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World History Standards

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World History - TN Standards


Culture | Economics | Geography | Governance and Civics | History | Individuals & Groups


A resource for the teacher to use in planning their lessons site for teachers | A PowerPoint show related to this standard PowerPoint show | An Adobe Acrobat document in .pdf format Acrobat document | A Microsoft Word document to be downloaded Word document | This interactive site would work well on an interactive whiteboard whiteboard resource | This resource includes voice instructions for students sound | A video is available through this link video format | This site is interactive and allows students to play a game or input or collect data interactive lesson | This site includes questions for your students to check their understanding a quiz | A lesson plan can be found at this site lesson plan | This link includes something for the teacher to print to print

 

Social Studies Curriculum Standards
3401 - World History
Performance Indicators:

Internet Resources
1.1 understand the multi-cultural components to world culture
recognize various cultural groups such as Western, Asian, African, Middle Eastern and indigenous
Level 1
 
compare and contrast diverse word cultures in order to identify, comprehend, and appreciate the contributions of various cultural groups
Level 2
 
evaluate the idea that cultures both enhance and impede individuals and groups in societal and global interactions
Level 3
 
1.2 understand the development and migration of art, architecture, language, religion, music and theater
list several major cultural works from each of the world cultural groups
Level 1
 
explain the connection between artistic and or religious expression, language usage and cultural development
Level 2
 
study original works, which reflect a historical understanding of diverse cultures
Level 3
 
1.3 understand the ways in which individuals and groups contributed to changes in social conditions
list examples of changes in social conditions such as education, morality, living conditions, working conditions, and gender roles
Level 1
 
analyze the effects of changes in social conditions on economic, social, political and cultural aspects of societies
Level 2
 
identify a current social issue and create a plan for reform
Level 3
 
1.4 examine how various individuals and groups use methods to diminish cultural elements and eradicate entire groups
identify specific examples of genocide such as the Holocaust
Level 1
 
examine major methods used by the Nazis against the Jews during the Holocaust, including the use of propaganda, official sanction, expropriation of property, persecution, and genocide
Level 2
 
evaluate the methods of ethnic cleansing used in the contemporary settings of the former Yugoslavia and Rwanda
Level 3
 
Sample Tasks
The students will choose an element of culture such as art, architecture, or music. They will then design for each of the major cultures studied a sample of artwork consistent with the cultures for each of group. At the end of the course, students will have a portfolio of works consistent with each culture that can be used for comparison of the various cultures. For example a student might complete paintings that would be consistent with the artworks of various cultures and then use the artworks to compare the various cultures studied. Students could also build models of the architecture of the various cultural groups. Advanced students might create songs consistent with the cultures or complete artworks that focus on a specific theme such as representations of religious beliefs.
 

 

Social Studies Curriculum Standards
3401 - World History
Performance Indicators:

Internet Resources
2.1 understand the major economic systems that developed globally
 
describe the basic components of economic systems such as monetary systems and methods of value determinations
Level 1
 
explain the origins and development of major economic systems
Level 2
 
test and critique various economic systems through simulations
Level 3
 
2.2 recognize the importance of technologies for economic development
 
define technology and list examples of technological developments
Level 1
 
analyze how various technological developments impact economic systems
Level 2
 
rank the importance and impact of various technological developments
Level 3
 
2.3 understand the impact of the Industrial Revolution on the global economy
 
identify the economic and production components of the Industrial Revolution
Level 1
 
analyze the change from individual production to mass production and examine factors that led to the spread of industrialization throughout the world’s economies
Level 2
 
determine and weigh the factors that contributed most to the development of the global industrial economy
Level 3
 
2.4 understand the rapid change of the global economy after the Industrial Revolution in the 20th century
 
identify the basic components of an industrialized economy such energy sources, resource use, production methods, and distribution methods
Level 1
 
explain the rapid industrialization of the global economy by synthesizing the factors leading to and components of an industrialized economy
Level 2
 
determine the effect that the industrialized economy has hand on historical events in the 20th century
Level 3
 
2.5 understand the contribution of individuals to the economy systems of the world
 
identify several systems of labor and production such as slavery, indentured servants, pre-industrial crafts, and mass production
Level 1
 
examine the conditions under which individuals worked in the various labor systems
Level 2
 
evaluate the impact of various labor organizations on working conditions
Level 3
 
Sample Tasks
The students will participate in a teacher created simulation of various types of economies. The teacher will use a variety of objects as rewards for classroom participation. The students would then have the ability to trade the objects among themselves or with the teacher thus establishing the relative worth of various objects and illustrating a barter economy. Later as the teacher moves into more modern economic systems, instead of objects the teacher could create paper money and assign worth to the paper money in the form of extra credit points or options such as skipping a question on the test. A certain amount of the paper money could be required for various activities thus introducing the students to the central concepts of market economy systems.
 

Social Studies Curriculum Standards
3401 - World History
Performance Indicators:

Internet Resources
3.1 understand the importance of physical geographic features on world historic events
 
recognize and name major physical geographic features
Level 1
 
examine the ways in which physical geographic features influence interaction of individuals and civilizations
Level 2
 
assess the relative importance of physical geographic features on world historic and current events
Level 3
 
3.2 understand human geographic interactions and their impact on world historic events
 
recall examples of exploration, conquest, urbanization, migration environmental impacts and cultural adaptations
Level 1
 
analyze factors related to human geographic interaction including patterns of exploration, conquest, urbanization, migration, environmental impacts, and cultural adaptations
Level 2
 
determine which factors have been most significant in the development of the modern world
Level 3
 
3.3 understand the importance of population growth and distribution on world historic events
 
describe the development of populations by recognizing the impact of physical geographic features and natural occurrences
Level 1
 
examine the impact of natural disasters, plagues, and diseases on world historic events
Level 2
 
assess immediate and long-term consequences of natural disasters, plagues, and disease on population growth and distribution
Level 3
 
Sample Tasks
Students using population statistics found on the web or in reference books will create graphs showing the nature of the population growth over the course of World History. Individual graphs might include an analysis of the population growth of an individual country over time with an emphasis on recognizing the factors that lead to this growth. Students could also complete population pyramids for various developed and developing nations to understand how populations in various countries vary.
 

Governance and Civics
4.1 | 4.2 | 4.3 | 4.4 | Sample Tasks

Social Studies Curriculum Standards
3401 - World History
Performance Indicators:

Internet Resources
4.1 understand the development of major systems of world governance
 
distinguish between various governance and legal systems such as democracy, dictatorial fascism, feudalism, manorialism, monarchy, theocracy, totalitarian, and tribal systems
Level 1
 
analyze the origins and evolution of these major systems of world governance including an understanding of the philosophical tenets which influence political thought such as ancient Greece, Early Rome, Enlightenment, and the 19th and 20th century political philosophers
Level 2
 
rate the implementation and relative success of governance systems
Level 3
 
4.2 understand how individuals are affected differently by varied forms of governance
 
recognize the role of individuals in governance
Level 1
 
compare and contrast roles of individuals in different forms of governance
Level 2
 
assess how the role of individual changed throughout history in different societies
Level 3
 
4.3 understand the development of nation-state governments
 
define the term nation state and recall examples of nation-state governments
Level 1
 
examine the origins and evolution of nation-states
Level 2
 
assess the validity of the factors that led to creation of nation-states
Level 3
 
4.4 understand the emergence of world governmental organizations
 
identify major world governmental organizations such as NATO, United Nations, European Union, and OPEC
Level 1
 
analyze the origins, development and successes of varied world governmental organizations
Level 2
 
formulate resolutions to world issues and present them in a mock international governmental organization
Level 3
 
Sample Tasks
Students will role-play various forms of government. For a fascist state, the teacher or a student can be given absolute power to make decisions for the classroom for a period of time in a class and students will write responses to the way in which the fascist rules might effect them if carried out over a longer period of time. For democracy, students would be given the opportunity to vote on various classroom issues and discuss the decision-making process focusing on the role of majority and minority groups. For feudalism, the students could be split into groups given an assignment and one person is given the authority over the group to assign tasks and grades for each participant. The leaders could be encouraged to assign grades more harshly to emphasize the power of feudal lords over their subjects.
 

Social Studies Curriculum Standards
3401 - World History
Performance Indicators:

Internet Resources
5.1 understand the chronological flow of historical eras and events in World History
Describe the major historical eras and major events associated with those eras from the beginnings of civilization through the modern world. These include
The Beginnings of Human Society (prehistory-4000 BCE)
 
Early Civilizations and Pastoral Societies (4000 BCE-1000 BCE)
 
Mediterranean and Southwest Asian Civilizations (1000 BCE-399CE)
 
Cultural Exchange and Encounters (300-1500CE)
 
First Global Age (1450-1770 CE)
 
Age of Revolution (1750-1914)
 
Increasing Global Interaction (1900-present)
 
5.2 understand the processes that gave rise to the earliest human civilizations
describe the interaction between early human groups, the environmental and survival methods that led to the formation of civilizations. Minimal understanding would include Mesopotamia, Egypt, China, and the Indus Valley
Level 1
 
compare the development of several different early human civilizations including agrarian, hunter-gather, nomadic, warrior and pastoral
Level 2
 
develop an "imaginary" civilization consistent with early human civilizations, given a set of environmental conditions. This would include an understanding of social, religious, and economic factors.
Level 3
 
5.3 understand the maturation of Africa, Asia, Europe, Australia, the Middle East, Oceanic, and the Americas and their continuing impact on the modern world
identify and label key traits of the various civilizations
Level 1
 
compare and contrast the world civilizations by examining similarities and differences
Level 2
 
weigh the relative impact of world civilizations upon the modern world
Level 3
 
5.4 understand the history and impact of world religions
list the major religious groups and describe their basic philosophies. Minimal understanding should include Buddhism, Christianity, Hinduism, Islam and Judaism
Level 1
 
differentiate between the major world religions and their philosophies
Level 2
 
consider major world religions, research their historical development and analyze their philosophical development over time
Level 3
 
5.5 understand the evolution of modern and western civilizations from 1000 CE to the present
recognize factors that lead to the development of modern civilizations. Minimal understanding should include historical events, economic processes, cultural interactions, military systems and governmental structures
Level 1
 
illustrate how various factors influenced the development of modern civilizations
Level 2
 
predict the future development of modern civilizations based on an interpretation of historic factors
Level 3
 
5.6 understand the importance of the various economic systems in place during the 19th and 20th century
list key features of economic systems. Minimal understanding should include varied monetary systems and methods of value determination
Level 1
 
evaluate the impact that economic systems have on historical events. Minimal understanding should include the influence of Socialism, Communism, Capitalism, and an understanding of the economic theorists that led to the development of each
Level 2
 
interpret the relative success of economic systems and explain their impact on the interactions of civilizations
Level 3
 
5.7 understand the impact of various global conflicts throughout history
recognize conflict and list several global wars, revolutions, ethnic conflicts, religious conflicts, genocide, or diplomatic exchanges
Level 1
 
identify and classify the components of conflicts into causes, courses, and consequences
Level 2
 
appraise the value of conflict by comparing the costs and benefits of global war, ethnic conflicts, genocide, and diplomatic exchanges
Level 3
 
5.8 understand the continuing impact of historical events on the modern world
describe significant historical events that occurred during each of the historical eras
Level 1
 
calculate the impact of historical events on the modern world
Level 2
 
evaluate the idea that the modern world is caused by and dependent on the interactions between individuals and historic events
Level 3
 
5.9 understand the impact of developing technology on the world
list inventions, innovations, and other technological developments and incorporate the idea of change in the realms of communications, transportation, production and lifestyle
Level 1
 
illustrate the ways in which technological advancements influenced world events
Level 2
 
rate the relative importance of various technological advancements
Level 3
 
5.10 understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras
identify methods of historical research and dissemination. Minimal understanding illustrate the ways in which technological advancements affect world events
Level 1
 
identify methods of historical research and dissemination. Minimal understanding should include archaeology, anthropology, and oral histories, primary and secondary sources
Level 1
 
examine the methods by which historical information and ideas are recorded and transmitted in order to analyze data from various collections and research methods. Minimal understanding should include ancient libraries, monastic preservation, museums, personal collections, modern libraries and the Internet
Level 2
 
utilize the various historical research techniques to develop an original historical analysis
Level 2
 
recognize the roles, treatments and contributions of women
Level 2
 
analyze the evolution of the political, economic, and social status of women
Level 3
 
compare and contrast the status of women in varied world societies by examining the lives of individuals or homogeneous groups
Level 3
 
rate the relative importance of various technological advancements
Level 3
 
5.11 understand the importance of major trends and movements in world history
identify trends and movements such as the Renaissance, Reformation, Scientific Revolution, Industrial Revolution, Enlightenment, and Age of Political Revolution, Commercial Revolution, Communication Revolution and Transportation Revolution
Level 1
 
examine the causes and effect of these major trends and movements
Level 2
 
assess the impact of one movement using the case study method to determine its impact on the 21st century
Level 3
 
5.12 understand the origin, evolution, decline, and impact of empire building and imperialism
list examples of countries that engage in the process of empire building
Level 1
 
compare and contrast the origin, evolution, decline, and impact of empire building in different regions such as the concept of Imperialism and the Roman, Ottoman, Persian, African and English empires, Chinese dynasties, and ancient Greece
Level 2
 
assess the legacy of empire building and imperialism in order to predict its impact on modern society
Level 3
 
Sample Tasks
The students will research and create a class timeline of major technological advances over time. They will place these innovations on the timeline and then brainstorm ways in which the advances may have contributed to various world events. This activity could be a good way to introduce the scope of history and briefly introduce the students to a variety of historical events by looking at the way technology influenced them. For example the students could evaluate the way in which the invention of the printing press helped fuel the Renaissance in Europe. This timeline approach could be used with a variety of different topics besides technology.
 

Individuals, Groups and Interactions
6.1 | 6.2 | 6.3 | Sample Tasks

Social Studies Curriculum Standards
3401 - World History
Performance Indicators:

Internet Resources
6.1 understand the impact of one’s culture on identity, lifestyle, and socioeconomic status
assess the impact of culture on the individual
Level 1
 
measure the exchange between an individual’s identity and cultural groups
Level 1
 
recognize the impacts of bias, conformity, and stereotyping
Level 2
 
define and give examples of bias, conformity, and stereotyping
Level 2
 
detect and explain the existence of bias and stereotyping in historical context such as social class, case systems, ethnic identifications, gender roles, and religious persecutions
Level 3
 
evaluate the social pressures within a culture that create bias, conformity, and stereotyping
Level 3
 
6.2 recognize the role of individuals in various cultures such as Western, Asian, African, Middle Eastern, and indigenous cultures
identify individuals, groups and institutions that have influenced world history through political economic, social and cultural contributions
Level 1
 
examine the ways individuals, groups and institutions interact by classifying actions and policies that promote continuity and/or change
Level 2
 
judge the relative impact of various individuals, groups, and institutions on world events
Level 3
 
6.3 understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history
recall examples of two groups’ interaction such as economic, political, social and cultural exchanges
Level 1
 
detect factors that cause individuals to establish contact and trade with other groups
Level 2
 
create graphic representations or models of significant contact or trading patterns
Level 3
 
Sample Tasks
The students will choose an individual or group that has had a significant impact on World History. They will research the role that individual or group played in a specific historical event and focus on how the event impacted other individuals or groups. For example a student might choose Adolf Hitler and the Jewish population of Germany. They will present their findings in an oral presentation, paper, or PowerPoint presentation.
 

Internet4classrooms is a collaborative effort by Susan Brooks and Bill Byles.
 

  

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