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Correlations to Standards by State by Academic Discipline

National Center for History in the Schools: World History Standards Grades 7-12

Era 1: The Beginnings of Human Society

Standard 1: The biological and cultural processes that gave rise to the earliest human communities.

Standard 1A: The student understands early hominid development in Africa. Therefore, the student is able to

  • Describe types of evidence and methods of investigation that anthropologists, archaeologists, and other scholars have used to reconstruct early human evolution and cultural development. [Interrogate historical data]

    • How Do We Know? AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/wcu81/1.asp

  • Trace the approximate chronology, sequence, and territorial range of early hominid evolution in Africa from the Australopithecines to Homo erectus. [Establish temporal order in constructing historical narratives]

Standard 1B: The student understands how human communities populated the major regions of the world and adapted to a variety of environments. Therefore, the student is able to

  • Analyze current and past theories regarding the emergence of Homo sapiens sapiens and the processes by which human ancestors migrated from Africa to the other major world regions. [Evaluate major debates among historians]

  • Assess theories regarding the development of human language and its relationship to the development of culture. [Evaluate major debates among historians]

    • Islam
      http://www.beyondbooks.com/wcu91/2e.asp

  • Analyze possible links between environmental conditions associated with the last Ice Age and changes in the economy, culture, and organization of human communities. [Analyze cause-and-effect relationships and multiple causation]

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Standard 2: The processes that led to the emergence of agricultural societies around the world.

Standard 2A: The student understands how and why humans established settled communities and experimented with agriculture. Therefore, the student is able to

  • Identify areas in Southwest Asia and the Nile valley where early farming communities probably appeared and analyze the environmental and technological factors that made possible experiments with farming in these regions. [Incorporate multiple causation]

Standard 2B: The student understands how agricultural societies developed around the world. Therefore, the student is able to

Era 2: Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE

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Standard 1: The major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt and the Indus valley.

Standard 1A: 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. Therefore, the student is able to

Standard 1B: The student understands how commercial and cultural interactions contributed to change in the Tigris-Euphrates, Indus, and Nile regions. Therefore, the student is able to

  • Trace the network of trade routes connecting Egypt, Mesopotamia, and the Indus valley in the third millennium and assess the economic and cultural significance of those commercial connections. [Analyze cause-and-effect relationships]

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Standard 2: How agrarian societies spread and new states emerged in the third and second millennia BCE.

Standard 2A: The student understands how civilization emerged in northern China in the second millennium BCE. Therefore, the student is able to

    No standards listed for grades 7-12

Standard 2B: The student understands how new centers of agrarian society arose in the third and second millennia BCE. Therefore, the student is able to

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Standard 3: The political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE.

Standard 3A: The student understands how population movements from western and Central Asia affected peoples of India, Southwest Asia, and the Mediterranean region. Therefore, the student is able to

  • Identify the probable geographic homeland of speakers of early Indo-European languages and trace the spread of Indo-European languages from north of the Black and Caspian seas to other parts of Eurasia. [Reconstruct patterns of historical succession and duration]

Standard 3B: The student understands the social and cultural effects that militarization and the emergence of new kingdoms had on peoples of Southwest Asia and Egypt in the second millennium BCE. Therefore, the student is able to

  • Analyze the origins of the Hittite people and their empire in Anatolia and assess Hittite political and cultural achievements. [Marshal evidence of antecedent circumstances]

  • Describe the spread of Egyptian power into Nubia and Southwest Asia under the New Kingdom and assess the factors that made Egyptian expansion possible. [Analyze multiple causation]

    • Dynasties
      http://www.beyondbooks.com/wcu81/3c.asp

Standard 3C: The student understands how urban society expanded in the Aegean region in the era of Mycenaean dominance. Therefore, the student is able to

  • Assess the cultural influences of Egypt, Minoan Crete, and Southwest Asian civilizations on the Mycenaeans. [Analyze cause-and-effect relationships]

    • Ancient Greece AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/wcu81/5.asp

Standard 3D: The student understands the development of new cultural patterns in northern India in the second millennium BCE. Therefore, the student is able to

  • Infer from geographical and archaeological information why Indo-Aryan-speaking groups moved from Central Asia into India beginning in the second millennium. [Draw upon visual sources]

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Standard 4:Major trends in Eurasia and Africa from 4000 to 1000 BCE.

Standard 4A: The student understands major trends in Eurasia and Africa from 4000 to 1000 BCE. Therefore, the student is able to

  • Explain the various criteria that have been used to define "civilization" and the fundamental differences between civilizations and other forms of social organization, notably hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies. [Consider multiple perspectives]

  • Compare conditions under which civilizations developed in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean and analyze ways in which the emergence of civilizations represented a decisive transformation in human history. [Draw comparisons across eras and regions]

  • Explain why geographic, environmental, and economic conditions favored hunter-gatherer, pastoral, and small-scale agricultural ways of life rather than urban civilization in many parts of the world. [Utilize mathematical and quantitative data]

  • Describe fundamental inventions, discoveries, techniques, and institutions that appeared during this period and assess the significance of bronze technology for economic, cultural, and political life. [Interrogate historical data]

  • Define "patriarchal society" and analyze ways in which the legal and customary position of aristocratic, urban, or peasant women may have changed in early civilizations. [Employ quantitative analyses]

Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE

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Standard 1: Innovation and change from 1000-600 BCE: horses, ships, iron, and monotheistic faith.

Standard 1A: The student understands state-building, trade, and migrations that led to increasingly complex interrelations among peoples of the Mediterranean basin and Southwest Asia. Therefore, the student is able to

  • Explain the fundamentals of iron-making technology and analyze the early significance of iron tools and weapons in Southwest Asia and the Mediterranean region. [Analyze cause-and-effect relationships]

  • Describe the extent of the Assyrian and New Babylonian empires and assess the sources of their power and wealth. [Obtain historical data]

  • Analyze the factors that led Greeks to found colonies in the Mediterranean and Black Sea regions. [Analyze multiple causation]

    • Ancient Greece AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/wcu81/5.asp

Standard 1B: The student understands the emergence of Judaism and the historical significance of the Hebrew kingdoms. Therefore, the student is able to

  • Explain the development of the Jewish kingdoms and analyze how the Jews maintained religious and cultural traditions despite the destruction of these kingdoms. [Reconstruct patterns of historical succession and duration]

Standard 1C: 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. Therefore, the student is able to

  • Evaluate the linguistic, architectural, and artistic achievements of Kush in the Meroitic period. [Interrogate historical data]

  • Analyze how Kushite and Assyrian invasions affected Egyptian society. [Evidence multiple perspectives]

  • Explain connections between maritime trade and the power of the kingdom of Aksum in Northeast Africa. [Analyze cause-and-effect relationships]

Standard 1D: The student understands how pastoral nomadic peoples of Central Asia began to play an important role in world history. Therefore, the student is able to

  • Infer from archaeological or other evidence basic characteristics of Scythian or Xiongnu society and culture. [Formulate historical questions]

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Standard 2: The emergence of Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600-200 BCE.

Standard 2A: The student understands the achievements and limitations of the democratic institutions that developed in Athens and other Aegean city-states. Therefore, the student is able to

  • 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]

Standard 2B: The student understands the major cultural achievements of Greek civilization. Therefore, the student is able to

  • Identify major Greek myths and dramas and assess how they reflected social values and attitudes. [Formulate historical questions]

Standard 2C: The student understands the development of the Persian (Achaemenid) empire and the consequences of its conflicts with the Greeks. Therefore, the student is able to

  • Explain the founding, expansion, and political organization of the Persian Empire. [Reconstruct patterns of historical succession and duration]

Standard 2D: The student understands Alexander of Macedon's conquests and the interregional character of Hellenistic society and culture. Therefore, the student is able to

  • Analyze the rise of Macedonia under Philip II and explain the campaigns and scope and success of Alexander's imperial conquests. [Reconstruct patterns of historical succession and duration]

  • Evaluate major achievements of Hellenistic art, philosophy, science, and political thought. [Appreciate historical perspectives]

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Standard 3: How major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500 BCE-300 CE.

Standard 3A: The student understands the causes and consequences of the unification of the Mediterranean basin under Roman rule. Therefore, the student is able to

  • 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]

    • Ancient Rome AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/wcu81/6.asp

  • Evaluate the major legal, artistic, architectural, technological, and literary achievements of the Romans and the influence of Hellenistic cultural traditions on Roman Europe. [Appreciate historical perspectives]

    • Ancient Rome AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/wcu81/6.asp

Standard 3B: The student understands the emergence of Christianity in the context of the Roman Empire. Therefore, the student is able to

    No standards listed for grades 7-12

Standard 3C: The student understands how China became unified under the early imperial dynasties. Therefore, the student is able to

  • Assess the significance of the Zhou dynasty for the development of imperial rule and the concept of the Mandate of Heaven. [Analyze cause-and-effect relationships]

  • Evaluate the literary, artistic, and technological achievements of the Han dynasty. [Appreciate historical perspectives]

  • Analyze the importance of iron technology and family division of labor on the expansion of agriculture and the southeastward migration of Chinese farmers. [Analyze multiple causation]

Standard 3D: The student understands religious and cultural developments in India in the era of the Gangetic states and the Mauryan Empire. Therefore, the student is able to

  • Explain the major beliefs and practices of Brahmanism in India and how they evolved into early Hinduism. [Appreciate historical perspectives]

  • Analyze how Buddhism spread in India, Ceylon, and Central Asia. [Analyze multiple causation]

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Standard 4: The development of early agrarian civilizations in Mesoamerica.

Standard 4A: The student understands the achievements of Olmec civilization. Therefore, the student is able to

  • Interpret archaeological evidence for the development of Olmec civilization in the second and first millennia BCE. [Formulate historical questions]

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Standard 5: Major global trends from 1000 BCE-300 CE.

Standard 5A: The student understands major global trends from 1000 BCE to 300 CE. Therefore, the student is able to

  • Define the concept of "classical civilizations" and assess the enduring importance of ideas, institutions, and art forms that emerged in the classical periods. [Analyze the importance of ideas]

  • Analyze the significance of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks in the development of large regional empires. [Interrogate historical data]

    • Ancient Rome AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/wcu81/6.asp

  • Explain the significance of Greek or Hellenistic ideas and cultural styles in the history of the Mediterranean basin, Europe, Southwest Asia, and India. [Analyze the importance of ideas]

    • Ancient Greece AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/wcu81/5.asp

  • Analyze ways in which trade networks, merchant communities, state power, tributary systems of production, and other factors contributed to the economic integration of large regions of Afro-Eurasia. [Employ quantitative analysis]

Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE

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Standard 1: Imperial crises and their aftermath, 300-700 CE.

Standard 1A: The student understands the decline of the Roman and Han empires. Therefore, the student is able to

  • Compare the consequences of these movements in China and the western part of the Roman Empire. [Analyze cause-and-effect relationships]

    Standard 1B: The student understands the expansion of Christianity and Buddhism beyond the lands of their origin. Therefore, the student is able to

  • 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]

  • 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]

Standard 1C: The student understands the synthesis of Hindu civilization in India in the era of the Gupta Empire. Therefore, the student is able to
  • Explain the rise of the Gupta Empire and analyze factors that contributed to the empire's stability and economic prosperity. [Analyze multiple causation]

  • Analyze how Hinduism responded to the challenges of Buddhism and prevailed as the dominant faith in India. [Reconstruct patterns of historical succession and duration]

  • Analyze the basis of social relationships in India and compare the social and legal position of women and men during the Gupta era. [Interrogate historical data]

Standard 1D: The student understands the expansion of Hindu and Buddhist traditions in Southeast Asia in the first millennium CE. Therefore, the student is able to

  • Explain the impact of Indian civilization on state-building in mainland Southeast Asia and the Indonesian archipelago. [Analyze cause-and-effect relationships]

  • Evaluate monumental religious architecture exemplifying the spread of Buddhist and Hindu belief and practice in Southeast Asia. [Draw upon visual sources]

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Standard 2: Causes and consequences of the rise of Islamic civilization in the 7th-10th centuries.

Standard 2A:The student understands the emergence of Islam and how it spread in Southwest Asia, North Africa, and Europe. Therefore, the student is able to

  • Explain how Muslim forces overthrew the Byzantines in Syria and Egypt and the Sassanids in Persia and Iraq. [Interrogate historical data]

  • Analyze Arab Muslim success in founding an empire stretching from western Europe to India and China and describe the diverse religious, cultural, and geographic factors that influenced the ability of the Muslim government to rule. [Analyze cause-and-effect relationships]

Standard 2B: 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. Therefore, the student is able to

  • Describe sources of Abbasid wealth, including taxation, and analyze the economic and political importance of domestic, military, and gang slavery. [Employ quantitative data]

  • Analyze why the Abbasid state became a center of Afro-Eurasian commercial and cultural exchange. [Analyze cause-and-effect relationships]

  • Describe the emergence of a center of Islamic civilization in Iberia and evaluate its economic and cultural achievements. [Appreciate historical perspectives]

  • Evaluate Abbasid contributions to mathematics, science, medicine, literature, and the preservation of Greek learning. [Interrogate historical data]

Standard 2C: The student understands the consolidation of the Byzantine state in the context of expanding Islamic civilization. Therefore, the student is able to

  • Evaluate the Byzantine role in preserving and transmitting ancient Greek learning. [Reconstruct patterns of historical succession and duration]

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Standard 3: Major developments in East Asia and Southeast Asia in the era of the Tang dynasty, 600-900 CE.

Standard 3A: The student understands China's sustained political and cultural expansion in the Tang period. Therefore, the student is able to

  • Explain how relations between China and pastoral peoples of Inner Asia in the Tang period reflect long-term patterns of interaction along China's grassland frontier. [Explain historical continuity and change]

  • Assess explanations for the spread and power of Buddhism in Tang China, Korea, and Japan. [Analyze cause-and-effect relationships]

  • Evaluate creative achievements in painting and poetry in relation to the values of Tang society. [Appreciate historical perspectives]

Standard 3B: The student understands developments in Japan, Korea, and Southeast Asia in an era of Chinese ascendancy. Therefore, the student is able to

  • Explain how Korea assimilated Chinese ideas and institutions yet preserved its political independence. [Compare and contrast different sets of ideas]

  • Assess the patterns of borrowing and adaptation of Chinese culture in Japanese society from the 7th to the 11th century. [Analyze the influence of ideas]

  • Explain China's colonization of Vietnam and analyze the effects of Chinese rule on Vietnamese society, including resistance to Chinese domination. [Evaluate alternative courses of action]

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Standard 4: The search for political, social, and cultural redefinition in Europe, 500-1000 CE.

Standard 4A: The student understands the foundations of a new civilization in Western Christendom in the 500 years following the breakup of the Western Roman Empire. Therefore, the student is able to

  • 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]

  • 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]

Standard 4B: The student understands the coalescence of political and social order in Europe. Therefore, the student is able to

  • Assess changes in the legal, social, and economic status of peasants in the 9th and 10th centuries. [Interrogate historical data]

  • Analyze the importance of monasteries and convents as centers of political power, economic productivity, and communal life. [Examine the influence of ideas]

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Standard 5: The development of agricultural societies and new states in tropical Africa and Oceania.

Standard 5A: The student understands state-building in Northeast and West Africa and the southward migrations of Bantu-speaking peoples. Therefore, the student is able to

  • Explain how the contrasting natural environments of West Africa defined agricultural production, and analyze the importance of the Niger River in promoting agriculture, commerce, and state-building. [Analyze cause-and-effect relationships]

    • Africa AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/wcu81/7.asp

  • Explain how Ghana became West Africa's first large-scale empire. [Interrogate historical data]

  • Assess the importance of labor specialization, regional commerce, trans-Saharan camel trade, and Islam in the development of states and cities in West Africa. [Analyze multiple causation]

Standard 5B: The student understands the peopling of Oceania and the establishment of agricultural societies and states. Therefore, the student is able to

  • Describe the plants and animals that early migrants carried with them and analyze how agricultural societies were established on the Pacific Islands and New Zealand. [Clarify information on the geographic setting]

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Standard 6: The rise of centers of civilization in Mesoamerica and Andean South America in the first millennium CE.

Standard 6A: The student understands the origins, expansion, and achievements of Maya civilization. Therefore, the student is able to

Standard 6B: The student understands the rise of the Teotihuacán, Zapotec/Mixtec, and Moche civilizations. Therefore, the student is able to

  • Analyze the character of the Zapotec state in the valley of Oaxaca as reflected in the art and architecture of Monte Albán. [Draw upon visual sources]

  • Describe how archaeological discoveries have led to greater understanding of the character of Moche society. [Hold interpretations of history as tentative]

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Standard 7: Major global trends from 300-1000 CE.

Standard 7A: The student understands major global trends from 300 to 1000 CE. Therefore, the student is able to

  • Analyze factors contributing to the weakening of empires or civilized traditions in world history up to 1000 CE and compare causes of the decline or collapse of various empires. [Draw comparisons across eras and regions]

  • Trace the migratory and military movements of pastoral nomadic peoples from Central Asia and the Arabian Peninsula between the 4th and 11th centuries and analyze the consequences of these movements for empires and agrarian civilizations of Eurasia and Africa. [Interrogate historical data]

  • Explain the importance of Muslims and Muslim civilization in mediating long-distance commercial, cultural, intellectual, and food crop exchange across Eurasia and parts of Africa. [Analyze the influence of ideas]

  • Trace migrations of farming peoples to new regions of Europe, Sub-Saharan Africa, China, Oceania, and Mesoamerica and analyze connections between new settlement and the development of towns, trade, and greater cultural complexity in these regions. [Analyze cause-and-effect relationships]

Era 5: Intensified Hemispheric Interactions, 1000-1500 CE

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Standard 1: The maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion

Standard 1A: The student understands China's extensive urbanization and commercial expansion between the 10th and 13th centuries. Therefore, the student is able to

  • Explain the major dynastic transitions in China and how Confucianism changed. [Analyze cause-and-effect relationships]

    • China AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/wcu81/9.asp

  • Analyze how improved agricultural production, population growth, urbanization, and commercialization were interconnected. [Analyze multiple causation]

  • Analyze the growth of an economically powerful merchant class in China. [Formulate historical questions]

Standard 1B: The student understands developments in Japanese and Southeast Asian civilization. Therefore, the student is able to

  • Explain the development of distinctive forms of Japanese Buddhism. [Examine the influence of ideas]

  • Explain the sources of wealth of the Southeast Asian states of Vietnam (Dai Viet), Champa, and Angkor (Cambodia) and analyze the role of Islam and Buddhism in the decline of classical states. [Compare and contrast differing institutions]

Standard 1C: The student understands how pastoral migrations and religious reform movements between the 11th and 13th centuries contributed to the rise of new states and the expansion of Islam. Therefore, the student is able to

  • Analyze how the migrations of Turkic peoples from Turkestan into Southwest Asia and India in the 11th and 12th centuries contributed to Islamic expansion and the retreat of Byzantium and Greek Christian civilization. [Analyze cause-and-effect relationships]

Standard 1D: The student understands how interregional communication and trade led to intensified cultural exchanges among diverse peoples of Eurasia and Africa. Therefore, the student is able to

  • Compare the importance of such cities as Canton (Kuang-Chou), Melaka, Calicut, Samarkand, Kilwa, Cairo, Constantinople, and Venice as centers of international trade and cosmopolitan culture. [Clarify information on the geographical setting]

    • Why Italy?
      http://www.beyondbooks.com/eur11/1a.asp

  • Explain connections between trade and the spread of Islam in Central Asia, East Africa, West Africa, the coasts of India, and Southeast Asia. [Analyze cause-and-effect relationships]

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Standard 2: The redefining of European society and culture, 1000-1300 CE.

Standard 2A: The student understands feudalism and the growth of centralized monarchies and city-states in Europe. Therefore, the student is able to

  • Analyze how European monarchies expanded their power at the expense of feudal lords and assess the growth and limitations of representative institutions in these monarchies. [Analyze cause-and-effect relationships]

  • Explain the changing political relationship between the Catholic Church and secular states. [Analyze cause-and-effect relationships]

  • Explain the importance of inheritance laws, arranged marriages, dowries, and family alliances for dynastic and aristocratic politics. [Formulate historical questions]

Standard 2B: The student understands the expansion of Christian Europe after 1000. Therefore, the student is able to

  • Analyze connections between population growth and increased agricultural production and technological innovation. [Analyze cause-and-effect relationships]

  • Assess the consequences of German military and cultural encounters with the peoples of Poland and the Baltic region. [Analyze cause-and-effect relationships]

Standard 2C: The student understands the patterns of social change and cultural achievement in Europe's emerging civilizations. Therefore, the student is able to

  • Evaluate major works of art, architecture, and literature and analyze how they shed light on values and attitudes in Christian society. [Draw upon visual sources]

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Standard 3: The rise of the Mongol empire and its consequences for Eurasian peoples, 1200-1350.

Standard 3A: The student understands the world-historical significance of the Mongol empire. Therefore, the student is able to

  • Describe the Mongol conquests of 1206-1279 and assess their effects on peoples of China, Southeast Asia, Russia, and Southwest Asia. [Analyze cause-and-effect relationships]

Standard 3B: The student understands the significance of Mongol rule in China, Korea, Russia, and Southwest Asia. Therefore, the student is able to

  • Explain the growth of the kingdom of the Golden Horde (Khanate of Kipchak) and its impact on the peoples of Russia, Ukraine, Poland, and Hungary. [Interrogate historical data]

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Standard 4: The growth of states, towns, and trade in Sub-Saharan Africa between the 11th and 15th centuries.

Standard 4A: The student understands the growth of imperial states in West Africa and Ethiopia. Therefore, the student is able to

  • Explain how Islam expanded in West Africa and assess its importance in the political and cultural life of Mali and Songhay. [Examine the influence of ideas]

  • Explain the expansion of the Christian Ethiopian kingdom and its search for wider connections in the Christian world. [Interrogate historical data]

Standard 4B: The student understands the development of towns and maritime trade in East and Southern Africa. Therefore, the student is able to

  • Assess the importance of Islam, Arab settlement, and maritime trade in the economic and cultural life of Kilwa and other East African coastal cities. [Analyze cause-and-effect relationships]

  • Analyze the importance of Great Zimbabwe as a state and commercial center with links to the Indian Ocean trade. [Interrogate historical data]

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Standard 5: Patterns of crisis and recovery in Afro-Eurasia, 1300-1450

Standard 5A: The student understands the consequences of Black Death and recurring plague pandemic in the 14th century. Therefore, the student is able to

  • Analyze the demographic, economic, social, and political effects of the plague pandemic in Eurasia and North Africa in the second half of the 14th century. [Appreciate historical perspectives]

Standard 5B: The student understands transformations in Europe following the economic and demographic crises of the 14th century. Therefore, the student is able to

  • Assess the effects of crises in the Catholic Church on its organization and prestige. [Analyze cause-and-effect relationships]

  • Define humanism as it emerged in Italy in the 14th and 15th centuries and analyze how study of Greco-Roman antiquity and critical analysis of texts gave rise to new forms of literature, philosophy, and education. [Examine the influence of ideas]

Standard 5C: The student understands major political developments in Asia in the aftermath of the collapse of Mongol rule and the plague pandemic. Therefore, the student is able to

  • Describe the Zheng He maritime expeditions of the early 15th century and analyze why the Ming state initiated, then terminated, these voyages. [Evaluate the implementation of a decision]

  • Assess the impact of the conquests of Timur (Tamerlane) on Central Asia, Southwest Asia, and India and evaluate Timurid contributions to arts and sciences. [Assess the importance of the individual]

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Standard 6: The expansion of states and civilizations in the Americas, 1000-1500.

Standard 6A: The student understands the development of complex societies and states in North America and Mesoamerica. Therefore, the student is able to

  • Explain major characteristics of Toltecs, Anasazi, Pueblo, and North American mound-building peoples. [Compare and contrast differing values and institutions]

    www.beyondbooks.com/ush72/1.asp+

  • Analyze patterns of long-distance trade centered in Mesoamerica. [Formulate historical questions]

Standard 6B: The student understands the development of the Inca empire in Andean South America. Therefore, the student is able to

  • Explain Inca social, political, religious, and economic institutions. [Interrogate historical data]

  • Compare the government, economy, religion, and social organization of the Aztec and Inca empires. [Compare and contrast differing values and institutions]

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Standard 7: Major global trends from 1000-1500 CE.

Standard 7A: The student understands major global trends from 1000 to 1500 CE. Therefore, the student is able to

  • Trace major migratory and military movements of pastoral peoples of Asia and Africa and analyze the consequences of these movements for agrarian states and societies of Eurasia and Africa. [Clarify information on the geographic setting]

  • Compare Europe and China in relation to causes and consequences of productive growth, commercialization, urbanization, and technological or scientific innovation. [Analyze cause-and-effect relationships]

  • Analyze ways in which encounters, both hostile and peaceful, between Muslims and Christians in the Mediterranean region affected political, economic, and cultural life in Europe, North Africa, and Southwest Asia. [Analyze cause-and-effect relationships]

  • Identify similarities and differences in society, economy, and political organization of Europe and Japan and compare the causes of economic growth, urbanization, and cultural innovation in these two regions. [Draw comparisons across eras and regions]

  • Define "capitalism" and analyze the extent to which capitalistic institutions and productive methods were emerging in Europe and other parts of Afro-Eurasia. [Examine the influence of ideas]

  • Compare the Inca or Aztec empires with empires of Afro-Eurasia in relation to political institutions, warfare, social organization, and cultural achievements. [Draw comparisons across eras and regions]

Era 6: The Emergence of the First Global Age, 1450-1770

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Standard 1: How the transoceanic interlinking of all major regions of the world from 1450-1600 led to global transformations.

Standard 1A: The student understands the origins and consequences of European overseas expansion in the 15th and 16th centuries. Therefore, the student is able to

  • Analyze the motives, nature, and short-term significance of the major Iberian military and commercial expeditions to Sub-Saharan Africa, Asia, and the Americas. [Identify issues and problems in the past]

Standard 1B: The student understands the encounters between Europeans and peoples of Sub-Saharan Africa, Asia, and the Americas in the late 15th and early 16th centuries. Therefore, the student is able to

Standard 1C: The student understands the consequences of the worldwide exchange of flora, fauna, and pathogens. Therefore, the student is able to

  • Analyze why the introduction of new disease microorganisms in the Americas after 1492 had such devastating demographic and social effects on American Indian populations. [Analyze cause-and-effect relationships]

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Standard 2: How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.

Standard 2A: The student understands demographic, economic, and social trends in Europe. Therefore, the student is able to

Standard 2B: The student understands the Renaissance, Reformation, and Catholic Reformation. Therefore, the student is able to

  • Analyze the social and intellectual significance of the technological innovation of printing with movable type. [Demonstrate and explain the influence of ideas]

  • Explain connections between the Italian Renaissance and the development of humanist ideas in Europe north of the Alps. [Compare and contrast differing sets of ideas and values]

    • The Renaissance AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/eur11/1.asp

  • Explain discontent among Europeans with the late medieval Church and analyze the beliefs and ideas of the leading Protestant reformers. [Marshal evidence of antecedent circumstances]

  • Explain the aims and policies of the Catholic Reformation and assess the impact of religious reforms and divisions on European cultural values, family life, convent communities, and men's and women's education. [Analyze cause-and-effect relationships]

Standard 2C : The student understands the rising military and bureaucratic power of European states between the 16th and 18th centuries. Therefore, the student is able to

Standard 2D: The student understands how the Scientific Revolution contributed to transformations in European society. Therefore, the student is able to

  • Explain connections between the Scientific Revolution and its antecedents such as Greek rationalism, medieval theology, Muslim science, Renaissance humanism, and new global knowledge. [Marshal evidence of antecedent circumstances]

  • Analyze the importance of discoveries in mathematics, physics, biology, and chemistry for European society. [Employ quantitative analysis]

  • Explain the development and significance of the "scientific method." [Examine the influence of ideas]

Standard 2E: The student understands the significance of the Enlightenment in European and world history. Therefore, the student is able to

  • Explain connections between the Enlightenment and its antecedents such as Roman republicanism, the Renaissance, and the Scientific Revolution. [Marshal evidence of antecedent circumstances]

  • Assess the impact of Enlightenment ideas on the development of modern nationalism and democratic thought and institutions. [Hypothesize the influence of the past]

  • Describe ways in which Enlightenment thought contributed to reform of church and state and assess the reform programs of absolutist monarchs of Central Europe and Russia. [Analyze cause-and-effect relationships]

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Standard 3: How large territorial empires dominated much of Eurasia between the 16th and 18th centuries.

Standard 3A: The student understands the extent and limits of Chinese regional power under the Ming dynasty. Therefore, the student is able to

  • Explain China's self-concept as the "middle kingdom" and the character of its political, commercial, and cultural relations with Korea, Vietnam, and other societies of East and Southeast Asia. [Interrogate historical data]

  • Assess the effects of the introduction of American food crops and importation of American silver on demographic, economic, and social change in China. [Analyze cause-and-effect relationships]

Standard 3B: The student understands how Southeast Europe and Southwest Asia became unified under the Ottoman Empire. Therefore, the student is able to

  • Analyze the political, institutional, and economic development of the empire in the context of its religious and ethnic diversity. [Analyze multiple causation]

Standard 3C: The student understands the rise of the Safavid and Mughal empires. Therefore, the student is able to

  • Analyze the relationship between Muslims and Hindus in the empire and compare Akbar's governing methods and religious ideas with those of other Mughal emperors. [Examine the influence of ideas, human interests, and beliefs]

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Standard 4: Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1500-1750.

Standard 4A: The student understands how states and peoples of European descent became dominant in the Americas between the 16th and 18th centuries. Therefore, the student is able to

  • Assess the moral, political, and cultural role of Catholic and Protestant Christianity in the European colonies in the Americas. [Examine the influence of ideas, human interests, and beliefs]

  • Explain why historians have called the Seven Years War the first "global war" and assess its consequences for Britain, France, Spain, and the indigenous peoples of the American colonial territories. [Analyze cause-and-effect relationships]

Standard 4B: The student understands the origins and consequences of the trans-Atlantic African slave trade. Therefore, the student is able to

Standard 4C: The student understands patterns of change in Africa in the era of the slave trade. Therefore, the student is able to

  • Describe the institutions and economies of Ashanti, Dahomey, Benin, Lunda, and Kongo in the period of the Atlantic slave trade. [Formulate historical questions]

  • Analyze causes and consequences of encounters among Khoisan groups, Bantu-speaking peoples, and European settlers in South Africa in the 17th and 18th centuries. [Identify the gaps in the available records]

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Standard 5: Transformations in Asian societies in the era of European expansion.

Standard 5A: The student understands the development of European maritime power in Asia. Therefore, the student is able to

    No standards listed for grades 7-12

Standard 5B: The student understands the transformations in India, China, and Japan in an era of expanding European commercial power. Therefore, the student is able to

  • Explain how the Manchus overthrew the Ming dynasty, established the multi-ethnic Qing, and doubled the size of the Chinese empire. [Identify issues and problems in the past]

  • Assess the extent of European commercial penetration of China and the ability of the Chinese government to control European trade. [Analyze cause-and-effect relationships]

Standard 5C: The student understands major cultural trends in Asia between the 16th and 18th centuries. Therefore, the student is able to

  • Analyze how and why Islam continued to expand in India, Southeast Asia and China. [Demonstrate and explain the influence of ideas, human interests, and beliefs]

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Standard 6: Major global trends from 1450-1770.

Standard 6A: The student understands major global trends from 1450 to 1770. Therefore, the student is able to

  • Analyze ways in which expanding capitalistic enterprise and commercialization affected relations among states and contributed to changing class and race relations. [Analyze cause-and-effect relationships]

  • Assess the impact of gunpowder weaponry and other innovations in military technology on empire-building and the world balance of naval power. [Analyze cause-and-effect relationships]

  • Identify regions where Buddhism, Christianity, and Islam were growing in this era and analyze why these religious and cultural traditions gained new adherents in various parts of the world. [Examine the influence of ideas]

  • Identify patterns of social and cultural continuity in various societies and analyze ways in which peoples maintained traditions and resisted external challenges in the context of a rapidly changing world. [Explain historical continuity and change]

Era 7: An Age of Revolutions, 1750-1914

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Standard 1: The causes and consequences of political revolutions in the late 18th and early 19th centuries.

Standard 1A: The student understands how the French Revolution contributed to transformations in Europe and the world. Therefore, the student is able to

  • Analyze how the Seven Years War, Enlightenment thought, the American Revolution, and growing internal economic crisis affected social and political conditions in Old Regime France. [Analyze multiple causation]

  • Explain how the French Revolution developed from constitutional monarchy to democratic despotism to the Napoleonic empire. [Reconstruct patterns of historical succession and duration]

  • Explain how the revolution affected French society, including religious institutions, social relations, education, marriage, family life, and the legal and political position of women. [Analyze cause-and-effect relationships]

Standard 1B: The student understands how Latin American countries achieved independence in the early 19th century. Therefore, the student is able to

  • Explain the effects of Napoleon's invasion of Iberia and the growth of British power in the Atlantic basin on the struggles for independence. [Evaluate the implementation of a decision]

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Standard 2: The causes and consequences of the agricultural and industrial revolutions, 1700-1850.

Standard 2A: The student understands the early industrialization and the importance of developments in England. Therefore, the student is able to

  • Analyze connections between early industrialization and Britain's commercial relations with continental Europe, the Mediterranean, India, the Caribbean, and other world regions. [Analyze cause-and-effect relationships]

  • Assess the relative importance of geographical, economic, technological, and political factors that permitted or encouraged the rise of mechanized industry in England. [Analyze multiple causation]

Standard 2B: The student understands how industrial economies expanded and societies experienced transformations in Europe and the Atlantic basin. Therefore, the student is able to

Standard 2C: The student understands the causes and consequences of the abolition of the trans-Atlantic slave trade and slavery in the Americas. Therefore, the student is able to

  • Compare contract labor migration and other forms of coerced labor with slavery as methods of organizing commercial agriculture in the Americas in the later 19th century. [Compare and contrast differing values, behaviors, and institutions]

  • Assess the degree to which emancipated slaves and their descendants achieved social equality and economic advancement in various countries of the Western Hemisphere. [Interrogate historical data]

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Standard 3: The transformation of Eurasian societies in an era of global trade and rising European power, 1750-1870.

Standard 3A: The student understands how the Ottoman Empire attempted to meet the challenge of Western military, political, and economic power. Therefore, the student is able to

  • Explain the defensive reform programs of Selim III and Mahmud II and analyze the challenges these rulers faced in resolving the empire's political and economic crises. [Interrogate historical data]

Standard 3B: The student understands Russian absolutism, reform, and imperial expansion in the late 18th and 19th centuries. Therefore, the student is able to

  • Analyze the effects of the French Revolution, Napoleonic invasion, and world economy on Russian absolutism to 1850. [Analyze cause-and-effect relationships]

  • Assess the significance of imperial reforms and popular opposition movements in the later 19th century. [Compare and contrast differing ideas and values]

Standard 3C: The student understands the consequences of political and military encounters between Europeans and peoples of South and Southeast Asia. Therefore, the student is able to

  • Describe patterns of British trade linking India with both China and Europe and assess ways in which Indian farmers and manufacturers responded to world trade. [Analyze cause-and-effect relationships]

Standard 3D: The student understands how China's Qing dynasty responded to economic and political crises in the late 18th and the 19th centuries. Therefore, the student is able to

  • Analyze the economic and social consequences of rapid population growth in China. [Analyze cause-and-effect relationships]

  • Analyze causes of governmental breakdown and social disintegration in China in the late 18th century. [Analyze multiple causation]

Standard 3E: The student understands how Japan was transformed from feudal shogunate to modern nation-state in the 19th century. Therefore, the student is able to

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Standard 4: Patterns of nationalism, state-building, and social reform in Europe and the Americas, 1830-1914.

Standard 4A: The student understands how modern nationalism affected European politics and society. Therefore, the student is able to

  • Identify major characteristics of 19th-century European nationalism and analyze connections between nationalist ideology and the French Revolution, Romanticism, and liberal reform movements. [Appreciate historical perspectives]

Standard 4B: The student understands the impact of new social movements and ideologies on 19th-century Europe. Therefore, the student is able to

  • Explain the leading ideas of Karl Marx and analyze the impact of Marxist beliefs and programs on politics, industry, and labor relations in later 19th-century Europe. [Consider multiple perspectives]

  • Explain the origins of women's suffrage and other movements in Europe and North America and assess their successes up to World War I. [Marshal evidence of antecedent circumstances]

Standard 4C: The student understands cultural, intellectual, and educational trends in 19th-century Europe. Therefore, the student is able to

  • Describe elements of the distinctive working- and middle-class cultures that emerged in industrial Europe. [Compare and contrast differing values, behaviors, and institutions]

Standard 4D: The student understands the political, economic, and social transformations in the Americas in the 19th century. Therefore, the student is able to

  • Assess the effects of foreign intervention and liberal government policies on social and economic change in Mexico. [Analyze cause-and-effect relationships]

  • Explain the factors that contributed to nation-building and self-government in Canada. [Marshal evidence of antecedent circumstances]

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Standard 5: Patterns of global change in the era of Western military and economic dominance, 1800-1914.

Standard 5A: The student understands connections between major developments in science and technology and the growth of industrial economy and society. Therefore, the student is able to

  • Assess the social significance of the work of scientists, including Maxwell, Darwin, and Pasteur. [Examine the influence of ideas]

  • Explain how new forms of generative power contributed to Europe's "second industrial revolution" and compare the role of the state in different countries in directing or encouraging industrialization. [Analyze multiple causation]

Standard 5B: The student understands the causes and consequences of European settler colonization in the 19th century. Therefore, the student is able to

  • Analyze geographical, political, economic, and epidemiological factors contributing to the success of European colonial settlement in such regions as Argentina, South Africa, Australia, New Zealand, Algeria, Siberia, Canada, and the United States. [Analyze multiple causation]

Standard 5C: The student understands the causes of European, American, and Japanese imperial expansion. Therefore, the student is able to

  • Analyze the motives that impelled several European powers to undertake imperial expansion against peoples of Africa, Southeast Asia, and China. [Interrogate historical data]

  • Relate the Spanish-American War to United States participation in Western imperial expansion in the late 19th century. [Analyze cause-and-effect relationships]

Standard 5D: The student understands transformations in South, Southeast, and East Asia in the era of the "new imperialism." Therefore, the student is able to

  • Analyze changes in Indian society and economy under British rule. [Interrogate historical data]

  • Explain the social, economic, and intellectual sources of Indian nationalism and analyze reactions of the British government to it. [Analyze cause-and-effect relationships]

  • Analyze how Chinese began to reform government and society after 1895 and why revolution broke out in 1911. [Analyze multiple causation]

Standard 5E: The student understands the varying responses of African peoples to world economic developments and European imperialism. Therefore, the student is able to

  • Analyze how the termination of the Atla