| (C) explain the political and economic impact of the
Treaty of Versailles, including changes in boundaries and the mandate
system; and
(D) identify the causes of the February (March) and
October (November) revolutions of 1917 in Russia, their effects on
the outcome of World War I, and the Bolshevik establishment of the
Union of Soviet Socialist Republics.
(11) History. The student understands the causes and
impact of the global economic depression immediately following World
War I. The student is expected to:
(A) summarize the international, political, and economic
causes of the global depression; and
(B) explain the responses of governments to the global
depression such as in the United States, Germany, Great Britain, and
France.
(12) History. The student understands the causes and
impact of World War II. The student is expected to:
(A) describe the emergence and characteristics of totalitarianism;
(B) explain the roles of various world leaders, including
Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin
D. Roosevelt, and Winston Churchill, prior to and during World War
II; and
(C) explain the major causes and events of World War
II, including the German invasions of Poland and the Soviet Union,
the Holocaust, the attack on Pearl Harbor, the Normandy landings,
and the dropping of the atomic bombs.
(13) History. The student understands the impact of
major events associated with the Cold War and independence movements.
The student is expected to:
(A) summarize how the outcome of World War II contributed
to the development of the Cold War;
(B) summarize the factors that contributed to communism
in China, including Mao Zedong's role in its rise;
(C) identify major events of the Cold War, including
the Korean War, the Vietnam War, and the arms race;
(D) explain the roles of modern world leaders, including
Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul
II, in the collapse of communism in Eastern Europe and the Soviet
Union;
(E) summarize the rise of independence movements in
Africa, the Middle East, and South Asia and reasons for ongoing conflicts;
and
(F) discuss factors contributing to the Arab-Israeli
conflict, including the rejection of the existence of the state of
Israel by the Arab League and a majority of Arab nations.
(14) History. The student understands the development
and use of radical Islamic terrorism in the second half of the 20th
century and the early 21st century. The student is expected to:
(A) explain the impact of geopolitical influences on
the development of radical Islamic terrorism;
(B) explain the impact of radical Islamic terrorism
on global events; and
(C) explain the U.S. response to the events surrounding
September 11, 2001, and other acts of radical Islamic terrorism.
(15) Geography. The student understands the impact
of geographic factors on major historic events and processes. The
student is expected to:
(A) locate places and regions of historical significance
directly related to major eras and turning points in world history;
(B) analyze the influence of human and physical geographic
factors on major events in world history such as the development of
river valley civilizations, trade in the Indian Ocean, and the opening
of the Panama and Suez canals; and
(C) interpret maps, charts, and graphs to explain how
geography has influenced people and events in the past.
(16) Economics. The student understands the impact
of the Neolithic and Industrial revolutions and globalization on humanity.
The student is expected to:
(A) identify important changes in human life caused
by the Neolithic Revolution;
(B) summarize the role of economics in driving political
changes as related to the Industrial Revolution; and
(C) describe the economic impact of globalization.
(17) Economics. The student understands the historical
origins of contemporary economic systems and the benefits of free
enterprise in world history. The student is expected to:
(A) identify the historical origins and characteristics
of the free enterprise system, including the influence of Adam Smith;
(B) identify the historical origins and characteristics
of communism, including the influence of Karl Marx;
(C) identify the historical origins and characteristics
of socialism;
(D) identify the historical origins and characteristics
of fascism; and
(E) explain why communist command economies collapsed
in competition with free market economies at the end of the 20th century.
(18) Government. The student understands the characteristics
of major political systems throughout history. The student is expected
to:
(A) identify the characteristics of monarchies and
theocracies as forms of government in early civilizations; and
(B) identify the characteristics of the following political
systems: theocracy, absolute monarchy, democracy, republic, oligarchy,
limited monarchy, and totalitarianism.
(19) Government. The student understands how contemporary
political systems have developed from earlier systems of government.
The student is expected to:
(A) explain the development of democratic-republican
government from its beginnings in Judeo-Christian legal tradition
and classical Greece and Rome through the French Revolution;
(B) identify the impact of political and legal ideas
contained in the following documents: Hammurabi's Code, the Jewish
Ten Commandments, Justinian's Code of Laws, Magna Carta, the English
Bill of Rights, the Declaration of Independence, the U.S. Constitution,
and the Declaration of the Rights of Man and of the Citizen;
(C) explain the political philosophies of individuals
such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu,
Jean Jacques Rousseau, Thomas Aquinas, John Calvin, and William Blackstone;
and
(D) explain the significance of the League of Nations
and the United Nations.
(20) Citizenship. The student understands the significance
of political choices and decisions made by individuals, groups, and
nations throughout history. The student is expected to:
(A) describe how people have participated in supporting
or changing their governments;
(B) describe the rights and responsibilities of citizens
and noncitizens in civic participation throughout history; and
(C) identify examples of key persons who were successful
in shifting political thought, including William Wilberforce.
(21) Citizenship. The student understands the historical
development of significant legal and political concepts related to
the rights and responsibilities of citizenship. The student is expected
to:
(A) summarize the development of the rule of law from
ancient to modern times;
(B) identify the origins of ideas regarding the right
to a "trial by a jury of your peers" and the concepts of "innocent
until proven guilty" and "equality before the law" from sources including
the Judeo-Christian legal tradition and in Greece and Rome;
(C) identify examples of politically motivated mass
murders such as in Cambodia, China, Latin America, and the Soviet
Union;
(D) identify examples of genocide, including the Holocaust
and genocide in Armenia, the Balkans, Rwanda, and Darfur;
(E) identify examples of individuals who led resistance
to political oppression such as Nelson Mandela, Mohandas Gandhi, Las
Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen
Square; and
(F) identify examples of American ideals that have
advanced human rights and democratic ideas throughout the world.
(22) Culture. The student understands the history and
relevance of major religious and philosophical traditions. The student
is expected to:
(A) describe the historical origins and central ideas
in the development of monotheism;
(B) describe the historical origins, central ideas,
and spread of major religious and philosophical traditions, including
Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and
Sikhism; and
(C) identify examples of religious influence on various
events referenced in the major eras of world history.
(23) Culture. The student understands the roles of
women, children, and families in different historical cultures. The
student is expected to:
(A) describe the changing roles of women, children,
and families during major eras of world history; and
Cont'd... |
