| Era 1 - The Beginnings of Human Society |
| 1. | Understands the biological and cultural processes that shaped the earliest human communities
World History | | Standard 1. | Understands the biological and cultural processes that shaped the earliest human communities
World HistoryStandard 1 : Understands the biological and cultural processes that shaped the earliest human communities Reference code: BE,138;WE,41
| 1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document
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| | | Level II (Grade 5-6) | | | 1. | Understands scientific evidence regarding early hominid evolution in Africa (e.g., daily life of individuals and communities in early hunter-gatherer populations; major anthropological discoveries, their locations, and their discoverers)
| Citation Log: BD(BE,138;R;WE,41;LI,197) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
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| | | 2. | Understands the social and cultural characteristics of hunter-gatherer communities in various continental regions (e.g., similarities and differences between hunter-gatherer communities in Africa, Eurasia, and the Americas and their responses to local environments; characteristics of Cro-Magnon communities of western Eurasia; location and composition of archaeological discoveries and what understanding these bring to Neanderthal culture and community life)
| Citation Log: BD(BE,138;C;WE,43) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level III (Grade 7-8) | | | 1. | Understands early hominid development and scientific methods used to determine the dates and evolution of different human communities (e.g., methods employed by archaeologists, geologists, and anthropologists to study hominid evolution; the approximate chronology, sequence, and territorial range of early hominid evolution in Africa from the Australopithecines to Homo erectus)
| Citation Log: BD(BE,138;R;WE,41,42) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the role of the environment in the development of different human communities (e.g., current and past theories regarding the emergence of Homo sapiens sapiens and the processes by which human groups populated the major world regions; how environmental conditions in the last Ice Age possibly affected changes in the economy, culture, and organization of human communities)
| Citation Log: BD(BE,138;C;WE,43,44;LE,197) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
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| | | 3. | Understands how different human communities expressed their beliefs (e.g., theories regarding the relationship between linguistic and cultural development; possible social, cultural, and/or religious meanings inferred from late paleolithic cave paintings found in Spain and France; theories about the ways in which hunter-gatherers may have communicated, maintained memory of past events, and expressed religious feelings)
| Citation Log: BD(BE,138;C;WE,43,44) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
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| | | Level IV (Grade 9-12) | | | 1. | Understands methods by which early human communities are studied and what these studies reveal (e.g., the way in which newly discovered sites and investigative techniques used to examine them affect the study and understanding of human evolution, how common refuse can be studied to make inferences about earlier communities)
| Citation Log: BD(BE,138;R;WE,42) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands how different kinds of evidence are used to determine the cultural characteristics of early human communities (e.g., how archaeological evidence demonstrates the influences of climate, geographic location, and economic specialization on everyday life; how nonverbal evidence such as burials, carvings, and paintings can indicate the presence of religion)
| Citation Log: BD(BE,138;C;WE,44) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands physical, social, and cultural characteristics of different human communities (e.g., the possible types of early hominid communities; characteristics of skeletal remains of nonhominid, primate, hominid, and Homo sapiens and how to classify them chronologically; major features of flora, fauna, and climate associated with different hominid communities)
| World History | | | | Standard 1. | Understands the biological and cultural processes that shaped the earliest human communities | | | | | Topics | 1. Early hominid development; 2. Impact of the environment on society |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 3. | Understands physical, social, and cultural characteristics of different human communities (e.g., the possible types of early hominid communities; characteristics of skeletal remains of nonhominid, primate, hominid, and Homo sapiens and how to classify them chronologically; major features of flora, fauna, and climate associated with different hominid communities) | | | | | Vocabulary terms
A. characteristics of early human communities
| | | | Knowledge/skill statements | | | | 1. | Knows physical characteristics of different early human communities | | | | 2. | Knows social characteristics of different early human communities | | | | 3. | Knows cultural characteristics of different early human communities | | | | 4. | Knows the possible types of early hominid communities | | | | 5. | Knows characteristics of skeletal remains of nonhominid, primate, hominid, and Homo sapiens and how to classify them chronologically | | | | 6. | Knows major features of flora, fauna, and climate associated with different hominid communities |
| | Citation Log: BD(R;WE,42;LE,197) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands environmental, biological, and cultural influences on early human communities (e.g., how language helped early humans hunt, establish roles, rules, and structure within communities; the proposition that Mesolithic peoples were the first to take advantage of a changing climate; biological and cultural relationships between Neanderthal and Homo sapiens sapiens)
| Citation Log: BD(C;WE,44) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
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| 2. | Understands the processes that contributed to the emergence of agricultural societies around the world
World History | | Standard 2. | Understands the processes that contributed to the emergence of agricultural societies around the world
World HistoryStandard 2 : Understands the processes that contributed to the emergence of agricultural societies around the world Reference code: BE,139;WE,45
| 1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document
|
| | | Level II (Grade 5-6) | | | 1. | Understands the role of agriculture in early settled communities (e.g., how archaeological evidence explains the technology, social organization, and cultural life of settled farming communities in Southwest Asia; differences between wild and domestic plants and animals; how patterns of settlement were influenced by agricultural practices)
| Citation Log: BD(BE,139;C;WE,45) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the development of early agricultural communities in different regions of the world (e.g., differences between hunter-gatherer, fishing, and agrarian communities; social, cultural, and economic characteristics of large agricultural settlements and their unique problems; the development of tropical agriculture in Southeast Asia)
| Citation Log: BD(BE,139;R;WE,47;LE,198) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level III (Grade 7-8) | | | 1. | Understands immediate and long-term impacts and influences of early agricultural communities (e.g., areas in Southwest Asia and the Nile valley where early farming communities first appeared, the effect of new tools and other objects on early farming settlements, whether fishing was considered a nomadic or agricultural way of life)
| Citation Log: BD(BE,139;C;WE,45,46;LI,198) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands influences on the spread of agricultural communities (e.g., how local needs and conditions affected food plant domestication and world-wide patterns of settlement)
| Citation Log: BD(BE,139;R;WE,47) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands what archaeological evidence reveals about the social and cultural conditions of agricultural societies (e.g., the emergence of social class divisions, occupational specialization, differences in gender roles; long distance trade routes in Southwest Asia; the importance of obsidian to this trade)
| Citation Log: BD(BE,139;R;WE,47;LE,198;LI,199) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands inherent disadvantages and advantages of hunter-gatherer and early farming styles
| Citation Log: BD(C;WE,45;LE,198) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands the bases for the argument that agricultural life was an advance in human social development
| Citation Log: BD(R;WE,48;LI,198) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level IV (Grade 9-12) | | | 1. | Understands how agricultural communities maintained their produce and livestock (e.g., methods used by scholars to reconstruct the early history of domestication and agricultural settlement, how and why human groups domesticated wild grains and animals after the last Ice Age, the importance of controlling food supplies and storing them in the "Neolithic revolution")
| Citation Log: BD(BE,139;C;WE,45-46) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands what archaeological evidence has revealed about the cultural beliefs of early agricultural societies (e.g., the emergence of complete belief systems, including female deity worship)
| Citation Log: BD(BE,139;R;WE,47) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands social and cultural factors that define agricultural communities (e.g., archaeological evidence that distinguishes hunter-gatherer from agricultural sites, the relationship between agricultural production and cultural change)
| Citation Log: BD(C;WE,46) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands what environmental and architectural evidence reveals about different types of large agricultural communities (e.g., the locations of different types of communities between 10,000 and 4,000 BCE; how patterns of layout, fortification, and standardization in large settlements helped transform human culture)
| World History | | | | Standard 2. | Understands the processes that contributed to the emergence of agricultural societies around the world | | | | | Topics | 1. Hunter-gatherer, agrarian, and pastoral communities; 2. Archaeological methods and practices |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 4. | Understands what environmental and architectural evidence reveals about different types of large agricultural communities (e.g., the locations of different types of communities between 10,000 and 4,000 BCE; how patterns of layout, fortification, and standardization in large settlements helped transform human culture) | | | | | Vocabulary terms
A. environmental evidence about agricultural communities
B. architectural evidence about agricultural communities
| | | | Knowledge/skill statements | | | | 1. | Knows types of environmental evidence that reveal information about early agricultural communities | | | | 2. | Knows types of architectural evidence that reveal information about early agricultural communities | | | | 3. | Knows that archaeological evidence revealed the locations of different types of communities between 10,000 and 4,000 BCE | | | | 4. | Understands that archaeological evidence revealed how patterns of layout, fortification, and standardization in large settlements helped transform human culture |
| | Citation Log: BD(R;WE,47-48;LI,198) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands why some groups developed and accepted complete sedentary agriculture and others retained earlier subsistence methods
| Citation Log: BD(R;WE,48) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
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| Era 2 - Early Civilizations and the Rise of Pastoral Peoples, 4000-1000 BCE |
| 3. | Understands the major characteristics of civilization and the development of civilizations in Mesopotamia, Egypt, and the Indus Valley
World History | | Standard 3. | Understands the major characteristics of civilization and the development of civilizations in Mesopotamia, Egypt, and the Indus Valley
World HistoryStandard 3 : Understands the major characteristics of civilization and the development of civilizations in Mesopotamia, Egypt, and the Indus Valley Reference code: BE,141;WE,52
| 1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document
|
| | | Level II (Grade 5-6) | | | 1. | Understands influences on the development of various civilizations in the 4th and 3rd millennia BCE (e.g., how the natural environment of the Tigris-Euphrates, Nile, and Indus Valleys shaped the early development of civilization; different characteristics of urban development in Mesopotamia, Egypt, and the Indus Valley)
| Citation Log: BD(BE,141;C;WE,52;LI,199,207) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the characteristics of writing forms in Mesopotamia, Egypt, and the Indus Valley and how written records shaped political, legal, religious, and cultural life
| World History | | | | Standard 3. | Understands the major characteristics of civilization and the development of civilizations in Mesopotamia, Egypt, and the Indus Valley | | | | | Topics | 1. Early civilization in Southwest Asia and India; 2. Science, technology, and society; 3. Influence of ideas on society; 4. Language and writing |
| | | | | Level II (Grade 5-6) | | | | | Benchmark 2. | Understands the characteristics of writing forms in Mesopotamia, Egypt, and the Indus Valley and how written records shaped political, legal, religious, and cultural life | | | | | Vocabulary terms
A. early writing forms
B. relationship of written records to daily life
| | | | Knowledge/skill statements | | | | 1. | Understands the characteristics of writing forms in Mesopotamia | | | | 2. | Understands the characteristics of writing forms in early Egypt | | | | 3. | Understands the characteristics of writing forms in the Indus Valley | | | | 4. | Understands how written records shaped political, legal, religious, and cultural life in Mesopotamia | | | | 5. | Understands how written records shaped political, legal, religious, and cultural life in early Egypt | | | | 6. | Understands how written records shaped political, legal, religious, and cultural life in the Indus Valley |
| | Citation Log: BD(BE,142;C;WE,52;LE,200,205,207) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands how economic, political, and environmental factors influenced the civilizations of Mesopotamia, Egypt, and the Indus Valley (e.g., the impact of trade networks connecting various regions of Southwest Asia on Mesopotamian civilization; the importance of commercial, cultural, and political connections between Egypt and peoples of Nubia along the upper Nile; how geography and climate affected trade in the Nile Valley)
| World History | | | | Standard 3. | Understands the major characteristics of civilization and the development of civilizations in Mesopotamia, Egypt, and the Indus Valley | | | | | Topics | 1. Early civilization in Southwest Asia and India; 2. Trade and trade routes ; 3. Impact of the environment on society; 4. Cultural diffusion, adaptation, and interaction |
| | | | | Level II (Grade 5-6) | | | | | Benchmark 3. | Understands how economic, political, and environmental factors influenced the civilizations of Mesopotamia, Egypt, and the Indus Valley (e.g., the impact of trade networks connecting various regions of Southwest Asia on Mesopotamian civilization; the importance of commercial, cultural, and political connections between Egypt and peoples of Nubia along the upper Nile; how geography and climate affected trade in the Nile Valley) | | | | | Vocabulary terms
A. economic influences on early civilizations
B. political influences on early civilizations
C. environmental influences on early civilizations
| | | | Knowledge/skill statements | | | | 1. | Understands how economic factors influenced the civilization of Mesopotamia | | | | 2. | Understands how economic factors influenced the early civilization of Egypt | | | | 3. | Understands how economic factors influenced the civilization of the Indus Valley | | | | 4. | Understands how political factors influenced the civilization of Mesopotamia | | | | 5. | Understands how political factors influenced the early civilization of Egypt | | | | 6. | Understands how political factors influenced the civilization of the Indus Valley | | | | 7. | Understands how environmental factors influenced the civilization of Mesopotamia | | | | 8. | Understands how environmental factors influenced the early civilization of Egypt | | | | 9. | Understands how environmental factors influenced the civilization of the Indus Valley | | | | 10. | Understands the impact of trade networks connecting various regions of Southwest Asia on Mesopotamian civilization | | | | 11. | Understands the importance of commercial, cultural, and political connections between Egypt and peoples of Nubia along the upper Nile | | | | 12. | Understands how geography and climate affected trade in the Nile Valley |
| | Citation Log: BD(BE,142;R;WE,54;LE,199,206) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level III (Grade 7-8) | | | 1. | Understands environmental and cultural factors that shaped the development of Mesopotamia, Egypt and the Indus Valley (e.g., development of religious and ethical belief systems and how they legitimized political and social order; demands of the natural environment; how written records such as the Epic of Gilgamesh reflected and shaped the political, religious, and cultural life of Mesopotamia)
| World History | | | | Standard 3. | Understands the major characteristics of civilization and the development of civilizations in Mesopotamia, Egypt, and the Indus Valley | | | | | Topics | 1. Early civilization in Southwest Asia and India; 2. Impact of the environment on society; 3. Religion, belief systems, and values |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 1. | Understands environmental and cultural factors that shaped the development of Mesopotamia, Egypt and the Indus Valley (e.g., development of religious and ethical belief systems and how they legitimized political and social order; demands of the natural environment; how written records such as the Epic of Gilgamesh reflected and shaped the political, religious, and cultural life of Mesopotamia) | | | | | Vocabulary terms
A. environmental influences on early civilizations
B. cultural influences on early civilizations
| | | | Knowledge/skill statements | | | | 1. | Understands how environmental factors shaped the development of the civilization of Mesopotamia | | | | 2. | Understands how environmental factors shaped the development of the early civilization of Egypt | | | | 3. | Understands how environmental factors shaped the development of the civilization of the Indus Valley | | | | 4. | Understands how cultural factors shaped the development of Mesopotamia | | | | 5. | Understands how cultural factors shaped the development of early Egyptian civilization | | | | 6. | Understands how cultural factors shaped the development of the Indus Valley | | | | 7. | Understands the development of religious and ethical belief systems and how they legitimized political and social order | | | | 8. | Understands how written records such as the Epic of Gilgamesh reflected and shaped the political, religious, and cultural life of Mesopotamia |
| | Citation Log: BD(BE,141,142;C;WE,53;LE,199,203) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the role of economics in shaping the development of Mesopotamia, Egypt, and the Indus Valley (e.g., the economic and cultural significance of the trade routes between Egypt, India, and Mesopotamia in the 3rd millennium, the importance of traded goods to each society)
| World History | | | | Standard 3. | Understands the major characteristics of civilization and the development of civilizations in Mesopotamia, Egypt, and the Indus Valley | | | | | Topics | 1. Early civilization in Southwest Asia and India; 2. Cultural diffusion, adaptation, and interaction; 3. Trade and trade routes |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 2. | Understands the role of economics in shaping the development of Mesopotamia, Egypt, and the Indus Valley (e.g., the economic and cultural significance of the trade routes between Egypt, India, and Mesopotamia in the 3rd millennium, the importance of traded goods to each society) | | | | | Vocabulary terms
A. economic influences on early civilizations
| | | | Knowledge/skill statements | | | | 1. | Understands how economic factors shaped the development of the civilization of Mesopotamia | | | | 2. | Understands how economic factors shaped the development of the early civilization of Egypt | | | | 3. | Understands how economic factors shaped the development of the civilization of the Indus Valley | | | | 4. | Understands the economic and cultural significance of the trade routes between Egypt, India, and Mesopotamia in the 3rd millennium | | | | 5. | Understands the importance of traded goods to Mesopotamia, Egypt, and the Indus Valley societies |
| | Citation Log: BD(BE,142;R;WE,54) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level IV (Grade 9-12) | | | 1. | Understands influences on the social and economic framework of Mesopotamia, Egypt, and the Indus Valley (e.g., the characteristics of government and military in Egypt and Mesopotamia and the ways in which central authorities commanded labor and taxes from peasant farmers; how architectural, artistic, technological, and scientific achievements of these civilizations affected the economics of daily life)
| World History | | | | Standard 3. | Understands the major characteristics of civilization and the development of civilizations in Mesopotamia, Egypt, and the Indus Valley | | | | | Topics | 1. Early civilization in Southwest Asia and India; 2. Social class structure and interactions |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 1. | Understands influences on the social and economic framework of Mesopotamia, Egypt, and the Indus Valley (e.g., the characteristics of government and military in Egypt and Mesopotamia and the ways in which central authorities commanded labor and taxes from peasant farmers; how architectural, artistic, technological, and scientific achievements of these civilizations affected the economics of daily life) | | | | | Vocabulary terms
A. influences on social framework of early civilizations
B. influences on economic framework of early civilizations
| | | | Knowledge/skill statements | | | | 1. | Understands influences on the social framework of Mesopotamia | | | | 2. | Understands influences on the social framework of early Egypt | | | | 3. | Understands influences on the social framework of the Indus Valley | | | | 4. | Understands influences on the economic framework of Mesopotamia | | | | 5. | Understands influences on the economic framework of early Egypt | | | | 6. | Understands influences on the economic framework of the Indus Valley | | | | 7. | Understands the characteristics of government and military in Egypt and Mesopotamia and the ways in which central authorities commanded labor and taxes from peasant farmers | | | | 8. | Understands how architectural, artistic, technological, and scientific achievements of early civilizations affected the economics of daily life |
| | Citation Log: BD(BE,142;C;WE,52,53;LE,199,200,207) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands how written codes and stories reflect social conditions in Mesopotamia, Egypt, and the Indus Valley (e.g., how the code of Hammurabi illustrated the ethical values, social hierarchy and attitudes, and roles of women in Mesopotamia; how the biblical account of Genesis and the Enuma Elish from Babylon reflect contrasting beliefs)
| Citation Log: BD(BE,142;C;WE,53) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands features of trading networks in Mesopotamia, Egypt, and the Indus Valley (e.g., those geographical characteristics that encouraged Mesopotamia to engage in trade and those which made trade difficult, shifting political relationships between trading partners in the 1st and 2nd millennia BCE and sources of conflict between them, the breadth of the Indus trade network)
| Citation Log: BD(BE,142;R;WE,55;LI,202,208) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
|
|
|
| 4. | Understands how agrarian societies spread and new states emerged in the third and second millennia BCE
World History | | Standard 4. | Understands how agrarian societies spread and new states emerged in the third and second millennia BCE
World HistoryStandard 4 : Understands how agrarian societies spread and new states emerged in the third and second millennia BCE Reference code: BE,142;WE,56
| 1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document
|
| | | Level II (Grade 5-6) | | | 1. | Understands how the development of different types of tools influenced Chinese civilization (e.g., the uses and significance of bronze tool-making technology, weapons, and luxury goods in the 3rd and 2nd millennia BCE; the unique nature of Chinese writing tools, surfaces, and styles in the 2nd millennia BCE)
| World History | | | | Standard 4. | Understands how agrarian societies spread and new states emerged in the third and second millennia BCE | | | | | Topics | 1. Civilization in ancient China; 2. Science, technology, and society; 3. Language and writing |
| | | | | Level II (Grade 5-6) | | | | | Benchmark 1. | Understands how the development of different types of tools influenced Chinese civilization (e.g., the uses and significance of bronze tool-making technology, weapons, and luxury goods in the 3rd and 2nd millennia BCE; the unique nature of Chinese writing tools, surfaces, and styles in the 2nd millennia BCE) | | | | | Vocabulary terms
A. influence of tool development on Chinese civilization
| | | | Knowledge/skill statements | | | | 1. | Knows a variety of technologies, tools, and goods developed in China in the 3rd and 2nd millennia BCE | | | | 2. | Understands the uses of bronze tool making technology, weapons, and luxury goods in the 3rd and 2nd millennia BCE | | | | 3. | Understands the significance of bronze tool making technology, weapons, and luxury goods in the 3rd and 2nd millennia BCE | | | | 4. | Understands the unique nature of Chinese writing tools, surfaces, and styles in the 2nd millennium BCE |
| | Citation Log: BD(BE,142;C;WE,56) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands significant characteristics of early Chinese society and religion (e.g., the influence of the natural environment on Huang He [Yellow River] civilization compared to its impact on Mesopotamia, Egypt, and the Indus Valley; early Chinese urban societies and how they compare to those of Mesopotamia and the Indus Valley, the nature of Shang ancestor worship and what it illustrates about concepts of life and death in Shang society)
| Citation Log: BD(BE,142,143;C;WE,56;LE,208,209;LI,208) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands the role of technology in early agrarian societies (e.g., how the advent of the plow influenced new agrarian societies in Southwest Asia, the Mediterranean basin, and temperate Europe; how megalithic stone buildings, such as Stonehenge, indicate the emergence of complex agrarian societies in Europe; changes for humankind and civilization brought on by the bow and arrow and by pottery; what physical evidence indicated about the characteristics of the agrarian society of ancient Egypt and the life of the Pharaoh)
| World History | | | | Standard 4. | Understands how agrarian societies spread and new states emerged in the third and second millennia BCE | | | | | Topics | 1. Agrarian societies of the 3rd and 2nd millennia BCE; 2. Farming and agriculture; 3. Science, technology, and society |
| | | | | Level II (Grade 5-6) | | | | | Benchmark 3. | Understands the role of technology in early agrarian societies (e.g., how the advent of the plow influenced new agrarian societies in Southwest Asia, the Mediterranean basin, and temperate Europe; how megalithic stone buildings, such as Stonehenge, indicate the emergence of complex agrarian societies in Europe; changes for humankind and civilization brought on by the bow and arrow and by pottery; what physical evidence indicated about the characteristics of the agrarian society of ancient Egypt and the life of the Pharaoh) | | | | | Vocabulary terms
A. technology in early agrarian societies
| | | | Knowledge/skill statements | | | | 1. | Understands how the advent of the plow influenced new agrarian societies in Southwest Asia, the Mediterranean basin, and temperate Europe | | | | 2. | Understands how megalithic stone buildings, such as Stonehenge, indicate the emergence of complex agrarian societies in Europe | | | | 3. | Knows changes for humankind and civilization brought on by the bow and arrow and by pottery | | | | 4. | Knows what physical evidence indicates about the characteristics of the agrarian society of ancient Egypt and the life of the Pharaoh |
| | Citation Log: BD(BE,143;R;WE,58;LE,198) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level III (Grade 7-8) | | | 1. | Understands the rise of urban and complex agrarian societies in the 3rd and 2nd millennia BCE (e.g., how the Minoan civilization emerged on Crete and its significant cultural achievements; the origins and possible purpose of Stonehenge and the effort made to create it)
| Citation Log: BD(BE,143;R;WE,58) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands how the natural environment shaped Huang He civilization (e.g., how changes in the course of the Huang He river challenged citizens and government)
| World History | | | | Standard 4. | Understands how agrarian societies spread and new states emerged in the third and second millennia BCE | | | | | Topics | 1. Civilization in ancient China; 2. Impact of the environment on society |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 2. | Understands how the natural environment shaped Huang He civilization (e.g., how changes in the course of the Huang He river challenged citizens and government) | | | | | Vocabulary terms
A. influence of environment on Huang He civilization
| | | | Knowledge/skill statements | | | | 1. | Knows how changes in the course of the Huang He river challenged citizens and government |
| | Citation Log: BD(C;WE,56;LE,208;LI,208) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands what archaeological evidence (e.g., oracle bone inscriptions, bronze vessels) reveals about Chinese history during the Shang Dynasty
| Citation Log: BD(C;WE,57;LI,208) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands the significance of advancements in tool and weapon technology (e.g., the technology of bronze casting and why bronze weapons were superior to those made of stone; how the development of the plow, bow and arrow, and pottery affected early man and led to changes in gender roles)
| Citation Log: BD(R;WE,58) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level IV (Grade 9-12) | | | 1. | Understands the social, cultural, and political characteristics of the Shang Dynasty (e.g., the development of royal government under the Shang Dynasty and the development of social hierarchy, religious institutions, and writing; the role that Chinese peasants played in sustaining the wealth and power of the Shang political centers)
| Citation Log: BD(BE,142,143;C;WE,57) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands interaction between urban centers of Southwest Asia, Egypt, and the Aegean Basin, and the Eastern Mediterranean coast (e.g., the important urban centers of Southwest Asia, Egypt, and the Aegean Basin; the role of cities along the Mediterranean coast as commercial bridges between the trading networks of Southwest Asia, Egypt, and the Mediterranean)
| World History | | | | Standard 4. | Understands how agrarian societies spread and new states emerged in the third and second millennia BCE | | | | | Topics | 1. Agrarian societies of the 3rd and 2nd millennia BCE; 2. Trade and trade routes ; 3. Cultural diffusion, adaptation, and interaction; 4. Convergence and divergence of cultures |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 2. | Understands interaction between urban centers of Southwest Asia, Egypt, and the Aegean Basin, and the Eastern Mediterranean coast (e.g., the important urban centers of Southwest Asia, Egypt, and the Aegean Basin; the role of cities along the Mediterranean coast as commercial bridges between the trading networks of Southwest Asia, Egypt, and the Mediterranean) | | | | | Vocabulary terms
A. commercial exchange among early urban centers
| | | | Knowledge/skill statements | | | | 1. | Knows the important urban centers of Southwest Asia | | | | 2. | Knows the important urban centers of early Egypt | | | | 3. | Knows the important urban centers of the Aegean Basin | | | | 4. | Understands the role of cities along the Mediterranean coast as commercial bridges between the trading networks of Southwest Asia, Egypt, and the Mediterranean |
| | Citation Log: BD(BE,143;R;WE,58,59) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands how different agrarian societies developed (e.g., what archaeological evidence suggests about the growth of agricultural societies in West Africa and Southeast Asia, the origins of domesticated rice in Southeast Asia and the routes of its spread throughout the rest of Asia)
| Citation Log: BD(BE,143;R;WE,58,59) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands how environmental conditions such as the prevailing wind, current, and flooding patterns, influenced civilizations in the Tigris, Nile, and Huang He valleys
| World History | | | | Standard 4. | Understands how agrarian societies spread and new states emerged in the third and second millennia BCE | | | | | Topics | 1. Impact of the environment on society; 2. Civilization in ancient China |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 4. | Understands how environmental conditions such as the prevailing wind, current, and flooding patterns, influenced civilizations in the Tigris, Nile, and Huang He valleys | | | | | Vocabulary terms
A. environmental influences on early civilizations
| | | | Knowledge/skill statements | | | | 1. | Understands how environmental conditions such as the prevailing wind, current, and flooding patterns, influenced civilizations in the Tigris valley | | | | 2. | Understands how environmental conditions such as the prevailing wind, current, and flooding patterns, influenced civilizations in the Nile valley | | | | 3. | Understands how environmental conditions such as the prevailing wind, current, and flooding patterns, influenced civilizations in the Huang He valley |
| | Citation Log: BD(C;WE,57;LI,208) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands evidence of social and cultural development of Chinese civilization in the 3rd and 2nd millennia BCE (e.g., evidence that the Chinese had developed urbanization, sophisticated social cooperation, and written language before 1700 BCE; the physical evidence that highlights possible cultural contact between China and other centers of civilization in antiquity)
| Citation Log: BD(C;WE,57) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands the impact of various technologies (e.g., the wheel, pottery, the sail, weaving, bronze casting, the plow) upon social organization and the political and economic power of the groups that used them
| World History | | | | Standard 4. | Understands how agrarian societies spread and new states emerged in the third and second millennia BCE | | | | | Topics | 1. Agrarian societies of the 3rd and 2nd millennia BCE; 2. Science, technology, and society; 3. Social change and development |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 6. | Understands the impact of various technologies (e.g., the wheel, pottery, the sail, weaving, bronze casting, the plow) upon social organization and the political and economic power of the groups that used them | | | | | Vocabulary terms
A. influence of technologies on social organization (3rd and 2nd millennia BCE)
B. influence of technologies on political power (3rd and 2nd millennia BCE)
C. influence of technologies on economic power (3rd and 2nd millennia BCE)
| | | | Knowledge/skill statements | | | | 1. | Understands the impact of various technologies (e.g., the wheel, pottery, the sail, weaving, bronze casting, the plow) upon social organization | | | | 2. | Understands the impact of various technologies (e.g., the wheel, pottery, the sail, weaving, bronze casting, the plow) upon the political power of the groups that used them | | | | 3. | Understands the impact of various technologies (e.g., the wheel, pottery, the sail, weaving, bronze casting, the plow) upon the economic power of the groups that used them |
| | Citation Log: BD(R;WE,58) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 7. | Understands influences on the cultural and economic conditions of Minoan and Egyptian civilizations (e.g., the nature and extent of cultural contact between Minoan and Egyptian civilizations, the extent of Minoan trade and its impact on the development of Minoan civilization)
| Citation Log: BD(R;WE,59) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
|
|
|
| 5. | Understands the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE
World History | | Standard 5. | Understands the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE
World HistoryStandard 5 : Understands the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE Reference code: BE,143;WE,60
| 1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document
|
| | | Level II (Grade 5-6) | | | 1. | Understands how the rise of pastoral societies was linked to the climate and geography of the Central Asian steppes, and how kinship-based pastoral society differed from the social organization of agrarian states
| Citation Log: BD(BE,143;C;WE,60) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands how the invention of the chariot affected Southwest Asian societies (e.g., how the chariot changed transportation, the development of chariot warfare, how the chariot contributed to the spread of new ideas and technology)
| Citation Log: BD(BE,144;C;WE,62) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands characteristics of Mycenaean Greek society and culture (e.g., the political and social organization of the Mycenaean Greeks as revealed in archaeological and written records, how geography influenced the development of Mycenaean society, the significance of the story of the siege of Troy)
| Citation Log: BD(BE,144;R;WE,64) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands possible causes of the decline and collapse of Indus Valley civilization (e.g., possible causes for the disappearance of cities such as Mohenjo-Daro, the role environmental changes played in the fall of Indus cities)
| World History | | | | Standard 5. | Understands the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE | | | | | Topics | 1. India, 2nd millennium BCE; 2. Impact of the environment on society; 3. Rise and decline of societies and civilizations |
| | | | | Level II (Grade 5-6) | | | | | Benchmark 4. | Understands possible causes of the decline and collapse of Indus Valley civilization (e.g., possible causes for the disappearance of cities such as Mohenjo-Daro, the role environmental changes played in the fall of Indus cities) | | | | | Vocabulary terms
A. decline of the Indus Valley civilization
| | | | Knowledge/skill statements | | | | 1. | Knows possible causes for the disappearance of cities such as Mohenjo Daro | | | | 2. | Understands the role environmental changes played in the fall of Indus cities |
| | Citation Log: BD(BE,144;R;WE,65) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level III (Grade 7-8) | | | 1. | Understands the development of Indo-European language (e.g., the probable geographic homeland of speakers of early Indo-European languages and the spread of the language to other parts of Eurasia, languages which developed from the Indo-European root language)
| Citation Log: BD(BE,143;C;WE,60-61) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the origins of the Hittite people, their empire in Anatolia, and major cultural and political achievements of this society
| Citation Log: BD(BE,144;C;WE,62) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands significant individuals and events in Egyptian civilization (e.g., the extent of Egyptian expansion during the Old, Middle, and New Kingdoms, and some of the factors that made this expansion possible; major political and cultural achievements of Thutmose III, Ramses II, and Queen Hatshepsut in Egypt)
| World History | | | | Standard 5. | Understands the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE | | | | | Topics | 1. Southwest Asia and Egypt in 2nd millennium BCE; 2. Role of individuals in history |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 3. | Understands significant individuals and events in Egyptian civilization (e.g., the extent of Egyptian expansion during the Old, Middle, and New Kingdoms, and some of the factors that made this expansion possible; major political and cultural achievements of Thutmose III, Ramses II, and Queen Hatshepsut in Egypt) | | | | | Vocabulary terms
A. significant individuals of Egyptian civilization (2nd millennium BCE)
B. significant events of Egyptian civilization (2nd millennium BCE)
| | | | Knowledge/skill statements | | | | 1. | Knows significant individuals and their roles in Egyptian civilization | | | | 2. | Understands significant events in Egyptian civilization | | | | 3. | Understands the extent of Egyptian expansion during the Old, Middle, and New Kingdoms | | | | 4. | Knows factors that made Egyptian expansion possible | | | | 5. | Knows major political and cultural achievements of Thutmose III in Egypt | | | | 6. | Knows major political and cultural achievements of Ramses II in Egypt | | | | 7. | Knows major political and cultural achievements of Queen Hatshepsut in Egypt |
| | Citation Log: BD(BE,144;C;WE,62) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands significant events in the development of Mycenaean culture (e.g., the cultural influences of Egypt, Minoan Crete, and Southwest Asian civilizations on the Mycenaeans; the story of the Trojan war through different sources)
| Citation Log: BD(BE,144;R;WE,64) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands characteristics of Aryan culture (e.g., the reasons for the migration of Indo-Aryan and Mycenaean-speaking peoples into India, the Eastern Mediterranean, and the Iranian Plateau; the belief system embraced by the Aryan people; odes from the Vedas that praise major Vedic gods and what they illustrate about Aryan values; potential conflict and tension among Aryan tribes as they began to settle down in the Indo-Gangetic plain)
| World History | | | | Standard 5. | Understands the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE | | | | | Topics | 1. India, 2nd millennium BCE; 2. Migration and settlement patterns; 3. Religion, belief systems, and values; 4. Eastern Mediterranean, 2nd millennium BCE |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 5. | Understands characteristics of Aryan culture (e.g., the reasons for the migration of Indo-Aryan and Mycenaean-speaking peoples into India, the Eastern Mediterranean, and the Iranian Plateau; the belief system embraced by the Aryan people; odes from the Vedas that praise major Vedic gods and what they illustrate about Aryan values; potential conflict and tension among Aryan tribes as they began to settle down in the Indo-Gangetic plain) | | | | | Vocabulary terms
A. characteristics of Aryan culture
| | | | Knowledge/skill statements | | | | 1. | Knows the reasons for the migration of Indo Aryan and Mycenaean speaking peoples into India, the Eastern Mediterranean, and the Iranian Plateau | | | | 2. | Understands the belief system embraced by the Aryan people | | | | 3. | Knows odes from the Vedas that praise major Vedic gods and what they illustrate about Aryan values | | | | 4. | Understands potential conflict and tension among Aryan tribes as they began to settle down in the Indo-Gangetic plain |
| | Citation Log: BD(BE,144;R;WE,65) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands potential sources for the decline in trade, the overcrowding, and eventual collapse of Mohenjo-Daro and other Indus cities
| Citation Log: BD(R;WE,65) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level IV (Grade 9-12) | | | 1. | Understands characteristics of pastoral and agrarian societies (e.g., economy, social relations, and political authority among pastoral peoples; women's social equality with men in pastoral societies as opposed to agrarian societies)
| Citation Log: BD(BE,144;C;WE,60,61) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the beliefs and accomplishments of Mesopotamian and Egyptian rulers (e.g., the religious ideas of Akenaton [Amenhotep IV] and the viewpoint that Atonism was an early form of monotheism, the accomplishments of Sargon and Akenaton [Amenhotep IV])
| Citation Log: BD(BE,144;C;WE,63) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands characteristics of Mycenaean society (e.g., the impact of Mycenaean expansion and city-building on commerce and political life in the Eastern Mediterranean; society, trade, and government in Mycenae; comparisons of Mycenaean and Minoan societies from archaeological remains)
| Citation Log: BD(BE,144;R;WE,64) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands cultural elements of the Aryan civilization (e.g., Aryan culture in India as denoted in linguistic, literary, and archaeological materials; beliefs expressed in the Vedic hymns; the root of the word "Aryan," those people who came to be called Indo-Aryan)
| World History | | | | Standard 5. | Understands the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE | | | | | Topics | 1. India, 2nd millennium BCE; 2. Migration and settlement patterns; 3. Religion, belief systems, and values; 4. Language and writing |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 4. | Understands cultural elements of the Aryan civilization (e.g., Aryan culture in India as denoted in linguistic, literary, and archaeological materials; beliefs expressed in the Vedic hymns; the root of the word "Aryan," those people who came to be called Indo-Aryan) | | | | | Vocabulary terms
A. cultural elements of Aryan civilization
| | | | Knowledge/skill statements | | | | 1. | Understands Aryan culture in India as denoted in linguistic materials | | | | 2. | Understands Aryan culture in India as denoted in literary materials | | | | 3. | Understands Aryan culture in India as denoted in archaeological materials | | | | 4. | Understands beliefs expressed in the Vedic hymns as a component of Aryan culture | | | | 5. | Understands the root of the word "Aryan," those people who came to be called Indo Aryan |
| | Citation Log: BD(BE,144;R;WE,66) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Knows the migration routes of Indo-European language speakers and the approximate dates of their arrivals in new locations during the second millenium BCE
| Citation Log: BD(C;WE,61) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands the emergence and militarization of new kingdoms (e.g., what visual and written sources suggest about the impact of chariot warfare on the battlefield; the boundaries of major states in Southwest Asia, Egypt, and the Eastern Mediterranean in the later part of the 2nd millennium BCE and why wars and diplomatic relations among these states may have represented the first era of "internationalism" in world history)
| World History | | | | Standard 5. | Understands the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE | | | | | Topics | 1. Southwest Asia and Egypt in 2nd millennium BCE; 2. Eastern Mediterranean, 2nd millennium BCE; 3. Historical sources; 4. Science, technology, and society |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 6. | Understands the emergence and militarization of new kingdoms (e.g., what visual and written sources suggest about the impact of chariot warfare on the battlefield; the boundaries of major states in Southwest Asia, Egypt, and the Eastern Mediterranean in the later part of the 2nd millennium BCE and why wars and diplomatic relations among these states may have represented the first era of "internationalism" in world history) | | | | | Vocabulary terms
A. emergence of new kingdoms (2nd millennium BCE)
B. militarization of new kingdoms (2nd millennium BCE)
| | | | Knowledge/skill statements | | | | 1. | Understands the emergence of new kingdoms in 2nd millennium BCE | | | | 2. | Understands the militarization of new kingdoms in 2nd millennium BCE | | | | 3. | Understands what visual and written sources suggest about the impact of chariot warfare on the battlefield | | | | 4. | Knows the boundaries of major states in Southwest Asia in the later part of the 2nd millennium BCE | | | | 5. | Knows the boundaries of major states in Egypt in the later part of the 2nd millennium BCE | | | | 6. | Knows the boundaries of major states in the Eastern Mediterranean in the later part of the 2nd millennium BCE | | | | 7. | Understands why wars and diplomatic relations among major states in Southwest Asia, Egypt, and the Eastern Mediterranean may have represented the first era of "internationalism" in world history |
| | Citation Log: BD(C;WE,63) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 7. | Understands the decline of the Indus valley civilization in comparison to that of other peoples such as the Sumerians
| Citation Log: BD(R;WE,66) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 8. | Understands the reliability of epics as historic sources and the aspects of these works historians have determined actually reflect contemporary or later culture (e.g., the Iliad, the Odyssey, the Mahabarata, and the Ramayana)
| World History | | | | Standard 5. | Understands the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE | | | | | Topics | 1. Historical sources; 2. India, 2nd millennium BCE |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 8. | Understands the reliability of epics as historic sources and the aspects of these works historians have determined actually reflect contemporary or later culture (e.g., the Iliad, the Odyssey, the Mahabarata, and the Ramayana) | | | | | Vocabulary terms
A. epics as historical sources
| | | | Knowledge/skill statements | | | | 1. | Understands the reliability of epics as historic sources | | | | 2. | Knows the aspects of epic works (e.g., the Iliad, the Odyssey, the Mahabarata, and the Ramayana)that historians have determined actually reflect contemporary or later culture |
| | Citation Log: BD(R;WE,66;LE,223) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
|
|
|
| 6. | Understands major trends in Eurasia and Africa from 4000 to 1000 BCE
World History | | Standard 6. | Understands major trends in Eurasia and Africa from 4000 to 1000 BCE
World HistoryStandard 6 : Understands major trends in Eurasia and Africa from 4000 to 1000 BCE Reference code: BE,145
| 1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document
|
| | | Level II (Grade 5-6) | | | 1. | Knows areas of Eurasia and Africa where cities and dense farming populations appeared between 4000 and 1000 BCE, and understands the connection between the spread of agriculture and the acceleration of world population growth
| Citation Log: BD(BE,145;LE,193-195) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands how new ideas, products, techniques, and institutions spread from one region to another and the conditions under which people assimilated or rejected new ideas or adapted them to cultural traditions
| Citation Log: BD(BE,145;LI,195) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level III (Grade 7-8) | | | 1. | Understands the emergence of civilizations in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean and how they represented a decisive transformation in human history
| Citation Log: BD(BE,145;LI,193) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands why geographic, environmental, and economic conditions favored hunter-gatherer, pastoral, and small-scale agricultural ways of life rather than urban civilizations in many parts of the world
| World History | | | | Standard 6. | Understands major trends in Eurasia and Africa from 4000 to 1000 BCE | | | | | Topics | 1. Hunter-gatherer, agrarian, and pastoral communities; 2. Impact of the environment on society |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 2. | Understands why geographic, environmental, and economic conditions favored hunter-gatherer, pastoral, and small-scale agricultural ways of life rather than urban civilizations in many parts of the world | | | | | Vocabulary terms
A. conditions favorable to hunter-gatherer, pastoral societies, and small scale agricultural communities
| | | | Knowledge/skill statements | | | | 1. | Knows parts of the world in which geographic, environmental, and economic conditions favored hunter gatherer, pastoral, and small scale agricultural ways of life rather than urban civilizations | | | | 2. | Understands why geographic conditions favored hunter gatherer, pastoral, and small scale agricultural ways of life rather than urban civilizations in many parts of the world | | | | 3. | Understands why environmental conditions favored hunter gatherer, pastoral, and small scale agricultural ways of life rather than urban civilizations in many parts of the world | | | | 4. | Understands why economic conditions favored hunter gatherer, pastoral, and small scale agricultural ways of life rather than urban civilizations in many parts of the world |
| | Citation Log: BD(BE,145) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Knows the fundamental inventions, discoveries, techniques, and institutions that appeared from 4000 to 1000 BCE, and understands the significance of bronze technology for economic, cultural, and political life
| Citation Log: BD(BE,145;LI,193-195,209) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands the concept of a patriarchal society and the ways in which the legal and customary positions of aristocratic, urban, or peasant women may have changed in early civilizations
| Citation Log: BD(BE,145) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands the concept of "civilization" (e.g., the various criteria used to define "civilization;" fundamental differences between civilizations and other forms of social organization, such as hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro meets criteria for defining civilization)
| Citation Log: BD(BE,145;C;WE,52-53;LI,193-195) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level IV (Grade 9-12) | | | 1. | Understands connections between the cultural achievements of early civilizations and the development of political and economic institutions (e.g., state authority, aristocratic power, taxation systems, and institutions of coerced labor, including slavery)
| Citation Log: BD(BE,145;LI,194) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the role of pastoral peoples in Eurasia and Africa up to 1000 BCE, and understands the relationship of conflict and mutual dependence between herding and agrarian societies
| Citation Log: BD(BE,144;C;WE,60,61) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
|
|
|
| Era 3 - Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE |
| 7. | Understands technological and cultural innovation and change from 1000 to 600 BCE
World History | | Standard 7. | Understands technological and cultural innovation and change from 1000 to 600 BCE
World HistoryStandard 7 : Understands technological and cultural innovation and change from 1000 to 600 BCE Reference code: BE,147;WE,70
| 1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document
|
| | | Level II (Grade 5-6) | | | 1. | Understands patterns of Phoenician political organization, culture, and trade in the Mediterranean basin (e.g., dominant trade routes, traded goods of major Phoenician port cities such as Carthage)
| Citation Log: BD(BE,147;C;WE,70) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the development of Greek city-states (e.g., common features of Greek city-states in the Aegean region; the political, social, and legal character of the polis; how geography influenced the location and development of Greek city-states)
| Citation Log: BD(BE,148;C;WE,70) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands elements of Judaism and how it compares to other religions (e.g., the differences between Jewish monotheism and the polytheism of Southwest Asia, the ethical teachings of Judaism illustrated in stories from the Hebrew Scriptures, the major events in the early history of Judaism through the Babylonian Captivity)
| Citation Log: BD(BE,148;C;WE,72;LE,201;LI,201) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands major technological, military, and political events in the development of Kushite society (e.g., the importance of Nile Valley trade and the decline of the New Kingdom as factors in the rise of the Kushite state in the 1st millennium BCE, how iron was used in Kushite society and which uses were most important to the kingdom)
| Citation Log: BD(BE,148;R;WE,74) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands characteristics of pastoral nomadic societies (e.g., the importance of the horse to the development of pastoral nomadism and cavalry warfare; reasons for conflict and economic interdependence between pastoral nomadic peoples of Central Asia and major agrarian states of Eurasia, the location and range of nomadic peoples in the 1st millennium BCE and how they moved their herds and belongings)
| Citation Log: BD(BE,149;R;WE,76) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands geographical and architectural features of Egypt and Kush (e.g., the locations of Egypt and Kush on the African continent and the geographic features that either assisted or hampered communication between these two kingdoms, what architectural evidence suggests about the relationship between Egypt and Kush)
| Citation Log: BD(R;WE,74) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level III (Grade 7-8) | | | 1. | Understands the role of technology in societies of Southwest Asia and the Mediterranean region (e.g., the fundamentals of iron-making technology and consequences of iron tools and weapons to those societies)
| Citation Log: BD(BE,147;C;WE,71) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands characteristics of the Assyrian and Babylonian Empires (e.g., the geographic extent of the Assyrian and Babylonian Empires and sources of their power and wealth, the significance of geographic features to the success of these empires, what Assyrian art indicates about Assyrian culture and society)
| Citation Log: BD(BE,147;C;WE,70,71) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Knows the locations of significant Greek city-states and colonies in the Black Sea, Northern Africa, and the Western Mediterranean basin and reasons for their establishment
| Citation Log: BD(BE,148;C;WE,71) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands social development and religious beliefs of Jewish civilization (e.g., the course of development of the Jewish kingdoms and the Jews' maintenance of religious and cultural traditions despite destruction of these kingdoms, the significance of the Torah in Judaism)
| Citation Log: BD(BE,148;C;WE,72;LI,201) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands cultural elements of Kush society and their interaction with Egyptian civilization (e.g., the linguistic, architectural, and artistic achievements of Kush in the Meroitic period; how Assyrian and Kushite invasions affected Egyptian society; the social and political consequences of economic contacts between Kush and Egypt)
| Citation Log: BD(BE,148;R;WE,74;LE,206;LI,206) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands the importance of maritime trade to the kingdom of Askum (e.g., the goods traded in this kingdom, and the situation that enabled Askum to play a role in long-distance trade)
| World History | | | | Standard 7. | Understands technological and cultural innovation and change from 1000 to 600 BCE | | | | | Topics | 1. State-building in Northeast and West Africa; 2. Trade and trade routes |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 6. | Understands the importance of maritime trade to the kingdom of Askum (e.g., the goods traded in this kingdom, and the situation that enabled Askum to play a role in long-distance trade) | | | | | Vocabulary terms
A. kingdom of Askum
B. maritime trade in the kingdom of Askum
| | | | Knowledge/skill statements | | | | 1. | Knows the goods traded in the kingdom of Askum | | | | 2. | Understands the situation that enabled Askum to play a role in long distance trade |
| | Citation Log: BD(BE,148;C;WE,122,123) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 7. | Understands elements of different pastoral nomadic peoples in Central Asia (e.g., what archaeological and other evidence has revealed about Scythian and Xiongnu society and culture; the geography of arid lands of the Eastern Hemisphere, aspects of social relations between peoples of these desert and steppe lands, and how individual communities adapted to the land)
| Citation Log: BD(BE,149;R;WE,76) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level IV (Grade 9-12) | | | 1. | Understands how the implementation of laws and the spread of language influenced societies of the Mediterranean Basin and Southwest Asia (e.g., the social and cultural effects of the spread of alphabetic writing in Southwest Asia and the Mediterranean Basin, social sources of and differences in laws created by early lawmakers)
| Citation Log: BD(BE,149;C;WE,70;LE,216) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands events that led to the spread of Judaism (e.g., the significance of the Babylonian captivity for the subsequent history and survival of Judaism, the significance of the Jewish diaspora for the transmission of Judaism in the Mediterranean region and Southwest Asia)
| Citation Log: BD(BE,148;C;WE,73) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands how Kush culture interacted with or reflected characteristics of other civilizations (e.g., the importance of political, commercial, and cultural relations between Egypt and Kush; how Kush could be viewed as a cultural satellite of Egypt, or its own distinctive civilization or both, and the evidence used to support such arguments; how Kushite achievements during the Meroitic period might have been seen by contemporaries in the Nile Delta, Sub-Saharan Africa, and Assyria)
| Citation Log: BD(BE,148;R;WE,75) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands the emergence of states south of the Sahara desert and the influence of metal technology in Sub-Saharan and West Africa (e.g., theories about the spread of iron technology in West and East Africa, whether iron technology was brought to West Africa or developed in this region independently, what archaeological evidence such as Nok terra cotta figures and metal implements illustrate about the society and culture of their West African creators)
| Citation Log: BD(BE,148;R;WE,75) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands the interaction between pastoral nomadic societies, warrior states, and agrarian states in Central Asia (e.g., how the Scythian and Xiongnu warrior states arose among the pastoral nomadic peoples on the Central Asian steppes, the circumstances and trade that led to interdependence and conflict between pastoral nomadic and agrarian societies such as Xiongnu and China)
| Citation Log: BD(BE,149;R;WE,76,77) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
|
|
|
| 8. | Understands how Aegean civilization emerged and how interrelations developed among peoples of the Eastern Mediterranean and Southwest Asia from 600 to 200 BCE
World History | | Standard 8. | Understands how Aegean civilization emerged and how interrelations developed among peoples of the Eastern Mediterranean and Southwest Asia from 600 to 200 BCE
World HistoryStandard 8 : Understands how Aegean civilization emerged and how interrelations developed among peoples of the Eastern Mediterranean and Southwest Asia from 600 to 200 BCE Reference code: BE,149;WE,78
| 1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document
|
| | | Level II (Grade 5-6) | | | 1. | Understands the social and political characteristics of Greek city-states (e.g., significant similarities and differences between Athenian democracy and Spartan military aristocracy; hierarchical relationships in Greek societies and the civic, economic, and social tasks performed by men and women of different classes; the location and political structure of the major Greek city-states)
| Citation Log: BD(BE,149;C;WE,78;LE,216,217) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the major cultural elements of Greek society (e.g., the major characteristics of Hellenic sculpture, architecture, and pottery and how they reflected or influenced social values and culture; characteristics of Classical Greek art and architecture and how they are reflected in modern art and architecture; Socrates' values and ideas as reflected in his trial; how Greek gods and goddesses represent non-human entities, and how gods, goddesses, and humans interact in Greek myths)
| World History | | | | Standard 8. | Understands how Aegean civilization emerged and how interrelations developed among peoples of the Eastern Mediterranean and Southwest Asia from 600 to 200 BCE | | | | | Topics | 1. Greek cultural achievements; 2. Influence of ideas on society; 3. Myths and archetypes |
| | | | | Level II (Grade 5-6) | | | | | Benchmark 2. | Understands the major cultural elements of Greek society (e.g., the major characteristics of Hellenic sculpture, architecture, and pottery and how they reflected or influenced social values and culture; characteristics of Classical Greek art and architecture and how they are reflected in modern art and architecture; Socrates' values and ideas as reflected in his trial; how Greek gods and goddesses represent non-human entities, and how gods, goddesses, and humans interact in Greek myths) | | | | | Vocabulary terms
A. cultural elements of Greek society (600 to 200 BCE)
| | | | Knowledge/skill statements | | | | 1. | Knows the major characteristics of Hellenic sculpture, architecture, and pottery | | | | 2. | Understands how Hellenic sculpture, architecture, and pottery reflected or influenced social values and culture | | | | 3. | Knows characteristics of Classical Greek art and architecture | | | | 4. | Knows how characteristics of Classical Greek art and architecture are reflected in modern art and architecture | | | | 5. | Understands Socrates’ values and ideas as reflected in his trial and as an element of Greek culture | | | | 6. | Understands how Greek gods and goddesses represent non human entities | | | | 7. | Understands how gods, goddesses, and humans interact in Greek myths |
| | Citation Log: BD(BE,150;R;WE,80;LE,216) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands significant military developments of the Persian Empire (e.g., major events of the wars between Persia and the Greek city-states; reasons for Persia's failure to conquer the Aegean region; the growth of and geographic influences on the Persian Empire, from the reign of Cyrus I through the wars with Greece; sources of the conflict between the Greeks and the Persians; the four major battles of the Persian wars)
| Citation Log: BD(BE,150;R;WE,82) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands Alexander's achievements as a military and political leader (e.g., reasons for the disintegration of the empire into smaller areas after his rule; the campaigns, battles, and cities founded in Alexander's imperial conquests)
| Citation Log: BD(BE,150;C;WE,84;LE,218) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level III (Grade 7-8) | | | 1. | Understands the political framework of Athenian society (e.g., the influence of Athenian political ideals on public life; major changes made to the Athenian political organization between the initial monarchy and the governments of Solon and Cleisthenes; the role of women in Athenian society, their rights under the law, and possible reasons why Athenian democracy was limited solely to males)
| Citation Log: BD(BE,149;C;WE,79) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the role of art, literature, and mythology in Greek society (e.g., major works of Greek drama and mythology and how they reveal ancient moral values and civic culture; how the arts and literature reflected cultural traditions in ancient Greece)
| Citation Log: BD(BE,150;R;WE,80;LE,216) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands the characteristics of Persian founding, expansion, and political organization (e.g., the political structure of Persia under Darius the Great, and how the Persian Empire ruled diverse ethnic populations; the leadership organization of Darius I, and why his "chain of command" was so effective; the effects of the Persian Wars upon the daily lives of the people of Persia and Greece)
| Citation Log: BD(BE,150;R;WE,82) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands elements of Alexander of Macedon's legacy (e.g., the scope and success of his imperial conquests; his rise to power, methods used to unite the empire)
| Citation Log: BD(BE,150;C;WE,84;LE,218) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands the impact and achievements of the Hellenistic period (e.g., major lasting achievements of Hellenistic art, mathematics, science, philosophy, and political thought; the impact of Hellenism on Indian art; how architecture in West Asia after the conquests of Alexander reflected Greek and Macedonian influence)
| Citation Log: BD(BE,150;C;WE,84,85) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands the evolution, inherent advantages, and disadvantages of major governmental systems in Greek city-states in the 6th and 5th centuries BCE
| Citation Log: BD(C;WE,79;LE,216) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 7. | Understands comparisons of the creation myths of Sumer, Babylon, Egypt, Greece, and nationalized China and the similarities and differences in world view they suggest
| World History | | | | Standard 8. | Understands how Aegean civilization emerged and how interrelations developed among peoples of the Eastern Mediterranean and Southwest Asia from 600 to 200 BCE | | | | | Topics | 1. Myths and archetypes; 2. Cultural perspectives; 3. Comparative analysis of culture and societies; 4. Greek cultural achievements; 5. Literary and artistic developments |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 7. | Understands comparisons of the creation myths of Sumer, Babylon, Egypt, Greece, and nationalized China and the similarities and differences in world view they suggest | | | | | Vocabulary terms
A. creation myth
B. world views reflected in creation myths
| | | | Knowledge/skill statements | | | | 1. | Knows creation myths of Sumer, Babylon, Egypt, Greece, and nationalized China | | | | 2. | Understands comparisons of the creation myths of Sumer, Babylon, Egypt, Greece, and nationalized China | | | | 3. | Understands similarities and differences in world view suggested by the creation myths of Sumer, Babylon, Egypt, Greece, and nationalized China |
| | Citation Log: BC(R,WE,80;LE,216) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level IV (Grade 9-12) | | | 1. | Understands the legacy of Greek thought and government (e.g., the importance of participatory government in Greek city-states for the development of Western political thought and institutions; essential ideas in Plato's Republic and the influence of this work on modern political thought; Athenian ideas and practices related to political freedom, national security, and justice; how the maturing democratic institutions in Greece resulted in greater restrictions on the rights and freedoms of women)
| Citation Log: BD(BE,149;C;WE,78,79;LE,216) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Knows significant Greek writings, literature, and mythology (e.g., the prominent ideas of Greek philosophers; the significance and major works of Greek historians; significant Greek tragedies and comedies, and the values and lessons they transmitted; aspects of daily life in Greece between 600 and 200 BCE as they are represented by playwrights of the time)
| Citation Log: BD(BE,150;R;WE,80-81;LE,216,218;LI,216) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands the major events and the significance of the Persian Wars (e.g., the long-term effects of the Persian Wars upon Greece, how the internal political and military structure of the two antagonists in the Persian Wars dictated their strategies, how the Greek city-states were able to defeat the "monolithic" Persian armies and navies, Herodotus' version of the key events of the Persian Wars and how reliable this account might be)
| Citation Log: BD(BE,150;R;WE,83) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands Persian religious beliefs (e.g., the basic teachings of Zoroastrianism; the relationship between religion and politics in Persian society and the place of Zoroastrianism within the various levels of Persian society)
| Citation Log: BD(BE,150;R;WE,82-83) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands how conquest influenced cultural life during the Hellenistic era (e.g., the cultural diffusion of Greek, Egyptian, Persian, and Indian art and architecture through assimilation, conquest, migration, and trade; the benefits and costs of Alexander's conquests on numerous cultures, and the extent to which these conquests brought about cultural mixing and exchange)
| World History | | | | Standard 8. | Understands how Aegean civilization emerged and how interrelations developed among peoples of the Eastern Mediterranean and Southwest Asia from 600 to 200 BCE | | | | | Topics | 1. Alexander and Hellenistic society and culture; 2. Empires and imperialism; 3. Cultural diffusion, adaptation, and interaction |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 5. | Understands how conquest influenced cultural life during the Hellenistic era (e.g., the cultural diffusion of Greek, Egyptian, Persian, and Indian art and architecture through assimilation, conquest, migration, and trade; the benefits and costs of Alexander's conquests on numerous cultures, and the extent to which these conquests brought about cultural mixing and exchange) | | | | | Vocabulary terms
A. influence of conquest on cultural life in Hellenistic era
| | | | Knowledge/skill statements | | | | 1. | Understands the cultural diffusion of Greek, Egyptian, Persian, and Indian art and architecture through assimilation, conquest, migration, and trade | | | | 2. | Understands the benefits and costs of Alexander’s conquests on numerous cultures | | | | 3. | Understands the extent to which Alexander’s conquests brought about cultural mixing and exchange |
| | Citation Log: BD(BE,150;C;WE,84,85;LI,221) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands the characteristics of religion, gender, and philosophy in the Hellenistic era (e.g., the significance of the interaction of Greek and Jewish traditions for the emergence of Rabbinic Judaism and early Christianity; the changes in the status of women during the Hellenistic era, their new opportunities, and greater restrictions; what different Greek philosophers considered to be a "good life")
| Citation Log: BD(BE,150;C;WE,84,85;LI,221) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 7. | Understands how Sumerian, Egyptian, and Greek societies saw themselves in relation to their gods and how attitudes towards women are indicated in representations of their goddesses
| Citation Log: BD(R;WE,81) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
|
|
|
| 9. | Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE
World History | | Standard 9. | Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE
World HistoryStandard 9 : Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE Reference code: BE,151;WE,86
| 1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document
|
| | | Level II (Grade 5-6) | | | 1. | Understands the origins and social framework of Roman society (e.g., the geographic location of different ethnic groups on the Italian peninsula in the late 6th century BCE and their influences on early Roman society and culture, how legends of the founding of Rome describe ancient Rome and reflect the beliefs and values of its citizens, what life was like for the common people living in Rome and Pompeii)
| Citation Log: BD(BE,151;C;WE,86,88;LE,218,219;LI,220) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands shifts in the political and social framework of Roman society (e.g., political and social institutions of the Roman Republic and reasons for its transformation from Republic to Empire; how values changed from the early Republic to the last years of the Empire as reflected through the lives of such Romans as Cincinnatus, Scipio Africanus, Tiberius Gracchus, Cicero, Julius Caesar, Augustus, Nero, Marcus Aurelius, and Constantine)
| World History | | | | Standard 9. | Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE | | | | | Topics | 1. Unification of the Mediterranean basin under Roman rule; 2. Development, ideology, and structure of political systems; 3. Social change and development |
| | | | | Level II (Grade 5-6) | | | | | Benchmark 2. | Understands shifts in the political and social framework of Roman society (e.g., political and social institutions of the Roman Republic and reasons for its transformation from Republic to Empire; how values changed from the early Republic to the last years of the Empire as reflected through the lives of such Romans as Cincinnatus, Scipio Africanus, Tiberius Gracchus, Cicero, Julius Caesar, Augustus, Nero, Marcus Aurelius, and Constantine) | | | | | Vocabulary terms
A. shifts in Roman political framework (500 BCE to 300 CE)
B. shifts in Roman social framework (500 BCE to 300 CE)
| | | | Knowledge/skill statements | | | | 1. | Understands shifts in the political framework of Roman society | | | | 2. | Understands shifts in the social framework of Roman society | | | | 3. | Knows political institutions of the Roman Republic | | | | 4. | Knows social institutions of the Roman Republic | | | | 5. | Knows reasons for the transformation of the Roman Republic from Republic to Empire | | | | 6. | Understands how values changed from the early Republic to the last years of the Empire as reflected through the lives of such Romans as Cincinnatus, Scipio Africanus, Tiberius Gracchus, Cicero, Julius Caesar, Augustus, Nero, Marcus Aurelius, and Constantine | | | |
McREL Activity(s) | | | | | Great Caesar’s Ghost |
| | Citation Log: BD(BE,151;C;WE,86;LE,219) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands the significance of Jesus of Nazareth (e.g., the story of the life of Jesus, the messages of Jesus' prominent parables)
| World History | | | | Standard 9. | Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE | | | | | Topics | 1. Emergence of Christianity; 2. Role of individuals in history; 3. Religion, belief systems, and values |
| | | | | Level II (Grade 5-6) | | | | | Benchmark 3. | Understands the significance of Jesus of Nazareth (e.g., the story of the life of Jesus, the messages of Jesus' prominent parables) | | | | | Vocabulary terms
A. Jesus of Nazareth
| | | | Knowledge/skill statements | | | | 1. | Knows the story of the life of Jesus | | | | 2. | Knows the messages of Jesus’ prominent parables |
| | Citation Log: BD(BE,151;C;WE,88) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands events in the rise of Christianity (e.g., the life of Paul the Apostle and his contribution to the spread of Christian beliefs, how Christianity spread widely in the Roman Empire, how the New Testament illustrates early Christian beliefs)
| Citation Log: BD(BE,151;C;WE,88;LE,221) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands the fundamental elements of Chinese society under the early imperial dynasties (e.g., policies and achievements of the Qin emperor Shi Huangdi, the life of Confucius and the fundamentals of Confucianism and Daoism, what life was like for ordinary people in ancient China as illustrated in Chinese folktales)
| Citation Log: BD(BE,152;C;WE,90;LE,225) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands the commercial and cultural significance of the trans-Eurasian "silk roads" to the Roman and Chinese Empires and the peoples of Central Asia
| Citation Log: BD(BE,152;C;WE,90;LE,222) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 7. | Understands the origins of Buddhism and fundamental Buddhist beliefs (e.g., the life story of Buddha and his essential teachings; how the Buddhist teachings were a response to the Brahmanic system; the contributions of the emperor Ashoka to the expansion of Buddhism in India; how Indian epic stories reflect social values, and how the Jakata tales reveal Buddhist teachings)
| Citation Log: BD(BE,152;C;WE,92;LE,223,224) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level III (Grade 7-8) | | | 1. | Understands the significant individuals and achievements of Roman society (e.g., the major legal, artistic, architectural, technological, and literary achievements of the Roman Republic; the influence of Hellenistic cultural traditions; the accomplishments of different, famous Roman citizens [Cincinnatus, the Gracchi, Cicero, Constantine, Nero, Marcus Aurelius])
| World History | | | | Standard 9. | Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE | | | | | Topics | 1. Role of individuals in history; 2. Unification of the Mediterranean basin under Roman rule; 3. Roman cultural achievements; 4. Cultural diffusion, adaptation, and interaction |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 1. | Understands the significant individuals and achievements of Roman society (e.g., the major legal, artistic, architectural, technological, and literary achievements of the Roman Republic; the influence of Hellenistic cultural traditions; the accomplishments of different, famous Roman citizens [Cincinnatus, the Gracchi, Cicero, Constantine, Nero, Marcus Aurelius]) | | | | | Vocabulary terms
A. significant individuals of Roman society (500 BCE to 300 CE)
B. achievements of Roman society (500 BCE to 300 CE)
| | | | Knowledge/skill statements | | | | 1. | Understands the significant individuals of Roman society | | | | 2. | Understands the achievements of Roman society | | | | 3. | Knows the major legal achievements of the Roman Republic | | | | 4. | Knows the major artistic achievements of the Roman Republic | | | | 5. | Knows the major architectural achievements of the Roman Republic | | | | 6. | Knows the major technological achievements of the Roman Republic | | | | 7. | Knows the major literary achievements of the Roman Republic | | | | 8. | Understands the influence of Hellenistic cultural traditions on Roman culture | | | | 9. | Knows the accomplishments of different, famous Roman citizens (Cincinnatus, the Gracchi, Cicero, Constantine, Nero, Marcus Aurelius) | | | |
McREL Activity(s) | | | | | The Legacy of Rome |
| | Citation Log: BD(BE,151;C;WE,86,87) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands influences on the economic and political framework of Roman society (e.g., how Roman unity contributed to the growth of trade among lands of the Mediterranean basin; the importance of Roman commercial connections with Sub-Saharan Africa, India, and East Asia; the history of the Punic Wars and the consequences of the wars for Rome; the major phases of Roman expansion, including the Roman occupation of Britain)
| World History | | | | Standard 9. | Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE | | | | | Topics | 1. Unification of the Mediterranean basin under Roman rule; 2. Cooperation and conflict; 3. Development, ideology, and structure of political systems; 4. Trade and trade routes |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 2. | Understands influences on the economic and political framework of Roman society (e.g., how Roman unity contributed to the growth of trade among lands of the Mediterranean basin; the importance of Roman commercial connections with Sub-Saharan Africa, India, and East Asia; the history of the Punic Wars and the consequences of the wars for Rome; the major phases of Roman expansion, including the Roman occupation of Britain) | | | | | Vocabulary terms
A. influences on Roman economic framework (500 BCE to 300 CE)
B. influences on Roman political framework (500 BCE to 300 CE)
| | | | Knowledge/skill statements | | | | 1. | Understands influences on the economic framework of Roman society | | | | 2. | Understands influences on the political framework of Roman society | | | | 3. | Understands how Roman unity contributed to the growth of trade among lands of the Mediterranean basin | | | | 4. | Understands the importance of Roman commercial connections with Sub Saharan Africa, India, and East Asia | | | | 5. | Knows the history of the Punic Wars and the consequences of the wars for Rome | | | | 6. | Knows the major phases of Roman expansion, including the Roman occupation of Britain |
| | Citation Log: BD(BE,151;C;WE,87;LE,219,220) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties (e.g., the importance of the "Mandate of Heaven" to the success of the Zhou Dynasty and its development of imperial rule; the literary and artistic achievements of early imperial dynasties; the development and consequences of iron technology and the family division of labor system; comparisons between the Shang, Zhou, Quin, and Han Empires in areas they controlled and methods of government; the composition and stratification of Chinese society, and factors that gave individuals status; imperial attitudes and actions toward nomadic peoples along the borders of the kingdom)
| World History | | | | Standard 9. | Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE | | | | | Topics | 1. Unification of China under the imperial dynasties ; 2. Empires and imperialism; 3. Social class structure and interactions; 4. Literary and artistic developments; 5. Nomadic peoples; 6. Science, technology, and society |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 3. | Understands fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties (e.g., the importance of the "Mandate of Heaven" to the success of the Zhou Dynasty and its development of imperial rule; the literary and artistic achievements of early imperial dynasties; the development and consequences of iron technology and the family division of labor system; comparisons between the Shang, Zhou, Quin, and Han Empires in areas they controlled and methods of government; the composition and stratification of Chinese society, and factors that gave individuals status; imperial attitudes and actions toward nomadic peoples along the borders of the kingdom) | | | | | Vocabulary terms
A. social characteristics of Chinese society under early imperial dynasties
B. political characteristics of Chinese society under early imperial dynasties
C. cultural characteristics of Chinese society under early imperial dynasties
| | | | Knowledge/skill statements | | | | 1. | Understands fundamental social characteristics of Chinese society under early imperial dynasties | | | | 2. | Understands fundamental political characteristics of Chinese society under early imperial dynasties | | | | 3. | Understands fundamental cultural characteristics of Chinese society under early imperial dynasties | | | | 4. | Understands the importance of the "Mandate of Heaven" to the success of the Zhou Dynasty and its development of imperial rule | | | | 5. | Knows the literary and artistic achievements of early imperial dynasties of China | | | | 6. | Understands the development and consequences of iron technology | | | | 7. | Understands the development and consequences of the family division of labor system in China | | | | 8. | Understands comparisons between the Shang, Zhou, Quin, and Han Empires in areas they controlled and methods of government | | | | 9. | Understands the composition and stratification of Chinese society, including factors that gave individuals status | | | | 10. | Knows imperial attitudes and actions toward nomadic peoples along the borders of the kingdom |
| | Citation Log: BD(BE,151,152;C;WE,91;LE,226;LI,225) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands the major religious beliefs and social framework in India during the Gangetic states and the Mauryan Empire (e.g., the major beliefs and practices of Brahmanism in India; how Buddhism spread in India, Ceylon, and Central Asia; aspects of social structure of India during the Mauryan Empire; what advice the animal stories of the Panchantantra offer to people with little power, how this advice was used by Chandragupta; how the teachings of Shvetaketu from the Chandogya Upanishad compare to the Buddhist idea of nirvana)
| Citation Log: BD(BE,152;C;WE,92;LI,223) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands the status and role of women in Roman society
| World History | | | | Standard 9. | Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE | | | | | Topics | 1. Unification of the Mediterranean basin under Roman rule; 2. Role of women |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 5. | Understands the status and role of women in Roman society | | | | | Vocabulary terms
A. status of women in Roman society (500 BCE to 300 CE)
B. role of women in Roman society (500 BCE to 300 CE)
| | | | Knowledge/skill statements | | | | 1. | Understands the status of women in Roman society | | | | 2. | Understands the role of women in Roman society |
| | Citation Log: BD(C;WE,87) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands the influence of Christian beliefs on political, social, and cultural aspects of society (e.g., how Jesus' moral teachings utilized and expanded upon the prohibitions of the Ten Commandments in the Hebrew Torah, the locations of centers of the Christian church, the impact of Christianity upon the Roman Empire, the values and stories expressed in early Christian religious art)
| World History | | | | Standard 9. | Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE | | | | | Topics | 1. Emergence of Christianity; 2. Religion, belief systems, and values |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 6. | Understands the influence of Christian beliefs on political, social, and cultural aspects of society (e.g., how Jesus' moral teachings utilized and expanded upon the prohibitions of the Ten Commandments in the Hebrew Torah, the locations of centers of the Christian church, the impact of Christianity upon the Roman Empire, the values and stories expressed in early Christian religious art) | | | | | Vocabulary terms
A. influence of Christian beliefs on politics (500 BCE to 300 CE)
B. influence of Christian beliefs on social framework (500 BCE to 300 CE)
C. influence of Christian beliefs on culture (500 BCE to 300 CE)
| | | | Knowledge/skill statements | | | | 1. | Understands the influence of Christian beliefs on political aspects of society | | | | 2. | Understands the influence of Christian beliefs on social aspects of society | | | | 3. | Understands the influence of Christian beliefs on cultural aspects of society | | | | 4. | Understands how Jesus’ moral teachings utilized and expanded upon the prohibitions of the Ten Commandments in the Hebrew Torah | | | | 5. | Knows the locations of centers of the Christian church | | | | 6. | Understands the impact of Christianity upon the Roman Empire | | | | 7. | Knows the values and stories expressed in early Christian religious art |
| | Citation Log: BD(C;WE,88;LE,221) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level IV (Grade 9-12) | | | 1. | Understands shifts in the political framework of Roman society (e.g., major phases in the empire's expansion through the 1st century CE; how imperial rule over a vast area transformed Roman society, economy, and culture; the causes and consequences of the transition from Republic to Empire under Augustus in Rome; how Rome governed its provinces from the late Republic to the Empire; how innovations in ancient military technology affected patterns of warfare and empire building)
| Citation Log: BD(BE,151;C;WE,86,87;LE,219;LI,219) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the spread of Christianity and how it related to other belief systems (e.g., the extent and consequences of Christian expansion in Asia, Africa, and Europe to the 4th century; the events and circumstances, including the role of the martyr, that helped this expansion; comparisons between Jewish and Christian approaches to monotheism; the influence of other faiths upon the development of Christianity and those teachings that are distinctive to Christianity)
| World History | | | | Standard 9. | Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE | | | | | Topics | 1. Emergence of Christianity; 2. Religion, belief systems, and values |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 2. | Understands the spread of Christianity and how it related to other belief systems (e.g., the extent and consequences of Christian expansion in Asia, Africa, and Europe to the 4th century; the events and circumstances, including the role of the martyr, that helped this expansion; comparisons between Jewish and Christian approaches to monotheism; the influence of other faiths upon the development of Christianity and those teachings that are distinctive to Christianity) | | | | | Vocabulary terms
A. spread of Christianity (500 BCE to 300 CE)
B. relationship of Christianity to other belief systems (500 BCE to 300 CE)
| | | | Knowledge/skill statements | | | | 1. | Understands the spread of Christianity | | | | 2. | Understands how Christianity related to other belief systems | | | | 3. | Understands the extent of Christian expansion in Asia, Africa, and Europe to the 4th century | | | | 4. | Understands the consequences of Christian expansion in Asia, Africa, and Europe to the 4th century | | | | 5. | Understands the events and circumstances, including the role of the martyr, that helped the expansion of Christianity | | | | 6. | Understands comparisons between Jewish and Christian approaches to monotheism | | | | 7. | Understands the influence of other faiths upon the development of Christianity | | | | 8. | Knows those teachings that are distinctive to Christianity |
| | Citation Log: BD(BE,151;C;WE,89;LI,221) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands the political and cultural characteristics of the Han Dynasty (e.g., the political and ideological contributions of the Han to the development of the imperial bureaucratic state and imperial expansion, how contemporaneous art reflects the history and philosophy of China through the end of the Han Dynasty)
| Citation Log: BD(BE,152;C;WE,91;LE,226;LI,225) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands how Buddhism and Brahmanism influenced one another and Indian society (e.g., how Brahmanism responded to challenges posed by Buddhism and other reform movements; how Buddha's reforms contributed to the spread of Buddhism within and beyond India, how the Upanishad reflected Brahmanic teachings and how these compared with Buddhist teachings)
| Citation Log: BD(BE,152;C;WE,92-93;LE,223) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands the growth of the Mauryan Empire in the context of rivalries among Indian states
| World History | | | | Standard 9. | Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE | | | | | Topics | 1. Religion and culture in India, 500 BCE- 300 CE; 2. Cooperation and conflict |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 5. | Understands the growth of the Mauryan Empire in the context of rivalries among Indian states | | | | | Vocabulary terms
A. growth of the Mauryan Empire
| | | | Knowledge/skill statements | | | | 1. | Understands rivalries that existed among Indian states |
| | Citation Log: BD(BE,152;C;WE,92) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands the political, commercial, and cultural uses of Latin and Greek as universal languages of the Roman Empire
| Citation Log: BD(C;WE,87) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 7. | Understands the political legacy of Roman society (e.g., influences of the Roman Constitution on the modern U.S. political system)
| World History | | | | Standard 9. | Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE | | | | | Topics | 1. Unification of the Mediterranean basin under Roman rule; 2. Development, ideology, and structure of political systems; 3. Influence of ideas on society |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 7. | Understands the political legacy of Roman society (e.g., influences of the Roman Constitution on the modern U.S. political system) | | | | | Vocabulary terms
A. political legacy of Roman society
| | | | Knowledge/skill statements | | | | 1. | Understands influences of the Roman Constitution on the modern U.S. political system |
| | Citation Log: BD(C;WE,87) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 8. | Understands the role and status of women in the Confucian tradition
| World History | | | | Standard 9. | Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE | | | | | Topics | 1. Unification of China under the imperial dynasties ; 2. Role of women |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 8. | Understands the role and status of women in the Confucian tradition | | | | | Vocabulary terms
A. role of women in the Confucian tradition
B. status of women in the Confucian tradition
| | | | Knowledge/skill statements | | | | 1. | Understands the role of women in the Confucian tradition | | | | 2. | Understands the status of women in the Confucian tradition |
| | Citation Log: BD(C;WE,91;LI,225) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 9. | Understands how art and literature reflect different aspects of Indian society (e.g., how literature such as the Ramayana can reflect the status and role of women in ancient cultures, how Indian art reflects a Persian or Greek influence)
| Citation Log: BD(C;WE,93) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
|
|
|
| 10. | Understands how early agrarian civilizations arose in Mesoamerica
World History | | Standard 10. | Understands how early agrarian civilizations arose in Mesoamerica
World HistoryStandard 10 : Understands how early agrarian civilizations arose in Mesoamerica Reference code: BE,152;WE,94
| 1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document
|
| | | Level II (Grade 5-6) | | | 1. | Understands the major characteristics and contributions of Olmec civilization (e.g, how maize cultivation influenced the development of the Olmec civilization, the major contributions of Olmec civilization to Mesoamerican civilization, the achievements of Olmec civilization circa 1200 to 400 BCE, how geography influenced the development of Olmec civilization, the essential aspects of the Olmec civilization)
| Citation Log: BD(BE,152,153;C;WE,94;LE,209;LI,209) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level III (Grade 7-8) | | | 1. | Understands methods used to study Olmec civilization (e.g., what archaeological evidence indicates about the development of Olmec civilization in the 2nd and 1st millennia BCE, clues about political and economic structure found in the monumental Olmec stone heads)
| Citation Log: BD(BE,153;C;WE,95) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands characteristics of Olmec agriculture (e.g., the social and environmental impacts, and the methods of Olmec agriculture; how farming in Mesoamerica differed from that of other agrarian societies in the ancient world)
| Citation Log: BD(C;WE,95) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level IV (Grade 9-12) | | | 1. | Understands the framework of Olmec society and the influence of Olmec civilization on other civilizations (e.g., the cultural influence of the Olmec on the development of Zapotec and Mayan civilizations; the role of trade in the diffusion of this culture; the political, economic, and social structure of Olmec society and Olmec beliefs, and how this knowledge has been acquired in spite of undeciphered written records)
| Citation Log: BD(BE,153;C;WE,95;LE,209;LI,209) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
|
|
|
| 11. | Understands major global trends from 1000 BCE to 300 CE
World History | | Standard 11. | Understands major global trends from 1000 BCE to 300 CE
World HistoryStandard 11 : Understands major global trends from 1000 BCE to 300 CE Reference code: BE,153
| 1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document
|
| | | Level II (Grade 5-6) | | | 1. | Knows the different forms of slavery or coerced labor in various empires (e.g., the Han empire, the Maurya empire, the Greek city-states, the Roman empire)
| Citation Log: BD(BE,153;LE,219) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands how new religious or ethical systems contributed to cultural integration of large regions of Afro-Eurasia
| Citation Log: BD(BE,153;LI,212-214) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level III (Grade 7-8) | | | 1. | Understands the concept and importance of "classical civilizations" (e.g., the enduring importance of ideas, institutions, and art forms that emerged in the classical periods; the significance of Greek or Hellenistic ideas and cultural styles in the history of the Mediterranean basin, Europe, Southwest Asia, and India)
| Citation Log: BD(BE,153;LI,211) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the development of large regional empires (e.g., the significance of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks; how trade networks, merchant communities, state power, tributary systems of production, and other factors contributed to the economic integration of large regions of Afro-Eurasia)
| World History | | | | Standard 11. | Understands major global trends from 1000 BCE to 300 CE | | | | | Topics | 1. Empires and imperialism; 2. Development, ideology, and structure of political systems; 3. Trade and trade routes ; 4. Cultural diffusion, adaptation, and interaction; 5. Language and writing |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 2. | Understands the development of large regional empires (e.g., the significance of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks; how trade networks, merchant communities, state power, tributary systems of production, and other factors contributed to the economic integration of large regions of Afro-Eurasia) | | | | | Vocabulary terms
A. development of regional empires (1000 BCE to 300 CE)
| | | | Knowledge/skill statements | | | | 1. | Understands the significance of military power in the development of large regional empires | | | | 2. | Understands the significance of state bureaucracy in the development of large regional empires | | | | 3. | Understands the significance of legal codes in the development of large regional empires | | | | 4. | Understands the significance of belief systems in the development of large regional empires | | | | 5. | Understands the significance of written languages in the development of large regional empires | | | | 6. | Understands the significance of communications and trade networks in the development of large regional empires | | | | 7. | Understands how trade networks contributed to the economic integration of large regions of Afro Eurasia | | | | 8. | Understands how merchant communities contributed to the economic integration of large regions of Afro Eurasia | | | | 9. | Understands how state power contributed to the economic integration of large regions of Afro Eurasia | | | | 10. | Understands how tributary systems of production contributed to the economic integration of large regions of Afro Eurasia | | | | 11. | Understand how other factors contributed to the economic integration of large regions of Afro Eurasia |
| | Citation Log: BD(BE,153;LE,211-213) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level IV (Grade 9-12) | | | 1. | Knows the fundamentals of iron metallurgy and understands the economic, cultural, and political significance of iron technology in Eurasia and Africa
| Citation Log: BD(BE,153;LI,212) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands patterns of social and cultural continuity in various societies (e.g., ways in which peoples maintained traditions and resisted external challenges in the context of increasing interregional contacts)
| Citation Log: BD(BE,153) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
|
|
|
| Era 4 - Expanding Zones of Exchange and Encounter, 300-1000 CE |
| 12. | Understands the Imperial crises and their aftermath in various regions from 300 to 700 CE
World History | | Standard 12. | Understands the Imperial crises and their aftermath in various regions from 300 to 700 CE
World HistoryStandard 12 : Understands the Imperial crises and their aftermath in various regions from 300 to 700 CE Reference code: BE,156;WE,100
| 1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document
|
| | | Level II (Grade 5-6) | | | 1. | Understands possible reasons for the decline of the Roman and Han Empires (e.g., possible factors that motivated nomadic peoples to move into the Roman Empire and China, common patterns of decline and fall in the Roman and Han Empires, the chronological order of significant historical events for Rome from the late Empire through the reign of Justinian, how differences in architecture can illustrate unity and alienation between the Eastern and Western halves of the Roman Empire)
| Citation Log: BD(BE,156;C;WE,100) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands various characteristics of Christianity and Buddhism (e.g., methods used to spread the two religions to new areas and people; possible aspects of Christianity and Buddhism that appealed to people living between the 3rd and 5th centuries CE; the approximate geographical realms of Buddhism, Christianity, Hinduism, and Confucianism until the 5th century CE)
| Citation Log: BD(BE,156;C;WE,102;LE,222,223;LI,224) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands fundamental Hindu beliefs (e.g., how the concept of dharma reflects a social value for the ideal king, husband and wife, brother and friend; the concepts of Brahma, dharma, and karma, the caste system, ritual sacrifice, and reincarnation)
| World History | | | | Standard 12. | Understands the Imperial crises and their aftermath in various regions from 300 to 700 CE | | | | | Topics | 1. Hindu civilization in the era of the Gupta Empire; 2. Religion, belief systems, and values; 3. Social class structure and interactions |
| | | | | Level II (Grade 5-6) | | | | | Benchmark 3. | Understands fundamental Hindu beliefs (e.g., how the concept of dharma reflects a social value for the ideal king, husband and wife, brother and friend; the concepts of Brahma, dharma, and karma, the caste system, ritual sacrifice, and reincarnation) | | | | | Vocabulary terms
A. Hinduism
| | | | Knowledge/skill statements | | | | 1. | Understands how the concept of dharma reflects a social value for the ideal king, husband and wife, brother and friend | | | | 2. | Understands the concept of Brahma in Hinduism | | | | 2. | Understands the concept of dharma in Hinduism | | | | 4. | Understands the concept of karma in Hinduism | | | | 5. | Understands the concept of the caste system in Hinduism | | | | 6. | Understands the concept of ritual sacrifice in Hinduism | | | | 7. | Understands the concept of reincarnation in Hinduism |
| | Citation Log: BD(BE,156;C;WE,104) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands significant religious and cultural features of the Gupta era (e.g., Gupta achievements in art, literature, and mathematics; the relationship among various religions in India during Gupta times)
| Citation Log: BD(BE,157;C;WE,104;LE,224;LI,224) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands the influence of Hinduism and Buddhism in East and Southeast Asia (e.g., the role of trade in spreading these religions; the geographical limits of Hindu and Buddhist influence; the presence and influence of Hinduism and Buddhism in India, Malaysia, and Southeast Asia; how ocean currents affected cultural contact between India and Southeast Asia, and the evidence for this contact)
| Citation Log: BD(BE,157;R;WE,106) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level III (Grade 7-8) | | | 1. | Understands political events that may have contributed to the decline of the Roman and Han Empires (e.g., the consequences of nomadic military movements in China and the western part of the Roman Empire; the nomadic invasions of the Roman Empire as described in the accounts of Orosius, Ammianus Marcellinus, Priscus, and secondary sources; significant battles, internal divisions, political changes, and invasions between the 3rd and 7th centuries CE that led to the fall of the Roman and Han Empires; the relative strengths and weaknesses of the Roman, Byzantine, and Han Empires)
| World History | | | | Standard 12. | Understands the Imperial crises and their aftermath in various regions from 300 to 700 CE | | | | | Topics | 1. Empires and imperialism; 2. Rise and decline of societies and civilizations; 3. Historical sources; 4. Nomadic peoples; 5. Comparative analysis of culture and societies |
| | | | | Level III (Grade 7-8) | | | | | Benchmark 1. | Understands political events that may have contributed to the decline of the Roman and Han Empires (e.g., the consequences of nomadic military movements in China and the western part of the Roman Empire; the nomadic invasions of the Roman Empire as described in the accounts of Orosius, Ammianus Marcellinus, Priscus, and secondary sources; significant battles, internal divisions, political changes, and invasions between the 3rd and 7th centuries CE that led to the fall of the Roman and Han Empires; the relative strengths and weaknesses of the Roman, Byzantine, and Han Empires) | | | | | Vocabulary terms
A. political reasons for the decline of the Roman Empire
B. political reasons for the decline of the Han Empire
| | | | Knowledge/skill statements | | | | 1. | Understands political events that may have contributed to the decline of the Roman Empire | | | | 2. | Understands political events that may have contributed to the decline of the Han Empire | | | | 3. | Understands the consequences of nomadic military movements in China and the western part of the Roman Empire | | | | 4. | Understands the nomadic invasions of the Roman Empire as described in the accounts of Orosius, Ammianus Marcellinus, Priscus, and secondary sources | | | | 5. | Knows significant battles, internal divisions, political changes, and invasions between the 3rd and 7th centuries CE that led to the fall of the Roman Empire | | | | 6. | Knows significant battles, internal divisions, political changes, and invasions between the 3rd and 7th centuries CE that led to the fall of the Han Empire | | | | 7. | Understands the relative strengths and weaknesses of the Roman, Byzantine, and Han Empires |
| | Citation Log: BD(BE,156;C;WE,101;LI,220) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands how the spread of Buddhism and Christianity influenced different regions (e.g., the spread of the two religions in the context of change and crisis in the Roman and Han empires; the importance of monasticism in the growth of Christianity and Buddhism and the participation of men and women in monastic life and missionary activity; the importance of universal salvation to the early history of these two religions; the locations of new centers of Buddhism and Christianity and the major routes used to spread the faith beyond these centers; the efforts and successes of Ashoka and Constantine to legitimize Buddhism and Christianity and spread them throughout India and Europe respectively)
| Citation Log: BD(BE,156;C;WE,102) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands political events that shaped the Gupta Empire (e.g., factors that contributed to the Gupta Empire's stability and economic prosperity, how Hinduism prevailed as the dominant faith in India, possible reasons for the alliance of the Gupta Empire with Brahmanism and the fall of the Mauryan-Buddhist power, how and why Guptan kings promoted Hinduism while simultaneously fostering Buddhist culture and integrating marginal groups into the political system)
| Citation Log: BD(BE,156-157;C;WE,105) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands the basis of social relationships in India during the Gupta era (e.g., the social and legal position of women and men, restrictions upon women and their place within the caste system, different social perspectives on the advantages and disadvantages of the caste system)
| Citation Log: BD(BE,157;C;WE,104,105) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands how the spread of trade and religion influenced Southeast Asia and Polynesian areas (e.g., the impact of Indian civilization on state-building in mainland Southeast Asia and the Indonesian archipelago, the nature of monumental religious architecture as evidence for the spread of Buddhist and Hindu belief and practice in Southeast Asia, the function of Hindu and Buddhist clerics in the spread of their religions and trade to Southeast Asia and Malayo- Polynesia by the end of the 1st millennium BCE, the locations and geographic challenges of potential and actual trade routes in the Southeast Asian and Polynesian areas)
| Citation Log: BD(BE,157;R;WE,106,107) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands the changing status of women in early Christian and Buddhist societies
| Citation Log: BD(C;WE,103) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 7. | Understands major achievements in technology, astronomy, and medicine in the Gupta period
| Citation Log: BD(C;WE,105;LE,224) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level IV (Grade 9-12) | | | 1. | Understands political and social elements during the decline of the Roman and Han Empires and the rise of the Byzantine Empire (e.g., the strengths and weaknesses of the Eastern and Western Roman Empires and the factors that enabled the Byzantine Empire to continue as Rome fell; how Constantine selectively supported aspects of Western rule with Eastern institutions to create a new, independent, Byzantine state in the 4th century CE; the links between military, social, and economic causes for the decline in the Han and Roman Empires; the impact of barbarian movements on the regions of Europe, China, and India by the end of the 7th century CE; the life of Germanic peoples and society including the status and role of women)
| World History | | | | Standard 12. | Understands the Imperial crises and their aftermath in various regions from 300 to 700 CE | | | | | Topics | 1. Rise and decline of societies and civilizations; 2. Empires and imperialism; 3. Comparative analysis of culture and societies; 4. Social, political, and economic characteristics of society; 5. Role of women |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 1. | Understands political and social elements during the decline of the Roman and Han Empires and the rise of the Byzantine Empire (e.g., the strengths and weaknesses of the Eastern and Western Roman Empires and the factors that enabled the Byzantine Empire to continue as Rome fell; how Constantine selectively supported aspects of Western rule with Eastern institutions to create a new, independent, Byzantine state in the 4th century CE; the links between military, social, and economic causes for the decline in the Han and Roman Empires; the impact of barbarian movements on the regions of Europe, China, and India by the end of the 7th century CE; the life of Germanic peoples and society including the status and role of women) | | | | | Vocabulary terms
A. political conditions during the decline of the Roman Empire
B. political conditions during the decline of the Han Empire
C. social conditions during the decline of the Roman Empire
D. social conditions during the decline of the Han Empire
| | | | Knowledge/skill statements | | | | 1. | Understands political elements during the decline of the Roman and Han Empires and the rise of the Byzantine Empire | | | | 2. | Understands social elements during the decline of the Roman and Han Empires and the rise of the Byzantine Empire | | | | 3. | Understands the strengths and weaknesses of the Eastern and Western Roman Empires | | | | 4. | Knows the factors that enabled the Byzantine Empire to continue as Rome fell | | | | 5. | Understands how Constantine selectively supported aspects of Western rule with Eastern institutions to create a new, independent, Byzantine state in the 4th century CE | | | | 6. | Understands the links between military, social, and economic causes for the decline in the Han and Roman Empires | | | | 7. | Understands the impact of barbarian movements on the regions of Europe, China, and India by the end of the 7th century CE | | | | 8. | Understands the life of Germanic peoples and society including the status and role of women |
| | Citation Log: BD(BE,156;C;WE,101) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the significant social, political, and cultural characteristics of Gupta society (e.g., the Gupta decline and the importance of Hun invasions in the empire's disintegration; the Gupta golden age under Chandragupta II; centers of learning in India in the 4th and 5th centuries CE, and the role of Buddhist monks in education and higher learning; types of evidence available for understanding Gupta India; the route of the Hun invasion of India, and the revival of the golden age of the Guptas)
| Citation Log: BD(BE,157;C;WE,105,108;LE,224;LI,224) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands Indian contributions to Southeast Asia (e.g., the adaptation of Buddhist-Hindu culture in Southeast Asia , how art and architecture revealed the spread of Indian influence in Southeast Asia, the Indian concept of ideal kingship and its introduction and spread throughout the emerging states of Southeast Asia)
| Citation Log: BD(BE,157;R;WE,107) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands how the spread of different religions influenced political and social conditions in various regions (e.g., the spread of religious Daoism and Buddhism in China; possible causal relationships between the spread of Christianity and Buddhism, and the expansion of international trade; royal patronage of religion and the desires of a growing middle class for "peace" to enable commercial expansion)
| Citation Log: BD(C;WE,103) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands shifts in the status of women from pagan Roman society to Christian society (e.g., the shifting importance of social class, marital status)
| Citation Log: BD(C;WE,103) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands the resurgence of Hinduism in India and its spread to South India (e.g., as reflected in the growth of temple towns and the development of South Indian temple architecture such as the temple of Maduri)
| Citation Log: BD(C;WE,105) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 7. | Understands the significance of Pandyas and Pallavas (e.g., the history of Pandyas and Pallavas in South India; trade relationships with West Asia, Greece, Rome, and Southeast Asia; how Pallavas helped spread Hindu and Buddhist thought to Southeast Asia)
| Citation Log: BD(R;WE,107) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
|
|
|
| 13. | Understands the causes and consequences of the development of Islamic civilization between the 7th and 10th centuries
World History | | Standard 13. | Understands the causes and consequences of the development of Islamic civilization between the 7th and 10th centuries
World HistoryStandard 13 : Understands the causes and consequences of the development of Islamic civilization between the 7th and 10th centuries Reference code: BE,157;WE,108
| 1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document
|
| | | Level II (Grade 5-6) | | | 1. | Understands the spread of Islam in Southwest Asia and the Mediterranean region (e.g., the life of Muhammad, his devotion to God, and the basic beliefs and values he preached; how Islam spread in Southwest Asia and the Mediterranean and evidence for its influence; the importance to Islam of the Hegira [Hirjah], the Ka'abah, the Qur'an, the Sunnah, the Hajj, the daily prayer [Salat], the poor due [Zakat] and Ramadan)
| World History | | | | Standard 13. | Understands the causes and consequences of the development of Islamic civilization between the 7th and 10th centuries | | | | | Topics | 1. Emergence and spread of Islam ; 2. Cultural diffusion, adaptation, and interaction; 3. Religion, belief systems, and values |
| | | | | Level II (Grade 5-6) | | | | | Benchmark 1. | Understands the spread of Islam in Southwest Asia and the Mediterranean region (e.g., the life of Muhammad, his devotion to God, and the basic beliefs and values he preached; how Islam spread in Southwest Asia and the Mediterranean and evidence for its influence; the importance to Islam of the Hegira [Hirjah], the Ka'abah, the Qur'an, the Sunnah, the Hajj, the daily prayer [Salat], the poor due [Zakat] and Ramadan) | | | | | Vocabulary terms
A. spread of Islam (7th to 10th centuries)
| | | | Knowledge/skill statements | | | | 1. | Understands the spread of Islam in Southwest Asia | | | | 2. | Understands the spread of Islam in the Mediterranean region | | | | 3. | Knows events in the life of Muhammad | | | | 4. | Understands aspects of Muhammad’s devotion to God and the basic beliefs and values he preached | | | | 5. | Knows evidence of the influence of Islam in Southwest Asia | | | | 6. | Knows evidence of Islam’s influence in the Mediterranean basin | | | | 7. | Understands the importance to Islam of the Hegira (Hirjah), the Ka’abah, the Qur’an, the Sunnah, the Hajj, the daily prayer (Salat), the poor due (Zakat) and Ramadan |
| | Citation Log: BD(BE,157;C;WE,108;LE,233,234) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands the influence of Islamic ideas and practices on other cultures and social behavior (e.g., the origin and development of Islamic law; the influence of Islamic law and Muslim practice on family life, morals, marriage, inheritance, and slavery; the possible appeal of Islam to culturally diverse non-Muslims across Afro-Eurasia in the Abbasid era)
| World History | | | | Standard 13. | Understands the causes and consequences of the development of Islamic civilization between the 7th and 10th centuries | | | | | Topics | 1. Emergence and spread of Islam ; 2. Cultural diffusion, adaptation, and interaction; 3. Religion, belief systems, and values; 4. Abbasid Caliphate, 8th-10th century |
| | | | | Level II (Grade 5-6) | | | | | Benchmark 2. | Understands the influence of Islamic ideas and practices on other cultures and social behavior (e.g., the origin and development of Islamic law; the influence of Islamic law and Muslim practice on family life, morals, marriage, inheritance, and slavery; the possible appeal of Islam to culturally diverse non-Muslims across Afro-Eurasia in the Abbasid era) | | | | | Vocabulary terms
A. influence of Islamic ideas (7th to 10th centuries)
B. influence of Islamic practices (7th to 10th centuries)
| | | | Knowledge/skill statements | | | | 1. | Knows the origins of Islamic law | | | | 2. | Understands the development of Islamic law | | | | 3. | Understands the influence of Islamic law and Muslim practice on family life | | | | 4. | Understands the influence of Islamic law and Muslim practice on morals | | | | 5. | Understands the influence of Islamic law and Muslim practice on marriage practices | | | | 6. | Understands the influence of Islamic law and Muslim practice on inheritance practices | | | | 7. | Understands the influence of Islamic law and Muslim practice on slavery practices | | | | 8. | Understands the possible appeal of Islam to culturally diverse non Muslims across Afro Eurasia in the Abbasid era |
| | Citation Log: BD(BE,158;C;WE,110;LE,234) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands how the Byzantine state withstood attacks between the 8th and 10th centuries (e.g., military technology and the successful defense of Byzantium against Arab Muslim attacks)
| Citation Log: BD(BE,158;R;WE,112) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands the effect of geography on different groups and their trade practices (e.g., nomads, town-dwellers, trade practices on the Arabian peninsula; the goods traded and the origins of these goods)
| Citation Log: BD(C;WE,108) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands the significance of Baghdad (e.g., the trade network and goods traded, its role as a center of commerce in the 8th to 10th centuries CE)
| Citation Log: BD(C;WE,110;LE,235) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands the impact of the invention of paper on various cultures (e.g., Chinese, Muslim, later European culture and its route from its source through Muslim lands to Europe)
| Citation Log: BD(C;WE,110) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level III (Grade 7-8) | | | 1. | Understands how the Muslims spread Islamic beliefs and established their empire (e.g., how Muslim forces overthrew the Byzantines in Syria and Egypt and the Sassanids in Persia and Iraq; Arab Muslim success in founding an empire stretching from Western Europe to India and China; the diverse religious, cultural, and geographic factors that influenced the ability of the Muslim government to rule; how Islam attracted new converts)
| Citation Log: BD(BE,157-158;C;WE,108,109;LE,234;LI,234) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands significant aspects of Islamic civilization (e.g., the emergence of Islamic civilization in Iberia and its economic and cultural achievements, how family life and gender relations were prescribed in Islamic society)
| Citation Log: BD(BE,158;C;WE,110) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands significant aspects of Abbasid culture (e.g., sources of Abbasid wealth and the economic and political importance of various forms of slavery; why the Abbasid state became a center of Afro-Eurasian commercial exchange; how the Abbasids promoted and preserved Greek learning and contributed to science, mathematics, and medicine; the contributions of specific individuals to the Abbasid advancement of scientific knowledge)
| Citation Log: BD(BE,158;C;WE,110;LE,236) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands how the Byzantine Empire defended itself against various invaders (e.g., variations in maritime technology and ship design in the 9th century and the role of the navy in Byzantine defense against Arab Muslim attacks; weapons, fortification, and military preparedness of the Byzantine Empire and explanations for its successful defense against Bulgar and Arab invaders)
| Citation Log: BD(BE,158;R;WE,112) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands the Byzantine role in preserving and transmitting ancient Greek learning
| Citation Log: BD(BE,158;R;WE,112) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | Level IV (Grade 9-12) | | | 1. | Understands the political, social, and religious problems confronting the Byzantine and Sassanid Persian Empires in the 7th century and the commercial role of Arabia in the Southwest Asian economy
| Citation Log: BD(BE,157;C;WE,109) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 2. | Understands challenges to Muslim civilization (e.g., the transformation of the Arab Caliphate into a Southwest Asian and Mediterranean Empire under the Umyyad Dynasty, and why the Muslim community divided into Sunni and Shi'ite factions; the significance of the Battle of Tours of 733 as interpreted by Muslim and Christian sources and changing historiographical views of the event)
| Citation Log: BD(BE,158;C;WE,109) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 3. | Understands the strengths and weaknesses of the Abbasid, Byzantine, and Sassanid Persian governments and military institutions
| Citation Log: BD(BE,158;C;WE,111) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 4. | Understands the social structure of the Abbasid Empire (e.g., the treatment and legal status of non-Muslims and their cultural and social contributions to society; the lives of prominent women and factors that facilitated and mitigated their rise to prominence; the role and status of royal bureaucrats, landowning nobles, peasants, urban artisans, and slaves; what Islamic conversion and adherence meant for social status)
| Citation Log: BD(BE,157;C;WE,111;LE,235) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 5. | Understands political and economic systems of the Byzantine state (e.g., Byzantium's imperial political system compared to that of the Abbasid state; understands patterns of economic, political, and military power in the manufacturing and trading centers of Constantinople and Baghdad )
| Citation Log: BD(BE,158;R;WE,112) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 6. | Understands how the spread of Greek Orthodox Christianity affected different regions (e.g., the patterns of the spread of Greek Orthodox Christianity into the Balkans, Ukraine, and Russia between the 9th and 11th centuries; explanations for the preference of Greek over Latin Christianity in the Slavic world; the story of Vladimir of Kiev in the Russian Chronicle, and the nature of the church/state relationship in Kievan Russia)
| Citation Log: BD(BE,159;R;WE,113) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 7. | Understands significant social and cultural changes in Islamic civilization between the 7th and 10th centuries (e.g., the changing position of women in the new Islam, how Muslim mosque architecture physically reflects the relationship between people, spiritual leaders, and God in Islam; the process through which Arabic became a common language in the early Islamic centuries; what branches of. scholarship developed out of the efforts of Muslim leaders and scholars to record the Qur'an and Hadith)
| Citation Log: BD(C;WE,109;LE,234,235) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
|
| | | 8. | Understands possible motivations behind the Byzantine preservation of ancient Greek and Hellenistic scholastic works
| World History | | | | Standard 13. | Understands the causes and consequences of the development of Islamic civilization between the 7th and 10th centuries | | | | | Topics | 1. Byzantine state and expanding Islam, 8th-10th century; 2. Influence of ideas on society |
| | | | | Level IV (Grade 9-12) | | | | | Benchmark 8. | Understands possible motivations behind the Byzantine preservation of ancient Greek and Hellenistic scholastic works | | | | | Vocabulary terms
A. reasons for Byzantine preservation of Greek learning
|
| | Citation Log: BD(R;WE,112) | |
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
1st letter/number of each code in parentheses: | | B | NCHS: Basic Edition | | L | Lessons from History | | W | NCHS: World History, expanded edition |
2nd letter code :
E = Explicitly stated in document
I = Implicit in document
Number:
Page number of the cited document |
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| 14. | Understands major developments in East Asia and Southeast Asia in the era of the Tang Dynasty from 600 to 900 CE
World History | | Standard 14. | Understands major developments in East Asia and Southeast Asia in the era of the Tang Dynasty from 600 to 900 CE | | | Level II (Grade 5-6) | | | 1. | Understands geographic and political features of Tang China (e.g., the imperial conquests of the empire in Southeast and Central Asia; the locations of major cities in Tang China and their attraction for diverse people of differing religions; major geographical features of the area incorporated by the Tang Dynasty, the location of the network of canals, and how the Great Canal changed life in China; features of government and administration of Tang China) | | | 2. | Understands characteristics of Japanese society through the imperial period (e.g., aspects of the indigenous development of Japanese society until the 7th century CE; the establishment of the imperial state in Japan and the role of the emperor in government; the political, social, and cultural role of women and their contributions to the court of Heian; how the geography of Japan affected its development and its relations with China and Korea) | | | 3. | Understands the importance of the commercial state of Srivijava and the Straits of Malacca in Southeast Asia as a trade link between India and China (e.g., how the monsoon winds and geography of the strait contributed to Srivijava's wealth and power) | | | Level III (Grade 7-8) | | | 1. | Understands China's influence on other cultures (e.g., relations with pastoral peoples of Inner Asia in the Tang period and long-term patterns of interaction along China's grassland frontier; how Korea assimilated Chinese ideas and institutions yet preserved its political independence; China's colonization of Vietnam and the effects of Chinese rule on Vietnamese society, including resistance to Chinese domination) | | | 2. | Understands how Buddhism was introduced from Tang China to Korea and Japan (e.g., why the Korean emperor encouraged Japan to adopt this religion) | | | 3. | Understands the culture and technological achievements of Tang China (e.g., the ideals and values of everyday life expressed in the poetry, landscape, painting, and pottery of the Tang Dynasty; the system of roads and canals in Tang China; the extent of the Tang Empire, the trade routes used by the empire, and the products exchanged; major technologies developed under the Tang Dynasty, how these technologies influenced Tang society and spread to other regions) | | | 4. | Understands events that shaped Japanese culture (e.g., the influence of Chinese culture on Japanese society from the 7th to the 11th century; use of Chinese as the lingua franca in East Asia in the late 1st millennium; major contributions and developments of early cultures of Japan from 10,000 B.C.E. to circa 200 CE; the influence of Buddhism on Japan between the 8th and 9th centuries, how it changed Japanese society, and reasons for its restriction by the emperor in Heian) | | | 5. | Understands basic beliefs in Japanese culture (e.g., the legends of creation of Japan and what these legends reveal about Japanese history, the basic beliefs of Shinto and how art and literature reflect Shinto's impact, courtly life and ideals in Heian) | | | Level IV (Grade 9-12) | | | 1. | Understands social and political characteristics of the reunification of China (e.g., the process of political centralization and economic reforms that marked China's reunification under the Sui and Tang dynasties, the roles of women and family) | | | 2. | Understands features of cultural life in various regions of China (e.g., differences between the lifestyles and living conditions in rural areas and urban communities during the Tang Dynasty, and how urban centers influenced growth in the arts; the significance of Chinese popular culture from the Tang Dynasty onward; the place of poetry and painting in the lives of scholar-officials in China, the values of the Chinese elite, and attitudes of poets toward the common people) | | | 3. | Understands the influence of Chinese culture on different countries (e.g., the political and cultural influence of Tang China in East Asian countries such as Korea, Vietnam, and Japan; the uniqueness of the Chinese writing system and how Japan adapted this system to fit the spoken language of Japan) | | | 4. | Understands the importance of women as authors at the Japanese court of the Heian period (e.g., the courtly roles and values reflected in works by female authors, such as the Diary of Muraski Shikibu and The Pillow Book by Sei Shonagon) |
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| 15. | Understands the political, social, and cultural redefinitions in Europe from 500 to 1000 CE
World History | | Standard 15. | Understands the political, social, and cultural redefinitions in Europe from 500 to 1000 CE | | | Level II (Grade 5-6) | | | 1. | Understands the influence of the monastery in European development (e.g., the importance of monasteries, convents, and missionaries from Britain and Ireland in the Christianizing of Western and Central Europe; the individual duties of monks and nuns) | | | 2. | Understands the development of the Merovingian and Carolingian states (e.g., their success at maintaining public order and local defense in western Europe) | | | 3. | Understands the significance of Norse migrations and invasions (e.g., how Norse explorations stimulated the emergence of independent lords and the knightly class; locations of Norse settlements, including routes to North America, Russia, Western Europe, and the Black Sea) | | | 4. | Understands the significance of Charlemagne (e.g., his government, laws, conquests, personal values) | | | 5. | Knows the life story and major achievements of King Alfred of England, and understands how he earned the title "Alfred the Great" | | | Level III (Grade 7-8) | | | 1. | Understands the importance of monasteries and convents as centers of political power, economic productivity, and communal life | | | 2. | Understands the influence of the Carolingian Empire on the development of European civilization (e.g., how Charlemagne's royal court, monasteries, and convents preserved Greco-Roman and early Christian learning and contributed to the emergence of European civilization; changing political relations between the papacy and the secular rulers of Europe; extent and causes of the Carolingian influence in Europe and reasons for its decline; how the Rules of St. Benedict shaped Medieval Europe; how secular leaders such as Charlemagne influenced political order within Europe) | | | 3. | Understands social class and gender roles in Medieval Europe (e.g., changes in the legal, social, and economic status of peasants in the 9th and 10th centuries; how the political fragmentation of Europe after Charlemagne affected their lives; the responsibilities of women with different social status) | | | 4. | Understands the significance of Clovis (e.g., the major conquests of Clovis, how his conversion to Christianity was influenced by his wife, Clothilde; how his conversion affected the Frankish and Saxon peoples) | | | 5. | Understands the role of Norse peoples in the development of Europe (e.g., Nordic contributions to long-distance trade and exploration, the failure of Norse settlements in Newfoundland and Greenland) | | | Level IV (Grade 9-12) | | | 1. | Understands significant religious events that shaped medieval society (e.g., the successes of the Latin Catholic and Byzantine churches in introducing Christianity and Christian culture to Eastern Europe; similarities and differences in governance and worship in the Latin Catholic and Byzantine churches; how the Anglo-Saxon Boniface was an exemplar for other missionaries, and how he represented the "romanization of Europe") | | | 2. | Understands shifts in political power during 9th and 10th century Europe (e.g., how royal officials such as counts and dukes transformed delegated powers into hereditary, autonomous power over land and people) | | | 3. | Understands the significance of different empires in Europe (e.g., the size, wealth, and political organization of Charlemagne's empire compared to Byzantium, the Abbasid empire, and the Islamic caliphate of Iberia; the extent of the Frankish Empire under Clovis, the eventual division of imperial territory among his four sons, and the consequences of this division) | | | 4. | Understands central and peripheral reasons for the failure of the Carolingian Empire to endure after the death of Charlemagne (e.g., the independent power of nobles; the advantage of the Magyar cavalry and Viking longboat) |
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| 16. | Understands the development of agricultural societies and new states in tropical Africa and Oceania
World History | | Standard 16. | Understands the development of agricultural societies and new states in tropical Africa and Oceania | | | Level II (Grade 5-6) | | | 1. | Knows the routes by which migrants settled the Pacific Islands and New Zealand and the navigational techniques they used on long distance voyages | | | Level III (Grade 7-8) | | | 1. | Understands influences on state-building in West Africa (e.g., how the natural environments of West Africa defined agricultural production, and the importance of the Niger River in promoting agriculture, commerce, and state-building; the growth of the Ghana empire; how Islam, labor specialization, regional commerce and the trans-Saharan camel trade promoted urbanization in West Africa; the governing system of the royal court in Ghana, and how the effectiveness of imperial efforts was aided by a belief in the king's divinity) | | | 2. | Understands the establishment of agricultural societies on the Pacific Islands and New Zealand (e.g., the plants and animals that early migrants carried with them; how these "introductions" affected the existing island flora and fauna; possible links between the cultures of Southeast Asia, the Pacific Islands, and New Zealand) | | | 3. | Understands the role of oral history in understanding West African history (e.g., the griot "keeper of tales" and other sources used to understand history) | | | Level IV (Grade 9-12) | | | 1. | Understands the origins and development of societies in Oceania (e.g., theories using linguistic, biological, and cultural evidence to explain migration patterns to the Pacific Islands and New Zealand; how complex social structures, religions, and states developed in Oceania) | | | 2. | Understands economic, social, and religious influences on Ghana society (e.g., what archaeological evidence indicates about the development of Jenne-jeno and Kumbi-Saleh into important early commercial cities; the agriculture, trade, standard of living, expansionary tendencies and role of religious ideas in Ghana) | | | 3. | Understands settlement patterns in different regions of Africa (e.g., causes and consequences of the settling of East, Central, and Southern Africa by Bantu-speaking farmers and cattle herders until 1000 CE) |
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| 17. | Understands the rise of centers of civilization in Mesoamerica and Andean South America in the 1st millennium CE
World History | | Standard 17. | Understands the rise of centers of civilization in Mesoamerica and Andean South America in the 1st millennium CE | | | Level II (Grade 5-6) | | | 1. | Understands the significant features of Mayan civilization (e.g., locations of Mayan city-states, road systems, and sea routes in Mesoamerica and the influence of the environment on these developments; the role and status of elite women and men in Mayan society as indicated by their portrayal in Mayan monumental architecture; the importance of religion in Mayan society; the structure and purpose of Mayan pyramids; ceremonial games among the Mayans) | | | 2. | Understands different farming methods of Teotihuacan and Moche civilization (e.g., agricultural methods, water utilization, and herding methods used by the Teotihuacan and Moche peoples, and how the natural environment of the Andes helped to influence these methods) | | | 3. | Understands methods used to study Zapotec, Teotihuacan, and Moche civilizations (e.g., locations of these communities and their major archaeological remains, what archaeological evidence such as clay pottery and figures reveal about Moche civilization, what remains of planned cities reveal about the structure of Zapotec and Teotihuacan civilization) | | | Level III (Grade 7-8) | | | 1. | Understands the economic and agricultural elements of Mayan society (e.g., the extent, importance, and composition of Mayan trade; the adaptability and importance of Mayan agricultural techniques and their connection to the rise of Mayan city-states) | | | 2. | Understands social features of Mayan culture (e.g., differing views concerning the causes for the decline of Mayan civilization, ways that Mayan myths reflect social values and daily survival skills) | | | 3. | Understands what art and architecture reveal about early Mesoamerica and Andean societies (e.g., what art and architecture reflects about the character of the Zapotec state in the valley of Oaxaca; what art and artifacts indicate about the interests, occupations, and religious concerns of the Moche people; what murals infer about Mayan and Teotihuacan societies) | | | 4. | Understands social features of Andean societies (e.g., different agriculture practices in the Moche/Andean region; kinship groups, regulated family and community life in Andean societies) | | | Level IV (Grade 9-12) | | | 1. | Understands ways in which the Mayan world view and cultural life were portrayed (e.g., the Mayan cosmic world view and the role of Mayan deities as revealed in art and architecture, the descriptions of social and religious life inferred in Mayan [Bonampak] glyphs and murals, what the Popul Vuh tells about the Mayan world view and creation myth and its reliability as an account of the Mayan world view) | | | 2. | Understands Mayan achievements in astronomy, mathematics, and the development of a calendar (e.g., the place of archaeological evidence such as the "Long Count" calendar in the interpretation of Mayan history, how achievements in astronomy affected Mayan society, the value of mathematical innovations and the calendar to farmers) | | | 3. | Understands relationships between Mesoamerican and Andean societies (e.g., the growth of urban society centered on Teotihuacan and the importance of this city as a transmitter of Mesoamerican cultural traditions to later societies; comparisons between Mayan, Moche, and Teotihuacan religions and rituals; the basic structure, economy, and ritual of Andean societies such as the Moche, Tihuanaco, and Chimu; the basic construction and variations of Mesoamerican calendars; possible methods of contact between Mesoamerican and Andean societies and the cultural diffusion seen in areas such as agriculture, societal structure, and artisan crafts) | | | 4. | Understands urban planning in Mayan culture (e.g., patterns and significance of architectural planning and city planning in Mayan culture and the religious factors that affected these layouts) |
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| 18. | Understands major global trends from 300 to 1000 CE
World History | | Standard 18. | Understands major global trends from 300 to 1000 CE | | | Level II (Grade 5-6) | | | 1. | Understands major changes in the religious map of Eurasia and Africa between 300 and 1000 CE (e.g., the success of Christianity, Buddhism, Hinduism, and Islam in making converts among peoples of differing ethnic and cultural traditions) | | | 2. | Knows the maritime and overland trade routes linking regions of Afro-Eurasia and understands the importance of international trade for African and Eurasian societies | | | Level III (Grade 7-8) | | | 1. | Understands the factors that contributed to the weakening of empires in world history from 300 to 1000 CE (e.g., the migratory and military movements of pastoral nomadic peoples from Central Asia and the Arabian Peninsula and the consequences of these movements for empires and agrarian civilizations of Eurasia and Africa) | | | 2. | Understands the growth of economic and cultural exchanges among different regions from 300 to 1000 CE (e.g., the importance of Muslim civilization in mediating long-distance commercial, cultural, intellectual, and food crop exchange across Eurasia and parts of Africa; migrations of farming peoples to new regions of Europe, Sub-Saharan Africa, China, Oceania, and Mesoamerica; connections between new settlements and the development of towns, trade, and greater cultural complexity in these regions) |
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| Era 5 - Intensified Hemispheric Interactions 1000-1500 CE |
| 19. | Understands the maturation of an interregional system of communication, trade, and cultural exchange during a period of Chinese economic power and Islamic expansion
World History | | Standard 19. | Understands the maturation of an interregional system of communication, trade, and cultural exchange during a period of Chinese economic power and Islamic expansion | | | Level II (Grade 5-6) | | | 1. | Understands the impact of urbanization and commercial expansion on Chinese society between the 10th and 13th centuries (e.g., the effects of major technological and scientific inventions in the Song era on Chinese life, China's trade with Southeast Asia and the lands rimming the Indian Ocean, how this trade affected China internally) | | | 2. | Understands different elements of Japanese feudal society (e.g., Japanese government during the Kamakura and Ashikaga periods, and whether it was feudalism; the rise of the warrior class in feudal Japan and the values it prescribed; how the economic and social status of women and peasants changed in feudal Japanese society; how art and aesthetic values were cherished in the warrior culture in Japan and what this art reveals about Japanese values; how the Japanese successfully defended themselves against Mongol invasions in the 13th century) | | | 3. | Understands the cultural characteristics of Islamic society (e.g., the importance of scientific, literary, and artistic contributions made by the Islamic civilization between the 11th and 13th centuries; how these contributions helped communication between different Islamic peoples; the diverse, multiethnic character of the Islamic state) | | | 4. | Understands features of trade routes in Asia, Europe, and Africa (e.g., how goods traveled from East Asia to Europe and the importance of the Indian Ocean to the societies of Asia, East Africa, and Europe; the usefulness of the camel in desert transportation and trade) | | | Level III (Grade 7-8) | | | 1. | Understands how Confucianism changed between the 10th and 13th centuries (e.g., the impact of major dynastic changes in China on Confucianism; the synthesis of Confucianism, Buddhism, and Daoism created by Zhu Xi to form neo-Confucianism) | | | 2. | Understands the social and economic elements of Song China (e.g., how improved agricultural production and increased trade helped the growth of cities and the merchant class in Song China; the traditional social attitudes of China toward merchants and commercial activity; significant achievements and developments of the Song Dynasty, the rigors and class restrictions of the civil service examination in Song China) | | | 3. | Understands government and politics of the Kamakura period (e.g., similarities and differences between feudalism in Japan and medieval Europe; significant political events in the history of the Kamakura period) | | | 4. | Understands influences on the development of Buddhist sects in Japan (e.g., how unique forms of Buddhism [sects] developed under the influence of social, political, and religious forces; the impact of the warrior culture on the lives of common people and the development of Buddhist sects) | | | 5. | Understands the development of Southeast Asian states (e.g., how Champa, Angkor, and Dai Vet accumulated power and wealth; the influence of Confucianism, Buddhism, and Hinduism on these states) | | | 6. | Understands the expansion of Islam and daily life in Islamic regions (e.g., how Turkic migration from Turkestan into Southwest Asia and India helped Islam expand and forced the retreat of Byzantium and Greek Christian civilization, what life in Egypt was like for Jewish and Christian communities, what student life was like in Islamic regions) | | | 7. | Understands elements of trade in different regions (e.g., the importance of Cairo and other major cities as centers of international trade and culture; how the spread of Islam was connected to trade in Central Asia, East Africa, West Africa, the coasts of India, and Southeast Asia; the importance to individual societies of goods traded between Asia, Africa, and Europe; the consequences placed on maritime trade by the seasonal monsoon winds in the Indian Ocean; features and functions of caravansaries and khans in Central Asian and Middle Eastern cities; which ships were most successfully used for trade in the Indian Ocean and why) | | | Level IV (Grade 9-12) | | | 1. | Understands the struggle for Vietnamese independence from China and the subsequent reconstruction of Vietnamese society and government | | | 2. | Understands religious, social, and political aspects of the Song Dynasty (e.g., the importance of women of gentry families in preserving and transmitting Chinese cultural values; Chinese advancements in alchemy, astronomy, and medicine; the values of Confucianism, Taoism, and Buddhism as reflected in Song art; changes in the social and moral status of women as reflected in the practice of foot binding; the attitudes of typical Chinese gentlemen toward women, family, servants, tenants, and social inferiors; the debate during the Song Dynasty about how the government should respond to rapid social and economic change) | | | 3. | Understands how different religious movements influenced various cultures between the 11th and 13th centuries (e.g., the origins and growth of the North African Islamic reform movements; the impact of Christian campaigns of the Crusades on the societies and Muslim populations of Cairo, Damascus, and Sicily) | | | 4. | Understands the significance of Sufism (e.g., the basic beliefs of Sufism and Sufism's role in the spread of Islam, how society and Sufi ideas are described and exemplified in Islamic literature, the roles and social position of Sufi orders in rural and urban areas) | | | 5. | Understands how interregional trade and communication affected Eurasia and Africa (e.g., how international trade encouraged the rise of city-states along the East African coast, and helped end the isolation of African societies below the Saharan desert; the impact of economic and commercial expansion of Song China on communication and trade in Eurasia) | | | 6. | Understands significant religious and economic aspects of Chinese society between the 10th and 13th centuries (e.g., the impact of economic growth on Chinese society and how it affected the gentry class; how Zhu Xi's basic ideas of Neo-Confucianism affected Chinese society, government, and education) | | | 7. | Understands different social classes and gender roles in Japanese society (e.g., the influence of Buddhist sects on the samurai class; the role of social class, area, time, and age in determining women's experiences) | | | 8. | Understands the significance of art and philosophy in Japanese and Cambodian society (e.g., philosophical values and traditions presented in Noh drama, how diverse Japanese art forms from the Kamakura and Ashikaga periods reflect Shinto and Buddhist philosophy, Indian and Southeast Asian influences on the architecture of the 12th-century temple of Angkor Wat in Cambodia, what art and literature reveal about the lives of people in Japan in the Kamakura and Ashikaga periods) | | | 9. | Understands how the wars with the Mongols influenced Japanese society (e.g., the defeat of the Mongols, the samurai revolt against the Kamakura shogunate and the negative economic impact of these conflicts) | | | 10. | Understands cultural and political aspects of the Turkic Empires (e.g., the way of life of Turkic peoples such as the Seljuks, the origins and growth of the militaristic Seljuk and Ghazanavid Empires) |
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| 20. | Understands the redefinition of European society and culture from 1000 to 1300 CE
World History | | Standard 20. | Understands the redefinition of European society and culture from 1000 to 1300 CE | | | Level II (Grade 5-6) | | | 1. | Understands the significance of developments in medieval English legal and constitutional practice and their importance for modern democratic thought and institutions | | | 2. | Understands the systems of feudalism and manorialism (e.g., the principles of feudalism, manorialism, and serfdom, and their widespread use in parts of Europe in the 11th century; how population growth and agricultural expansion affected the legal, economic, and social position of peasant men and women; how the lives of peasants and serfs differed; how their lives were affected by the manors and castles) | | | 3. | Understands the influence of Christianity in Medieval Europe (e.g., how successful the Christian states were in overthrowing Muslim powers in Central and Southern Iberia, the reasons for and consequences of the European Crusades against Syria and Palestine) | | | 4. | Understands the lives of different groups of people in Medieval Europe (e.g., life in Jewish communities and what Jews added to the cultural and economic development of Europe; the influence of ideals of chivalry and courtly love on feudal society; how the status of women changed in medieval European life) | | | 5. | Understands the significance of the university in Medieval Europe (e.g., how universities contributed to literacy, learning, and scientific advancement; why universities were founded in certain parts of Europe; the meaning of the word "university") | | | 6. | Understands the significance of William the Conqueror in English society (e.g., why William invaded England; how he won control of England after the Battle of Hastings; what changes he made in governing England) | | | 7. | Understands aspects of the architecture of Medieval Europe (e.g., different architectural styles from this period; how some elements may still be seen in local, modern architecture) | | | Level III (Grade 7-8) | | | 1. | Understands political events that shaped the development of European governments (e.g., how European monarchies expanded their power at the expense of feudal lords, and the growth and limitations of representative institutions in these monarchies; how the political relationship between the Roman Catholic Church and secular states changed from the Early Middle Ages to the High Middle Ages; the conflict that led to the Battle of Hastings; the political changes William initiated after his victory, and the long-term cultural and social changes in England following the Norman conquest) | | | 2. | Understands the importance of inheritance laws, arranged marriages, dowries, and family alliances for dynastic and aristocratic politics | | | 3. | Understands the connection between agricultural technology and increased agricultural production and population growth in Europe between 1000 and 1300 CE | | | 4. | Understands Christian efforts for the Reconquest of Spain from Muslim powers | | | 5. | Understands the consequences of German expansion into Poland and the Baltic region | | | 6. | Understands art, architecture, and education in medieval Christian and Spanish Muslim society (e.g., how major works of art, architecture, and literature reflect values and attitudes of medieval Christian society; poetry of Muslim Spain and Christian Europe; the origins, organization, and studies of Christian universities in Europe, and the influence of Muslim scholarship and universities; how Gothic cathedrals reflect central aspects of European society) | | | 7. | Understands the roles and motivations of squires, saints, and soldiers in Christian Europe (e.g., aspects of training, rights, and responsibilities required of young men from noble families wishing to become squires; the role played by saints in the spread of Christianity; why Muslim and Christian soldiers may have joined the Crusades) | | | Level IV (Grade 9-12) | | | 1. | Understands the role of feudalism and manorialism in European society (e.g., how different feudal institutions assisted monarchies in centralizing power; how manorialism could be considered an economic system, and the rights, roles, and obligations of manorial inhabitants; the relative success of European monarchies at establishing security and political legitimacy for feudalism) | | | 2. | Understands the development of English government and its legal and political system (e.g., the Magna Carta and its tenets of the rule of the law and constitutional liberties; the structural differences, powers of, and participants in the representative governmental bodies of the English Parliament and French Estates-General) | | | 3. | Understands the rise of the city-state in Italy and northern Europe (e.g., how city-states differed from centralizing monarchies; common features and activities that allowed city-states such as Genoa, Venice, and Bruges to become commercial, financial, and economic leaders of Europe and maintain their independence) | | | 4. | Understands the effects of urbanization in Europe and the Mediterranean region (e.g., urban growth in the Mediterranean region and Northern Europe, and causes for expansion of manufacturing, interregional trade, and a money economy in Europe; the growth in economy, population, and urbanization in Europe in global context) | | | 5. | Understands the spread of philosophy to Europe (e.g., the importance of the Islamic states of Iberia and Sicily as well as the Byzantine Empire in transmitting scientific and philosophical knowledge to Western and Central Europe; how classical works such as those of Aristotle and Plato became part of medieval philosophy in Western Europe, and the attitude of the Church toward these non-Christian philosophies) | | | 6. | Understands comparisons of church-state relations and religious authority between Orthodox Christianity in the East and Latin Christianity in the West | | | 7. | Understands the social elements of feudalism (e.g., the daily life of serfs, knights, and lords as feudalism developed late in the 1st millennium CE; how their lives and duties were interrelated, and what diverse sources illustrate about this life and this time) | | | 8. | Understands how women influenced medieval politics (e.g., the roles and duties of women in 14th century political and home life; the opportunities available to upper class women and the obstacles they faced) | | | 9. | Understands the influence of religious beliefs on various regions (e.g., the presence and motivation behind anti-Semitism in Western Europe during the Crusades; the correlations between commercial and naval domination by Latin Christian states over Muslim states in the Mediterranean and Black Sea basins and an increase in Christian political strength between the 11th and 13th centuries) | | | 10. | Understands the rise of guilds as economic and social institutions and their efforts to promote economic growth, product quality, and workers' rights | | | 11. | Understands how women's experiences in Europe were determined by social class, area, time, and stage of life and how these experiences are reflected in different types of literature (e.g., Treasure of City of Ladies by Catherine of Pisan and Art of Courtly Love) |
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| 21. | Understands the rise of the Mongol Empire and its consequences for Eurasian peoples from 1200 to 1350
World History | | Standard 21. | Understands the rise of the Mongol Empire and its consequences for Eurasian peoples from 1200 to 1350 | | | Level II (Grade 5-6) | | | 1. | Understands the significance of Chinggis Khan (e.g., the major achievements of Chinggis Khan, the geographical extent of Chinggis Khan's conquests, the role military technology may have played in the success of Mongol military campaigns) | | | 2. | Understands Mongol interaction with different cultures (e.g., how Mongol rule affected economy, society, and culture in China and Korea; how Southeast Asians and Japanese resisted incorporation into the Mongol empire; how citizens responded to Mongol rule) | | | Level III (Grade 7-8) | | | 1. | Understands political, social, and cultural features of the Mongol Empire (e.g., the chronology and consequences of the Mongol conquests of 1206 to 1279 on China, Southeast Asia, Russia, and Southwest Asia; the relative strengths and weaknesses of the nomadic Mongol lifestyle with regard to social, political, and economic organization, and why the Mongols prevailed; what legend and fact reveal about Mongol conquest and Mongol warriors) | | | 2. | Understands the influence of the "Golden Horde" in various regions (e.g., the impact of the "Golden Horde" rule on the peoples of Eastern Europe and Russia, the major accomplishments of Batu) | | | Level IV (Grade 9-12) | | | 1. | Understands the political features of the Mongol Empire and its influence on other regions (e.g., the political character of Mongol rule in China, Central Asia, southwest Asia, and Russia; the significance of the "Pax Mongolica" and how long-distance communication and trade led to cultural and technological diffusion across Eurasia; how Mongol military organization and techniques led to victory in their conquests between 1206 and 1279) | | | 2. | Understands factors that contributed to the division and eventual decline of the Mongol Empire after the death of Chinggis Kahn (e.g., disputes over succession, the absence of a bureaucracy, conflicts between nomadic traditions and the ideas of conquered urban cultures) | | | 3. | Understands the interaction between the Mongols and cultures of Mongol domination (e.g., the Islamization of the Golden Horde and the Khanate of Persian-Iraq; why the Mongols did not conquer the Mamluks in Northern Africa; comparisons between Mongol and Muslim society and culture; the extent of Mongol control of Southwest Asia; relations between Chinese artists and the Mongol court during the Yuan Dynasty; the advantages of living under Mongol rule for the Chinese, Russians, and Southwest Asians) | | | 4. | Knows the trade routes that emerged under Mongol domination, and the goods traded along these routes | | | 5. | Understands the usefulness of foreign sources in recording the history in areas of Mongol domination (e.g., the travels of Marco Polo, John of Plano Carpini, and Ibn Battuta) | | | 6. | Knows the consequences of the death of the Great Khan Ogodei for the Mongol enterprise in Eastern Europe and that of the Great Khan Mongke for the Mongol plans to invade Egypt |
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| 22. | Understands the growth of states, towns, and trade in Sub-Saharan Africa between the 11th and 15th centuries
World History | | Standard 22. | Understands the growth of states, towns, and trade in Sub-Saharan Africa between the 11th and 15th centuries | | | Level II (Grade 5-6) | | | 1. | Understands influences on the economic development of Sub-Saharan empires (e.g., the importance of agriculture, gold production, and the trans-Saharan caravan trade to the growth of the Mali and Songhay Empires; the importance of trade within the major city-states and populations of Sub-Saharan Africa) | | | 2. | Understands social and religious features of West Africa (e.g., what art reveals about the societies and rulers of Benin and Ile-Ife, the story of Solomon and Sheba and the role of Sheba in African history) | | | 3. | Understands the emergence of commercial towns on the East African coast and the significance of Swahili as the language of trade | | | Level III (Grade 7-8) | | | 1. | Understands the development of the empires of Mali and Songhay (e.g., the importance of Islamic expansion in the political and cultural life of Mali and Songhay; the economic, social, and religious characteristics of the two empires; the observations of Ibn Battua and Leo Africanus in Mali and Songhay; the importance of the Monarch Mansa Musa in Mali) | | | 2. | Understands religious aspects of Ethiopian society (e.g., the expansion of the Christian Ethiopian kingdom and its search for wider connections in the Christian world, the major achievements of the Zagwe Dynasty in Ethiopia and how this dynasty affected both Coptic Christians and Muslims) | | | 3. | Understands significant features of the major population centers of Bantu and the East African coastal region in the 2nd millennium CE (e.g., influences on the economic and cultural life of Kilwa and other East African coastal cities, the Bantu state of Great Zimbabwe and its links to the Indian Ocean trade, consequences of the contact between Bantu farmers and Khoisan hunter-gatherers in the early 2nd millennium) | | | 4. | Understands how architecture (e.g., the churches of Lalaibela and of Kalash in Ellora, India) reveals the influence of foreign states and the end of African isolation | | | Level IV (Grade 9-12) | | | 1. | Understands how art and architecture reveal elements of Ile-Ife, Benin, and other African societies (e.g., the role of the ruler, political power, gender differences, foreign contact, technology) | | | 2. | Understands the political, social, economic, and religious development of the West African Sudan and the East African coast between the 8th and 13th centuries (e.g., how these areas were affected by outside influences, the role of commerce in their development) | | | 3. | Understands the influence of religion on African culture (e.g., Islamic and Christian expansion in Africa and why Islam was successful there; the differences between Coptic and Latin Christianity and how Coptics adapted African traditions to Christianity; the Zagwe Dynasty's achievements through patronage of Christian art and architecture, and characteristics of Ethiopian art and rock churches) | | | 4. | Understands the role of language in shaping African society (e.g., class structure and cultural influence of Swahili-speaking towns of East Africa; relationships among modern Bantu languages and what these relationships reveal about migrations of Bantu-speaking peoples; the interaction of religion with wealth, language, and country of origin in influencing social status) | | | 5. | Understands the network of trade between East Africa, Southeast Asia, and the Persian Gulf (e.g., sources of traded items, controlling parties), the goods traded, and the importance of city-states such as Kilwa in this network |
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| 23. | Understands patterns of crisis and recovery in Afro-Eurasia between 1300 and 1450
World History | | Standard 23. | Understands patterns of crisis and recovery in Afro-Eurasia between 1300 and 1450 | | | Level II (Grade 5-6) | | | 1. | Understands the origins and impact of the plague (e.g., how the plague started and spread across Eurasia and North Africa; the impact of the plague on daily life in urban Southwest Asia and Europe; how Christian and Muslim communities responded to the plague, and how the plague changed the lives of survivors) | | | 2. | Understands major changes in the social, political, and cultural characteristics of European society after the 14th century (e.g., the effect of population decline on European agrarian and commercial economies; causes of and major figures in the Hundred Years War; the causes of peasant rebellions in Europe between 1300 and 1500; how the techniques of painting, sculpting, and architecture changed in this period) | | | 3. | Understands the origins and early expansion of the Ottoman Empire up to the capture of Constantinople in 1453 | | | Level III (Grade 7-8) | | | 1. | Understands how the plague influenced economic, social, and political conditions in various regions (e.g., how the spread of disease relates to geography, social reaction to the plague in rural and urban Europe and Southwest Asia, the increase in mortality rates by the plague between the 14th and 15th centuries, the impact of the plague on young people) | | | 2. | Understands causes for changes in social, political, and religious events in Europe after the 14th century (e.g., how the population decreased after the Great Plague; the effect of the crises in the Catholic Church on its organization, prestige, and power; increased wage levels and what governments did to discourage these increases) | | | 3. | Understands the "humanism" that emerged in Italy in the 14th and 15th centuries, and how new studies (e.g., Greco-Roman antiquity, critical text analysis) encouraged new forms of literature, philosophy, and education | | | 4. | Understands the Zheng He maritime expeditions of the early 15th century, and why the Ming state initiated, then terminated, these voyages | | | 5. | Understands the significance of Timur the Lame (Tamerlane) (e.g., the impact of conquests in Southwest Asia, India, and Central Asia; how Timur's rule encouraged a flourishing of cultural life in Samarkand and the role his government played in the support of arts and sciences) | | | Level IV (Grade 9-12) | | | 1. | Knows ways in which long-term climatic change contributed to Europe's economic and social crisis in the 14th century | | | 2. | Understands religious and political changes in post 14th-century Europe (e.g., the resurgence of centralized monarchies and economically powerful city-states in Western Europe in the 15th century, the elements and consequences of the "Great Western Schism") | | | 3. | Understands characteristics of 15th century Italian humanism (e.g., reasons for its emergence in this time and place, which social populations it most significantly affected) | | | 4. | Understands shifts in the leadership and political climate in China (e.g., the events that led to the collapse of Mongol rule in China; the reconstitution of the Mongol Empire under the Chinese Ming Dynasty; economic and political reforms and other achievements of the Hongwu emperor in China, and how these reforms restored for the Ming Dynasty continuity with pre-Yuan Empires) | | | 5. | Understands perceptions of the Black Death from diverse, contemporaneous sources (e.g., from Boccaccio in Europe and Ibn Battuta in Egypt and Syria) | | | 6. | Understands events and consequences of Jewish scapegoating in Europe during the Great Plague (e.g., the cremation of Strasbourg Jews, pogroms in the Holy Roman Empire, Jewish flight to Poland and Russia) and the attitudes and values these events represent | | | 7. | Understands immediate and long-term consequences of the plague on European society (e.g., the medical, administrative, and psychological measures taken to cope with the plague in the 14th century; long-term consequences of recurrent pandemics in the 14th and 15th centuries on Europe society) | | | 8. | Understands how economic conditions influenced the political and social climate in post 14th- century Europe (e.g., the impact of climatic change on the European agricultural system and the social and political consequences; how decreasing revenues led to competition between nobles for other sources of income, which increased the occurrence of civil wars) | | | 9. | Understands the significance of Joan of Arc (e.g., her role in the Hundred Years War; her subsequent trial and execution; the Church's review of her trial 25 years later, and her revered image as a patron saint of France) | | | 10. | Understands Timur the Lame's patronage of scholars, artists, and scientists at Samarkand; the extent to which the "Republic of Letters" was a widespread phenomenon; and evidence of cross-cultural communication among scholars and artists | | | 11. | Understands what accounts for the success of the Ottoman empire |
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| 24. | Understands the expansion of states and civilizations in the Americas between 1000 and 1500
World History | | Standard 24. | Understands the expansion of states and civilizations in the Americas between 1000 and 1500 | | | Level II (Grade 5-6) | | | 1. | Understands how the Aztec Empire arose in the 14th century (e.g., major aspects of Aztec government, society, religion and culture; the construction of Tenochtitl n, the "Foundation of Heaven") | | | 2. | Understands social and political elements of Incan society (e.g., Incan methods for expansion and unification of their empire, daily life for different people in Incan society, the food plants that formed the basis of Incan as compared with Aztec agriculture) | | | 3. | Understands what archaeological, artistic, and written sources can illustrate about pre-European life in the Americas | | | Level III (Grade 7-8) | | | 1. | Understands social and cultural features of Aztec society (e.g., the characteristics of Tenochtitl n that made it a unique city, gender roles in Aztec society and what these indicate about Aztec culture) | | | 2. | Understands cultural and economic elements of North American and Mesoamerican civilizations (e.g., the major characteristics of Toltecs, Anasazi, Pueblo, and North American mound-building peoples; patterns of long-distance trade centered in Mesoamerica) | | | 3. | Understands major political and social features of Incan society (e.g., the development of Incan social and political institutions, the chronology of Incan imperial expansion from 1230 to 1525 and the difficulties posed by its geographically an climatically diverse territories, the location and major features of Machu Picchu and what this site reveals about Incan civilization) | | | 4. | Understands the similarities and differences between Incan and Aztec society (e.g., the essential differences between Aztec and Incan government, economy, religion, and social organization; how Incan and Aztec art and architecture reveal cultural achievements in their societies) | | | 5. | Understands how the natural environment affected the organization of developing societies of the North American plains, Southwestern deserts, and the tropical forests of the Yucatan | | | Level IV (Grade 9-12) | | | 1. | Understands political, social, and economic features of Aztec society (e.g., the locations and geographic limits of different phases of the Aztec Empire, the role and status of women in Aztec society and how this compares to the Incan and Mayan societies, the complex structure and features of the Aztec city of Tenochtitl n) | | | 2. | Understands the significance of the mound centers located in the Mississippi valley, such as the mound center at Cahokia in Illinois | | | 3. | Understands gender roles in Caribbean, Mesoamerican, and Andean societies and how these are reflected in images, myths, and individual qualities of their gods | | | 4. | Knows the technology (e.g., engineering of roads, bridges, irrigation systems) and urbanism of the Incas (in Cuzco), the Aztecs (in Tenochtitl n), and of North American mound-builders |
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| 25. | Understands major global trends from 1000 to 1500 CE
World History | | Standard 25. | Understands major global trends from 1000 to 1500 CE | | | Level II (Grade 5-6) | | | 1. | Understands influences on the growth of long-distance exchanges between different regions (e.g., the continuing spread of Islam, and the importance of Muslim civilization in mediating long-distance commercial, cultural, and intellectual exchanges; why new ports, manufacturing centers, merchant communities, and long-distance trade routes emerged in the region of the "Southern Seas," from the Arabian Sea to the coasts of China) | | | Level III (Grade 7-8) | | | 1. | Understands how major migratory and military movements of pastoral peoples of Asia and Africa affected agrarian states and societies of Eurasia and Africa | | | 2. | Understands economic, political, and cultural differences and similarities between Europe and Asia (e.g., causes and consequences of productive growth, commercialization, urbanization, and technological or scientific innovation in Europe and China; society, economy, and political organization of Europe and Japan, and causes of economic growth, urbanization, and cultural innovation in the two regions) | | | 3. | Understands the impact of interaction between Christians and Muslims in the Mediterranean region (e.g., how their encounters, both hostile and peaceful, affected political, economic, and cultural life in Europe, North Africa, and Southwest Asia) | | | 4. | Understands the concept of capitalism and the emergence of capitalistic institutions and productive methods in Europe and other parts of Afro-Eurasia | | | 5. | Understands differences and similarities between the Inca and Aztec empires and empires of Afro-Eurasia (e.g., political institutions, warfare, social organizations, cultural achievements) | | | Level IV (Grade 9-12) | | | 1. | Understands demographic changes in various regions from 1000 to 1500 CE (e.g., the growth, decline, and recovery of the overall population of Afro-Eurasia; ways in which large demographic swings affected economic, social, and cultural life in various regions) |
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| Era 6 - Global Expansion and Encounter, 1450-1770 |
| 26. | Understands how the transoceanic interlinking of all major regions of the world between 1450 and 1600 led to global transformations
World History | | Standard 26. | Understands how the transoceanic interlinking of all major regions of the world between 1450 and 1600 led to global transformations | | | Level II (Grade 5-6) | | | 1. | Understands the interregional trading system that linked peoples of Africa, Asia, and Europe on the eve of the European overseas voyages | | | 2. | Understands what contributed to increasing oceanic travel in the 15th and 16th centuries (e.g., major Spanish and Portuguese technological innovations in shipbuilding, navigation, and naval warfare; navigational inventions such as the compass, astrolabe, and quadrant; trade routes of prominent Asian and European explorers and how prevailing wind currents influenced these routes; the features of Chinese and Arab sailing vessels that made long-distance travel easier) | | | 3. | Understands the character and impact of Portuguese maritime expansion to Africa, India, and Southeast Asia upon local populations (e.g., relations between King Affonso II of the Kongo and Portuguese, why Bartholomew de las Casas was considered the "defender of the Indians") | | | 4. | Understands features of Spanish exploration and conquest (e.g., why the Spanish wanted to invade the Incan and Aztec Empires, and why these empires collapsed after the conflict with the Spanish; interaction between the Spanish and indigenous populations such as the Inca and the Aztec; different perspectives on Cort‚s journey into Mexico) | | | 5. | Understands the cultural and biological exchange between the Americas and Afro-Eurasia in the late 15th and 16th centuries (e.g., the exchange of animals between the Americas and Afro-Eurasia; how the exchange of plants between the Americas and other countries affected societies and commerce; the roots of "cowboy" culture in the Americas) | | | 6. | Knows the major accomplishments of Columbus (e.g., his voyages off the coast of Africa and to North America) | | | Level III (Grade 7-8) | | | 1. | Understands the impact of the exploratory and commercial expeditions in the 15th and 16th centuries (e.g., the motives and short-term significance of the Portuguese and Spanish military and commercial expeditions to Sub-Saharan Africa, Asia, and the Americas; technologies that advanced international, seaborne trade in the latter part of the century; the connotations of the words "conquest," "exchange," and "discovery" used to describe Columbus' travels to North America and his encounters with indigenous populations) | | | 2. | Understands how the Ottoman, Indian, Chinese, Japanese, Vietnamese, and Siamese powers restricted European commercial, military, and political penetration in the 16th century | | | 3. | Understands cultural interaction between various societies in the late 15th and 16th centuries (e.g., how the Church helped administer Spanish and Portuguese colonies in the Americas; reasons for the fall of the Incan Empire to Pizarro; how the Portuguese dominated seaborne trade in the Indian Ocean basin in the 16th century; the relations between pilgrims and indigenous populations in North and South America, and the role different religious sects played in these relations; how the presence of Spanish conquerors affected the daily lives of Aztec, Maya, and Inca peoples) | | | 4. | Understands the impact of the exchange of flora, fauna, and pathogens on the Americas and the global population (e.g., the spread of disease throughout the world, and how new disease microorganisms in the Americas devastated indigenous populations; population decline in parts of the Americas within the context of global population trends and growth in Europe and East Asia in the 16th and 17th centuries, origins and routes of flora and fauna exchanged across the globe) | | | 5. | Understands the significance and cultural impact of migrations of the Muslims and Jews after their expulsion from Spain | | | 6. | Knows which crops in Spanish and Portuguese regions of the Americas were domestic and which were commercial, and knows what resources commercial crops demanded | | | Level IV (Grade 9-12) | | | 1. | Understands features of Portuguese overseas trade and exploration (e.g., the goals of the Portuguese trading policy as established by King Jo o II, and his reasons for refusing to finance Columbus' expedition west; the impact of maritime technologies on the quality of Portuguese sailing in the 15th century) | | | 2. | Understands significant social, economic, political, and cultural features of European society (particularly Spain and Portugal) that stimulated exploration and conquest overseas | | | 3. | Understands the consequences of Portuguese military conflicts and interaction with other cultures (e.g., the origins and consequences of Ottoman-Portuguese military conflicts in the Red Sea, Arabian Sea, and Ethiopia in the early 16th century; the political and economic impact of Portuguese presence on the peoples of West and East Africa in the late 15th and 16th centuries) | | | 4. | Understands the consequences of the spread of disease globally and regionally (e.g., which diseases spread through colonization and exploration in the 16th and 17th centuries, how they were spread, and the effects of these diseases on individual societies, world trade, political expansion, and political control; fundamental plantation systems brought to the New World and how these may be connected to the spread of disease on the continents) | | | 5. | Understands the effects that knowledge of the peoples, geography, and natural environments of the Americas had on European religious and intellectual life (e.g., through such ideas as the romanticized "noble savage," systems of human classification, natural history, and cartography) | | | 6. | Knows the extent of Chinese naval and commercial activities in the Indian Ocean in the 15th century, and understands what these activities reveal about Chinese wealth, technology, and its use of tributes as a means of trade | | | 7. | Understands measures that restricted Muslims and Jews in the 15th and 16th centuries (e.g., the moral and religious justifications used by the Spanish for the expulsion of Jews and Muslims from Spain, and possible consequences of the Spanish conquest of Grenada in 1492; how the organization of overseas trades in the Iberian states prohibited Mudehar Muslims, converts, and Jews from settling in the Americas) | | | 8. | Understands how various cultures responded to European presence in the 15th and 16th centuries (e.g., how practitioners of free trade along the northern rim of the Indian Ocean responded to European penetration; relations between the church and native populations; Asian responses to European naval encroachments) | | | 9. | Knows the dynamics of the encomienda system of colonial government and labor, and how this compares to European manorial systems | | | 10. | Knows the routes of exchange of specific flora and fauna (e.g., corn, cassava, sugar; horses, cattle, pigs) throughout the world between the 15th and 18th centuries, and the impact of these exchanges on the world economy |
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| 27. | Understands how European society experienced political, economic, and cultural transformations in an age of global intercommunication between 1450 and 1750
World History | | Standard 27. | Understands how European society experienced political, economic, and cultural transformations in an age of global intercommunication between 1450 and 1750 | | | Level II (Grade 5-6) | | | 1. | Understands the social characteristics of European society from 1450 to 1750 (e.g., how lifestyles were different among varied social classes in early modern Europe, changes in institutions of serfdom, changes in the social status of women) | | | 2. | Understands significant contributions of the Renaissance and Reformation to European society (e.g., major achievements in literature, music, painting, sculpture, and architecture in 16th-century Europe; the life and accomplishments of select figures from the Renaissance to the Reformation) | | | 3. | Understands the English civil war and the Revolution of 1688 (e.g., how these events affected government, religion, economy, and society in England; how the English Revolution influenced political institutions and attitudes in the English colonies and the outbreak of the American Revolution; new freedoms granted to the English people after 1688) | | | 4. | Understands the significance of the Scientific Revolution and the Age of Enlightenment (e.g., the impact of astronomical discoveries from Copernicus to Newton; principal ideas of the Enlightenment, from rationalism to theories of education; the word "revolution" and what is meant by the term "Scientific Revolution"; the lives and achievements of significant figures of the Scientific Revolution; how Diderot's encyclopedia contributed to the Age of Enlightenment) | | | 5. | Understands the role of gunpowder in changing European warfare (e.g., through the necessary redesign of fortifications) | | | Level III (Grade 7-8) | | | 1. | Understands early influences on the Scientific Revolution and the Enlightenment (e.g., connections between the Scientific Revolution and its antecedents, such as Greek rationalism, medieval theology, Muslim science, Renaissance humanism, and new global knowledge; connections between the Enlightenment and its antecedents, such as Roman republicanism, the Renaissance, and the Scientific Revolution) | | | 2. | Understands changes in urban and rural Europe between the 15th and 18th centuries (e.g., social and economic consequences of population growth and urbanization in Europe between the 15th and 18th centuries; the growth pattern of European cities between the 17th and 18th centuries, and the major urban centers of this period; causes and effects of the "agrarian revolution" on Western and Eastern European society) | | | 3. | Understands significant social and cultural changes that took place during the Renaissance (e.g., advances in printing press technology, the connections between the Italian Renaissance and the development of Humanist ideals in Europe north of the Alps, positive and negative changes in the status of women during the Renaissance and Reformation, the legacy of Renaissance architecture, changes in European art and architecture between the Middle Ages and the High Renaissance) | | | 4. | Understands origins of the Reformation and Catholic Reformation (e.g., why many Europeans were unhappy with the late medieval Catholic Church, and how the beliefs and ideas of leading Protestant reformers reflected this discontent; what the Catholic Reformation sought to achieve, and the effect of religious reforms and divisions on Europeans; the patterns of religious affiliation in Europe in the early 17th century and factors that led some populations to embrace the Protestant Reformation while others rejected it) | | | 5. | Understands the emergence of strong individual leaders, monarchies, and states in Europe between the 16th and 18th centuries (e.g., the character, development, and sources of wealth of strong bureaucratic monarchies; the significance of Peter the Great's westernizing reforms; the emergence of the Dutch Republic as a powerful European state; the reign of Elizabeth I and her efficacy as a leader and builder of a strong nation-state; the governmental policies of Catherine the Great; why St. Petersburg was called the "window on the West") | | | 6. | Understands contributions of the Scientific Revolution to European society (e.g., the importance of discoveries in mathematics, physics, biology, and chemistry to 17th-and 18th-century Europe; the significance of the principles of the scientific method advanced by Francis Bacon and Ren‚ Descartes; the trial of Galileo and arguments and evidence used to prove him "innocent" or "guilty"; the major features of the Scientific Revolution in major fields of endeavor) | | | 7. | Understands the short and long-term impact of Enlightenment ideas (e.g., how Enlightenment-era thought contributed to the reform of church and state, the reform programs of absolutist monarchs of Central Europe and Russia, the influence of Enlightenment ideas on the development of modern nationalism and democratic thought and institutions) | | | 8. | Understands the effects on world trade of the Spanish silver trade from America | | | 9. | Understands the role of gunpowder in the development of strong European leadership (e.g., how gunpowder came to Europe from China, and how it helped establish and maintain the power of state leaders in Europe) | | | 10. | Understands the long and short-term causes of the "Glorious" revolution of 1688 and how it earned this title | | | Level IV (Grade 9-12) | | | 1. | Understands shifts in the European economy, trade, and labor systems in the 16th century (e.g., aspects of manufacturing and production in the 16th century's emerging capitalist economy, developments that affected men's and women's work options in this period, trends in worldwide trade in the 16th century, how the Dutch and English merchant classes established a significant presence in the world market) | | | 2. | Understands causes and the major political, social, and economic consequences of the religious wars in Europe in the 16th and 17th centuries, and the legacy of these wars in modern Europe | | | 3. | Understands the accomplishments of significant European leaders between the 16th and 18th centuries (e.g., the success of Russian expansion in the Caucasus, Central Asia, and Siberia, and the success of the tsars in transforming the Duchy of Moscow into a Eurasian empire; the life and achievements of Louis XIV, and elements of absolutist power during this period; how Peter the Great and Catherine the Great expanded Russian territory; major achievements in the reigns of Frederick the Great, Catherine the Great, and Joseph II, and which of these leaders displayed the features of an "Enlightened Despot") | | | 4. | Understands influences on the spread of scientific ideas and Enlightenment thought (e.g., the importance of royal societies and other international networks in disseminating scientific ideas and methods; how academies, salons, and popular publishing spread Enlightenment thought; how the salons of aristocratic and bourgeois Parisian women influenced French political affairs, and why men eventually created their own salons; how Chinese humanist philosophy influenced the ideas of major Enlightenment writers and thinkers) | | | 5. | Understands features of the conflict between religious beliefs and scientific thought during the Scientific Revolution (e.g., the coexistence of the new scientific rationalism in 17th-and 18th-century Europe with traditional learning and rituals; Galileo's ideas about the solar system, and why he hesitated to apply scriptural passages to science-related problems; the fundamental ideas of Descartes' Discourse on Method, and the methods he used to ascertain the "truth") | | | 6. | Understands the role of the Enlightenment in shaping European society (e.g., the impact of Europe's growing knowledge of other regions on the development of concepts of universalism, tolerance, and world history; the connection between the Enlightenment and the Scientific Revolution, and arguments supporting the notion that one was dependent upon the other) | | | 7. | Understands significant individuals and ideologies that emerged during the Renaissance and Reformation (e.g., the basic arguments in The Prince by Machiavelli; works of Renaissance writers and elements of Humanism in these works; individuals and factors that contributed to the revival of Greco-Roman art, architecture, and scholarship; differing ideas on women's roles in the Protestant household; social oppression and conflict in Europe during the Renaissance, as contrasted with humanist principles of the time) | | | 8. | Understands sources of military buildup of the 17th and 18th centuries (e.g., how they compare with the advice of Machiavelli on the use of mercenaries) | | | 9. | Understands the complaints, goals, and issues of the Cavaliers and Roundheads in the English Civil War | | | 10. | Understands factors that influenced the economic and political development of the Dutch Republic, England, and France (e.g., characteristics of the Dutch Republic that affected commerce and religion, and enabled Amsterdam to gain commercial supremacy over the northern Italian city-states in the late 16th century; factors that led England to develop a Parliamentary government and led to absolutism in France under Louis XIV) |
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| 28. | Understands how large territorial empires dominated much of Eurasia between the 16th and 18th centuries
World History | | Standard 28. | Understands how large territorial empires dominated much of Eurasia between the 16th and 18th centuries | | | Level II (Grade 5-6) | | | 1. | Understands the power and limit of imperial absolutism under the Ming Dynasty (e.g., variations in control over society and the bureaucracy) | | | 2. | Understands how China viewed its role in the world during the Ming Dynasty (e.g., why China's attitude toward external political and commercial relations changed after the Zheng He voyages from 1405 to 1433, the Chinese belief that other countries had a tributary relationship to the celestial empire) | | | 3. | Understands political and cultural achievements of the Ottoman Empire (e.g., the significance of the capture of Constantinople for Christians and Ottomans; how the Ottoman military succeeded against various enemies; artistic, architectural, and literary achievements of the Ottoman Empire in the 15th and 16th centuries; achievements of Sulieman the Magnificent; the extent of the Byzantine and Ottoman Empires in the 14th and 15th centuries) | | | 4. | Understands political achievements of the Safavid and Mughal Empires (e.g., how Persia was unified by the Turkic Safavids, the political and cultural achievements of the Safavid Golden Age under Shah Abbas I, the Mughal conquest of India and how the Turkic warrior class united diverse peoples of the Indian continent) | | | 5. | Understands the network of Afro-Eurasian trade in the 16th and 17th centuries (e.g., the importance of Indian textiles, spices, and other products in the trade; how spices brought to Europe by Vasco da Gama initiated the spice trade between India and Europe) | | | Level III (Grade 7-8) | | | 1. | Understands interactions between China and other countries during the Ming Dynasty (e.g., the Chinese view of itself as the "Middle Kingdom;" political, commercial, and cultural relations with Korea, Vietnam, and other societies of East and Southeast Asia) | | | 2. | Understands features of class structure and sources of social change in China (e.g., the effects of American crops and silver on demographic, economic, and social change in China; the stratification of Chinese society under Ming rule) | | | 3. | Understands cultural, political, and economic factors that influenced the development of the Ottoman Empire (e.g., the development of the Ottoman Empire among diverse religious and ethnic groups, the Christian European view of the Ottoman seizure of Constantinople in 1453, trade routes within the Ottoman Empire and how trade was affected by the development of a sea route around Africa) | | | 4. | Understands political and religious influences on the development of the Mughal Empire (e.g., relations between Muslims and Hindus in the empire, the effectiveness of Akbar's governing methods and religious ideas in comparison to other Mughal emperors) | | | 5. | Understands changes in the political structure of the Ming Dynasty (e.g., how the power of the Ming emperor changed over time, the source of political threat to the Ming Empire and the role of defense in their military strategy) | | | 6. | Understands factors that influenced the development and expansion of the Safavid Empire (e.g., key urban areas of the empire, and factors that contributed to the success of Safavid rule; how the city of Isfahan developed under the reign of Shah Abbas I) | | | 7. | Knows how the popularity of Indian textiles in Europe undermined the efforts of the East India Company to sell more British goods in India than it imported | | | Level IV (Grade 9-12) | | | 1. | Understands influences on the Chinese economy and social structure (e.g., the effects of commercialization on social relations among gentry elites, urban merchants, and peasants; how the Chinese central government controlled various aspects of peoples' lives) | | | 2. | Understands significant cultural and social features of the Ming Dynasty (e.g., the role of Neo-Confucianism, Buddhism, and Daoism in Ming government and society; how the Ming Dynasty brought cultural unity to China; the imperial examination system in China established under Ming rule) | | | 3. | Understands the social, economic, and cultural features of the Ottoman Empire (e.g., how Muslim, Orthodox, Catholic, and Jewish peoples interacted in southeastern Europe under Ottoman rule, the role and legal status of women within the Ottoman Empire, sources of revenue and patterns in state spending in the Ottoman Empire) | | | 4. | Understands cultural and religious influences on Mughal social and cultural conditions (e.g., the Indian, Persian, and European influences on Mughal artistic, architectural, literary, and scientific achievements; how Akbar unified diverse cultures and encouraged religious tolerance within his Mughal Empire; the synthesis of Muslim and Hindu influences in art of the Mughal Empire) | | | 5. | Understands major political events in the rise and decline of the Ottoman Empire (e.g., the emergence of the Ottomans as a regional and world power between 1450 and 1650, the Ottoman Empire in the context of the Byzantine and Roman Empires, Austrian and Russian responses to Ottoman aggression, significant events in the expansion and recession of the Ottoman Empire from the 15th to the 17th centuries) | | | 6. | Understands the origins and development of the Safavid Empire (e.g., how Ismail created the Safavid Empire with the support of Qizilbash nomadic tribesmen; the evolution of Safavid social and political system from the nomadic-warrior years of Ismail to the golden age of Shah Abbas I) | | | 7. | Knows similarities and differences between major empires and leaders (e.g., comparisons between the Ottoman, Safavid, and Mughal Empires; differences and similarities in government, military, and religious patterns of the six major Mughal emperors) |
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| 29. | Understands the economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas between 1500 and 1750
World History | | Standard 29. | Understands the economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas between 1500 and 1750 | | | Level II (Grade 5-6) | | | 1. | Understands European influence in the Americas between the 16th and 18th centuries (e.g., European activity and control in the Americas in the form of territorial empires, trading-post empires, plantation colonies, and settler colonies; how the Netherlands, England, and France became naval, commercial, and political powers in the Atlantic basin; the locations of the British and French in the Americas, and their interest in trade there; the concept of mercantilism and its advantages and disadvantages for the colonies and the mother country) | | | 2. | Understands features of the labor system and economy in the Americas (e.g., why sugar, tobacco, coffee, tea, and other crops grown in the colonies became so important in the world economy; different jobs performed by indigenous peoples in the Americas) | | | 3. | Understands elements of the trans-Atlantic African slave trade (e.g., how slaves were transported to the Americas via the "middle passage"; how European firms and governments organized and financed the slave trade; conditions of slave life on plantations in the Caribbean, Brazil, and British North America; how slaves resisted servitude and preserved their African heritage) | | | 4. | Understands elements of the slave trade in Africa (e.g., how the Atlantic slave trade affected population, economic systems, family life, polygynous marriage, and the use of male and female slave labor in West and Central Africa; what narratives reveal about the experience of Africans sold into slavery) | | | Level III (Grade 7-8) | | | 1. | Understands the consequences of European interaction with indigenous populations of the Americas (e.g., the moral, political, and cultural role of Catholic and Protestant Christianity in the European colonies in America; the Seven Years War and its consequences for Britain, France, Spain, and the indigenous peoples of the American colonial territories; the political relationships between American Indian nations and Holland, France, and England) | | | 2. | Understands features of and participants in the slave trade (e.g., ways in which entrepreneurs and colonial governments exploited American Indian labor, and the use of African slave labor for commercial agriculture; the treatment of slaves in the Western Hemisphere as opposed to those in the Islamic lands, Christian Europe, and West Africa; the organization of long-distance trade in West and Central Africa and circumstances under which African governments, elites, and merchants participated in the sale of slaves to Europeans; treatment of slaves and forms of resistance used in the "middle passage") | | | 3. | Understands factors that contributed to the development of various African societies (e.g., the importance of trade, slavery, and an expanding world economy to the development of such African states as Ashanti, Dahomey, Benin, Lunda, and Kongo; different forms of slave resistance and the founding of Maroon societies; how Ashanti concepts of monarchical power compare to those of Europeans) | | | 4. | Knows the causes and consequences of encounters among Khoisan groups, Bantu-speaking peoples, and European settlers in South Africa in the 17th and 18th centuries | | | 5. | Understands the differences in the demands and purposes of European colonies in different areas of the Western Hemisphere (e.g., how European colonies in Peru differed from those in the Great Lakes region, Barbados, or Massachusetts) | | | Level IV (Grade 9-12) | | | 1. | Understands economic and political features of various European colonies between the 16th and 18th centuries (e.g., the administrative system of the Spanish viceroyalties of Peru and Mexico, and the importance of Indian agriculture and silver production to Spanish colonial economy; the fundamental ideas of mercantilism and differences in how it was practiced by the Netherlands, France, and England; diversity in colonial governments, economies, the military, and social organization in European colonies) | | | 2. | Knows reasons for the emergence of social hierarchies based on race and gender in both the Iberian Empire and the British colonies in the Americas | | | 3. | Understands the development of different African societies (e.g., the development, characteristics, and decline of the Songhay Empire in the 16th century, the regional and international circumstances under which large new states such as Lunda and Buganda emerged in East and Central Africa, the history of the African kingdom of Palmares in Brazil) | | | 4. | Understands characteristics of the development of European colonies in the Americas (e.g., the appeal of the Americas for European colonists in the 16th and 17th centuries, why Europeans were able to establish large colonies on these continents, and why they did not assert this type of control in Africa and Asia) | | | 5. | Understands possible reasons why Catholics were generally more successful than Protestants in converting non-Europeans between the 16th and 18th centuries | | | 6. | Understands the development of different colonial labor systems and their impact on indigenous populations (e.g., the evolution of labor systems from the encomienda to the hacienda in North and South America from the 16th to the 17th centuries, the impact of the encomienda system on indigenous peoples and how it compares to slavery) | | | 7. | Understands the "Black Legend," how it helped build opposition toward Spain, and how it illustrates Spain's unique dealings with aboriginal populations | | | 8. | Understands how slavery was defined by different groups of people (e.g., key differences between the understanding of "slavery" by Africans and by European settlers in the Americas; how slavery was practiced in ancient, medieval, and early modern societies) | | | 9. | Understands how the African slave trade influenced the lives of slaves in the Western Hemisphere (e.g., the institutions, beliefs, and practices of slaves working on plantations in the Western Hemisphere; the history of open slave rebellion and resistance in the Western Hemisphere; how the English and Spanish subdued slave rebellion in their colonies) |
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| 30. | Understands transformations in Asian societies in the era of European expansion
World History | | Standard 30. | Understands transformations in Asian societies in the era of European expansion | | | Level II (Grade 5-6) | | | 1. | Understands the impact of European military and commercial involvement in Asia (e.g., how the Netherlands, England, and France became naval and commercial powers in the Indian Ocean basin in the 17th and 18th centuries; the impact of British and French commercial and military penetration on politics, economy, and society in India; why the Dutch wanted military and commercial influence in Indonesia and how this imperialism affected the region's economy and society; why Asian trade was so important within the British economic and political structure) | | | 2. | Understands social and political features of Japanese society under the Tokugawa shogunate (e.g., centralized feudalism in Japan and how Japan achieved political stability, economic growth, and cultural dynamism; the nature of the relationship between Japan and European powers between the 16th and 18th centuries) | | | 3. | Understands the role of art in conveying ideas in China and Japan (e.g., how nature is portrayed in Chinese and Japanese brush paintings) | | | 4. | Knows what groups of people in India most frequently converted to Islam between the 16th and 18th centuries, and the major vehicle for conversion | | | Level III (Grade 7-8) | | | 1. | Understands political, economic, and social aspects of Chinese society during the era of European expansion (e.g., how the Manchus overthrew the Ming Dynasty and the consequences of this event; demands and consequences of increasing population growth, agricultural output, commerce, and European trading networks in the Manchu Empire; treatment and opportunities open to women in 17th-and 18th-century China) | | | 2. | Understands trade patterns and relations between Europe and China (e.g., how well the Chinese government was able to control European trade within its borders and the extent of European commercial penetration; trade routes and major port cities used by the Europeans in their trade with China, and why Gangzhou [Canton] was central in this trade; the trade relationship between Britain and China in the 18th century) | | | 3. | Understands how the spread of different religions affected various Asian countries (e.g., how and why Islam continued to expand in India, Southeast Asia, and China) | | | 4. | Understands features in the development of Korean and Japanese culture (e.g., why Korea was called the "Hermit Kingdom" before 1800, the role and status of women in Tokugawa Japan, the roots and development of 17th-century Japanese art forms) | | | 5. | Understands the spread of Confucianism in various Asian cultures (e.g., how the rising popularity of Confucianism among the elites in Korea and Japan contributed to changes in the roles of women; how Confucianism was influenced by government and society in China, Korea, Japan, and Vietnam) | | | 6. | Understands the evolution, recurring themes, and foreign influence in Japanese art and artists (e.g., Nikko and Katsuru rikyu, Sotabu screens, brush painting, works of Shiba Kokan) and how they reflected society | | | Level IV (Grade 9-12) | | | 1. | Understands the economic and cultural consequences of European involvement in other countries (e.g., the significance of Christian missionary activity in India, Vietnam, and the Philippines, and how people of other religions - Buddhism, Hinduism, and Islam - responded to these efforts; Joseph Francois Dupleix's theory of "divide and rule" in South India for the French, and how this policy affected relations between the British East India Company and Indian peasants; how the French, Dutch, and British attempted to remedy unfavorable trade balances in Asia between 1500 and 1800) | | | 2. | Understands the impact of the Seven Years War on the relative power of Britain and France in Asia | | | 3. | Knows the events that led to the demise of centralized control by the imperial Mughals and the ascent of Maratha and Sikh power in India | | | 4. | Understands the cultural, economic, and social structure of China during the period of European commercial expansion (e.g., cultural and economic achievements of the Chinese during the reigns of the Kangzi and Qianlong emperors; the major differences in the trading policies of the Ming and Manchu, the factors that contributed to these changes, and European products desired by the Chinese; aspects of life of the elite in China; the family and its role in Chinese society) | | | 5. | Understands the spread of different religions throughout the world (e.g., the varieties of Buddhism and Hindu practice and teaching that developed in Asia and their influence on social and cultural life; major world religions in the mid-18th century, their relative sizes, and their degrees of success at winning new converts; how the development of Buddhism in Japan compared to that in China) | | | 6. | Understands how art, literature, and architecture reflect features of different cultures and religions (e.g., the influence of new currents in both Confucianism and Chinese art, architecture, and literature on cultural life in Korea, Vietnam, and Japan in the 17th and 18th centuries; the role of women in the Bhati movement of the 16th century, as reflected in the poetry of Mirabai; the Islamic and Hindu influences in the poetry of Kabir) | | | 7. | Understands Mughal responses to the expansion of European commercial and maritime power in Asia (e.g., Mughal efforts to control the expansion and influence of European trading centers in India, and how these compared to similar efforts by the Chinese and Japanese to regulate foreign trade and influence within their borders; the catalysts behind the military buildup of Emperor Aurazngzeb in 1700 and how he responded to growing maritime strength of the British and French) | | | 8. | Understands foreign influences on Japanese and Chinese economies (e.g., the impact of American silver upon the Japanese and Chinese economies between the 16th and 18th centuries, the role the Portuguese and Dutch played in Japanese trade, and why Japan limited trade to the West but not to Asia) | | | 9. | Understands how the unification of Japan and the centralization of feudalism under Tokugawa rule compared to the rise of nation states in early modern Europe |
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| 31. | Understands major global trends from 1450 to 1770
World History | | Standard 31. | Understands major global trends from 1450 to 1770 | | | Level II (Grade 5-6) | | | 1. | Understands major shifts in world demography and urbanization between 1450 and 1770 and reasons for these changes | | | 2. | Understands the major changes in world political boundaries that took place between 1450 and 1770, and how far European nations had extended political and military influence in Africa, Asia, and the Americas as of the mid-18th century | | | 3. | Understands how the acceleration of scientific and technological innovations in this era affected social, economic, and cultural life in various parts of the world (e.g., the broad effects of navigational and ship-building innovations such as astrolabe and lateen sails) | | | Level III (Grade 7-8) | | | 1. | Knows ways in which expanding capitalistic enterprise and commercialization affected relations among states and contributed to changing class and race relations | | | 2. | Understands the influence of technological advancements on society (e.g., how innovations in military technology and tactics changed the balance of naval military power and affected empire building around the globe; countries that benefitted and suffered as a result of military innovations) | | | 3. | Knows how Buddhism, Islam, and Christianity spread between 1450 and 1750 (e.g., the location and geographical area of influence, the rate of growth of practitioners, reasons for growth) | | | 4. | Understands patterns of social and cultural continuity in various societies (e.g., ways in which peoples maintained traditions and resisted external challenges in the context of a rapidly changing world) | | | Level IV (Grade 9-12) | | | 1. | Understands the catalysts behind the shift of economic power from the Mediterranean basin to Northern Europe during the 16th century | | | 2. | Understands the emergence of capitalism in India and Europe (e.g., the expanding capitalist system, the rise of the middle class, and changes in the textile industry in India after 1700; why modern capitalism successfully developed in England, Holland, and France but failed to take root in Italy, Spain, or Portugal; the rise of Western European capitalism and its effects on the rest of the world) | | | 3. | Understands how the Ming and Qing rulers viewed the European merchants, Christian missionaries, and military personnel who sought trading privileges in China | | | 4. | Understands how traditional Puritan and Confucian attitudes toward profit making affected commerce and trading practices in China and the early New England colonies |
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| Era 7 - An Age of Revolutions, 1750-1914 |
| 32. | Understands the causes and consequences of political revolutions in the late 18th and early 19th centuries
World History | | Standard 32. | Understands the causes and consequences of political revolutions in the late 18th and early 19th centuries | | | Level II (Grade 5-6) | | | 1. | Understands the ideas and events that shaped the Revolution in France (e.g., the causes, character, and consequences of the American and French revolutions; the meaning of the revolutionary slogan in France, "Liberty, Equality, Fraternity," and the social ideals it embodied; the legacy of leading ideas of the revolution; how the wars of the revolutionary and Napoleonic periods changed Europe and Napoleon's effects on the aims and outcomes of the revolution; connections between political events in the Americas and France between 1770 and 1815) | | | 2. | Understands the origins and development of Latin American independence movements (e.g., how the American, French, and Haitian revolutions and South American rebellions influenced the development of independence movements in Latin America; the political and ideological objectives, and the success of the independence movements between 1808 and 1830; how the colonial powers and independent countries of Latin America changed between 1790 and 1828; the role of geography in the outcome of the Latin American independence movements) | | | Level III (Grade 7-8) | | | 1. | Understands the diverse factors (e.g., the Seven Years War, Enlightenment-era thought, the American Revolution, escalating internal economic crisis) that affected social and political conditions in Old Regime France | | | 2. | Understands events and ideas that influenced the course of the French Revolution (e.g., how the revolution developed from constitutional monarchy to democratic despotism to the Napoleonic empire; the organization of the Estates-General and its merits and limitations; central ideas and origins of the Declaration of Rights of Man and Citizen) | | | 3. | Understands how the French Revolution changed social conditions in France (e.g., how the revolution changed political and religious institutions, social relations, education, family life, and the legal and political position of women; how territorial changes were made in Europe between 1789 and 1815 and their consequences for diverse social groups such as clergy, nobility, peasantry, bourgeoisie, and sans-culottes) | | | 4. | Knows the consequences of Napoleon's invasions (e.g., the impact of Napoleon's invasion of Iberia and growing British power in the Atlantic basin on the independence movements in Latin America, the events surrounding Napoleon's invasion of Portugal, the flight of the Portuguese court to Brazil) | | | 5. | Understands the political and ideological objectives of Latin American independence movements (e.g., knows who supported Father Miguel Hidalgo, his role in the Mexican Revolution of 1810; knows the role of Agustn de Iturbide in the Creole-dominated revolt of 1821) | | | 6. | Knows the leading figures and issues of the Congress of Vienna | | | 7. | Understands elements of the Haitian revolution (e.g., the role of Touissant L'Overture, Haiti's social and economic conditions under French rule) | | | Level IV (Grade 9-12) | | | 1. | Understands the impact of the Haitian Revolution (e.g., connections between the French and Haitian Revolutions, the impact of this event on race relations and slavery in the Americas and the French Empire) | | | 2. | Understands comparisons between the Latin American revolutions and those in America, France, and Haiti (e.g., pre-independence social and political conditions, opposed regimes/policies, justifications of the revolutionaries, class representation, extent of revolution) | | | 3. | Understands the status of women and other social classes during and following the Latin American independence movements (e.g., the political roles of Creole elites, the Catholic Church, and mestizo, mulatto, and Indian populations; social and racial divisions in most of Latin America; how independence changed the status of women in Latin America and affected mestizo, mulatto, and Indian populations; roles played by prominent women before the wars of independence in Latin America) | | | 4. | Understands the political beliefs and writings that emerged during the French Revolution (e.g., characteristics and actions of radical, liberal, moderate, conservative, and reactionary thinking; the ideas in the "Declaration of the Rights of Man and the Citizen" and Olympe de Gouge's "Declaration of the Rights of Women and the Female Citizen"; the implications of the "Code Napoleon" for Protestant and Catholic Clergy, property owners, workers, and women) | | | 5. | Understands the ideas and issues during and after the Latin American independence movement (e.g., how the Brazilian independence movement differed from the rest, issues that concerned New Granada after independence, the provisions of the Monroe Doctrine and Latin American response to it) |
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| 33. | Understands the causes and consequences of the agricultural and industrial revolutions from 1700 to 1850
World History | | Standard 33. | Understands the causes and consequences of the agricultural and industrial revolutions from 1700 to 1850 | | | Level II (Grade 5-6) | | | 1. | Understands the emergence and impact of industrialism in 18th-century England (e.g., the effects of the agricultural revolution on population growth, industrialization, and patterns of land-holding; major characteristics of industrialization; how the industrial revolution affected population shifts; how the industrial revolution in the textile industry changed the way people worked; how figures such as John Kay, James Hargreaves, James Watt, Edmund Cartwright, and Richard Arkwright contributed to industrialization in England) | | | 2. | Understands the impact of the industrial revolution in Europe and the Atlantic Basin (e.g., connections between population growth, industrialization, and urbanization; the quality of life in early 19-century cities; the effects of urbanization on the development of class distinctions, family life, and the daily working lives of men, women, and children; advances made in communication and transportation; effects upon the political and economic status of women) | | | 3. | Understands aspects of the abolition movement in the 18th and 19th centuries (e.g., the organization and arguments of movements in Europe and the Americas that sought to end slavery, and how the trans-Atlantic slave trade was suppressed; why and how the slave trade continued after it had been outlawed; major accomplishments of the American abolitionist Frederick Douglass) | | | Level III (Grade 7-8) | | | 1. | Understands why industrialization flourished in Britain (e.g., Britain's commercial connections with foreign markets in the early industrial revolution; Britain's unique combination of geography, location, natural resources, economy, technology, and political tendencies) | | | 2. | Understands the effect of the industrial revolution on social and political conditions in various regions (e.g., connections between industrialization, labor unions, and movements for political and social reform in England, Western Europe, and the United States; the pace and extent of industrialization in Great Britain and the United States in the latter half of the 19th century; Robert Owen's New Lanark System and its role in dealing with societal problems caused by the industrial revolution; changes affected by the "Great Reform" bill of 1832, and how it addressed problems of the industrial revolution) | | | 3. | Understands the status of slavery and slaves throughout the 19th century (e.g., how contract labor migration and other forms of coerced labor compare with slavery as methods of organizing commercial agriculture in the Americas in the later 19th century; the degree to which emancipated slaves and their descendants achieved social equality and economic advancement in various countries of the Western Hemisphere; locations of legal slavery around the world in 1800, 1830, and 1880, and how changes in the legal status could be linked to revolution ideology and economics) | | | 4. | Understands the importance and consequences of new technologies (e.g., seed drill, crop rotation, stock breeding, three piece iron) in the agricultural revolution | | | 5. | Understands the impact of new technology that emerged during the industrial revolution (e.g., technological innovations that propelled the textile industry to the forefront of the industrial revolution; the roles of interchangeable parts and mass production in the industrial revolution) | | | 6. | Knows new patterns in world manufacturing production that developed among the nations of Great Britain, United States, Germany, France, Russia, and Italy between 1800 and 1900 | | | 7. | Understands the discourse surrounding the abolition of slavery (e.g., the debate over abolition of slavery in the context of the French Revolution, the different strategies to resist slavery employed by peoples in the Americas) | | | 8. | Understands significant individuals in the abolition movement (e.g., prominent women from the abolitionist movement in America and their major accomplishments, including Harriet Tubman, Sojourner Truth, the Grimké sisters, Lucretia Mott; the story of Olaudah Equiana [Gustavus Vasa], his experience during the "middle passage," and his efforts to bring an end to the slave trade) | | | Level IV (Grade 9-12) | | | 1. | Understands the effect of economic conditions and theories on the development of industrialization (e.g., the relationship between the expanding global market of the 16th to 18th century and the development of industrialization, the effect of new economic theories on industrial policies and practices) | | | 2. | Understands how industrialization shaped social class and labor organizations (e.g., connections between industrialization and the rise of new types of labor organizations and mobilization; what 19th-century literature reveals about the emergence and conditions of new social classes during the industrial period; conditions for children employed by 19th-century England before and after major legislation passed in 1833, 1842, and 1847; the wide variety of organizations created by working-class peoples in England, Western Europe, and the United States in response to the conditions of industrial labor) | | | 3. | Understands reasons why various countries abolished slavery (e.g., the importance of Enlightenment thought, Christian piety, democratic revolutions, slave resistance, and changes in the world economy in bringing about the abolition of the slave trade and emancipation of the slaves in the Americas; evangelical arguments against slavery, and the economic, evangelical, and "Enlightened" reasons for Britain's abolition of slavery; why Brazil was the last nation to abolish slavery and the slave trade; the consequences of the Haitian Revolution for the slave trade) | | | 4. | Understands the realities and romanticized visions of pre-industrial England (e.g., as reflected in the paintings of Constable and Turner) | | | 5. | Understands the relationship between improvements in agriculture, population increase, the rise of the textile industry, the enclosure movement, urbanization, and industrialization in 18th century England | | | 6. | Knows the strengths and weaknesses of Adam Smith’s analysis of capitalism in the "The Wealth of Nations" (e.g., his principle of the "Invisible Hand," the role of free enterprise, the profit motive, and competition; his "pin" story) | | | 7. | Understands how and why industrialization developed differently in Britain than it did on the continent | | | 8. | Understands different perspectives regarding the nature of the African slave trade (e.g., how the African slave trade might be compared to the migration of Chinese workers to North and South America, and Indian workers to the Caribbean in the 19th century; the significance of the book The Interesting Narrative of the Life of Olaudah Equiano or Gustavus Vasa, Written by Himself about the slave trade) | | | 9. | Knows the extent of slave imports to Brazil, Spanish America, the British West Indies, the French West Indies, British North America, and the U.S. and how the influx of slaves differed in the periods 1701 to 1810 and 1811 to 1871 |
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| 34. | Understands how Eurasian societies were transformed in an era of global trade and the emergence of European power from 1750 to 1870
World History | | Standard 34. | Understands how Eurasian societies were transformed in an era of global trade and the emergence of European power from 1750 to 1870 | | | Level II (Grade 5-6) | | | 1. | Understands changes in social and political elements of the Ottoman Empire during the 18th and 19th centuries (e.g., reasons for the empire's retreat from the Balkans and Black Sea region; the lives of different members of Ottoman society such as the janissary, attendees of the Palace School, the role of women) | | | 2. | Understands political characteristics of Egypt (e.g., the impact of the French invasion of Egypt in 1798, the reign and major accomplishments of Muhammad Ali of Egypt, why he was known as the "father of modern Egypt") | | | 3. | Understands aspects of Russian expansion and settlement in the late 18th and 19th centuries (e.g., why Russia was successful in wars of expansion against the Ottoman empire; why and how Russia expanded across Asia into Alaska, and along the California coast; what archaeological evidence reveals about daily life in the Russian settlements at Sitka and Bogeda Bay) | | | 4. | Understands the advance of British power in India up to 1850, its social and economic impact, and the efforts of Indians to resist European conquest and achieve cultural renewal | | | 5. | Understands Chinese policies toward foreign trade and immigration to other countries (e.g., why China resisted political contact and trade with Europeans, and how the opium trade contributed to European penetration of Chinese markets; motivations behind the Chinese trading policy and China's desire to keep out foreigners; motivations behind Chinese immigration to the U.S. and Southeast Asia) | | | 6. | Understands events and ideas that led to the modernization of Japan (e.g., the internal and external causes of the Meiji Restoration; the goals and policies of the Meiji state, and the impact of these upon Japan's modernization; what Commodore Matthew Perry accomplished in Japan in the 1850s and what his voyage meant for the Japanese) | | | 7. | Understands the emergence of European trading companies and their impact on Indian culture (e.g., the origins of both the French and British East India companies, what their charters enabled them to do, and how the home countries viewed the role of these companies in India; the trading relationship between the East India companies and Indian rulers) | | | Level III (Grade 7-8) | | | 1. | Understands the decline of the Ottoman Empire in the 19th century (e.g., the defensive reform programs of Selim III and Mahmud II, and the challenges they faced in resolving the empire's political and economic crisis; sources of weakness of the Ottoman Empire in the late 19th century; the military training and equipment of the Janissary Corps; how and when territory of the Ottoman Empire changed during the first half of the 19th century; causes of the Crimean War, the main events, nations involved, and forms of warfare employed) | | | 2. | Understands political conditions in Russia during the reign of Catherine the Great (e.g., the effects of the French Revolution, Napoleonic invasion, and world economy on Russian absolutism; the significance of imperial reforms and popular opposition movements in the late 19th century; the extent of Russian expansion into Eastern Europe and Central Asia; how Poland was partitioned in 1772, 1793, and 1795, and the location and significance of Russian ports on the White and Black Seas and the Baltic) | | | 3. | Understands the impact of foreign trade and politics on Indian culture (e.g., major trade routes that linked China, India, and Europe, and the impact of this trade on Indian agriculture and industry; the decline of the Mughal empire and the rise of British political and military influence in India between 1750 and 1858; the competitive policies of the British and the French in India, and why the British East India Company was able to prevail; the goods imported to and exported from India) | | | 4. | Understands the economic and social consequences of rapid population growth in China between the 17th and 19th centuries | | | 5. | Understands causes of political and social turmoil in China in the 18th and 19th centuries (e.g., causes of governmental breakdown, political conflict, and social disintegration in China in the late 18th and 19th centuries; the main events surrounding the Boxer Rebellion and the Opium War) | | | 6. | Understands the origins of Japanese modernization and Japan's changing policies toward Western influences (e.g., the impact of Western ideas and the role of Confucianism and Shinto traditional values on Japan in the Meiji period, the role of the samurai in the events leading up to the Mejii Restoration) | | | 7. | Understands the general political, social, and economic structure of Russia in the 1800s | | | 8. | Understands significant cultural and political changes in India in the 18th and 19th centuries (e.g., changing linguistic and religious diversity in India between the early 18th and late 19th centuries, the significant changes in political control and boundaries in India between 1798 and 1850) | | | 9. | Understands Dutch involvement in various regions (e.g., changes in Dutch influence and control in South Asia between 1815 and 1850, how the Dutch ruled their colonies in the East Indies and what types of goods were traded by the Dutch in this region) | | | Level IV (Grade 9-12) | | | 1. | Understands the social structure of the Ottoman Empire in the early and middle 19th century (e.g., the effects of population growth and European commercial penetration on Ottoman society and government; the roles of janissaries and Jewish and Christian merchants and landowners changed by the middle of the 19th century; the relative presence and the location of diverse religious and ethnic groups within the Ottoman Empire in 1800, and the prevailing Ottoman policy toward religion; the success and reception of the reforms of 1856 in the Hatt-I-Humayun issued by Abdul-Mejid) | | | 2. | Understands events that shaped the social structure of Russia in the 19th century (e.g., relations between the Russian peasantry and land-owning aristocracy, and the persistence of serfdom; the czarist reform movements of the 1820s and how they appealed to different social sectors; Czar Nicholas I's positions on the creation of a constitution, freedom of the press, the Decembrist uprising, the Polish rebellion, and the process of Russification) | | | 3. | Understands how Western culture influenced Asian societies (e.g., British policies in India compared to Dutch colonial practices in the East Indies; the lives of indigenous elites under these regimes; aspects of indigenous cultures that were embraced by Europeans; the major accomplishments of Ram Mohan Roy and his central ideas regarding Western influence in India) | | | 4. | Understands causes and consequences of the Taiping Rebellion (e.g., how Christianity, rural class relations, and rural poverty contributed to the Taiping rebellion) | | | 5. | Understands China's relations with Western countries (e.g., reasons for the Chinese diaspora in Southeast Asia and the Americas, the role of overseas Chinese in attempts to reform the Qing, the Chinese and British positions on opium sales and trade within China, prominent Chinese views on China's relations with the West and challenges presented to the West) | | | 6. | Understands Japan’s political and social transformation in the 19th century (e.g., Japan’s transformation from a hereditary social system to a middle-class society; how Japan’s relations with China and the Western powers changed from the 1850s to the 1890s; the goals of the new imperial government, as outlined in the Charter Oath of 1868; reasons for Japan’s rapid industrialization and its response to Western commerce; aspects of Western society that appealed to 19th-century Japanese; who benefited and suffered in the initial decades of industrialization and nation building) | | | 7. | Knows the individual motivations and relative military strength of the English, French, and Ottomans in the Crimean War, as well as the significance of the outcome of the war for each of these participants | | | 8. | Understands events that shaped the expansion and development of Russia in the 19th century and early 20th century (e.g., the causes of the Crimean War and its consequences for Russia, the Ottoman Empire, Britain, and France; the limits of Russian expansion eastward across Siberia and southward beyond the Caspian Sea; why Russia invaded the Ottoman territory in the early 1850s; how the Crimean War led to political and social reform for Russia; how Pan-Slavism affected Russian foreign policy in the late 19th century; what the Trans-Siberian and other railroad routes tell about Russian development and expansion from 1801 to 1914) | | | 9. | Understands how the British presence and British policies shaped Indian society (e.g., the attitude of Muslim and upper-class Hindus toward the British presence in India; Britain's "modernizing" policies in India under the administration of Lord Dalhousie, and the social and political impact of the railroad on India; the central issues surrounding the supposition that the British "unified" India) | | | 10. | Understands how the Treaties of Nanking (1842) and Shimonoseki (1895) illustrate the advent of late 19th-century Chinese imperialism | | | 11. | Understands social conditions and change in Meiji Japan (e.g., the nature of living conditions for factory workers, aspects of education and social change, comparisons between the Meiji restoration and the French and American revolutions, the meaning and significance of various Meiji slogans) |
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| 35. | Understands patterns of nationalism, state-building, and social reform in Europe and the Americas from 1830 to 1914
World History | | Standard 35. | Understands patterns of nationalism, state-building, and social reform in Europe and the Americas from 1830 to 1914 | | | Level II (Grade 5-6) | | | 1. | Understands the emergence of nationalist movements in Italy and Germany (e.g., the major leaders of unification and nationalism in Italy and Germany, and why these movements succeeded; the appeal of Garibaldi's nationalist Redshirts to Italians) | | | 2. | Understand causes of large-scale population movements from rural areas to cities in continental Europe and how these movements affected the domestic and working lives of men and women | | | 3. | Understands the impact of cultural achievements on 19th-century Europe and America (e.g., movements in literature, music, and the visual arts, and ways in which they shaped or reflected social and cultural values) | | | 4. | Understands the political and social changes in 19th-century Latin America (e.g., where democracy failed and succeeded in Latin American nations after independence was achieved, how geography possibly influenced nation-building in Latin America, the class system in Latin America and its racial core) | | | 5. | Understands aspects of education in 19th-century Europe (e.g., aspects of the basic school day for male and female students in the 19th century; how significantly education, or lack thereof, affected the lives and prospects of 19th century Europeans; differences in the daily lives of children from working, middle class, and upper class families) | | | 6. | Understands how major events in the United States affected the rest of the hemisphere | | | Level III (Grade 7-8) | | | 1. | Understands the ideas that influenced the nationalist movements (e.g., major characteristics of 19th-century European nationalism, and connections between nationalist ideology, the French Revolution, Romanticism, and liberal reform movements; the extent to which Garibaldi reflected 19th-century Romanticism; the purpose of Bismarck's "Blood and Iron" speech, and previous attempts at unification to which he refers; the chronology of significant events in the unifications of Italy and Germany) | | | 2. | Understands movements and ideas that contributed to social change in 19th-century North America and Europe (e.g., the leading ideas of Karl Marx and the impact of Marxist beliefs and programs on politics, industry, and labor relations in Europe; the origins of women's suffrage in North America and Europe, leading figures on both continents, and their success until World War I) | | | 3. | Understands social change and the emergence of new social class culture in 19th-century Europe (e.g., the elements of the distinctive middle-class and working class culture that developed in industrial Europe; how the average standard of living changed in Europe in the 19th century and the factors that accounted for this change; broad-ranging benefits and disadvantages of attending school for children from peasant, middle class, craft, and urban factory-working families) | | | 4. | Understands influences on the government structure in Latin America and Mexico (e.g., the effects of foreign intervention and liberal government policies on social and economic change in Mexico; the advent of the caudillo ruler in Latin America, his supporters, and the methods by which he maintained power) | | | 5. | Understands expansion and nation-building in the United States and Canada in the 19th century (e.g., the factors that contributed to nation-building in Canada; the territorial expansions of the United States in the 19th century, how new territories were acquired, and from whom) | | | 6. | Understands trends in immigration within and out of Europe in the 19th century | | | 7. | Understands cultural trends in 19th-century Europe (e.g., how leisure activity and popular culture changed throughout the 19th century, activities associated with "high culture," types of entertainment that were open to the middle and working classes) | | | Level IV (Grade 9-12) | | | 1. | Understands the causes and results of the revolutions of 1848 (e.g., why these revolutions failed to achieve nationalist and democratic objectives; where revolutions occurred in 1848, how they were a chain reaction, and the goals and motivating spirit of each; the major accomplishments of prominent figures in the revolutionary era) | | | 2. | Understands the role of nationalism in conflicts within different nations (e.g., how nationalism fostered tension and conflict in the Austro-Hungarian and Ottoman Empires, the importance of Greek nationalists' and Europeans' roles in the struggle for Greek independence from the Ottomans) | | | 3. | Understands factors that led to social and political change in 19th-century Europe (e.g., the interconnections between labor movements, various forms of socialism, and political or social changes in Europe; the influence of industrialization, democratization, and nationalism on popular 19th-century reform movements; the extent to which Britain, France, and Italy become broadly liberal and democratic societies in the 19th century; the broad beneficial and detrimental effects of the industrial revolution on specific European countries) | | | 4. | Understands the status of different groups in 19th-century Europe (e.g., the changing roles and status of European Jews and the rise of new forms of anti-Semitism; the goals of the women's movement in the 19th century, and the essential ideas outlined by Mary Wollstonecraft in Vindication of the Rights of Women; support for and opposition to women's suffrage in the late 19th century) | | | 5. | Understands the status of education in 19th-century Europe (e.g., how expanded educational opportunities and literacy contributed to changes in European society and cultural life, what countries enacted compulsory education by the end of the 19th century, how school attendance figures were affected by the industrial age) | | | 6. | Understands the emergence of new social thought in the 19th century (e.g., ways in which trends in philosophy and the new social sciences challenged and reshaped traditional patterns of thought, religious understanding, and understanding of social organization) | | | 7. | Understands how political and economic change influenced Latin American society in the 19th century (e.g., Latin America's growing dependence on the global market economy, as well as the effects of international trade and investment on the power of landowners and the urban middle class; the consequences of economic development, elite domination, and the abolition of slavery for peasants, indigenous populations, and immigrant laborers in Latin America; the impact of the expansion of secular education upon women's legal and political rights; the roles and perspectives of the caudillo, military official, landowner, urban bourgeoisie, or church official in post-independence Latin America; attitudes toward nationalism and cultural identity in 19th-century Latin America) | | | 8. | Understands the chronology, major events, and outcomes of the Franco-Prussian War (e.g., how it impacted the British, Bavarians, and French; how the French were agitated into war by the edited Ems telegram) | | | 9. | Understands the definition of realpolitik and how Cavour and Bismarck exemplified this political philosophy | | | 10. | Understands how different movements and ideas influenced society in the 19th century (e.g., the effect of the continental revolutions on the Chartist movement in England, and how the ruling classes reacted to Chartist demands; the essential ideas outlined in Marx and Engel's Communist Manifesto and their meaning in the context of late 19th-century economic, political, and social conditions) | | | 11. | Knows the events and issues of the Dreyfus affair in France (e.g., why the French military establishment refused to pardon Dreyfus in the face of overwhelming evidence proving his innocence, how this affair became a political conflict between conservatives and progressives) | | | 12. | Understands sources that illustrate social conditions and cultural identity in 19th-century Europe (e.g., how primary sources such as diaries reflect the life experiences of middle and working class men and women in 19th-century Europe; the characteristics of popular, diverse 19th-century art styles, such as Romanticism, Realism, and Impressionism; how Europeans shaped their identity through their view of "other" peoples and cultures) |
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| 36. | Understands patterns of global change in the era of Western military and economic dominance from 1800 to 1914
World History | | Standard 36. | Understands patterns of global change in the era of Western military and economic dominance from 1800 to 1914 | | | Level II (Grade 5-6) | | | 1. | Understands the impact of new inventions and technological developments in various regions of the world (e.g., how new inventions transformed patterns of global communication, trade, and state power; how new machines, fertilizers, transport systems, and commercialization affected agricultural production; significant inventions and inventors in 19th-century Europe and America) | | | 2. | Understands the experiences and motivations of European migrants and immigrants in the 19th century (e.g., why migrants left Europe in large numbers in the 19th century and regions of the world where they settled; the consequences of encounters between European migrants and indigenous peoples in such regions as the United States, Canada, South Africa, Australia, and Siberia; the general appeal of Canada to European immigrants in the second half of the 19th century) | | | 3. | Understands factors that contributed to European imperialist expansion between 1850 and 1914 (e.g., advances in transportation, medicine, and weaponry that helped European imperial expansion in the late 19th century) | | | 4. | Understands political and economic changes in Japanese society in the 19th and 20th centuries (e.g., Japan's rapid industrialization, technological advancement, and national integration in the late 19th and 20th centuries; the death of the Meiji emperor in 1912 and the main achievements of Meiji Japan) | | | 5. | Understands events that shaped African relations with other countries (e.g., the rise of the Zulu empire and its effects on African societies and European colonial settlements; how the discovery of gold and diamonds in South Africa affected British investors and race relations among Africans, Afrikaners, and British colonial authorities; the relationship between European and African merchants and the types of products traded between the two in the period after slavery ended) | | | 6. | Understands major changes in the political geography of Africa between 1880 and 1914 | | | 7. | Understands trends in the population of Europe for the last three and a half centuries, and at what time Europe had the greatest number of inhabitants | | | 8. | Knows the causes, course, and consequences of the Boxer Rebellion | | | Level III (Grade 7-8) | | | 1. | Understands major developments in science and the industrial economy (e.g., the social significance of the work of scientists, including Maxwell, Darwin, and Pasteur; how new forms of generative power contributed to Europe's "second industrial revolution;" the role of the state in different countries in directing or encouraging industrialization; the social, economic, and cultural impact of the railroad) | | | 2. | Understands influences on European migration, immigration, and emigration patterns throughout the world between 1846 and 1932 (e.g., the geographical, political, economic, and epidemiological factors that contributed to the success of European colonial settlements in various regions; possible connections of the rise of the Zulu Empire in South Africa to European settlements in the Cape Region; relations between migrating European and African peoples that laid the foundation for the apartheid system in the 20th century; how technology such as the steamship and the railroad facilitated emigration) | | | 3. | Understands European motives and ideology that justified extending imperial power into African and Asian countries (e.g., the motives that impelled several European powers to undertake imperial expansion against peoples of Africa, Southeast Asia, and China; achievements of Cecil Rhodes and his motives and goals in the "scramble for Africa") | | | 4. | Knows the causes and course of the Spanish-American War, and how this related to U.S. participation in Western imperial expansion | | | 5. | Understands the extent of British rule in India, and British reaction to Indian nationalism (e.g., the economic and political impact of British rule on India in the 19th century; the social, economic, and intellectual sources of Indian nationalism; the British reaction to Indian nationalism; the causes of the Uprising of 1857) | | | 6. | Understands political and social elements of Chinese society in the late 19th and early 20th centuries (e.g., Chinese efforts to reform government and society after 1895, as well as related causes for revolution in 1911; how the Chinese reacted to the presence and activities of foreigners in their country in the late 1890s) | | | 7. | Understands the role of trade in shaping political and social conditions in various regions (e.g., how West African economies changed after the end of the trans-Atlantic slave trade; how trade helped make empire-builders such as Zanzibar and Tippu Tip; the effect trade had on resistance to European imperialism; the location of the Suez Canal, how and why it was created, and what it did for world trade and political alliances) | | | 8. | Understands the diverse factors (e.g., variations in birth and death rates, infant mortality rates) that contributed to the peaking and then leveling off of European population growth from the 17th to the 20th centuries | | | 9. | Understands the geographic location of European interests in South, Southeast, and East Asia in the late 19th century | | | 10. | Understands the accomplishments and goals of specific African resistance movements (e.g., Abd al-Qadir in Algeria, Samori Ture in West Africa, the Mahdist state in the Sudan, Memelik II in Ethiopia, the Zulus in South Africa) | | | Level IV (Grade 9-12) | | | 1. | Knows the factors that transformed the character of cities in various parts of the world | | | 2. | Understands influences on and consequences of European immigration and settlement (e.g., how European settlements affected the politics and economy of the local regions, as well as resources, labor, the flow of goods, and markets; the diverse motivations behind resettlement for specific groups of immigrants; the impact of new immigrants upon the environment and indigenous populations of Australia; how substantial European immigration in the 19th century had economic consequences for cities in the United States) | | | 3. | Understands the influence of European imperial expansion on political and social facets of African and Indian society (e.g., ideas of Social Darwinism and scientific racism in 19th-century Europe and how these encouraged European imperial expansion in Africa and Asia; the major chain of events in Europe and Africa that led to the "scramble" for African territory, and the role of particular African governments or peoples in the partition of Africa by the Europeans; the impact of European expansion on legal, familial, and gender relations in Indian and African village life) | | | 4. | Understands the effects of the Sino-Japanese War, the Russo-Japanese War, and the colonization of Korea on Japan's status as a world power, and how Japan justified its imperial expansion | | | 5. | Knows where the British and French expanded into mainland Southeast Asia, how their colonial policies differed, and how Thailand avoided colonization | | | 6. | Understands economic, social, and religious influences on African society (e.g., the impact of religious and political revolutions in Sudan on state-building, Islamization, and European imperial conquest; how and why slavery and the slave trade flourished in both West and East Africa even after the end of the trans-Atlantic slave trade; the relative strengths of Islam and Christianity in Africa at the beginning of the 20th century, types of rivalries among Christian denominations, and the links between both of these and the interests of the government) | | | 7. | Understands African resistance movements against the British during the period of European imperial expansion (e.g., the successes and failures of prominent African resistance movements in West Africa, Sudan, Ethiopia, and South Africa; the nature of the Sudanese resistance to the British, as well as the general success of Mahdi Muhammad Ahmed and the Mahdi uprising against British imperialism) | | | 8. | Understands the debate on the westward movement in North America in the 19th century: whether this movement was unique, or simply part of a larger pattern of European overseas settlement, and what consequences the expansion had for indigenous peoples | | | 9. | Understands the advantages and disadvantages of imperialism (e.g., the chief benefits and costs of the introduction of new political institutions, and advances in communication, technology, and medicine to countries under European imperialist rule; how medical advances, steam power, and military technology were used in European imperialism) | | | 10. | Knows the locations, history, and source of funding of major national and international rail lines in Africa and Eurasia constructed in the late 19th and early 20th centuries, and understands the benefits they provided to imperial powers and indigenous economies | | | 11. | Understands the European intellectual justifications for imperialism (e.g., the French notion of mission civilisatrice, the German concept of Kultur, and British imperialism as reflected in Rudyard Kipling's White Man's Burden) | | | 12. | Knows the causes and impact of the Indian Uprising of 1857 (e.g., British imposed religious policies, the participants in the uprising, the varied reactions to the revolt on the part of Sikhs, Hindus, Muslims, and Indian royalty who had made alliances with the East India Company) | | | 13. | Understands significant political events in 20th-century China (e.g., reasons for initial Chinese imperial support for the Boxer Rebellion, the major achievements of Sun Yatsen, the role overseas Chinese played in the 1911 revolution) | | | 14. | Understands Western influence on Japanese society in the 19th century (e.g., the chronology of major social, economic, and technological changes derived from the West in 19th-century Japan; the political and symbolic role of the emperor of Meiji Japan and how that role compared to those of British and other Western monarchs of the time) |
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| 37. | Understand major global trends from 1750 to 1914
World History | | Standard 37. | Understand major global trends from 1750 to 1914 | | | Level II (Grade 5-6) | | | 1. | Understands major shifts in world population and urbanization in this era and how factors such as industrialization, migration, changing diets, and scientific and medical advances affected worldwide demographic trends (e.g., the changes large cities around the world went through during this period, such as Guangzhou [Canton], Cairo, Tokyo, Buenos Aires, Bombay, San Francisco, and London) | | | 2. | Understands the experiences of immigrants to North and South America in the 19th century | | | Level III (Grade 7-8) | | | 1. | Understands industrialization and its social impact in Great Britain, France, Germany, the United States, Russia, Japan, and other countries (e.g., conditions for rural families, the roles of women and children, the daily lives of working class men and women) | | | 2. | Understands major patterns of long-distance migration of Europeans, Africans, and Asians, as well as causes and consequences of these movements (e.g., migrations from Asia and Africa between 1750 and 1900) | | | 3. | Understands major changes in world political boundaries during this era (e.g., why a few European states achieved extensive military, political, and economic power in the world) | | | 4. | Understands where Christianity and Islam grew in this era, and understands the causes of 19th-century reform movements or renewal in Buddhism, Christianity, Hinduism, Islam, and Judaism | | | 5. | Understands trends in world population between 1500 and 1900, where the greatest increases occurred, and possible factors for this growth | | | Level IV (Grade 9-12) | | | 1. | Understands the importance of ideas associated with republicanism, liberalism, socialism, and constitutionalism on 19th-century political life in such states as Great Britain, France, the United States, Germany, Russia, Mexico, Argentina, the Ottoman Empire, China, or Japan (e.g., how these movements were tied to new or old-class interests) | | | 2. | Understands patterns of social and cultural continuity in various societies, and how people maintained and resisted external changes in an era of expanding Western hegemony and rapid industrial and urban change (e.g., the efforts of people such as Jamal al-Din, al-Afghani, Rashid Rida, and Muhammad Abdul) | | | 3. | Understands the process of educational reform in various Muslim regions during the 19th century (e.g., the new institutions that were established, the effect of this reform on women, those areas that wholly embraced Western values, and those that rejected them) |
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| Era 8 - A Half-Century of Crisis and Achievement, 1900-1945 |
| 38. | Understands reform, revolution, and social change in the world economy of the early 20th century
World History | | Standard 38. | Understands reform, revolution, and social change in the world economy of the early 20th century | | | Level II (Grade 5-6) | | | 1. | Understands factors that transformed American and European society in the early 20th century (e.g., how industrial development affected the culture and working lives of middle and working class people in the United States, Japan, and Europe; major scientific, medical, and technological advances in Europe and the United States at the turn of the century; popular attitudes regarding material progress and the West's global leadership) | | | 2. | Understands the consequences of the significant revolutions of the early 20th century (e.g., the prominent figures in the Mexican Revolution and its significance as the first 20th century movement in which peasants played a prominent role) | | | 3. | Understands why Dr. Sun Yatsen is considered an important figure in the history of modern China | | | Level III (Grade 7-8) | | | 1. | Understands the industrial power of Great Britain, France, Germany, Japan, and the United States in the early 20th century (e.g., how the nations compare statistically, the importance and potential of industrialization) | | | 2. | Understands prominent features and ideas of liberalism, social reformism, conservatism, and socialism in the early 20th century (e.g., the "welfare state" promoted by liberal ideals; the influential ideas of leading Europeans such as Stanley Baldwin, Ramsay MacDonald, Emmeline Pankhurst, Jean JaurŠs, Raymond Poincar‚ Peter Stolypin, Alfred Krupp, or Rosa Luxemborg) | | | 3. | Understands events that led to revolutions in the early 20th century (e.g., causes, events, and consequences of the Russian "Bloody Sunday" in 1905, and the ensuing revolution; the promises of China's 1911 republican revolution and the New Culture movement and why they failed to address China's political, economic, and social problems; what the peasantry and middle class fought for and against in the Mexican Revolution) | | | 4. | Understands the consequences of changes inside Japan in the early 20th century (e.g., Japan's economic development, national integration, and political ideologies around the turn of the century; how Japanese territorial expansion affected the industrialization and economic development of Japan) | | | Level IV (Grade 9-12) | | | 1. | Understands the diverse factors that contributed to the industrialization of various countries (e.g., how entrepreneurs, scientists, technicians, and urban workers in Asia, Africa, and Latin America participated in world trade and industrialization; how changes in land ownership policy, new technology, and government subsidies encouraged industrial development in Japan) | | | 2. | Understands why European colonial territories and Latin American countries continued to maintain largely agricultural and mining economies in the early 20th century (e.g., restrictive policies of the European countries regarding industrialization in the colonies) | | | 3. | Understands elements of the South African (Anglo-Boer) War (e.g., the causes, course, and consequences of the war for Boers, British, and African populations; the degree to which it was an example of "total war;" the attitude of the British toward non-British people and colonial troops at the time of the Boer War) | | | 4. | Understands the diverse events that led to and resulted from the Russian Revolution of 1905 (e.g., the Russo-Japanese War, "Bloody Sunday," the October Manifesto, groups agitating for political reform and those supporting radical changes) | | | 5. | Understands the reforms of Ottoman government and society advocated by the Young Turk movement, its origins, and possible reasons for its success | | | 6. | Understands the role of the peasantry in the Mexican Revolution (e.g., the aspects of nationalism expressed in the works of the Mexican Revolution by muralists Jos, Clemente Orozco, David Siquieros, and Diego Riviera, and how these murals fostered support for the Revolution among the peasantry; the impact of the Mexican Revolution on the peasantry) | | | 7. | Understands events and ideas that led to China's revolutionary movements in the early 20th century (e.g., social and cultural conditions in China that led to the New Culture, or May Fourth movement; the four points of Sun Yatsen's Manifesto for the Revolutionary Alliance [Tong Meng Hui] and to whom these revolutionary goals appealed) |
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| 39. | Understands the causes and global consequences of World War I
World History | | Standard 39. | Understands the causes and global consequences of World War I | | | Level II (Grade 5-6) | | | 1. | Understands the origins and significant features of World War I (e.g., the precipitating causes of the war; the factors that led to military stalemate in some areas; which countries joined each of the two alliances - the Allied Powers and the Central Powers - and the advantages and disadvantages for the formation of alliances; major areas of combat in Europe and Southwest Asia) | | | 2. | Understands the immediate and long-term consequences of World War I (e.g., the principal theaters of conflict in World War I in Europe, Southeast Asia, Sub-Saharan Africa, East Asia, and the South Pacific; major turning points in the war; the short-term demographic, social, economic, and environmental consequences of the war's violence and destruction; the hardships of trench warfare) | | | 3. | Understands the roles of significant individuals, and the events that led to the Russian Revolution of 1917 (e.g., causes of the Russian Revolution of 1917 and how the revolutionary government progressed from moderate to radical; the historical importance of Russian leaders such as Tsar Nicholas II, Rasputin, and Lenin) | | | 4. | Understands the rise of Joseph Stalin, and his impact on the Soviet Union (e.g., how Joseph Stalin came to and maintained power in the Soviet Union, and how his projects [collectivization, the first Five Year Plan] disrupted and transformed Soviet society in the 1920s and 1930s; what life was like for common people under Stalin's rule) | | | 5. | Understands how the homefront contributed to World War I (e.g., how massive industrial production and innovations in military technology affected strategy and tactics, and the scale, duration, brutality, and efficiency of the war) | | | Level III (Grade 7-8) | | | 1. | Understands events that contributed to the outbreak of World War I (e.g., diverse long-range causes of World War I, such as political and economic rivalries, ethnic and ideological conflicts, militarism, imperialism, and nationalism; how nationalism threatened the balance of power among the Great Powers in Europe, and why it was considered one of the causes of World War I) | | | 2. | Understands ways in which popular faith in science, technology, and material progress affected attitudes toward the possibility of war among European states | | | 3. | Understands the role of the U.S. and other countries in World War I (e.g., how the Russian Revolution and the entry of the United States affected the course and outcome of the war, motivations behind the entrance of the U.S. into the war) | | | 4. | Understands the influence of Lenin and Stalin on the government, economy, and social conditions in Russia and the Soviet Union after the Revolution of 1917 (e.g., the effects of Lenin's New Economic Policy on Soviet society, economy, and government; why and how Stalin changed Lenin's policy and forced collectivization, and the consequences of resistance to this policy for the kulaks; how people who were persecuted survived during Stalin's purges) | | | 5. | Understands how different countries were aligned during World War I (e.g., the systems of alliances through which Europe organized itself into World War I, the role militarism played in these alliances, and the reasons for the war's expansion beyond European boundaries to become a world war; immediate causes for the entry of different nations into World War I) | | | 6. | Understands the role of Tsar Nicholas II and Rasputin prior to and during the Russian Revolution of 1917 (e.g., the biography of Tsar Nicholas II and his family, including how they died; the role the monk Rasputin played in determining Russian policy, and his influence on the royal court) | | | Level IV (Grade 9-12) | | | 1. | Understands arguments and theories regarding the causes of World War I (e.g., the role of social and class conflict leading to World War I; how primary and secondary sources illustrate the arguments presented by leaders on the eve of the Great War; why and how political leaders in European nations felt aggressive foreign policy, and the advocation of war, would help subdue domestic discontent and disorder; the arguments for and against war used by diverse political groups and figures in European countries) | | | 2. | Understands the extent to which different sources supported the war effort (e.g., how nationalism and propaganda helped mobilize civilian populations to support "total war;" ways in which colonial peoples contributed to the war effort of the Allies and the Central Powers by providing military forces and supplies, and what this effort might have meant to colonial subjects; the effectiveness of propaganda to gain support from neutral nations; how and why original support and enthusiasm to support the war deteriorated) | | | 3. | Understands Lenin's ideology and policies and their impact on Russia after the Revolution of 1917 (e.g., Lenin's political ideology and how the Bolsheviks adapted Marxist ideas to conditions particular to Russia; why Lenin declined to follow Marxist economic philosophy; the platforms and promises of Kerenksy and Lenin in 1917, the impact of war upon Kerensky's program, and the importance of Lenin's promise, "land, bread, peace"; how statistics on women in the labor force and education contradict Lenin's statements concerning women's equality) | | | 4. | Understands the impact of the Russian Revolution on other countries (e.g., the challenge that revolutionary Russia posed to Western governments; the impact of the Bolshevik victory on world labor movements; how the Red Russians, White Russians, British, French, and Japanese viewed the Russian Revolution) | | | 5. | Understands the role of Stalin in the emerging Soviet Union (e.g., to what degree Stalin was able to accomplish his goal of bringing the USSR to industrial parity with the West, the unique problems in industrialization Stalin faced, and how this model differed from those of Western nations; what primary sources reveal about the human cost of Stalinist totalitarianism in the USSR in the 1920s and 1930s) | | | 6. | Understands the Schlieffen Plan and whether it contributed to a military stalemate | | | 7. | Understands the strategies of the Allied and Central Powers at the beginning of the war, when these strategies changed, and how | | | 8. | Understands the human cost and social impact of World War I (e.g., what sources, such as letters and books, illustrate about the mental and physical costs of the war to soldiers around the world; how the casualty figures for World War I compare to other wars, and reasons for the high casualty rate; the changes in women's roles during the Great War) |
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| 40. | Understands the search for peace and stability throughout the world in the 1920s and 1930s
World History | | Standard 40. | Understands the search for peace and stability throughout the world in the 1920s and 1930s | | | Level II (Grade 5-6) | | | 1. | Understands treaties and other efforts to achieve peace and recovery from World War I (e.g., the conflicting aims and aspirations of the conferees at Versailles, and how the major powers responded to the terms of the settlement; why and how the League of Nations was founded, and its initial goals and limitations; the nations that were and were not invited to participate in the League of Nations; changes made to political boundaries after the peace treaties ending World War I, and which countries were winners or losers) | | | 2. | Understands how the settlements of World War I influenced the Middle East, Africa, Asia, and Latin America (e.g., the mandate system created by the League of Nations and how it changed European rule in the Middle East and Africa, how World War I settlements contributed to the rise of both Pan-Arabism and nationalist struggles for the independence in the Middle East, how the readjustment of national borders in Africa after World War I affected people in East and West Africa) | | | 3. | Understands the emergence of a new mass and popular culture between 1900 and 1940 (e.g., how new modes of transportation affected world commerce, international migration, and work and leisure habits; how the new media - newspapers, magazines, commercial advertising, film, and radio - contributed to the rise of mass culture around the world; the new approaches to visual art represented by the works of Pablo Picasso and Henri Matisse; the types of leisure activity and sports people enjoyed; changes in clothing fashions for men and women, and how they reflected changes in social attitudes and values) | | | 4. | Understands the economic and social impact of the Great Depression (e.g., how the Great Depression affected industrialized economies and societies around the world; the human cost of the depression; how governments, businesses, social groups, families and individuals coped with hardships of world depression) | | | Level III (Grade 7-8) | | | 1. | Understands the immediate and long-term political and social effects of World War I (e.g., the objectives and achievements of the women's movements in the context of World War I and its aftermath, the causes and effects of the U.S. isolationist policies on world politics and international relations in the 1920s, the agreements on reparation payments made at the Conference of Versailles and how these agreements corresponded to Woodrow Wilson's Fourteen Points) | | | 2. | Understands internal shifts in the political conditions of China and Japan in the 1920s and 1930s (e.g., the factors that influenced the struggle for dominance in China between the Kuomintang and the Communist Party, how militarism and fascism derailed parliamentary democracy in Japan) | | | 3. | Understands the goals and policies of European colonial rule in India, Africa, and Southeast Asia, and how these policies affected indigenous societies and economies (e.g., the response to the Moroccan resistance movement against the Spanish led by Abd al Quadir) | | | 4. | Understands major discoveries in science and medicine in the first half of the 20th century (e.g., those made by Curie, Einstein, Freud) and how they affected the quality of life and traditional views of nature, the cosmos, and the psyche | | | 5. | Understands influences on art and culture in Europe and around the world in the early 20th century (e.g., the social and cultural dimensions of mass consumption of goods; the impact and aftermath of World War I on literature, art, and intellectual life in Europe and the U.S.; the impact of innovative movements in Western art and literature on other regions of the world; the influence of African and Asian art forms in Europe) | | | 6. | Understands how the Great Depression affected economies and systems of government globally (e.g., how the Depression contributed to the growth of communist, fascist, and socialist movements, and how it affected capitalist economic theory and practice among leading Western industrial powers; how the depression affected countries dependent on foreign markets and foreign capital investment) | | | 7. | Understands the reflections of Depression-era hunger and poverty in the works of such artists as Käthe Kollwitz, José Clemente Orozco, and Dorothea Lange, and their impact upon society | | | Level IV (Grade 9-12) | | | 1. | Understands how the collapse of the German, Hapsburg, and Ottoman Empires and the creation of new states affected international relations in Europe and the Middle East | | | 2. | Understands how World War I influenced demographics and the international economy (e.g., the impact of the war on the international economy and the effects of industrial conversion from war to peace in Britain, France, Italy, and Germany; significant refugee populations created as a result of World War I, and their movements and dispersion) | | | 3. | Understands reasons for the shifts in the political conditions in nations around the world after World War I (e.g., how social and economic conditions of colonial rule, and ideals of liberal democracy and national autonomy contributed to the rise of nationalist movements in India, Africa, and Southeast Asia; the successes and failures of democratic government in Latin America in the context of class divisions, economic dependency, and U.S. intervention; how Japan's domestic democracy may have fallen victim to its imperialist foreign policy) | | | 4. | Understands the impact of scientific and technological innovations on early 20th century society (e.g., major medical successes in the treatment of infectious diseases, the causes and social costs of the world influenza pandemic of 1918-1919, how new forms of communication affected the relationship of government to citizens and bolstered the power of new authoritarian regimes) | | | 5. | Understands how the emergence of new art, literature, music, and scientific theories influenced society in the early 20th century (e.g., the impact of innovative movements in art, architecture, and literature, such as Cubism, Surrealism, Expressionism, Socialist Realism, and jazz; reflections of war in such movements as Dadaism, and the literary works of Remarque, Spender, Brooke, and Hemingway; the major themes of writers of the "Lost Generation" in the post-World War I era; prominent musicians and composers of the first half of the century and the cultural impact of their music around the world; how Freud's psychoanalytic method and theories of the unconscious changed views of human motives and human nature) | | | 6. | Understands the causes of the Great Depression and its immediate and long-term consequences for the world (e.g., the financial, economic, and social causes of the Great Depression, and its global impact; how the Depression affected colonial peoples of Africa and Asia, and how it contributed to the growth of nationalist movements; how the Great Depression affected the Middle East under British and French mandates; to what degree Britain, Germany, Japan, the Soviet Union, and the United States employed the military-industrial complex to stimulate recovery from the Great Depression) | | | 7. | Understands how the treaties ending World War I and the League of Nations addressed different groups of people (e.g., how treaties ending World War I accorded with Woodrow Wilson's Fourteen Points and the processes by which the treaties were established, the varied reactions of the Chinese to the provisions of the Versailles Peace Treaty, the goals and failures of the "racial equality clause" in the preamble to the Covenant of the League of Nations) | | | 8. | Understands post-World War I shifts in geographic and political borders in Europe and the Middle East (e.g., how the postwar borders in Southern Europe and the Middle East were created, including influence of local opinion, prewar "spheres of influence," long-and short-term interests; how Ataturk worked to modernize Turkey, how Turkish society and international society responded) | | | 9. | Understands elements of social and political change in China in the early 20th century (e.g., which populations supported the Kuomintang and the Chinese Communist Party, and how the Japanese invasion of China in the 1930s changed viewpoints regarding these two parties; how Mao Zedong adapted Marxism to Chinese needs and how he viewed the peasantry as a revolutionary force; the goals and outcomes of the three major revolutions in China in the first half of the century) | | | 10. | Understands the conditions of the Hussein-McMahon correspondence and the Sykes-Picot agreement, how they differed from the conditions of the treaties of Versailles and San Remo, and what each party sought to gain from these efforts | | | 11. | Understands the origins and consequences for international trade of the U.S. Smoot-Hawley Tariff (e.g., how international trade was affected by the depression, how other nations reacted to the tariff) |
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| 41. | Understands the causes and global consequences of World War II
World History | | Standard 41. | Understands the causes and global consequences of World War II | | | Level II (Grade 5-6) | | | 1. | Understands the rise of fascism and Nazism in Europe and Japan (e.g., the ideologies of fascism and Nazism, and how fascist regimes seized power and gained mass support in Germany, Italy, Spain, and Japan; German, Italian, and Japanese military conquests and drives for empires in the 1930's; how Hitler, Franco, and Mussolini rose to power; the causes of the Spanish Civil War and how this war coincided with the rise of fascism in Europe; what Nazi oppression in Germany was like) | | | 2. | Understands influences on the outcome of World War II (e.g., the major turning points in the war; the principal theaters of conflict in Western Europe, Eastern Europe, the Soviet Union, North Africa, Asia, and the Pacific; the political and diplomatic leadership of individuals such as Churchill, Roosevelt, Hitler, Mussolini, and Stalin) | | | 3. | Understands the human costs of World War II (e.g., how and why the Nazi regime forged a "war against the Jews," and the devastation suffered by Jews and other groups in the Nazi Holocaust; social problems as a consequence of the war) | | | Level III (Grade 7-8) | | | 1. | Understands events that led to the outbreak of World War II (e.g., the importance of the legacy of World War I, the depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries as underlying causes of World War II; the precipitating causes of the war and the reasons for early German and Japanese victories between 1939 and 1942; how Hitler capitalized on the despair of the German people to rise to power) | | | 2. | Understands the positions of the major powers Britain, France, the U.S., and the Soviet Union on fascist aggression, and the consequences of their failure to take forceful measures to stop this aggression | | | 3. | Understands the influence of Nazism on European society and Jewish culture (e.g., European and Jewish resistance movements to the Nazis and their policies, discrepancies between Nazi public announcements concerning Jews and the actual experiences of Jews between 1941 and 1944) | | | 4. | Understands the impact of World War II on civilian populations and soldiers (e.g., the roles of women and children during the war and how they differed in Allied and Axis countries, the hardships of the war on soldiers from both sides) | | | Level IV (Grade 9-12) | | | 1. | Understands motives and consequences of the Soviet nonaggression pacts with Germany and Japan (e.g., the Munich Agreement in 1938, what it meant for Stalin, and how it lead to the Nazi-Soviet Non-Aggression Pact of 1939) | | | 2. | Understands the Holocaust and its impact on Jewish culture and European society (e.g., the chronology of the Nazi "war on the Jews," and the geography and scale of Jewish deaths resulting from this policy; personal reasons for resistance to or compliance with Nazi policies and orders; the brutality of Nazi genocide in the Holocaust as revealed in personal stories of the victims) | | | 3. | Understands the overall effect of World War II on various facets of society (e.g., the impact on industrial production, political goals, communication, national mobilization, technological innovations, and scientific research, and how these in turn made an impact upon war strategies, tactics, and levels of destruction; the consequences of World War II as a "total war") | | | 4. | Understands the rise of Nazism and how it was received by society (e.g., the essence and elements of Nazi ideology as represented in Mein Kampf and the Nazi party platform, and their use of terror against "enemies of the state"; the propaganda techniques employed by the Nazis to promote their ideas; political debate and opposition to the Nazi and Fascist movements in Germany and Italy in the 1920s and 1930s) | | | 5. | Understands the exceptional violence of the Spanish Civil War (e.g., as described in works by George Orwell and Ernest Hemingway) and understands how foreign intervention affected the outcome of this war | | | 6. | Understands the argument that the severity of the Treaty of Versailles caused unavoidable revolt against the nations that imposed it | | | 7. | Understands Japan's "greater East Asia co-prosperity" sphere and the support of this idea in European colonies in East Asia | | | 8. | Understands the climax and moral implications of World War II (e.g., the moral implications of military technologies and techniques used in the war, statistics of population displacement caused by the war, debates surrounding the use of the atomic bomb to end the war with Japan) |
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| 42. | Understands major global trends from 1900 to the end of World War II
World History | | Standard 42. | Understands major global trends from 1900 to the end of World War II | | | Level II (Grade 5-6) | | | 1. | Understands major shifts in world geopolitics between 1900 and 1945, and understands the growing role of the United States in international affairs | | | 2. | Understands how new technologies and scientific breakthroughs both benefited and imperiled humankind | | | Level III (Grade 7-8) | | | 1. | Understands the nature and extent of Western military, political, and economic power in the world in 1945 compared with 1900 | | | 2. | Understands the ideologies, policies, and governing methods of 20th century totalitarian regimes compared to those of contemporary democracies and absolutist states of earlier centuries | | | 3. | Understands influences on the emergence of movements for national self-rule or sovereignty in Africa and Asia (e.g., world war, depression, nationalist ideology, labor organizations, communism, liberal democratic ideals) | | | 4. | Understands ways in which secular ideologies (e.g., nationalism, fascism, communism, materialism) challenged or were challenged by established religions and ethical systems | | | 5. | Understands patterns of social and cultural continuity in various societies (e.g., ways in which peoples maintained traditions, sustained basic loyalties, and resisted external challenges in an era of recurrent world crises) | | | Level IV (Grade 9-12) | | | 1. | Understands how revolutionary movements in such countries as Mexico, Russia, and China either drew upon or rejected liberal, republican, and constitutional ideals of 18th and 19th century revolutions | | | 2. | Understands why mass consumer economies developed in some industrialized countries of the world but not in others |
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| Era 9 - The 20th Century Since 1945: Promises and Paradoxes |
| 43. | Understands how post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up
World History | | Standard 43. | Understands how post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up | | | Level II (Grade 5-6) | | | 1. | Understands the shift in political and economic conditions after World War II (e.g., why and how the United Nations was established, where it has been active in the world, and how successful it has been as a peacekeeper; the United States' economic position and international leadership post-World War I and post-World War II; aspects of social and political conflict in China in the period following the war) | | | 2. | Understands the development of the Cold War (e.g., how political, economic, and military conditions in the mid-1940's led to the Cold War; the significance of international Cold War crises such as the Berlin blockade, the Korean War, the Polish worker's protest, the Hungarian revolt, the Suez crisis, the Cuban missile crisis, the Indonesian civil war, and the Soviet invasion of Czechoslovakia; how the United States and the Soviet Union competed for power and influence in Europe) | | | 3. | Understands political and social change in the developing countries of the Middle East, Africa, and Asia after World War II (e.g., how Israel was created, and why persistent conflict developed between Israel and both Arab Palestinians and neighboring states; the African experience under European colonial rule; major social and economic forces that compelled many Vietnamese to seek refuge in foreign countries) | | | 4. | Understands the position of women in developing countries (e.g., as compared to their position in industrialized countries, how change has occurred in different societies) | | | Level III (Grade 7-8) | | | 1. | Understands factors that brought about the political and economic transformation of Western and Eastern Europe after World War II (e.g., how Western European countries and Japan achieved rapid economic recovery after the war; the impact of the Marshall Plan, the European Economic Community, government planning, and the growth of welfare states upon the political stabilization of Western Europe; the formations of the Warsaw Pact and the North Atlantic Treaty Organization after the war, and which countries have participated in each of these pacts; why Germany and Berlin were divided after the 1948 crisis, and the resulting problems) | | | 2. | Understands post-war relations between the Soviet Union, Europe, and the United States (e.g., differences in the political ideologies and values of the Western democracies and the Soviet bloc; the impact of Soviet domination in Eastern Europe; interconnections between superpower rivalries and the development of new military, nuclear, and space technology) | | | 3. | Understands the rise of the Communist Party in China between 1936 and 1949, the factors leading to Mao's programs (e.g., the Great Leap Forward, the Cultural Revolution) and their results (e.g., effects on economic development, human suffering) | | | 4. | Understands nationalist movements and other attempts by colonial countries to achieve independence after World War II (e.g., the impact of Indian nationalism on other movements in Africa and Asia, and reasons for the division of the subcontinent; how World War II and postwar global politics affected the mass nationalist movements in colonial Africa and Southeast Asia; factors that enabled some African and Asian countries to achieve independence through constitutional devolution of power, while others used armed revolution; the methods used by Indians to achieve independence from British rule and the effects of Mohandas Gandhi's call for nonviolent action) | | | 5. | Understands political conditions in Africa after World War II (e.g., the moral, social, political, and economic implications of apartheid; the diverse leadership and governing styles of African regimes through the second half of the 20th century) | | | 6. | Understands important events in the struggle between Israelis and Palestinians since 1948 and the argument on each side for rights to the disputed land | | | Level IV (Grade 9-12) | | | 1. | Understands political shifts in Europe and Asia following World War II (e.g., why fascism was discredited after World War II; how popular democratic institutions were established in such countries as Italy, the German Federal Republic, Greece, India, Spain, and Portugal between 1945 and 1975) | | | 2. | Understands the impact of relations between the United States and the Soviet Union during the Cold War (e.g., the effects of United States and Soviet competition for influence or dominance upon such countries as Egypt, Iran, the Congo, Vietnam, Chile, and Guatemala; the impact of the Cold War on art, literature, and popular culture around the world) | | | 3. | Understands reasons for the division of the Indian subcontinent (e.g., events that led to the dispute over Kashmir and the resulting partition of the Indian subcontinent, and the role of the United Nations in the mediation of the dispute; how the withdrawal of the British and the division between Muslims and Hindus affected the division of the Indian subcontinent into two nations) | | | 4. | Understands the impact of independence movements in various countries and whether they were successful (e.g., the connections between the rise of independence movements in Africa and Southeast Asia and social transformations such as accelerated population growth, urbanization, and new Western-educated elites; the chronology of the Algerian struggle for independence, the role of domestic and international public opinion in the actions of the government, and how the French presence influenced the outcome; how diverse independence movements in Asia and Africa succeeded) | | | 5. | Understands reasons for the shift in government in Africa and how Africans responded (e.g., reasons for the replacement of parliamentary-style governments with military regimes and one-party states in much of Africa, how Africans survived and resisted apartheid) | | | 6. | Understands factors that influenced political conditions in China after World War II (e.g., how much of the Communist success in the Chinese civil war was the result of Mao Zedong's leadership or Jiang Jieshi's lack of leadership, why rifts developed in the relationships between the U.S.S.R. and China in spite of the common bond of Communist-led government) | | | 7. | Understands the strategic role of the Muslim countries during the Cold War (e.g., the importance of geography, economy, and population) and the change in the region's role since the breakup of the Soviet Union | | | 8. | Understands similarities between the stance of Buddhist priests against the Diem regime in Vietnam and the Muslim stance against the Kukarn regime in Indonesia | | | 9. | Understands how the Balfour Declaration affected British policy toward Palestine and the political goals of the Arab League and the Zionist Movement, and how the White Paper Reports affected Jewish and Arab inhabitants of Palestine |
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| 44. | Understands the search for community, stability, and peace in an interdependent world
World History | | Standard 44. | Understands the search for community, stability, and peace in an interdependent world | | | Level II (Grade 5-6) | | | 1. | Understands global influences on the environment (e.g., how population growth, urbanization, industrialization, warfare, and the global market economy have contributed to environmental alterations; how effective governments and citizens' groups have been at protecting the global natural environment) | | | 2. | Understands the impact of increasing economic interdependence in different regions of the world (e.g., how global communications and changing international labor demands have shaped new patterns of world migration since World War II, the effects of the European Economic Community and its growth on economic productivity and political integration in Europe, the emergence of the Pacific Rim economy and economic growth in South Korea and Singapore in recent decades, the effects of new transport and communications technology on patterns of world trade and finance) | | | 3. | Understands efforts to improve political and social conditions around the world (e.g., the progress of human and civil rights around the globe since the 1948 U.N. Declaration of Human Rights; how the apartheid system was dismantled in South Africa and the black majority won voting rights; the progress made since the 1970s in resolving conflict between Israel and neighboring states) | | | 4. | Understands how feminist movements and social conditions have affected the lives of women around the world, and the extent of women's progress toward social equality, economic opportunity, and political rights in various countries | | | 5. | Understands scientific and technological trends of the second half of the 20th century (e.g, worldwide implications of the revolution in nuclear, electronic, and computer technology; the social and cultural implications of medical successes such as the development of antibiotics and vaccines and the conquest of smallpox; the "consumer societies" of industrialized nations compared with those in predominantly agrarian nations) | | | 6. | Understands cultural trends of the second half of the 20th century (e.g., the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information worldwide; how the world's religions have responded to challenges and uncertainties in society and the world) | | | Level III (Grade 7-8) | | | 1. | Understands the causes and effects of population growth and urbanization (e.g., why population growth rate is accelerating around the world, and connections between population growth and economic and social development in many countries; the global proliferation of cities and the rise of the megalopolis, as well as the impact of urbanization on family life, standards of living, class relations, and ethnic identity; why scientific, technological, and medical advances have improved living standards but have failed to eradicate hunger, poverty, and epidemic disease) | | | 2. | Understands influences on economic development around the world (e.g., why economic disparities between industrialized and developing nations have persisted or increased, how neo-colonialism and authoritarian political leadership have affected development in African and Asian countries, the continuing growth of mass consumption of commodities and resources since World War II) | | | 3. | Understands events that led to an easing of Cold War tensions from the 1970s to the early 1990s (e.g., why the Cold War eased in the 1970s and how the Helsinki Accords, the Soviet invasion of Afghanistan, and Reagan-Gorbachev "summit diplomacy" affected progress toward detente; the collapse of the government of the Soviet Union and other communist governments around the world in the late 1980s and 1990s; the internal and external forces that led to changes within the USSR and in its relations with Eastern European countries) | | | 4. | Understands instances of political conflict and terrorism in modern society (e.g., the changes continuing urban protest and reformist economic policies have caused in post-Mao China under authoritarian rule; the causes, consequences, and moral implications of mass killings or famine in different parts of the world; possible factors in modern society that facilitate politically motivated terrorism and random forms of violence; world events that gave rise to the 1989 movement in China and led to the Tiannamen Square protest, the government response to this movement, and the international reaction) | | | 5. | Understands the definition of "fundamentalism," and the political objectives of militant religious movements in various countries of the world, as well as the social and economic factors that contribute to the growth of these movements | | | 6. | Understands the emergence of a global culture (e.g., connections between electronic communications, international marketing, and the rise of a popular "global culture" in the late 20th century; how modern arts have expressed and reflected social transformations, political changes, and how they have been internationalized) | | | 7. | Understands the importance or meaning of the natural environment for societies around the world | | | 8. | Understands the role and difficulties of the present day migrant worker (e.g., the Southeast Asian domestic in the Persian Gulf, the American oil executive in Saudi Arabia, the Moroccan factory worker in France) | | | 9. | Understands the motivations, moral imperatives, and goals of specific separatist movements around the globe and the potential impact on the affected populations | | | 10. | Understands the effects of modern communication on consumer tastes and demands in different parts of the world | | | Level IV (Grade 9-12) | | | 1. | Understands the influences on and impact of cultural trends in the second half of the 20th century (e.g., the impact of World War II and its aftermath on literature, art, and intellectual life in Europe and other parts of the world; the meaning and social impact of innovative movements in literature and the arts such as Existentialism, Abstract Expressionism, or Pop Art; ways in which art, literature, religion, and traditional customs have expressed or strengthened national or other communal loyalties in recent times) | | | 2. | Understands rates of economic development and the emergence of different economic systems around the globe (e.g., systems of economic management in communist and capitalist countries, as well as the global impact of multinational corporations; the impact of black markets, speculation, and trade in illegal products on national and global markets; patterns of inward, outward, and internal migration in the Middle East and North Africa, types of jobs involved, and the impact of the patterns upon national economies; the rapid economic development of East Asian countries in the late 20th century, and the relatively slow development of Sub-Saharan African countries) | | | 3. | Understands major reasons for the great disparities between industrialized and developing nations (e.g., disparities in resources, production, capital investment, labor, or trade; possible programs and measures to help equalize these disparities) | | | 4. | Understands the oil crisis and its aftermath in the 1970s (e.g., how the oil crisis revealed the extent and complexity of global economic interdependence; events that have affected world oil prices since 1950; relationships between U.S. domestic energy policy and foreign policy in oil producing regions since 1970) | | | 5. | Understands the role of political ideology, religion, and ethnicity in shaping modern governments (e.g., the strengths of democratic institutions and civic culture in different countries and challenges to civil society in democratic states; how successful democratic reform movements have been in challenging authoritarian governments in Africa, Asia, and Latin America; the implications of ethnic, religious, and border conflicts on state-building in the newly independent republics of Africa; significant differences among nationalist movements in Eastern Europe that have developed in the 20th century, how resulting conflicts have been resolved, and the outcomes of these conflicts) | | | 6. | Understands the role of ethnicity, cultural identity, and religious beliefs in shaping economic and political conflicts across the globe (e.g., why terrorist movements have proliferated and the extent of their impact on politics and society in various countries; the tensions and contradictions between globalizing trends of the world economy and assertions of traditional cultural identity and distinctiveness, including the challenges to the role of religion in contemporary society; the meaning of jihad and other Islamic beliefs that are relevant to military activity, how these compare to the Geneva Accords, and how such laws and principles apply to terrorist acts) | | | 7. | Understands the impact of population pressure, poverty, and environmental degradation on the breakdown of state authority in various countries in the 1980s and 1990s, and international reaction to the deterioration of these states | | | 8. | Understands how trends in science have influenced society (e.g., interconnections between space exploration and developments since the 1950s in scientific research, agricultural productivity, consumer culture, intelligence gathering, and other aspects of contemporary life; the changing structure and organization of scientific and technological research, including the role of governments, corporations, international agencies, universities and scientific communities) | | | 9. | Understands influences on population growth, and efforts to control such growth in modern society (e.g., how statistics from specific, diverse nations illustrate the relationship between scientific, medical, and technological advancements and population growth; China's population growth from the 1700s to 1990, why the population growth increased dramatically, and the effects of the "one-child" policy of the 1990s; issues and objections raised at the 1994 Cairo Conference on World Population and the difficulty of arriving at a consensus document on population growth) | | | 10. | Understands the effectiveness of United Nations programs (e.g., improvements in health and welfare, whether UN programs have been cost-effective, whether programs fulfilled the purpose for which they were created, reasons for economic and arms embargoes sponsored by U.N. resolutions and the political and economic consequences for the sanctioned countries) | | | 11. | Understands common arguments of opposition groups in various countries around the world, common solutions they offer, and the position of these ideas with regard to Western economic and strategic interests | | | 12. | Understands gender roles across the globe (e.g., conflicts in the perception of gender roles in various religions, especially the role of women; how the legal status of women varies around the world in Muslim societies, and how the status of women from different classes has changed in the past century) | | | 13. | Understands how global political change has altered the world economy (e.g., what participation in the world economy can mean for different countries; the relationship between demands for democratic reform and the trend toward privatization and economic liberalization in developing economies and former communist states, and how multilateral aid organizations and multinational corporations have supported or challenged these trends) | | | 14. | Understands how specific countries have implemented social and cultural changes (e.g., the different manifestations of China's contingency quest for a "new culture" throughout the 20th century, and what the Cultural Revolution meant for Chinese people in the late 1960s; models for family life, the economy, and social and political institutions suggested by modern Muslim intellectuals) | | | 15. | Understands "liberation theology" and the ideological conflicts that have surrounded this philosophy |
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| 45. | Understands major global trends since World War II |
| World History Across the Eras |
| 46. | Understands long-term changes and recurring patterns in world history
World History | | Standard 46. | Understands long-term changes and recurring patterns in world history | | | Level II (Grade 5-6) | | | 1. | Understands why humans have built cities and how the character, function, and number of cities have changed over time | | | 2. | Understands major patterns of long-distance trade from ancient times to the present and how trade has contributed to economic and cultural change in particular societies or civilizations | | | 3. | Understands the economic and social importance of slavery and other forms of coerced labor in various societies | | | 4. | Understands how ideals and institutions of freedom, equality, justice, and citizenship have changed over time and from one society to another | | | 5. | Understands ways in which human action has contributed to long-term changes in the natural environment in particular regions or worldwide | | | Level III (Grade 7-8) | | | 1. | Understands major changes in world population from paleolithic times to the present (e.g., why these changes occurred, the effects of major disease pandemics) | | | 2. | Understands the emergence of capitalism (e.g., the origins, development, and characteristics of capitalism; capitalist systems compared with other systems for organizing production, labor, and trade) | | | 3. | Understands the development of the nation-state and how nation-states differ from empires or other forms of political organization | | | 4. | Understands political revolutionary movements of the past three centuries and their ideologies, organization, and successes or failures | | | Level IV (Grade 9-12) | | | 1. | Understands the importance of the revolutions in tool-making, agriculture, and industrialization as major turning points in human history | | | 2. | Understands the circumstances under which European countries came to exercise temporary military and economic dominance in the world in the late 19th and 20th centuries |
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