|
|
|
|
STANDARD 6.3 (WORLD HISTORY) ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND THE FUTURE.
Descriptive Statement: This standard includes content relating to eight periods of world history, including: · The Birth of Civilization to 1000 BCE (BC) · Early Human Societies to 500 CE (AD) · Developing Human Societies to 1400 CE (AD) · The Age of Global Encounters (1400-1750) · The Age of Revolutionary Change (1750-1914) · The Era of the Great Wars (1914-1945) · The Modern World (1945 to 1979) · Looking to the Future (1980-present) The standards do not outline specific world history content and skills for students in grades K-4. Students in grades K-4 need to develop the social studies skills outlined in Standards 6.1 in order to understand the complex information presented in grades 5-8. Standard 6.2: Civics and Standard 6.4: United States and New Jersey History provide a foundation for the study of home, family, community, culture, international education, and global issues. In addition, as elementary students begin the study of a world language, they will learn about the history and culture of countries where the target language is spoken. Finally, the visual and performing arts standards require that students study works of art from various historical periods and diverse cultures. Thus, K-4 students will have multiple opportunities to study world history from different perspectives through a more integrated approach. The Cumulative Progress Indicators (CPIs) are grouped primarily in two grade clusters, grades 5 to 8 and grades 9 to 12. In order to study the periods of history in more depth, students in grades five through eight study the first four periods, from the development of human civilization in prehistory to the beginning of the post-medieval world. Students in grades 9 through 12 study the last five periods from global encounters to the contemporary world. Throughout the teaching of history, teachers are encouraged to connect events being studied to similar occurrences at different times in history and to current events. Teachers should endeavor to address the following critical questions of historical study: Are there general lessons to be learned from history? How and why do societies change? What is civilization and how has it been defined? Why do civilizations decline and perish? Why is there political and social conflict? How does religion influence the development of individual societies as well as global processes? Are individuals as important as underlying structures in explaining change? How have social institutions and groups failed to function in a positive way when people have behaved in cruel or inhumane ways? How have people worked to combat instances of prejudice, cruelty, and discrimination? (Adapted from: Rabb, Theodore, 1999. History Matters. Newsletter of the National Council for History Education)
The history topics listed for each of the eight eras of world history are organized around the following geographic areas: Eastern Europe, Western Europe, East Asia, Africa, the Middle East, North America, and Latin/Mesoamerica. They are grouped around the following topics:
· Study of a particular civilization · Specific structures within the civilization (political, social, economic) · Comparative civilizations/societies · Connections among civilizations · Global processes such as trade, conflict, and demographic change · World religions · Humanities: arts, sciences, and culture Students need to learn critical and historical thinking as they study history and cultures, the role of geography and the development of social, economic and political structures throughout the world at various times. There should also be a balanced look at some of the political, social, cultural and technological changes that occurred in Europe, Africa, the Middle East and Asia and the Americas from earliest times to the present. Students should trace the evolution of selected important ideas, beliefs, practices, and technologies as they shaped major developments.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. The Birth of Civilization to 1000 BCE Reinforce indicators from previous grade levels.
B. Early Human Societies to 500 CE Reinforce indicators from previous grade levels.
C. Expanding Zones of Exchange and Interaction to 1400 CE Reinforce indicators from previous grade levels.
D. The Age of Global Encounters (1400-1750) 1. Discuss the major developments in Asia, Africa, and the Americas, including China during the Ming and Qing Dynasty, Japan during the Tokugawa Period, the influence of Islam in shaping the political and social structure in the Middle East, including the Ottoman period, West Africa, including Mali and Songhay, India, including the Mughal Empire, and the impact of European arrival in the Americas. 2. Analyze and compare the ways that slavery and other forms of coerced labor or social bondage were practiced in East Africa, West Africa, Southwest Asia, Europe, and the Americas. 3. Describe the significant social and cultural changes that took place during the Renaissance, including advances in printing press technology, the works of Renaissance writers and elements of Humanism, the revival of Greco-Roman art, architecture, and scholarship, and differing ideas on the role of women. 4. Describe the early influences on the Scientific Revolution and the Enlightenment, including: · Renaissance Humanism with emphasis on human reason as opposed to total reliance on faith · Medieval theology · New global knowledge · The use of reason and freedom of inquiry as challenges to authoritarianism, including the works of Montesquieu, Locke, and Jefferson 5. Discuss the contributions of the Scientific Revolution to European society, including important discoveries in mathematics, physics, biology, and chemistry, and the significance of the scientific method advanced by Descartes and Bacon. 6. Discuss the major developments in European society and culture, including: · The Protestant Reformation as a result of the weakening of the Papacy and revolts against corruption in the Church · Martin Luther and John Calvin as leaders of new sects that establish the importance of the individual conscience, including religious choice · European explorations and the establishment of colonial empires · Trans-Atlantic slave trade and its impact on Africa · Commercial Revolution · The English Revolution and the strengthening of Parliament as a countervailing force to the monarchy and importance of the balance of powers, including the Glorius Revolution and the English Bill of Rights · Economic consequences of European expansion, including the role of the mercantilist economic theory, the commercial revolution, and the early growth of capitalism · The economic, social, religious, and political impact of the Plague
E. The Age of Revolutionary Change (1750-1914) 1. Discuss the causes and consequences of political revolutions in the late 18th and early 19th centuries, including: · The impact of the American Revolution on global political thought · The ideas and events that shaped the French Revolution (e.g., monarchy vs. social ideals of liberty, equality, and fraternity; political beliefs and writings; development of the empire) · The spread of revolutionary ideas through the Napoleonic period (e.g., Napoleonic Code) · The emergence of a politically active middle class and the rise of ideologies which questioned class structure in many European countries contributing to socialism and communism · How the Industrial Revolution, based on new manufacturing processes and the availability of labor, began the preeminence of Europe in the world economy · The concept of laissez-faire and the ideas of Adam Smith in Wealth of Nations · Democratic and social reforms, including the struggle for women’s rights and the expansion of parliamentary government · The rise of European nationalism, imperialism, and its effect on the European balance of power, particularly the unification of Italy and Germany 2. Discuss how industrialization shaped social class (e.g., child labor, conditions of social class) and the development of labor organizations. 3. Explain the main patterns of global change in colonizing Africa, Asia, the Middle East, and the Americas, including the Indian Ocean and Pan Asian economies prior to the rise of Europe. 4. Trace the growth of independence movements and the rejection of colonialism including the Haitian Revolution and leaders such as Toussaint L’Ouverture, Simon Bolivar in Venezuela, and Jose Marti in Cuba. 5. Evaluate the changes brought about by the Meiji Restoration period in Japan (e.g., modernization, changes in policies on Western influence). 6. Describe how Christianity, Islam, and Buddhism spread during this period, including the areas of influence and reasons for the growth. 7. Discuss events that shaped the social structure of Russia in the 19th and early 20th century, including: · Peasants, aristocracy, and serfdom · Czarist reforms and the abolition of serfdom · Relations with the Ottoman Empire · Development of the Trans-Siberian railroad and other forms of modernization
F. The Era of the Great Wars (1914-1945) 1. Analyze the causes and aftermath of World War I, including: · The growth of European nationalism and increased competition for resources and markets · Technology and the changing face of war · Disintegration of the Ottoman Empire 2. Analyze the background and global consequences of actions leading to World War II, including: · The Great Depression, including the Stock Market Crash of 1929, massive business and bank failures, and 12 million lost jobs · The rise of totalitarian governments in the Soviet Union, Germany, and Italy · The fall of the democratic Weimar Republic and the rise of Nazism and European anti-Semitism resulting in the Holocaust and its impact on Jewish life and culture and European society · Other twentieth century genocides, (e.g., Turkey/Armenia, Soviet forced collectivization in the Ukraine, Japan’s occupations in China and Korea) · Evaluate the importance of the beginning of the Atomic Age in science, the technological revolution, and the implications of military technology used in war
G. The Modern World (1945-1979) · The origin and major developments of the Cold War · Communist takeover in China, Korea, and Vietnam and the creation of NATO, SEATO, and CENTO · The formation, structure, and purpose of the United Nations · The Truman Doctrine and the Marshall Plan · The growth and decline of Communism in Eastern Europe · The rise of nationalism and nation-building movements in Africa, Latin America, and Asia · The international arms race and nuclear proliferation · The non-aligned nations during the Cold War as the voice of the Third World · Growth and adaptation of Communism in China · Japan’s economic and political transformation and growth of East Asian economies · Conflicts in Eastern Europe and the Middle East · The Israel/Palestine conflict · The impact of Gandhi and the nonviolence movement
H. Looking to the Future (1980-present) 1. Analyze global political, economic, and social changes in the 20th century, including: · The Gulf War · The war in Iraq · Growth of a world economy with the information, technological, and communications revolutions · The oil crisis and impact of oil producing countries on world economy · The development of Third World nations 2. Assess the growth of a worldwide economy of interdependent regions and the development of a dynamic new world order of increasingly interdependent regions, including NATO, the World Bank, the United Nations, the World Court, the North American Free Trade Agreement, and the European Economic Union, IMF and OPEC. 3. Evaluate the paradoxes and promises of the 21st century, including: · Economic imbalance and social inequalities among the world’s people · New patterns of world migration shaped by international labor demands · Global market, economy, trade, and communications · Rapid population growth and increasing urbanization · The growth of terrorism as a means of warfare 4. Analyze the development and effects of multinational corporations on trade, employment, and the environment.
Link to Standard 6.3 Grade 5-8
|
|
