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2026 World History I Pacing Guide
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All Instructional MaterialsPlease note: Many of the resources linked herein are Google Ready. As such, it it recommended for teachers to copy them all into their own Google Drives. Click here for directions to copy the entire course content at once.Suggested # of days- Please be aware that these suggestions may need to be adjusted based on the needs of the students in each class
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K-12 Crosswalk 2015-2023 HSS
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Unit2008 StandardsTopic/Skills2015 StandardsTopic/Skills2023 StandardsTopic/SkillsBlockYear-long
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1WHI.2Paleolithic Era to Agricultural Revolution510
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The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution byWHI.2The student will apply social science skills to understand the period from the Paleolithic Era to the agricultural revolution byWHI.1The student will apply history and social science skills to describe the period from the Paleolithic era into the Neolithic era by
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a) explaining the impact of geographic environment on hunter-gatherer societies;a) explaining the impact of geographic environment on hunter-gatherer societies;WHI.1bexplaining the effect that geography had on the emergence and migration of hunter-gatherer societies;
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b) listing characteristics of hunter-gatherer societies, including their use of tools and fire;b) describing characteristics of hunter-gatherer societies, including their use of tools and fire;WHI.1cdescribing characteristics of hunter-gatherer societies, including their use of tools and fire;
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c) describing technological and social advancements that gave rise to stable communities;c) analyzing how technological and social developments gave rise to sedentary communities; andWHI.1danalyzing how technological and social developments gave rise to sedentary settlements; and
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d) explaining how archaeological discoveries are changing present-day knowledge of early peoples.d) analyzing how archaeological discoveries are changing current understanding of early societies.WHI.1adescribing the archaeological evidence of the first human, and their geographic locations;
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WHI.1eanalyzing how archaeological discoveries change current understanding of early societies.
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2WHI.3Ancient River Valley Civilization510
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The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, byWHI.3The student will apply social science skills to understand the ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews and Phoenicians, byWHI.2The student will apply history and social science skills to describe early societies in the Fertile Crescent
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a) locating these civilizations in time and place;a) locating these civilizations in time and place and describing their major geographic features;-
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b) describing the development of social, political, and economic patterns, including slavery;b) describing the development of social, political, and economic patterns, including slavery;-
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c) explaining the development of religious traditions;c) explaining the development and interactions of religious traditions;-
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d) describing the origins, beliefs, traditions, customs, and spread of Judaism;d) describing the origins, beliefs, traditions, customs, and spread of Judaism; andc) describing the development of the Israelites as well as the origins, beliefs, traditions, customs, persecution and spread of Judaism; and
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e) explaining the development of language and writing.e) explaining the development of language and writing.-
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-a) locating and explaining the development of Egypt and Nubia;
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-b) locating and explaining the development of Mesopotamia;
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-d) describing the development of the Phoenicians.
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3WHI.4Cultures of Persia, India and China510
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The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations byWHI.4The student will apply social science skills to understand the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations byWHI.3The students will apply history and social science skills to describe ancient Asian societies by
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--a) analyzing the impact of geography on the development of ancient India and China, including locating them in time and place and describing their major geographic features;
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--b) describing the social, cultural, political, and economic characteristics that define the societies of the Indian subcontinent including, but not limited to contributions and the concepts of varna and Jati;
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a) describing Persia, including Zoroastrianism and the development of an imperial bureaucracy;a) locating Persia in time and place, including Zoroastrianism and the development of an imperial bureaucracy;WHI.4b) The student will apply history and social science skills to understand Persia and Greece by describing the social, cultural, political, and economic aspects of ancient Persia;
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b) describing India, with emphasis on the Aryan migrations and the caste system;b) locating India in time and place, including its origins, early development, and the debate over the Aryan migrations;-
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c) describing the origins, beliefs, traditions, customs, and spread of Hinduism;c) describing the origins, beliefs, traditions, customs, and spread of Hinduism;WHI.3c) describing the origins, beliefs, customs, and spread of Hinduism;
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d) describing the origins, beliefs, traditions, customs, and spread of Buddhism;d) describing the origins, beliefs, traditions, customs, and spread of Buddhism;d) describing the origins, beliefs, customs, and spread of Buddhism;
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e) describing China, with emphasis on the development of an empire and the construction of the Great Wall;e) locating China in time and place, including the development of an empire and the construction of the Great Wall; ande) describing social, cultural, political, and economic development of ancient China; and
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f) describing the impact of Confucianism, Taoism, and Buddhism.f) describing the impact of Confucianism, Taoism, and Buddhism.f) describing the impact of Confucianism, Taoism, and Legalism.
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4WHI.5Ancient Greece1020
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The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization byWHI.5The student will apply social science skills to understand ancient Greece in terms of its impact on Western civilization byWHI.4The student will apply history and social science skills to understand Persia and Greece by
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a) assessing the influence of geography on Greek economic, social, and political development, including the impact of Greek commerce and colonies;a) locating Greek civilizations in time and place and describing their major geographic features;a) describing the major geographic features of the region and analyzing the effect that geography had on its development;
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b) describing Greek mythology and religion;b) describing the social and religious structure of ancient Greece;c) describing the social, cultural, political, and economic development of Greece including, but not limited to the significance of Athens and Sparta, the development of citizenship, and the different forms of democracy;
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c) identifying the social structure and role of slavery, explaining the significance of citizenship and the development of democracy, and comparing the city-states of Athens and Sparta;c) describing the cultural development of Athens and Sparta, with emphasis on the significance of citizenship and the development of democracy;-
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d) evaluating the significance of the Persian and Peloponnesian wars;d) evaluating the political and economic development of Greece, with emphasis on the Persian and Peloponnesian wars;d) evaluating the causes and consequences of the Persian and the Peloponnesian wars;
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e) characterizing life in Athens during the Golden Age of Pericles;--
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f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle;e) evaluating the significance of the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by Alexander the Great; ande) evaluating the significance of Alexander the Great’s conquest of Greece and the formation and the spread of Hellenistic culture; and
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g) explaining the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by Alexander the Great.f) citing and explaining contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle.f) explaining the influence of ancient Greek contributions including, but not limited to science, art, architecture, philosophy, and mathematics on the present day.
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5WHI.6Ancient Rome 700 B.C.E. to 500 A.D.1020
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The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization byWHI.6The student will apply social science skills to understand ancient Rome from about 700 b.c. (b.c.e.) to 500 a.d. (c.e.) in terms of its impact on Western civilization byWHI.5The student will apply history and social science skills to understand Rome and the Byzantine Empire by
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a) assessing the influence of geography on Roman economic, social, and political development;a) locating Roman civilizations in time and place and describing their major geographic features;a) describing the influence of geography on Rome’s development and the factors that threatened territorial cohesion;
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b) describing Roman mythology and religion;b) describing the social and religious structure of ancient Rome;b) comparing and contrasting the political, social, and religious structure and development of the Roman Republic and Roman Empire;
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c) explaining the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman Republic;c) describing the social structure and cultural development of the Roman Republic;-
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d) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas;--
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e) assessing the impact of military conquests on the army, economy, and social structure of Rome;f) assessing the economic structure of Rome, Rome’s imperial conquests, and the Pax Romana; and-
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f) assessing the roles of Julius and Augustus Caesar in the collapse of the Republic and the rise of imperial monarchs;d) describing and evaluating the political and military structure of the Roman Republic under the rule of Julius Caesar;-
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g) explaining the economic, social, and political impact of the Pax Romana;e) describing and evaluating the political structure of the Roman Empire under the rule of Augustus Caesar;-
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h) describing the origin, beliefs, traditions, customs, and spread of Christianity;--
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i) explaining the development and significance of the Church in the late Roman Empire;--
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j) listing contributions in art and architecture, technology and science, medicine, literature and history, language, religious institutions, and law;--
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k) citing the reasons for the decline and fall of the Western Roman Empire.g) evaluating the fall of the Western Roman Empire and the Germanic invasions.-
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--e) explaining the influence of Rome including, but not limited to citizenship, the existence of slavery, rights under Roman law, Roman art, architecture, engineering, philosophy.
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New-WHI.7The student will apply social science skills to understand the development of Christianity by-
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-a) describing the origins, beliefs, traditions, customs, and spread of Christianity in time and place;WHI.5d) The student will apply history and social science skills to understand Rome and the Byzantine Empire by describing the origins, beliefs, customs, and spread of Christianity, including the persecution of Christians throughout the Roman Empire and eventual adoption and transmission of Christianity, New Testament, differences between the Eastern and Western churches, and the influence of Christianity throughout Europe, Middle Asia, the Middle East, and North Africa; and
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-b) explaining the unifying role of the Church in Europe after the collapse of Rome; and-
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-c) sequencing events related to the spread and influence of Christianity and the Catholic Church throughout Europe.-
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6WHI.7Byzantine Empire and Russia510
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The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) byWHI.8The student will apply social science skills to understand the Byzantine Empire and Eastern Europe from about 300 to 1000 a.d. (c.e.) by-
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a) explaining the establishment of Constantinople as the capital of the Eastern Roman Empire;a) explaining the influence of geography on the establishment of Constantinople as the capital of the Eastern Roman Empire and describing the Byzantine Empire in time and place;WHI.5c) The student will apply history and social science skills to understand Rome and the Byzantine Empire by describing the social, cultural, political, and economic development of the Byzantine Empire including, but not limited to the establishment of Constantinople, and the eventual division of the Roman Empire;
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b) identifying Justinian and his contributions, including the codification of Roman law, and describing the expansion of the Byzantine Empire and economy;b) describing Justinian and his contributions, including the codification of Roman law, and the expansion of the Byzantine Empire and economy;-
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c) characterizing Byzantine art and architecture and the preservation of Greek and Roman traditions;c) characterizing the role Byzantine art and architecture played in the preservation of Greek and Roman traditions;-
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d) explaining disputes that led to the split between the Roman Catholic Church and the Greek Orthodox Church;d) explaining the disputes that led to the split between the Roman Catholic Church and the Greek Orthodox Church; and-
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e) mapping and assessing the impact of Byzantine influence and trade on Russia and Eastern Europe.e) analyzing and explaining the influence of Byzantine culture on Eastern Europe.-
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Benchmark Assessment
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7WHI.8Islamic Civilization510
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The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) byWHI.9The student will apply social science skills to understand the Islamic civilization from about 600 to 1000 a.d. (c.e.) byWHI.6The student will apply history and social science skills to understand Islamic societies by
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--a) identifying the physical features and describing the relationship between climate, land and surrounding bodies of water, as well as nomadic and sedentary ways of life of the Arabian Peninsula;
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a) describing the origin, beliefs, traditions, customs, and spread of Islam;a) describing the origin, location, beliefs, traditions, customs, and spread of Islam, with emphasis on the Sunni-Shi’a division and the Battle of Tours;b) describing the origins, beliefs, traditions, customs, persecution and spread of Islam;
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--c) explaining the significance of the Qur’an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims’ daily lives;
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b) assessing the influence of geography on Islamic economic, social, and political development, including the impact of conquest and trade;b) assessing the influence of geography on Islamic economic, social, and political development, including the impact of conquest and trade; anddescribing the expansion of territory under Muslim rule and the spread of Islam and Arabic language among people in these territories, and the cultural and religious acceptance of Islam and the Arabic language; and
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c) identifying historical turning points that affected the spread and influence of Islamic civilization, with emphasis on the Sunni-Shi'a division and the Battle of Tours;--
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d) citing cultural and scientific contributions and achievements of Islamic civilization.c) explaining the cultural and scientific contributions and achievements of Islamic civilization.describing the growth of cities and the role of merchants in Muslim society, the expansion of trade routes in Asia, Africa, Europe, and the Indian Ocean, and identifying the products and inventions that traveled along these routes, including spices, textiles, paper, steel, new crops.
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8WHI.9Early Middle Ages
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The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 a.d. (c.e.) in terms of its impact on Western civilization byWHI.10The student will apply social science skills to understand Western Europe during the Middle Ages from about 500 to 1000 a.d. (c.e.) in terms of its impact on Western civilization by-
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a) sequencing events related to the spread and influence of Christianity and the Catholic Church throughout Europe;a) locating and describing the societies of Western Europe during the Middle Ages in time and place;-
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b) explaining the structure of feudal society and its economic, social, and political effects;b) describing the social, religious, and cultural development of the Franks, with emphasis on the Age of Charlemagne;-
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c) explaining the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea of the Roman Empire;c) explaining the social, religious, and cultural development of the Magyars and Anglo-Saxons;-
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d) sequencing events related to the invasions, settlements, and influence of migratory groups, including Angles, Saxons, Magyars, and Vikings.d) describing the social, religious, and cultural patterns of the Vikings; and-
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-e) evaluating and explaining the development of feudalism and the manor system.-
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9WHI.10Eastern Hemisphere Empires510
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The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns byWHI.11The student will apply social science skills to understand the civilizations and empires of Asia, with emphasis on Japan and China, byWHI.7 The student will apply history and social science skills to understand the civilizations of China in the Middle Ages by
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--a) describing the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan;
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a) locating major trade routes;a) locating and explaining major global and regional trade routes;d) explaining the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty;
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b) identifying technological advances and transfers, networks of economic interdependence, and cultural interactions;b) explaining technological advances and transfers, networks of economic interdependence, and cultural interactions;b) describing agricultural, technological, and commercial developments during the Tang and Sung periods;
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c) describing Japan, with emphasis on the impact of Shinto and Buddhist traditions and the influence of Chinese culture;c) explaining the impact of Shinto and Buddhist traditions and the influence of Chinese culture on the region; and-
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d) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion.d) evaluating the impact of the Mongol Empire throughout Asia.-
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--c) analyzing the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods;
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--d) tracing the historic influence of such discoveries as tea, the manufacture of paper, the development of woodblock printing, the invention of the compass, and the invention of gunpowder; and
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--e) describing the development of the imperial state and the scholar-official class.
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-WHI.12The student will apply social science skills to understand the civilizations and empires of Africa, with emphasis on the African kingdoms of Axum and Zimbabwe and the West African civilizations of Ghana, Mali, and Songhai, byWHI.8The student will apply history and social science skills to describe the sub-Saharan civilizations of Ghana and Mali in medieval Africa by510
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--a) describing the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and enslaved people; and the growth of the Ghana and Mali empires;
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--b) analyzing the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa;
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--c) describing the role of the trans Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islam;
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--d) tracing the growth of the Arabic language in government, trade, and Islam; and
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--e) describing the importance of written and oral traditions in the transmission of African history and culture.
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-a) locating early civilizations and kingdoms in time and place and describing major geographic features;-
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-b) explaining the development of social, political, economic, religious, and cultural patterns in each region; and-
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-c) evaluating and explaining the European interactions with these societies, with emphasis on trading and economic interdependence.-