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Standard 6: Social Studies
STANDARD 6.1 (SOCIAL STUDIES SKILLS) ALL STUDENTS WILL UTILIZE HISTORICAL THINKING, PROBLEM SOLVING, AND RESEARCH SKILLS TO MAXIMIZE THEIR UNDERSTANDING OF CIVICS, HISTORY, GEOGRAPHY, AND ECONOMICS.
Descriptive Statement: The purpose of this standard is to develop the requisite skills needed to fully appreciate, comprehend, and apply knowledge of the other five social studies standards: civics, world history, United States and New Jersey history, geography, and economics. These skills must be integrated across all five standards. Students must understand basic concepts such as time, location, distance, and relationships and must be able to apply these concepts to the study of people, places, events, and issues. These skills focus on the importance of historical research as well as the need to distinguish fact from fiction and to understand cause and effect. These skills should not be taught in isolation; rather, students must use these skills in the study of all social studies disciplines.
By the end of Grade 2, students will:
A. Social Studies Skills 1. Explain the concepts of long ago and far away. 2. Apply terms related to time including past, present, and future. 3. Identify sources of information on local, national, and international events (e.g., books, newspaper, TV, radio, Internet). 4. Retell events or stories with accuracy and appropriate sequencing. 5. Develop simple timelines.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Social Studies Skills 1. Explain how present events are connected to the past. 2. Apply terms related to time including years, decades, centuries, and generations. 3. Locate sources for the same information (e.g., weather forecast on TV, the Internet or in a newspaper). 4. Organize events in a time line. 5. Distinguish between an eyewitness account and a secondary account of an event. 6. Distinguish fact from fiction.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Social Studies Skills 1. Analyze how events are related over time.2. Use critical thinking skills to interpret events, recognize bias, point of view, and context. 3. Assess the credibility of primary and secondary sources. 4. Analyze data in order to see persons and events in context. 5. Examine current issues, events, or themes and relate them to past events. 6. Formulate questions based on information needs. 7. Use effective strategies for locating information. 8. Compare and contrast competing interpretations of current and historical events. 9. Interpret events considering continuity and change, the role of chance, oversight and error, and changing interpretations by historians. 10. Distinguish fact from fiction by comparing sources about figures and events with fictionalized characters and events. 11. Summarize information in written, graphic, and oral formats.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Social Studies Skills1. Analyze how historical events shape the modern world. 2. Formulate questions and hypotheses from multiple perspectives, using multiple sources. 3. Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses. 4. Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias. 5. Evaluate current issues, events, or themes and trace their evolution through historical periods. 6. Apply problem-solving skills to national, state, or local issues and propose reasoned solutions. 7. Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events. 8. Evaluate historical and contemporary communications to identify factual accuracy, soundness of evidence, and absence of bias and discuss strategies used by the government, political candidates, and the media to communicate with the public.
For Further information on 5.1, See Page 21 of New Jersey's Social Studies Framework
STANDARD 6.2 (CIVICS) ALL STUDENTS WILL KNOW, UNDERSTAND AND APPRECIATE THE VALUES AND PRINCIPLES OF AMERICAN DEMOCRACY AND THE RIGHTS, RESPONSIBILITIES, AND ROLES OF A CITIZEN IN THE NATION AND THE WORLD.
Descriptive Statement: The purpose of this standard is to prepare students to be informed, active, and responsible citizens in the American democratic republic. It is essential that students have an understanding of the historical foundations, underlying values, and principles upon which the American system of representative democracy is based. Before citizens can make informed, responsible decisions as voters, jurors, workers, consumers, and community residents, they must have an understanding and appreciation of the fundamental concepts, laws and documents which form the American heritage including the Declaration of Independence, the United States Constitution, and the New Jersey State Constitution. Students must understand how a representative democracy works and the value of citizen participation in the nation, state and local communities. In addition, students must also be prepared to serve as global citizens; that is, students must be aware that the United States has a significant impact on the rest of the world, and conversely, the rest of the world impacts the United States. Technological advances bring the world to our doorstep. International education enables students to broaden their understanding of global issues that impact their life as Americans.
The study of politics, government, and society should start in early elementary grades with the identification of the need for rules, laws, and structures for decision-making or governance, and proceed through upper elementary grades to identify key documents and ideas that express democratic principles. Intermediate students should examine the various forms of government, the functions of the various branches of our federal government, as well as local and state levels of government. They must understand the ongoing need to balance individual rights and public needs. High school students should build on their prior knowledge and skills by analyzing the scope of governmental power, the spectrum of political views, and how the United States functions in a global society. Students should be encouraged not only to learn about how government works but also to apply their knowledge and to use their critical thinking, listening, and speaking skills to better understand the value of citizen participation in a representative democracy. Five major topics are addressed in the indicators and are reflected in the following questions:
Cumulative Progress Indicators
By the end of Grade 2, students will:
A. Civic Life, Politics, and Government 1. Explain the need for rules, laws, and government. 2. Give examples of authority and recognize problems that might arise from lack of effective authority. 3. Describe how American citizens can participate in community and political life. 4. Explain that justice means fairness to all. 5. Explain that a responsibility means something you must or should do. 6. Explore basic concepts of diversity, tolerance, fairness, and respect for others.
B. American Values and Principles 1. Identify symbols of American values and beliefs such as the American Flag and the Statue of Liberty.
C. The Constitution and American Democracy 1. Identify community and government leaders (e.g., mayor, town council, President of the United States).
D. Citizenship 1. Identify examples of responsible citizenship in the school setting. 2. Recognize real people and fictional characters who have demonstrated responsible leadership and citizenship and identify the characteristics that have made them good examples.
E. International Education: Global Challenges, Cultures, and Connections 1. Explain that the United States is a diverse nation and one of many nations in the world. 2. Identify traditions and celebrations of various cultures (e.g., Chinese New Year, Cinco de Mayo). 3. Participate in activities such as dance, song, and games that represent various cultures.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Civic Life, Politics, and Government 1. Describe the characteristics of an effective rule or law (e.g., achieves purpose, clear, fair, protects rights and the common good). 2. Differentiate between power and authority. 3. Recognize that government exists at the community, county, state, and federal levels. 4. Recognize national, state, and local legislators and government officials and explain how to contact them for help or to express an opinion.5. Describe the contributions of voluntary associations and organizations in helping government provide for its citizens.
B. American Values and Principles 3. Describe how American values and beliefs, such as equality of opportunity, fairness to all, equal justice, separation of church and state, and the rights guaranteed by the United States Constitution and the Bill of Rights, contribute to the continuation and improvement of American democracy.4. Evaluate the importance of traditions, values, and beliefs which form a common American heritage in an increasingly diverse American society.
C. The Constitution and American Democracy 3. Identify major services provided by state and local government. 4. Delineate the respective roles of the three branches of the federal and state governments.
D. Citizenship 2. Describe the significant characteristics of an effective citizen and discuss ways to influence public policy (e.g., serving in elected office, working on a campaign). 3. Describe the process by which immigrants can become United States citizens.
E. International Education: Global Challenges, Cultures, and Connections 2. Discuss how the United States interacts with other nations of the world through trade, treaties and agreements, diplomacy, cultural contacts, and sometimes through the use of military force. 3. Explain why it is important for nations to communicate and resolve disagreements through peaceful means. 4. Outline the purposes of the United Nations. 5. Identify current issues that may have a global impact (e.g., pollution, diseases) and discuss ways to address them. 6. Explain why it is important to understand diverse peoples, ideas, and cultures. 7. Explain that even within a culture, diversity may be affected by race, religion, or class. 8. Identify aspects of culture and heritage presented in literature, art, music, sport, or the media. 9. Examine common and diverse traits of other cultures and compare to their own culture. 10. Use technology to learn about students and their families in other countries through classroom links, email, and Internet research. 11. Define stereotyping and discuss how it impacts self-image and interpersonal relationships.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Civic Life, Politics, and Government 1. Discuss the sources, purposes, and functions of law and the importance of the rule of law for the preservation of individual rights and the common good.2. Describe the underlying values and principles of democracy and distinguish these from authoritarian forms of government.3. Discuss the major characteristics of democratic governments.4. Describe the processes of local government.5. Discuss examples of domestic policies and agencies that impact American lives, including the Environmental Protection Agency (e.g., clean air and water), the Department of Labor (e.g., minimum wage) and the Internal Revenue Service (e.g., Social Security, income tax).6. Explain how non-governmental organizations influence legislation and policies at the federal, state, and local levels.
B. American Values and Principles 1. Analyze how certain values including individual rights, the common good, self-government, justice, equality and free inquiry are fundamental to American public life.2. Describe representative government and explain how it works to protect the majority and the minority.3. Describe the continuing struggle to bring all groups of Americans into the mainstream of society with the liberties and equality to which all are entitled, as exemplified by individuals such as Susan B. Anthony, Frederick Douglass, Nat Turner, Paul Robeson, and Cesar Chavez.
C. The Constitution and American Democracy 1. Discuss the major principles of the Constitution, including shared powers, checks and balances, separation of church and state, and federalism. 3. Discuss the role of political parties in the American democratic system including candidates, campaigns, financing, primary elections, and voting systems. 4. Discuss major historical and contemporary conflicts over United States constitutional principles, including judicial review in Marbury v. Madison, slavery in the Dred Scott Decision, separate but equal in Plessy v. Ferguson, and the rights of minorities in the Indian Removal Act.5. Discuss major historical and contemporary conflicts over New Jersey constitutional principles (e.g., the impact of the New Jersey School Law of 1881 which required integration in the state’s public schools, Hedgepeth and Williams v. Trenton Board of Education, the Mount Laurel Decision, Jackman v. Bodine, Abbott v. Burke).6. Research contemporary issues involving the constitutional rights of American citizens and other individuals residing in the United States, including voting rights, habeas corpus, rights of the accused, and the Patriot Act.
D. Citizenship 1. Discuss the rights and responsibilities of American citizens, including obeying laws, paying taxes, serving on juries, and voting in local, state, and national elections. 2. Discuss how the rights of American citizens may be in conflict with each other (e.g., right to privacy vs. free press). 3. Describe major conflicts that have arisen from diversity (e.g., land and suffrage for Native Americans, civil rights, women’s rights) and discuss how the conflicts have been addressed. 4. Explain the benefits, costs, and conflicts of a diverse nation.
E. International Education: Global Challenges, Cultures, and Connections 2. Discuss factors that lead to a breakdown of order among nation-states (e.g., conflicts about national interests, ethnicity, and religion; competition for territory or resources; absence of effective means to enforce international law) and describe the consequences of the breakdown of order. 4. Evaluate current United States foreign policy issues and strategies and their impact on the nation and the rest of the world. 5. Discuss the purposes and functions of major international organizations (e.g., United Nations, World Health Organization, International Red Cross, Amnesty International) and the role of the United States within each. 6. Describe how one’s heritage includes personal history and experiences, culture, customs, and family background. 7. Analyze how the life, culture, economics, politics, and the media of the United States impact the rest of the world. 9. Discuss how cultures may change and that individuals may identify with more than one culture. 10. Engage in activities that foster understanding of various cultures (e.g., clubs, dance groups, sports, travel, community celebrations). 11. Discuss the impact of the Internet and technology on global communication. 12. Discuss the impact of stereotyping on relationships, achievement, and life goals. 13. Analyze how prejudice and discrimination may lead to genocide as well as other acts of hatred and violence for the purposes of subjugation and exploitation.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Civic Life, Politics, and Government 1. Analyze how reserved and jointly held powers in the United States Constitution result in tensions among the three branches of government and how these tensions are resolved (e.g., Marbury v. Madison-1803; Federalist #78; United States v. Nixon-1974, claims of Executive Privilege by Presidents Nixon, Clinton, and Bush).3. Analyze how individual responsibility and commitment to law are related to the stability of American society. 5. Discuss how participation in civic and political life can contribute to the attainment of individual and public good. 6. Evaluate ways that national political parties influence the development of public policies and political platforms, including political action committees, McCain-Feingold Act, platform committees, and political campaigns. 7. Analyze how public opinion is measured and used in public debate (e.g., electronic polling, focus groups, Gallup polls, newspaper and television polls) and how public opinion can be influenced by the government and the media.
B. American Values and Principles 2. Propose and justify new local, state, or federal governmental policies on a variety of contemporary issues (e.g., definition of marriage, voting systems and procedures, censorship, religion in public places). 3. Describe historic and contemporary efforts to reduce discrepancies between ideals and reality in American public life, including Amendments 13-15, the Civil Rights Act of 1866 and 1875, the Abolitionist movement, the Civil War, and the end of slavery in the United States. 5. Analyze the successes of American society and disparities between American ideals and reality in American political, social, and economic life and suggest ways to address them (e.g., rights of minorities, women, physically and mentally challenged individuals, foreign born individuals). 6. Explore the importance and presence of voluntarism and philanthropy in America and examine the role of local, state, national, and international organizations such as the American Red Cross, the Salvation Army, and the Rotary.
C. The Constitution and American Democracy 2. Analyze, through current and historical examples and Supreme Court cases, the scope of governmental power and how the constitutional distribution of responsibilities seeks to prevent the abuse of that power. 3. Compare the American system of representative government with systems in other democracies such as the parliamentary systems in England and France. 4. Compare and contrast the major constitutional and legal responsibilities of the federal government for domestic and foreign policy and describe how disagreements are resolved. 5. Describe the nature of political parties in America and how they reflect the spectrum of political views on current state and federal policy issues. 6. Explain the federal and state legislative process and analyze the influence of lobbying, advocacy groups, the media, and campaign finance on the development of laws and regulations.
D. Citizenship 1. Evaluate the characteristics needed for effective participation in civic and political life.2. Compare and contrast the rights and responsibilities of government and its citizens as delineated in the United States Constitution, the New Jersey Constitution of 1947, and the United Nations’ Universal Declaration of Human Rights. 3. Compare and contrast the benefits of American citizenship (e.g., habeas corpus, secret ballots, freedom of movement and expression) with those of citizens of other nations, including democratic and non-democratic countries. 4. Recommend ways that citizens can use knowledge of state or federal government policies and decision-making processes to influence the formation, development, or implementation of current public policy issues (e.g., First Amendment right to petition for redress of grievances). 5. Discuss how citizens can participate in the political process at the local, state, or national level (e.g., registering to vote, voting, attending meetings, contacting a representative, demonstrating, petitions, boycotting) and analyze how these forms of political participation influence public policy.
E. International Education: Global Challenges, Cultures, and Connections 1. Compare and contrast key past and present United States foreign policy actions (e.g., diplomacy, economic aid, humanitarian aid, military aid) and positions (e.g., treaties, sanctions, interventions) and evaluate their consequences. 2. Analyze and evaluate United States foreign policy actions and positions, including the Monroe Doctrine, the Mexican Cession, the Truman Doctrine, the Cold War, the world-wide struggle against terrorism, and the Iraq War. 3. Describe how the world is organized politically into nation-states and alliances and how these interact with one another through organizations such as the European Union, North Atlantic Treaty Organization (NATO), the United Nations, the World Court, and the Group of Seven Industrialized Nations (G7). 4. Analyze and evaluate the interconnections of local, regional, and national issues with global challenges and issues, and recommend possible solutions. 5. Discuss how global interconnections can have both positive and negative consequences (e.g., international companies, transfer of jobs to foreign plants, international security and access to transportation). 6. Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) in depth and over time, predict the impact if the current situation does not change, and offer possible solutions. 7. Participate in events to acquire understanding of complex global problems (e.g., Model United Nations, international simulations, field trips to government sites). 8. Justify an opinion or idea about a global issue while showing respect for divergent viewpoints. 9. Discuss the impact of technology, migration, the economy, politics, and urbanization on culture. 10. Compare and contrast common social and behavioral practices in various cultures (e.g., birth, marriage, death, gender issues, family structure, health issues). 11. Participate in activities that foster understanding and appreciation for diverse cultures (e.g., world language instruction, student exchange, clubs, international forums, community service, speaker programs, arts, sports). 12. Analyze the impact of communication networks, technology, transportation, and international business on global issues. 14. Connect the concept of universal human rights to world events and issues. 15. Compare and contrast current and past genocidal acts and other acts of hatred and violence for the purposes of subjugation and exploitation (e.g., Holocaust, Native Americans, Irish famine, Armenia, Ukrainian collectivization, Cambodia, Rwanda) and discuss present and future actions by individuals and governments to prevent the reoccurrence of such events.
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).
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 4, students will:
Learn content and skills found in Standards 6.1 (Social Studies Skills) and 6.2 (Civics).
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 · 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).
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 · 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. · The origin and development of Islamic law · The significance of the Quran and the Five Pillars of Islam · The split into Sunni and Shi’ite factions 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 15th and 16th 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. 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.
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 · & |