B, WH21.A, WH24.B)

• Summarize Roman contributions to science, technology, architecture, and religion. (WH1.B, WH3.A, WH22.A, WH22.B, WH24.B, WH26.A)


Grading Period 1 and 2 Unit 3: Post-Classical Era: Spread of Civilization in Asia and Africa

Grading Period 1 Estimated Date Range: September 30 – October 9 Grading Period 2 Estimated Date Range: October 12 – October 22

Estimated Time Frame: 17 Days Unit Overview: In this unit, students will explain the causes and effects of the development of the African gold-salt trade, the Mongols invasions, and the gunpowder empires and the legacies they left, including major world religions, and technological, social, and cultural advances. Learning experiences will focus on the development and characteristics of post-classical Asian and African civilizations and the lasting impacts of cultural and technological developments of the time period. With the knowledge gained from this unit, students will be prepared to understand how this time-period connects to the post-classical period in Europe. At home connections: Discuss with students the big ideas and thought-provoking question related to each concept. Big Ideas:

• Concept 1: A shift in the global balance of power creates different dynamics between nations. • Concept 2: Values and culture are spread by exploration and contact with other societies. • Concept 3: Turning points help define major eras in history, some are so significant they change the world.


• Concept 1: Can you be powerful one day, but not the next? • Concept 2: How far can an idea spread? • Concept 3: When do you know a turning point has occurred?

Concepts within Unit # 3


Concept #1: Post-Classical China & the Mongols TEKS:

• Explain the impact that the Ming dynasty had on world trade. (WH.1D, WH.7E) • Summarize the political, social, and economic achievements of the Tang, Song,

Ming dynasties. (WH.4G) • Describe how the Tang, Song, and Ming dynasties impacted Eastern Asia and

the world. (WH.4G, WH.26A) • Summarize the political, social, and economic impact of the Mongols. (WH.1C,

WH.4J) Concept #2: Spread of Islam and Ideas TEKS:

• Describe the origins, central ideas, and diffusion of Islam and Sikhism. (WH.22B) • Explain how the Silk Road and the African Gold-Salt trade led to the spread of

ideas, religion, and trade. (WH.1C, WH.4D, WH.4E, WH.4I, WH.15B, WH.26A) • Explain the influence of Islam on cultural development during the post-classical

period. (WH.4C, WH.22C, WH.26A) Concept #3: Ottoman Empire TEKS:

• Explain the causes that led to the rise of the Ottoman Empire. (WH.1D) • Summarize the cultural characteristics of the Ottoman Empire. (WH.22C,

WH.25A) • Explain the impacts and effects resulting from the rise of the Ottoman Empire.

(WH.1D, WH.7D)

Grading Period 2 Unit 4: Post-Classical Era: The Medieval Period in Europe

Estimated Date Range: October 23 – November 20 Estimated Time Frame: 20 Days



Unit Overview: In this unit, students will explain how the fall of Rome and the Crusades were turning points in World History and examine political, social, and economic conditions in medieval Europe.. Learning experiences will focus on the establishment of the feudal system in medieval Europe, the emergence of absolute monarchies and the Roman Catholic Church, and the impact of the Crusades. With the knowledge gained from this unit, students will be prepared to understand how this time-period led to the Age of Exploration and the Renaissance and Reformation. At home connections: Discuss with students the big ideas and thought-provoking question related to each concept. Big Ideas:

• Concept 1: Turning points help define major eras in history, some are so significant they change the world. • Concept 2: Eras are periods of time, classified by like or related events and issues. • Concept 3: Trade, war, and migration create spatial diffusion and have far-reaching effects on the regions of contact.


• Concept 1: When do you know a turning point has occurred? • Concept 2: What does the name of an era tell us about an era? • Concept 3: What is the lasting impact of war on a region?



Concept #1: Fall of Rome & The Byzantine Empire TEKS: 1C, 3B, 3C, 4A, 15A, 15C, 18B, 19B

• Explain the causes and effects of the fall of Rome. (WH.1C, WH.3B, WH.3C)  • Describe the geographic factors that led to the rise of the Byzantine Empire.

(WH.15A, WH.15C)  • Explain how the development of Eastern Orthodoxy impacted the Byzantine

Empire. (WH.4A)  • Summarize the roles and influence of Byzantine emperors. (WH.18B, WH.19B) 

Concept #2: Medieval Europe TEKS: 1C, 4, 4B, 4F, 18B, 19B, 20B

• Describe the Feudal System and Manor System and what led to the development of these systems. (WH.4B) 

• Explain ways in which the Catholic Church gained social and political influence during the Middle Ages. (WH.1C, WH.4A) 

• Explain the political structures of Medieval Europe. (WH.18B, WH.19B, WH.20B) 

• Explain how the Black Death and the Hundred Years contributed to the end of the Middle Ages. (WH.4F) 

Concept #3: Crusades & Culture TEKS:4D, 4F, 15A, 22C

• Explain how religion influenced interactions of Muslims, Christians, and Jews in Europe, Asia, and North Africa. (WH.4D, WH.22C) 

• Explain the historical significance of the role of the Holy Lands during the Crusades. (WH.15A) 

• Explain how cultural exchange during the Crusades contributed to the end of the Middle Ages. (WH.4F) 



Grading Period 2 and 3 Unit 5: The First Global Age

Grading Period 2 Estimated Date Range: November 30 – December 14 December 15-18: Fall Semester Exams

Grading Period 3 Estimated Date Range: January 6 – January 15 Estimated Time Frame: 19 Days

Unit Overview: In this unit, students will explain how these events were turning points in world history. Learning experiences will focus on European exploration, expansion, and colonization, significant changes and achievements brought about by the Renaissance and Reformation, and the lasting impact of the Scientific Revolution and Enlightenment. With the knowledge gained from this unit, students will be prepared to understand how this time-period led to the Age of Democratic Revolutions and the Industrial Revolution. At home connections: Discuss with students the big ideas and thought-provoking question related to each concept. Big Ideas:

• Concept 1: Values and culture are spread by exploration and contact with other societies. • Concept 2: Turning points help define major eras in history, some are so significant they change the world. • Concept 3: Turning points help define major eras in history, some are so significant they change the world.


• Concept 1: How do people from one place influence people in another place? • Concept 2: Can one point in time change things forever? • Concept 3: When do you know a turning point has occurred?



Concept #1: Exploration & Exchange TEKS: 1D, 4H, 6A, 6B, 7A, 7B, 7C, 7F, 26B

• Compare and contrast the achievements of the Maya, Inca, and Aztec Empires. (WH.6A, WH.26B)

• Analyze the causes of European exploration and expansion. (WH.1D, WH.7A)

• Explain how the Inca and Aztec empires were impacted by European exploration/colonization. (WH.1D, WH.6B)

• Explain the impact of the Columbian Exchange. (WH.1D, WH.7B)

• Analyze the causes and effects of the Atlantic slave trade. (WH.4H, WH.7C)

• Explain new economic factors and principles of the Commercial Revolution. (WH.7F)

Concept #2: Renaissance & Reformation TEKS: 1D, 5A, 5B, 23B, 24C, 25A, 26C

• Explain the causes and effects of the Renaissance. (WH.1D, WH.5A, WH.26C)

• Analyze ways in which Renaissance art, architecture, literature, music, and drama reflect the Renaissance period. (WH.25A)

• Explain the causes and effects of the Reformation. (WH.1D, WH.5B, WH.26C)

• Analyze political and religious changes brought about by the Renaissance and Reformation. (WH.23B, WH.24C)

Concept #3: Scientific Revolution & Enlightenment TEKS:1E, 9D, 19C, 20B, 20C, 26D, 26E

• Explain how the Scientific Revolution changed scientific thinking and its impact on history. (WH.1E, WH.26D)



• Identify the contributions of significant figures of the Scientific Revolution. (WH.26E)

• Describe the influence of Enlightenment ideas. (WH.9D, WH.20B)

• Explain the political ideas of significant Enlightenment thinkers. (WH.19C, WH.20C)

Grading Period 3 Unit 6: From Absolutism to Revolution

Estimated Date Range: January 19 – February 11 Estimated Time Frame: 18 Days

Unit Overview: In this unit, students will connect prior learning to the democratic revolutions and the Industrial Revolution. Students will explain how political revolutions and the Industrial Revolution were turning points in world history. Learning experiences will focus on the causes and effects of the political revolutions, the key figures and events associated with the political revolutions, and the conditions and characteristics of the Industrial Revolution. With the knowledge gained from this unit, students will be prepared to understand how this time-period led to the period of industrialization and changing societies and the age of Imperialism. At home connections: Discuss with students the big ideas and thought-provoking question related to each concept.

Big Ideas:

• Concept 1: All conflicts and revolutions have political, social, and economic causes and effects. • Concept 2: Turning points help define major eras in history, some are so significant they change the world.


• Concept 1: What are the causes and effects of conflict? • Concept 2: When do you know a turning point has occurred?



Concept #1: Political Revolutions TEKS: 1E, 9A, 9B, 9C, 9D, 19A, 19B, 20B, 21A

• Explain how the Enlightenment ideas influenced political revolutions. (WH.1E, WH.20B

• Compare the causes of the American and French Revolutions. (WH.9A, WH.9C, WH.9D, WH.19B)

• Compare the characteristics of the American and French Revolutions. (WH.9A)

• Compare the consequences of the American and French Revolutions. (WH.9A, WH.9B)

• Summarize the development of democratic-republican government over time.

Concept #2: The Industrial Revolution TEKS: 1E, 8D, 27A

• Explain the causes of the Industrial Revolution. • Explain the effects of the Industrial Revolution.



Unit 7: Industrialization and the New Global Age Estimated Date Range: February 16 – March 5

Estimated Time Frame: 14 Days Unit Overview: In this unit, students will connect prior learning to the impacts of industrialization and changing societies, as well as European Imperialism in Asia, Africa, and Latin America. Students will explain how the how the Industrial Revolution and European Imperialism changed the world. Learning experiences will focus on the economic, social, and political impacts of the Industrial Revolution on societies around the world and the causes and effects of European Imperialism. With the knowledge gained from this unit, students will be prepared to understand how this time-period led to World War I, the Great Depression, and World War II. At home connections: Discuss with students the big ideas and thought-provoking question related to each concept. Big Ideas:

• Concept 1: All revolutions have political, social, and economic causes and effects. • Concept 2: A shift in the global balance of power creates different dynamics between nations.


• Concept 1: What are the causes and effects of change in a society? • Concept 2: What and/or who gives a country power?



Concept #1: Industrialization & Changing Societies TEKS: 1E, 8A, 16B, 17A, 17B, 17C, 23A, 23B, 27E

• Explain the causes of the Industrial Revolution. (WH.1E, WH.17A) • Explain how industrialization impacted economic systems and economic

changes. (WH.1E, WH.8A) • Summarize the historical origins and characteristics of communism and

socialism. (WH.17B, WH.17C) • Explain the political and social effects of industrialization. (WH.8A,

WH.16B, WH.23A, WH.23B, WH.27E) Concept #2: The Rise of Imperialism TEKS:1E, 8B, 8C, 15B, 27B

• Explain the causes and motivations of European imperialism (WH.1E, WH.8B, WH.27B)

• Explain the impacts of European imperialism. (WH.1E, WH.8C) • Explain how human and physical geographic factors impacted the opening

of the Suez and Panama Canal. (WH.15B)

Grading Period 3 and 4 Unit 8: World Wars and Revolutions

Grading Period 3 Estimated Date Range: March 8 – March 12 Grading Period 4 Estimated Date Range: March 22 – April 16

Estimated Time Frame: 24 Days Unit Overview: In this unit, students will explain the causes and effects of the World Wars, the Great Depression, and the rise of dictators in Europe. Learning experiences will focus on the impact of industrialization and imperialism on the establishment of alliances, the causes of World War I, characteristics of the fighting in World War I, the impacts of World War I, the changes in the world between the wars, the rise of dictators, the causes and effects of World War II, and the major events and military technologies of both World War I and World War II. With the knowledge gained from this unit, students will be prepared to understand how this time-period led to the Cold War.



At home connections: Discuss with students the big ideas and thought-provoking question related to each concept.

Big Ideas:

• Concept 1: All conflicts and revolutions have political, social, and economic causes and effects. • Concept 2: Patterns of change and continuity can be observed across time and place. • Concept 3: All conflicts and revolutions have political, social, and economic causes and effects.


• Concept 1: Does conflict bring about change? • Concept 2: How do events from one-time period influence events in later time-periods? • Concept 3: What are the causes and effects of conflict?



Concept #1: World War I TEKS: 1F, 10A, 10B, 10C, 10D, 15A, 15C, 19D, 27C

• Summarize the social, political, and economic causes of World War I. (WH.1F, WH.10A, WH.15A)

• Describe the characteristics of WWI and explain how geography impacted events of WWI. (WH.10B, WH.15A, WH.15C)

• Explain the connection between the February (March) and October revolutions of 1917 to WWI. (WH.10D)

• Summarize the social, political, and economic effects of World War I. (WH.1F, WH.10C, WH.19D, WH.27C)

Concept #2: The World Between the Wars TEKS:1F, 11A, 11B, 12A, 12B, 17B, 17C, 17D, 18B, 21C, 23A

• Describe the causes of the Great Depression: International, Political, Economic (WH.1F, WH.11A);

• Explain how governments around the world responded to the Great Depression. (WH.11B)

• Explain the emergence and characteristics of totalitarianism. (WH.12A, WH.12B, WH.18B, WH.21C)

• Summarize the historical origins and characteristics of communism, socialism, and fascism. (WH.17B, WH.17C, WH.17D)

• Describe how the roles of women, children, and families changed following WWI. (WH.23A)

Concept #3: World War II TEKS:1F, 12B, 12C, 15A, 15C, 19D, 21A, 21D, 27C, 273

• Describe the causes of WWII. (WH.1F, WH.12B, WH.12C) • Summarize the events and military conflicts of WWII related to the

European Theater. (WH.12B, WH.12C, WH.15A, WH.15C, WH.27C) • Explain how the Holocaust was an example of genocide. (WH.12C,

WH.21D • Summarize the events and military conflicts of WWII related to the Pacific

Theater. (WH.12B, WH.12C, WH.15A, WH.15C, WH.27C, WH.27E) • Describe the major effects of WWII. (WH.1F, WH.19D, WH.21A)

Grading Period 4 Unit 9: Cold War and Decolonization

Estimated Date Range: April 20 – May 6 Estimated Time Frame: 13 Days



Unit Overview: In this unit, students will explain the causes and effects of the Cold War and the legacy it has left, including the marginalization of communism, emergence of a global market economy, independent nations, and general arms reduction. Learning experiences will focus on the leaders ,events, nations, and economic systems of the Cold War period. With the knowledge gained from this unit, students will be prepared to understand how this time-period led to the globalization era of world history. At home connections: Discuss with students the big ideas and thought-provoking question related to each concept. Big Ideas:

• Coming soon!

Thought Provoking Questions • Coming soon!



Concept #1: Cold War Begins TEKS: 1F, 13A, 13B, 13C, 27C

• Coming soon!

Concept #2: Decolonization TEKS:1F, 13E, 13F, 21C, 21E, 23B

• Coming soon!

Concept #3: The Cold War Conflicts TEKS: 13C, 27C

• Coming soon!

Concept #4: End of the Cold War TEKS:13C, 13D, 17E, 20A

• Coming soon!

Unit 10: The World Today Estimated Date Range: May 7 – May 20

Estimated Time Frame: 10 Days Unit Overview: In this unit students will connect prior learning to globalization and challenges of the globalized world Students will explain how political and economic relationships on a global scale can result in social and environmental challenges. Learning experiences will focus on technological and social developments of the globalization era, increased political and economic interconnections, and the role of the United States in a globalized world. With the knowledge gained from this unit, students will be prepared to understand how this time-period impacts their lives and their futures. At home connections: Discuss with students the big ideas and thought-provoking question related to each concept. Big Ideas:

Coming soon!

Thought Provoking Questions • Coming soon!






Concept #1: Globalization TEKS: 1F, 16C, 21F, 25B, 27D

• Coming soon!

Concept #2: Geopolitics TEKS: 14A, 14B, 14C, 20B, 21D, 24D

• Coming soon!

Glossary of Curriculum Components Overview– The content in this document provides an overview of the pacing and concepts covered in a subject for the year. TEKS – Texas Essential Knowledge and Skills (TEKS) are the state standards for what students should know and be able to do. Unit Overview – The unit overview provides a brief description of the concepts covered in each unit. Concept – A subtopic of the main topic of the unit. Success Criteria—a description of what it looks like to be successful in this concept.

Parent Resources The following resources provide parents with ideas to support students’ understanding. For sites that are password protected, your child will receive log-in information through their campus.

Resources

McGraw Hill World History This is the state adopted textbook for high school World History. Click on the link for directions on accessing the textbook.

Discovery Education

This resource provides supplemental resources such as maps, videos, and readings to support students in learning and understanding social studies.

Britannica School or

World Book

These resources provide encyclopedia articles and primary sources that can be modified to a student’s grade level reading ability, as well as games to support students in learning and understanding social studies.

Ebsco Host

This resource provides parents and students with access to databases, e-books, journals, and magazines.

Maps 101

This resource provides maps, animations, video games, and activities that support students in learning and understanding social studies.

NewsELA

This resource provides students with current events articles aligned to social standards.

All resources above can be accessed through 1Link.

https://www.fortbendisd.com/Page/92908

http://1link.fortbendisd.com/


This model is an inquiry-based approach to learning Social Studies with a focus on critical thinking skills.   Students start with a thought provoking question, which frames the concept and flows throughout.   After students make predictions based on the question, students will gather and interpret information to build his/her understanding of the standard(s) addressed by the question.  Next, students will communicate the knowledge gained and demonstrate understanding by engaging in communication and application skills. Finally, students will reflect and assess their understanding. 

Documents

World History Overview 2020 - 2021