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Unit 1: Prehistory
The student understands how and why humans established settled communities
and experimented with agriculture.
1. Infer from archaeological evidence the technology, social organization,
and cultural life of settled farming communities in Southwest Asia. [Draw
upon visual sources]
2. Identify areas in Southwest Asia and the Nile valley where early farming
communities probably appeared and analyze the environmental and technological
that made possible experiments with farming in these regions. [Incorporate
multiple causation]
The student
understands how agricultural societies developed around the world.
3. Analyze archaeological evidence from agricultural village sites in
Southwest Asia, North Africa, China, or Europe indicating the emergence
of social class divisions, occupational specializations, and differences
in the daily tasks that men and women performed. [Hold interpretations
of history as tentative]
4. Assess archaeological evidence for long-distance trade in all regions.
[Draw upon visual sources
5. Assess archaeological
evidence for the emergence of complex belief systems, including widespread
worship of female deities. [Interrogate historical data]
The student
understands how Mesopotamia, Egypt, and the Indus valley became centers
of dense population, urbanization, and cultural innovation in the fourth
and third millennia BCE.
6. Analyze how the natural environments of the Tigris-Euphrates, Nile,
and Indus valleys shaped the early development of civilization. [Compare
and contrast differing sets of ideas]
7. Compare the character of urban development in Mesopotamia, Egypt, and
the Indus valley, including the emergence of social hierarchies and occupational
specializations, as well as differences in the tasks that urban women
and men performed. [Compare and contrast differing values and institutions]
8. Compare the development of religious and ethical belief systems in
the three civilizations and how they legitimized the political and social
order. [Compare and contrast differing sets of ideas]
The student
understands early hominid development in Africa.
9. Describe types of evidence and method of investigation that anthropologists,
archaeologists, and other scholars have used to reconstruct early human
evolution and cultural development. [Interrogate historical data]
Unit 2: Ancient
Egypt
The student understands how agricultural societies developed around
the world.
10. Analyze the character of government and military institutions in Egypt
and Mesopotamia and ways in which central authorities commanded the labor
services and tax payments of peasant farmers. [Consider multiple perspectives]
The student
understands how new centers of agrarian society arose in the third and
second millennia BCE.
11. Analyze how an urban civilization emerged on Crete and evaluate its
cultural achievements. [Marshal evidence of antecedent circumstances]
The student
understands how states developed in the upper Nile valley and Red Sea
region and how iron technology contributed to the expansion of agricultural
societies in Sub-Saharan Africa.
12. Analyze the effects of Nile valley trade and the decline of the New
Kingdom as factors in the power of Kush in the first millennium BCE. [Analyze
cause-and-effect relationships]
Unit 3: Greece
and Rome
The student understands how agricultural societies developed around
the world.
13. Compare the forms of writing that developed in the three civilizations
and how written records shaped political, legal, religious, and cultural
life. [Compare and contrast differing sets of ideas, values, and institutions]
The student
understands the achievements and limitations of the democratic institutions
that developed in Athens and other Aegean city-states.
14. Compare Athenian democracy with the military aristocracy of Sparta.
[Compare and contrast differing sets of ideas, values, and institutions]
15. Explain hierarchical relationships within Greek society and analyze
the civic, economic, and social tasks that men and women of different
classes performed. [Appreciate historical perspectives]
16. Describe the changing political institutions of Athens in the 6th
and 5th centuries BCE and analyze the influence of political thought on
public life. [Reconstruct patterns of historical succession and duration]
17. Assess the importance of Greek ideas about democracy and citizenship
for the development of Western political thought and institutions. [Hypothesize
the influence of the past]
The student
understands the major cultural achievements of Greek civilization.
18. Explain the leading ideas of Socrates, Plato, Aristotle, Herodotus,
and other philosophers and historians. [Appreciate historical perspective]
The student
understands Alexander of Macedon's conquests and the interregional character
of Hellenistic society and culture.
19. Assess Alexander's achievements as a military and political leader
and analyze why the empire broke up into successor kingdoms. [Analyze
cause-and-effect relationships]
The student
understands the causes and consequences of the unification of the Mediterranean
basin under Roman rule.
20. Describe the political and social institutions of the Roman Republic
and analyze why Rome was transformed from republic to empire. [Analyze
cause-and-effect relationships]
21. Describe the major phases in the expansion of the empire through the
1st century CE. [Reconstruct patterns of historical succession and duration]
22. Assess ways in which imperial rule over a vast area transformed Roman
society, economy, and culture. [Analyze cause-and-effect relationships]
23. Analyze how Roman unity contributed to the growth of trade among the
lands of the Mediterranean basin and assess the importance of Roman commercial
connections by land or sea with Sub-Saharan Africa, India, and East Asia.
[Interrogate historical data]
The student
understands the emergence of Christianity in the context of the Roman
Empire
24. Describe the lives of Jesus and Paul and explain the fundamental teachings
of Christianity. [Appreciate historical perspectives]
25. Analyze how Christianity spread widely in the Roman Empire. [Analyze
multiple causation]
The student
understands the decline of the Roman and Han empires.
26. Analyze various causes that historians have proposed to account for
the decline of the Han and Roman empires. [Evaluate major debates among
historians]
27. Analyze comparatively the collapse of the western part of the classical
Roman Empire and the survival of the eastern part. [Compare and contrast
differing sets of ideas]
The student
understands the expansion of Christianity and Buddhism beyond the lands
of their origin.
28. Analyze the spread of Christianity and Buddhism in the context of
change and crisis in the Roman and Han empires. [Analyze cause-and-effect
relationships]
29. Analyze the importance of monasticism in the growth of Christianity
and Buddhism and the participation of both men and women in monastic life
and missionary activity. [Compare and contrast differing values, behaviors,
and institutions]
The student
understands the foundations of a new civilization in Western Christendom
in the 500 years following the breakup of the western Roman Empire.
30. Analyze how the preservation of Greco-Roman and early Christian learning
in monasteries and convents and in Charlemagne's royal court contributed
to the emergence of European civilization. [Reconstruct patterns of historical
succession and duration]
31. Analyze the growth of papal power and the changing political relations
between the popes and the secular rulers of Europe. [Identify issues and
problems of the past]
The student
understands the coalescence of political and social order in Europe.
32. Assess changes in the legal, social, and economic status of peasants
in the 9th and 10th centuries. [Interrogate historical data]
33. Analyze the importance of monasteries and convents as centers of political
power, economic productivity, and communal life. [Examine the influence
of ideas]
The student
understands the expansion of Christian Europe after 1000.
34. Analyze connections between population growth and increased agricultural
production and technological innovation. [Analyze cause-and-effect relationships]
35. Analyze the causes and consequences of the European Crusades against
Syria and Palestine. [Analyze cause-and-effect relationships]
36. Assess the consequences of German military and cultural encounters
with the peoples of Poland and the Baltic region. [Analyze cause-and-effect
relationships]
The student
understands the consequences of Black Death and recurring plague pandemic
in the 14th century.
37. Assess ways in which long-term climatic change contributed to Europe's
economic and social crisis in the 14th century. [Interrogate historical
data]
The student
understands how African, Asian, and Caribbean peoples achieved independence
from European colonial rule.
38. Explain how international conditions affected the creation of Israel
and analyze why persistent conflict developed between Israel and both
Arab Palestinians and neighboring states. [Interrogate historical data]
The student
understands major sources of tension and conflict in the contemporary
world and efforts that have been made to address them.
39. Explain political objectives of militant religious movements in various
countries and analyze social and economic factors contributing to the
growth of the movements. [Examine the influence of ideas]
40. Analyze why terrorist movements have proliferated and the extent of
their impact on politics and society in various countries. [Evaluate the
implementation of a decision]
41. Assess the progress that has been made since the 1970s in resolving
conflict between Israel and neighboring states. [Analyze multiple causation]
Unit 4: World Religions
The student understands the emergence of Islam and how it spread in
Southwest Asia, North Africa, and Europe.
42. Describe the life of Muhammad, the development of the early Muslim
community, and the basic teachings and practices of Islam. [Assess the
importance of the individual]
43. Analyze how Islam spread in Southwest Asia and the Mediterranean region.
[Analyze the influence of ideas]
The student
understands the significance of the Abbasid Caliphate as a center of cultural
innovation and hub of interregional trade in the 8th-10th centuries.
44. Describe the cultural and social contributions of various ethnic and
religious communities, particularly the Christian and Jewish, in the Abbasid
lands and Iberia. [Appreciate historical perspectives]
The student
understands major global trends from 300 to 1000 CE.
45. Trace major changes in the religious map of Eurasia and Africa between
300 and 1000 and account for the success of Christianity, Buddhism, Hinduism,
and Islam in making converts among peoples of differing ethnic and cultural
traditions. [Analyze the influence of ideas]
The student
understands worldwide cultural trends of the second half of the 20th century.
46. Describe varieties of religious belief and practice in the contemporary
world and analyze how the world's religions have responded to challenges
and uncertainties of the late 20th century. [Analyze the influence of
ideas]
The student
understands the emergence of five major world religions and the historical
significance of the Hebrew kingdoms.
47. Explain the fundamental teachings and practices of Judaism and compare
Jewish monotheism with polytheistic religions of Southwest Asia. [Compare
and contrast differing sets of ideas]
The student
understands major global trends since World War II.
48. Explain the changing configuration of political boundaries in the
world since 1900 and analyze connections between nationalist ideology
and the proliferation of sovereign states. [Marshal evidence of antecedent
circumstances]
49. Assess the degree to which both human rights and democratic ideals
and practices have been advanced in the world during the 20th century.
[Formulate historical questions]
50. Analyze causes of economic imbalances and social inequalities among
the world's peoples and assess efforts made to close these gaps. [Employ
quantitative analysis]
The student
understands long-term changes and recurring patterns in world history.
51. Analyze
the circumstances under which European countries came to exercise temporary
military and economic dominance in the world in the late 19th and 20th
centuries.
Unit 6: Holocaust
The student understands postwar efforts to achieve lasting peace and social
and economic recovery.
52. Describe the conflicting aims and aspirations of the conferees at
Versailles and analyze the responses of major powers to the terms of the
settlement. [Consider multiple perspectives]
53. Explain how the League of Nations was founded and assess its promise
and limitations as a vehicle for achieving lasting peace. [Analyze cause-and-effect
relationships]
54. Assess the effects of United States isolationist policies on world
politics and international relations in the 1920s. [Evaluate the implementation
of a decision]
The student
understands the causes of World War II.
55. Explain the ideologies of fascism and Nazism and analyze how fascist
and authoritarian regimes seized power and gained mass support in Italy,
Germany, Spain, and Japan. [Analyze multiple causation]
56. Analyze the relative 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.
[Analyze multiple causation]
57. Analyze the consequences of Britain, France, the United States, and
other Western democracies' failure to effectively oppose fascist aggression.
[Evaluate major debates among historians]
The student
understands the global scope, outcome, and human costs of the war.
58. Analyze how and why the Nazi regime perpetrated a "war against the
Jews" and describe the devastation suffered by Jews and other groups in
the Nazi Holocaust. [Analyze cause-and-effect relationships]
59. Assess the consequences of World War II as a total war. [Formulate
historical questions]
The student
understands major global trends from 1900 to the end of World War II.
60. Describe major shifts in world geopolitics between 1900 and 1945 and
explain the growing role of the United States in international affairs.
[Analyze cause-and-effect relationships]
The student
understands major political and economic changes that accompanied post-war
recovery
61. Explain why the United Nations was founded and assess its successes
and failures up to the 1970s. [Marshal evidence of antecedent circumstances]
The student
understands why global power shifts took place and the Cold War broke
out in the aftermath of World War II.
62. Explain how political, economic, and military conditions prevailing
in the mid-1940s led to the Cold War. [Analyze cause-and-effect relationships]
Unit 7: Africa
and Imperialism The student understands the causes of European, American,
and Japanese imperial expansion.
63. Analyze the motives that impelled several European powers to undertake
imperial expansion against peoples of Africa, Southeast Asia, and China.
[Interrogate historical data]
The student
understands how African, Asian, and Caribbean peoples achieved independence
from European colonial rule.
64. Analyze why some African and Asian countries achieved independence
through constitutional devolution of power and others as a result of armed
revolution. [Compare and contrast differing values, behaviors, and institutions]
65. Describe economic and social problems that new states faced in the
1960s and 1970s and analyze why military regimes or one-party states replaced
parliamentary-style governments throughout much of Africa. [Reconstruct
patterns of historical succession and duration]
The student
understands how population explosion and environmental change have altered
conditions of life around the world.
66. Analyze causes of the world's accelerating population growth rate
and connections between population growth and economic and social development
in many countries. [Analyze multiple causation]
67. Describe the global proliferation of cities and the rise of the megalopolis
and assess the impact of urbanization on family life, standards of living,
class relations, and ethnic identity. [Analyze cause-and-effect relationships]
68. Assess why scientific, technological, and medical advances have improved
living standards for many yet hunger, poverty, and epidemic disease have
persisted. [Evaluate major debates among historians]
69. Analyze how population growth, urbanization, industrialization, warfare,
and the global market economy have contributed to environmental alterations.
[Analyze cause-and-effect relationships]
70. Assess the effectiveness of efforts by governments and citizens' movements
to protect the global natural environment. [Obtain historical data]
The student
understands how increasing economic interdependence has transformed human
society.
71. Analyze why economic disparities between industrialized and developing
countries have persisted or increased and how both neo-colonialism and
authoritarian political leadership have affected development in African
and Asian countries. [Formulate historical questions]
The student
understands how liberal democracy, market economies, and human rights
movements have reshaped political and social life.
72. Assess the progress of human and civil rights around the world since
the 1948 U.N. Declaration of Human Rights. [Formulate a position or course
of action on an issue]
73. Analyze how feminist movements and social conditions have affected
the lives of women in different parts of the world and compare women's
progress toward social equality, economic opportunity, and political rights
in various countries. [Draw comparisons across regions]
74. Assess the success of democratic reform movements in challenging authoritarian
governments in Africa, Asia, and Latin America. [Formulate a position
or course of action on an issue]
75. Explain the dismantling of the apartheid system in South Africa and
the winning of political rights by the black majority. [Explain historical
continuity and change]
Unit 8: China
The
student understands transformations in South, Southeast, and East Asia
in the era of the "new imperialism."
76. Analyze how Chinese began to reform government and society after 1895
and why revolution broke out in 1911. [Analyze multiple causation]
The student
understands the causes and consequences of important resistance and revolutionary
movements of the early 20th century.
77. Assess the promise and failure of China's 1911 republican revolution
to address the country's political, economic, and social problems. [Compare
and contrast differing values and institutions]
The student
understands why global power shifts took place and the Cold War broke
out in the aftermath of World War II.
78. Explain how the Communist Party rose to power in China between 1936
and 1949 and assess the benefits and costs of Communist policies under
Mao Zedong, including the Great Leap Forward and the Cultural Revolution.
[Analyze cause-and-effect relationships]
79. Analyze interconnections between superpower rivalries and the development
of new military, nuclear, and space technology. [Analyze cause-and-effect
relationships]
The student
understands major sources of tension and conflict in the contemporary
world and efforts that have been made to address them.
80. Analyze
causes and consequences of continuing urban protest and reformist economic
policies in post-Mao China in the context of state authoritarianism. [Analyze
cause-and-effect relationships]
The student
understands major worldwide scientific and technological trends of the
second half of the 20th century.
81. Describe worldwide implications of the revolution in nuclear, electronic,
and computer technology. [Formulate historical questions]
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