World History
one credit courseWorld History
Embedded Files
Introduction
Introduction
(1) World History Studies is a survey of the history of humankind. Due to the expanse of world history and the time limitations of the school year, the scope of this course should focus on "essential" concepts and skills that can be applied to various eras, events, and people within the standards in subsection (c) of this section. The major emphasis is on the study of significant people, events, and issues from the earliest times to the present. Traditional historical points of reference in world history are identified as students analyze important events and issues in western civilization as well as in civilizations in other parts of the world. Students evaluate the causes and effects of political and economic imperialism and of major political revolutions since the 17th century. Students examine the impact of geographic factors on major historic events and identify the historic origins of contemporary economic systems. Students analyze the process by which constitutional governments evolved as well as the ideas from historic documents that influenced that process. Students trace the historical development of important legal and political concepts. Students examine the history and impact of major religious and philosophical traditions. Students analyze the connections between major developments in science and technology and the growth of industrial economies, and they use the process of historical inquiry to research, interpret, and use multiple sources of evidence.
(2) The following periodization should serve as the framework for the organization of this course: 8000 BC-500 BC (Development of River Valley Civilizations); 500 BC-AD 600 (Classical Era); 600-1450 (Post-classical Era); 1450-1750 (Connecting Hemispheres); 1750-1914 (Age of Revolutions); and 1914-present (20th Century to the Present). Specific events and processes may transcend these chronological boundaries.
(3) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as state papers, legal documents, charters, constitutions, biographies, autobiographies, speeches, letters, literature, music, art, and architecture is encouraged. Motivating resources are available from museums, art galleries, and historical sites.
(4) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies.
(5) A greater depth of understanding of complex content material can be attained by integrating social studies content and skills and by analyzing connections between and among historical periods and events. The list of events and people in this course curriculum should not be considered exhaustive. Additional examples can and should be incorporated. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(6) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
(7) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation, as referenced in the Texas Education Code (TEC), §28.002(h).
(8) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
(9) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text from the Declaration of Independence: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
(10) Students discuss how and whether the actions of U.S. citizens and the local, state, and federal governments have achieved the ideals espoused in the founding documents.
Unit 01: Thinking Like a Historian
Unit 01: Thinking Like a Historian
(5 classes for the entire unit)
(5 classes for the entire unit)
During this unit students receive direct instruction and practice in the social studies critical thinking skills. Optimally students will begin the research process to culminate in a National History Day presentation during this unit and continue that research throughout the course. Students may alternatively participate in a historical inquiry or history lab to refresh their skills needed for historical inquiry throughout the course.
TEKS in this unit: WH.28A, WH.28B, WH.28C, WH.28D, WH.28E, WH.28F, WH.30A, WH.30B, WH.30C
Unit 02: Foundations of Civilization 8000 BC-500 BC
Unit 02: Foundations of Civilization 8000 BC-500 BC
(15 classes for the entire unit)
(15 classes for the entire unit)
During this unit, students study about the Neolithic Revolution and how the development of farming led to the establishment of early settled communities. Students also study about the characteristics of civilizations and the early river valley civilizations. Students also learn about the creation of societal institutions in each of the river valley civilizations. Most specifically students learn about early forms of government and laws along with the technological and scientific advances made in the river valley civilizations. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: WH.1A, WH.2A, WH.2B, WH.15A, WH.15B, WH.15C, WH.16A, WH.18A, WH.19B, WH.23A, WH.26A, WH.28E, WH.30A, WH.30B, WH.30C
Unit 03: Emergence and Collapse of Classical Empires 500 BC-600 AD
Unit 03: Emergence and Collapse of Classical Empires 500 BC-600 AD
(20 classes for the entire unit)
(20 classes for the entire unit)
During this unit, students study about the growth of more sophisticated political entities, specifically empires that emerged from the core of the River Valley Civilizations. This unit is very comprehensive, covering an expansive period of time and the following contexts 1) the characteristics of empires; 2) the characteristics of Persian rule; 3) the consolidation of imperial rule in India with the Gupta and Mauryan dynasties; 4) the development of dynastic rule in China; 5) the establishment of legal and governmental systems in classical Greece and Rome; 6) the political, scientific and cultural legacies of the classical civilizations; and 7) the collapse of the classical empires, especially Han China and the Roman Empire. Students also examine how the expansion of empires provided political stability and cultural unity during the time period as well as increased cultural diffusion, including the spread of religion. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: WH.1B, WH.2C, WH.3A, WH.3B, WH.3C, WH.15A, WH.15C, WH.18B, WH.19A, WH.20B, WH.21A, WH.21B, WH.22A, WH.22B, WH.22C, WH.23A, WH.24A, WH.24B, WH.25B, WH.26A, WH.26E, WH.28E, WH.29A, WH.30A, WH.30B, WH.30C
Unit 04: Medieval Rebuilding and Reconsolidation 600-1450
Unit 04: Medieval Rebuilding and Reconsolidation 600-1450
(12 classes for the entire unit)
(12 classes for the entire unit)
During this unit students study about the rebuilding of political, economic and social systems in Europe, Southwest Asia and China that characterized the Post-Classical Era. In this unit students examine how Christian European leaders in the Frankish kingdom and Byzantium worked to reconsolidate European institutions; how feudalism and manorialism developed in Western Europe; how Islam served as a unifying force for a Muslim empire built in Southwest Asia; and how China reconsolidated around Confucian philosophies during the Tang and Song dynasties. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: WH.1C, WH.4A, WH.4B, WH.4C, WH.4G, WH.15A, WH.19B, WH.22B, WH.22C, WH.25A, WH.26A, WH.28E, WH.29A, WH.30A, WH.30B, WH.30C
Unit 05: Interactions and Diffusion 600-1450
Unit 05: Interactions and Diffusion 600-1450
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit students study about the increasing interactions between various groups during the Post-Classical Era and the resulting changes in social, cultural, and economic patterns. Students examine diffusion along the Silk Routes, the Indian Ocean trade complex, and trade along the trans-Saharan routes; the nature of the interactions between Jews, Muslims, Christians, and Hindus; the changes brought about by the creation of the Mongol Empire; and the events that led to the end of the feudal and manorial structures of medieval Europe. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: WH.1C, WH.4C, WH.4D, WH.4E, WH.4F, WH.4H, WH.4I, WH.4J, WH.15A, WH.15B, WH.22C, WH.28E, WH.28F, WH.29A, WH.30A, WH.30B, WH.30C
Unit 06: An Expanding World 1450-1750
Unit 06: An Expanding World 1450-1750
(8 classes for the entire unit)
(8 classes for the entire unit)
During this unit students learn about the expansion of European influence in the world with exploration, and the changing global trade patterns including the rise of the Ottoman Empire, the role of the Ming dynasty, the Columbian Exchange, the Atlantic slave trade, and the European commercial revolution as features of that development. During this unit students specifically study about European efforts to gain access to the Indian Ocean trade complex, the emergence of the Ottoman Empire, the indigenous societies in the Americas, European colonization of the Americas, and the development of a global trade network. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
It is important to note that while the inclusion of the Aztecs, Mayans and Incans in this unit is out of historical sequence, students benefit from a study of the pre-contact political, economic and social patterns in those societies in order to contrast them with the changes that result from exploration and expansion of European influence.
TEKS in this unit: WH.1D, WH.6A, WH.6B, WH.7A, WH.7B, WH.7C, WH.7D, WH.7E, WH.7F, WH.15A, WH.22C, WH.23B, WH.26B, WH.28E, WH.29A, WH.30A, WH.30B, WH.30C
Unit 07: Ideas Change the World 1450-1750
Unit 07: Ideas Change the World 1450-1750
(12 classes for the entire unit)
(12 classes for the entire unit)
During this unit students learn about how the ideas introduced during the Renaissance, Reformation, Scientific Revolution and Enlightenment brought into question traditional ideas and introduced new political, economic, and social patterns in Europe. Students specifically examine the development of humanism, the challenge to papal authority, the shift from traditional methods of truth-seeking to the use of scientific method, and the introduction of new political ideas by enlightened philosophers. The ideas of Thomas Aquinas are included in this unit as a contrast to the changes taking place during the fifteenth century. The emergence of Sikhism is also included in this unit and can be studied as a questioning of traditional religious teachings in India. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: WH.1D, WH.1E, WH.5A, WH.5B, WH.19C, WH.22B, WH.24C, WH.25A, WH.25B, WH.26C, WH.26D, WH.26E, WH.28E, WH.30A, WH.30B, WH.30C
Unit 08: Political Revolutions 1750-1914
Unit 08: Political Revolutions 1750-1914
(12 classes for the entire unit)
(12 classes for the entire unit)
During this unit students learn about the development of representative government rooted in the Magna Carta and the ideas of philosophers such as John Locke, Baron de Montesquieu, Jean-Jacques Rousseau and others. While the Magna Carta was signed in 1215, a review of its significance is conceptually important in teaching the political developments of the eighteenth century. In this unit students study about how Enlightenment ideas laid the intellectual foundation for political revolutions such as the Glorious Revolution, the American Revolution, and the French Revolution along with examining the impact of absolutism. Students also study about the political changes in Latin American and the whole of Europe brought about by the French Revolution and the rule of Napoleon. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: WH.1E, WH.9A, WH.9B, WH.9C, WH.9D, WH.15A, WH.18B, WH.19A, WH.19B, WH.19C, WH.20A, WH.20B, WH.21A, WH.28E, WH.30A, WH.30B, WH.30C
Unit 09: Industrialization and Imperialism 1750-1914
Unit 09: Industrialization and Imperialism 1750-1914
(8 classes for the entire unit)
(8 classes for the entire unit)
During this unit students learn about the causes and consequences of industrialization including the shift in Europe from an agricultural based economy to an industrial economy and the resulting political, economic, and social changes. Students examine the new economic theories that emerged in response to industrial working conditions. Students also study about the increasing nationalistic competition and rising imperial power of western European nations along with the effects of imperialism in Asia and Africa. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: WH.1E, WH.8A, WH.8B, WH.8C, WH.8D, WH.15A, WH.15B, WH.16B, WH.17A, WH.17B, WH.17C, WH.20C, WH.23A, WH.23B, WH.27A, WH.27B, WH.27E, WH.28E, WH.30A, WH.30B, WH.30C
Unit 10: Global Conflicts 1914-Present
Unit 10: Global Conflicts 1914-Present
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit students learn about the causes and consequences of the First World War, the causes and effects of the Russian Revolution, the response to global economic depression, the rise of totalitarian governments, and the causes and characteristics of the Second World War. Students examine how European dominance of the globe diminished with the world wars and the emergence of the United States and the Soviet Union as super powers. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: WH.1F, WH.10A, WH.10B, WH.10C, WH.10D, WH.11A, WH.11B, WH.12A, WH.12B, WH.12C, WH.15A, WH.17D, WH.18B, WH.19D, WH.21F, WH.27C, WH.27E, WH.28E, WH.30A, WH.30B, WH.30C
Unit 11: An Interdependent World 1914-Present
Unit 11: An Interdependent World 1914-Present
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit students learn about major events of the twentieth century following Second World War. Students study the causes, characteristics and consequences of the Cold War, including the spread of communism in Eastern Europe and East Asia and the decolonization movements that took place in colonial regions. Additionally, students study about the fall of communism in Eastern Europe and the Soviet Union, the social, economic and cultural impact of globalization, as well as the continued challenges of recognizing, protecting, and expanding human rights. Students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: WH.1F, WH.13A, WH.13B, WH.13C, WH.13D, WH.13E, WH.13F, WH.14A, WH.14B, WH.14C, WH.15A, WH.16C, WH.17E, WH.19D, WH.20A, WH.21C, WH.21D, WH.21E, WH.21F, WH.23B, WH.24D, WH.27C, WH.27D, WH.28E, WH.29A, WH.30A, WH.30B, WH.30C
Texas Essential Knowledge & Skills (TEKS)
Texas Essential Knowledge & Skills (TEKS)
TEKS - Social Studies - World History.pdfPage updated
Report abuse