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 the preceding grades, by the end of Grade 8, students will:

 

A.     The Birth of Civilization to 1000 BCE

 1.         Describe the physical and cultural changes that shaped the earliest human communities as revealed through scientific methods, including:

·        Early hominid development, including the development of language and writing

·        Migration and adaptation to new environments 

·        Differences between wild and domestic plants and animals

·        Locations of agricultural settlements 

·        Differences between hunter/gatherer, fishing, and agrarian communities

 2.         Describe how environmental conditions impacted the development of different human communities (e.g., population centers, impact of the last Ice Age).

 3.         Compare and contrast the economic, political, and environmental factors (e.g., climate, trade, geography) that led to the development of major ancient civilizations including Mesopotamia (e.g., Hammurabi’s Code), Egypt, the Indus Valley, the Yellow River, and Kush (Nubia).         

 

B.     Early Human Societies to 500CE

 1.         Explain the historical context, origins, beliefs, and moral teachings of the major world religions and philosophies, including:

·        The origins of Judaism and Christianity and the emergence of the Judeo-Christian tradition

·        The influence of Confucianism, Daoism, and Buddhism on the formation of Chinese civilization

·        Hinduism, the Aryan migrations, and the caste system in India

·        The influence of Buddhism in India

 2.         Describe the political framework of Athenian society and its influence on modern society, including:

·        The influence of Athenian political ideals on public life

·        The importance of participatory government

·        The role of women in Athenian society, their rights under law, and possible reasons why democracy was limited to males

·        Athenian ideas and practices related to political freedom, national security, and justice

 3.         Describe the social and political characteristics of the Greek city-states, including:

·        Similarities and differences between Athenian democracy and Spartan military aristocracy

·        Location and political structure of the city-states

·        Hierarchical relationships in Greek societies

·        Civic, economic, and social tasks performed by men and women of different classes

 4.         Describe the significant contributions of ancient Greece to Western Civilization, including:

·        Characteristics of Classic Greek art and architecture and how they are reflected in modern art and architecture

·        Socrates’ values and ideas

·        Philosophy, including Plato and Aristotle

·        Greek Drama, including Sophocles and  Euripides

·        History, including Herodotus, Xenophon, and Thucydides

·        Greek mythology

 5.         Discuss the cultural influences of Greece, Egypt, Persia, and India on Mediterranean cultures through assimilation, conquest, migration, and trade.

 6.         Discuss the origins and social framework of Roman society, including:

·        The geographic location of various ethnic groups on the Italian peninsula and their influence on early Roman society

·        The legends of the founding of Rome and how they reflect the beliefs and values of its citizens

·        Daily life in Rome and Pompeii

 7.         Describe the political and social framework of Roman society, including:

·        Political and social institutions of the Roman Republic and reasons for its transformation from Republic to Empire

·        The influence of key Roman leaders

 8.         Analyze how shifts in the political framework of Roman society impacted the expansion of the empire and how this expansion transformed Roman society, economy, and culture.

 9.         Discuss the political events that may have contributed to the decline of the Roman Empire, including internal divisions, significant battles, invasions, and political changes.

 10.     Describe the development of the Mayan civilization from agricultural community to an urban civilization, including the influence of the environment on agricultural methods, water utilization, and herding methods.

 11.     Describe the significant features of Mayan civilization, including the locations of Mayan city-states, road systems, and sea routes, the role and status of elite men and women in Mayan society and their portrayal in Mayan architecture, the role of religion and ceremonial games in Mayan culture, and the structure and purpose of the Mayan pyramids.

 

C.     Expanding Zones of Exchange and Interaction to 1400 CE  

 1.         Discuss how Western civilization arose from a synthesis of Christianity and classical Greco-Roman civilization with the cultures of northern European peoples.

 2.         Discuss the spread of Islam in Southwest Asia, the Mediterranean region, and Northern Africa and the influence of Islamic ideas and practices on other cultures and social behavior,  including:

·        The origin and development of Islamic law

·        The significance of the Quran and the Five Pillars of Islam

·        The diverse religious, cultural, and geographic factors that influenced the ability of  the Muslim government to rule

·        The split into Sunni and Shi’ite factions

·        The importance of Muslim civilization in mediating long-distance commercial, cultural, intellectual, and food crop exchange across Eurasia and parts of Africa

 3.         Discuss the significance of the developing cultures of Asia, including the Golden Age in China and spread of Chinese civilization to Japan, Korea, and Southeast Asia and the rise of the Mongol Empire and its impact on the Kievan Rus.

 4.         Analyze the rise of the West African Empires of Ghana, Mali, and Songhay and compare with changes in Asia, Europe, and the Americas.

 5.         Analyze the relationships between Mesoamerican and Andean societies, including:

·        The growth of urban societies and urban planning

·        Religions and rituals

·        Governing  structure and economy

·        The construction of the Mesoamerican calendar

·        Similarities in agriculture, societal structures, and artisan crafts

 6.         Explain the medieval origins of constitutional government in England (e.g., Edward I, Magna Carta, Model Parliament of 1295, Common Law).

 7.         Discuss the evolution of significant political, economic, social and cultural institutions and events that shaped European medieval society, including Catholic and Byzantine churches, feudalism and manorialism, the Crusades, the rise of cities, and changing technology.

 

D.    The Age of Global Encounters (1400-1750)

 1.         Discuss factors that contributed to oceanic travel and exploration in the 15^th and 16^th centuries, including technological innovations in ship building navigation, naval warfare, navigational inventions such as the compass, and the impact of wind currents on the major trade routes.

 2.         Describe the significant contributions of the Renaissance and Reformation to European society, including major achievements in literature, music, painting, sculpture, and architecture.

 3.         Compare the social and political elements of Incan and Aztec societies, including the major aspects of government, the role of religion, daily life, economy, and social organization.

 

Link to Standard 6.3 Grade 3-4

 

Link to Standard 6.3 Grade High School

 

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