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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
By the end of Grade 2, students will:
Learn content and skills found in Standards 6.1 (Social Studies Skills) and 6.2 (Civics).
Link to Standard 6.3 Grade 3-4
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