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These standards enable
students to cover history and geography
from 1500 A.D. to
the present, with emphasis on Western
Europe. Geographic influences on history
continue to be explored, but increasing
attention is given to political boundaries
that developed with the evolution
of nations. Significant attention
will be given to the ways in which
scientific and technological revolutions
created new economic conditions that
in turn produced social and political
changes. Noteworthy people and events
of the nineteenth and twentieth centuries
will be emphasized for their strong
connections to contemporary issues.
The study of history rests on knowledge
of dates, names, places, events and
ideas. Historical understanding, however,
requires students to engage in historical
thinking, to raise questions and to
marshal evidence in support of their
answers. Students engaged in historical
thinking draw upon chronological thinking,
historical comprehension, historical
analysis and interpretation, historical
research, and decision-making. These
skills are developed through the study
of significant historical substance
from the era or society that is being
studied.
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World
History and Geography: 1500
A.D. to the Present
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| WHII.1 |
The
student will improve skills in
historical research and geographical
analysis by
- identifying,
analyzing, and interpreting
primary and secondary sources
to make generalizations about
events and life in world
history since 1500 A.D.;
- using
maps, globes, artifacts,
and pictures to analyze the
physical and cultural landscapes
of the world and to interpret
the past since 1500 A.D.;
- identifying
geographic features important
to the study of world history
since 1500A.D.;
- identifying
and comparing political boundaries
with the location of civilizations,
empires, and kingdoms from
1500A.D. to the present;
- analyzing
trends in human migration
and cultural interaction
from 1500 A.D. to the present.
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| WHII.2 |
The
student will demonstrate an understanding
of the political, cultural, and
economic conditions in the world
about 1500A.D. by
- locating
major states and empires;
- describing
artistic, literary, and
intellectual ideas of the Renaissance;
- describing
the distribution of major
religions;
- analyzing
major trade patterns;
- citing
major technological and
scientific exchanges in
the Eastern Hemisphere.
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| Era
V: Emergence of a Global Age,
1500 to 1650 A.D. |
| WHII.3 |
The
student will demonstrate knowledge
of the Reformation in
terms of its impact on Western
civilization by
- explaining
the effects of the theological,
political, and economic differences
that emerged, including the
views and actions of Martin
Luther, John Calvin,
and Henry
VIII;
- describing
the impact of religious conflicts,
including the Inquisition,
on society and government
actions;
- describing
changing cultural values,
traditions, and philosophies,
and assessing the role of
the printing press.
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| WHII.4 |
The
student will demonstrate knowledge
of the impact of the European
Age of Discovery and expansion
into the Americas, Africa,
and Asia by
- explaining
the roles of explorers
and conquistadors;
- describing
the influence of religion;
- explaining
migration,
settlement
patterns,
cultural
diffusion,
and
social
classes
in
the
colonized
areas;
- defining
the Columbian
Exchange;
- explaining
the triangular trade;
- describing
the impact of precious
metal exports from the
Americas.
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| WHII.5 |
The
student will demonstrate knowledge
of the status and impact of global
trade on regional civilizations
of the world after 1500 A.D. by
- describing
the location and development
of the Ottoman
Empire;
- describing India,
including the Mughal Empire
and coastal trade;
- describing East
Asia, including China and
the Japanese shogunate;
- describing Africa
and its increasing involvement
in global trade;
- describing
the growth of European
nations, including the Commercial
Revolution and mercantilism
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Era
VI: Age of Revolutions, 1650
to 1914 A.D.
|
| WHII.6 |
The
student will demonstrate knowledge
of scientific, political, economic,
and religious changes during the
sixteenth, seventeenth, and eighteenth
centuries by
- describing
the Scientific
Revolution and its effects;
- describing
the Age of Absolutism, including
the monarchies of Louis
XIV, Frederick the Great,
and Peter
the Great;
- assessing
the impacts of the English
Civil War and the Glorious
Revolution on democracy;
- explaining
the political, religious,
and social ideas of the Enlightenment
and the ways in which they
influenced the founders of
the United States;
- describing
the French
Revolution;
- identifying
the impact of the American
and French Revolutions on
Latin America;
- describing
the expansion of the arts,
philosophy, literature, and
new technology.
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| WHII.7 |
The
student will demonstrate knowledge
of political and philosophical
developments in Europe during
the nineteenth century by
- assessing
the impact of Napoleon and
the Congress
of Vienna, including
changes in political boundaries
in Europe after 1815;
- describing
the influence of revolutions
on the expansion of political
rights in Europe;
- explaining
events related to the unification
of Italy and the role of
Italian nationalists;
- explaining
events related to the unification
of Germany
and the role of Bismarck.
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| WHII.8 |
The
student will demonstrate knowledge
of the effects of the Industrial
Revolution during the nineteenth
century by
- citing
scientific, technological,
and industrial developments
and explaining how they
brought about urbanization
and social and environmental
changes;
- explaining
the emergence of capitalism
as a dominant economic
pattern, and subsequent
development of socialism
and communism;
- describing
the evolution of the nature
of work and the labor force,
including its effects on
families, the status of
women and children, the
slave trade, and the labor
union movement;
- explaining
the rise of industrial
economies and their link
to imperialism and nationalism;
- assessing
the impact of European
economic and military power
on Asia and Africa, with
emphasis on the competition
for resources and the responses
of colonized peoples.
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Era
VII: Era of Global Wars, 1914
to 1945
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| WHII.9 |
The
student will demonstrate knowledge
of the worldwide impact of World
War I by
- explaining
economic and political causes,
major events, and identifying
major leaders of the war,
with emphasis on Woodrow
Wilson and Kaiser Wilhelm
II;
- explaining
the outcomes and global effect
of the war and the Treaty
of Versailles;
- citing
causes and consequences of
the Russian
Revolution.
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| WHII.10 |
The
student will demonstrate knowledge
of political, economic, social,
and cultural developments during
the Interwar Period by
- describing
the League of Nations and
the mandate system;
- citing
causes and assessing the
impact of worldwide depression
in the 1930s;
- examining
events related to the rise,
aggression, and human costs
of dictatorial regimes in
the Soviet Union, Germany,
Italy, and Japan, and identifying
their major leaders, i.e., Joseph
Stalin, Adolf
Hitler, Benito
Mussolini, Hirohito,
and Hideki Tojo.
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| WHII.11 |
The
student will demonstrate knowledge
of the worldwide impact of World
War II by
- explaining
economic and political
causes, major events, and
identifying leaders of
the war, with emphasis
on Franklin
D. Roosevelt, Harry
Truman, Dwight
D. Eisenhower, Douglas
MacArthur, George
Marshall, Winston
Churchill, Joseph
Stalin, Adolf
Hitler, Hideki Tojo,
and Hirohito;
- examining
the Holocaust and
other examples of genocide in
the twentieth century;
- explaining
the terms of the peace,
the war crimes trials,
the division of Europe,
plans to rebuild Germany
and Japan, and the creation
of international cooperative
organizations.
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| WHII.12 |
The
student will demonstrate knowledge
of major events and outcomes of
the Cold
War by
- explaining
key events of the Cold
War, including the competition
between the American and
Soviet economic and political
systems and the causes
of the collapse of communism
in the Soviet Union and
Eastern Europe;
- assessing
the impact of nuclear weaponry
on patterns of conflict
and cooperation since 1945;
- describing
conflicts and revolutionary
movements in eastern Asia,
including those in China
and Vietnam, and their
major leaders, i.e., Mao
Tse-tung (Zedong), Chiang
Kai-shek, and Ho
Chi Minh.
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| WHII.13 |
The
student will demonstrate knowledge
of political, economic, social,
and cultural aspects of independence
movements and development efforts
by
- describing
the struggles for self-rule,
including Gandhi’s
leadership in India;
- describing
Africa’s achievement of independence,
including Kenyatta’s leadership
of Kenya;
- describing
the end of the mandate system
and the creation of states
in the Middle
East.
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| WHII.14 |
The
student will demonstrate knowledge
of the influence of Judaism, Christianity, Islam, Buddhism,
and Hinduism in
the contemporary world by
- describing
their beliefs, sacred writings,
traditions, and customs;
- locating
the geographic distribution
of religions in the contemporary
world.
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| WHII.15 |
The
student will demonstrate knowledge
of cultural, economic, and social
conditions in developed and developing
nations of the contemporary world
by
- identifying
contemporary political issues,
with emphasis on migrations
of refugees and others, ethnic/religious
conflicts, and the impact
of technology, including
chemical and biological technologies;
- assessing
the impact of economic development
and global population growth
on the environment and society,
including an understanding
of the links between economic
and political freedom;
- describing economic
interdependence, including
the rise of multinational
corporations, international
organizations, and trade
agreements.
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Equipment
Available
Updated
Thursday, December 1, 2005