Social Studies Connections: World History

Inquiry questions

  • What are the components of innovative technology?

    How does it shape our understanding of historical topics?

    How has innovative technology shaped individual time periods in world history as well as the overall history of the world?

World Geography TEKS

  • (1)  History. The student understands traditional historical points of reference in world history. The student is expected to:

    (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;

    (27)  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, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties;

    (B)  summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations;

    (C)  explain the impact of the printing press on the Renaissance and the Reformation in Europe;

    (D)  describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide; and

    (E)  identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle.

    (28)  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 and steam technology in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the Industrial Revolution;

    (B)  explain the roles of military technology, transportation technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism;

    (C)  explain the effects of major new military technologies on World War I, World War II, and the Cold War;

    (D)  explain the role of telecommunication technology, computer technology, transportation technology, and medical advancements in developing the modern global economy and society; and

    (E)  identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt.

    (30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

    (A)  use social studies terminology correctly;

    (B)  use standard grammar, spelling, sentence structure, and punctuation;

    (C)  interpret and create written, oral, and visual presentations of social studies information; and

    (D)  transfer information from one medium to another.

    (31)  Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

    (A)  use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

    (B)  use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

  • Guided Structure


    This guide is designed to accommodate class availability. The first tab can serve as a stand alone activity and each lesson tab beyond is designed to build upon the tab before it.

    The number of days on each tab indicates days in the library to begin the activity and support students. Teachers may give their students more time to work independently or create their own deadlines based on the students' needs.

  • Author


    This lesson was created for the use of NEISD libraries by Janelle Schnacker, MacArthur High School librarian.