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 early hominid development and scientific methods used to determine the dates and evolution of different human communities (e.g., methods employed by archaeologists, geologists, and anthropologists to study hominid evolution; the approximate chronology, sequence, and territorial range of early hominid evolution in Africa from the Australopithecines to Homo erectus)

Knowledge/skill statements
    1. Knows a variety of scientific methods used by archaeologists,         geologists, and anthropologists to determine the dates of early human         communities
    2.    Knows a variety of scientific methods used by archaeologists,         geologists, and anthropologists to study the evolution of early human         communities
    3.    Knows the approximate chronology and sequence of early hominid         evolution in Africa from the Australopithecines to Homo erectus
    4.    Knows the territorial range of early hominid evolution in Africa from the         Australopithecines to Homo erectus

Benchmark 2. Understands the role of the environment in the development of different human communities (e.g., current and past theories regarding the emergence of Homo sapiens sapiens and the processes by which human groups populated the major world regions; how environmental conditions in the last Ice Age possibly affected changes in the economy, culture, and organization of human communities)

Knowledge/skill statements
    1.    Knows current and past theories regarding the emergence of Homo         sapiens
    2.    Knows current and past theories regarding the processes by which         human groups populated the major world regions
    3.    Understands how environmental conditions in the last Ice Age possibly         affected changes in the economy of early human communities
    4.    Understands how environmental conditions in the last Ice Age possibly         affected changes in the culture of early human communities
    5.    Understands how environmental conditions in the last Ice Age possibly         affected changes in the organization of early human communities   


Benchmark 3. Understands how different human communities expressed their beliefs (e.g., theories regarding the relationship between linguistic and cultural development; possible social, cultural, and/or religious meanings inferred from late paleolithic cave paintings found in Spain and France; theories about the ways in which hunter-gatherers may have communicated, maintained memory of past events, and expressed religious feelings)
Knowledge/skill statements
    1.    Knows theories regarding the relationship between linguistic and cultural         development
    2.    Knows possible social, cultural, and/or religious meanings inferred from         late paleolithic cave paintings found in Spain and France
    3.    Knows theories about the ways in which hunter gatherers may have         communicated
    4.    Knows theories about the ways in which hunter gatherers may have         maintained memory of past events
    5.    Knows theories about the ways in which hunter gatherers may have         expressed religious feelings

Standard 2: Understands the processes that contributed to the emergence of agricultural societies around the world

Benchmark 1. Understands immediate and long-term impacts and influences of early agricultural communities (e.g., areas in Southwest Asia and the Nile valley where early farming communities first appeared, the effect of new tools and other objects on early farming settlements, whether fishing was considered a nomadic or agricultural way of life)

Knowledge/skill statements
    1.    Knows areas in Southwest Asia and the Nile valley where early farming         communities first appeared
    2.    Knows the effect of new tools and other objects on early farming         settlements
    3.    Understands whether fishing was considered a nomadic or agricultural         way of life
   
Benchmark 2. Understands influences on the spread of agricultural communities (e.g., how local needs and conditions affected food plant domestication and world-wide patterns of settlement)

Knowledge/skill statements
    1.    Understands how local needs and conditions affected food plant         domestication
    2.    Understands how local needs and conditions affected world wide         patterns of settlement

Benchmark 3. Understands what archaeological evidence reveals about the social and cultural conditions of agricultural societies (e.g., the emergence of social class divisions, occupational specialization, differences in gender roles; long distance trade routes in Southwest Asia; the importance of obsidian to this trade)

Knowledge/skill statements
    1.    Understands what archaeological evidence reveals about the social         conditions of agricultural societies
    2.    Understands what archaeological evidence reveals about the cultural         conditions of agricultural societies
    3.    Understands the emergence of social class divisions in early agricultural         societies
    4.    Understands the emergence of occupational specialization in early         agricultural societies
    5.    Understands the differences in gender roles in early agricultural         societies
    6.    Knows long distance trade routes in Southwest Asia
    7.    Understands the importance of obsidian to long distance trade in         Southwest Asia

Benchmark 4. Understands inherent disadvantages and advantages of hunter-gatherer and early farming styles

Knowledge/skill statements
    1.    Knows different advantages of the hunter-gatherer lifestyle
    2.    Knows different disadvantages of the hunter-gatherer lifestyle
    3.    Knows different advantages of early farming styles
    4.    Knows different disadvantages of early farming styles

Benchmark 5. Understands the bases for the argument that agricultural life was an advance in human social development
    
Knowledge/skill statements
    1.    Knows the effects of agricultural life on human social development
    2.    Knows that the agricultural lifestyle is considered an advance in human             social development
   
Standard 3: Understands the major characteristics
of civilization and the development of civilizations
in Mesopotamia, Egypt, and the Indus Valley

Benchmark 1. Understands environmental and cultural factors that shaped the development of Mesopotamia, Egypt and the Indus Valley (e.g., development of religious and ethical belief systems and how they legitimized political and social order; demands of the natural environment; how written records such as the Epic of Gilgamesh reflected and shaped the political, religious, and cultural life of Mesopotamia)

Knowledge/skill statements
    1.    Understands how environmental factors influenced the civilization of         Mesopotamia
    2.    Understands how environmental factors influenced the early civilization         of Egypt
    3.    Understands how environmental factors influenced the civilization of the         Indus Valley
    4.    Understands how cultural factors shaped the development of                  Mesopotamia
    5.    Understands how cultural factors shaped the development of early         Egyptian civilization
    6.    Understands how cultural factors shaped the development of the Indus         Valley
    7.    Understands the development of religious and ethical belief systems and         how they legitimized political and social order
    8.    Understands how written records such as the Epic of Gilgamesh         reflected and shaped the political, religious, and cultural life of         Mesopotamia
   
Benchmark 2. Understands the role of economics in shaping the development of Mesopotamia, Egypt, and the Indus Valley (e.g., the economic and cultural significance of the trade routes between Egypt, India, and Mesopotamia in the 3rd millennium, the importance of traded goods to each society)

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 the economic and cultural significance of the trade routes         between Egypt, India, and Mesopotamia in the 3rd millennium
    5.    Understands the importance of traded goods to Mesopotamia, Egypt,         and the Indus Valley societies   

Standard 4: Understands how agrarian societies spread and
new states emerged in the third and second millennia BCE

Benchmark 1. Understands the rise of urban and complex agrarian societies in the 3rd and 2nd millennia BCE (e.g., how the Minoan civilization emerged on Crete and its significant cultural achievements; the origins and possible purpose of Stonehenge and the effort made to create it)

Knowledge/skill statements
    1.    Understands the rise of urban societies in the 3rd and 2nd millennium         BCE
    2.    Understands the rise of complex agrarian societies in the 3rd and 2nd         millennium BCE
    3.    Understands how the Minoan civilization emerged on Crete and its         significant cultural achievements
    4.    Understands the origins and possible purpose of Stonehenge and the         effort made to create it   

Benchmark 2. Understands how the natural environment shaped Huang He civilization (e.g., how changes in the course of the Huang He river challenged citizens and government)

Knowledge/skill statements
    1.    Knows how changes in the course of the Huang He river challenged         citizens and government
   
Benchmark 3. Understands what archaeological evidence (e.g., oracle bone inscriptions, bronze vessels) reveals about Chinese history during the Shang Dynasty

Knowledge/skill statements
    1.    Knows types of archaeological evidence found in China related to the         Shang Dynasty, such as oracle bone inscriptions or bronze vessels

Benchmark 4. Understands the significance of advancements in tool and weapon technology (e.g., the technology of bronze casting and why bronze weapons were superior to those made of stone; how the development of the plow, bow and arrow, and pottery affected early man and led to changes in gender roles)

Knowledge/skill statements
    1.    Understands the technology of bronze casting and why bronze weapons         were superior to those made of stone
    2.    Understands how the development of the plow, bow and arrow, and         pottery affected early man
    3.    Understands how the development of the plow, bow and arrow, and         pottery led to changes in gender roles

Standard 5: Understands the political, social, and cultural consequences of population movements and militarization
in Eurasia in the second millennium BCE

Benchmark 1. Understands the development of Indo-European language (e.g., the probable geographic homeland of speakers of early Indo-European languages and the spread of the language to other parts of Eurasia, languages which developed from the Indo-European root language)

Knowledge/skill statements
    1.    Knows the probable geographic homeland of speakers of early Indo-          European languages
    2.    Understands the spread of Indo-European language to other parts of         Eurasia
    3.    Knows languages which developed from the Indo-European root         language

Benchmark 2. Understands the origins of the Hittite people, their empire in Anatolia, and major cultural and political achievements of this society

Knowledge/skill statements
    1.    Understands the origins of the Hittite people
    2.    Understands features of the Hittite empire in Anatolia
    3.    Knows major cultural achievements of Hittite society
    4.    Knows major political achievements of Hittite society   

Benchmark 3. Understands significant individuals and events in Egyptian civilization (e.g., the extent of Egyptian expansion during the Old, Middle, and New Kingdoms, and some of the factors that made this expansion possible; major political and cultural achievements of Thutmose III, Ramses II, and Queen Hatshepsut in Egypt)

Knowledge/skill statements
    1.    Knows significant individuals and their roles in Egyptian civilization
    2.    Understands significant events in Egyptian civilization
    3.    Understands the extent of Egyptian expansion during the Old, Middle,         and New Kingdoms
    4.    Knows factors that made Egyptian expansion possible
    5.    Knows major political and cultural achievements of Thutmose III in             Egypt
    6.    Knows major political and cultural achievements of Ramses II in Egypt
    7.    Knows major political and cultural achievements of Queen Hatshepsut in         Egypt   

Benchmark 4. Understands significant events in the development of Mycenaean culture (e.g., the cultural influences of Egypt, Minoan Crete, and Southwest Asian civilizations on the Mycenaeans; the story of the Trojan war through different sources)

Knowledge/skill statements
    1.    Understands the cultural influences of Egyptian civilization on the         Mycenaeans
    2.    Understands the cultural influences of Minoan Crete on the Mycenaeans
    3.    Understands the cultural influences of Southwest Asian civilizations on         the Mycenaeans
    4.    Knows the story of the Trojan war through different sources and its role         in the development of Mycenaean culture   

Benchmark 5. Understands characteristics of Aryan culture (e.g., the reasons for the migration of Indo-Aryan and Mycenaean-speaking peoples into India, the Eastern Mediterranean, and the Iranian Plateau; the belief system embraced by the Aryan people; odes from the Vedas that praise major Vedic gods and what they illustrate about Aryan values; potential conflict and tension among Aryan tribes as they began to settle down in the Indo-Gangetic plain)

Knowledge/skill statements
    1.    Knows the reasons for the migration of Indo Aryan and Mycenaean         speaking peoples into India, the Eastern Mediterranean, and the Iranian         Plateau
    2.    Understands the belief system embraced by the Aryan people
    3.    Knows odes from the Vedas that praise major Vedic gods and what they         illustrate about Aryan values
    4.    Understands potential conflict and tension among Aryan tribes as they         began to settle down in the Indo-Gangetic plain

Benchmark 6. Understands potential sources for the decline in trade, the overcrowding, and eventual collapse of Mohenjo-Daro and other Indus cities

Knowledge/skill statements
    1.    Understands potential sources for the decline in trade in Mohenjo Daro         and other Indus cities
    2.    Understands potential sources for the overcrowding of Mohenjo Daro         and other Indus cities
    3.    Understands potential sources for the eventual collapse of Mohenjo         Daro and other Indus cities

Standard 6: Understands major trends in Eurasia and Africa
from 4000 to 1000 BCE

Benchmark 1. Understands the emergence of civilizations in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean and how they represented a decisive transformation in human history

Knowledge/skill statements
    1.    Understands the emergence of civilizations in Southwest Asia
    2.    Understands the emergence of civilizations in the Nile valley
    3.    Understands the emergence of civilizations in India
    4.    Understands the emergence of civilizations in China
    5.    Understands the emergence of civilizations in the Eastern Mediterranean
    6.    Understands how the emergence of civilizations represented a decisive         transformation in human history   

Benchmark 2. Understands why geographic, environmental, and economic conditions favored hunter-gatherer, pastoral, and small-scale agricultural ways of life rather than urban civilizations in many parts of the world

Knowledge/skill statements
    1.    Knows parts of the world in which geographic, environmental, and         economic conditions favored hunter gatherer, pastoral, and small scale         agricultural ways of life rather than urban civilizations
    2.    Understands why geographic conditions favored hunter gatherer,         pastoral, and small scale agricultural ways of life rather than urban         civilizations in many parts of the world
    3.    Understands why environmental conditions favored hunter gatherer,         pastoral, and small scale agricultural ways of life rather than urban         civilizations in many parts of the world
    4.    Understands why economic conditions favored hunter gatherer,         pastoral, and small scale agricultural ways of life rather than urban         civilizations in many parts of the world

Benchmark 3. Knows the fundamental inventions, discoveries, techniques, and institutions that appeared from 4000 to 1000 BCE, and understands the significance of bronze technology for economic, cultural, and political life   

Knowledge/skill statements
    1.    Knows the fundamental inventions that appeared from 4000 to 1000         BCE
    2.    Knows the fundamental discoveries from 4000 to 1000 BCE
    3.    Knows the fundamental techniques that appeared from 4000 to 1000         BCE
    4.    Knows the fundamental institutions that appeared from 4000 to 1000         BCE
    5.    Understands the significance of bronze technology for economic life
    6.    Understands the significance of bronze technology for cultural life
    7.    Understands the significance of bronze technology for political life

Benchmark 4. Understands the concept of a patriarchal society and the ways in which the legal and customary positions of aristocratic, urban, or peasant women may have changed in early civilizations

Knowledge/skill statements
    1.    Understands the concept of a patriarchal society
    2.    Understands the ways in which the legal and customary positions of         aristocratic women may have changed in early civilizations
    3.    Understands the ways in which the legal and customary positions of         urban women may have changed in early civilizations
    4.    Understands the ways in which the legal and customary positions of         peasant women may have changed in early civilizations

Benchmark 5. Understands the concept of "civilization" (e.g., the various criteria used to define "civilization;" fundamental differences between civilizations and other forms of social organization, such as hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro meets criteria for defining civilization)

Knowledge/skill statements
    1.    Knows the various criteria used to define "civilization"
    2.    Understands fundamental differences between civilizations and other         forms of social organization, such as hunter gatherer bands, Neolithic         agricultural societies, and pastoral nomadic societies
    3.    Knows how Mohenjo Daro meets criteria for defining civilization



Standard 7:  Understands technological and cultural innovation
and change from 1000 to 600 BCE
   
Benchmark 1. Understands the role of technology in societies of Southwest Asia and the Mediterranean region (e.g., the fundamentals of iron-making technology and consequences of iron tools and weapons to those societies)

Knowledge/skill statements
    1.    Understands the role of technology in societies of Southwest Asia
    2.    Knows the fundamentals of iron making technology
    3.    Understands the role of technology in societies of the Mediterranean         basin
    4.    Understands the consequences of iron tools and weapons to societies of         Southwest Asia
    5.    Understands the consequences of iron tools and weapons to societies of         the Mediterranean basin   

Benchmark 2. Understands characteristics of the Assyrian and Babylonian Empires (e.g., the geographic extent of the Assyrian and Babylonian Empires and sources of their power and wealth, the significance of geographic features to the success of these empires, what Assyrian art indicates about Assyrian culture and society)

Knowledge/skill statements
    1.    Understands characteristics of the Assyrian Empire
    2.    Understands characteristics of the Babylonian Empire
    3.    Knows the geographic extent of the Assyrian Empire
    4.    Knows the geographic extent of the Babylonian Empire
    5.    Knows the sources of the power and wealth of the Assyrian Empire
    6.    Knows the sources of the power and wealth of the Babylonian Empire
    7.    Understands the significance of geographic features to the success of         the Assyrian Empire
    8.    Understands the significance of geographic features to the success of         the Babylonian Empire
    9.    Understands what Assyrian art indicates about Assyrian culture and         society   

Benchmark 3. Knows the locations of significant Greek city-states and colonies in the Black Sea, Northern Africa, and the Western Mediterranean basin and reasons for their establishment

Knowledge/skill statements
     1.    Knows the locations of significant Greek city states and colonies in the         Black Sea
    2.    Knows the locations of significant Greek city states and colonies in         Northern Africa
    3.    Knows the locations of significant Greek city states and colonies in the         Western Mediterranean basin
    4.    Understands the reasons for the establishment of significant Greek city         states and colonies

Benchmark 4. Understands social development and religious beliefs of Jewish civilization (e.g., the course of development of the Jewish kingdoms and the Jews' maintenance of religious and cultural traditions despite destruction of these kingdoms, the significance of the Torah in Judaism)

Knowledge/skill statements
    1.    Understands social development of Jewish civilization
    2.    Understands religious beliefs of Jewish civilization
    3.    Understands the course of development of the Jewish kingdoms
    4.    Understands the Jews’ maintenance of religious and cultural traditions         despite destruction of Jewish kingdoms
    5.    Understands the significance of the Torah in Judaism

Benchmark 5. Understands cultural elements of Kush society and their interaction with Egyptian civilization (e.g., the linguistic, architectural, and artistic achievements of Kush in the Meroitic period; how Assyrian and Kushite invasions affected Egyptian society; the social and political consequences of economic contacts between Kush and Egypt)

Knowledge/skill statements
    1.    Understands cultural elements of Kush society
    2.    Understands the interaction of Kush society with Egyptian civilization
    3.    Knows the linguistic achievements of Kush in the Meroitic period
    4.    Knows the architectural achievements of Kush in the Meroitic period
    5.    Knows the artistic achievements of Kush in the Meroitic period
    6.    Understands how Assyrian and Kushite invasions affected Egyptian         society
    7.    Understands the social consequences of economic contacts between         Kush and Egypt
    8.    Understands the political consequences of economic contacts between         Kush and Egypt   

Benchmark 6. Understands the importance of maritime trade to the kingdom of Askum (e.g., the goods traded in this kingdom, and the situation that enabled Askum to play a role in long-distance trade)

Knowledge/skill statements
    1.    Knows the goods traded in the kingdom of Askum
    2.    Understands the situation that enabled Askum to play a role in long         distance trade   

Benchmark 7. Understands elements of different pastoral nomadic peoples in Central Asia (e.g., what archaeological and other evidence has revealed about Scythian and Xiongnu society and culture; the geography of arid lands of the Eastern Hemisphere, aspects of social relations between peoples of these desert and steppe lands, and how individual communities adapted to the land)


Knowledge/skill statements
    1.    Knows what archaeological and other evidence has revealed about         Scythian and Xiongnu society and culture
    2.    Understands the geography of arid lands of the Eastern Hemisphere
    3.    Understands aspects of social relations between peoples of the desert         and steppe lands
    4.    Understands how individual nomadic communities adapted to the               land   

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 political framework of Athenian society (e.g., the influence of Athenian political ideals on public life; major changes made to the Athenian political organization between the initial monarchy and the governments of Solon and Cleisthenes; the role of women in Athenian society, their rights under the law, and possible reasons why Athenian democracy was limited solely to males)

Knowledge/skill statements
    1.    Understands the influence of Athenian political ideals on public life
    2.    Knows major changes made to the Athenian political organization         between the initial monarchy and the governments of Solon and         Cleisthenes
    3.    Knows the role of women in Athenian society
    4.    Knows the rights of women under the law in Athenian society
    5.    Understands possible reasons why Athenian democracy was limited         solely to males   

Benchmark 2. Understands the role of art, literature, and mythology in Greek society (e.g., major works of Greek drama and mythology and how they reveal ancient moral values and civic culture; how the arts and literature reflected cultural traditions in ancient Greece)

Knowledge/skill statements
    1.    Knows major works of Greek drama and mythology
    2.    Understands how Greek drama and mythology reveal ancient moral         values and civic culture
    3.    Understands how the arts and literature reflected cultural traditions in         ancient Greece
   
Benchmark 3. Understands the characteristics of Persian founding, expansion, and political organization (e.g., the political structure of Persia under Darius the Great, and how the Persian Empire ruled diverse ethnic populations; the leadership organization of Darius I, and why his "chain of command" was so effective; the effects of the Persian Wars upon the daily lives of the people of Persia and Greece)

Knowledge/skill statements
    1.    Understands the characteristics of the founding of Persia
    2.    Understands the characteristics of Persian expansion
    3.    Understands the characteristics of Persian political organization
    4.    Understands the political structure of Persia under Darius the Great
    5.    Understands how the Persian Empire ruled diverse ethnic populations
    6.    Understands the leadership organization of Darius I and why his "chain         of command" was so effective
    7.    Understands the effects of the Persian Wars upon the daily lives of the         people of Persia and Greece   

Benchmark 4. Understands elements of Alexander of Macedon's legacy (e.g., the scope and success of his imperial conquests; his rise to power, methods used to unite the empire)

Knowledge/skill statements
    1.    Understands the scope and success of Alexander’s imperial conquests
    2.    Understands Alexander of Macedon’s rise to power
    3.    Knows methods Alexander used to unite the empire
   
Benchmark 5. Understands the impact and achievements of the Hellenistic period (e.g., major lasting achievements of Hellenistic art, mathematics, science, philosophy, and political thought; the impact of Hellenism on Indian art; how architecture in West Asia after the conquests of Alexander reflected Greek and Macedonian influence)

Knowledge/skill statements
    1.    Understands the impact of the Hellenistic period
    2.    Understands the achievements of the Hellenistic period
    3.    Knows major lasting achievements of Hellenistic art
    4.    Knows major lasting achievements of Hellenistic mathematics
    5.    Knows major lasting achievements of Hellenistic science
    6.    Knows major lasting achievements of Hellenistic philosophy
    7.    Knows major lasting achievements of Hellenistic political thought
    8.    Understands the impact of Hellenism on Indian art
    9.    Understands how architecture in West Asia after the conquests of         Alexander reflected Greek and Macedonian influence   

Benchmark 6. Understands the evolution, inherent advantages, and disadvantages of major governmental systems in Greek city-states in the 6th and 5th centuries BCE

Knowledge/skill statements
    1.    Understands the evolution of major governmental systems in Greek city         states in the 6th and 5th centuries BCE
    2.    Understands the inherent advantages of major governmental systems in         Greek city states in the 6th and 5th centuries BCE
    3.    Understands the disadvantages of major governmental systems in         Greek city states in the 6th and 5th centuries BCE

Benchmark 7. Understands comparisons of the creation myths of Sumer, Babylon, Egypt, Greece, and nationalized China and the similarities and differences in world view they suggest

Knowledge/skill statements
    1.    Knows creation myths of Sumer, Babylon, Egypt, Greece, and         nationalized China
    2.    Understands comparisons of the creation myths of Sumer, Babylon,         Egypt, Greece, and nationalized China
    3.    Understands differences in world view suggested by the creation myths         of Sumer, Babylon, Egypt, Greece, and nationalized China
       
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 significant individuals and achievements of Roman society (e.g., the major legal, artistic, architectural, technological, and literary achievements of the Roman Republic; the influence of Hellenistic cultural traditions; the accomplishments of different, famous Roman citizens [Cincinnatus, the Gracchi, Cicero, Constantine, Nero, Marcus Aurelius])

Knowledge/skill statements
    1.    Understands the significant individuals of Roman society
    2.    Understands the achievements of Roman society
    3.    Knows the major legal achievements of the Roman Republic
    4.    Knows the major architectural achievements of the Roman Republic
    5.    Knows the major artistic achievements of the Roman Republic
    6.    Knows the major architectural achievements of the Roman Republic
    7.    Knows the major technological achievements of the Roman Republic
    8.    Knows the major literary achievements of the Roman Republic
    9.    Understands the influence of Hellenistic cultural traditions on Roman         culture
    10. Knows the accomplishments of different, famous Roman citizens         (Cincinnatus, the Gracchi, Cicero, Constantine, Nero, Marcus                  Aurelius)   

Benchmark 2. Understands influences on the economic and political framework of Roman society (e.g., how Roman unity contributed to the growth of trade among lands of the Mediterranean basin; the importance of Roman commercial connections with Sub-Saharan Africa, India, and East Asia; the history of the Punic Wars and the consequences of the wars for Rome; the major phases of Roman expansion, including the Roman occupation of Britain)

Knowledge/skill statements
    1.    Understands influences on the economic framework of Roman society
    2.    Understands influences on the political framework of Roman society
    3.    Understands how Roman unity contributed to the growth of trade among         lands of the Mediterranean basin
    4.    Understands the importance of Roman commercial connections with Sub         Saharan Africa, India, and East Asia
    5.    Knows the history of the Punic Wars and the consequences of the wars         for Rome
    6.    Knows the major phases of Roman expansion, including the Roman         occupation of Britain   

Benchmark 3. Understands fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties (e.g., the importance of the "Mandate of Heaven" to the success of the Zhou Dynasty and its development of imperial rule; the literary and artistic achievements of early imperial dynasties; the development and consequences of iron technology and the family division of labor system; comparisons between the Shang, Zhou, Quin, and Han Empires in areas they controlled and methods of government; the composition and stratification of Chinese society, and factors that gave individuals status; imperial attitudes and actions toward nomadic peoples along the borders of the kingdom)

Knowledge/skill statements
    1.    Understands fundamental social characteristics of Chinese society under         early imperial dynasties
    2.    Understands fundamental political characteristics of Chinese society         under early imperial dynasties
    3.    Understands fundamental cultural characteristics of Chinese society         under early imperial dynasties
    4.    Understands the importance of the "Mandate of Heaven" to the success         of the Zhou Dynasty and its development of imperial rule
    5.    Knows the literary and artistic achievements of early imperial dynasties         of China
    6.    Understands the development and consequences of iron technology
    7.    Understands the development and consequences of the family division         of labor system in China
    8.    Understands comparisons between the Shang, Zhou, Quin, and Han         Empires in areas they controlled and methods of government
    9.    Understands the composition and stratification of Chinese society,         including factors that gave individuals status
    10. Knows imperial attitudes and actions toward nomadic peoples along the         borders of the kingdom   

Benchmark 4. Understands the major religious beliefs and social framework in India during the Gangetic states and the Mauryan Empire (e.g., the major beliefs and practices of Brahmanism in India; how Buddhism spread in India, Ceylon, and Central Asia; aspects of social structure of India during the Mauryan Empire; what advice the animal stories of the Panchantantra offer to people with little power, how this advice was used by Chandragupta; how the teachings of Shvetaketu from the Chandogya Upanishad compare to the Buddhist idea of nirvana)

Knowledge/skill statements
    1.    Understands the major religious beliefs in India during the Gangetic         states and the Mauryan Empire
    2.    Understands the social framework in India during the Gangetic states         and the Mauryan Empire
    3.    Knows the major beliefs and practices of Brahmanism in India
    4.    Understands how Buddhism spread in India, Ceylon, and Central Asia
    5.    Knows aspects of social structure of India during the Mauryan Empire
    6.    Knows what advice the animal stories of the Panchantantra offer to         people with little power and how this advice was used by Chandragupta
    7.    Understands how the teachings of Shvetaketu from the Chandogya         Upanishad compare to the Buddhist idea of nirvana   

Benchmark 5. Understands the status and role of women in Roman society

Knowledge/skill statements
    1.    Understands the status of women in Roman society
    2.    Understands the role of women in Roman society   

Benchmark 6. Understands the influence of Christian beliefs on political, social, and cultural aspects of society (e.g., how Jesus' moral teachings utilized and expanded upon the prohibitions of the Ten Commandments in the Hebrew Torah, the locations of centers of the Christian church, the impact of Christianity upon the Roman Empire, the values and stories expressed in early Christian religious art)

Knowledge/skill statements
    1.    Understands the influence of Christian beliefs on political aspects of         society
    2.    Understands the influence of Christian beliefs on social aspects of         society
    3.    Understands the influence of Christian beliefs on cultural aspects of         society
    4.    Understands how Jesus’ moral teachings utilized and expanded upon the         prohibitions of the Ten Commandments in the Hebrew Torah
    5.    Knows the locations of centers of the Christian church
    6.    Understands the impact of Christianity upon the Roman Empire
    7.    Knows the values and stories expressed in early Christian religious         art   

Standard 10: Understands how early agrarian civilizations
arose in Mesoamerica

Benchmark 1. Understands methods used to study Olmec civilization (e.g., what archaeological evidence indicates about the development of Olmec civilization in the 2nd and 1st millennia BCE, clues about political and economic structure found in the monumental Olmec stone heads)

Knowledge/skill statements
    1.    Knows what archaeological evidence indicates about the development of         Olmec civilization in the 2nd and 1st millennia BCE
    2.    Understands clues about political and economic structure found in the         monumental Olmec stone heads

Benchmark 2. Understands characteristics of Olmec agriculture (e.g., the social and environmental impacts, and the methods of Olmec agriculture; how farming in Mesoamerica differed from that of other agrarian societies in the ancient world)

Knowledge/skill statements
    1. Understands the social impacts of Olmec agriculture
    2. Understands the environmental impacts of Olmec agriculture
    3. Knows the methods of Olmec agriculture
    4. Understands how farming in Mesoamerica differed from that of other             agrarian societies in the ancient world

  Standard 11: Understands major global trends
from 1000 BCE to 300 CE

Benchmark 1. Understands the concept and importance of "classical civilizations" (e.g., the enduring importance of ideas, institutions, and art forms that emerged in the classical periods; the significance of Greek or Hellenistic ideas and cultural styles in the history of the Mediterranean basin, Europe, Southwest Asia, and India)

Knowledge/skill statements
    1.    Understands the enduring importance of ideas that emerged in the         classical periods
    2.    Understands the enduring importance of institutions that emerged in the         classical periods
    3.    Understands the enduring importance of art forms that emerged in the         classical periods
    4.    Understands the significance of Greek or Hellenistic ideas and cultural         styles in the history of the Mediterranean basin
    5.    Understands the significance of Greek or Hellenistic ideas and cultural         styles in the history of Europe
    6.    Understands the significance of Greek or Hellenistic ideas and cultural         styles in the history of Southwest Asia
    8.    Understands the significance of Greek or Hellenistic ideas and cultural         styles in the history of India   

Benchmark 2. Understands the development of large regional empires (e.g., the significance of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks; how trade networks, merchant communities, state power, tributary systems of production, and other factors contributed to the economic integration of large regions of Afro-Eurasia)
Knowledge/skill statements
    1.    Understands the significance of military power in the development of         large regional empires
    2.    Understands the significance of state bureaucracy in the development of         large regional empires
    3.    Understands the significance of legal codes in the development of large         regional empires
    4.    Understands the significance of belief systems in the development of         large regional empires
    5.    Understands the significance of written languages in the development of         large regional empires
    6.    Understands the significance of communications and trade networks in         the development of large regional empires
    7.    Understands how trade networks contributed to the economic         integration of large regions of Afro Eurasia
    8.    Understands how merchant communities contributed to the economic         integration of large regions of Afro Eurasia
    9.    Understands how state power contributed to the economic integration of         large regions of Afro Eurasia
    10. Understands how tributary systems of production contributed to the         economic integration of large regions of Afro Eurasia   

Standard 12: Understands the Imperial crises and their aftermath in various regions from 300 to 700 CE
   
Benchmark 1. Understands political events that may have contributed to the decline of the Roman and Han Empires (e.g., the consequences of nomadic military movements in China and the western part of the Roman Empire; the nomadic invasions of the Roman Empire as described in the accounts of Orosius, Ammianus Marcellinus, Priscus, and secondary sources; significant battles, internal divisions, political changes, and invasions between the 3rd and 7th centuries CE that led to the fall of the Roman and Han Empires; the relative strengths and weaknesses of the Roman, Byzantine, and Han Empires)

Knowledge/skill statements
    1.    Understands political events that may have contributed to the decline of         the Roman Empire
    2.    Understands political events that may have contributed to the decline of         the Han Empire
    3.    Understands the consequences of nomadic military movements in China         and the western part of the Roman Empire
    4.    Understands the nomadic invasions of the Roman Empire as described         in the accounts of Orosius, Ammianus Marcellinus, Priscus, and         secondary sources
    5.    Knows significant battles, internal divisions, political changes, and         invasions between the 3rd and 7th centuries CE that led to the fall of the         Roman Empire
    6.    Knows significant battles, internal divisions, political changes, and         invasions between the 3rd and 7th centuries CE that led to the fall of the         Han Empire
    7.    Understands the relative strengths and weaknesses of the Roman,         Byzantine, and Han Empires   
Benchmark 2. Understands how the spread of Buddhism and Christianity influenced different regions (e.g., the spread of the two religions in the context of change and crisis in the Roman and Han empires; the importance of monasticism in the growth of Christianity and Buddhism and the participation of men and women in monastic life and missionary activity; the importance of universal salvation to the early history of these two religions; the locations of new centers of Buddhism and Christianity and the major routes used to spread the faith beyond these centers; the efforts and successes of Ashoka and Constantine to legitimize Buddhism and Christianity and spread them throughout India and Europe respectively)

Knowledge/skill statements
    1.    Understands how the spread of Buddhism influenced different regions
    2.    Understands how the spread of Christianity influenced different regions
    3.    Understands the spread of Christianity and Buddhism in the context of         change and crisis in the Roman and Han empires
    4.    Understands the importance of monasticism in the growth of Christianity         and Buddhism and the participation of men and women in monastic life         and missionary activity
    5.    Understands the importance of universal salvation to the early history of         Christianity and Buddhism
    6.    Knows the locations of new centers of Buddhism
    7.    Knows the locations of new centers of Christianity
    8.    Knows the major routes used to spread the Buddhist faith beyond its         new centers
    9.    Knows the major routes used to spread Christianity beyond its new         centers
    10. Understands the efforts and successes of Ashoka and Constantine to         legitimize Buddhism and spread it throughout India and Europe         respectively
    11. Understands the efforts and successes of Ashoka and Constantine to         legitimize Christianity and spread it throughout India and Europe         respectively

Benchmark 3. Understands political events that shaped the Gupta Empire (e.g., factors that contributed to the Gupta Empire's stability and economic prosperity, how Hinduism prevailed as the dominant faith in India, possible reasons for the alliance of the Gupta Empire with Brahmanism and the fall of the Mauryan-Buddhist power, how and why Guptan kings promoted Hinduism while simultaneously fostering Buddhist culture and integrating marginal groups into the political system)

Knowledge/skill statements
    1.    Knows factors that contributed to the Gupta Empire’s stability and         economic prosperity
    2.    Understands how Hinduism prevailed as the dominant faith in India
    3.    Knows possible reasons for the alliance of the Gupta Empire with         Brahmanism and the fall of the Mauryan Buddhist power
    4.    Understands how and why Guptan kings promoted Hinduism while         simultaneously fostering Buddhist culture and integrating marginal         groups into the political system

Benchmark 4. Understands the basis of social relationships in India during the Gupta era (e.g., the social and legal position of women and men, restrictions upon women and their place within the caste system, different social perspectives on the advantages and disadvantages of the caste system)

Knowledge/skill statements
    1.    Knows the social and legal position of women and men in India during         the Gupta Empire
    2.    Knows restrictions upon women and their place within the caste system         in India during the Gupta Empire
    3.    Knows different social perspectives on the advantages and                  disadvantages of the caste system
 
Benchmark 5. Understands how the spread of trade and religion influenced Southeast Asia and Polynesian areas (e.g., the impact of Indian civilization on state-building in mainland Southeast Asia and the Indonesian archipelago, the nature of monumental religious architecture as evidence for the spread of Buddhist and Hindu belief and practice in Southeast Asia, the function of Hindu and Buddhist clerics in the spread of their religions and trade to Southeast Asia and Malayo- Polynesia by the end of the 1st millennium BCE, the locations and geographic challenges of potential and actual trade routes in the Southeast Asian and Polynesian areas)

Knowledge/skill statements
    1.    Understands how the spread of trade influenced Southeast Asia and         Polynesian areas
    2.    Understands how the spread of religion influenced Southeast Asia and         Polynesian areas
    3.    Understands the impact of Indian civilization on state building in         mainland Southeast Asia and the Indonesian archipelago
    4.    Understands the nature of monumental religious architecture as         evidence for the spread of Buddhist and Hindu belief and practice in         Southeast Asia
    5.    Understands the function of Hindu and Buddhist clerics in the spread of         their religions and trade to Southeast Asia and Malayo Polynesia by the         end of the 1st millennium BCE
    6.    Knows the locations and geographic challenges of potential and actual         trade routes in the Southeast Asian and Polynesian areas

Benchmark 6. Understands the changing status of women in early Christian and Buddhist societies
Knowledge/skill statements
    1.    Understands the changing status of women in early Christian societies
    2.    Understands the changing status of women in early Buddhist societies   

Benchmark 7. Understands major achievements in technology, astronomy, and medicine in the Gupta period

Knowledge/skill statements
    1.    Understands major achievements in technology in the Gupta period
    2.    Understands major achievements in astronomy in the Gupta period
    3.    Understands major achievements in medicine in the Gupta period

Standard 13: Understands the causes and consequences
of the development of Islamic civilization between
the 7th and 10th centuries

Benchmark 1. Understands how the Muslims spread Islamic beliefs and established their empire (e.g., how Muslim forces overthrew the Byzantines in Syria and Egypt and the Sassanids in Persia and Iraq; Arab Muslim success in founding an empire stretching from Western Europe to India and China; the diverse religious, cultural, and geographic factors that influenced the ability of the Muslim government to rule; how Islam attracted new converts)

Knowledge/skill statements
    1.    Understands how Muslim forces overthrew the Byzantines in Syria and         Egypt
    2.    Understands how Muslim forces overthrew the Sassanids in Persia and         Iraq
    3. Understands Arab Muslim success in founding an empire stretching from         Western Europe to India and China
    4.    Understands the diverse religious factors that influenced the ability of         the Muslim government to rule
    5.    Understands the diverse cultural factors that influenced the ability of the         Muslim government to rule
    6.    Understands the diverse geographic factors that influenced the ability of         the Muslim government to rule
    7.    Understands how Islam attracted new converts
   
Benchmark 2. Understands significant aspects of Islamic civilization (e.g., the emergence of Islamic civilization in Iberia and its economic and cultural achievements, how family life and gender relations were prescribed in Islamic society)

Knowledge/skill statements
    1.    Understands the emergence of Islamic civilization in Iberia
    2.    Knows the economic achievements of Islamic civilization of the 7th-10th         century
    3.    Knows the cultural achievements of Islamic civilization of the 8th-10th         century
    4.    Understands how family life and gender relations were prescribed in         Islamic society
   
Benchmark 3. Understands significant aspects of Abbasid culture (e.g., sources of Abbasid wealth and the economic and political importance of various forms of slavery; why the Abbasid state became a center of Afro-Eurasian commercial exchange; how the Abbasids promoted and preserved Greek learning and contributed to science, mathematics, and medicine; the contributions of specific individuals to the Abbasid advancement of scientific knowledge)

Knowledge/skill statements
    1.    Knows sources of Abbasid wealth
    2.    Understands the economic importance of various forms of slavery in         Abbasid culture
    3.    Understands the political importance of various forms of slavery in         Abbasid culture
    4.    Understands why the Abbasid state became a center of Afro Eurasian         commercial exchange
    5.    Understands how the Abbasids promoted and preserved Greek learning         and contributed to science, mathematics, and medicine
    6.    Knows the contributions of specific individuals to the Abbasid                  advancement of scientific knowledge   

Benchmark 4. Understands how the Byzantine Empire defended itself against various invaders (e.g., variations in maritime technology and ship design in the 9th century and the role of the navy in Byzantine defense against Arab Muslim attacks; weapons, fortification, and military preparedness of the Byzantine Empire and explanations for its successful defense against Bulgar and Arab invaders)

Knowledge/skill statements
    1.    Knows variations in maritime technology and ship design in the 9th         century and the role of the navy in Byzantine defense against Arab         Muslim attacks
    2.    Knows the weapons, fortification, and military preparedness of the         Byzantine Empire
    3.    Knows explanations for the Byzantine Empire’s successful defense         against Bulgar and Arab invaders

Benchmark 5. Understands the Byzantine role in preserving and transmitting ancient Greek learning

Knowledge/skill statements
    1.    Understands the Byzantine role in preserving ancient Greek learning
    2.    Understands the Byzantine role in transmitting ancient Greek learning

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 China's influence on other cultures (e.g., relations with pastoral peoples of Inner Asia in the Tang period and long-term patterns of interaction along China's grassland frontier; how Korea assimilated Chinese ideas and institutions yet preserved its political independence; China's colonization of Vietnam and the effects of Chinese rule on Vietnamese society, including resistance to Chinese domination

Knowledge/skill statements
    1.    Understands Chinese relations with pastoral peoples of Inner Asia in the         Tang period
    2.    Understands long term patterns of interaction along China’s grassland         frontier
    3.    Understands how Korea assimilated Chinese ideas and institutions yet         preserved its political independence
    4.    Understands China’s colonization of Vietnam
    5.    Understands the effects of Chinese rule on Vietnamese society,         including resistance to Chinese domination   

Benchmark 2. Understands how Buddhism was introduced from Tang China to Korea and Japan (e.g., why the Korean emperor encouraged Japan to adopt this religion)

Knowledge/skill statements
    1.    Understands how Buddhism was introduced from Tang China to Korea
    2.    Understands how Buddhism was introduced from Tang China to Japan
    3.    Understands why the Korean emperor encouraged Japan to adopt the         Buddhist religion   

Benchmark 3. Understands the culture and technological achievements of Tang China (e.g., the ideals and values of everyday life expressed in the poetry, landscape, painting, and pottery of the Tang Dynasty; the system of roads and canals in Tang China; the extent of the Tang Empire, the trade routes used by the empire, and the products exchanged; major technologies developed under the Tang Dynasty, how these technologies influenced Tang society and spread to other regions)

Knowledge/skill statements
    1.    Understands the cultural achievements of Tang China
    2.    Understands the technological achievements of Tang China
    3.    Knows the ideals and values of everyday life expressed in the poetry,         landscape, painting, and pottery of the Tang Dynasty
    4.    Understands the system of roads and canals in Tang China as a         technological achievement
    5.    Knows the extent of the Tang Empire
    6.    Knows the trade routes used by the Tang empire
    7.    Knows the products exchanged along trade routes in the Tang empire
    8.    Knows major technologies developed under the Tang Dynasty
    9.    Understands how technologies developed under the Tang Dynasty         influenced Tang society
    10. Understands how technologies developed under the Tang Dynasty         spread to other regions

Benchmark 4. Understands events that shaped Japanese culture (e.g., the influence of Chinese culture on Japanese society from the 7th to the 11th century; use of Chinese as the lingua franca in East Asia in the late 1st millennium; major contributions and developments of early cultures of Japan from 10,000 B.C.E. to circa 200 CE; the influence of Buddhism on Japan between the 8th and 9th centuries, how it changed Japanese society, and reasons for its restriction by the emperor in Heian)

Knowledge/skill statements
    1.    Understands the influence of Chinese culture on Japanese society from         the 7th to the 11th century
    2.    Understands the use of Chinese as the lingua franca in East Asia in         the     late 1st millennium
    3.    Understands major contributions and developments of early cultures of         Japan from 10,000 B.C.E. to circa 200 CE
    4.    Understands the influence of Buddhism on Japan between the 8th and         9th centuries and how it changed Japanese society
    5.    Understands reasons for the restriction of Buddhism in Japan by the         emperor in Heian

Benchmark 5. Understands basic beliefs in Japanese culture (e.g., the legends of creation of Japan and what these legends reveal about Japanese history, the basic beliefs of Shinto and how art and literature reflect Shinto's impact, courtly life and ideals in Heian)

Knowledge/skill statements
    1.    Knows the legends of creation of Japan
    2.    Knows what Japanese creation legends reveal about Japanese history
    3.    Knows the basic beliefs of Shinto
    4.    Understands how art and literature reflect Shinto’s impact and courtly         life and ideals in Heian   

Standard 15: Understands the political, social, and cultural redefinitions in Europe from 500 to 1000 CE

Benchmark 1. Understands the importance of monasteries and convents as centers of political power, economic productivity, and communal life

Knowledge/skill statements
    1.    Understands the importance of monasteries and convents as centers of         political power
    2.    Understands the importance of monasteries and convents as centers of         economic productivity
    3.    Understands the importance of monasteries and convents as centers of         communal life   

Benchmark 2. Understands the influence of the Carolingian Empire on the development of European civilization (e.g., how Charlemagne's royal court, monasteries, and convents preserved Greco-Roman and early Christian learning and contributed to the emergence of European civilization; changing political relations between the papacy and the secular rulers of Europe; extent and causes of the Carolingian influence in Europe and reasons for its decline; how the Rules of St. Benedict shaped Medieval Europe; how secular leaders such as Charlemagne influenced political order within Europe)

Knowledge/skill statements
    1.    Understands how Charlemagne’s royal court, monasteries, and         convents preserved Greco Roman and early Christian learning
    2.    Understands how Charlemagne’s royal court, monasteries, and         convents contributed to the emergence of European civilization
    3.    Understands changing political relations between the papacy and the         secular rulers of Europe
    4.    Understands extent and causes of the Carolingian influence in Europe
    5.    Understands reasons for the decline of the Carolingian state
    6.    Understands how the Rules of St. Benedict shaped Medieval Europe
    7.    Understands how secular leaders such as Charlemagne influenced         political order within Europe   

Benchmark 3. Understands social class and gender roles in Medieval Europe (e.g., changes in the legal, social, and economic status of peasants in the 9th and 10th centuries; how the political fragmentation of Europe after Charlemagne affected their lives; the responsibilities of women with different social status)

Knowledge/skill statements
    1.    Understands social class in Medieval Europe
    2.    Understands gender roles in Medieval Europe
    3.    Knows changes in the legal, social, and economic status of peasants in         the 9th and 10th centuries
    4.    Understands how the political fragmentation of Europe after                  Charlemagne affected the lives of peasants
    5.    Knows the responsibilities of women with different social status in         Medieval Europe   

Benchmark 4. Understands the significance of Clovis (e.g., the major conquests of Clovis, how his conversion to Christianity was influenced by his wife, Clothilde; how his conversion affected the Frankish and Saxon peoples)

Knowledge/skill statements
    1.    Knows the major conquests of Clovis
    2.    Understands how Clovis’ conversion to Christianity was influenced by         his wife, Clothilde
    3.    Understands how Clovis’ conversion to Christianity affected the Frankish         and Saxon peoples   

Benchmark 5. Understands the role of Norse peoples in the development of Europe (e.g., Nordic contributions to long-distance trade and exploration, the failure of Norse settlements in Newfoundland and Greenland)

Knowledge/skill statements
    1.    Knows Nordic contributions to long distance trade and exploration
    2.    Understands the failure of Norse settlements in Newfoundland and         Greenland

Standard 16: Understands the development of agricultural
societies and new states in tropical Africa and Oceania

Benchmark 1. Understands influences on state-building in West Africa (e.g., how the natural environments of West Africa defined agricultural production, and the importance of the Niger River in promoting agriculture, commerce, and state-building; the growth of the Ghana empire; how Islam, labor specialization, regional commerce and the trans-Saharan camel trade promoted urbanization in West Africa; the governing system of the royal court in Ghana, and how the effectiveness of imperial efforts was aided by a belief in the king's divinity)

Knowledge/skill statements
    1.    Understands how the natural environments of West Africa defined         agricultural production
    2.    Understands the importance of the Niger River in promoting agriculture,         commerce, and state building
    3.    Understands the growth of the Ghana empire
    4.    Understands how Islam promoted urbanization in West Africa
    5.    Understands how labor specialization promoted urbanization in West         Africa
    6.    Understands how regional commerce promoted urbanization in West         Africa
    7.    Understands how the trans Saharan camel trade promoted urbanization         in West Africa
    8.    Understands the governing system of the royal court in Ghana
    9.    Understands how the effectiveness of imperial efforts in Ghana was         aided by a belief in the king’s divinity

Benchmark 2. Understands the establishment of agricultural societies on the Pacific Islands and New Zealand (e.g., the plants and animals that early migrants carried with them; how these "introductions" affected the existing island flora and fauna; possible links between the cultures of Southeast Asia, the Pacific Islands, and New Zealand)

Knowledge/skill statements
    1.    Understands the establishment of agricultural societies on the Pacific         Islands
    2.    Understands the establishment of agricultural societies on New Zealand
    3.    Knows types of plants and animals that early migrants to the Pacific         Islands carried with them
    4.    Knows types of plants and animals that early migrants to New Zealand         carried with them
    5.    Understands how "introductions" of new plants and animals to the Pacific         Islands affected the existing island flora and fauna
    6.    Understands how "introductions" of new plants and animals to New         Zealand affected the existing island flora and fauna
    7.    Knows possible links between the cultures of Southeast Asia, the Pacific         Islands, and New Zealand

Benchmark 3. Understands the role of oral history in understanding West African history (e.g., the griot "keeper of tales" and other sources used to understand history)

Knowledge/skill statements
    1.    Understands the griot "keeper of tales" and other sources used to             understand history   

Standard 17: Understands the rise of centers of civilization in Mesoamerica and Andean South America
in the 1st millennium CE

Benchmark 1. Understands the economic and agricultural elements of Mayan society (e.g., the extent, importance, and composition of Mayan trade; the adaptability and importance of Mayan agricultural techniques and their connection to the rise of Mayan city-states)

Knowledge/skill statements
    1.    Understands the economic elements of Mayan society
    2.    Understands the agricultural elements of Mayan society
    3.    Understands the extent, importance, and composition of Mayan trade
    4.    Understands the adaptability and importance of Mayan agricultural         techniques
    5.    Understands the connection of Maya agricultural techniques to the rise         of Mayan city states
   
Benchmark 2. Understands social features of Mayan culture (e.g., differing views concerning the causes for the decline of Mayan civilization, ways that Mayan myths reflect social values and daily survival skills)

Knowledge/skill statements
    1.    Knows differing views concerning the causes for the decline of Mayan         civilization
    2.    Knows ways that Mayan myths reflect social values and daily survival         skills

Benchmark 3. Understands what art and architecture reveal about early Mesoamerica and Andean societies (e.g., what art and architecture reflects about the character of the Zapotec state in the valley of Oaxaca; what art and artifacts indicate about the interests, occupations, and religious concerns of the Moche people; what murals infer about Mayan and Teotihuacán societies)

Knowledge/skill statements
    1.    Understands what art and architecture reveal about early Mesoamerica         societies
    2.    Understands what art and architecture reveal about early Andean         societies
    3.    Knows what art and architecture reflects about the character of the         Zapotec state in the valley of Oaxaca
    4.    Understands what art and artifacts indicate about the interests of the         Moche people
    5.    Understands what art and artifacts indicate about the occupations of the         Moche people
    6.    Understands what art and artifacts indicate about the religious concerns         of the Moche people

Benchmark 4. Understands social features of Andean societies (e.g., different agriculture practices in the Moche/Andean region; kinship groups, regulated family and community life in Andean societies)

Knowledge/skill statements
    1.    Knows different agriculture practices in the Moche/Andean region
    2.    Understands the structure of kinship groups in Andean societies
    3.    Understands features of regulated family and community life in Andean         societies

Standard 18: Understands major global trends
from 300 to 1000 CE

Benchmark 1. Understands the factors that contributed to the weakening of empires in world history from 300 to 1000 CE (e.g., the migratory and military movements of pastoral nomadic peoples from Central Asia and the Arabian Peninsula and the consequences of these movements for empires and agrarian civilizations of Eurasia and Africa)

Knowledge/skill statements
    1.    Knows the migratory and military movements of pastoral nomadic         peoples from Central Asia and the Arabian Peninsula
    2.    Understands the consequences of the movements of pastoral nomadic         peoples from Central Asia and the Arabian Peninsula for empires of         Eurasia and Africa
    3.    Understands the consequences of the movements of pastoral nomadic         peoples from Central Asia and the Arabian Peninsula for agrarian         civilizations of Eurasia and Africa   

Benchmark 2. Understands the growth of economic and cultural exchanges among different regions from 300 to 1000 CE (e.g., the importance of Muslim civilization in mediating long-distance commercial, cultural, intellectual, and food crop exchange across Eurasia and parts of Africa; migrations of farming peoples to new regions of Europe, Sub-Saharan Africa, China, Oceania, and Mesoamerica; connections between new settlements and the development of towns, trade, and greater cultural complexity in these regions)


Knowledge/skill statements
    1.    Understands the growth of economic exchanges among different regions         from 300 to 1000 CE
    2.    Understands the growth of cultural exchanges among different regions         from 300 to 1000 CE
    3.    Understands the importance of Muslim civilization in mediating long         distance commercial, cultural, intellectual, and food crop exchange         across Eurasia and parts of Africa
    4.    Knows how migrations of farming peoples to new regions of Europe         affected economic and cultural exchanges among different regions from         300 to 1000 CE
    5.    Knows how migrations of farming peoples to new regions of Sub-              Saharan Africa affected economic and cultural exchanges among         different regions from 300 to 1000 CE
    6.    Knows how migrations of farming peoples to new regions of China         affected economic and cultural exchanges among different regions from         300 to 1000 CE
    7.    Knows how migrations of farming peoples to new regions of Oceania         affected economic and cultural exchanges among different regions from         300 to 1000 CE
    8.    Knows how migrations of farming peoples to new regions of                  Mesoamerica affected economic and cultural exchanges among different         regions from 300 to 1000 CE
    9.    Understands connections between new settlements and the                  development of towns, trade, and greater cultural complexity in these         regions   

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 how Confucianism changed between the 10th and 13th centuries (e.g., the impact of major dynastic changes in China on Confucianism; the synthesis of Confucianism, Buddhism, and Daoism created by Zhu Xi to form neo-Confucianism)

Knowledge/skill statements
    1.    Understands the impact of major dynastic changes in China on         Confucianism
    2.    Understands the synthesis of Confucianism, Buddhism, and Daoism         created by Zhu Xi to form neo Confucianism   

Benchmark 2. Understands the social and economic elements of Song China (e.g., how improved agricultural production and increased trade helped the growth of cities and the merchant class in Song China; the traditional social attitudes of China toward merchants and commercial activity; significant achievements and developments of the Song Dynasty, the rigors and class restrictions of the civil service examination in Song China)
Knowledge/skill statements
    1.    Understands the social elements of Song China
    2.    Understands the economic elements of Song China
    3.    Understands how improved agricultural production and increased trade         helped the growth of cities and the merchant class in Song China
    4.    Knows the traditional social attitudes of China toward merchants and         commercial activity
    5.    Knows significant achievements and developments of the Song Dynasty
    6.    Understands the rigors and class restrictions of the civil service         examination in Song China   

Benchmark 3. Understands government and politics of the Kamakura period (e.g., similarities and differences between feudalism in Japan and medieval Europe; significant political events in the history of the Kamakura period)

Knowledge/skill statements
    1.    Understands similarities and differences between feudalism in Japan and         medieval Europe
    2.    Knows significant political events in the history of the Kamakura         period   

Benchmark 4. Understands influences on the development of Buddhist sects in Japan (e.g., how unique forms of Buddhism [sects] developed under the influence of social, political, and religious forces; the impact of the warrior culture on the lives of common people and the development of Buddhist sects)

Knowledge/skill statements
    1.    Understands how unique forms of Buddhism (sects) developed               under the influence of social, political, and religious forces
    2.    Understands the impact of the warrior culture on the lives of common         people and the development of Buddhist sects

Benchmark 5. Understands the development of Southeast Asian states (e.g., how Champa, Angkor, and Dai Vet accumulated power and wealth; the influence of Confucianism, Buddhism, and Hinduism on these states)

Knowledge/skill statements
    1.    Understands how Champa accumulated power and wealth
    2.    Understands how Angkor accumulated power and wealth
    3.    Understands how Dai Vet accumulated power and wealth
    4.    Understands the influence of Confucianism on Champa, Angkor, and Dai         Vet
    5.    Understands the influence of Buddhism on Champa, Angkor, and Dai         Vet
    6.    Understands the influence of Hinduism on Champa, Angkor, and Dai Vet

Benchmark 6. Understands the expansion of Islam and daily life in Islamic regions (e.g., how Turkic migration from Turkestan into Southwest Asia and India helped Islam expand and forced the retreat of Byzantium and Greek Christian civilization, what life in Egypt was like for Jewish and Christian communities, what student life was like in Islamic regions)
Knowledge/skill statements
    1.    Understands the expansion of Islam
    2.    Understands daily life in Islamic regions
    3.    Understands how Turkic migration from Turkestan into Southwest Asia         and India helped Islam expand and forced the retreat of Byzantium and         Greek Christian civilization
    4.    Understands what life in Egypt was like for Jewish and Christian         communities
    5.    Understands what student life was like in Islamic regions

Benchmark 7. Understands elements of trade in different regions (e.g., the importance of Cairo and other major cities as centers of international trade and culture; how the spread of Islam was connected to trade in Central Asia, East Africa, West Africa, the coasts of India, and Southeast Asia; the importance to individual societies of goods traded between Asia, Africa, and Europe; the consequences placed on maritime trade by the seasonal monsoon winds in the Indian Ocean; features and functions of caravansaries and khans in Central Asian and Middle Eastern cities; which ships were most successfully used for trade in the Indian Ocean and why)

Knowledge/skill statements
    1.    Understands the importance of Cairo and other major cities as centers         of international trade and culture
    2.    Understands how the spread of Islam was connected to trade in Central         Asia, East Africa, West Africa, the coasts of India, and Southeast Asia
    3.    Understands the importance to individual societies of goods traded         between Asia, Africa, and Europe
    4.    Understands the consequences placed on maritime trade by the         seasonal monsoon winds in the Indian Ocean
    5.    Knows features and functions of caravansaries and khans in Central         Asian and Middle Eastern cities
    6.    Knows which ships were most successfully used for trade in the Indian         Ocean and why   

Standard 20: Understands the redefinition of European society
and culture from 1000 to 1300 CE

Benchmark 1. Understands political events that shaped the development of European governments (e.g., how European monarchies expanded their power at the expense of feudal lords, and the growth and limitations of representative institutions in these monarchies; how the political relationship between the Roman Catholic Church and secular states changed from the Early Middle Ages to the High Middle Ages; the conflict that led to the Battle of Hastings; the political changes William initiated after his victory, and the long-term cultural and social changes in England following the Norman conquest)

Knowledge/skill statements
    1.    Understands how European monarchies expanded their power at the         expense of feudal lords
    2.    Understands the growth and limitations of representative institutions in         European monarchies
    3.    Understands how the political relationship between the Roman Catholic         Church and secular states changed from the Early Middle Ages to the         High Middle Ages
    4.    Understands the conflict that led to the Battle of Hastings
    5.    Knows the political changes William the Conqueror initiated after his         victory
    6.    Understands the long term cultural and social changes in England         following the Norman conquest   

Benchmark 2. Understands the importance of inheritance laws, arranged marriages, dowries, and family alliances for dynastic and aristocratic politics

Knowledge/skill statements
    1.    Understands the importance of inheritance laws for dynastic and         aristocratic politics in European society
    2.    Understands the importance of arranged marriages for dynastic and         aristocratic politics in European society
    3.    Understands the importance of dowries for dynastic and aristocratic         politics in European society
    4.    Understands the importance of family alliances for dynastic and         aristocratic politics in European society   

Benchmark 3. Understands the connection between agricultural technology and increased agricultural production and population growth in Europe between 1000 and 1300 CE

Knowledge/skill statements
    1.    Understands the connection between agricultural technology and         increased agricultural production in Europe between 1000 and 1300 CE
    2.    Understands the connection between agricultural technology and         population growth in Europe between 1000 and 1300 CE
   
Benchmark 4. Understands Christian efforts for the Reconquest of Spain from Muslim powers

Knowledge/skill statements
    1.    Understands Muslim power in central and southern Iberia
    2.    Understands the successful Christian efforts to regain central and         southern Iberia   

Benchmark 5. Understands the consequences of German expansion into Poland and the Baltic region

Knowledge/skill statements
    1.    Knows the consequences of German expansion into Poland
    2.    Knows the consequences of German expansion into the Baltic              region   


Benchmark 6. Understands art, architecture, and education in medieval Christian and Spanish Muslim society (e.g., how major works of art, architecture, and literature reflect values and attitudes of medieval Christian society; poetry of Muslim Spain and Christian Europe; the origins, organization, and studies of Christian universities in Europe, and the influence of Muslim scholarship and universities; how Gothic cathedrals reflect central aspects of European society)

Knowledge/skill statements
    1.    Understands features of art in medieval Christian society
    2.    Understands features of architecture in medieval Christian society
    3.    Understands features of education in medieval Christian society
    4.    Understands features of art in medieval Spanish Muslim society
    5.    Understands features of architecture in medieval Spanish Muslim society
    6.    Understands features of education in medieval Spanish Muslim society
    7.    Understands how major works of literature reflect values and attitudes         of medieval Christian society
    8.    Understands how major works of architecture reflect values and         attitudes of medieval Christian society
    9.    Understands how major works of literature reflect values and attitudes         of medieval Christian society
    10. Knows major works of poetry of Muslim Spain
    11. Knows major works of poetry of Christian Europe
    12. Understands the origins, organization, and studies of Christian           universities in Europe
    13. Understands the influence of Muslim scholarship and universities in           Medieval Europe
    14. Understands how Gothic cathedrals reflect central aspects of Medieval           European society

Benchmark 7. Understands the roles and motivations of squires, saints, and soldiers in Christian Europe (e.g., aspects of training, rights, and responsibilities required of young men from noble families wishing to become squires; the role played by saints in the spread of Christianity; why Muslim and Christian soldiers may have joined the Crusades)
Knowledge/skill statements
    1.    Understands the roles and motivations of squires in Christian Europe
    2.    Understands the roles and motivations of saints in Christian Europe
    3.    Understands the roles and motivations of soldiers in Christian Europe
    4.    Understands aspects of training, rights, and responsibilities required of         young men from noble families wishing to become squires
    5.    Understands the role played by saints in the spread of Christianity
    6.    Understands why Muslim and Christian soldiers may have joined the         Crusades   

Standard 21: Understands the rise of the Mongol Empire and
its consequences for Eurasian peoples from 1200 to 1350 CE

Benchmark 1. Understands political, social, and cultural features of the Mongol Empire (e.g., the chronology and consequences of the Mongol conquests of 1206 to 1279 on China, Southeast Asia, Russia, and Southwest Asia; the relative strengths and weaknesses of the nomadic Mongol lifestyle with regard to social, political, and economic organization, and why the Mongols prevailed; what legend and fact reveal about Mongol conquest and Mongol warriors)

Knowledge/skill statements
    1.    Understands political features of the Mongol Empire
    2.    Understands social cultural features of the Mongol Empire
    3.    Understands cultural features of the Mongol Empire
    4.    Understands the chronology of the Mongol conquests of 1206 to 1279 on         China, Southeast Asia, Russia, and Southwest Asia
    5.    Understands the consequences of the Mongol conquests of 1206 to 1279         on China, Southeast Asia, Russia, and Southwest Asia
    6.    Understands the relative strengths and weaknesses of the nomadic         Mongol lifestyle with regard to social, political, and economic                  organization
    7.    Understands why the Mongols prevailed in their conquests
    8.    Knows what legend and fact reveal about Mongol conquest and Mongol         warriors   

Benchmark 2. Understands the influence of the "Golden Horde" in various regions (e.g., the impact of the "Golden Horde" rule on the peoples of Eastern Europe and Russia, the major accomplishments of Batu)

Knowledge/skill statements
    1.    Knows the impact of the "Golden Horde" rule on the peoples of Eastern         Europe and Russia
    2.    Knows the major accomplishments of Batu   

Standard 22: Understands the growth of states, towns, and trade in Sub-Saharan Africa between the 11th and 15th centuries CE

Benchmark 1. Understands the development of the empires of Mali and Songhay (e.g., the importance of Islamic expansion in the political and cultural life of Mali and Songhay; the economic, social, and religious characteristics of the two empires; the observations of Ibn Battua and Leo Africanus in Mali and Songhay; the importance of the Monarch Mansa Musa in Mali)

Knowledge/skill statements
    1.    Understands the development of the empire of Mali
    2.    Understands the development of the empire of Songhay
    3.    Understands the importance of Islamic expansion in the political and         cultural life of Mali and Songhay
    4.    Understands the economic characteristics of Mali
    5.    Understands the religious characteristics of Mali
    6.    Understands the social characteristics of Mali
    7.    Understands the economic characteristics of Songhay
    8.    Understands the religious characteristics of Mali
    9.    Understands the social characteristics of Mali
    10. Knows the observations of Ibn Battua and Leo Africanus in Mali and          Songhay
    11. Understands the importance of the Monarch Mansa Musa in Mali   

Benchmark 2. Understands religious aspects of Ethiopian society (e.g., the expansion of the Christian Ethiopian kingdom and its search for wider connections in the Christian world, the major achievements of the Zagwe Dynasty in Ethiopia and how this dynasty affected both Coptic Christians and Muslims)

Knowledge/skill statements
    1.    Understands the expansion of the Christian Ethiopian kingdom and its         search for wider connections in the Christian world
    2.    Knows the major achievements of the Zagwe Dynasty in Ethiopia
    3.    Understands how the Zagwe Dynasty affected both Coptic Christians         and Muslims

Benchmark 3. Understands significant features of the major population centers of Bantu and the East African coastal region in the 2nd millennium CE (e.g., influences on the economic and cultural life of Kilwa and other East African coastal cities, the Bantu state of Great Zimbabwe and its links to the Indian Ocean trade, consequences of the contact between Bantu farmers and Khoisan hunter-gatherers in the early 2nd millennium)

Knowledge/skill statements
    1.    Understands significant features of the major population centers of         Bantu in the 2nd millennium CE
    2.    Understands significant features of the major population centers of the         East African coastal region in the 2nd millennium CE
    3.    Understands influences on the economic life of Kilwa and other East         African coastal cities
    4.    Understands influences on the cultural life of Kilwa and other East         African coastal cities
    5.    Understands the Bantu state of Great Zimbabwe and its links to the         Indian Ocean trade
    6.    Understands consequences of the contact between Bantu farmers and         Khoisan hunter gatherers in the early 2nd millennium   

Benchmark 4. Understands how architecture (e.g., the churches of Lalaibela and of Kalash in Ellora, India) reveals the influence of foreign states and the end of African isolation

Knowledge/skill statements
    1.    Understands how architecture (e.g., the churches of Lalaibela and of         Kalash in Ellora, India) reveals the influence of foreign states
    2.    Understands how architecture (e.g., the churches of Lalaibela and of         Kalash in Ellora, India) reveals the end of African isolation

Standard 23: Understands patterns of crisis and recovery in
Afro-Eurasia between 1300 and 1450 CE

Benchmark 1. Understands how the plague influenced economic, social, and political conditions in various regions (e.g., how the spread of disease relates to geography, social reaction to the plague in rural and urban Europe and Southwest Asia, the increase in mortality rates by the plague between the 14th and 15th centuries, the impact of the plague on young people)

Knowledge/skill statements
    1.    Understands how the plague influenced economic conditions in various         regions
    2.    Understands how the plague influenced social conditions in various         regions
    3.    Understands how the plague influenced political conditions in various         regions
    4.    Understands how the spread of disease relates to geography
    5.    Understands social reaction to the plague in rural and urban Europe
    6.    Understands social reaction to the plague in rural and urban Southwest         Asia
    7.    Knows the increase in mortality rates by the plague between the 14th         and 15th centuries
    8.    Knows the impact of the plague on young people
   
Benchmark 2. Understands causes for changes in social, political, and religious events in Europe after the 14th century (e.g., how the population decreased after the Great Plague; the effect of the crises in the Catholic Church on its organization, prestige, and power; increased wage levels and what governments did to discourage these increases)

Knowledge/skill statements
    1.    Understands causes for changes in social events in Europe after the         14th century
    2.    Understands causes for changes in political events in Europe after the         14th century
    3.    Understands causes for changes in religious events in Europe after the         14th century
    4.    Understands how the population decreased after the Great Plague and         how this affected European society
    5.    Understands the effect of the crises in the Catholic Church on its         organization, prestige, and power
    6.    Understands increased wage levels and what European governments did         to discourage these increases

Benchmark 3. Understands the "humanism" that emerged in Italy in the 14th and 15th centuries, and how new studies (e.g., Greco-Roman antiquity, critical text analysis) encouraged new forms of literature, philosophy, and education

Knowledge/skill statements
    1.    Understands the "humanism" that emerged in Italy in the 14th and 15th         centuries
    2.    Understands how new studies (e.g., Greco Roman antiquity, critical text         analysis) encouraged new forms of literature, philosophy, and education

Benchmark 4. Understands the Zheng He maritime expeditions of the early 15th century, and why the Ming state initiated, then terminated, these voyages

Knowledge/skill statements
    1. Understands the Zheng He maritime expeditions of the early 15th         century
    2.    Understands why the Ming state initiated, then terminated, the Zheng He         maritime expeditions

Benchmark 5. Understands the significance of Timur the Lame (Tamerlane) (e.g., the impact of conquests in Southwest Asia, India, and Central Asia; how Timur's rule encouraged a flourishing of cultural life in Samarkand and the role his government played in the support of arts and sciences)

Knowledge/skill statements
     1.    Understands the impact of Timur’s conquests in Southwest Asia,         India, and Central Asia
    2.    Understands how Timur’s rule encouraged a flourishing of cultural life in         Samarkand
    3.    Knows the role Timur’s government played in the support of arts and         sciences

Standard 24: Understands the expansion of states and
civilizations in the Americas between 1000 and 1500 CE

Benchmark 1. Understands social and cultural features of Aztec society (e.g., the characteristics of Tenochtitlán that made it a unique city, gender roles in Aztec society and what these indicate about Aztec culture)

Knowledge/skill statements
    1.    Understands social features of Aztec society
    2.    Understands cultural features of Aztec society
    3.    Knows the characteristics of Tenochtitlán that made it a unique city
    4.    Understands gender roles in Aztec society and what these indicate about         Aztec culture

Benchmark 2. Understands cultural and economic elements of North American and Mesoamerican civilizations (e.g., the major characteristics of Toltecs, Anasazi, Pueblo, and North American mound-building peoples; patterns of long-distance trade centered in Mesoamerica)

Knowledge/skill statements
    1.    Understands cultural elements of North American and Mesoamerican         civilizations
    2.    Understands economic elements of North American and Mesoamerican         civilizations
    3.    Knows the major characteristics of Toltecs, Anasazi, Pueblo, and North         American mound building peoples
    4.    Knows patterns of long distance trade centered in Mesoamerica

Benchmark 3. Understands major political and social features of Incan society (e.g., the development of Incan social and political institutions, the chronology of Incan imperial expansion from 1230 to 1525 and the difficulties posed by its geographically an climatically diverse territories, the location and major features of Machu Picchu and what this site reveals about Incan civilization)

Knowledge/skill statements
    1.    Understands the development of Incan social institutions
    2.    Understands the development of Incan political institutions
    3.    Knows the chronology of Incan imperial expansion from 1230 to 1525
    4.    Understands the difficulties posed by the Incan empire’s geographically         and climatically diverse territories
    5.    Knows the location and major features of Machu Picchu
    6.    Understands what the Machu Picchu site reveals about Incan civilization

Benchmark 4. Understands the similarities and differences between Incan and Aztec society (e.g., the essential differences between Aztec and Incan government, economy, religion, and social organization; how Incan and Aztec art and architecture reveal cultural achievements in their societies)

Knowledge/skill statements
    1.    Understands the similarities between Incan and Aztec society
    2.    Understands the differences between Incan and Aztec society
    3.    Understands the essential differences between Aztec and Incan         government
    4.    Understands the essential differences between Aztec and Incan         economy
    5.    Understands the essential differences between Aztec and Incan religion
    6.    Understands the essential differences between Aztec and Incan social         organization
    7.    Understands how Incan and Aztec art and architecture reveal cultural         achievements in their societies

Benchmark 5. Understands how the natural environment affected the organization of developing societies of the North American plains, Southwestern deserts, and the tropical forests of the Yucatan

Knowledge/skill statements
    1.    Understands how the natural environment affected the organization         of developing societies of the North American plains
    2.    Understands how the natural environment affected the organization of         developing societies of the Southwestern deserts
    3.    Understands how the natural environment affected the organization of         developing societies of the tropical forests of the Yucatan

Standard 25: Understands major global trends
from 1000 to 1500 CE

Benchmark 1. Understands how major migratory and military movements of pastoral peoples of Asia and Africa affected agrarian states and societies of Eurasia and Africa

Knowledge/skill statements
    1.    Understands how major migratory movements of pastoral peoples of         Asia and Africa affected agrarian states and societies of Eurasia and         Africa
    2.    Understands how major military movements of pastoral peoples of Asia         and Africa affected agrarian states and societies of Eurasia and Africa

Benchmark 2. Understands economic, political, and cultural differences and similarities between Europe and Asia (e.g., causes and consequences of productive growth, commercialization, urbanization, and technological or scientific innovation in Europe and China; society, economy, and political organization of Europe and Japan, and causes of economic growth, urbanization, and cultural innovation in the two regions)

Knowledge/skill statements
    1.    Understands economic similarities between Europe and Asia
    2.    Understands economic differences between Europe and Asia
    3.    Understands political differences between Europe and Asia
    4.    Understands political similarities between Europe and Asia
    5.    Understands cultural differences between Europe and Asia
    6.    Understands cultural similarities between Europe and Asia
    7.    Understands causes and consequences of productive growth in Europe         and China
    8.    Understands causes and consequences of commercialization in Europe         and China
    9.    Understands causes and consequences of urbanization in Europe and         China
    10. Understands causes and consequences of technological or scientific           innovation in Europe and China
    11. Understands society of Europe and Japan from 1000 to 1500 CE
    12. Understands the economies of Europe and Japan from 1000 to 1500 CE
    13. Understands the political organization of Europe and Japan from 1000           to 1500 CE
    14. Understands causes of economic growth in Europe and Japan
    15. Understands the causes of urbanization in Europe and Japan
    16. Understands causes of cultural innovation in Europe and Japan

Benchmark 3. Understands the impact of interaction between Christians and Muslims in the Mediterranean region (e.g., how their encounters, both hostile and peaceful, affected political, economic, and cultural life in Europe, North Africa, and Southwest Asia)

Knowledge/skill statements
    1.    Understands how encounters, both hostile and peaceful, between         Christians and Muslims affected political life in Europe
    2.    Understands how encounters, both hostile and peaceful, between         Christians and Muslims affected political life in North Africa
    3.    Understands how encounters, both hostile and peaceful, between         Christians and Muslims affected political life in Southwest Asia
    4.    Understands how encounters, both hostile and peaceful, between         Christians and Muslims affected economic life in Europe
    5.    Understands how encounters, both hostile and peaceful, between         Christians and Muslims affected economic life in North Africa
    6.    Understands how encounters, both hostile and peaceful, between         Christians and Muslims affected economic life in Southwest Asia
    7.    Understands how encounters, both hostile and peaceful, between         Christians and Muslims affected cultural life in Europe
    8.    Understands how encounters, both hostile and peaceful, between         Christians and Muslims affected cultural life in North Africa
    9.    Understands how encounters, both hostile and peaceful, between         Christians and Muslims affected cultural life in Southwest Asia

Benchmark 4. Understands the concept of capitalism and the emergence of capitalistic institutions and productive methods in Europe and other parts of Afro-Eurasia

Knowledge/skill statements
    1.    Understands the concept of capitalism
    2.    Understands the emergence of capitalistic institutions and productive         methods in Europe and other parts of Afro Eurasia

Benchmark 5. Understands differences and similarities between the Inca and Aztec empires and empires of Afro-Eurasia (e.g., political institutions, warfare, social organizations, cultural achievements)

Knowledge/skill statements
    1.    Understands differences and similarities between political institutions in         the Inca and Aztec empires and empires of Afro Eurasia
    2.    Understands differences and similarities between warfare in the Inca         and Aztec empires and empires of Afro Eurasia
    3.    Understands differences and similarities between social organizations in         the Inca and Aztec empires and empires of Afro Eurasia
    4.    Understands differences and similarities between cultural achievements         in the Inca and Aztec empires and empires of Afro Eurasia


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 impact of the exploratory and commercial expeditions in the 15th and 16th centuries (e.g., the motives and short-term significance of the Portuguese and Spanish military and commercial expeditions to Sub-Saharan Africa, Asia, and the Americas; technologies that advanced international, seaborne trade in the latter part of the century; the connotations of the words "conquest," "exchange," and "discovery" used to describe Columbus' travels to North America and his encounters with indigenous populations)

Knowledge/skill statements
    1.    Understands the motives of the Portuguese military and commercial         expeditions to Sub Saharan Africa, Asia, and the Americas
    2.    Understands the motives of the Spanish military and commercial         expeditions to Sub Saharan Africa, Asia, and the Americas
    3.    Understands the short term significance of the Portuguese military and         commercial expeditions to Sub Saharan Africa, Asia, and the Americas
    4.    Understands the short term significance of the Spanish military and         commercial expeditions to Sub Saharan Africa, Asia, and the Americas
    5.    Knows technologies that advanced international, seaborne trade in the         latter part of the century
    6.    Understands the connotations of the words "conquest," "exchange," and         "discovery" used to describe Columbus’ travels to North America and         his encounters with indigenous populations

Benchmark 2. Understands how the Ottoman, Indian, Chinese, Japanese, Vietnamese, and Siamese powers restricted European commercial, military, and political penetration in the 16th century

Knowledge/skill statements
    1.    Understands how the Ottoman powers restricted European commercial,         military, and political penetration in the 16th century
    2.    Understands how the Indian powers restricted European commercial,         military, and political penetration in the 16th century
    3.    Understands how the Chinese powers restricted European commercial,         military, and political penetration in the 16th century
    4.    Understands how the Japanese powers restricted European commercial,         military, and political penetration in the 16th century
    5.    Understands how the Vietnamese powers restricted European         commercial, military, and political penetration in the 16th century
    6.    Understands how the Siamese powers restricted European commercial,         military, and political penetration in the 16th century

Benchmark 3. Understands cultural interaction between various societies in the late 15th and 16th centuries (e.g., how the Church helped administer Spanish and Portuguese colonies in the Americas; reasons for the fall of the Incan Empire to Pizarro; how the Portuguese dominated seaborne trade in the Indian Ocean basin in the 16th century; the relations between pilgrims and indigenous populations in North and South America, and the role different religious sects played in these relations; how the presence of Spanish conquerors affected the daily lives of Aztec, Maya, and Inca peoples)

Knowledge/skill statements
    1.    Understands how the Church helped administer Spanish colonies in the         Americas
    2.    Understands how the Church helped administer Portuguese colonies in         the Americas
    3.    Knows reasons for the fall of the Incan Empire to Pizarro
    4.    Understands how the Portuguese dominated seaborne trade in the         Indian Ocean basin in the 16th century
    5.    Understands the relations between pilgrims and indigenous populations         in North and South America, and the role different religious sects played         in these relations
    6.    Understands how the presence of Spanish conquerors affected the daily         lives of Aztec, Maya, and Inca peoples

Benchmark 4. Understands the impact of the exchange of flora, fauna, and pathogens on the Americas and the global population (e.g., the spread of disease throughout the world, and how new disease microorganisms in the Americas devastated indigenous populations; population decline in parts of the Americas within the context of global population trends and growth in Europe and East Asia in the 16th and 17th centuries, origins and routes of flora and fauna exchanged across the globe)

Knowledge/skill statements
    1.    Understands the impact of the exchange of flora, fauna, and pathogens         on the Americas
    2.    Understands the impact of the exchange of flora, fauna, and pathogens         on the global population
    3.    Understands the spread of disease throughout the world
    4.    Understands how new disease microorganisms in the Americas         devastated indigenous populations
    5.    Understands population decline in parts of the Americas within the         context of global population trends and growth in Europe and East Asia         in the 16th and 17th centuries
    6.    Knows the origins and routes of flora and fauna exchanged across the         globe

Benchmark 5. Understands the significance and cultural impact of migrations of the Muslims and Jews after their expulsion from Spain

Knowledge/skill statements
    1.    Understands the significance and cultural impact of migrations of the         Muslims after their expulsion from Spain
    2.    Understands the significance and cultural impact of migrations of the         Jews after their expulsion from Spain

Benchmark 6. Knows which crops in Spanish and Portuguese regions of the Americas were domestic and which were commercial, and knows what resources commercial crops demanded

Knowledge/skill statements
    1.    Knows which crops in Spanish and Portuguese regions of the Americas         were domestic
    2.    Knows which crops in Spanish and Portuguese regions were commercial
    3.    Knows what resources commercial crops in Spanish and Portuguese         regions of the Americas demanded

Standard 27: Understands how European society experienced political, economic, and cultural transformations in an age of global intercommunication between 1450 and 1750 CE

Benchmark 1. Understands early influences on the Scientific Revolution and the Enlightenment (e.g., connections between the Scientific Revolution and its antecedents, such as Greek rationalism, medieval theology, Muslim science, Renaissance humanism, and new global knowledge; connections between the Enlightenment and its antecedents, such as Roman republicanism, the Renaissance, and the Scientific Revolution)

Knowledge/skill statements
    1.    Understands early influences on the Scientific Revolution
    2.    Understands early influences on the Enlightenment
    3.    Understands connections between the Scientific Revolution and Greek         rationalism
    4.    Understands connections between the Scientific Revolution and         medieval theology
    5.    Understands connections between the Scientific Revolution and Muslim         science
    6.    Understands connections between the Scientific Revolution and         Renaissance humanism
    7.    Understands connections between the Scientific Revolution and new         global knowledge
    8.    Understands connections between the Enlightenment and Roman         republicanism
    9.    Understands connections between the Enlightenment and the         Renaissance
    10. Understands connections between the Enlightenment and the Scientific         Revolution

Benchmark 2. Understands changes in urban and rural Europe between the 15th and 18th centuries (e.g., social and economic consequences of population growth and urbanization in Europe between the 15th and 18th centuries; the growth pattern of European cities between the 17th and 18th centuries, and the major urban centers of this period; causes and effects of the "agrarian revolution" on Western and Eastern European society)
Knowledge/skill statements
    1.    Understands changes in urban Europe between the 15th and 18th         centuries
    2.    Understands changes in rural Europe between the 15th and 18th         centuries
    3.    Knows social consequences of population growth and urbanization in         Europe between the 15th and 18th centuries
    4.    Knows economic consequences of population growth and urbanization in         Europe between the 15th and 18th centuries
    5.    Knows the growth pattern of European cities between the 17th and 18th         centuries
    6.    Knows the major urban centers between the 17th and 18th centuries
    7.    Understands causes and effects of the "agrarian revolution" on Western         and Eastern European society

Benchmark 3. Understands significant social and cultural changes that took place during the Renaissance (e.g., advances in printing press technology, the connections between the Italian Renaissance and the development of Humanist ideals in Europe north of the Alps, positive and negative changes in the status of women during the Renaissance and Reformation, the legacy of Renaissance architecture, changes in European art and architecture between the Middle Ages and the High Renaissance)

Knowledge/skill statements
    1.    Understands significant social changes that took place during the         Renaissance
    2.    Understands significant cultural changes that took place during the         Renaissance
    3.    Understands the significance of advances in printing press technology
    4.    Understands the connections between the Italian Renaissance and the         development of Humanist ideals in Europe north of the Alps
    5.    Knows positive and negative changes in the status of women during the         Renaissance and Reformation
    6.    Understands the legacy of Renaissance architecture
    7.    Understands changes in European art and architecture between the         Middle Ages and the High Renaissance

Benchmark 4. Understands origins of the Reformation and Catholic Reformation (e.g., why many Europeans were unhappy with the late medieval Catholic Church, and how the beliefs and ideas of leading Protestant reformers reflected this discontent; what the Catholic Reformation sought to achieve, and the effect of religious reforms and divisions on Europeans; the patterns of religious affiliation in Europe in the early 17th century and factors that led some populations to embrace the Protestant Reformation while others rejected it)

Knowledge/skill statements
    1.    Understands origins of the Reformation
    2.    Understands origins of the Catholic Reformation
    3.    Knows why many Europeans were unhappy with the late medieval         Catholic Church
    4.    Understands how the beliefs and ideas of leading Protestant reformers         reflected discontent among Europeans with the late medieval Catholic         Church
    5.    Knows what the Catholic Reformation sought to achieve
    6.    Understands the effect of religious reforms and divisions on Europeans
    7.    Understands the patterns of religious affiliation in Europe in the early         17th century
    8.    Knows factors that led some populations to embrace the Protestant         Reformation while others rejected it

Benchmark 5. Understands the emergence of strong individual leaders, monarchies, and states in Europe between the 16th and 18th centuries (e.g., the character, development, and sources of wealth of strong bureaucratic monarchies; the significance of Peter the Great's westernizing reforms; the emergence of the Dutch Republic as a powerful European state; the reign of Elizabeth I and her efficacy as a leader and builder of a strong nation-state; the governmental policies of Catherine the Great; why St. Petersburg was called the "window on the West")

Knowledge/skill statements
    1.    Understands the emergence of strong individual leaders and monarchies         in Europe between the 16th and 18th centuries
    2.    Understands the emergence of strong individual states in Europe         between the 16th and 18th centuries
    3.    Understands the character of strong bureaucratic monarchies
    4.    Understands the development of strong bureaucratic monarchies
    5.    Knows the sources of wealth of strong bureaucratic monarchies
    6.    Knows the significance of Peter the Great’s westernizing reforms
    7.    Understands the emergence of the Dutch Republic as a powerful         European state
    8.    Understands the reign of Elizabeth I and her efficacy as a leader and         builder of a strong nation state
    9.    Knows the governmental policies of Catherine the Great
    10. Knows why St. Petersburg was called the "window on the West"

Benchmark 6. Understands contributions of the Scientific Revolution to European society (e.g., the importance of discoveries in mathematics, physics, biology, and chemistry to 17th-and 18th-century Europe; the significance of the principles of the scientific method advanced by Francis Bacon and Ren‚ Descartes; the trial of Galileo and arguments and evidence used to prove him "innocent" or "guilty"; the major features of the Scientific Revolution in major fields of endeavor)

Knowledge/skill statements
    1.    Understands the importance of discoveries in mathematics to 17th and         18th century Europe
    2.    Understands the importance of discoveries in physics to 17th and 18th         century Europe
    3.    Understands the importance of discoveries in biology to 17th and 18th         century Europe
    4.    Understands the importance of discoveries in chemistry to 17th and         18th century Europe
    5.    Understands the significance of the principles of the scientific method         advanced by Francis Bacon and René Descartes
    6.    Understands the trial of Galileo and arguments and evidence used to         prove him "innocent" or "guilty"
    7.    Knows the major features of the Scientific Revolution in major fields of         endeavor

Benchmark 7. Understands the short and long-term impact of Enlightenment ideas (e.g., how Enlightenment-era thought contributed to the reform of church and state, the reform programs of absolutist monarchs of Central Europe and Russia, the influence of Enlightenment ideas on the development of modern nationalism and democratic thought and institutions)

Knowledge/skill statements
    1.    Understands the short term impact of Enlightenment ideas
    2.    Understands the long term impact of Enlightenment ideas
    3.    Understands how Enlightenment era thought contributed to the reform         of church and state
    4.    Understands the reform programs of absolutist monarchs of Central         Europe and Russia
    5.    Understands the influence of Enlightenment ideas on the development of         modern nationalism and democratic thought and institutions

Benchmark 8. Understands the effects on world trade of the Spanish silver trade from America

Knowledge/skill statements
    1.    Knows features of the Spanish silver trade from America

Benchmark 9. Understands the role of gunpowder in the development of strong European leadership (e.g., how gunpowder came to Europe from China, and how it helped establish and maintain the power of state leaders in Europe)

Knowledge/skill statements
    1.    Knows how gunpowder came to Europe from China
    2.    Understands how gunpowder helped establish and maintain the power of         state leaders in Europe

Benchmark 10. Understands the long and short-term causes of the "Glorious" revolution of 1688 and how it earned this title

Knowledge/skill statements
    1.    Understands the long term causes of the "Glorious" revolution of 1688
    3.    Understands the short term causes of the "Glorious" revolution of 1688
    3.    Understands how the "Glorious" revolution of 1688 earned its title


Standard 28: Understands how large territorial empires dominated much of Eurasia between the 16th and 18th centuries

Benchmark 1. Understands interactions between China and other countries during the Ming Dynasty (e.g., the Chinese view of itself as the "Middle Kingdom;" political, commercial, and cultural relations with Korea, Vietnam, and other societies of East and Southeast Asia)

Knowledge/skill statements
    1.    Understands the Chinese view of itself as the "Middle Kingdom’
    2.    Understands Chinese political relations with Korea
    3.    Understands Chinese political relations with Vietnam
    4.    Understands Chinese political relations with various societies of East and         Southeast Asia
    5.    Understands Chinese commercial relations with Korea
    6.    Understands Chinese commercial relations with Vietnam
    7.    Understands Chinese commercial relations with various societies of East         and Southeast Asia
    8.    Understands Chinese cultural relations with Korea
    9.    Understands Chinese cultural relations with Vietnam
    10. Understands Chinese cultural relations with various societies of East         and Southeast Asia

Benchmark 2. Understands features of class structure and sources of social change in China (e.g., the effects of American crops and silver on demographic, economic, and social change in China; the stratification of Chinese society under Ming rule)

Knowledge/skill statements
    1.    Understands features of class structure in China
    2.    Understands sources of social change in China
    3.    Understands the effects of American crops and silver on demographic         change in China
    4.    Understands the effects of American crops and silver on economic social         change in China
    5.    Understands the effects of American crops and silver on social change         in China
    6.    Understands the stratification of Chinese society under Ming rule

Benchmark 3. Understands cultural, political, and economic factors that influenced the development of the Ottoman Empire (e.g., the development of the Ottoman Empire among diverse religious and ethnic groups, the Christian European view of the Ottoman seizure of Constantinople in 1453, trade routes within the Ottoman Empire and how trade was affected by the development of a sea route around Africa)

Knowledge/skill statements
    1.    Understands cultural factors that influenced the development of the         Ottoman Empire
    2.    Understands political factors that influenced the development of the         Ottoman Empire
    3.    Understands economic factors that influenced the development of the         Ottoman Empire
    4.    Understands the development of the Ottoman Empire among diverse         religious and ethnic groups
    5.    Knows the Christian European view of the Ottoman seizure of         Constantinople in 1453
    6.    Knows trade routes within the Ottoman Empire
    7.    Knows how trade in the Ottoman Empire was affected by the                  development of a sea route around Africa

Benchmark 4. Understands political and religious influences on the development of the Mughal Empire (e.g., relations between Muslims and Hindus in the empire, the effectiveness of Akbar's governing methods and religious ideas in comparison to other Mughal emperors)

Knowledge/skill statements
    1.    Understands political influences on the development of the Mughal         Empire
    2.    Understands religious influences on the development of the Mughal         Empire
    3.    Understands relations between Muslims and Hindus in the empire
    4.    Understands the effectiveness of Akbar’s governing methods and         religious ideas in comparison to other Mughal emperors

Benchmark 5. Understands changes in the political structure of the Ming Dynasty (e.g., how the power of the Ming emperor changed over time, the source of political threat to the Ming Empire and the role of defense in their military strategy)

Knowledge/skill statements
    1.    Knows how the power of the Ming emperor changed over time
    2.    Knows the source of political threat to the Ming Empire
    3.    Knows the role of defense in the Ming Empire’s military strategy

Benchmark 6. Understands factors that influenced the development and expansion of the Safavid Empire (e.g., key urban areas of the empire, and factors that contributed to the success of Safavid rule; how the city of Isfahan developed under the reign of Shah Abbas I)

Knowledge/skill statements
    1.    Knows key urban areas of the Safavid empire
    2.    Knows factors that contributed to the success of Safavid rule
    3.    Understands how the city of Isfahan developed under the reign of Shah         Abbas I

Benchmark 7. Knows how the popularity of Indian textiles in Europe undermined the efforts of the East India Company to sell more British goods in India than it imported

Knowledge/skill statements
    1.    Understands the popularity of Indian textiles in Europe

Standard 29: Understands the economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas between 1500 and 1750 CE

Benchmark 1. Understands the consequences of European interaction with indigenous populations of the Americas (e.g., the moral, political, and cultural role of Catholic and Protestant Christianity in the European colonies in America; the Seven Years War and its consequences for Britain, France, Spain, and the indigenous peoples of the American colonial territories; the political relationships between American Indian nations and Holland, France, and England)

Knowledge/skill statements
    1.    Understands the moral role of Catholic and Protestant Christianity in the         European colonies in America
    2.    Understands the political role of Catholic and Protestant Christianity in         the European colonies in America
    3.    Understands the cultural role of Catholic and Protestant Christianity in         the European colonies in America
    4.    Understands aspects of the Seven Years War
    5.    Understands the consequences of the Seven Years War for Britain,         France, Spain, and the indigenous peoples of the American colonial         territories
    6.    Understands the political relationships between American Indian nations         and Holland, France, and England

Benchmark 2. Understands features of and participants in the slave trade (e.g., ways in which entrepreneurs and colonial governments exploited American Indian labor, and the use of African slave labor for commercial agriculture; the treatment of slaves in the Western Hemisphere as opposed to those in the Islamic lands, Christian Europe, and West Africa; the organization of long-distance trade in West and Central Africa and circumstances under which African governments, elites, and merchants participated in the sale of slaves to Europeans; treatment of slaves and forms of resistance used in the "middle passage")

Knowledge/skill statements
    1.    Knows participants in the slave trade
    2.    Knows ways in which entrepreneurs and colonial governments exploited         American Indian labor
    3.    Understands ways in which entrepreneurs and colonial governments         used African slave labor for commercial agriculture
    4.    Understands the treatment of slaves in the Western Hemisphere as         opposed to those in the Islamic lands, Christian Europe, and West Africa
    5.    Understands the organization of long distance trade in West and Central         Africa
    6.    Knows circumstances under which African governments, elites, and         merchants participated in the sale of slaves to Europeans
    7.    Understands the treatment of slaves in the "middle passage"
    8.    Knows forms of resistance used by slaves in the "middle passage"

Benchmark 3. Understands factors that contributed to the development of various African societies (e.g., the importance of trade, slavery, and an expanding world economy to the development of such African states as Ashanti, Dahomey, Benin, Lunda, and Kongo; different forms of slave resistance and the founding of Maroon societies; how Ashanti concepts of monarchical power compare to those of Europeans)

Knowledge/skill statements
    1.    Understands the importance of trade, slavery, and an expanding world         economy to the development of such African states as Ashanti,         Dahomey, Benin, Lunda, and Kongo
    2.    Understands different forms of slave resistance and the founding of         Maroon societies
    3.    Understands how Ashanti concepts of monarchical power compare to         those of Europeans

Benchmark 4. Knows the causes and consequences of encounters among Khoisan groups, Bantu-speaking peoples, and European settlers in South Africa in the 17th and 18th centuries

Knowledge/skill statements
    1.    Knows the causes of encounters among Khoisan groups, Bantu speaking         peoples, and European settlers in South Africa in the 17th and 18th         centuries
    2.    Knows the consequences of encounters among Khoisan groups, Bantu         speaking peoples, and European settlers in South Africa in the 17th and         18th centuries

Benchmark 5. Understands the differences in the demands and purposes of European colonies in different areas of the Western Hemisphere (e.g., how European colonies in Peru differed from those in the Great Lakes region, Barbados, or Massachusetts)

Knowledge/skill statements
    1.    Understands how European colonies in Peru differed from those in the         Great Lakes region, Barbados, or Massachusetts

Standard 30: Understands transformations in Asian societies in the era of European expansion

Benchmark 1. Understands political, economic, and social aspects of Chinese society during the era of European expansion (e.g., how the Manchus overthrew the Ming Dynasty and the consequences of this event; demands and consequences of increasing population growth, agricultural output, commerce, and European trading networks in the Manchu Empire; treatment and opportunities open to women in 17th-and 18th-century China)

Knowledge/skill statements
    1.    Understands political aspects of Chinese society during the era of         European expansion
    2.    Understands economic aspects of Chinese society during the era of         European expansion
    3.    Understands social aspects of Chinese society during the era of         European expansion
    4.    Knows how the Manchus overthrew the Ming Dynasty and the         consequences of this event
    5.    Understands demands and consequences of increasing population         growth, agricultural output, commerce, and European trading networks         in the Manchu Empire
    6.    Knows the treatment of and opportunities open to women in 17th and         18th century China

Benchmark 2. Understands trade patterns and relations between Europe and China (e.g., how well the Chinese government was able to control European trade within its borders and the extent of European commercial penetration; trade routes and major port cities used by the Europeans in their trade with China, and why Gangzhou [Canton] was central in this trade; the trade relationship between Britain and China in the 18th century)

Knowledge/skill statements
    1.    Understands how well the Chinese government was able to control         European trade within its borders
    2.    Understands the extent of European commercial penetration into China
    3.    Knows trade routes and major port cities used by the Europeans in their         trade with China
    4.    Knows why Gangzhou (Canton) was central in European trade with         China
    5.    Understands the trade relationship between Britain and China in the         18th century

Benchmark 3. Understands how the spread of different religions affected various Asian countries (e.g., how and why Islam continued to expand in India, Southeast Asia, and China)

Knowledge/skill statements
    1.    Understands how and why Islam continued to expand in India
    2.    Understands how and why Islam continued to expand in Southeast Asia
    3.    Understands how and why Islam continued to expand in India,         Southeast Asia, and China

Benchmark 4. Understands features in the development of Korean and Japanese culture (e.g., why Korea was called the "Hermit Kingdom" before 1800, the role and status of women in Tokugawa Japan, the roots and development of 17th-century Japanese art forms)

Knowledge/skill statements
    1.    Understands features in the development of Korean culture
    2.    Understands features in the development of Japanese culture
    3.    Understands why Korea was called the "Hermit Kingdom" before 1800
    4.    Understands the role and status of women in Tokugawa Japan
    5.    Understands the roots and development of 17th century Japanese art         forms

Benchmark 5. Understands the spread of Confucianism in various Asian cultures (e.g., how the rising popularity of Confucianism among the elites in Korea and Japan contributed to changes in the roles of women; how Confucianism was influenced by government and society in China, Korea, Japan, and Vietnam)

Knowledge/skill statements
    1.    Understands how the rising popularity of Confucianism among the elites         in Korea and Japan contributed to changes in the roles of women
    2.    Understands how Confucianism was influenced by government and         society in China
    3.    Understands how Confucianism was influenced by government and         society in Japan
    4.    Understands how Confucianism was influenced by government and         society in Korea
    5.    Understands how Confucianism was influenced by government and         society in Vietnam

Benchmark 6. Understands the evolution, recurring themes, and foreign influence in Japanese art and artists (e.g., Nikko and Katsuru rikyu, Sotabu screens, brush painting, works of Shiba Kokan) and how they reflected society

Knowledge/skill statements
    1.    Understands the evolution of Japanese art and artists (e.g., Nikko and         Katsuru rikyu, Sotabu screens, brush painting, works of Shiba Kokan)
    2.    Understands recurring themes in Japanese art
    3.    Understands foreign influences on Japanese art and artists (e.g., Nikko         and Katsuru rikyu, Sotabu screens, brush painting, works of Shiba         Kokan)
    4.    Understands Japanese art reflected society

Standard 31: Understands major global trends from
1450 to 1770 CE

Benchmark 1. Knows ways in which expanding capitalistic enterprise and commercialization affected relations among states and contributed to changing class and race relations

Knowledge/skill statements
    1.    Knows ways in which expanding capitalistic enterprise and                  commercialization affected relations among states
    2.    Knows ways in which expanding capitalistic enterprise and                   commercialization contributed to changing class and race relations

Benchmark 2. Understands the influence of technological advancements on society (e.g., how innovations in military technology and tactics changed the balance of naval military power and affected empire building around the globe; countries that benefitted and suffered as a result of military innovations)

Knowledge/skill statements
    1.    Understands how innovations in military technology and tactics changed         the balance of naval military power and affected empire building around         the globe
    2.    Knows countries that benefited as a result of military innovations
    3.    Knows countries that suffered as a result of military innovations

Benchmark 3. Knows how Buddhism, Islam, and Christianity spread between 1450 and 1750 (e.g., the location and geographical area of influence, the rate of growth of practitioners, reasons for growth)

Knowledge/skill statements
    1.    Knows how Buddhism spread between 1450 and 1750
    2.    Knows how Islam spread between 1450 and 1750
    3.    Knows how Christianity spread between 1450 and 1750
    4.    Knows the location and geographical area of influence of Buddhism         between 1450 and 1750
    5.    Knows the location and geographical area of influence of Islam between         1450 and 1750
    6.    Knows the location and geographical area of influence of Christianity         between 1450 and 1750
    7.    Knows the rate of growth of practitioners of Buddhism between 1450         and 1750
    8.    Knows the rate of growth of practitioners of Islam between 1450 and         1750
    9.    Knows the rate of growth of practitioners of Christianity between 1450         and 1750
    10. Knows reasons for the growth of Buddhism between 1450 and 1750
    11. Knows reasons for the growth of Islam between 1450 and 1750
    12. Knows reasons for the growth of Christianity between 1450 and 1750

Benchmark 4. Understands patterns of social and cultural continuity in various societies (e.g., ways in which peoples maintained traditions and resisted external challenges in the context of a rapidly changing world)

Knowledge/skill statements
    1.    Knows various ways in which peoples maintained traditions in the         context of a rapidly changing world
    2.    Knows various ways in which peoples resisted external challenges in the         context of a rapidly changing world

Standard 32: Understands the causes and consequences of political revolutions in the late 18th and early 19th centuries

Benchmark 1. Understands the diverse factors (e.g., the Seven Years War, Enlightenment-era thought, the American Revolution, escalating internal economic crisis) that affected social and political conditions in Old Regime France
Knowledge/skill statements

Knowledge/skill statements
    1.    Understands the diverse factors that affected social conditions in Old         Regime France
    2.    Understands the diverse factors that affected political conditions in Old         Regime France
    3.    Understands how the Seven Years War affected social and political         conditions in Old Regime France
    4.    Understands how Enlightenment era thought affected social and political         conditions in Old Regime France
    5.    Understands how the American Revolution affected social and political         conditions in Old Regime France
    6.    Understands how escalating internal economic crisis affected social and         political conditions in Old Regime France

Benchmark 2. Understands events and ideas that influenced the course of the French Revolution (e.g., how the revolution developed from constitutional monarchy to democratic despotism to the Napoleonic empire; the organization of the Estates-General and its merits and limitations; central ideas and origins of the Declaration of Rights of Man and Citizen)

Knowledge/skill statements
    1.    Understands events that influenced the course of the French Revolution
    2.    Understands ideas that influenced the course of the French Revolution
    3.    Understands how the revolution developed from constitutional monarchy         to democratic despotism to the Napoleonic empire
    4.    Knows the organization of the Estates General and its merits and         limitations
    5.    Knows the central ideas and origins of the Declaration of Rights of Man         and Citizen

Benchmark 3. Understands how the French Revolution changed social conditions in France (e.g., how the revolution changed political and religious institutions, social relations, education, family life, and the legal and political position of women; how territorial changes were made in Europe between 1789 and 1815 and their consequences for diverse social groups such as clergy, nobility, peasantry, bourgeoisie, and sans-culottes)

Knowledge/skill statements
    1.    Understands how the French Revolution changed political institutions
    2.    Understands how the French Revolution changed religious institutions
    3.    Understands how the French Revolution changed social relations
    4.    Understands how the French Revolution changed education
    5.    Understands how the French Revolution changed family life
    6.    Understands how the French Revolution changed the legal and political         position of women
    7.    Understands how territorial changes were made in Europe between         1789 and 1815
    8.    Understands the consequences of territorial changes in Europe between         1789 and 1815 for diverse social groups such as clergy, nobility,         peasantry, bourgeoisie, and sans culottes

Benchmark 4. Knows the consequences of Napoleon's invasions (e.g., the impact of Napoleon's invasion of Iberia and growing British power in the Atlantic basin on the independence movements in Latin America, the events surrounding Napoleon's invasion of Portugal, the flight of the Portuguese court to Brazil)
                   
Knowledge/skill statements
    1.    Understands the impact of Napoleon’s invasion of Iberia and growing         British power in the Atlantic basin on the independence movements in         Latin America
    2.    Knows the events surrounding Napoleon’s invasion of Portugal and the         flight of the Portuguese court to Brazil

Benchmark 5. Understands the political and ideological objectives of Latin American independence movements (e.g., knows who supported Father Miguel Hidalgo, his role in the Mexican Revolution of 1810: knows the role of Agustin de Iturbide in the Creole-dominated revolt of 1821)

Knowledge/skill statements
    1.    Understands the political objectives of the Latin American independence         movements between 1808 and 1830
    2.    Understands the ideological objectives of the Latin American                  independence movements between 1808 and 1830
    3.    Knows who supported Father Miguel Hidalgo
    4.    Understands Father Miguel Hidalgo’s role in the Mexican Revolution of         1810
    5.    Knows the role of Agustin de Iturbide in the Creole dominated revolt of         1821

Benchmark 6. Knows the leading figures and issues of the Congress of Vienna

Knowledge/skill statements
    1.    Knows the leading figures of the Congress of Vienna
    2.    Knows the leading figures issues of the Congress of Vienna

Benchmark 7. Understands elements of the Haitian revolution (e.g., the role of Touissant L'Overture, Haiti's social and economic conditions under French rule)

Knowledge/skill statements
    1.    Understands the role of Touissant L’Overture in the Haitian Revolution
    2.    Understands Haiti’s social conditions under French rule
    3.    Understands Haiti’s economic conditions under French rule

Standard 33: Understands the causes and consequences of the agricultural and industrial revolutions from 1700 to 1850  CE

Benchmark 1. Understands why industrialization flourished in Britain (e.g., Britain's comitain's unique combination of geography, location, natural resources, economy, technology, and political tendencies)

Knowledge/skill statements
    1.    Knows Britain’s commercial connections with foreign markets in the         early industrial revolution
    2.    Understands how Britain’s unique combination of geography, location,         natural resources, economy, technology, and political tendencies         contributed to early industrialization

Benchmark 2. Understands the effect of the industrial revolution on social and political conditions in various regions (e.g., connections between industrialization, labor unions, and movements for political and social reform in England, Western Europe, and the United States; the pace and extent of industrialization in Great Britain and the United States in the latter half of the 19th century; Robert Owen's New Lanark System and its role in dealing with societal problems caused by the industrial revolution; changes affected by the "Great Reform" bill of 1832, and how it addressed problems of the industrial revolution)

Knowledge/skill statements
    1.    Understands the effect of the industrial revolution on social conditions in         various regions
    2.    Understands the effect of the industrial revolution on political conditions         in various regionszation, labor unions, and movements for political and         social reform in Western Europe
    3.    Understands connections between industrialization, labor unions, and         movements for political and social reform in England
    4.    Understands connections between industrialization, labor unions, and         movements for political and social reform in Western Europe
    5.    Understands connections between industrialization, labor unions, and         movements for political and social reform in the United States
    6.    Knows the pace and extent of in Great Britain in the latter half of the         19th century
    7.    Knows the pace and extent of industrialization in the United States in the         latter half of the 19th century
    8.    Understands Robert Owen’s New Lanark System and its role in dealing         with societal problems caused by the industrial revolution
    9.    Knows changes affected by the "Great Reform" bill of 1832, and how it         addressed problems of the industrial revolution

Benchmark 3. Understands the status of slavery and slaves throughout the 19th century (e.g., how contract labor migration and other forms of coerced labor compare with slavery as methods of organizing commercial agriculture in the Americas in the later 19th century; the degree to which emancipated slaves and their descendants achieved social equality and economic advancement in various countries of the Western Hemisphere; locations of legal slavery around the world in 1800, 1830, and 1880, and how changes in the legal status could be linked to revolution ideology and economics)

Knowledge/skill statements
    1.    Understands how contract labor migration and other forms of coerced         labor compare with slavery as methods of organizing commercial         agriculture in the Americas in the later 19th century
    2.    Understands the degree to which emancipated slaves and their         descendants achieved social equality and economic advancement in         various countries of the Western Hemisphere
    3.    Knows locations of legal slavery around the world in 1800, 1830, and         1880
    4.    Understands how changes in the legal status of slaves could be linked to         revolution ideology and economics

Benchmark 4. Understands the importance and consequences of new technologies (e.g., seed drill, crop rotation, stock breeding, three piece iron) in the agricultural revolution

Knowledge/skill statements
    1.    Understands the importance of new technologies (e.g., seed drill, crop         rotation, stock breeding, three piece iron) in the agricultural revolution
    2.    Understands the consequences of new technologies (e.g., seed drill,         crop rotation, stock breeding, three piece iron) in the agricultural         revolution

Benchmark 5. Understands the impact of new technology that emerged during the industrial revolution (e.g., technological innovations that propelled the textile industry to the forefront of the industrial revolution; the roles of interchangeable parts and mass production in the industrial revolution)

Knowledge/skill statements
    1.    Knows technological innovations that propelled the textile industry to the         forefront of the industrial revolution
    2.    Knows the roles of interchangeable parts and mass production in the         industrial revolution

Benchmark 6. Knows new patterns in world manufacturing production that developed among the nations of Great Britain, United States, Germany, France, Russia, and Italy between 1800 and 1900

Knowledge/skill statements
    1.    Knows the distribution of world manufacturing production between 1800         and 1900
    2.    Knows how the distribution of world manufacturing production changed         between 1800 and 1900

Benchmark 7. Understands the discourse surrounding the abolition of slavery (e.g., the debate over abolition of slavery in the context of the French Revolution, the different strategies to resist slavery employed by peoples in the Americas)

Knowledge/skill statements
    1.    Understands the debate over abolition of slavery in the context of the         French Revolution
    2.    Knows the different strategies to resist slavery employed by peoples in         the Americas

Benchmark 8. Understands significant individuals in the abolition movement (e.g., prominent women from the abolitionist movement in America and their major accomplishments, including Harriet Tubman, Sojourner Truth, the Grimké sisters, Lucretia Mott; the story of Olaudah Equiana [Gustavus Vasa], his experience during the "middle passage," and his efforts to bring an end to the slave trade)

Knowledge/skill statements
    1.    Knows prominent women from the abolitionist movement in America         and their major accomplishments, including Harriet Tubman, Sojourner         Truth, the Grimké sisters, Lucretia Mott
    2.    Knows the story of Olaudah Equiana (Gustavus Vasa), his experience         during the "middle passage," and his efforts to bring an end to the slave         trade

Standard 34: Understands how Eurasian societies were transformed in an era of global trade and the emergence of European power from 1750 to 1870 CE

Benchmark 1. Understands the decline of the Ottoman Empire in the 19th century (e.g., the defensive reform programs of Selim III and Mahmud II, and the challenges they faced in resolving the empire's political and economic crisis; sources of weakness of the Ottoman Empire in the late 19th century; the military training and equipment of the Janissary Corps; how and when territory of the Ottoman Empire changed during the first half of the 19th century; causes of the Crimean War, the main events, nations involved, and forms of warfare employed)

Knowledge/skill statements
    1.    Knows the defensive reform programs of Selim III and Mahmud II and         the challenges they faced in resolving the empire’s political and         economic crisis
    2.    Knows sources of weakness of the Ottoman Empire in the late 19th         century
    3.    Understands the military training and equipment of the Janissary Corps
    4.    Understands how and when territory of the Ottoman Empire changed         during the first half of the 19th century
    5.    Knows causes of the Crimean War
    6.    Knows the main events of the Crimean War
    7.    Knows the nations involved in the Crimean War
    8.    Knows the forms of warfare employed in the Crimean War

Benchmark 2. Understands political conditions in Russia during the reign of Catherine the Great (e.g., the effects of the French Revolution, Napoleonic invasion, and world economy on Russian absolutism; the significance of imperial reforms and popular opposition movements in the late 19th century; the extent of Russian expansion into Eastern Europe and Central Asia; how Poland was partitioned in 1772, 1793, and 1795, and the location and significance of Russian ports on the White and Black Seas and the Baltic)

Knowledge/skill statements
    1.    Understands the effects of the French Revolution on Russian absolutism
    2.    Understands the effects of the Napoleonic invasion on Russian         absolutism
    3.    Understands the effects of the world economy on Russian absolutism
    4.    Understands the significance of imperial reforms and popular opposition         movements in the late 19th century
    5.    Knows the extent of Russian expansion into Eastern Europe and Central         Asia
    6.    Knows how Poland was partitioned in 1772, 1793, and 1795
    7.    Knows the location and significance of Russian ports on the White and         Black Seas and the Baltic

Benchmark 3. Understands the impact of foreign trade and politics on Indian culture (e.g., major trade routes that linked China, India, and Europe, and the impact of this trade on Indian agriculture and industry; the decline of the Mughal empire and the rise of British political and military influence in India between 1750 and 1858; the competitive policies of the British and the French in India, and why the British East India Company was able to prevail; the goods imported to and exported from India)

Knowledge/skill statements
    1.    Understands the impact of foreign trade on Indian culture
    2.    Understands the impact of foreign politics on Indian culture
    3.    Knows major trade routes that linked China, India, and Europe
    4.    Understands the impact of trade between China, India, and Europe on         Indian agriculture and industry
    5.    Understands the decline of the Mughal empire and the rise of British         political and military influence in India between 1750 and 1858
    6.    Knows the competitive policies of the British and the French in India
    7.    Knows why the British East India Company was able to prevail over the         French East India Company in India
    8.    Knows the goods imported to and exported from India

Benchmark 4. Understands the economic and social consequences of rapid population growth in China between the 17th and 19th centuries

Knowledge/skill statements
    1.    Understands the economic consequences of rapid population growth in         China between the 17th and 19th centuries
    2.    Understands the social consequences of rapid population growth in         China between the 17th and 19th centuries

Benchmark 5. Understands causes of political and social turmoil in China in the 18th and 19th centuries (e.g., causes of governmental breakdown, political conflict, and social disintegration in China in the late 18th and 19th centuries; the main events surrounding the Boxer Rebellion and the Opium War)

Knowledge/skill statements
    1.    Understands causes of social turmoil in China in the 18th and 19th         centuries
    2.    Understands causes of political turmoil in China in the 18th and 19th         centuries
    3.    Knows causes of governmental breakdown in China in the late 18th and         19th centuries
    4.    Knows causes of political conflict in China in the late 18th and 19th         centuries
    5.    Knows causes of social disintegration in China in the late 18th and 19th         centuries
    6.    Knows the main events surrounding the Boxer Rebellion and the Opium         War

Benchmark 6. Understands the origins of Japanese modernization and Japan's changing policies toward Western influences (e.g., the impact of Western ideas and the role of Confucianism and Shinto traditional values on Japan in the Meiji period, the role of the samurai in the events leading up to the Mejii Restoration)

Knowledge/skill statements
    1.    Understands the origins of Japanese modernization
    2.    Understands Japan’s changing policies toward Western influences
    3.    Understands the impact of Western ideas on Japan in the Meiji period
    4.    Understands the role of Confucianism and Shinto traditional values in         Japan in the Meiji period
    5.    Knows the role of the samurai in the events leading up to the Mejii         Restoration

Benchmark 7. Understands the general political, social, and economic structure of Russia in the 1800s
Knowledge/skill statements
    1.    Understands the general political structure of Russia in the 1800s
    2.    Understands the general social structure of Russia in the 1800s
    3.    Understands the general economic structure of Russia in the 1800s

Benchmark 8. Understands significant cultural and political changes in India in the 18th and 19th centuries (e.g., changing linguistic and religious diversity in India between the early 18th and late 19th centuries, the significant changes in political control and boundaries in India between 1798 and 1850)

Knowledge/skill statements
    1.    Understands significant cultural changes in India in the 18th and 19th         centuries
    2.    Understands significant political changes in India in the 18th and 19th         centuries
    3.    Understands changing linguistic diversity in India between the early 18th         and late 19th centuries
    4.    Understands changing religious diversity in India between the early 18th         and late 19th centuries
    5.    Knows the significant changes in political control and boundaries in India         between 1798 and 1850

Benchmark 9. Understands Dutch involvement in various regions (e.g., changes in Dutch influence and control in South Asia between 1815 and 1850, how the Dutch ruled their colonies in the East Indies and what types of goods were traded by the Dutch in this region)

Knowledge/skill statements
    1.    Knows changes in Dutch influence and control in South Asia between         1815 and 1850
    2.    Understands how the Dutch ruled their colonies in the East Indies
    3.    Knows what types of goods were traded by the Dutch in this region

Standard 35: Understands patterns of nationalism,
state-building, and social reform in Europe and
the Americas from 1830 to 1914 CE

Benchmark 1. Understands the ideas that influenced the nationalist movements (e.g., major characteristics of 19th-century European nationalism, and connections between nationalist ideology, the French Revolution, Romanticism, and liberal reform movements; the extent to which Garibaldi reflected 19th-century Romanticism; the purpose of Bismarck's "Blood and Iron" speech, and previous attempts at unification to which he refers; the chronology of significant events in the unifications of Italy and Germany)

Knowledge/skill statements
    1.    Knows major characteristics of 19th century European nationalism
    2.    Understands connections between nationalist ideology, the French         Revolution, Romanticism, and liberal reform movements
    3.    Understands the extent to which Garibaldi reflected 19th century         Romanticism
    4.    Knows the purpose of Bismarck’s "Blood and Iron" speech, and previous         attempts at unification to which he refers
    5.    Knows the chronology of significant events in the unification of Italy
    6.    Knows the chronology of significant events in the unification of Germany

Benchmark 2. Understands movements and ideas that contributed to social change in 19th-century North America and Europe (e.g., the leading ideas of Karl Marx and the impact of Marxist beliefs and programs on politics, industry, and labor relations in Europe; the origins of women's suffrage in North America and Europe, leading figures on both continents, and their success until World War I)

Knowledge/skill statements
    1.    Understands movements and ideas that contributed to social change in         19th century North America
    2.    Understands movements and ideas that contributed to social change in         19th century Europe
    3.    Knows the leading ideas of Karl Marx
    4.    Understands the impact of Marxist beliefs and programs on politics,         industry, and labor relations in Europe
    5.    Knows the origins of women’s suffrage in North America
    6.    Knows the origins of women’s suffrage in Europe
    7.    Knows leading figures in the women’s suffrage movement in North         America
    8.    Knows leading figures in the women’s suffrage movement in Europe
    9.    Understands the success of the women’s suffrage movement in North         America until World War I
    10. Understands the success of the women’s suffrage movement in Europe         until World War I

Benchmark 3. Understands social change and the emergence of new social class culture in 19th-century Europe (e.g., the elements of the distinctive middle-class and working class culture that developed in industrial Europe; how the average standard of living changed in Europe in the 19th century and the factors that accounted for this change; broad-ranging benefits and disadvantages of attending school for children from peasant, middle class, craft, and urban factory-working families)

Knowledge/skill statements
    1.    Understands the elements of the distinctive middle class and working         class culture that developed in industrial Europe
    2.    Understands how the average standard of living changed in Europe in         the 19th century and the factors that accounted for this change
    3.    Understands broad ranging benefits of attending school for children         from peasant, middle class, craft, and urban factory working families
    4.    Understands broad ranging disadvantages of attending school for         children from peasant, middle class, craft, and urban factory working         families

Benchmark 4. Understands influences on the government structure in Latin America and Mexico (e.g., the effects of foreign intervention and liberal government policies on social and economic change in Mexico; the advent of the caudillo ruler in Latin America, his supporters, and the methods by which he maintained power)

Knowledge/skill statements
    1.    Understands influences on the government structure in 19th century         Latin America
    2.    Understands influences on the government structure in 19th century         Mexico
    3.    Understands the effects of foreign intervention on social and economic         change in Mexico
    4.    Understands the effects of liberal government policies on social and         economic change in Mexico
    5.    Understands the advent of the caudillo ruler in Latin America, his         supporters, and the methods by which he maintained power

Benchmark 5. Understands expansion and nation-building in the United States and Canada in the 19th century (e.g., the factors that contributed to nation-building in Canada; the territorial expansions of the United States in the 19th century, how new territories were acquired, and from whom)

Knowledge/skill statements
    1.    Understands expansion and nation building in the United States in the         19th century
    2.    Understands expansion and nation building in Canada in the 19th         century
    3.    Knows the factors that contributed to nation building in Canada
    4.    Knows the territorial expansions of the United States in the 19th century
    5.    Understands how the United States acquired new territories and from         whom

Benchmark 6. Understands trends in immigration within and out of Europe in the 19th century

Knowledge/skill statements
    1.    Understands trends in immigration within Europe in the 19th century
    2.    Understands trends in immigration out of Europe in the 19th century

Benchmark 7. Understands cultural trends in 19th-century Europe (e.g., how leisure activity and popular culture changed throughout the 19th century, activities associated with "high culture," types of entertainment that were open to the middle and working classes)
Knowledge/skill statements
    1.    Understands trends in immigration within Europe in the 19th century
    2.    Understands trends in immigration out of Europe in the 19th century

Standard 36: Understands patterns of global change
in the era of Western military and economic dominance
from 1800 to 1914 CE

Benchmark 1. Understands major developments in science and the industrial economy (e.g., the social significance of the work of scientists, including Maxwell, Darwin, and Pasteur; how new forms of generative power contributed to Europe's "second industrial revolution;" the role of the state in different countries in directing or encouraging industrialization; the social, economic, and cultural impact of the railroad)

Knowledge/skill statements
    1.    Understands major developments in science in the 19th century
    2.    Understands major developments in the industrial economy in the 19th         century
    3.    Understands the social significance of the work of 19th century         scientists, including Maxwell, Darwin, and Pasteur
    4.    Knows how new forms of generative power contributed to Europe’s         "second industrial revolution
    5.    Knows the role of the state in different countries in directing or         encouraging industrialization in the 19th century
    6.    Understands the social, economic, and cultural impact of the railroad

Benchmark 2. Understands influences on European migration, immigration, and emigration patterns throughout the world between 1846 and 1932 (e.g., the geographical, political, economic, and epidemiological factors that contributed to the success of European colonial settlements in various regions; possible connections of the rise of the Zulu Empire in South Africa to European settlements in the Cape Region; relations between migrating European and African peoples that laid the foundation for the apartheid system in the 20th century; how technology such as the steamship and the railroad facilitated emigration)

Knowledge/skill statements
    1.    Understands the geographical factors that contributed to the success of         European colonial settlements in various regions
    2.    Understands the political factors that contributed to the success of         European colonial settlements in various regions
    3.    Understands the economic factors that contributed to the success of         European colonial settlements in various regions
    4.    Understands the epidemiological factors that contributed to the success         of European colonial settlements in various regions
    5.    Understands possible connections of the rise of the Zulu Empire in South         Africa to European settlements in the Cape Region
    6.    Understands relations between migrating European and African peoples         that laid the foundation for the apartheid system in the 20th century
    7.    Knows how technology such as the steamship and the railroad facilitated         emigration

Benchmark 3. Understands European motives and ideology that justified extending imperial power into African and Asian countries (e.g., the motives that impelled several European powers to undertake imperial expansion against peoples of Africa, Southeast Asia, and China; achievements of Cecil Rhodes and his motives and goals in the "scramble for Africa")

Knowledge/skill statements
    1.    Understands European motives that justified extending imperial power         into African and Asian countries
    2.    Understands European ideology that justified extending imperial power         into African and Asian countries
    3.    Knows the motives that impelled several European powers to undertake         imperial expansion against peoples of Africa, Southeast Asia, and China
    4.    Knows the achievements of Cecil Rhodes
    5.    Knows Cecil Rhode’s motives and goals in the "scramble for Africa"

Benchmark 4. Knows the causes and course of the Spanish-American War, and how this related to U.S. participation in Western imperial expansion

Knowledge/skill statements
    1.    Knows the causes of the Spanish American War
    2.    Knows the course of the Spanish American War
    3.    Understands how the Spanish-American War related to U.S.                 participation in Western imperial expansion

Benchmark 5.  the extent of British rule in India, and British reaction to Indian nationalism (e.g., the economic and political impact of British rule on India in the 19th century; the social, economic, and intellectual sources of Indian nationalism; the British reaction to Indian nationalism; the causes of the Uprising of 1857)

Knowledge/skill statements
    1.    Understands the extent of British rule in India
    2.    Understands the British reaction to Indian nationalism
    3.    Understands the political impact of British rule on India in the 19th         century
    4.    Understands the economic impact of British rule on India in the 19th         century
    5.    Knows the social, economic, and intellectual sources of Indian         nationalism
    6.    Knows the causes of the Uprising of 1857

Benchmark 6. Understands political and social elements of Chinese society in the late 19th and early 20th centuries (e.g., Chinese efforts to reform government and society after 1895, as well as related causes for revolution in 1911; how the Chinese reacted to the presence and activities of foreigners in their country in the late 1890s)

Knowledge/skill statements
    1.    Understands political elements of Chinese society in the late 19th and         early 20th centuries
    2.    Understands social elements of Chinese society in the late 19th and         early 20th centuries
    3.    Understands Chinese efforts to reform government and society after             1895, as well as related causes for revolution in 1911
    4.    Understands how the Chinese reacted to the presence and activities of             foreigners in their country in the late 1890s

Benchmark 7. Understands the role of trade in shaping political and social conditions in various regions (e.g., how West African economies changed after the end of the trans-Atlantic slave trade; how trade helped make empire-builders such as Zanzibar and Tippu Tip; the effect trade had on resistance to European imperialism; the location of the Suez Canal, how and why it was created, and what it did for world trade and political alliances)

Knowledge/skill statements
    1.    Understands the role of trade in shaping political conditions in various         regions
    2.    Understands the role of trade in shaping social conditions in various         regions
    3.    Understands how West African economies changed after the end of the         trans Atlantic slave trade
    4.    Understands how trade helped make empire builders such as Zanzibar         and Tippu Tip
    5.    Understands the effect trade had on resistance to European imperialism
    6.    Knows the location of the Suez Canal, how and why it was created, and         what it did for world trade and political alliances

Benchmark 8. Understands the diverse factors (e.g., variations in birth and death rates, infant mortality rates) that contributed to the peaking and then leveling off of European population growth from the 17th to the 20th centuries

Knowledge/skill statements
    1.    Understands how variations in birth and death rates contributed to the         peaking and then leveling off of European population growth from the         17th to the 20th centuries
    2.    Understands how infant mortality rates contributed to the peaking and         then leveling off of European population growth from the 17th to the         20th centuries

Benchmark 9. Understands the geographic location of European interests in South, Southeast, and East Asia in the late 19th century

Knowledge/skill statements
    1.    Understands the geographic location of European interests in South Asia         in the late 19th century
    2.    Understands the geographic location of European interests in Southeast         in the late 19th century
    3.    Understands the geographic location of European interests in East Asia         in the late 19th century

Benchmark 10. Understands the accomplishments and goals of specific African resistance movements (e.g., Abd al-Qadir in Algeria, Samori Ture in West Africa, the Mahdist state in the Sudan, Memelik II in Ethiopia, the Zulus in South Africa)

Knowledge/skill statements
    1.    Understands the accomplishments of specific African resistance         movements
    2.    Understands the goals of specific African resistance movements
    3.    Understands the goals and accomplishments of Abd al Qadir in Algeria
    4.    Understands the goals and accomplishments of Samori Ture in West         Africa
    5.    Understands the goals and accomplishments of the Mahdist state in the         Sudan
    6.    Understands the goals and accomplishments of Memelik II in Ethiopia
    7.    Understands the goals and accomplishments of the Zulus in South Africa

Standard 37: Understands major global trends
from 1750 to 1914 CE

Benchmark 1. Understands industrialization and its social impact in Great Britain, France, Germany, the United States, Russia, Japan, and other countries (e.g., conditions for rural families, the roles of women and children, the daily lives of working class men and women)

Knowledge/skill statements
    1.    Understands industrialization and its social impact in Great Britain
    2.    Understands industrialization and its social impact in France
    3.    Understands industrialization and its social impact in Germany
    4.    Understands industrialization and its social impact in the United States
    5.    Understands industrialization and its social impact in Russia
    6.    Understands industrialization and its social impact in Japan
    7.    Understands the impact of industrialization on conditions for rural         families in different countries
    8.    Understands the impact of industrialization on the roles of women and         children in different countries
    9.    Understands the impact of industrialization on the daily lives of working         class men and women

Benchmark 2. Understands major patterns of long-distance migration of Europeans, Africans, and Asians, as well as causes and consequences of these movements (e.g., migrations from Asia and Africa between 1750 and 1900)

Knowledge/skill statements
    1.    Understands major patterns of long distance migration of Europeans
    2.    Understands major patterns of long distance migration of Africans
    3.    Understands major patterns of long distance migration of Asians
    4.    Understands causes and consequences of long-distance migration of         Europeans
    5.    Understands causes and consequences of long-distance migration of         Africans
    6.    Understands causes and consequences of long-distance migration of             Asians

Benchmark 3. Understands major changes in world political boundaries during this era (e.g., why a few European states achieved extensive military, political, and economic power in the world)

Knowledge/skill statements
    1.    Understands why a few European states achieved extensive military,         political, and economic power in the world between 1750 and 1914

Benchmark 4. Understands where Christianity and Islam grew in this era, and understands the causes of 19th-century reform movements or renewal in Buddhism, Christianity, Hinduism, Islam, and Judaism

Knowledge/skill statements
    1.    Understands where Christianity grew between 1750 and 1914
    2.    Understands where Islam grew between 1750 and 1914
    3.    Understands the causes of 19th century reform movements or renewal         in Buddhism
    4.    Understands the causes of 19th century reform movements or renewal         in Christianity
    5.    Understands the causes of 19th century reform movements or renewal         in Hinduism
    6.    Understands the causes of 19th century reform movements or renewal         in Islam
    7.    Understands the causes of 19th century reform movements or renewal         in Judaism

Benchmark 5. Understands trends in world population between 1500 and 1900, where the greatest increases occurred, and possible factors for this growth

Knowledge/skill statements
    1.    Understands trends in world population between 1500 and 1900
    2.    Understands where the greatest increases in world population occurred         between 1500 and 1900
    3.    Knows possible factors for population growth in different parts of the         world between 1500 and 1900

Standard 38: Understands reform, revolution, and social change in the world economy of the early 20th century

Benchmark 1. Understands the industrial power of Great Britain, France, Germany, Japan, and the United States in the early 20th century (e.g., how the nations compare statistically, the importance and potential of industrialization)

Knowledge/skill statements
    1.    Understands the industrial power of Great Britain in the early 20th         century
    2.    Understands the industrial power of France in the early 20th century
    3.    Understands the industrial power of Germany in the early 20th century
    4.    Understands the industrial power of Japan in the early 20th century
    5.    Understands the industrial power of the United States in the early 20th         century
    6.    Understands how Great Britain, France, Germany, Japan, and the United         States compare statistically in terms of industrial power in the 20th         century
    7.    Understands the importance and potential of industrialization in the         early 20th century

Benchmark 2. Understands prominent features and ideas of liberalism, social reformism, conservatism, and socialism in the early 20th century (e.g., the "welfare state" promoted by liberal ideals; the influential ideas of leading Europeans such as Stanley Baldwin, Ramsay MacDonald, Emmeline Pankhurst, Jean JaurŠs, Raymond Poincar‚ Peter Stolypin, Alfred Krupp, or Rosa Luxemborg)

Knowledge/skill statements
    1.    Understands prominent features and ideas of liberalism in the early 20th         century
    2.    Understands prominent features and ideas of social reformism in the         early 20th century
    3.    Understands prominent features and ideas of conservatism in the early         20th century
    4.    Understands prominent features and ideas of socialism in the early 20th         century
    5.    Understands the concept of the "welfare state" promoted by liberal         ideals
    6.    Understands the influential ideas of leading Europeans such as Stanley         Baldwin, Ramsay MacDonald, Emmeline Pankhurst, Jean Jaurès,         Raymond Poincaré Peter Stolypin, Alfred Krupp, or Rosa Luxemborg

Benchmark 3. Understands events that led to revolutions in the early 20th century (e.g., causes, events, and consequences of the Russian "Bloody Sunday" in 1905, and the ensuing revolution; the promises of China's 1911 republican revolution and the New Culture movement and why they failed to address China's political, economic, and social problems; what the peasantry and middle class fought for and against in the Mexican Revolution)

Knowledge/skill statements
    1.    Understands causes of the Russian "Bloody Sunday" in 1905
    2.    Knows events of the Russian "Bloody Sunday" in 1905, and the ensuing         revolution
    3.    Understands the consequences of the Russian "Bloody Sunday" in 1905,         and the ensuing revolution
    4.    Knows the promises of China’s 1911 republican revolution and the New         Culture movement
    5.    Understands why the promises of China’s 1911 republican revolution         and the New Culture movement failed to address China’s political,         economic, and social problems
    6.    Knows what the peasantry and middle class fought for and against in         the Mexican Revolution

Benchmark 4. Understands the consequences of changes inside Japan in the early 20th century (e.g., Japan's economic development, national integration, and political ideologies around the turn of the century; how Japanese territorial expansion affected the industrialization and economic development of Japan)

Knowledge/skill statements
    1.    Understands aspects of Japan’s economic development around the turn         of the century
    2.    Understands features of Japan’s national integration around the turn of         the century
    3.    Understands Japan’s political ideologies around the turn of the century
    4.    Understands how Japanese territorial expansion affected the          i        ndustrialization and economic development of Japan

Standard 39: Understands the causes and global consequences
of World War I

Benchmark 1. Understands events that contributed to the outbreak of World War I (e.g., diverse long-range causes of World War I, such as political and economic rivalries, ethnic and ideological conflicts, militarism, imperialism, and nationalism; how nationalism threatened the balance of power among the Great Powers in Europe, and why it was considered one of the causes of World War I)

Knowledge/skill statements
    1.    Understands the long-range causes of World War I
    2.    Understands the political rivalries that caused World War I
    3.    Understands the economic rivalries that caused World War I
    4.    Understands the ethnic conflicts that caused World War I
    5.    Understands the ideological conflicts that caused World War I
    6.    Understands how militarism caused World War I
    7.    Understands how imperialism caused World War I
    8.    Understands why nationalism is considered one of the causes of World         War I
    9.    Understands how nationalism threatened the balance of power among         the Great Powers in Europe

Benchmark 2. Understands ways in which popular faith in science, technology, and material progress affected attitudes toward the possibility of war among European states


Knowledge/skill statements
    1.    Understands ways that popular faith in science affected attitudes toward         the possibility of war among European states
    2.    Understands ways that popular faith in technology affected attitudes         toward the possibility of war among European states
    3.    Understands ways that popular faith in material progress affected         attitudes toward the possibility of war among European states

Benchmark 3. Understands the role of the U.S. and other countries in World War I (e.g., how the Russian Revolution and the entry of the United States affected the course and outcome of the war, motivations behind the entrance of the U.S. into the war)

Knowledge/skill statements
    1.    Understands the role of the U.S. in World War I
    2.    Understands the role of countries other than the U.S. in World War I
    3.    Understands how the Russian Revolution affected the course and         outcome of the war
    4.    Understands how the entry of the United States affected the course and         outcome of the war
    5.    Understands the motivations behind the entrance of the U.S. into World         War I

Benchmark 4. Understands the influence of Lenin and Stalin on the government, economy, and social conditions in Russia and the Soviet Union after the Revolution of 1917 (e.g., the effects of Lenin's New Economic Policy on Soviet society, economy, and government; why and how Stalin changed Lenin's policy and forced collectivization, and the consequences of resistance to this policy for the kulaks; how people who were persecuted survived during Stalin's purges)

Knowledge/skill statements
    1.    Understands the influence of Lenin on the government in Russia and the         Soviet Union after the Revolution of 1917
    2.    Understands the influence of Stalin on the government in Russia and the         Soviet Union after the Revolution of 1917
    3.    Understands the influence of Lenin on the economy in Russia and the         Soviet Union after the Revolution of 1917
    4.    Understands the influence of Stalin on the economy in Russia and the         Soviet Union after the Revolution of 1917
    5.    Understands the influence of Lenin on the social conditions in Russia and         the Soviet Union after the Revolution of 1917
    6.    Understands the influence of Stalin on the social conditions in Russia         and the Soviet Union after the Revolution of 1917
    7.    Understands the effects of Lenin’s New Economic Policy on Soviet         society
    8.    Understands the effects of Lenin’s New Economic Policy on the Soviet         economy
    9.    Understands the effects of Lenin’s New Economic Policy on the Soviet         government
    10. Understands why Stalin changed Lenin’s policy and forced                    collectivization
    11. Understands how Stalin changed Lenin’s policy and forced                    collectivization
    12. Understands the consequences of resistance to collectivization for the           kulaks
    13. Understands how people who were persecuted survived during Stalin’s           purges

Benchmark 5. Understands how different countries were aligned during World War I (e.g., the systems of alliances through which Europe organized itself into World War I, the role militarism played in these alliances, and the reasons for the war's expansion beyond European boundaries to become a world war; immediate causes for the entry of different nations into World War I)

Knowledge/skill statements
    1.    Knows the systems of alliances through which Europe organized itself         into World War I
    2.    Understands the role militarism played in the alliances
    3.    Understands the reasons for the war’s expansion beyond European         boundaries to become a world war
    4.    Understands the immediate causes for the entry of different nations into         World War I

Benchmark 6. Understands the role of Tsar Nicholas II and Rasputin prior to and during the Russian Revolution of 1917 (e.g., the biography of Tsar Nicholas II and his family, including how they died; the role the monk Rasputin played in determining Russian policy, and his influence on the royal court)
Knowledge/skill statements

Knowledge/skill statements
    1.    Understands the role of Tsar Nicholas II prior to and during the Russian         Revolution of 1917
    2.    Understands the role of Rasputin prior to and during the Russian         Revolution of 1917
    3.    Knows the biography of Tsar Nicholas II and his family
    4.    Knows how Tsar Nicholas II and his family died
    5.    Understands the role the monk Rasputin played in determining Russian         policy
    6.    Understands Rasputin’s influence on the royal court

Standard 40: Understands the search for peace and stability throughout the world in the 1920s and 1930s

Benchmark 1. Understands the immediate and long-term political and social effects of World War I (e.g., the objectives and achievements of the women's movements in the context of World War I and its aftermath, the causes and effects of the U.S. isolationist policies on world politics and international relations in the 1920s, the agreements on reparation payments made at the Conference of Versailles and how these agreements corresponded to Woodrow Wilson's Fourteen Points)

Knowledge/skill statements
    1.    Understands the immediate political effects of World War I
    2.    Understands the immediate social effects of World War I
    3.    Understands the long-term political effects of World War I
    4.    Understands the long-term social effects of World War I
    5.    Understands the objectives of the women’s movement in the context of         World War I and its aftermath
    6.    Understands the achievements of the women’s movement in the context         of World War I and its aftermath
    7.    Understands the causes of the U.S. isolationist policies
    8.    Understands the effects of the U.S. isolationist policies on world politics         in the 1920s
    9.    Understands the effects of the U.S. isolationist policies on international         relations in the 1920s
    10. Knows about the agreements on reparation payments made at the         Conference of Versailles
    11. Understands how the agreements on reparation payments made at the           Conference of Versailles correspond to Woodrow Wilson’s Fourteen           Points

Benchmark 2. Understands internal shifts in the political conditions of China and Japan in the 1920s and 1930s (e.g., the factors that influenced the struggle for dominance in China between the Kuomintang and the Communist Party, how militarism and fascism derailed parliamentary democracy in Japan)

Knowledge/skill statements
    1.    Understands internal shifts in the political conditions of China in the         1920s and 1930s
    2.    Understands internal shifts in the political conditions of Japan in the         1920s and 1930s
    3.    Understands the factors that influenced the struggle for dominance in         China between the Kuomintang and the Communist Party
    4.    Understands how militarism derailed parliamentary democracy in Japan
    5.    Understands how fascism derailed parliamentary democracy in Japan

Benchmark 3. Understands the goals and policies of European colonial rule in India, Africa, and Southeast Asia, and how these policies affected indigenous societies and economies (e.g., the response to the Moroccan resistance movement against the Spanish led by Abd al Quadir)

Knowledge/skill statements
    1.    Understands the goals of European colonial rule in India
    2.    Understands the goals of European colonial rule in Africa
    3.    Understands the goals of European colonial rule in Southeast Asia
    4.    Understands the policies of European colonial rule in India
    5.    Understands the policies of European colonial rule in Africa
    6.    Understands the policies of European colonial rule in Southeast Asia
    7.    Understands how European policies of colonial rule affected indigenous         societies
    8.    Understands how European policies of colonial rule affected indigenous         economies
    9.    Understands the response to the Moroccan resistance movement         against the Spanish led by Abd al Quadir

Benchmark 4. Understands major discoveries in science and medicine in the first half of the 20th century (e.g., those made by Curie, Einstein, Freud) and how they affected the quality of life and traditional views of nature, the cosmos, and the psyche

Knowledge/skill statements
    1.    Understands the major discoveries in science in the first half of the 20th         century
    2.    Understands the major discoveries in medicine in the first half of the             20th century
    3.    Knows about discoveries made by Curie
    4.    Knows about discoveries made by Einstein
    5.    Knows about discoveries made by Freud
    6.    Understands how major discoveries affected the quality of life
    7.    Understands how major discoveries affected traditional views of nature
    8.    Understands how major discoveries affected traditional views of the         cosmos
    9.    Understands how major discoveries affected traditional views of the         psyche

Benchmark 5. Understands influences on art and culture in Europe and around the world in the early 20th century (e.g., the social and cultural dimensions of mass consumption of goods; the impact and aftermath of World War I on literature, art, and intellectual life in Europe and the U.S.; the impact of innovative movements in Western art and literature on other regions of the world; the influence of African and Asian art forms in Europe)

Knowledge/skill statements
    1.    Understands influences on art in Europe and around the world in the         early 20th century
    2.    Understands influences on culture in Europe and around the world in the         early 20th century
    3.    Understands the social dimensions of mass consumption of goods
    4.    Understands the cultural dimensions of mass consumption of goods
    5.    Understands the impact of World War I and its aftermath on literature
    6.    Understands the impact of World War I and its aftermath on art
    7.    Understands the impact of World War I and its aftermath on intellectual         life in Europe
    8.    Understands the impact of World War I and its aftermath on intellectual         life in the U.S.
    9.    Understands the impact of innovative movements in Western art and         literature on other regions of the world
    10. Understands the influence of African art forms in Europe
    11. Understands the influence of Asian art forms in Europe

Benchmark 6. Understands how the Great Depression affected economies and systems of government globally (e.g., how the Depression contributed to the growth of communist, fascist, and socialist movements, and how it affected capitalist economic theory and practice among leading Western industrial powers; how the depression affected countries dependent on foreign markets and foreign capital investment)

Knowledge/skill statements
    1.    Understands how the Great Depression affected global economies
    2.    Understands how the Great Depression affected global systems of         government
    3.    Understands how the Depression contributed to the growth of         communist movements
    4.    Understands how the Depression contributed to the growth of fascist         movements
    5.    Understands how the Depression contributed to the growth of socialist         movements
    6.    Understands how the Great Depression affected capitalist economic         theory
    7.    Understands how the Great Depression affected capitalist economic         practice among leading Western industrial powers
    8.    Understands how the Great Depression affected countries dependent on         foreign markets
    9.    Understands how the Great Depression affected countries dependent on         foreign capital investment

Benchmark 7. Understands the reflections of Depression-era hunger and poverty in the works of such artists as Käthe Kollwitz, José Clemente Orozco, and Dorothea Lange, and their impact upon society

Knowledge/skill statements
    1.    Understands the reflections of Depression-era hunger and poverty in         the works of Kathe Kollwitz
    2.    Understands the reflections of Depression-era hunger and poverty in         the works of Jos Clemente Orozco
    3.    Understands the reflections of Depression-era hunger and poverty in         the works of Dorothea Lange
    4.    Understands the impact of Depression-era artists upon society

Standard 41: Understands the causes and global consequences
of World War II

Benchmark 1. Understands events that led to the outbreak of World War II (e.g., the importance of the legacy of World War I, the depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries as underlying causes of World War II; the precipitating causes of the war and the reasons for early German and Japanese victories between 1939 and 1942; how Hitler capitalized on the despair of the German people to rise to power)

Knowledge/skill statements
    1.    Understands the importance of the legacy of World War I as an         underlying cause of World War II
    2.    Understands the importance of the depression as an underlying cause of         World War II
    3.    Understands the importance of ethnic and ideological conflicts as an         underlying cause of World War II
    4.    Understands the importance of imperialism as an underlying cause of         World War II
    5.    Understands the importance of traditional political or economic rivalries         as an underlying cause of World War II
    6.    Knows the precipitating causes of World War II
    7.    Knows the reasons for early German and Japanese victories between         1939 and 1942
    8.    Understands how Hitler capitalized on the despair of the German people         to rise to power

Benchmark 2. Understands the positions of the major powers Britain, France, the U.S., and the Soviet Union on fascist aggression, and the consequences of their failure to take forceful measures to stop this aggression

Knowledge/skill statements
    1.    Understands the position of the major power Britain on fascist         aggression
    2.    Understands the position of the major power France on fascist         aggression
    3.    Understands the position of the major power United States on fascist         aggression
    4.    Understands the position of the major power Soviet Union on fascist         aggression
    5.    Understands the consequences of the failure of major powers to take         forceful measures to stop fascist aggression

Benchmark 3. Understands the influence of Nazism on European society and Jewish culture (e.g., European and Jewish resistance movements to the Nazis and their policies, discrepancies between Nazi public announcements concerning Jews and the actual experiences of Jews between 1941 and 1944)

Knowledge/skill statements
    1.    Understands the influence of Nazism on European society
    2.    Understands the influence of Nazism on Jewish culture
    3.    Knows European and Jewish resistance movements to the Nazis and         their policies
    4.    Knows discrepancies between Nazi public announcements concerning         Jews and the actual experiences of Jews between 1941 and 1944

Benchmark 4. Understands the impact of World War II on civilian populations and soldiers (e.g., the roles of women and children during the war and how they differed in Allied and Axis countries, the hardships of the war on soldiers from both sides)

Knowledge/skill statements
    1.    Understands the impact of World War II on civilian populations
    2.    Understands the impact of World War II on soldiers
    3.    Knows the roles of women and children during the war in Allied         countries
    4.    Knows the roles of women and children during the war in Axis countries
    5.    Understands the hardships of the war on soldiers from both sides

Standard 42: Understands major global trends from 1900
to the end of World War II

Benchmark 1. Understands the nature and extent of Western military, political, and economic power in the world in 1945 compared with 1900

Knowledge/skill statements
    1.    Understands the nature and extent of Western military power in the         world in 1945 compared with 1900
    2.    Understands the nature and extent of Western political power in the         world in 1945 compared with 1900
    3.    Understands the nature and extent of Western economic power in the         world in 1945 compared with 1900

Benchmark 2. Understands the ideologies, policies, and governing methods of 20th century totalitarian regimes compared to those of contemporary democracies and absolutist states of earlier centuries

Knowledge/skill statements
    1.    Understands the ideologies of 20th century totalitarian regimes
    2.    Understands the policies of 20th century totalitarian regimes
    3.    Understands the governing methods of 20th century totalitarian regimes
    4.    Understands the ideologies, policies, and governing methods of 20th         century totalitarian regimes compared to those of contemporary         democracies
    5.    Understands the ideologies, policies, and governing methods of 20th         century totalitarian regimes compared to those of absolutist states of         earlier centuries

Benchmark 3. Understands influences on the emergence of movements for national self-rule or sovereignty in Africa and Asia (e.g., world war, depression, nationalist ideology, labor organizations, communism, liberal democratic ideals)

Knowledge/skill statements
    1.    Understands influences on the emergence of movements for national         self rule or sovereignty in Africa
    2.    Understands influences on the emergence of movements for national         self rule or sovereignty in Asia
    3.    Understands influence of world war on the emergence of movements for         national self rule or sovereignty in Africa
    4.    Understands influence of world war on the emergence of movements for         national self rule or sovereignty in Asia
    5.    Understands influence of economic depression on the emergence of         movements for national self rule or sovereignty in Africa
    6.    Understands influence of economic depression on the emergence of         movements for national self rule or sovereignty in Asia
    7.    Understands influence of nationalist ideologies on the emergence of         movements for national self rule or sovereignty in Africa
    8.    Understands influence of nationalist ideologies on the emergence of         movements for national self rule or sovereignty in Asia
    9.    Understands influence of labor organizations on the emergence of         movements for national self rule or sovereignty in Africa
    10. Understands influence of labor organizations on the emergence of         movements for national self rule or sovereignty in Asia
    11. Understands influence of communism on the emergence of movements         for national self rule or sovereignty in Africa
    12. Understands influence of communism on the emergence of movements         for national self rule or sovereignty in Asia
    13. Understands influence of liberal democratic ideas on the emergence of         movements for national self rule or sovereignty in Africa
    14. Understands influence of liberal democratic ideas on the emergence of         movements for national self rule or sovereignty in Asia

Benchmark 4. Understands ways in which secular ideologies (e.g., nationalism, fascism, communism, materialism) challenged or were challenged by established religions and ethical systems

Knowledge/skill statements
    1.    Understands ways in which the secular ideology of nationalism         challenged or was challenged by established religions and ethical         systems
    2.    Understands ways in which the secular ideology of fascism challenged         or was challenged by established religions and ethical systems
    3.    Understands ways in which the secular ideology of communism         challenged or was challenged by established religions and ethical         systems
    4.    Understands ways in which the secular ideology of materialism         challenged or was challenged by established religions and ethical         systems

Benchmark 5. Understands patterns of social and cultural continuity in various societies (e.g., ways in which peoples maintained traditions, sustained basic loyalties, and resisted external challenges in an era of recurrent world crises)
Knowledge/skill statements
    1.    Understands patterns of social continuity in various societies
    2.    Understands patterns of cultural continuity in various societies
    3.    Understands ways in which peoples maintained traditions, sustained         basic loyalties, and resisted external challenges in an era of recurrent         world crises
Standard 43: Understands how post-World War II
reconstruction occurred, new international power relations
took shape, and colonial empires broke up
     
Benchmark 1. Understands factors that brought about the political and economic transformation of Western and Eastern Europe after World War II (e.g., how Western European countries and Japan achieved rapid economic recovery after the war; the impact of the Marshall Plan, the European Economic Community, government planning, and the growth of welfare states upon the political stabilization of Western Europe; the formations of the Warsaw Pact and the North Atlantic Treaty Organization after the war, and which countries have participated in each of these pacts; why Germany and Berlin were divided after the 1948 crisis, and the resulting problems)

Knowledge/skill statements
    1.    Understands factors that brought about the political and economic         transformation of Western Europe after World War II
    2.    Understands factors that brought about the political and economic         transformation of Eastern Europe after World War II
    3.    Understands how Western European countries and Japan achieved rapid         economic recovery after the war
    4.    Understands the impact of the Marshall Plan upon the political         stabilization of Western Europe
    5.    Understands the impact of the European Economic Community upon the         political stabilization of Western Europe
    6.    Understands the impact of government planning upon the political         stabilization of Western Europe
    7.    Understands the impact of the growth of welfare states upon the political         stabilization of Western Europe
    8.    Understands the formation of the Warsaw Pact after the war, including         which countries have participated in it
    9.    Understands the formation of the North Atlantic Treaty Organization         after the war, including which countries have participated in it
    10. Understands why Germany and Berlin were divided after the 1948         crisis, and the resulting problems

Benchmark 2. Understands post-war relations between the Soviet Union, Europe, and the United States (e.g., differences in the political ideologies and values of the Western democracies and the Soviet bloc; the impact of Soviet domination in Eastern Europe; interconnections between superpower rivalries and the development of new military, nuclear, and space technology)

Knowledge/skill statements
    1.    Understands differences in the political ideologies and values of the         Western democracies and the Soviet bloc
    2.    Understands the impact of Soviet domination in Eastern Europe post- war         relations between the Soviet Union, the United States, and Europe
    3.    Understands interconnections between superpower rivalries and the         development of new military, nuclear, and space technology

Benchmark 3. Understands the rise of the Communist Party in China between 1936 and 1949, the factors leading to Mao's programs (e.g., the Great Leap Forward, the Cultural Revolution) and their results (e.g., effects on economic development, human suffering)

Knowledge/skill statements
    1.    Understands the rise of the Communist Party in China between 1936             and 1949
    2.    Knows the factors leading to Mao’s programs
    3.    Knows factors leading to the Great Leap Forward
    4.    Knows factors leading to the Cultural Revolution
    5.    Understands the effects of Mao’s programs on economic development
    6.    Understands the effects of Mao’s programs on human suffering

Benchmark 4. Understands nationalist movements and other attempts by colonial countries to achieve independence after World War II (e.g., the impact of Indian nationalism on other movements in Africa and Asia, and reasons for the division of the subcontinent; how World War II and postwar global politics affected the mass nationalist movements in colonial Africa and Southeast Asia; factors that enabled some African and Asian countries to achieve independence through constitutional devolution of power, while others used armed revolution; the methods used by Indians to achieve independence from British rule and the effects of Mohandas Gandhi's call for nonviolent action)

Knowledge/skill statements
    1.    Understands the impact of Indian nationalism on other movements in         Africa and Asia, and reasons for the division of the subcontinent
    2.    Understands how World War II and postwar global politics affected the         mass nationalist movements in colonial Africa
    3.    Understands how World War II and postwar global politics affected the         mass nationalist movements in colonial Southeast Asia
    4.    Knows factors that enabled some African and Asian countries to achieve         independence through constitutional devolution of power, while others         used armed revolution
    5.    Knows the methods used by Indians to achieve independence from         British rule
    6.    Knows the effects of Mohandas Gandhi’s call for nonviolent action

Benchmark 5. Understands political conditions in Africa after World War II (e.g., the moral, social, political, and economic implications of apartheid; the diverse leadership and governing styles of African regimes through the second half of the 20th century)

Knowledge/skill statements
    1.    Understands the moral, social, political, and economic implications of         apartheid
    2.    Knows the diverse leadership and governing styles of African regimes         through the second half of the 20th century

Benchmark 6. Understands important events in the struggle between Israelis and Palestinians since 1948 and the argument on each side for rights to the disputed land

Knowledge/skill statements
    1.    Understands important events in the struggle between Israelis and         Palestinians since 1948
    2.    Understands the argument on the side of the Israelis and the         Palestinians for rights to the disputed land

Standard 44: Understands the search for community, stability, and peace in an interdependent world

Benchmark 1. Understands the causes and effects of population growth and urbanization (e.g., why population growth rate is accelerating around the world, and connections between population growth and economic and social development in many countries; the global proliferation of cities and the rise of the megalopolis, as well as the impact of urbanization on family life, standards of living, class relations, and ethnic identity; why scientific, technological, and medical advances have improved living standards but have failed to eradicate hunger, poverty, and epidemic disease)

Knowledge/skill statements
    1.    Understands the causes of population growth and urbanization
    2.    Understands the effects of population growth and urbanization
    3.    Understands why population growth rate is accelerating around the         world
    4.    Understands connections between population growth and economic and         social development in many countries
    5.    Understands the global proliferation of cities and the rise of the         megalopolis
    6.    Understands the impact of urbanization on family life
    7.    Understands the impact of urbanization on standards of living
    8.    Understands the impact of urbanization on class relations
    9.    Understands the impact of urbanization on ethnic identity
    10. Understands why scientific, technological, and medical advances have         improved living standards but have failed to eradicate hunger, poverty,         and epidemic disease
Benchmark 2. Understands influences on economic development around the world (e.g., why economic disparities between industrialized and developing nations have persisted or increased, how neo-colonialism and authoritarian political leadership have affected development in African and Asian countries, the continuing growth of mass consumption of commodities and resources since World War II)

Knowledge/skill statements
    1.    Understands why economic disparities between industrialized and         developing nations have persisted or increased
    2.    Understands how neo colonialism and authoritarian political leadership         have affected development in African countries
    3.    Understands how neo colonialism and authoritarian political leadership         have affected development in Asian countries
    4.    Understands the continuing growth of mass consumption of commodities         and resources since World War II

Benchmark 3. Understands events that led to an easing of Cold War tensions from the 1970s to the early 1990s (e.g., why the Cold War eased in the 1970s and how the Helsinki Accords, the Soviet invasion of Afghanistan, and Reagan-Gorbachev "summit diplomacy" affected progress toward detente; the collapse of the government of the Soviet Union and other communist governments around the world in the late 1980s and 1990s; the internal and external forces that led to changes within the USSR and in its relations with Eastern European countries)

Knowledge/skill statements
    1.    Understands why the Cold War eased in the 1970s
    2.    Understands how the Helsinki Accords affected progress toward detente
    3.    Understands how the Soviet invasion of Afghanistan affected progress         toward detente
    4.    Understands how Reagan and Gorbachev "summit diplomacy" affected         progress toward detente
    5.    Understands the collapse of the government of the Soviet Union and         other communist governments around the world in the late 1980s and         1990s
    6.    Understands the internal and external forces that led to changes within         the USSR and in its relations with Eastern European countries

Benchmark 4. Understands instances of political conflict and terrorism in modern society (e.g., the changes continuing urban protest and reformist economic policies have caused in post-Mao China under authoritarian rule; the causes, consequences, and moral implications of mass killings or famine in different parts of the world; possible factors in modern society that facilitate politically motivated terrorism and random forms of violence; world events that gave rise to the 1989 movement in China and led to the Tiannamen Square protest, the government response to this movement, and the international reaction)

Knowledge/skill statements
    1.    Understands instances of political conflict in modern society
    2.    Understands instances of terrorism in modern society
    3.    Understands the changes continuing urban protest and reformist         economic policies have caused in post Mao China under authoritarian         rule
    4.    Understands the causes, consequences, and moral implications of mass         killings in different parts of the world
    5.    Understands the causes, consequences, and moral implications of         famine in different parts of the world
    6.    Understands possible factors in modern society that facilitate politically         motivated terrorism and random forms of violence
    7.    Knows world events that gave rise to the 1989 movement in China and         led to the Tiannamen Square protest
    8.    Understands the Chinese government’s response to the 1989 movement         in China that led to the Tiannamen Square protest
    9.    Understands international reactions to the Tiannamen Square protest

Benchmark 5. Understands the definition of "fundamentalism," and the political objectives of militant religious movements in various countries of the world, as well as the social and economic factors that contribute to the growth of these movements

Knowledge/skill statements
    1.    Understands the definition of "fundamentalism"
    2.    Understands the political objectives of militant religious movements in         various countries of the world
    3.    Understands the social and economic factors that contribute to the         growth of militant religious movements

Benchmark 6. Understands the emergence of a global culture (e.g., connections between electronic communications, international marketing, and the rise of a popular "global culture" in the late 20th century; how modern arts have expressed and reflected social transformations, political changes, and how they have been internationalized)

Knowledge/skill statements
    1.    Understands connections between electronic communications,         international marketing, and the rise of a popular "global culture" in the         late 20th century
    2.    Understands how modern arts have expressed and reflected social         transformations, political changes, and how they have been                  internationalized

Benchmark 7. Understands the importance or meaning of the natural environment for societies around the world

Knowledge/skill statements
    1.    Knows how the view of the natural environment may depend upon         economic perspective
    2.    Knows the importance of a given natural environment can be national         and international

Benchmark 8. Understands the role and difficulties of the present day migrant worker (e.g., the Southeast Asian domestic in the Persian Gulf, the American oil executive in Saudi Arabia, the Moroccan factory worker in France)

Knowledge/skill statements
    1.    Understands the role of the present day migrant worker
    2.    Understands the difficulties of the present day migrant worker
    3.    Understands the role and difficulties of the Southeast Asian domestic in         the Persian Gulf
    4.    Understands the role and difficulties of the American oil executive in         Saudi Arabia
    5.    Understands the role and difficulties of the Moroccan factory worker in         France

Benchmark 9. Understands the motivations, moral imperatives, and goals of specific separatist movements around the globe and the potential impact on the affected populations

Knowledge/skill statements
    1.    Understands the motivations of specific separatist movements around         the globe
    2.    Understands the moral imperatives of specific separatist movements         around the globe
    3.    Understands the goals of specific separatist movements around the         globe
    4.    Understands the potential impact of various separatist movements on         the affected populations

Benchmark 10. Understands the effects of modern communication on consumer tastes and demands in different parts of the world

Knowledge/skill statements
    1.    Knows that consumer tastes and demands can be affected by         communication
    2.    Knows that modern communication networks can result in the spread of         consumer taste in different parts of the world

Standard 45: Understands major global trends since
World War II
    
Benchmark 1. Understands the changing configuration of political boundaries in the world since 1900 and connections between nationalist ideology and the proliferation of sovereign states

Knowledge/skill statements
    1.    Understands the changing configuration of political boundaries in the         world since 1900
    2.    Understands connections between nationalist ideology and the         proliferation of sovereign states

Benchmark 2. Understands the origins and decline of the Cold War and its significance as a 20th-century event

Knowledge/skill statements
    1.    Understands the origins of the Cold War
    2.    Understands events in the decline of the Cold War
    3.    Understands the significance of the Cold War as a 20th century event

Benchmark 3. Understands the causes and consequences of the world's shift from bipolar to multipolar centers of economic, political, and military power

Knowledge/skill statements
    1.    Understands the causes of the world’s shift from bipolar to multipolar         centers of economic, political, and military power
    2.    Understands the consequences of the world’s shift from bipolar to         multipolar centers of economic, political, and military power
 
Standard 46: Understands long-term changes and recurring patterns in world history

Benchmark 1. Understands major changes in world population from paleolithic times to the present (e.g., why these changes occurred, the effects of major disease pandemics)

Knowledge/skill statements
    1.    Understands why changes in world population have occurred from         paleolithic times to the present
    2.    Understands the effects of major disease pandemics on world         population from paleolithic times to the present

Benchmark 2. Understands the emergence of capitalism (e.g., the origins, development, and characteristics of capitalism; capitalist systems compared with other systems for organizing production, labor, and trade)

Knowledge/skill statements
    1.    Understands the origins of capitalism
    2.    Understands the development of capitalism
    3.    Knows the characteristics of capitalism
    4.    Understands how capitalist systems organize production compared with         other systems
    5.    Understands how capitalist systems organize labor compared with other         systems
    6.    Understands how capitalist systems organize trade compared with other         systems

Benchmark 3. Understands the development of the nation-state and how nation-states differ from empires or other forms of political organization

Knowledge/skill statements
    1.    Understands the development of the nation state
    2.    Understands how nation states differ from empires or other forms of         political organization

Benchmark 4. Understands political revolutionary movements of the past three centuries and their ideologies, organization, and successes or failures

Knowledge/skill statements
    1.    Knows the events of various political revolutionary movements of the         past three centuries
    2.    Understands the ideologies of various political revolutionary movements         of the past three centuries
    3.    Understands the organization of political revolutionary movements of         the past three centuries
    4.    Knows the successes of various political revolutionary movements of         the past three centuries
    5.    Knows the failures of various political revolutionary movements of the         past three centuries