• World History

     
         Content standard:
    1.1      Historical evidence
     
              Competency standard:
    1.1.1        Identify and evaluate the importance of historical evidence from pre-historic, classical, middle and modern periods
    ·        Architectural
    ***prehistoric period - caves, megaliths, etc.
          ***classical period – pyramids, ziggurats, temples, historic districts
                of Rome, Greece, etc
          ***middle period – castles, towns, churches, etc.
          ***modern period – monuments , memorials (ex. Taj Mahal, 
                Hiroshima ground zero etc)
     
    ·        Documents
    ***prehistoric – cave paintings
    ***classical – Code of Hammurabi, Justinian Code, etc.
    ***middle – Magna Carta etc.
    ***modern – 95 Theses, Declaration of the Rights of Man,
         Communist Manifesto, Constitution of United States etc.
     
    ·        Artifacts
    ***prehistoric – cave paintings, iron weapons, tools, etc.
    ***classical – hieroglyphics, Rosetta Stone, statues, pottery, etc.
    ***middle - armor, advanced weapons, navigational tools, etc
    ***modern – machines, weapons of mass destruction, etc
     
     
     
        Content Standard:
    2.1        Important individuals
     
    Competency standards:
         2.1.1   Evaluate the contributions and importance of individuals who have
                   influenced world history
    ·        Political and military leaders
     ***early and classical – Pericles, Roman Emperors, Egyptian
            pharaohs, Hammurabi, Alexander the Great, etc,
       ***middle - Charlemagne, William the Conqueror, Joan of Arc,
             leaders of African, Asian, American empires, etc.
     ***modern – Napoleon Bonaparte, Peter the Great, Henry VIII,
            Elizabeth I, Otto von Bismarck, Winston Churchill, Adolph Hitler,
           Mao Zedong, Joseph Stalin, Nelson Mandela, Saddam Hussein,  
           etc.
     
    ·        Reformers and innovators
     ***early and classical – Jesus Christ, Mohammed, Greek philosophers,
           Archimedes, etc.
    ***middle – Marco Polo, Christopher Columbus, Copernicus, Roman
         Catholic Church, etc.
    ***modern – Johan Gutenberg, Martin Luther, Ignatius of Loyola,
         Galileo, Charles Darwin, Isaac Newton, Marie Curie, James Watt,
         Sigmund Freud, Karl Marx, Mohandas Gandhi, Nelson Mandela, etc.
     
     
     
     
         Content Standard:
         3.1 Continuity and change
     
             Competency standards:
    3.1.1        Evaluate how continuity and change has impacted commerce and industry
                   ***early and classical - hunting and agricultural societies, trade
                   ***middle – guild system, banks, manorial system, etc.
                   ***modern – mercantilism, Industrial Revolution, international trade, etc.
    3.1.2        Evaluate how continuity and change has impacted invention and innovation
    ***early and classical – calendar, alphabet, tools and weapons, etc.
    ***middle – armor, navigational tools, etc.
    ***modern – factory system, farm machines, communication devices,
         weapons of mass destruction, methods of transportation, nuclear proliferation, etc.
    3.1.3        Analyze how continuity and change have affected settlement pattern
    ***early and classical – family, village, city state, etc.
    ***middle – towns, cities, nation-states
    ***modern – urban areas, suburbs, megapolis, etc.
    3.1.4        Analyze how continuity and change impacted religion and philosophical beliefs
    ***early and classical –ancestor worship, polytheism, monotheism,
         Christianity, Hinduism, etc
    ***middle – humanism, individualism, etc
    ***modern - atheism, communism, etc.
    3.1.5        Analyze how continuity and change has impacted politics and government
                         ***early and classical empires –
                               Europe – monarchy, democracy, republic, etc.
                               Asia – monarchy, etc
                               Africa –tribal government, monarchy, etc
                               Americas – monarchy, etc
                        ***middle –
                              Europe – impact of Roman Catholic Church, feudal system, nation-states, etc
                              Asia – shogun, feudalism, etc.
                              Africa – colonialism, etc
                              Americas – colonialism, etc
                        ***modern- democracy, limited monarchy, communism, isolation v. non-isolation,
                              world organizations, European Community etc.
    3.1.6        Analyze how continuity and change has impacted roles of women
    ***early, classical and middle – political, social, economic rights, etc.
    ***modern – voting rights, women in business, political leadership, social rights, etc
              
          
          
     
         Content Standard:
         4.1   Conflict and cooperation
     
              Competency standards
    4.1.1        Evaluate how conflict and cooperation has impacted domestic stability in world
    History
                ***early and classical – invasions, racial and ethnic relations, immigration and
                      migration, etc
               ***middle – bubonic plague, church schism, feudal wars, etc
                          ***modern – African slavery, Irish potato famine, Holocaust, genocide,
                                Reformation, etc
    4.1.2        Analyze conflict and cooperation in labor relations
    ***early and classical – slavery, etc
    ***middle – feudalism, guild system, slavery, etc
                           ***modern – factory system, labor movement, etc.
    4.1.3        Analyze conflict and cooperation in racial and ethnic relations
    ***early and classical – treatment of non-citizens, etc
     ***middle – unequal treaties, languages imposed on conquered people, etc.
    ***modern – apartheid in South Africa, Kurds in Turkey and Iraq, Arabs in Israel, 
         Catholics in Northern Ireland, etc.
    4.1.4        Evaluate how conflict and cooperation impacted immigration and migration
    ***early and classical – nomadic societies, etc.
    ***middle – city-states, nation-states and imperialism, Nordic people enter southern
         Europe, etc
    ***modern – settlement of “New World”, colonization of Africa and Asia, émigrés
         in America, Euro-community, political asylum, etc.
    4.1.5        Evaluate effect of military conflicts
    ***Early and classical – Peloponnesian Wars, Punic Wars, etc.
    ***middle – Mongol invasions, Crusades, 100 ?Years War, etc.
    ***modern – Thirty ears War, Napoleonic Wars, Franco-Prussian War, World War
          I, World War II, Korean War, Vietnam War, Gulf Wars, etc.