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

Download 325.03 Kb.
Size325.03 Kb.
1   2   3   4   5   6

Suggested Topics/Key Terms:

  • Spread of Christianity into northern Europe

  • Role of monasteries in medieval societies

  • Role of church in medieval village

  • Gothic Cathedrals

  • Role of the church as international institution in Europe

  • Gregory VII versus Philip IV (lay investiture controversy)

Teaching Ideas:

  • Off to the Church We Go . . . Or Else!,

  • Read letters between Gregory and Phillip. Have students create a Twitter conversation based on the key ideas in each letter.


  • Church Architecture,

  • The Church and the Middle Ages,

  • The Investiture Conflict: Rulers vs. Centralized Church,

  • Going to Canossa,

  • Middle Ages: What was life really like in the Middle Ages?,

  • Monasticism from St. Benedict to Cluny,

WH.3.7 Describe the rise and achievements of Charlemagne and the birth of the Holy Roman Empire.

Suggested Topics/Key Terms:

  • Clovis

  • Pepin the Short

  • Role of religion in Charlemagne’s empire

  • Charlemagne’s Renaissance

Teaching Ideas:

  • Charlemagne Lesson Plan,


  • Charlemagne’s Holy Roman Empire and the Divine Right to Rule,

  • Frankish History,

  • The Western Tradition: Charlemagne’s Empire,

WH.3.8 Analyze the consequences of the fall of the Western Roman Empire and the development of feudalism and manorialism on Europe.

Suggested Topics/Key Terms:

  • Vikings

  • Vassal

  • Serf

  • Fief

  • Manor

Teaching Ideas:

  • Have students construct a map of Viking invasions. Ask students why the Vikings would have chosen these areas and what the effects of the Viking invasions would be.

  • Have students compare and contrast the Roman World versus the Feudal world using the Venn Diagram using the information in the Middle Ages resources below.

  • Have students participate in a feudalism simulation where they assume roles of the different levels of feudalism (see Middle Ages Resource)


  • Not Everyone Lived in a Castle During the Middle Ages,

  • Western Reserve Public Media: The Middle Ages,

  • What Vikings Really Looked Like,

WH.3.9 Explain the cultural, political and religious causes of the Crusades and their consequences for Europe and Southwest Asia, including the growth in power of the monarchies in Europe.

Suggested Topics/Key Terms:

  • Reasons for the Crusades

  • Pope Urban II

  • Cultural interaction and introduction of new ideas into Europe as a result of the Crusades

  • Great Western Schism

  • Growth of monarchies

  • Hundred Years War

Teaching Ideas:

  • Read through excerpts of Pope Urban II’s call for a crusade and ask students to identify the key causes of the Crusades.

  • Map the crusades. Ask students to identify what regions are affected and why results that would have.

  • Read through Christian, Muslim, and Byzantine excerpt surrounding the Crusades. Ask students to identify the different viewpoints that the participants have and why they have those viewpoints.


  • Crusades Lesson,

  • Western Reserve Public Media: The Middle Ages,

  • Witnesses to Joan of Arc and the Hundred Years War,

WH.3.10 Describe the improvements in agriculture, the growth of towns, and the commercial revival during the Middle Ages.

Suggested Topics/Key Terms:

  • Three field system

  • Growth of middle class

  • Black Death/Bubonic Plague

Teaching Ideas:

  • Read through accounts of the Bubonic Plague. Have students assess the key reactions of people to the plague and relate that to experiences in their own life with diseases (common colds going around school, swine flu scare, etc.)


  • Calamities and Recoveries, 1300-1500,

  • Coping with Catastrophe: The Black Death of the 14th Century,

  • The Path of the Black Death,

  • The Reemergence of Towns and Commerce,

WH.3.11 Examine the key achievements of civilizations in Africa prior to European contract

Suggested Topics/Key Terms:

  • Ghana

  • Mali

  • Mansa Musa

  • Swahili states

  • Songhai

  • Great Zimbabwe

Teaching Ideas:

  • Students research a specific African society and then present that society to the class. Then follow up by making students develop generalizations about Africa before colonization supported by evidence from the presentations.

  • East Africa Kingdoms Lesson Plan,

Resources: (for WH.3.11)

  • Africa: Pre-Imperial Civilization to Post-Imperiali Conflict,

  • Bridging World History: Connections Across Land,

  • Bridging World History: Early Empires,

  • Exploring Africa: Module Ten, African Politics and Government,

  • Migration and Change South of the Sahara 1000BCE – 200BCE,

  • West African Geography, Climate, History 500-1600,

WH.3.12 Compare and contrast the developments and achievements of the Maya, Aztec and Inca civilizations.

Suggested Topics/Key Terms:

  • Mayan city-states

  • Theories on Mayan Decline

  • How Aztecs grow their empire

  • Aztec human sacrifice

  • Quezlcoatl

  • How Incans expand their empire

  • Quipu

  • Ayllu

  • Incan Road System

Teaching Ideas:

  • Divide students to investigate the Maya, Aztec, and Incan empires. Have them complete a chart which stresses how the empire came to power, what ways they kept themselves in power, key innovations, and possible theories of decline. Then have students do a jigsaw activity and share information with each other.

  • Have students create a travel journey to each area. Their travel itinerary should showcase key ideas about each civilization.


  • Bridging World History: Connections Across Land,

  • Bridging World History: Early Empires,

  • Bridging World History: Transmission of Traditions,

  • Spheres of Interaction in the Americas 300-1500CE,

  • The Upside of Isolated Civiliations,

WH.3.13 Explain and understand the achievements of the Tang and Song Dynasties.

Suggested Topics/Key Terms:

  • Empress Wu

  • Gentry

  • Footbinding

  • Key innovations of the Tang and Song dynasties

Teaching Ideas:

  • Was Tang Society Open or Closed?,

  • Examine portions of the Kaifeng Scroll in class. Have students identify the key roles that they see represented within the scroll and what generalizations that can provide about Song China.


  • Advances under the Tang and Song,

  • Advances under the Tang and Song: Lesson 2,

  • China in the Middle Ages,

  • Imperial China: Sui, Tang, and Song,

  • Life in China: Tang and Song Dynasties,

  • The Song Dynasty in China,

  • Tang Dynasty: Pick a Poem,

WH.3.14 Describe and explain the rise, expansion and decline of the Mongol Empire and its consequences for Eurasian peoples.

Suggested Topics/Key Terms:

  • Genghis Khan

  • Key reasons why the Mongols were able to create an empire

  • Khanates

  • Pax Mongolica

  • Kublai Khan

  • Key results of Mongols on Russia, Middle East, and China

Teaching Ideas:

  • Students create a map of the expansion of the Mongol and the expansion of the Black Plague. Follow up with questions regarding why the Black Death was a key result of the expansion of the Muslim Empire.


  • A Close Reading of Kublai Khan,

  • The Mongol Moment,

  • The Mongols in World History,

  • Mongolian Women: Then and Now,

WH.3.15 Examine the development of feudalism in Japan and its impact on Japanese society and government.

Suggested Topics/Key Terms:

  • Shogun

  • Daimyo

  • Samurai

Teaching Ideas:

  • Compare Japanese feudalism and European feudalism.

  • Experiecing Japanese Feudalism,


  • 1450-1750: Japan,

  • Bridging World History: Land and Labor Relationships,

  • Imaging Japanese History,

  • The Japan Project: Lesson 3, Japan: Feudalism,

  • Lesson 3: Samurais and Shoguns,

  • The Upside of Isolated Civiliations,

Standard 4 —The Rise of Western Civilization and Global Interaction: c.1300 to c. 1750

Students explore the rise of Europe and its consequences for worldwide exploration and colonization—c.1300 to c.1750.

WH.4.1 Trace the origins and developments of the European Renaissance and its impact throughout Western Europe.

Suggested Topics/Key Terms:

  • Differentiate between the Italian Renaissance and Northern Renaissance.

  • Florence and Italy as having the conditions favorable for the start of the Renaissance

  • Changes in art and literature, use of the vernacular

  • Humanism, Secularism, Individualism

  • Use of Printing Press to spread ideas

Teaching Ideas:

  • Using Michelangelo’s Vitruvian man- have students create a “Renaissance Man”- What ideas are in his mind? What actions does he do? What foundations does he have? What beliefs does he hold dear in his heart?


  • The Renaissance and Reformation

  • The Art of Renaissance Europe- Met Museum Publication

  • Renaissance

  • The Italian Renaissance and Italy's Transformation

  • The Renaissance- Was it a Thing? Crash Course video by John Green

  • How the Printing Press Changed the World

WH.4.2 Analyze the factors that led to the rise and spread of the Protestant Reformation, the Catholic Counter-Reformation, as well as reforming movements in other religions, including the wars of religion.

Suggested Topics/Key Terms:

  • Role of Martin Luther is starting the Protestant Reformation and the spread of the Reformation to England and other new forms of Christianity.

  • Response of the Catholic Church via the Council of Trent and formation of Jesuits

  • Conflict between multiple forms of Christianity and results of conflict- war, Peace of Augsburg, persecution

Teaching Ideas:

  • Give students a tree outline- fill out the tree as you review Judaism, development of Christianity, the Great Schism of 1054 and then introduce Martin Luther and the Protestant Reformation and further splits/changes in Christianity.


  • NEH Teacher Planned Lessons on Reformation

  • The Protestant Reformation

  • Martin Luther

  • The Council of Trent: The Catholic Church Survives the Reformation

WH.4.3 Discuss the emergence of nationalism and nation-states as well as the increased impact of the citizen as a result of the decline of the European medieval period

Suggested Topics/Key Terms:

  • Define nationalism and nation-states.

  • Centralization of government in Europe by lessening the power of feudal lords and gaining support from an expanding merchant middle class

  • Decline of power of Catholic Church over European rulers

  • Results of the 100 years war on English and French nationalism

Teaching Ideas:

  • Have students fill out an anticipation guide on what makes a country a country.


  • The Rise of the Nation State

    • Overview: The Middle Ages, 1154 – 1485

WH.4.4 Explain the causes of the worldwide voyages of exploration.

Directory: sites -> default -> files -> standards -> socialstudies
socialstudies -> Indiana Academic Standards Resource Guide United States History 1877 to the Present Standards Approved March 2014
socialstudies -> Indiana Academic Standards Resource Guide Grade 8 United States History – Growth and Development (to 1877) Updated August 2015
socialstudies -> Indiana Academic Standards Resource Guide Grade 5 The United States – The Founding of the Republic Updated February 2015
socialstudies -> Indiana Academic Standards Global Economics Standards Approved March 2014
socialstudies -> Indiana Academic Standards Resource Guide Grade 5 The United States – The Founding of the Republic Updated April 2016
socialstudies -> Indiana Academic Standards Resource Guide Grade 8 United States History – Growth and Development (to 1877) Updated April 2016
socialstudies -> Indiana Academic Standards Resource Guide United States Government Standards Approved March 2014
socialstudies -> Indiana Academic Standards Grade 8 United States History – Growth and Development (to 1877) Standards Approved March 2014

Download 325.03 Kb.

Share with your friends:
1   2   3   4   5   6

The database is protected by copyright © 2022
send message

    Main page