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

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Suggested Topics/Key Terms:

  • Domestic (Oklahoma City Bombing) vs. International Terrorism (9/11)

  • Genocide Stages/Similarities

  • Worldwide Environmental Issues

Teaching Ideas:

  • Examine different terrorist activities around the world- determine if they are domestic or international.

  • Chart different examples of genocide on a world map.

  • Examine one example of genocide using the eight stages of genocide (e.g. Holocaust/Cambodia/Rwanda).

  • Connect population growth to effects on the environment through a web- more people means more housing which leads to less habitat for animals, etc….

  • Determine what the most important environmental issue is facing the world today through a debate carousel, have students take different points of view- (e.g. What if you had no access to freshwater? What if you were the president of an oil company?)


  • What is Genocide

  • EPA

  • World of 7 Billion: A Project of Population Education

  • War and Terrorism

  • Learning from the Challenges of Our Times

  • The Genocide Teaching Project

  • Genocide

  • The Genocide Education Project

  • The Choices Program ISIS: A New Threat

  • The Choices Program Good Atoms or Bad Atoms? Iran and the Nuclear Issue

Standard 7 – Historical Thinking

Students conduct historical research that incorporates information literacy skills such as forming appropriate research questions; evaluating information by determining accuracy, relevance and comprehensiveness; interpreting a variety of primary and secondary sources; and presenting their findings with documentation.


Chronological Thinking, Analysis and Interpretation, Research, Issues-Analysis and Decision-Making

WH.7.1 Identify patterns of historical change and duration and construct a representation that illustrates continuity and change.

Key Concept:

  • Students can identify and explain the key patterns of change and continuity throughout history.

Ways to include this throughout the curriculum:

  • Examine, construct and analyze different types of graphs illustrating different types of data including line, bar, and pie charts.

  • Examine, construct, and analyze chart and continuity charts which show what it was like before and after an historical event.


  • Content-Area Graphic Organizers: Social Studies,

  • Free Printable Graphic Organizers,

  • How to Choose Which Type of Graph to Use,

  • NC Public Schools Instructional Support Tools,

  • Social Studies Graphic Organizers and Mini-Lessons,

WH.7.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past.

Key Concept:

  • Students can locate and analyze primary and secondary sources on any events within world history.

Ways to include this throughout the curriculum:



  • Primary Documents Online,






  • Guidelines for Source Analysis,

  • Library of Congress: Teacher’s Guides and Analysis Tool,



  • Writing in the History Classroom,

WH.7.3 Investigate and interpret multiple causation in analyzing historical actions and analyze cause-and-effect relationships.

Key Concept:

  • Students can recognize how one event can impact other aspects of history and lead to subsequent events.

Ways to include this throughout the curriculum:

  • Examine, construct and analyze timelines for various events throughout history.

  • Examine, construct and analyze cause and effect charts for various events throughout history.


  • See resources for WH 7.1.

  • 14 Ways for Students to Create Timelines,

  • Education World: Timelines,

  • Research-Based Lesson: Cause and Effect,

WH.7.4 Explain issues and problems of the past by analyzing various interests and viewpoints of the participants involved.

Key Concept

  • Students can identify the different ways that people view events and why they have that particular viewpoint.

Ways to include this throughout the curriculum:

  • Role-play different historical situations (particularly useful for situations involving different social classes) from multiple perspectives. Have students say what they would do if they were a particular person and why they would choose that option.

  • Analysis historical incidents from the viewpoint of the different people involved and WHY they would have those view of the event.

  • Have students complete Document Based Question essays which analyze an author’s POV (why they would have this view at this time).


  • How Opinions Become History,

  • Reading Like a Historian: Sourcing,

  • Reading Like a Historian: Contextualization,

  • Reading Like a Historian: Corrobation,

  • Reading Like a Historian: Re-Assessing Reliability,

  • Teaching Students to Interpret Documents,

  • Skills for a Successful World History Experience: POV, bond-lamberty%27s pov lesson.ppt&ei=3Pk-U9GVO8mr2QXAi4G4Cg&usg=AFQjCNHPIB2M90zrYOMDXkoYfJCAXlx0HQ&sig2=z7VWKG1CL2v_VXTJ1mjOrQ&bvm=bv.64125504,d.b2I

  • Understanding Different Points of View,

WH.7.5 Use technology in the process of conducting historical research and to present products of historical research.

Key Concept:

  • Students can properly identify and find reliable sources for historical events and are able to demonstrate that knowledge in different ways.

Ways to include this throughout the curriculum:


  • Reading Like a Historian: Corrobation,

  • Using Research and Evidence,

WH.7.6 Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue and support that position.

Key Concept:

  • Students can create a position on a particular issue and defend that position with appropriate historical evidence and interpretation.

Ways to include this throughout the curriculum:


  • The DBQ Project (many can be found by doing a Google search),

  • The DBQ Library,

  • Reading Like a Historian: Class Discussion,

  • Reading Like a Historian: Focus Questions,

  • Reading Like a Historian: Repetition,

  • Reading Like a Historian: Turn to Your Partner,

  • Regents Prep Global History: DBQ,

  • Writing in the History Classroom,



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