| (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
(B) describe the major influences of women during major
eras of world history such as Elizabeth I, Queen Victoria, Mother
Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir.
(24) Culture. The student understands how the development
of ideas has influenced institutions and societies. The student is
expected to:
(A) summarize the fundamental ideas and institutions
of Eastern civilizations that originated in China and India;
(B) summarize the fundamental ideas and institutions
of Western civilizations that originated in Greece and Rome;
(C) explain how the relationship between Christianity
and Humanism that began with the Renaissance influenced subsequent
political developments; and
(D) explain how geopolitical and religious influences
have impacted law and government in the Muslim world.
(25) Culture. The student understands the relationship
between the arts and the times during which they were created. The
student is expected to:
(A) analyze examples of how art, architecture, literature,
music, and drama reflect the history of the cultures in which they
are produced; and
(B) describe examples of art, music, and literature
that transcend the cultures in which they were created and convey
universal themes.
(26) Science, technology, and society. The student
understands how major scientific and mathematical discoveries and
technological innovations affected societies prior to 1750. The student
is expected to:
(A) identify the origin and diffusion of major ideas
in mathematics, science, and technology that occurred in river valley
civilizations, classical Greece and Rome, classical India, the Islamic
caliphates between 700 and 1200, and China from the Tang to Ming dynasties;
(B) summarize the major ideas in astronomy, mathematics,
and architectural engineering that developed in the Maya, Inca, and
Aztec civilizations;
(C) explain the impact of the printing press on the
Renaissance and the Reformation in Europe;
(D) describe the origins of the Scientific Revolution
in 16th century Europe and explain its impact on scientific thinking
worldwide; and
(E) identify the contributions of significant scientists
such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras,
Isaac Newton, and Robert Boyle.
(27) Science, technology, and society. The student
understands how major scientific and mathematical discoveries and
technological innovations have affected societies from 1750 to the
present. The student is expected to:
(A) explain the role of textile manufacturing, steam
technology, development of the factory system, and transportation
technology in the Industrial Revolution;
(B) explain the roles of military technology, transportation
technology, communication technology, and medical advancements in
initiating and advancing 19th century imperialism;
(C) explain the effects of major new military technologies
on World War I, World War II, and the Cold War;
(D) explain the role of telecommunication technology,
computer technology, transportation technology, and medical advancements
in developing the modern global economy and society; and
(E) identify the contributions of significant scientists
and inventors such as Marie Curie, Thomas Edison, Albert Einstein,
Louis Pasteur, and James Watt.
(28) Social studies skills. The student understands
how historians use historiography to interpret the past and applies
critical-thinking skills to organize and use information acquired
from a variety of valid sources, including technology. The student
is expected to:
(A) identify methods used by archaeologists, anthropologists,
historians, and geographers to analyze evidence;
(B) explain how historians analyze sources for frame
of reference, historical context, and point of view to interpret historical
events;
(C) analyze primary and secondary sources to determine
frame of reference, historical context, and point of view;
(D) evaluate a variety of historical and contemporary
sources for validity, credibility, bias, and accuracy;
Cont'd... |
