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TexasState Standards AlignmentMatrix(1) History. The student understands traditional historical points of reference in world history. The student is expected to:(A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations;UNIT 2: Identify the characteristics of foraging and farming communities and understand why humans began to switch from foraging to farming.UNIT 3: Understand, evaluate, and analyze why certain human communities began to organize into cities, states, and empires.UNIT 2: The Agricultural Revolution: Crash Course World History; Comparison: Life in the Neolithic and Today; Transition to Farming: Differing Perspectives; Causation: From Foraging to Complex Societies; Causal Map: From Foraging to Complex Societies; Marketing 101: Foraging or Farming?; Farming and the StateUNIT 3: Early Agrarian Societies: Unit 3 Overview; Unit 3 Introduction: Cities, Societies, and Empires; Introduction to Agrarian Societies; Contextualization: Agrarian Societies(B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions;UNIT 4: Assess the similarities and differences of ancient empires.UNIT 4: Empires and Belief Systems: Unit 4 Overview; Unit 4 Introduction: Empires and Belief Systems 600 BCE to 700 CE; Overview of Belief Systems; Comparison: Belief Systems; World Religions Prior to 1450; Confucianism; Buddhism; Judaism; Christianity; Hinduism; Islam; Daoism; Legalism; Empire Building; Worlds Collide: Persians and Greeks; The Macedonian Empire; The Ptolemaic Dynasty; The Mauryan and Gupta Empire; The Zhou and Qin Empires; Source Collection: First States and Empires; The Roman Empire; Han Dynasty China; Sourcing: Rome and Han Dynasty China(C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of major world religions and their impact on Asia, Africa, and Europe and the Mongol invasions and their impacton Europe, China, India, and Southwest Asia;UNIT 4: Explain the spread of portable belief systems and how these beliefs shaped the formation of societies.UNIT 4: Source Collection: Portable Belief Systems; Portable Belief Maps; Beliefs on the Move; Why Do Belief Systems Spread? How China Made Buddhism Its Own; Written in the Stars: Secrets of the Mongol Empire; Graphic Biography: Sorqoqtani Beki; Source Collection: The Mongols; Graphic Biography: Rashid al-Din; Wait for It...The Mongols! Crash Course World History(D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the UNIT 6: Understand and evaluate the expansion and consequences of regional networks and the UNIT 6: Trade, Technology, and Religion in Afro-Eurasia 1200-1450; Traveler Postcards; Traveler Accounts; The Renaissance; The Protestant Reformation; Origins of

2Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation;formation of global exchange networks.Analyze how the Columbian Exchange positively and negatively impacted societies, trade networks, and the environment.Oceanic Connections; The Columbian Exchange; The Disastrous Effects of Increased Global Interactions c. 1500 to c. 1600(E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions; andUNIT 7: Analyze how the roles of sovereignty, nationalism, and the fight for equality influenced political revolutions and the rise of the nation-state.Analyze the causes and consequences of industrialization. Examine the ways in which colonialism and imperialism have impacted societies.UNIT 7: The Enlightenment; Sovereignty; Who Benefited?; Enlightenment Quotes; The Scientific Revolution; Economic and Material Causes of Revolt; Picturing Change; Urbanization Game; The Industrial Revolution; Origins of the Industrial Revolution; Igniting Industry; Industrial Imperialism, the “New” Imperialism; Responses to Industrial Imperialism; (F) identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impacton the Cold War; independence movements; and globalization.UNIT 8: Analyze the causes, scale, and consequences of global conflict in this historical era. Understand the rise of authoritarianism in various regions of the world, including its causes and consequences. Analyze how political and economic power shifts occurred as a result of the world wars, and how these shifts led to the Cold War.UNIT 8: How a Wrong Turn Caused World War I; What Caused the First World War?; “MAIN” Causes of War; Tug-of-War;Comparison: Mexican and Russian Revolutions; The Mexican Revolution; The Power of One: The Russian Revolution; Ripple Effects of World War I; The Second World War; Economics in the Second World War; Causation: World War II; Cold War: An Overview; The Cold War Around the World(2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to:(A) summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations;UNIT 2: Identify the characteristics of foraging and farming communities and understand why humans began to switch from foraging to farming.UNIT 2: The Agricultural Revolution: Crash Course World History; Comparison: Life in the Neolithic and Today; Transition to Farming: Differing Perspectives; Causation: From Foraging to Complex Societies; Causal Map: From Foraging to Complex Societies; Marketing 101: Foraging or

3Farming?; Farming and the State(B) identify the characteristics of civilization; andUNIT 3: Compare early agrarian societies and evaluate their common characteristics, such as social hierarchies, specialization of labor, and urbanization.UNIT 3: Early Agrarian Societies: Unit 3 Overview; Unit 3 Introduction: Cities, Societies, and Empires; Growth of Cities; First States;Introduction to Agrarian Societies; Contextualization: Agrarian Societies; Ancient Agrarian Societies: Mesopotamia; Ancient Agrarian Societies: China-Shang Dynasty; Ancient Agrarian Societies: Nubia and Ancient Egypt; Ancient Agrarian Societies: Mesoamerica –Olmec and Chavin de Huantar; Ancient Agrarian Societies: Aksum; Ancient Agrarian Societies: Nok Society; Ancient Agrarian Societies: Indus River Valley(C) explain how major river valley civilizations influenced the development of the classical civilizations.UNIT 3: Understand, evaluate, and analyze why certain human communities began to organize into cities, states, and empires.UNIT 3: Early Agrarian Societies: Unit 3 Overview; Unit 3 Introduction: Cities, Societies, and Empires; Introduction to Agrarian Societies; Contextualization: Agrarian Societies; Ancient Agrarian Societies: Mesopotamia; Ancient Agrarian Societies: China-Shang Dynasty; Ancient Agrarian Societies: Nubia and Ancient Egypt; Ancient Agrarian Societies: Mesoamerica –Olmec and Chavin de Huantar; Ancient Agrarian Societies: Aksum; Ancient Agrarian Societies: Nok Society; Ancient Agrarian Societies: Indus River Valley(3) History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to:(A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome;UNIT 4:Explain the spread of portable belief systems and how these beliefs shaped the formation of societies.UNIT 4: Empires and Belief Systems: Unit 4 Overview; Unit 4 Introduction: Empires and Belief Systems 600 BCE to 700 CE; Overview of Belief Systems; Comparison: Belief Systems; World Religions Prior to 1450; Confucianism; Buddhism; Judaism; Christianity; Hinduism; Islam; Daoism; Legalism; Empire Building; Worlds Collide: Persians and Greeks; The Macedonian Empire; The Ptolemaic Dynasty; The Mauryan and Gupta Empire; The Zhou and Qin Empires; Source Collection: First States and Empires; The Roman Empire; Han Dynasty China; Sourcing: Rome and Han Dynasty China

4(B) explain the impact of the fall of Rome on Western Europe; andUNIT 5: Evaluate and critique the historical narratives of societal collapseUNIT 5: Christendom; New Sources of Authority; Regional Webs (200 to 1500 CE): Unit 5 Overview; Unit 5 Introduction: Collapse and Restructuring; Was There Ever a “Dark Age”?(C) compare the factors that led to the collapse of Rome and Han China.UNIT 5: Evaluate and critique the historical narratives of societal collapseUNIT 5: Empires Fall; Collapse Categories; The Fall of Rome; The Fall of the Han Dynasty; Causation: Autopsy of an Empire; Collapse!(4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to:(A) explain the development of Roman Catholicism and Eastern Orthodoxy as social and political factors in medieval Europe and the Byzantine Empire;UNIT 5:Understand and analyze why networks of interaction grew and shrank during this period.UNIT 5: Christendom; New Sources of Authority(B) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism;UNIT 5:Understand and analyze why networks of interaction grew and shrank during this period.Unit 5: Was There Ever A Dark Age?; AP Unit 1: Europe: 1200-1450(C) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa;UNIT 5: Evaluate how the formation and spread of Islam influenced communities and networks in Afro-Eurasia.UNIT 5: The Caliphate; The Emergence of Islam; Graphic Biography: Ibn Battuta; Dar al-Islam; Claim Testing: The Islamic World(D) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa;UNIT 5: Evaluate how the formation and spread of Islam influenced communities and networks in Afro-Eurasia.UNIT 5: Causes and Consequences of the Crusades(E) describe the interactions between Muslim and Hindu societies in South Asia;Unit 6:Assess the religious conflicts and transformations that took place in this period.Archipelago of Trade; Trade, Technology, and Religion in Afro-Eurasia 1200-1450; South and Southeast Asia 1200–1450

5(F) explain how the Crusades, the Black Death, and the Hundred Years' War contributed to the end of medieval Europe;UNIT 5: Understand and analyze why networks of interaction grew and shrank during this period.UNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.UNIT 5: Causes and Consequences of the CrusadesUNIT 6: What Are You Trading; Trade Networks and the Black Death; Source Collection: The Black Death(G) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia;UNIT 5: Understand and analyze why networks of interaction grew and shrank during this period.UNIT 5: China Under the Tan and Ming Dynasties; Graphic Biography: Du Huan; Sourcing: An Imperial Edict Restraining Officials; Comparison: Women in Medieval Europe and Song China; Medieval Women in Western Europe, c. 1000-1350 CE; Women in the Song Dynasty of China, 960-1279 CE; Silk and the Song Dynasty(H) explain the evolution and expansion of the slave trade;UNIT 6: Analyze how the Columbian Exchange positively and negatively impacted societies, trade networks, and the environment.UNIT 6: The Transatlantic Slave Trade; Source Collection: First Person Accounts –Transatlantic Slave Trade; Impact of the Slave Trade: Through a Ghanaian Lens(I) analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade; andUNIT 5: Understand and analyze why networks of interaction grew and shrank during this period.UNIT 5: Archipelago of Trade; Silk Roads Simulation; Rebuilding the Silk Road; The Silk Road; Trans-Saharan Trade Routes; Mansa Musa and Islam in Africa: Crash Course World History; Contextualization: Mansa Musa(J) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world.UNIT 4: Assess the similarities and differences of ancient empires.UNIT 4: Written in the Stars: Secrets of the Mongol Empire; Graphic Biography: Sorqoqtani Beki; Source Collection: The Mongols; Graphic Biography: Rashid al-Din; Wait for It...The Mongols! Crash Course World History(5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. The student is expected to:(A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; andUNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.UNIT 6: The Renaissance

6(B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation.UNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.UNIT 6: The Protestant Reformation; Breaking News: Religions Evolve(6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to:(A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; andUNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.UNIT 6:The Americas 1200-1450; Aztec Empire; Graphic Biography: Macuilxochitl; Inca Empire; (B) explain how the Inca and Aztec empires were impacted by European exploration/colonization.UNIT 6: Analyze how the Columbian Exchange positively and negatively impacted societies, trade networks, and the environment.UNIT 6:The Spanish Empire, Silver, and Runaway Inflation: Crash Course World History; Sourcing: Spanish Conquest of the Aztec Empire; Religious Syncretism in Colonial Mexico City(7) History. The student understands the causes and impact of increased global interaction from 1450 to 1750. The student is expected to:(A) analyze the causes of European expansion from 1450 to 1750;UNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.UNIT 6: Origins of Oceanic Connections; Overview of New Economic Systems; The Spanish Empire, Silver, and Runaway Inflation(B) explain the impact of the Columbian Exchange;UNIT 6: Analyze how the Columbian Exchange positively and negatively impacted societies, trade networks, and the environment.UNIT 6: The Columbian Exchange; The Disastrous Effects of Increased Global Interactions c. 1500 to c. 1600(C) explain the impact of the Atlantic slave trade on West Africa and the Americas;UNIT 6: Analyze how the Columbian Exchange positively and negatively impacted societies, trade networks, and the environment.UNIT 6: The Transatlantic Slave Trade; Source Collection: First Person Accounts –Transatlantic Slave Trade; Impact of the Slave Trade: Through a Ghanaian Lens(D) explain the impact of the Ottoman Empire on Eastern Europe and global trade;UNIT 6: Understand and evaluate the expansion and consequences of regional networks and the UNIT 6: Indian Ocean Networks, c. 1450-1750; Gunpowder Empires; A Sublime Empire: Ottoman Rule on Land and Sea; The Ottoman Empire

7formation of global exchange networks.(E) explain Ming China's impact on global trade; andUNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.UNIT 5: China Under the Tang and Ming Dynasties; Graphic Biography: Zheng He; Indian Ocean Trade Routes(F) explain new economic factors and principles of Europe's Commercial Revolution.UNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.UNIT 6: Origins of Oceanic Connections; Overview of New Economic Systems; Capitalism and Slavery(8) History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to:(A) explain how the Industrial Revolution led to political, economic, and social changes;UNIT 7: Analyze the causes and consequences of industrialization.UNIT 7: Urbanization Game; Scale of the Industrial Revolution; The Global Transformations of the Industrial Revolution; Images of the Industrial Revolution; Railroads & the Industrial Revolution: Crash Course World History(B) identify the major political, economic, and social motivations that influenced European imperialism;UNIT 7: Examine the ways in which colonialism and imperialism have impacted societies.UNIT 7: Industrial Imperialism, the “New” Imperialism; Gentleman of the Jungle; Imperialism Cartoons; The Berlin Conference(C) explain the major characteristics and impact of European imperialism; andUNIT 7: Examine the ways in which colonialism and imperialism have impacted societies.UNIT 7: Sourcing: Differing Perspectives on Imperialism; Experiencing Colonialism: Through a Ghanaian Lens; 1857 Indian Uprising; Responses to Industrial Imperialism; Claim Testing: Imperialism(D) explain the effects of free enterprise in the Industrial Revolution.UNIT 7: Analyze the causes and consequences of industrialization.UNIT 7: Assembly Line Simulation; Responses to Industrialization; Capitalism and Socialism: Crash Course World History; Rise of the Proletariat; Economic Systems Simulation(9) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The studentis expected to:(A) compare the causes, characteristics, and consequences of the American and French UNIT 7: Analyze how the roles of sovereignty, nationalism, and the UNIT 7: The Atlantic Revolutions; Recipe for a Revolution; The Enlightenment; Economic and Material Causes of

8revolutions, emphasizing the role of the Enlightenment;fight for equality influenced political revolutions and the rise of the nation-state.Revolt(B) explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin America;UNIT 7: Analyze how the roles of sovereignty, nationalism, and the fight for equality influenced political revolutions and the rise of the nation-state.UNIT 7: Origins and Impacts of Nationalism; Appraising Napoleon; Italian Nationalism: A Point of View(C) trace the influence of the American and French revolutions on Latin America, including the role of Simon Bolivar; andUNIT 7: Analyze how the roles of sovereignty, nationalism, and the fight for equality influenced political revolutions and the rise of the nation-state.UNIT 7: The Atlantic Revolutions; The Haitian Revolution; Source Collection: Revolutions and Nationalism; Manuela Sáenz, Jonotas, and Natan(D) identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions.UNIT 7: Analyze how the roles of sovereignty, nationalism, and the fight for equality influenced political revolutions and the rise of the nation-state.UNIT 7: Sovereignty; Origins and Impacts of Nationalism; The Enlightenment; Democracy in Britain and America; The Atlantic Revolutions(10) History. The student understands the causes and impact of World War I. The student is expected to:(A) identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I;UNIT 8: Analyze the causes, scale, and consequences of global conflict in this historical era.UNIT 8:What Caused the First World War?; How a Wrong Turn Caused World War I; Tug-of-War;“MAIN” Causes of War; Our Interconnected World: World War I; Making Claims: World War I(B) identify major characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty rates;UNIT 8: Analyze the causes, scale, and consequences of global conflict in this historical era.UNIT 8: The First World War as a Global War; Source Collection: World War I; World War I Poster Analysis; Defining Total War; World War I: A Total War?; British Gas Hoods; Trench Fighting Tools(C) explain the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system; andUNIT 8: Analyze the causes, scale, and consequences of global conflict in this historical era.UNIT 8: Planning for Peace; World War I Peace Talks; The Middle East and World War I; Source Collection: Unresolved Tensions(D) identify the causes of the February (March) and October (November) revolutions of 1917 in Russia, their effects on the outcome of World War I, and the UNIT 8: Analyze the causes, scale, and consequences of global conflict in this historical era.UNIT 8: The Power of One: The Russian Revolution

9Bolshevik establishment of the Union of Soviet Socialist Republics.(11) History. The student understands the causes and impact of the global economic depression immediately following World WarI. The student is expected to:(A) summarize the international, political, and economic causes of the global depression; andUNIT 8: Analyze the causes, scale, and consequences of global conflict in this historical era.UNIT 8: Contextualization: The Great Depression; Global Great Depression; (B) explain the responses of governments to the global depression such as in the United States, Germany, Great Britain, and France.UNIT 8: Analyze the causes, scale, and consequences of global conflict in this historical era.UNIT 8: Source Collection: Economy in the Interwar Period(12) History. The student understands the causes and impact of World War II. The student is expected to:(A) describe the emergence and characteristics of totalitarianism;UNIT 8: Understand the rise of authoritarianism in various regions of the world, including its causes and consequences.UNIT 8: What is Fascism?; Exercising Authoritarianism; Internationalism Between the Wars; (B) explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II; andUNIT 8: Understand the rise of authoritarianism in various regions of the world, including its causes and consequences.UNIT 8: Fascism in Germany; Fascism in Italy; Communism in Soviet Union; Authoritarianism in Japan(C) explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs.UNIT 8: Analyze the causes, scale, and consequences of global conflict in this historical era.Understand and evaluate the causes, scale, and consequences of the Holocaust and other mass atrocities.UNIT 8: Appeasement; Appeasement; The Second World War; Economics in the Second World War; Causation: World War II; Nuclear Weapons; Claim Testing: Global Conflict; The Fallen; The Holocaust; Graphic Biography: Sophie Scholl; Source Collection: The Holocaust; Nuremberg Laws, Nuremberg Trials(13) History. The student understands the impact of major events associated with the Cold War and independence movements. Thestudent is expected to:(A) summarize how the outcome of World War II contributed to the development of the Cold War;UNIT 8: Analyze how political and economic power shifts occurred as a result of the world wars, and how these shifts led to the Cold War.UNIT 8: Devastation of Old Markets; Cold War: An Overview; Source Collection: The Cold War

10(B) summarize the factors that contributed to communism in China, including Mao Zedong's role in its rise;UNIT 8: Analyze how political and economic power shifts occurred as a result of the world wars, and how these shifts led to the Cold War.UNIT 8: Chinese Communist Revolution in a Global Perspective; Chinese Communist Revolution(C) identify major events of the Cold War, including the Korean War, the Vietnam War, and the arms race;UNIT 8: Analyze how political and economic power shifts occurred as a result of the world wars, and how these shifts led to the Cold War.UNIT 8: The Cold War Around the World; Who Is “Winning” the Cold War?; Simulation: Cold War Crisis; Arms Race, Space Race(D) explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union;1200 UNIT 8: Analyze how political and economic power shifts occurred as a result of World War II and how these shifts led to the Cold War.1200 UNIT 8: Collapse of Communism(E) summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts; andUNIT 8: Evaluate how the Cold War and decolonization are intertwined in the history of this period.UNIT 8: Making the Global Local: Comparing Decolonization in India, Vietnam, Nigeria, and Algeria; Decolonization Around the World; Connecting Decolonization and the Cold War; (F) discuss factors contributing to the Arab-Israeli conflict, including the rejection of the existence of the state of Israel by the Arab League and a majority of Arab nations.1200 UNIT 8:Evaluate the connection between nationalism and decolonization movements during the period of the Cold War1200 UNIT 8: Middle East and the End of Empire(14) History. The student understands the development and use of radical Islamic terrorism in the second half of the 20th century and the early 21st century. The student is expected to:(A) explain the impact of geopolitical influences on the development of radical Islamic terrorism;UNIT 9: Analyze how human rights have been impacted in the modern world.UNIT 9: Transnationalism and the Revival of Nationalism; Evaluating Global Conflicts(B) explain the impact of radical Islamic terrorism on global events; andUNIT 9: Analyze how human rights have been impacted in the modern world.UNIT 9: September 11, 2001(C) explain the U.S. response to the events surrounding September 11, 2001, and other acts of radical Islamic terrorism.UNIT 9: Analyze how human rights have been impacted in the modern world.UNIT 9: September 11, 2001(15) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to:

11(A) locate places and regions of historical significance directly related to major eras and turning points in world history;CO 2:Apply the evidence from sources using multiple perspectives and scales to evaluate (support, extend, or challenge) different narratives.UNIT 3: Mapping Regional Trade NetworksUNIT 4: Portable Belief MapsUNIT 5: Mapping Beliefs; Mapping Dar al-Islam; UNIT 6: Map Sketch; Mapping a Meal; Mapping the Black Death; Mapping Trade in the AmericasUNIT 8: World War I “Maptivity”(B) analyze the influence of human and physical geographic factors on major events in world history such as the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; andCO4: Analyze the narrative of history using the course’s three frames: communities, networks, and production and distribution.UNIT 3: Mapping Regional Trade NetworksUNIT 4: Portable Belief MapsUNIT 5: Mapping Beliefs; Mapping Dar al-Islam; UNIT 6: Map Sketch; Mapping a Meal; Mapping the Black Death; Mapping Trade in the AmericasUNIT 8: World War I “Maptivity”(C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past.CO 2:Apply the evidence from sources using multiple perspectives and scales to evaluate (support, extend, or challenge) different narratives.UNIT 3: Mapping Regional Trade NetworksUNIT 4: Portable Belief MapsUNIT 5: Mapping Beliefs; Mapping Dar al-Islam; UNIT 6: Map Sketch; Mapping a Meal; Mapping the Black Death; Mapping Trade in the AmericasUNIT 8: World War I “Maptivity”(16) Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity.The student is expected to:(A) identify important changes in human life caused by the Neolithic Revolution;UNIT 2: Identify the characteristics of foraging and farming communities and understand why humans began to switch from foraging to farming.UNIT 2: Comparison: Life in the Neolithic and Today(B) summarize the role of economics in driving political changes as related to the Industrial Revolution; andUNIT 7: Analyze the causes and consequences of industrialization.UNIT 7: The Global Transformations of the Industrial Revolution; Images of the Industrial Revolution; Rise of the Proletariat(C) describe the economic impact of globalization.UNIT 9: Assess how globalization both positively and negatively affects human communities, networks, and production and UNIT 9: Global Economic Challenges; Goods Across the World; Follow the Product; Is the World Flat or Spiky?; Economic Connections; Dollar Street Project; Source Collection: Economics in the Global Age

12distribution.(17) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to:(A) identify the historical origins and characteristics of the free enterprise system, including the influence of Adam Smith;UNIT 7: Analyze the causes and consequences of industrialization.1750 Unit 4:Learn about the economic theories of capitalism and socialism in the context of the Industrial Revolution.UNIT 7: The Enlightenment; Smith, Marx, and Keynes; The Emergence of Industrial Capitalism(B) identify the historical origins and characteristics of communism, including the influence of Karl Marx;UNIT 7: Analyze the causes and consequences of industrialization.UNIT 7: Rise of the ProletariatUNIT 8: Communism in the Soviet UnionSmith, Marx, and Keynes;(C) identify the historical origins and characteristics of socialism;UNIT 7: Analyze the causes and consequences of industrialization.UNIT 7: Capitalism and Socialism: Crash Course World History; Economic Systems Simulation(D) identify the historical origins and characteristics of fascism; andUNIT 8: Understand the rise of authoritarianism in various regions of the world, including its causes and consequences.UNIT 8: What is Fascism?; Fascism in Germany; Fascism in Italy(E) explain why communist command economies collapsed in competition with free market economies at the end of the 20th century.UNIT 8: Analyze how political and economic power shifts occurred as a result of the world wars, and how these shifts led to the Cold War.UNIT 8: Devastation of Old Markets1200:The Collapse of Communism(18) Government. The student understands the characteristics of major political systems throughout history. The student is expected to:(A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations; andUnit 3:Investigate the characteristics of the first states and the qualities that united people living there.What is a State?; What is an Empire?(B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.

13(19) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to:(A) explain the development of democratic-republican government from its beginnings in Judeo-Christian legal tradition and classical Greece and Rome through the French Revolution;UNIT 4:Explain the spread of portable belief systems and how these beliefs shaped the formation of societies.The Rise of the West?(B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen;UNIT 4: Assess the similarities and differences of ancient empires.UNIT 4:Source Collection: First States and Empires; Judaism; Magna Carta, the Glorious Revolution, and American Democracy(C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, and William Blackstone; andUNIT 7: Analyze how the roles of sovereignty, nationalism, and the fight for equality influenced political revolutions and the rise of the nation-state.UNIT 7: The Enlightenment; Sovereignty; Enlightenment Quotes(D) explain the significance of the League of Nations and the United Nations.UNIT 8: Analyze the causes, scale, and consequences of global conflict in this historical era.UNIT 8: Internationalism Between the WarsUNIT 9: International Institutions(20) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to:(A) describe how people have participated in supporting or changing their governments;UNIT 7: Analyze how the roles of sovereignty, nationalism, and the fight for equality influenced political revolutions and the rise of the nation-state.UNIT 7: The Atlantic Revolutions; The Haitian Revolution; Graphic Biographies: Manuela Sáenz, Jonotas, and Natan; The World of Revolution in 1848(B) describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history; andUNIT 7: Analyze how the roles of sovereignty, nationalism, and the fight for equality influenced political revolutions and the rise of the nation-state.UNIT 7: Source Collection: Revolutions and Nationalism

14(C) identify examples of key persons who were successful in shifting political thought, including William Wilberforce.UNIT 7: Analyze how the roles of sovereignty, nationalism, and the fight for equality influenced political revolutions and the rise of the nation-state.UNIT 7: Source Collection: Revolutions and Nationalism; The Enlightenment; Edmund Burke(21) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to:(A) summarize the development of the rule of law from ancient to modern times;CO5: Use historical thinking skills and reasoning practices such as contextualization, claim testing, sourcing, comparison, causation, and continuity and change over time to understand and evaluate the historical narrative.What is a State?; Source Collection: First States and Empires(B) identify the origins of ideas regarding the right to a "trial by a jury of your peers" and the concepts of "innocent until proven guilty" and "equality before the law" from sources including the Judeo-Christian legal tradition and in Greece and Rome;CO 2:Apply the evidence from sources using multiple perspectives and scales to evaluate (support, extend, or challenge) different narratives.Magna Carta, the Glorious Revolution, and American Democracy(C) identify examples of politically motivated mass murders such as in Cambodia, China, Latin America, and the Soviet Union;UNIT 9: Analyze how human rights have been impacted in the modern worldUNIT 9: Why Does Genocide Still Happen?(D) identify examples of genocide, including the Holocaust and genocide in Armenia, the Balkans, Rwanda, and Darfur;UNIT 8: Understand and evaluate the causes, scale, and consequences of the Holocaust and other mass atrocities.UNIT 8: Armenian Genocide; The Holocaust; Graphic Biography: Sophie Scholl; Graphic Biography: Manual Quezon; Sourcing: The HolocaustUNIT 9: Why Does Genocide Still Happen?(E) identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Las Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen Square; andUNIT 8: Analyze the causes, scale, and consequences of global conflict in this historical era.UNIT 8: Making the Global Local: Comparing Decolonization in India, Vietnam, Nigeria, and Algeria; Apartheid: How South Africa Ended Decades of Racial Rule(F) identify examples of American ideals that have advanced human rights and democratic ideas throughout the world.UNIT 8: Analyze the causes, scale, and consequences of global conflict in this historical era.UNIT 8: Civil Rights and Global Liberation; Universal Rights

15(22) Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:(A) describe the historical origins and central ideas in the development of monotheism;UNIT 4: Explain the spread of portable belief systems and how these beliefs shaped the formation of societies.UNIT 4: Overview of Belief Systems; Judaism; Islam; Christianity(B) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Sikhism; andUNIT 4: Explain the spread of portable belief systems and how these beliefs shaped the formation of societies.UNIT 4:Overview of Belief Systems; Comparison: Belief Systems; World Religions Prior to 1450; Confucianism; Buddhism; Judaism; Christianity; Hinduism; Islam; Daoism; Legalism(C) identify examples of religious influence on various events referenced in the major eras of world history.UNIT 5:Understand and analyze why networks of interaction grew and shrank during this period.UNIT 5: Christendom; New Sources of Authority; The Caliphate; Dar al-Islam; Causes and Consequences of the Crusades; Claim Testing: The Islamic WorldUNIT 6: Trade, Technology, and Religion in Afro-Eurasia 1200-1450; Graphic Biography: Rumi; The Protestant Reformation; Religious Syncretism in Colonial Mexico City; Source Collection: Transformation of Beliefs(23) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to:(A) describe the changing roles of women, children, and families during major eras of world history; andUNIT 7: Evaluate why people’s perceptions of labor, women’s rights, and human rights changed during this historical era.UNIT 4: Women in Rome and Han Dynasty China; Comparative Roles of Women in Rome and Han China; Graphic Biography: Babatha; Her Side of HistoryUNIT 5: Comparison: Women in Medieval Europe and Song China; Medieval Women in Western Europe, c. 1000 –1350 CE; Women in the Song Dynasty of China, 960 –1279 CEUNIT 7: Revolutionary Women; Ask Ottilie Baader; Graphic Biography: Ottilie Baader; Victorian Washing Machines; Harriet Forten Purvis: First Glance; Women’s Suffrage Around the World; A World Tour of Women’s Suffrage; Harriet Forten Purvis: Another Look; Graphic Biography: Harriet Forten PurvisUNIT 8: Decolonization and Women; Decolonizing

16Women; Comparing Women’s Roles in Decolonization Efforts(B) describe the major influences of women during major eras of world history such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir.CO3: Engage in meaningful historical inquiry by analyzing primary and secondary sources from multiple perspectives of gender, race, socioeconomic status, and other hierarchies to gain a deeper understanding of human history. Revolutionary Women; Graphic Biography: Harriet Forten Purvis; A World Tour of Women’s Suffrage; Sorqoqtani Beki; Benazir Bhutto; Yaa Asantewaa, Queen Mother of Ejisu(24) Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to:(A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India;UNIT 4: Explain the spread of portable belief systems and how these beliefs shaped the formation of societies.UNIT 4: Confucianism; Buddhism; Hinduism; Daoism; Legalism(B) summarize the fundamental ideas and institutions of Western civilizations that originated in Greece and Rome;UNIT 4:Evaluate the ways in which empires and belief systems supported each other.The Rise of the West?(C) explain how the relationship between Christianity and Humanism that began with the Renaissance influenced subsequent political developments; andUNIT 4: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.UNIT 5: ChristendomUNIT 6:The Renaissance; The Protestant Reformation(D) explain how geopolitical and religious influences have impacted law and government in the Muslim world.UNIT 5: Evaluate how the formation and spread of Islam influenced communities and networks in Afro-Eurasia.UNIT 5: Mapping Beliefs; The Caliphate; The Emergence of Islam; Graphic Biography: Ibn Battuta; Dar al-Islam; Claim Testing: The Islamic World; Mapping Dar al-Islam(25) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:(A) analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced; andUNIT 2: Evaluate why early humans migrated and created art.UNIT 2: The Importance of Art as a Historical EvidenceUNIT 8: Art and the World Wars

17(B) describe examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes.UNIT 2: Evaluate why early humans migrated and created art.UNIT 2: The Importance of Art as a Historical EvidenceUNIT 8: Art and the World Wars(26) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to:(A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, the Islamic caliphates between 700 and 1200, and China from the Tang to Ming dynasties;UNIT 5: Evaluate how the formation and spread of Islam influenced communities and networks in Afro-Eurasia.UNIT 5: Dar al-IslamUNIT 6: Written in the Stars: Secrets of the Mongol Empire(B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations;UNIT 6:Analyze how the Columbian Exchange positively and negatively impacted societies, trade networks, and the environment.UNIT 6: Aztec Empire; Inca Empire(C) explain the impact of the printing press on the Renaissance and the Reformation in Europe;UNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.UNIT 6:The Renaissance; The Protestant Reformation(D) describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide; andUNIT 7: Analyze how the roles of sovereignty, nationalism, and the fight for equality influenced political revolutions and the rise of the nation-state.UNIT 7: The Scientific Revolution(E) identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle.UNIT 7: Analyze how the roles of sovereignty, nationalism, and the fight for equality influenced political revolutions and the rise of the nation-state.UNIT 7: The Scientific Revolution(27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to:(A) explain the role of textile manufacturing, steam technology, development of the factory system, and UNIT 7: Analyze the causes and UNIT 7: The Industrial Revolution; Making Clean Water; Railroads & the Industrial Revolution: Crash Course World

18transportation technology in the Industrial Revolution;consequences of industrialization.History; Assembly Line Simulation(B) explain the roles of military technology, transportation technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism;UNIT 7: Examine the ways in which colonialism and imperialism have impacted societies.UNIT 7: Matching Cause and Effect; Industrial Imperialism, the “New” Imperialism(C) explain the effects of major new military technologies on World War I, World War II, and the Cold War;UNIT 8: Analyze the causes, scale, and consequences of global conflict in this historical era.UNIT 8: British Gas Hood; Trench Fighting Tools; Nuclear Weapons; Arms Race, Space Race(D) explain the role of telecommunication technology, computer technology, transportation technology, and medical advancements in developing the modern global economy and society; andUNIT 9: Assess how globalization both positively and negatively affects human communities, networks, and production and distribution.UNIT 9: The Great Acceleration; Green Revolution; Eradicating Smallpox(E) identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt.UNIT 7: Analyze the causes and consequences of industrialization.UNIT 7: The Industrial Revolution; The Scientific Revolution(28) Social studies skills. The student understands how historians use historiography to interpret the past and applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:(A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence;CO1:Understand that history is a narrative, or a combination of narratives, shaped by the sources and perspectives you use to tell that story.UNIT 4: Quick Sourcing: Introduction;Sourcing: Rome and Han Dynasty ChinaUNIT 5: Sourcing: An Imperial Edict Restraining Officials from EvilUNIT 6: Sourcing: Spanish Conquest of the Aztec EmpireUNIT 7: Sourcing: Differing Perspectives on Imperialism(B) explain how historians analyze sources for frame of reference, historical context, and point of view to interpret historical events;CO1:Understand that history is a narrative, or a combination of narratives, shaped by the sources and perspectives you use to tell that story.UNIT 4: Quick Sourcing: Introduction;Sourcing: Rome and Han Dynasty ChinaUNIT 5: Sourcing: An Imperial Edict Restraining Officials from EvilUNIT 6: Sourcing: Spanish Conquest of the Aztec EmpireUNIT 7: Sourcing: Differing Perspectives on Imperialism

19(C) analyze primary and secondary sources to determine frame of reference, historical context, and point of view;CO2: Apply the evidence from sources using multiple perspectives and scales to evaluate (support, extend, or challenge) different narratives.UNIT 4: Quick Sourcing: Introduction;Sourcing: Rome and Han Dynasty ChinaUNIT 5: Sourcing: An Imperial Edict Restraining Officials from EvilUNIT 6: Sourcing: Spanish Conquest of the Aztec EmpireUNIT 7: Sourcing: Differing Perspectives on Imperialism(D) evaluate a variety of historical and contemporary sources for validity, credibility, bias, and accuracy;CO3: Engage in meaningful historical inquiry by analyzing primary and secondary sources from multiple perspectives of gender, race, socioeconomic status, and other hierarchies to gain a deeper understanding of human history.UNIT 1: Claim Testing: IntroductionUNIT 2: Claim Testing: AuthorityUNIT 3: Claim Testing: EvidenceUNIT 5: Claim Testing: The Islamic WorldUNIT 7: Claim Testing: ImperialismUNIT 8: Claim Testing: Global ConflictUNIT 9: Claim Testing: Globalization(E) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; andCO5: Use historical thinking skills and reasoning practices such as contextualization, claim testing, sourcing, comparison, causation, and continuity and change over time to understand and evaluate the historical narrative.UNIT 2: Causation: Introduction; Causation: From Foraging to Complex Societies; Comparison: Life in the Neolithic and TodayUNIT 3: Causation: Population Growth; Contextualization: Introduction; Contextualization: Agrarian SocietiesUNIT 4:Comparison: Belief Systems; CCOT: Introduction; CCOT: Agrarian Societies to Empires and BeliefsUNIT 5: Causation: Autopsy of an Empire; Comparison: Women in Medieval Europe and Song China; Contextualization: Mansa Musa; CCOT: Empires and Beliefs to Regional WebsUNIT 6: CCOT: Regional Webs to the First Global AgeUNIT 7: Comparison: Egypt and Japan; Contextualization: Opium Wars; CCOT: The First Global Age to the Long Nineteenth CenturyUNIT 8: Causation: World War II; Comparison: Mexican and Russian Revolutions; Contextualization: The Great Depression; Comparing Women’s Roles in Decolonization EffortsUNIT 9: Comparison: Rights Documents; CCOT: Unit

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Texas World History 1750 Standards Alignment Matrix