| (A) explain the development of Roman Catholicism and
Eastern Orthodoxy as social and political factors in medieval Europe
and the Byzantine Empire;
(B) describe the major characteristics of and the factors
contributing to the development of the political/social system of
feudalism and the economic system of manorialism;
(C) explain the political, economic, and social impact
of Islam on Europe, Asia, and Africa;
(D) describe the interactions among Muslim, Christian,
and Jewish societies in Europe, Asia, and North Africa;
(E) describe the interactions between Muslim and Hindu
societies in South Asia;
(F) explain how the Crusades, the Black Death, and
the Hundred Years' War contributed to the end of medieval Europe;
(G) summarize the major political, economic, and cultural
developments in Tang and Song China and their impact on Eastern Asia;
(H) explain the evolution and expansion of the slave
trade;
(I) analyze how the Silk Road and the African gold-salt
trade facilitated the spread of ideas and trade; and
(J) summarize the changes resulting from the Mongol
invasions of Russia, China, and the Islamic world.
(5) History. The student understands the causes, characteristics,
and impact of the European Renaissance and the Reformation from 1450
to 1750. The student is expected to:
(A) explain the political, intellectual, artistic,
economic, and religious impact of the Renaissance; and
(B) explain the political, intellectual, artistic,
economic, and religious impact of the Reformation.
(6) History. The student understands the characteristics
and impact of the Maya, Inca, and Aztec civilizations. The student
is expected to:
(A) compare the major political, economic, social,
and cultural developments of the Maya, Inca, and Aztec civilizations
and explain how prior civilizations influenced their development;
and
(B) explain how the Inca and Aztec empires were impacted
by European exploration/colonization.
(7) History. The student understands the causes and
impact of increased global interaction from 1450 to 1750. The student
is expected to:
(A) analyze the causes of European expansion from 1450
to 1750;
(B) explain the impact of the Columbian Exchange;
(C) explain the impact of the Atlantic slave trade
on West Africa and the Americas;
(D) explain the impact of the Ottoman Empire on Eastern
Europe and global trade;
(E) explain Ming China's impact on global trade; and
(F) explain new economic factors and principles of
Europe's Commercial Revolution.
(8) History. The student understands the causes and
the global impact of the Industrial Revolution and European imperialism
from 1750 to 1914. The student is expected to:
(A) explain how the Industrial Revolution led to political,
economic, and social changes;
(B) identify the major political, economic, and social
motivations that influenced European imperialism;
(C) explain the major characteristics and impact of
European imperialism; and
(D) explain the effects of free enterprise in the Industrial
Revolution.
(9) History. The student understands the causes and
effects of major political revolutions between 1750 and 1914. The
student is expected to:
(A) compare the causes, characteristics, and consequences
of the American and French revolutions, emphasizing the role of the
Enlightenment;
(B) explain the impact of Napoleon Bonaparte and the
Napoleonic Wars on Europe and Latin America;
(C) trace the influence of the American and French
revolutions on Latin America, including the role of Simón
Bolivar; and
(D) identify the influence of ideas such as separation
of powers, checks and balances, liberty, equality, democracy, popular
sovereignty, human rights, constitutionalism, and nationalism on political
revolutions.
(10) History. The student understands the causes and
impact of World War I. The student is expected to:
(A) identify the importance of imperialism, nationalism,
militarism, and the alliance system in causing World War I;
(B) identify major characteristics of World War I,
including total war, trench warfare, modern military technology, and
high casualty rates;
(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:
Cont'd... |
