Indiana Academic Standards Resource Guide World History and Civilization Standards Approved March 2014



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Indiana Academic Standards Resource Guide

World History and Civilization

Standards Approved March 2014




Indiana Department of Education

College and Career Readiness





Table of Contents

Appendix A: Teacher Resource Guide …………………………………………………………………. 3-42


Standard 1: Ancient Cultures and Civilizations: 8000 to 600 BCE ……………………… 4-6
Standard 2: Classical Civilization: 1000 BCE to 600 CE ………………………………… 7-13
Standard 3: Major Civilizations and Cultural Interactions: 600 to 1300 CE ……………. 14-22

Standard 4: The Rise of Western Civilization and Global Interaction

1300 to 1750 CE ………………………………………………………………………. 23-27
Standard 5: Revolutions, Nationalism, and Imperial Power: 1500 to 1900 CE ………… 27-32
Standard 6: An Era of Global Conflicts, Challenges, Controversies, and Changes:

1900 to the Present ………………………………………………………………….. 32-39


Standard 7: Historical Thinking ………………………………………………………………. 39-42
Appendix B: Depth of Knowledge Chart ………………………………………………………………… 43



WORLD HISTORY AND CIVILIZATION

TEACHER RESOURCE GUIDE

APPENDIX A

Updated February 2015


This Teacher Resource Guide has been developed to provide supporting materials to help educators successfully implement the social studies standards. These resources are provided to help you in your work to ensure all students meet the rigorous learning expectations set by the Academic Standards. Use of these resources is optional – teachers should decide which resource will work best in their school for their students.
This resource document will be continually updated. Please send any suggested links and report broken links to:

Bruce Blomberg

Social Studies Specialist

Indiana Department of Education

bblomberg@doe.in.gov

317-232-9078
The links compiled and posted in this Resource Guide have been provided by the Department of Education and other sources. The DOE has not attempted to evaluate any posted materials. They are offered as samples for your reference only and are not intended to represent the best or only approach to any particular issue. The DOE does not control or guarantee the accuracy, relevance, timeliness, or completeness of information contained on a linked website; does not endorse the views expressed or services offered by the sponsor of a linked website; and cannot authorize the use of copyrighted materials contained in linked websites.  Users must request such authorization from the sponsor of the linked website.

GENERAL OVERVIEW WEBSITES:

  • Asia for Educators, http://afe.easia.columbia.edu

  • BBC A History of the World in 100 Objects, http://www.bbc.co.uk/ahistoryoftheworld/

  • Betterlesson Course: World History, http://betterlesson.com/course/1284/world-history

  • Big History (History Channel), http://www.history.com/shows/big-history

  • Big History Project, https://www.bighistoryproject.com/portal

  • Bridging World History, http://www.learner.org/courses/worldhistory/

  • Crash Course World History (40 different videos on various World History topics by Hoosier author John Green), https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9

  • The DBQ Project (many can be found by doing a Google search), http://www.dbqproject.com

  • Edsitement: The Best of Humanities on the Web, http://edsitement.neh.gov/subject/history-social-studies

  • Education Portal, History 101: Western Civilization 1, http://education-portal.com/academy/course/western-civilization-ancient-near-east-to-1648.html

  • Education Portal, History 101: Western Civilization 2, http://education-portal.com/academy/course/western-civilization-ii.html

  • iCivics, https://www.icivics.org

  • Internet History Sourcebook Project, http://www.fordham.edu/halsall/

  • Mankind: The Story of All of Us, http://www.history.com/shows/mankind-the-story-of-all-of-us

  • Modern World History Lesson Plans, http://modernworldhistory.org

  • NY Global History and Geography Regents Exams and Examples, http://www.nysedregents.org/globalhistorygeography/

  • Reading Like a Historian, http://sheg.stanford.edu/world

  • Student Handouts, http://www.studenthandouts.com/worldhistory.htm

  • TED-Ed: Lessons Worth Sharing, http://ed.ted.com/lessons?category=social-studies

  • World History for Us All, http://worldhistoryforusall.sdsu.edu

  • World History Connected, http://worldhistoryconnected.press.illinois.edu/index.html

  • World History Sources, http://chnm.gmu.edu/worldhistorysources/


Standard 1
Ancient Cultures and Civilizations: c.8000 B.C./B.C.E. to c.600 B.C. / B.C.E.



Students examine the movement toward civilization, including those of North Africa, Southwest Asia, South Asia and East Asia from 8000 B.C./B.C.E. to 600 B.C/B.C/E.

WH.1.1 Describe and evaluate social, cultural, and economic changes of small agriculture communities which led to

the development of large agricultural settlements such as the movement from hunting and gathering societies

to civilization. (Economics, Geography)


Suggested Key Terms/Topics to Cover:

  • Defining Hunting and Gathering Societies

  • Catal Huyuk

  • Neolithic Revolution


Teaching Ideas:

  • Compare and contrast hunting and gathering societies with settled societies. Evaluate the positive and negatives of each and why humans moved to agricultural communities.


Key Resources:

  • Agricultural and Urban Revolutions, http://www.learner.org/courses/worldhistory/unit_main_4.html

  • Catal Huyuk, http://www.catalhoyuk.com

  • Domestication and Its Results, http://worldhistoryforusall.sdsu.edu/units/three/landscape/Era03_landscape1.php

  • Farmers Around the World, http://worldhistoryforusall.sdsu.edu/units/three/landscape/Era03_landscape2.php

  • BBC Out of Africa, https://www.youtube.com/watch?v=vwa6o-s1Yvs

  • How Farming Planted Seeds for the Internet, http://ed.ted.com/lessons/how-farming-planted-seeds-for-the-internet-patricia-russac

  • Digging for humanity’s origins, http://ed.ted.com/lessons/digging-for-humanity-s-origins-louise-leakey




WH.1.2 Identify the key components that make up a civilization and the key differences between civilizations and other forms of social organization. (Geography, Sociology)


Suggested Key Terms/Topics to Cover:

  • Characteristics of civilization


Teaching Ideas:

  • Using the definition of civilizations from your particular textbook, have students construct a sample city illustrating those characteristics.


Key Resources:

  • River Valleys and the Development of Complex Soceities in Afroeurasia, http://worldhistoryforusall.sdsu.edu/units/three/landscape/Era03_landscape3.php


WH.1.3 Review the key elements of the development of early river valley civilizations in Mesopotamia, Egypt, the

Indus River Valley, and Shang China. (Geography, Sociology)




Suggested Key Terms/Topics to Cover:


  • Mesopotamia

    • Role of Tigris and Euphrates

    • City-states

    • Cuneiform

    • Hammurabi’s Code

    • Zigguarat

    • Epic of Gilgamesh

  • Egypt

    • Importance and role of Nile River

    • Pharaoh

    • Papyrus

    • Hieroglyphics

    • Mummification



  • Indus River Valley

    • Planned cities

    • Social classes

    • Undecipherable written language

    • Theories of Decline

  • Shang China

    • Role of Huang He and Yangtze Rivers

    • Chinese writing system

    • Ancestor worship


Teaching Ideas:

  • Mesopotamia

    • Read sections of Hammurabi’s Code. Have students pick out examples which illustrate different social classes, religious beliefs, and roles of governmental leaders.

    • Have students practice cuneiform writing.

  • Egypt

    • Compare and contrast the role of the pharaoh in Egyptian society with the kings in Mesopotamia society

    • Read selections from the Book of the Dead and have students analyze the religious beliefs of the Egyptians.

  • Indus River Valley

  • Shang China

    • Have students practice writing Chinese script and discuss the benefits of a pictograph system like Chinese/Egyptian hieroglyphics versus a phonetic system (modern alphabet)


Resources:

  • 10 Civilizations that Disappeared Under Mysterious Circumstances, http://io9.com/5928085/10-civilizations-that-disappeared-under-mysterious-circumstances/all

  • Assyrian Siege of Jerusalem, http://sheg.stanford.edu/assyrian-siege-jerusalem

  • BBC: History of the World in 100 Objects – Indus River Valley Seal http://www.bbc.co.uk/ahistoryoftheworld/objects/RRbS0YxzQQa88y_xkV1ADg

  • Egyptian Pyramids, http://sheg.stanford.edu/egyptian-pyramids

  • Hammurabi’s Code, http://sheg.stanford.edu/hammurabis-code

  • Oracle Bone Inscriptions of the Late Shang Dynasty, http://afe.easia.columbia.edu/ps/cup/oracle_bone_general.pdf

  • Rajesh Rao: A Rosetta Stone for the Indus Script, http://www.ted.com/talks/rajesh_rao_computing_a_rosetta_stone_for_the_indus_script

  • River Valleys and the development of complex societies in Afroeurasia, http://worldhistoryforusall.sdsu.edu/units/three/landscape/Era03_landscape3.php



WH.1.4 Examine the development and characteristics of early empires such as Assyria, Persia, Israel, Minoan, and Zhou. (Geography, Sociology)


Suggested Terms/Topics to Cover:



  • Assyria

    • Methods of conquering and control

  • Persia

    • Cyrus the Great

    • Darius

    • Xerxes

    • Methods of control

    • Royal Road

    • Satraps

    • Zoroastrianism

  • Israel

  • Minoan/Phoenicia

    • Phonetic alphabet

    • Trading empire

    • Knossos

  • Zhou





Teaching Ideas:

  • Have students define what makes up an empire and then create their own empire using examples from the empires within this standard.


Resources:

  • Iron Age Empires, http://education-portal.com/academy/lesson/iron-age-empires-neo-babylonian-neo-assyrian-and-persian-empires.html#lesson

  • Order and Early Societies, http://www.learner.org/courses/worldhistory/unit_video_6-1.html

  • Pressured by Persia: The Persian Empire, http://worldhistoryforusall.sdsu.edu/units/four/closeup/Era04_closeup442.php

  • The Assyrian Empire, http://www.zipang.org.uk/teachers/Assyria-Intro.pdf

  • What We Value: The Assyrian Bird-Headed Diety, http://creativity.denverartmuseum.org/wp-content/uploads/2008/11/assyrian_deity_secondary_final1.pdf




Standard 2

Classical Civilization: c.1000 B.C. / B.C.E. to c.600 A.D. / C.E.


Students explore the classical civilizations of the Mediterranean, Southwest Asia, South Asia, East Asia, and the Americas from c.600 B.C./B.C.E. to c.600 A.D./C.E.


WH.2.1 Review the development and key concepts of major world religions and philosophies including Hinduism, Buddhism, Judaism, Christianity, and Islam. (Sociology)


Suggested Topics/Key Terms:



  • Hinduism

    • Vedas

    • Upanishads

    • Om

  • Buddhism

    • Siddhartha Gautama/Buddha

    • Wheel of the Law

    • Reincarnation

  • Judaism



  • Christianity

    • Jesus

    • Bible

    • Cross

  • Islam

    • Muhammad

    • Qu’ran

    • Crescent Moon





Teaching Ideas:

  • Have students make a six paneled chart comparing the background, founders, symbols, texts, and practices of each religion.

  • Have students create a map of where each religion was founded and where most followers of that religion can be found today.


Resources:

  • Education World: The World’s Religions ,

http://www.educationworld.com/a_lesson/world-religions-multicultural-diversity.shtml

  • BBC-Religion: Religions http://www.bbc.co.uk/religion/religions/

  • Religion Facts: Just the Facts on Religion http://www.religionfacts.com/

  • United Religions Initiative: Kids http://www.uri.org/kids/world.htm

  • Religions Along The Silk Roads http://www.chinainstitute.cieducationportal.org/cimain/wp-content/themes/chinainstitute/pdfs/education/fromsilktooil_pdf6.pdf




WH.2.2 Examine the development of Judaism and the civilization of Ancient Israel, including the origins of monotheism, the significance of the Exodus from Egypt, the Hebrew Bible and the Ten Commandments as the source of many moral and ethical traditions of Western civilization.


Suggested Topics/Key Terms:



  • Torah

  • Ten Commandments

  • Covenant

  • Kingdom of Israel and change in leaders

  • Monotheism as a way to unify a kingdom

  • Moses and Exodus from Egypt

  • Canaan





Teaching Ideas:

  • Have students make a timeline highlighting Hebrew leaders and major events that occurred during their leadership.

  • Have students compare and contrast the Ten Commandments with the Code of Hammurabi.


Resources:

  • Ancient Jewish History: History http://www.jewishvirtuallibrary.org/jsource/Judaism/jewhist.html

  • Ancient Israel Lesson Plans http://www.learnisrael.org/lessonplans/AncientIsrael_LP.doc

  • Jewish History: The story of the Jewish People over 3,300 years http://www.chabad.org/library/article_cdo/aid/68870/jewish/Jewish-History.htm

  • Ancient Canaan, The Exodus And Babylon: A Lesson Plan On Early Israelites and Ancient Palestine - See more at: http://www.brighthubeducation.com/middle-school-social-studies-lessons/25490-early-history-of-the-israelites-and-ancient-palestine/#sthash.irpU1YZr.dpuf


WH.2.3 Examine the development of Greek civilization including differing political and social structures as well as conflicts such as the Persian and Peloponnesian wars. (Sociology, Economics, Government, Geography)


Suggested Topics/Key Terms:



  • Effect of Greek geography on development of the polis

  • Development of Democracy

  • Oligarchy

  • Comparison of Athens and Sparta

  • Persian Wars and development of Delian League

  • Peloponnesian Wars and effects on Greek independence





Teaching Ideas:

  • Compare and Contrast the development of Sparta and Athens- focusing on government styles, individual rights, military techniques, and education. Have students determine which civilization would have been preferable if they were a woman, slave, or child.

  • Have students create an eyewitness report of a battle from the Persian or the Peloponnesian wars from the perspective of a soldier, a citizen or Xerxes.


Resources

  • The Greeks: Crucible of Civilization http://www.pbs.org/empires/thegreeks/educational/index_html.html

  • 300 Spartans at the Battle of Thermopylae: Herodotus’ Real History http://edsitement.neh.gov/lesson-plan/300-spartans-battle-thermopylae-herodotuss-real-history#sect-introduction

  • Socrates and the Law: Argument in an Athenian Jail http://edsitement.neh.gov/lesson-plan/socrates-and-law-argument-athenian-jail

  • Comparing Athens and Sparta https://www.discoveryeducation.com/teachers/free-lesson-plans/comparing-athens-and-sparta.cfm

  • Pressured by Persia: The Persian Empire http://worldhistoryforusall.sdsu.edu/units/four/closeup/Era04_closeup442.php

  • Battle of Thermopylae



WH.2.4 Describe the rise of Alexander the Great and the influence of Hellenism in Southwest and South Asia,

North Africa, and parts of Europe.




Suggested Topics/Key Terms:



  • Philip II

  • Macedonia

  • Alexander the Great

  • Hellenistic Culture





Teaching Ideas:

  • Have students evaluate the life of Alexander the Great making judgements on what was “great” about his life and what was not. Students will then determine- did Alexander deserve the title “The Great.”

  • Trace the advancements of Alexander the Great on map and create a detailed timeline to correspond to those advances.

  • Have the students’ use a body outline to create a “Hellenistic” person- the person should have a representation of a contribution from each of the cultures that make up Hellenism.


Resources:

  • Was Alexander Truly Great? http://www.beaconlearningcenter.com/Lessons/1698.htm

  • Alexander the Great https://www.learningthroughhistory.com/newsletter/archives/112008.php

  • Alexander the Great and the Birth of Hellenism http://education-portal.com/academy/lesson/alexander-the-great-and-the-birth-of-hellenism.html#lesson

  • Alexander the Great and the Situation ... the Great? Crash Course http://www.youtube.com/watch?v=0LsrkWDCvxg&index=9&list=PLBDA2E52FB1EF80C9



WH.2.5 Analyze the development of Roman Republican government and society. (History, Government, Sociology)
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