We believe that Christian people should make a positive contribution
within a local community and global society. In our Social Studies
program, students will examine historical and current events, as well
as global, environmental and social justice issues. Based on the
developmental levels, needs and concerns of the students, our Social
Studies program utilizes a broad range of teaching strategies, learning
activities and resources. Our Social Studies program will provide
opportunities for students to think critically, appreciate the
diversity of humanity, and function as a responsible individual within
our changing world. WORLD HISTORY Standard 1: Understands the biological and cultural processes that shaped the earliest human communities Benchmark 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) Knowledge/skill statements 1. Understands the daily life of individuals and communities in early hunter-gatherer populations 2. Understands major anthropological discoveries in Africa 3. Knows the locations of major anthropological discoveries in Africa 4. Knows the individuals who have made major anthropological discoveries in Africa Benchmark 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) Knowledge/skill statements 1. Understands the social characteristics of hunter-gatherer communities in various continental regions 2. Understands the cultural characteristics of hunter-gatherer communities in various continental regions 3. Understands the social and cultural similarities and differences between hunter-gatherer communities in Africa, Eurasia, and the Americas and their responses to local environments 4. Knows the social and cultural characteristics of Cro Magnon communities of western Eurasia 5. Knows the location and composition of archaeological discoveries and what understanding these bring to Neanderthal culture and community life Standard 2: Understands the processes that contributed to the emergence of agricultural societies around the world Benchmark 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) Knowledge/skill statements 1. Understands how archaeological evidence explains the technology of settled farming communities in Southwest Asia 2. Understands how archaeological evidence explains the social organization of settled farming communities in Southwest Asia 3. Understands how archaeological evidence explains the cultural life of settled farming communities in Southwest Asia 4. Understands the differences between wild and domestic plants and animals 5. Understands how patterns of settlement were influenced by agricultural practices Benchmark 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) Knowledge/skill statements 1. Understands differences between hunter gatherer, fishing, and agrarian communities 2. Understands social characteristics of large early agricultural settlements 3. Understands cultural characteristics of large early agricultural settlements 4. Understands economic characteristics of large early agricultural settlements 5. Understands the unique problems of early agricultural settlements 6. Understands the development of tropical agriculture in Southeast Asia Standard 3: Understands the major characteristics of civilization and the development of civilizations in Mesopotamia, Egypt, and the Indus Valley Benchmark 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) Knowledge/skill statements 1. Understands how the natural environment of the Tigris Euphrates shaped the early development of civilization 2. Understands how the natural environment of the Nile Valley shaped the early development of civilization 3. Understands how the natural environment of the Indus Valley shaped the early development of civilization 4. Knows the characteristics of urban development in Mesopotamia 5. Knows the characteristics of early urban development in Egypt 6. Knows the characteristics of urban development in the Indus Valley 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 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 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) 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 Standard 4: Understands how agrarian societies spread and new states emerged in the third and second millennia BCE 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) 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 Benchmark 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) Knowledge/skill statements 1. Understands the influence of the natural environment on Huang He (Yellow River) civilization compared to its impact on Mesopotamia, Egypt, and the Indus Valley 2. Understands early Chinese urban societies and how they compare to those of Mesopotamia and the Indus Valley 3. Understands the nature of Shang ancestor worship and what it illustrates about concepts of life and death in Shang society 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) 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 Standard 5: Understands the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE Benchmark 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 Knowledge/skill statements 1. Understands how the rise of pastoral societies was linked to the climate and geography of the Central Asian steppes 2. Understands how kinship based pastoral society differed from the social organization of agrarian states Benchmark 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) Knowledge/skill statements 1. Understands how the chariot changed transportation 2. Understands the development of chariot warfare 3. Understands how the chariot contributed to the spread of new ideas and technology Benchmark 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) Knowledge/skill statements 1. Understands characteristics of Mycenaean Greek society 2. Understands characteristics of Mycenaean Greek culture 3. Understands the political organization of the Mycenaean Greeks as revealed in archaeological and written records 4. Understands the social organization of the Mycenaean Greeks as revealed in archaeological and written records 5. Understands how geography influenced the development of Mycenaean society 6. Knows the significance of the story of the siege of Troy 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) 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 Standard 6: Understands major trends in Eurasia and Africa from 4000 to 1000 BCE Benchmark 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 Knowledge/skill statements 1. Knows areas of Eurasia where cities and dense farming populations appeared between 4000 and 1000 BCE 2. Knows areas of Africa where cities and dense farming populations appeared between 4000 and 1000 BCE 3. Understands the connection between the spread of agriculture and the acceleration of world population growth Benchmark 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 Knowledge/skill statements 1. Understands how new ideas spread from one region to another 2. Understands how new products spread from one region to another 3. Understands how new techniques spread from one region to another 4. Understands how new institutions spread from one region to another 5. Understands the conditions under which people assimilated new ideas 6. Understands the conditions under which people rejected new ideas 7. Understands the conditions under which people adapted new ideas to cultural traditions Standard 7: Understands technological and cultural innovation and change from 1000 to 600 BCE Benchmark 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) Knowledge/skill statements 1. Understands patterns of Phoenician political organization 2. Understands patterns of Phoenician culture 3. Understands patterns of Phoenician trade in the Mediterranean basin 4. Knows dominant Phoenician trade routes in the Mediterranean basin 5. Knows traded goods of major Phoenician port cities such as Carthage Benchmark 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) Knowledge/skill statements 1. Knows common features of Greek city states in the Aegean region 2. Understands the political character of the polis 3. Understands the social character of the polis 4. Understands the legal character of the polis 5. Understands how geography influenced the location and development of Greek city states Benchmark 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) Knowledge/skill statements 1. Knows the various elements of Judaism 2. Understands how Judaism compares to other religions 3. Knows the differences between Jewish monotheism and the polytheism of Southwest Asia 4. Knows the ethical teachings of Judaism illustrated in stories from the Hebrew Scriptures 5. Knows the major events in the early history of Judaism through the Babylonian Captivity Benchmark 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) Knowledge/skill statements 1. Understands major technological events in the development of Kushite society 2. Understands major military events in the development of Kushite society 3. Understands major political events in the development of Kushite society 4. Understands 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 5. Understands how iron was used in Kushite society and which uses were most important to the kingdom Benchmark 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) Knowledge/skill statements 1. Understands the importance of the horse to the development of pastoral nomadism and cavalry warfare 2. Knows reasons for conflict between pastoral nomadic peoples of Central Asia and major agrarian states of Eurasia 3. Knows reasons for economic interdependence between pastoral nomadic peoples of Central Asia and major agrarian states of Eurasia 4. Knows the location and range of nomadic peoples in the 1st millennium BCE 5. Knows how nomadic peoples in the 1st millennium BCE moved their herds and belongings Benchmark 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) Knowledge/skill statements 1. Knows geographical features of Egypt and Kush 2. Knows architectural features of Egypt and Kush 3. Knows the locations of Egypt and Kush on the African continent 4. Knows the geographic features that either assisted or hampered communication between the kingdoms of Egypt and Kush 5. Knows what architectural evidence suggests about the relationship between Egypt and Kush 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 Benchmark 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) Knowledge/skill statements 1. Understands the social characteristics of Greek city states 2. Understands the political characteristics of Greek city states 3. Understands significant similarities and differences between Athenian democracy and Spartan military aristocracy 4. Understands hierarchical relationships in Greek societies and the civic, economic, and social tasks performed by men and women of different classes 5. Understands the location of the major Greek city states 6. Understands the political structure of the major Greek city states 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) 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 Benchmark 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) Knowledge/skill statements 1. Knows major events of the wars between Persia and the Greek city states 2. Knows reasons for Persia’s failure to conquer the Aegean region 3. Understands the growth of and geographic influences on the Persian Empire, from the reign of Cyrus I through the wars with Greece 4. Knows sources of the conflict between the Greeks and the Persians 5. Knows the four major battles of the Persian wars Benchmark 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) Knowledge/skill statements 1. Understands Alexander’s achievements as a military leader 2. Understands Alexander’s achievements as a political leader 3. Knows reasons for the disintegration of the empire into smaller areas after Alexander’s rule 4. Knows the campaigns, battles, and cities founded in Alexander’s imperial conquests Standard 9: Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE Benchmark 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) Knowledge/skill statements 1. Knows the origins of Roman society 2. Understands the social framework of Roman society 3. Knows the geographic location of different ethnic groups on the Italian peninsula in the late 6th century BCE 4. Understands the influence of different ethnic groups on the Italian peninsula on early Roman society and culture 5. Knows how legends of the founding of Rome describe ancient Rome 6. Knows how legends of the founding of Rome reflect the beliefs and values of its citizens 7. Understands what life was like for the common people living in Rome and Pompeii 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) 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 Benchmark 3. Understands the significance of Jesus of Nazareth (e.g., the story of the life of Jesus, the messages of Jesus' prominent parables) Knowledge/skill statements 1. Knows the story of the life of Jesus 2. Knows the messages of Jesus’ prominent parables Benchmark 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) Knowledge/skill statements 1. Understands the life of Paul the Apostle and his contribution to the spread of Christian beliefs 2. Understands how Christianity spread widely in the Roman Empire 3. Understands how the New Testament illustrates early Christian beliefs Benchmark 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) Knowledge/skill statements 1. Knows various policies of the Qin emperor Shi Huangdi 2. Knows various achievements of the Qin emperor Shi Huangdi 3. Knows events in the life of Confucius 4. Understands the fundamentals of Confucianism and Daoism 5. Understands what life was like for ordinary people in ancient China as illustrated in Chinese folktales Benchmark 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 Knowledge/skill statements 1. Understands the commercial significance of the trans Eurasian "silk roads" to the Roman and Chinese Empires and the peoples of Central Asia 2. Understands the cultural significance of the trans Eurasian "silk roads" to the Roman and Chinese Empires and the peoples of Central Asia Benchmark 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) Knowledge/skill statements 1. Understands the origins of Buddhism 2. Understands fundamental Buddhist beliefs 3. Knows the life story of Buddha 4. Knows Buddha’s essential teachings 5. Understands how the Buddhist teachings were a response to the Brahmanic system 6. Knows the contributions of the emperor Ashoka to the expansion of Buddhism in India 7. Understands how Indian epic stories reflect social values 8. Understands how the Jakata tales reveal Buddhist teachings Standard 10: Understands how early agrarian civilizations arose in Mesoamerica Benchmark 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) Knowledge/skill statements 1. Understands the major characteristics of Olmec civilization 2. Understands the major contributions of Olmec civilization 3. Understands how maize cultivation influenced the development of the Olmec civilization 4. Knows the major contributions of Olmec civilization to Mesoamerican civilization 5. Knows the achievements of Olmec civilization circa 1200 to 400 BCE 6. Understands how geography influenced the development of Olmec civilization 7. Understands the essential aspects of the Olmec civilization Standard 11: Understands major global trends from 1000 BCE to 300 CE Benchmark 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) Knowledge/skill statements 1. Knows the forms of slavery or coerced labor used in the Han empire 2. Knows the forms of slavery or coerced labor used in the Maurya empire 3. Knows the forms of slavery or coerced labor used in the Greek city- states 4. Knows the forms of slavery or coerced labor used in the Roman empire Benchmark 2. Understands how new religious or ethical systems contributed to cultural integration of large regions of Afro-Eurasia Knowledge/skill statements 1. Knows regions of Afro Eurasia that were integrated between 1000 BCE to 300 CE 2. Understands how new religious systems contributed to cultural integration of large regions of Afro Eurasia 3. Understands how ethical systems contributed to cultural integration of large regions of Afro Eurasia Standard 12: Understands the Imperial crises and their aftermath in various regions from 300 to 700 CE Benchmark 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) Knowledge/skill statements 1. Understands possible reasons for the decline of the Roman Empire 2. Understands possible reasons for the decline of the Han Empire 3. Knows possible factors that motivated nomadic peoples to move into the Roman Empire and China 4. Knows common patterns of decline and fall in the Roman and Han Empires 5. Knows the chronological order of significant historical events for Rome from the late Empire through the reign of Justinian 6. Understands how differences in architecture can illustrate unity and alienation between the Eastern and Western halves of the Roman Empire Benchmark 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) Knowledge/skill statements 1. Understands various characteristics of Christianity 2. Understands various characteristics of Buddhism 3. Knows methods used to spread Christianity to new areas and people 4. Knows methods used to spread Buddhism to new areas and people 5. Knows possible aspects of Christianity that appealed to people living between the 3rd and 5th centuries CE 6. Knows possible aspects of Buddhism that appealed to people living between the 3rd and 5th centuries CE 7. Knows the approximate geographical realms of Buddhism until the 5th century CE 8. Knows the approximate geographical realms of Christianity until the 5th century CE 9. Knows the approximate geographical realms of Hinduism until the 5th century CE 10. Knows the approximate geographical realms of Confucianism until the 5th century CE 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) 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 3. 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 Benchmark 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) Knowledge/skill statements 1. Understands significant religious features of the Gupta era 2. Understands significant cultural features of the Gupta era 3. Knows Gupta achievements in art 4. Knows Gupta achievements in literature 5. Knows Gupta achievements in mathematics 6. Understands the relationship among various religions in India during Gupta times Benchmark 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) Knowledge/skill statements 1. Understands the influence of Hinduism in East and Southeast Asia 2. Understands the influence of Buddhism in East and Southeast Asia 3. Understands the role of trade in spreading Hinduism and Buddhism 4. Knows the geographical limits of Hindu influence 5. Knows the geographical limits of Buddhist influence 6. Understands the presence and influence of Hinduism in India 7. Understands the presence and influence of Hinduism in Malaysia 8. Understands the presence and influence of Hinduism in Southeast Asia 9. Understands the presence and influence of Buddhism in India 10. Understands the presence and influence of Buddhism in Malaysia 11. Understands the presence and influence of Buddhism in Southeast Asia 12. Understands how ocean currents affected cultural contact between India and Southeast Asia, and the evidence for this contact Standard 13: Understands the causes and consequences of the development of Islamic civilization between the 7th and 10th centuries 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) 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 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) 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 Benchmark 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) Knowledge/skill statements 1. Knows military technology of the Byzantine state 2. Understands the role of military technology in the successful defense of Byzantium against Arab Muslim attacks Benchmark 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) Knowledge/skill statements 1. Understands the effect of geography on nomads of the Arabian peninsula and their trade practices 2. Understands the effect of geography on town-dwellers on the Arabian peninsula and their trade practices 3. Understands the effects of geography on trade practices on the Arabian peninsula 4. Knows the goods traded on the Arabian peninsula and the origins of these goods Benchmark 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) Knowledge/skill statements 1. Understands the trade network in Baghdad, including goods traded 2. Understands Baghdad’s role as a center of commerce in the 8th to 10th centuries CE Benchmark 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) Knowledge/skill statements 1. Understands the impact of the invention of paper on Chinese culture 2. Understands the impact of the invention of paper on Muslim culture 3. Understands the impact of the invention of paper on later European culture 4. Knows the route of the invention of paper from its source through Muslim lands to Europe Standard 14: Understands major developments in East Asia and Southeast Asia in the era of the Tang Dynasty from 600 to 900 CE Benchmark 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) Knowledge/skill statements 1. Understands geographic features of Tang China 2. Understands political features of Tang China 3. Knows the imperial conquests of the empire in Southeast and Central Asia 4. Knows the locations of major cities in Tang China and their attraction for diverse people of differing religions 5. Knows major geographical features of the area incorporated by the Tang Dynasty 6. Knows the location of the network of canals in Tang China, and how the Great Canal changed life in China 7. Knows features of government and administration of Tang China Benchmark 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) Knowledge/skill statements 1. Understands aspects of the indigenous development of Japanese society until the 7th century CE 2. Understands the establishment of the imperial state in Japan and the role of the emperor in government 3. Understands the political role of women in the court of Heian 4. Understands the social role of women in the court of Heian 5. Understands how the geography of Japan affected its development and its relations with China and Korea Benchmark 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) Knowledge/skill statements 1. Understands the importance of the commercial state of Srivijava in Southeast Asia as a trade link between India and China 2. Understands the importance of the Straits of Malacca in Southeast Asia as a trade link between India and China 3. Understands how the monsoon winds contributed to Srivijava’s wealth and power 4. Understands how the geography of the strait contributed to Srivijava’s wealth and power Standard 15: Understands the political, social, and cultural redefinitions in Europe from 500 to 1000 CE Benchmark 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) Knowledge/skill statements 1. Understands the importance of monasteries, convents, and missionaries from Britain in the Christianizing of Western and Central Europe 2. Understands the importance of monasteries, convents, and missionaries from Ireland in the Christianizing of Western and Central Europe 3. Knows the individual duties of monks in monasteries 4. Knows the individual duties of nuns in convents Benchmark 2. Understands the development of the Merovingian and Carolingian states (e.g., their success at maintaining public order and local defense in western Europe) Knowledge/skill statements 1. Understands the development of the Merovingian state 2. Understands the development of the Carolingian state 3. Understands the success of the Carolingian state at maintaining public order and local defense in western Europe 4. Understands the success of the Merovingian state at maintaining public order and local defense in western Europe Benchmark 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) Knowledge/skill statements 1. Understands the significance of Norse migrations 2. Understands the significance of Norse invasions 3. Understands how Norse explorations stimulated the emergence of independent lords and the knightly class 4. Knows various locations of Norse settlements 5. Knows Norse routes to North America 6. Knows Norse routes to Russia 7. Knows Norse routes to the Black Sea 8. Knows Norse routes to Western Europe Benchmark 4. Understands the significance of Charlemagne (e.g., his government, laws, conquests, personal values) Knowledge/skill statements 1. Understands features and significance of Charlemagne’s government 2. Understands features and significance of Charlemagne’s laws 3. Understands features and significance of Charlemagne’s conquests 4. Understands features and significance of Charlemagne’s values Benchmark 5. Knows the life story and major achievements of King Alfred of England, and understands how he earned the title "Alfred the Great" Knowledge/skill statements 1. Knows the life story of King Alfred of England 2. Knows the major achievements of King Alfred of England 3. Understands how King Alfred of England earned the title "Alfred the Great" Standard 16: Understands the development of agricultural societies and new states in tropical Africa and Oceania Benchmark 1. Knows the routes by which migrants settled the Pacific Islands and New Zealand and the navigational techniques they used on long distance voyages Knowledge/skill statements 1. Knows the routes by which migrants settled the Pacific Islands and New Zealand 2. Knows the navigational techniques migrants to the Pacific Islands and New Zealand used on long distance voyages Standard 17: Understands the rise of centers of civilization in Mesoamerica and Andean South America in the 1st millennium CE Benchmark 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) Knowledge/skill statements 1. Knows the locations of Mayan city states 2. Knows the road systems and sea routes in Mesoamerica 3. Understands the influence of the environment on city-states, road systems, and sea routes in MesoAmerica 4. Understands the role and status of elite women and men in Mayan society as indicated by their portrayal in Mayan monumental architecture 5. Understands the importance of religion in Mayan society 6. Understands the structure and purpose of Mayan pyramids 7. Knows ceremonial games among the Mayans Benchmark 2. Understands different farming methods of Teotihuac n and Moche civilization (e.g., agricultural methods, water utilization, and herding methods used by the Teotihuac n and Moche peoples, and how the natural environment of the Andes helped to influence these methods) Knowledge/skill statements 1. Understands farming methods of the Teotihuacán civilization 2. Understands farming methods of the Moche civilization 3. Knows agricultural methods used by the Teotihuacán peoples 4. Knows agricultural methods used by the Moche peoples 5. Knows water utilization methods used by the Teotihuacán peoples 6. Knows water utilization methods used by the Moche peoples 7. Knows herding methods used by the Teotihuacán peoples 8. Knows herding methods used by the Moche peoples 9. Understands how the natural environment of the Andes helped to influence agriculture, water utilization, and herding methods used by the Teotihuacán and Moche peoples Benchmark 3. Understands methods used to study Zapotec, Teotihuac n, 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 Teotihuac n civilization) Knowledge/skill statements 1. Understands methods used to study the Zapotec civilization 2. Understands methods used to study the Teotihuacán civilization 3. Understands methods used to study the Moche civilization 4. Knows the location of the Teotihuacán community and its major archaeological remains 5. Knows the location of the Zapotec community and its major archaeological remains 6. Knows the location of the Moche community and its major archaeological remains 7. Knows what archaeological evidence such as clay pottery and figures reveal about Moche civilization 8. Knows what remains of planned cities reveal about the structure of the Zapotec civilization 9. Knows what remains of planned cities reveal about the structure of the Teotihuacán civilization Standard 18: Understands major global trends from 300 to 1000 CE Benchmark 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) Knowledge/skill statements 1. Understands the success of Christianity in making converts among peoples of differing ethnic and cultural traditions 2. Understands the success of Buddhism in making converts among peoples of differing ethnic and cultural traditions 3. Understands the success of Hinduism in making converts among peoples of differing ethnic and cultural traditions 4. Understands the success of Islam in making converts among peoples of differing ethnic and cultural traditions Benchmark 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 Knowledge/skill statements 1. Knows the maritime and overland trade routes linking regions of Afro Eurasia 2. Understands the importance of international trade for African and Eurasian societies 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 Benchmark 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) Knowledge/skill statements 1. Understands the impact of urbanization on Chinese society between the 10th and 13th centuries 2. Understands the impact of commercial expansion on Chinese society between the 10th and 13th centuries 3. Understands the effects of major technological and scientific inventions in the Song era on Chinese life 4. Knows features of China’s trade with Southeast Asia and the lands rimming the Indian Ocean 5. Understands the effects on Chinese society of China’s trade with Southeast Asia and the lands rimming the Indian Ocean Benchmark 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) Knowledge/skill statements 1. Understands features of Japanese government during the Kamakura and Ashikaga periods, and whether it was feudalism 2. Understands the rise of the warrior class in feudal Japan and the values it prescribed 3. Understands how the economic and social status of women changed in feudal Japanese society 4. Understands how the economic and social status of peasants changed in feudal Japanese society 5. Understands how art and aesthetic values were cherished in the warrior culture in Japan and what this art reveals about Japanese values 6. Knows how the Japanese successfully defended themselves against Mongol invasions in the 13th century Benchmark 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) Knowledge/skill statements 1. Understands the importance of scientific contributions made by the Islamic civilization between the 11th and 13th centuries 2. Understands the importance of literary contributions made by the Islamic civilization between the 11th and 13th centuries 3. Understands the importance of artistic contributions made by the Islamic civilization between the 11th and 13th centuries 4. Knows how scientific, literary, and artistic contributions of Islamic civilization helped communication between different Islamic peoples 5. Understands the diverse, multiethnic character of the Islamic state Benchmark 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) Knowledge/skill statements 1. Understands features of trade routes in Asia 2. Understands features of trade routes in Europe 3. Understands features of trade routes in Africa 4. Knows how goods traveled from East Asia to Europe 5. Understands the importance of the Indian Ocean to the societies of Asia, East Africa, and Europe 6. Understands the usefulness of the camel in desert transportation and trade Standard 20: Understands the redefinition of European society and culture from 1000 to 1300 CE Benchmark 1. Understands the significance of developments in medieval English legal and constitutional practice and their importance for modern democratic thought and institutions Knowledge/skill statements 1. Understands the significance of developments in medieval English legal and constitutional practice 2. Understands the importance of developments in medieval English legal and constitutional practice for modern democratic thought and institutions Benchmark 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) Knowledge/skill statements 1. Understands the principles of feudalism and their widespread use in parts of Europe in the 11th century 2. Understands the principles of manorialism and their widespread use in parts of Europe in the 11th century 3. Understands how population growth and agricultural expansion affected the legal, economic, and social position of peasant men and women 4. Understands how the lives of peasants and serfs differed 5. Understands how the lives of peasants and serfs were affected by the manors and castles Benchmark 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) Knowledge/skill statements 1. Knows how successful the Christian states were in overthrowing Muslim powers in Central and Southern Iberia 2. Understands the reasons for the European Crusades against Syria and Palestine 3. Understands the consequences of the European Crusades against Syria and Palestine Benchmark 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) Knowledge/skill statements 1. Understands daily life in Jewish communities in medieval Europe 2. Understands what Jews added to the cultural and economic development of medieval Europe 3. Understands the influence of ideals of chivalry and courtly love on feudal society 4. Understands how the status of women changed in medieval European life Benchmark 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") Knowledge/skill statements 1. Understands how universities contributed to literacy, learning, and scientific advancement in medieval Europe 2. Knows why universities were founded in certain parts of Europe 3. Understands the meaning of the word "university" as related to its origins in medieval Europe Benchmark 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) Knowledge/skill statements 1. Understands why William the Conqueror invaded England 2. Knows how William the Conqueror won control of England after the Battle of Hastings 3. Knows what changes William the Conqueror made in governing England Benchmark 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) Knowledge/skill statements 1. Knows different architectural styles from Medieval Europe 2. Knows how some elements of the architecture of Medieval Europe may still be seen in local, modern architecture Standard 21: Understands the rise of the Mongol Empire and its consequences for Eurasian peoples from 1200 to 1350 Benchmark 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) Knowledge/skill statements 1. Knows the major achievements of Chinggis Khan 2. Knows the geographical extent of Chinggis Khan’s conquests 3. Knows the role military technology may have played in the success of Mongol military campaigns Benchmark 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) Knowledge/skill statements 1. Understands how Mongol rule affected the economy, society, and culture of China 2. Understands how Mongol rule affected the economy, society, and culture of Korea 3. Knows how Southeast Asians resisted incorporation into the Mongol empire 4. Knows how the Japanese resisted incorporation into the Mongol empire 5. Understands how citizens responded to Mongol rule Standard 22: Understands the growth of states, towns, and trade in Sub-Saharan Africa between the 11th and 15th centuries Benchmark 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) Knowledge/skill statements 1. Understands the importance of agriculture to the growth of the Mali and Songhay Empires 2. Understands the importance of gold production to the growth of the Mali and Songhay Empires 3. Understands the importance of the trans-Saharan caravan trade to the growth of the Mali and Songhay Empires 4. Understands the importance of trade within the major city states and populations of Sub-Saharan Africa Benchmark 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) Knowledge/skill statements 1. Understands social features of West Africa 2. Understands religious features of West Africa 3. Understands what art reveals about the societies and rulers of Benin and Ile-Ife 4. Knows the story of Solomon and Sheba and the role of Sheba in African history Benchmark 3. Understands the emergence of commercial towns on the East African coast and the significance of Swahili as the language of trade Knowledge/skill statements 1. Understands the emergence of commercial towns on the East African coast 2. Understands the significance of Swahili as the language of trade Standard 23: Understands patterns of crisis and recovery in Afro-Eurasia between 1300 and 1450 Benchmark 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) Knowledge/skill statements 1. Understands the origins of the plague 2. Understands the impact of the plague 3. Understands how the plague started and spread across Eurasia and North Africa 4. Understands the impact of the plague on daily life in urban Southwest Asia and Europe 5. Understands how Christian communities responded to the plague 6. Understands how Muslim communities responded to the plague 7. Understands how the plague changed the lives of survivors Benchmark 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) Knowledge/skill statements 1. Understands major changes in the social characteristics of European society after the 14th century 2. Understands major changes in the political characteristics of European society after the 14th century 3. Understands major changes in the cultural characteristics of European society after the 14th century 4. Understands the effect of population decline on European agrarian economies 5. Understands the effect of population decline on European commercial economies 6. Knows causes of the Hundred Years War 7. Knows major figures in the Hundred Years War 8. Knows the causes of peasant rebellions in Europe between 1300 and 1500 9. Understands how the techniques of painting, sculpting, and architecture changed in Europe from 1300 to1500 Benchmark 3. Understands the origins and early expansion of the Ottoman Empire up to the capture of Constantinople in 1453 Knowledge/skill statements 1. Understands the origins of the Ottoman Empire 2. Understands early expansion of the Ottoman Empire up to the capture of Constantinople in 1453 Standard 24: Understands the expansion of states and civilizations in the Americas between 1000 and 1500 Benchmark 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 Tenochtitlán, the "Foundation of Heaven") Knowledge/skill statements 1. Understands major aspects of Aztec government 2. Understands major aspects of Aztec society 3. Understands major aspects of Aztec religion 4. Understands major aspects of Aztec culture 5. Understands the construction of Tenochtitlán, the "Foundation of Heaven" Benchmark 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) Knowledge/skill statements 1. Understands social elements of Incan society 2. Understands political elements of Incan society 3. Knows Incan methods for expansion and unification of their empire 4. Understands daily life for different people in Incan society 5. Knows the food plants that formed the basis of Incan as compared with Aztec agriculture Benchmark 3. Understands what archaeological, artistic, and written sources can illustrate about pre-European life in the Americas Knowledge/skill statements 1. Understands what archaeological evidence can illustrate about pre European life in the Americas 2. Understands what artistic sources can illustrate about pre European life in the Americas 3. Understands what written sources can illustrate about pre European life in the Americas Standard 25: Understands major global trends from 1000 to 1500 CE Benchmark 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) Knowledge/skill statements 1. Understands the continuing spread of Islam and the importance of Muslim civilization in mediating long distance commercial, cultural, and intellectual exchanges 2. Understands 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 Standard 26: Understands how the transoceanic interlinking of all major regions of the world between 1450 and 1600 led to global transformations Benchmark 1. Understands the interregional trading system that linked peoples of Africa, Asia, and Europe on the eve of the European overseas voyages Knowledge/skill statements 1. Knows how an interregional trading system links people across continents 2. Knows the character of the interregional trading system on the eve of the European overseas voyages Benchmark 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) Knowledge/skill statements 1. Knows major Spanish and Portuguese technological innovations in shipbuilding, navigation, and naval warfare that led to increased oceanic travel in the 15th and 16th centuries 2. Knows navigational inventions such as the compass, astrolabe, and quadrant that led to increased oceanic travel in the 15th and 16th centuries 3. Knows trade routes of prominent Asian and European explorers 4. Knows how prevailing wind currents influenced trade routes of prominent Asian and European explorers 5. Knows the features of Chinese and Arab sailing vessels that made long distance travel easier and led to increased oceanic travel in the 15th and 16th centuries Benchmark 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") Knowledge/skill statements 1. Understands the character and impact on local populations of Portuguese maritime expansion to Africa 2. Understands the character and impact on local populations of Portuguese maritime expansion to India 3. Understands the character and impact on local populations of Portuguese maritime expansion to Southeast Asia 4. Understands relations between King Affonso II of the Kongo and the Portuguese 5. Understands why Bartholomew de las Casas was considered the "defender of the Indians" Benchmark 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 Cortés’ journey into Mexico) Knowledge/skill statements 1. Understands features of Spanish exploration 2. Understands features of Spanish conquest 3. Knows why the Spanish wanted to invade the Incan and Aztec Empires 4. Understands why the Aztec and Incan empires collapsed after the conflict with the Spanish 5. Understands interaction between the Spanish and indigenous populations such as the Inca and the Aztec 6. Knows different perspectives on Cortés’ journey into Mexico Benchmark 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) Knowledge/skill statements 1. Understands the cultural exchange between the Americas and Afro Eurasia in the late 15th and 16th centuries 2. Understands the biological exchange between the Americas and Afro Eurasia in the late 15th and 16th centuries 3. Understands the exchange of animals between the Americas and Afro Eurasia 4. Understands how the exchange of plants between the Americas and other countries affected societies and commerce 5. Understands the roots of "cowboy" culture in the Americas Benchmark 6. Knows the major accomplishments of Columbus (e.g., his voyages off the coast of Africa and to North America) Knowledge/skill statements 1. Knows features of Christopher Columbus’ voyages off the coast of Africa 2. Knows features of Christopher Columbus’ voyages to North America Standard 27: Understands how European society experienced political, economic, and cultural transformations in an age of global intercommunication between 1450 and 1750 Benchmark 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) Knowledge/skill statements 1. Understands how lifestyles were different among varied social classes in early modern Europe 2. Knows changes in institutions of serfdom in early modern Europe 3. Knows changes in the social status of women in early modern Europe Benchmark 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) Knowledge/skill statements 1. Understands significant contributions of the Renaissance to European society 2. Understands significant contributions of the Reformation to European society 3. Knows major achievements in literature in 16th century Europe 4. Knows major achievements in music in 16th century Europe 5. Knows major achievements in painting in 16th century Europe 6. Knows major achievements in sculpture in 16th century Europe 7. Knows major achievements in architecture in 16th century Europe 8. Understands the lives and accomplishments of select figures from the Renaissance to the Reformation Benchmark 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) Knowledge/skill statements 1. Understands the English civil war 2. Understands the Revolution of 1688 3. Understands how the English Civil War affected government, religion, economy, and society in England 4. Understands how the Reformation affected government, religion, economy, and society in England 5. Understands how the English Revolution influenced political institutions and attitudes in the English colonies and the outbreak of the American Revolution 6. Knows new freedoms granted to the English people after 1688 Benchmark 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) Knowledge/skill statements 1. Understands the significance of the Scientific Revolution 2. Understands the significance of the Age of Enlightenment 3. Knows the impact of astronomical discoveries from Copernicus to Newton 4. Understands principal ideas of the Enlightenment 5. Understands ideas of rationalism of the Enlightenment 6. Understands theories of education of the Enlightenment 7. Understands the word "revolution" and what is meant by the term "Scientific Revolution" 8. Understands the lives and achievements of significant figures of the Scientific Revolution 9. Understands how Diderot’s encyclopedia contributed to the Age of Enlightenment Benchmark 5. Understands the role of gunpowder in changing European warfare (e.g., through the necessary redesign of fortifications) Knowledge/skill statements 1. Understands the role of gunpowder in changing European warfare through the necessary redesign of fortifications Standard 28: Understands how large territorial empires dominated much of Eurasia between the 16th and 18th centuries Benchmark 1. Understands the power and limit of imperial absolutism under the Ming Dynasty (e.g., variations in control over society and the bureaucracy) Knowledge/skill statements 1. Understands the power of imperial absolutism under the Ming Dynasty 2. Understands the limit of imperial absolutism under the Ming Dynasty 3. Understands variations in control over society and the bureaucracy under the Ming Dynasty Benchmark 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) Knowledge/skill statements 1. Understands why China’s attitude toward external political and commercial relations changed after the Zheng He voyages from 1405 to 1433 2. Understands the Chinese belief that other countries had a tributary relationship to the celestial empire Benchmark 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) Knowledge/skill statements 1. Understands political achievements of the Ottoman Empire 2. Understands cultural achievements of the Ottoman Empire 3. Understands the significance of the capture of Constantinople for Christians 4. Understands the significance of the capture of Constantinople for Ottomans 5. Understands how the Ottoman military succeeded against various enemies 6. Knows artistic achievements of the Ottoman Empire in the 15th and 16th centuries 7. Knows architectural achievements of the Ottoman Empire in the 15th and 16th centuries 8. Knows literary achievements of the Ottoman Empire in the 15th and 16th centuries 9. Knows the achievements of Sulieman the Magnificent 10.Knows the extent of the Byzantine and Ottoman Empires in the 14th and 15th centuries Benchmark 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) Knowledge/skill statements 1. Understands political achievements of the Safavid Empire 2. Understands political achievements of the Mughal Empire 3. Understands how Persia was unified by the Turkic Safavids 4. Understands the political achievements of the Safavid Golden Age under Shah Abbas I 5. Understands the cultural achievements of the Safavid Golden Age under Shah Abbas I 6. Knows features of the Mughal conquest of India 7. Understands how the Turkic warrior class united diverse peoples of the Indian continent Benchmark 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) Knowledge/skill statements 1. Understands the importance of Indian textiles, spices, and other products in Afro-Eurasian trade in the 16th and 17th centuries 2. Knows how spices brought to Europe by Vasco da Gama initiated the spice trade between India and Europe Standard 29: Understands the economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas between 1500 and 1750 Benchmark 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) Knowledge/skill statements 1. Understands European territorial empires in the Americas 2. Understands features of European trading post empires in the Americas 3. Understands features of European plantation colonies in the Americas 4. Understands features of European settler colonies in the Americas 5. Understands how the Netherlands, England, and France became naval, commercial, and political powers in the Atlantic basin 6. Knows the location of the British in the Americas 7. Knows the location of the French in the Americas 8. Understands British trade interests in the Americas 9. Understands French trade interests in the Americas 10. Understands the concept of mercantilism 11. Knows the advantages and disadvantages of mercantilism for the colonies and the mother country Benchmark 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) Knowledge/skill statements 1. Understands features of the labor system in the Americas 2. Understands features of the economy in the Americas 3. Understands why sugar, tobacco, coffee, tea, and other crops grown in the colonies became so important in the world economy 4. Knows different jobs performed by indigenous peoples in the Americas Benchmark 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) Knowledge/skill statements 1. Knows how slaves were transported to the Americas via the "middle passage" 2. Understands how European firms and governments organized and financed the slave trade 3. Knows conditions of slave life on plantations in the Caribbean 4. Knows conditions of slave life on plantations in Brazil 5. Knows conditions of slave life on plantations in British North America 6. Knows how slaves resisted servitude 7. Knows how slaves preserved their African heritage Benchmark 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) Knowledge/skill statements 1. Understands how the Atlantic slave trade affected population levels in West and Central Africa 2. Understands how the Atlantic slave trade affected economic systems in West and Central Africa 3. Understands how the Atlantic slave trade affected polygynous marriage in West and Central Africa 4. Understands how the Atlantic slave trade affected the use of male and female slave labor in West and Central Africa 5. Knows what narratives reveal about the experience of Africans sold into slavery Standard 30: Understands transformations in Asian societies in the era of European expansion Benchmark 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) Knowledge/skill statements 1. Understands the impact of European military involvement in Asia 2. Understands the impact of European commercial involvement in Asia 3. Understands how the Netherlands, England, and France became naval and commercial powers in the Indian Ocean basin in the 17th and 18th centuries 4. Understands the impact of British and French commercial and military penetration on politics, economy, and society in India 5. Knows why the Dutch wanted military and commercial influence in Indonesia 6. Understands how Dutch imperialism in Asia affected the region’s economy and society 7. Understands why Asian trade was so important within the British economic and political structure Benchmark 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) Knowledge/skill statements 1. Understands social features of Japanese society under the Tokugawa shogunate 2. Understands political features of Japanese society under the Tokugawa shogunate 3. Understands characteristics of centralized feudalism in Japan 4. Understands how Japan achieved political stability, economic growth, and cultural dynamism 5. Understands the nature of the relationship between Japan and European powers between the 16th and 18th centuries Benchmark 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) Knowledge/skill statements 1. Understands how nature is portrayed in Chinese and Japanese brush paintings Benchmark 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 Knowledge/skill statements 1. Knows what groups of people in India most frequently converted to Islam between the 16th and 18th centuries 2. Knows the major vehicle for conversion to Islam in India between the 16th to 18th centuries Standard 31: Understands major global trends from 1450 to 1770 Benchmark 1. Understands major shifts in world demography and urbanization between 1450 and 1770 and reasons for these changes Knowledge/skill statements 1. Understands major shifts in world demography and urbanization between 1450 and 1770 2. Understands reasons for major shifts in world demography and urbanization between 1450 and 1770 Benchmark 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 Knowledge/skill statements 1. Understands the major changes in world political boundaries that took place between 1450 and 1770 2. Knows how far European nations had extended political and military influence in Africa as of the mid 18th-century 3. Knows how far European nations had extended political and military influence in Asia as of the mid 18th-century 4. Knows how far European nations had extended political and military influence in the Americas as of the mid-18th century Benchmark 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) Knowledge/skill statements 1. Understands how the acceleration of scientific and technological innovations in this era affected social life in various parts of the world 2. Understands how the acceleration of scientific and technological innovations in this era affected economic life in various parts of the world 3. Understands how the acceleration of scientific and technological innovations in this era affected cultural life in various parts of the world 4. Understands the broad effects of navigational and ship building innovations such as astrolabe and lateen sails Standard 32: Understands the causes and consequences of political revolutions in the late 18th and early 19th centuries Benchmark 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) Knowledge/skill statements 1. Understands the ideas that shaped the Revolution in France 2. Understands the events that shaped the Revolution in France 3. Knows the causes of the American Revolution 4. Knows the causes of the French Revolution 5. Understands the character of the American Revolution 6. Understands the character of the French Revolution 7. Understands the consequences of the American Revolution 8. Understands the consequences of the French Revolution 9. Understands the meaning of the revolutionary slogan in France, "Liberty, Equality, Fraternity," and the social ideals it embodied 10. Knows the legacy of leading ideas of the revolution 11. Understands how the wars of the revolutionary and Napoleonic periods changed Europe and Napoleon’s effects on the aims and outcomes of the revolution 12. Understands connections between political events in the Americas and France between 1770 and 1815 Benchmark 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) Knowledge/skill statements 1. Understands the origins of Latin American independence movements 2. Understands the development of Latin American independence movements 3. Understands how the American Revolution influenced the development of independence movements in Latin America 4. Understands how the French Revolution influenced the development of independence movements in Latin America 5. Understands how the Haitian Revolution influenced the development of independence movements in Latin America 6. Understands how the South American rebellions influenced the development of independence movements in Latin America 7. Understands the political objectives of the Latin American independence movements between 1808 and 1830 8. Understands the ideological objectives of the Latin American independence movements between 1808 and 1830 9. Knows the successes of the independence movements between 1808 and 1830 10. Understands how the colonial powers and independent countries of Latin America changed between 1790 and 1828 11. Understands the role of geography in the outcome of the Latin American independence movements Standard 33: Understands the causes and consequences of the agricultural and industrial revolutions from 1700 to 1850 Benchmark 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) Knowledge/skill statements 1. Understands the emergence of industrialism in 18th century England 2. Understands the impact of industrialism in 18th century England 3. Understands the effects of the agricultural revolution on population growth, industrialization, and patterns of land holding 4. Knows major characteristics of industrialization 5. Understands how the industrial revolution affected population shifts 6. Understands how the industrial revolution in the textile industry changed the way people worked 7. Understands how figures such as John Kay, James Hargreaves, James Watt, Edmund Cartwright, and Richard Arkwright contributed to industrialization in England Benchmark 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) Knowledge/skill statements 1. Understands connections between population growth, industrialization, and urbanization 2. Understands the quality of life in early 19 century cities 3. Understands the effects of urbanization on the development of class distinctions 4. Understands the effects of urbanization on family life 5. Understands the effects of urbanization on the daily working lives of men, women, and children 6. Knows advances made in communication and transportation during the industrial revolution 7. Understands the effects of the industrial revolution upon the political and economic status of women Benchmark 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) Knowledge/skill statements 1. Understands the organization of movements in Europe and the Americas that sought to end slavery 2. Understands the arguments of movements in Europe and the Americas that sought to end slavery 3. Understands how the trans Atlantic slave trade was suppressed 4. Understands why and how the slave trade continued after it had been outlawed 5. Knows major accomplishments of the American abolitionist Frederick Douglass Standard 34: Understands how Eurasian societies were transformed in an era of global trade and the emergence of European power from 1750 to 1870 Benchmark 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) Knowledge/skill statements 1. Understands changes in social elements of the Ottoman Empire during the 18th and 19th centuries 2. Understands changes in political elements of the Ottoman Empire during the 18th and 19th centuries 3. Knows reasons for the Ottoman Empire’s retreat from the Balkans and Black Sea region 4. Understands the lives of different members of Ottoman society such as the janissary, attendees of the Palace School, the role of women Benchmark 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") Knowledge/skill statements none listed Benchmark 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) Knowledge/skill statements 1. Understands aspects of Russian expansion in the late 18th and 19th centuries 2. Understands aspects of Russian settlement in the late 18th and 19th centuries 3. Knows why Russia was successful in wars of expansion against the Ottoman empire 4. Knows why and how Russia expanded across Asia into Alaska, and along the California coast 5. Knows what archaeological evidence reveals about daily life in the Russian settlements at Sitka and Bogeda Bay Benchmark 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 Knowledge/skill statements 1. Understands the advance of British power in India up to 1850 2. Understands the social impact of British power in India 3. Understands the economic impact of British power in India 4. Understands the efforts of Indians to resist European conquest and achieve cultural renewal Benchmark 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) Knowledge/skill statements 1. Understands Chinese policies toward foreign trade with other countries (1750-1870 CE) 2. Understands Chinese policies toward immigration to other countries (1750-1870 CE) 3. Understands why China resisted political contact and trade with Europeans (1750-1870 CE) 4. Understands how the opium trade contributed to European penetration of Chinese markets 5. Knows motivations behind the Chinese trading policy and China’s desire to keep out foreigners 6. Knows motivations behind Chinese immigration to the U.S. and Southeast Asia Benchmark 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) Knowledge/skill statements 1. Understands events that led to the modernization of Japan 2. Understands ideas that led to the modernization of Japan 3. Know the internal causes of the Meiji Restoration 4. Knows the external causes of the Meiji Restoration 5. Knows the goals and policies of the Meiji state 6. Understands the impact of the goals and policies of the Meiji state upon Japan’s modernization 7. Understands what Commodore Matthew Perry accomplished in Japan in the 1850s and what his voyage meant for the Japanese Benchmark 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) Knowledge/skill statements 1. Understands the emergence of European trading companies 2. Understands the impact of European trading companies on Indian culture 3. Knows the origins of the French East India Company 4. Knows the origins of the British East India Company 5. Knows what the charter of the French East India Company enabled it to do 6. Knows what the charter of the British East India Company enabled it to do 7. Understands how France viewed the role of the French East India Company in India 8. Understands how Britain viewed the role of the British East India Company in India 9. Understands the trading relationship between the East India companies and Indian rulers Standard 35: Understands patterns of nationalism, state-building, and social reform in Europe and the Americas from 1830 to 1914 Benchmark 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) Knowledge/skill statements 1. Understands the emergence of nationalist movements in Italy 2. Understands the emergence of nationalist movements in Germany 3. Knows the major leaders of unification and nationalism in Italy 4. Knows the major leaders of unification and nationalism in Germany 5. Understands why movements of unification and nationalism succeeded in Italy and Germany 6. Understands the appeal of Garibaldi’s nationalist Redshirts to Italians Benchmark 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 Benchmark 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) Knowledge/skill statements 1. Understands the impact of cultural achievements on 19th century Europe 2. Understands the impact of cultural achievements on 19th century America 3. Understands 19th century literary movements in Europe 4. Understands 19th century literary movements in America 5. Understands 19th century movements in music in Europe 6. Understands 19th century movements in music in America 7. Understands 19th century visual arts movements in Europe 8. Understands 19th century visual arts movements in America 9. Understands ways in which movements in literature, music, and the visual arts shaped or reflected social and cultural values in Europe 10. Understands ways in which movements in literature, music, and the visual arts shaped or reflected social and cultural values in America Benchmark 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) Knowledge/skill statements 1. Understands the political changes in 19th century Latin America 2. Understands the social changes in 19th century Latin America 3. Knows where democracy failed in Latin American nations after independence was achieved 4. Knows where democracy succeeded in Latin American nations after independence was achieved 5. UnAmerica 6. Understands the class system in Latin America and its racial core Benchmark 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) Knowledge/skill statements 1. Understands aspects of the basic school day for male and female students in the 19th century 2. Understands how significantly education, or lack thereof, affected the lives and prospects of 19th century Europeans 3. Understands differences in the daily lives of children from working, middle class, and upper class families Benchmark 6. Understands how major events in the United States affected the rest of the hemisphere Knowledge/skill statements 1. Knows major events that took place in 19th century United States Standard 36: Understands patterns of global change in the era of Western military and economic dominance from 1800 to 1914 Benchmark 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) Knowledge/skill statements 1. Understands how new inventions transformed patterns of global communication 2. Understands how new inventions transformed patterns of global trade 3. Understands how new inventions transformed patterns of state power 4. Understands how new machines, fertilizers, transport systems, and commercialization affected agricultural production 5. Knows significant inventions and inventors in 19th century Europe and America Benchmark 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) Knowledge/skill statements 1. Understands the experiences of European migrants and immigrants in the 19th century 2. Understands the motivations of European migrants and immigrants in the 19th century 3. Knows why migrants left Europe in large numbers in the 19th century and regions of the world where they settled 4. Understands the consequences of encounters between European migrants and indigenous peoples in such regions as the United States, Canada, South Africa, Australia, and Siberia 5. Understands the general appeal of Canada to European immigrants in the second half of the 19th century Benchmark 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) Knowledge/skill statements 1. Knows advances in transportation that helped European imperial expansion in the late 19th century 2. Knows advances in medicine that helped European imperial expansion in the late 19th century 3. Knows advances in weaponry that helped European imperial expansion in the late 19th century Benchmark 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) Knowledge/skill statements 1. Understands political changes in Japanese society in the 19th and 20th centuries 2. Understands economic changes in Japanese society in the 19th and 20th centuries 3. Understands Japan’s rapid industrialization in the late 19th and 20th centuries 4. Understands Japan’s technological advancement in the late 19th and 20th centuries 5. Understands Japan’s national integration in the late 19th and 20th centuries 6. Understands the effects of the death of the Meiji emperor in 1912 7. Knows the main achievements of Meiji Japan Benchmark 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) Knowledge/skill statements 1. Understands the rise of the Zulu empire 2. Understands the effects of the Zulu Empire on African societies and European colonial settlements 3. Understands how the discovery of gold and diamonds in South Africa affected British investors 4. Understands how the discovery of gold and diamonds in South Africa affected race relations among Africans, Afrikaners, and British colonial authorities 5. Understands the relationship between European and African merchants 6. Knows the types of products traded between European and African merchants in the period after slavery ended Benchmark 6. Understands major changes in the political geography of Africa between 1880 and 1914 Knowledge/skill statements 1. Knows what interests the Europeans had for taking control of the African continent 2. Knows how Germany, France, and England changed the political geography of Africa Benchmark 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 Knowledge/skill statements 1. Understands trends in the population of Europe for the last three and a half centuries 2. Knows at what time Europe had the greatest number of inhabitants Benchmark 8. Knows the causes, course, and consequences of the Boxer Rebellion Knowledge/skill statements 1. Knows the causes of the Boxer Rebellion 2. Knows the course of the Boxer Rebellion 3. Knows the consequences of the Boxer Rebellion Standard 37: Understand major global trends from 1750 to 1914 Benchmark 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) Knowledge/skill statements 1. Understands major shifts in world population in the era from 1750 to 1914 2. Understands major shifts in urbanization in the era from 1750 to 1914 3. Understands how industrialization affected worldwide demographic trends 4. Understands how migration affected worldwide demographic trends 5. Understands how changing diets affected worldwide demographic trends 6. Understands how scientific and medical advances affected worldwide demographic trends 7. Understands the changes large cities around the world went through during the period from 1750 to 1914, such as Guangzhou (Canton), Cairo, Tokyo, Buenos Aires, Bombay, San Francisco, and London Benchmark 2. Understands the experiences of immigrants to North and South America in the 19th century Knowledge/skill statements 1. Understands the experiences of immigrants to North America in the 19th century 2. Understands the experiences of immigrants to South America in the 19th century Standard 38: Understands reform, revolution, and social change in the world economy of the early 20th century Benchmark 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) Knowledge/skill statements 1. Understands factors that transformed American society in the early 20th century 2. Understands factors that transformed European society in the early 20th century 3. Understands how industrial development affected the culture and working lives of middle and working class people in the United States 4. Understands how industrial development affected the culture and working lives of middle and working class people in Japan 5. Understands how industrial development affected the culture and working lives of middle and working class people in Europe 6. Knows major scientific, medical, and technological advances in Europe at the turn of the century 7. Knows major scientific, medical, and technological advances in the United States at the turn of the century 8. Knows popular attitudes regarding material progress and the West’s global leadership Benchmark 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) Knowledge/skill statements 1. Knows the prominent figures in the Mexican Revolution 2. Understands the significance of the Mexican Revolution as the first 20th century movement in which peasants played a prominent role Benchmark 3. Understands why Dr. Sun Yatsen is considered an important figure in the history of modern China Knowledge/skill statements 1. Knows the major works of Dr. Sun Yatsen 2. Knows why Dr. Sun Yatsen’s work has had a significant impact on modern China Standard 39: Understands the causes and global consequences of World War I Benchmark 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) Knowledge/skill statements 1. Understands the origins of World War I 2. Understands the significant features of World War I 3. Understands the precipitating causes of World War I 4. Understands the factors that led to military stalemate in some areas 5. Understands which countries joined the Allied Powers 6. Understands which countries joined the Central Powers 7. Understands the advantages of forming alliances 8. Understands the disadvantages of forming alliances 9. Knows the major areas of combat in Europe 10. Knows the major areas of combat in Southwest Asia Benchmark 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) Knowledge/skill statements 1. Understands the immediate consequences of World War I 2. Understands the long-term consequences of World War I 3. Understands the principal theaters of conflict in World War I in Europe 4. Understands the principal theaters of conflict in World War I in Southeast Asia 5. Understands the principal theaters of conflict in World War I in Sub- Saharan Africa 6. Understands the principal theaters of conflict in World War I in East Africa 7. Understands the principal theaters of conflict in World War I in the South Pacific 8. Knows the major turning points in World War I 9. Understands the short-term demographic consequences of the World War I’s violence and destruction 10. Understands the short-term social consequences of the World War I’s violence and destruction 11. Understands the short-term economic consequences of the World War I’s violence and destruction 12. Understands the short-term environmental consequences of the World War I’s violence and destruction 13. Understands the hardships of trench warfare Benchmark 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) Knowledge/skill statements 1. Understands the roles of significant individuals who led the Russian Revolution of 1917 2. Understands the events that led to the Russian Revolution of 1917 3. Understands the causes of the Russian Revolution of 1917 4. Understands how the revolutionary government progressed from moderate to radical 5. Understands the historical importance of Russian leaders such as Tsar Nicholas II 6. Understands the historical importance of Russian leaders such as Rasputin 7. Understands the historical importance of Russian leaders such as Lenin Benchmark 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) Knowledge/skill statements 1. Knows about the rise of Joseph Stalin 2. Understands the impact of Joseph Stalin on the Soviet Union 3. Knows how Joseph Stalin came to power 4. Understands how Joseph Stalin maintained power in the Soviet Union 5. Understands how Joseph Stalin his project of collectivization disrupted Soviet society in the 1920s and 1930s 6. Understands how Joseph Stalin his first Five Year Plan disrupted Soviet society in the 1920s and 1930s 7. Understands what life was like for common people under Stalin’s rule Benchmark 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) Knowledge/skill statements 1. Understands how massive industrial production affected strategy and tactics 2. Understands how innovations in military technology affected strategy and tactics 3. Understands the scale of World War I 4. Knows the duration of World War I 5. Understands the brutality of World War I 6. Understands the efficiency of World War I Standard 40: Understands the search for peace and stability throughout the world in the 1920s and 1930s Benchmark 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) Knowledge/skill statements 1. Understands treaties and other efforts to achieve peace from World War I 2. Understands treaties and other efforts to achieve recovery from World War I 3. Understands the conflicting aims of the conferees at Versailles 4. Understands the conflicting aspirations of the conferees at Versailles 5. Understands how the major powers responded to the terms of the Versailles settlement 6. Understands why the League of Nations was founded 7. Understands how the League of Nations was founded 8. Understands the League of Nation’s initial goals 9. Understands the League of Nation’s initial limitations 10. Knows the nations that were invited to participate in the League of Nations 11. Knows the nations that were not invited to participate in the League of Nations 12. Understands changes made to political boundaries after the peace treaties ending World War I, and which countries were winners or losers Benchmark 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) Knowledge/skill statements 1. Understands how the settlements of World War I influenced the Middle East 2. Understands how the settlements of World War I influenced Africa 3. Understands how the settlements of World War I influenced Asia 4. Understands how the settlements of World War I influenced Latin America 5. Understands the mandate system created by the League of Nations 6. Understands how the mandate system changed European rule in the Middle East 7. Understands how the mandate system changed European rule in Africa 8. Understands how World War I settlements contributed to the rise of Pan Arabism 9. Understands how World War I settlements contributed to the rise of nationalist struggles for the independence in the Middle East 10. Understands how the readjustment of national borders in Africa after World War I affected people in East Africa 11. Understands how the readjustment of national borders in Africa after World War I affected people in West Africa Benchmark 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) Knowledge/skill statements 1. Understands the emergence of a new mass culture between 1900 and 1940 2. Understands the emergence of a new popular culture between 1900 and 1940 3. Understands how new modes of transportation affected world commerce 4. Understands how new modes of transportation affected international migration 5. Understands how new modes of transportation affected work habits 6. Understands how new modes of transportation affected leisure habits 7. Understands how the new media contributed to the rise of mass culture around the world 8. Understands how the new newspapers contributed to the rise of mass culture around the world 9. Understands how the new magazines contributed to the rise of mass culture around the world 10. Understands how the new commercial advertising contributed to the rise of mass culture around the world 11. Understands how the new film contributed to the rise of mass culture around the world 12. Understands how the new radio contributed to the rise of mass culture around the world 13. Understands the new approaches to visual art represented by the works of Pablo Picasso 14. Understands the new approaches to visual art represented by the works of Henri Matisse 15. Knows the types of leisure activity people enjoyed 16. Knows the types of sports people enjoyed 17. Understands changes in clothing fashions for men 18. Understands changes in clothing fashions for women 19. Understands how changes in clothing fashions reflected changes in social attitudes 20. Understands how changes in clothing fashions reflected changes in values Benchmark 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) Knowledge/skill statements 1. Understands the economic impact of the Great Depression 2. Understands the social impact of the Great Depression 3. Understands how the Great Depression affected industrialized economies around the world 4. Understands how the Great Depression affected societies around the world 5. Understands the human cost of the depression 6. Understands how governments coped with the hardships of world depression 7. Understands how businesses coped with the hardships of world depression 8. Understands how social groups coped with the hardships of world depression 9. Understands how families coped with the hardships of world depression 10. Understands how individuals coped with the hardships of world depression Standard 41: Understands the causes and global consequences of World War II Benchmark 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) Knowledge/skill statements 1. Understands the rise of fascism in Europe 2. Understands the rise of Nazism in Europe 3. Understands the rise of fascism in Japan 4. Knows the ideology of fascism 5. Knows the ideology of Nazism 6. Understands how fascist regimes seized power and gained mass support in Germany 7. Understands how fascist regimes seized power and gained mass support in Italy 8. Understands how fascist regimes seized power and gained mass support in Spain 9. Understands how fascist regimes seized power and gained mass support in Japan 10. Understands German military conquests and drives for empires in the 1930’s 11. Understands Italian military conquests and drives for empires in the 1930’s 12. Understands Japanese military conquests and drives for empires in the 1930’s 13. Understands how Hitler rose to power 14. Understands how Franco rose to power 15. Understands how Mussolini rose to power 16. Knows the causes of the Spanish Civil War and how this war coincided with the rise of fascism in Europe 17. Knows what Nazi oppression in Germany was like Benchmark 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) Knowledge/skill statements 1. Knows the major turning points in World War II 2. Knows the principal theaters of conflict in Western Europe 3. Knows the principal theaters of conflict in Eastern Europe 4. Knows the principal theaters of conflict in the Soviet Union 5. Knows the principal theaters of conflict in North Africa 6. Knows the principal theaters of conflict in Asia 7. Knows the principal theaters of conflict in the Pacific 8. Understands the political and diplomatic leadership of Churchill during World War II 9. Understands the political and diplomatic leadership of Roosevelt during World War II 10. Understands the political and diplomatic leadership of Hitler during World War II 11. Understands the political and diplomatic leadership of Mussolini during World War II 12. Understands the political and diplomatic leadership of Stalin during World War II Benchmark 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) Knowledge/skill statements 1. Understands how the Nazi regime forged a "war against the Jews" 2. Understands why the Nazi regime forged a "war against the Jews" 3. Understands the devastation suffered by Jews and other groups in the Nazi Holocaust 4. Knows social problems that resulted from World War II Standard 42: Understands major global trends from 1900 to the end of World War II Benchmark 1. Understands major shifts in world geopolitics between 1900 and 1945, and understands the growing role of the United States in international affairs Knowledge/skill statements 1. Understands major shifts in world geopolitics between 1900 and 1945 2. Understands the growing role of the United States in international affairs between 1900 and 1945 Benchmark 2. Understands how new technologies and scientific breakthroughs both benefited and imperiled humankind Knowledge/skill statements 1. Understands how new technologies and scientific breakthroughs benefited humankind in the period from 1900 to 1945 2. Understands how new technologies and scientific breakthroughs imperiled humankind in the period from 1900 to 1945 Standard 43: Understands how post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up Benchmark 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) Knowledge/skill statements 1. Understands the shift in political conditions after World War II 2. Understands the shift in economic conditions after World War II 3. Understands why and how the United Nations was established 4. Knows where the U.N. has been active in the world 5. Knows how successful the U.N. has been as a peacekeeper 6. Understands features of the United States’ economic position and international leadership post World War I 7. Understands the United States’ economic position and international leadership post World War II 8. Understands aspects of social and political conflict in China in the period following World War II Benchmark 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) Knowledge/skill statements 1. Understands how political conditions in the mid 1940’s led to the Cold War 2. Understands how economic conditions in the mid 1940’s led to the Cold War 3. Understands how military conditions in the mid 1940’s led to the Cold War 4. Understands the significance of the international Cold War crises of the Berlin blockade 5. Understands the significance of the international Cold War crises of the Korean War 6. Understands the significance of the international Cold War crises of the Polish worker’s protest 7. Understands the significance of the international Cold War crises of the Hungarian revolt 8. Understands the significance of the international Cold War crises of the Suez crisis 9. Understands the significance of the international Cold War crises of the Cuban missile crisis 10. Understands the significance of the international Cold War crises of the Indonesian civil war 11. Understands the significance of the international Cold War crises of the Soviet invasion of Czechoslovakia 12. Understands how the United States and the Soviet Union competed for power and influence in Europe during the Cold War Benchmark 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) Knowledge/skill statements 1. Understands political and social change in the developing countries of the Middle East after World War II 2. Understands political and social change in the developing countries of Africa after World War II 3. Understands political and social change in the developing countries of Asia after World War II 4. Understands how Israel was created, and why persistent conflict developed between Israel and both Arab Palestinians and neighboring states 5. Understands the African experience under European colonial rule 6. Knows major social and economic forces that compelled many Vietnamese to seek refuge in foreign countries Benchmark 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) Knowledge/skill statements 1. Understands the position of women in developing countries as compared to their position in industrialized countries 2. Understands how change has occurred in the position of women in different societies Standard 44: Understands the search for community, stability, and peace in an interdependent world Benchmark 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) Knowledge/skill statements 1. Understands how population growth has contributed to environmental alterations 2. Understands how urbanization has contributed to environmental alterations 3. Understands how industrialization has contributed to environmental alterations 4. Understands how warfare has contributed to environmental alterations 5. Understands how the global market economy has contributed to environmental alterations 6. Understands how effective governments and citizens’ groups have been at protecting the global natural environment Benchmark 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) Knowledge/skill statements 1. Understands how global communications have shaped new patterns of world migration since World War II 2. Understands how changing international labor demands have shaped new patterns of world migration since World War II 3. Understands the effects of the European Economic Community and its growth on economic productivity and political integration in Europe 4. Understands the emergence of the Pacific Rim economy and economic growth in South Korea and Singapore in recent decades 5. Understands the effects of new transport and communications technology on patterns of world trade and finance Benchmark 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) Knowledge/skill statements 1. Understands efforts to improve political conditions around the world in the 20th century 2. Understands efforts to improve social conditions around the world in the 20th century 3. Understands the progress of human and civil rights around the globe since the 1948 U.N. Declaration of Human Rights 4. Understands how the apartheid system was dismantled in South Africa and the black majority won voting rights 5. Understands the progress made since the 1970s in resolving conflict between Israel and neighboring states Benchmark 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 Knowledge/skill statements 1. Understands how feminist movements and social conditions have affected the lives of women around the world 2. Understands the extent of women’s progress toward social equality in various countries 3. Understands the extent of women’s progress toward economic opportunity in various countries 4. Understands the extent of women’s progress toward political rights in various countries Benchmark 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) Knowledge/skill statements 1. Understands scientific trends of the second half of the 20th century 2. Understands technological trends of the second half of the 20th century 3. Knows the worldwide implications of the revolution in nuclear, electronic, and computer technology 4. Knows the social and cultural implications of medical successes such as the development of antibiotics and vaccines and the conquest of smallpox 5. Understands aspects of the "consumer societies" of industrialized nations compared with those in predominantly agrarian nations Benchmark 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) Knowledge/skill statements 1. Understands the influence of television on the creation and diffusion of cultural and political information worldwide 2. Understands the influence of the Internet on the creation and diffusion of cultural and political information worldwide 3. Understands the influence of various forms of electronic communication on the creation and diffusion of cultural and political information worldwide 4. Understands how the world’s religions have responded to challenges and uncertainties in society and the world Standard 45: Understands major global trends since World War II Benchmark 1. Understands the causes, consequences, and major patterns of international migration in the late 20th century compared to world population movements of the 19th century and the first half of the 20th Knowledge/skill statements 1. Understands the causes of international migration in the late 20th century compared to world population movements of the 19th century and the first half of the 20th 2. Understands the consequences of international migration in the late 20th century compared to world population movements of the 19th century and the first half of the 20th 3. Understands the major patterns of international migration in the late 20th century compared to world population movements of the 19th century and the first half of the 20th Benchmark 2. Understands the advancement of human rights and democratic ideals and practices in the world during the 20th century Knowledge/skill statements 1. Understands the advancement of human rights in the world during the 20th century 2. Understands the advancement of democratic ideals and practices in the world during the 20th century Standard 46: Understands long-term changes and recurring patterns in world history Benchmark 1. Understands why humans have built cities and how the character, function, and number of cities have changed over time Knowledge/skill statements 1. Understands why humans have built cities 2. Understands how the character of cities has changed over time 3. Understands how the function of cities has changed over time 4. Understands how the number of cities have changed over time Benchmark 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 Knowledge/skill statements 1. Understands major patterns of long distance trade from ancient times to the present 2. Understands how trade has contributed to economic change in particular societies or civilizations 3. Understands how trade has contributed to cultural change in particular societies or civilizations Benchmark 3. Understands the economic and social importance of slavery and other forms of coerced labor in various societies Knowledge/skill statements 1. Understands the economic importance of slavery and other forms of coerced labor in various societies 2. Understands the social importance of slavery and other forms of coerced labor in various societies Benchmark 4. Understands how ideals and institutions of freedom, equality, justice, and citizenship have changed over time and from one society to another Knowledge/skill statements 1. Understands how ideals and institutions of freedom, equality, justice, and citizenship have changed over time 2. Understands how ideals and institutions of freedom, equality, justice, and citizenship have changed from one society to another Benchmark 5. Understands ways in which human action has contributed to long-term changes in the natural environment in particular regions or worldwide Knowledge/skill statements 1. Understands ways in which human action has contributed to long term changes in the natural environment in particular regions 2. Understands ways in which human action has contributed to long term changes in the natural environment worldwide |
5-6 World History |