THOMAS JEFFERSON S WORLD HISTORY/GEOGRAPHY II P.O.S.

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1 THOMAS JEFFERSON S WORLD HISTORY/GEOGRAPHY II P.O.S. COURSE DESCRIPTION: Humanities I, which combines English 10 and World History/Geography II, traces the origins of major non US cultures, customs, beliefs, and traditions through both history and literature, from ancient civilizations to the present. Students begin by reviewing prehistory and exploring how early civilizations responded to their natural surroundings and developed distinct political, economic, and cultural identities. Through a variety of literary and expository texts, students follow the development of increasingly complex political, economic, and religious institutions as cross cultural interaction intensified during the classical and postclassical eras. With these foundational elements in place, the course then concentrates on the literature and history of Europe, Africa, Asia, and the Americas from 1500 to the present. While English 10 and World History/Geography II are separate courses, they try to arrange curricula so that the reading of literary works and the study of history complement each other for the purpose of achieving the following main goals: Students will explore, through both literature and history, the interplay between a society s values and its cultural products. Students will compare and contrast various cultures to understand and evaluate the nature and extent of their similarities and differences Students will develop and pose their own questions for research, will locate and evaluate primary and secondary source materials, and will synthesize findings into a coherent written argument supported by evidence documented according to the highest standards of academic integrity. Students will use both written and spoken language as ways to develop and express ideas. Students will create and give clear, well organized, and substantive oral presentations. World History/Geography II Component At Thomas Jefferson High School for Science and Technology World History/Geography II is taught as a conflation of the county s World History/Geography I and II courses. After a month long survey of World History History/Geography I the remainder of the course addresses history and geography from 1500 A.D. (C.E.) to the present. Geographic influences on history will continue to be explored, so that students may learn how history and geography affect each other and therefore gain a more complete understanding of the world around them, including North and South America, Europe, Asia, and Africa. Increasing attention will be given to political boundaries that developed with the evolution of nations. Significant attention will be given to the ways in which scientific and technological revolutions created new economic conditions that in turn produced social and political changes. Noteworthy people and events of the nineteenth and twentieth centuries will be emphasized for their strong connections to contemporary issues. The study of history rests on knowledge of dates, names, places, events, and ideas. Historical understanding, however, requires students to engage in historical thinking, to raise questions, and to marshal evidence in support of their answers. Students engaged in historical thinking draw upon chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and decision making. These skills are developed through the study of significant historical substance from the era or society being studied. At TJHSST, World History/Geography II is taught as a college level introductory course with special attention given to the historical understanding and corresponding thinking skills described above. Employing these skills students will then create an end of the year research paper and or project.

2 From this point on any type in red italicized font indicates content, skills, and habits of mind emphasized in Thomas Jefferson s World History/Geography II course that go beyond the county s POS. World History and Geography II Goals and Objectives: Standard 10.1: Reference Standard 10.1 of the Virginia Curriculum Framework for World History and Geography II WHII.1 The student will improve skills in historical research and geographical analysis. Historical Comprehension a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 A.D. (C.E.); b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 A.D. (C.E.); c) identifying geographic features important to the study of world history since 1500 A.D. (C.E.); d) identifying and comparing political boundaries with the locations of civilizations, empires, and kingdoms from 1500 A.D. (C.E.) to the present; e) analyzing trends in human migration and cultural interaction from 1500 A.D. (C.E.) to the present; f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on events since 1500 A.D. (C.E.). g) Assess the impact of time and space upon meaning of primary and secondary sources h) Chronological Thinking i) Identifying global patterns and processes over time j) Create timelines to explain historical causality Historical Analysis and Interpretation k) Recognizing diversity in historical interpretations l) Recognizing major schools of historical interpretation m) Recognizing which aspects of an historical event are open to interpretation n) Understands the influence of individual experiences, societal values, and traditions on historical perspectives o) Ability to assess conflicting interpretations p) Evaluating the authenticity, authority, and credibility of primary and secondary sources q) r) Making valid comparisons within and among societies, including comparing societies reaction to global processes. Historical Research Capabilities s) Recognizing bias and point of view t) Identifying various forms of propaganda u) Using artifacts to reach conclusions v) Refining techniques and approaches to gathering research materials w) Assessing practicality of primary research topics, narrowing broad topics to researchable questions Historical Issue Analysis and Decision Making/Presentation skills x) Understand decision making models and how they can be applied to history y) Constructing and evaluating arguments: using evidence to make plausible argument z) Effectively conveying information to an audience through an oral presentation

3 World History I content covered during the first four to five weeks of the TJ World History/Geography II course; c. 10,000 BCE to c. 600 B.C.E. Characteristics of Paleolithic era hunting and gathering societies Nature oralism Neolithic Revolution and resulting economic and social systems. Ex. Food surpluses, technological innovations, and hierarchical social structures Cultural characteristics of states that emerged within core river valley civilizations. Ex. Mesopotamia, Egypt, Mohenjo Daro and Harappa,Shang, Olmecs Role of culture in unifying states Ex. Laws, language, literature, religion, myths, and monumental art. The emergence and spread of new belief systems and cultural traditions. Ex. Vedic beliefs, Judaism, Buddhism, Confucianism, Daoism, Christianity, Greco Roman philosophy c. 600 B.C.E. to c. 600 C.E. Development and characteristics of empires and states Ex. Persian, Qin, Han, Maurya, Gupta, Greek, Roman, and Maya Empires Social and economic dimensions developments in imperial societies in Afro Eurasia and the Americas. Decline, collapse, and transformation of Empires Ex. Roman, Han, Persian, Mauryan, and Gupta. New technologies facilitated long distance communication and exchange. Ex. Yokes, saddles, stirrups Nature of transregional trade, communication, and exchange in Eastern Hemisphere. Ex. Eurasian Silk Roads, Trans Saharan caravan routes, Indian Ocean sea lanes and Mediterranean sea lanes. Major exchanges of people, technology, goods, religious and cultural beliefs, food crops, domesticated animals, and disease pathogens in Eastern Hemisphere. Ex. Rice and cotton from South Asia to the Middle East; transmission of lateen sails and dhow ships; the effects of disease on the Roman Empire.

4 c. 600 C.E. to c Improvement in transportation technologies and commercial practices that led to increased volume of trade, and expanded trade networks. Ex. Caravan organization; use of the compass, astrolabe, and larger ship designs in sea travel; and new forms of credit and monetization. Environmental and linguistic effects of migration. Ex. The spread of Bantu languages including Swahili, the spread of Turkic and Arabic languages; Bantu speaking peoples who facilitated transmission of iron technologies and agricultural techniques in Sub Saharan Africa Cross cultural exchanges fostered by the intensification of networks of trade and communication. Ex Spread of Islam, Neoconfucianism, Hinduism, influence of Greek and Indian mathematics, the spread of printing and gunpowder. Collapse of Empires and emergence of new states Ex. Byzantine Empire,Sui, Tang, and Song dynasties, Mongol Khanates Interregional contacts and conflicts between states and empires Ex. Tang China and the Abbasids, China and Japan, Crusades, across the Mongol empires Agricultural and industrial innovations Ex. Champa rice varieties, chinampa field systems, terracing, horse collar The fate of cities Below is the material covered after first four/five weeks STANDARD WHII.2a The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by a) locating major states and empires. By 1500 A.D. (C.E.), major states and empires had developed in various regions of the world. On the world political map, where were some of the major states and empires located about 1500 A.D. (C.E.)? Major states and empires in the Eastern Hemisphere England France Spain Russia Holy Roman Empire Ottoman Empire Persia China Mughal India Songhai Empire Major states and empires in the Western Hemisphere Incan Empire artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b) Identify geographic features important to the study of world history. (WHII.1c) Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d)

5 Aztec Empire STANDARD WHII.2b The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by b) describing artistic, literary, and intellectual ideas of the Renaissance. New intellectual and artistic ideas that developed during the Renaissance marked the beginning of the modern world. What were the artistic, literary, and intellectual ideas of the Renaissance? Why did the Renaissance and Reformation happen in Europe and how did this affect its relationship with the rest of the world? Identify differences between Machiavelli's and Erasmus writings and identify sociopolitical and intellectual developments that in Northern Europe and Italian peninsula that explain these differences. Compare the primary goals of Italian and Northern Humanists Renaissance Rebirth of classical knowledge; birth of the modern world Spread of the Renaissance from the Italian city states to northern Europe Contributions of the Renaissance Accomplishments in the visual arts and architecture: Michelangelo Leonardo da Vinci Donatello Botticelli Van Eyck Raphael Albrecht Dürers Brunelleschi literature Shakespeare Sonnets Plays essays intellectual ideas Humanism o Sir Thomas More. o Erasmus political Science o Machiavelli Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a) migration and cultural interaction. (WHII.1e) Assess the impact of time and space upon meaning of primary and secondary sources (ie. Identify socio political developments in Renaissance Europe and assess their influence on The Prince or Don Quixote.) Recognizing the relevance events/ developments to the contemporary world (ie. Secularization of political science, enduring use classical artistic principles) STANDARD WHII.2c The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.)

6 by c) describing the distribution of major religions. By 1500 A.D. (C.E.), the five world religions had spread to many areas of the Eastern Hemisphere. Where were the five world religions located around 1500 A.D. (C.E.)? Location of world religions in 1500 A.D. (C.E.) Judaism: Concentrated in Europe and the Middle East Christianity: Concentrated in Europe and the Middle East Islam: Parts of Asia, Africa, and southern Europe Hinduism: India and part of Southeast Asia Buddhism: East and Southeast Asia artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b) Identify geographic features important to the study of world history. (WHII.1c) migration and cultural interaction. (WHII.1e) The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by d) analyzing major trade patterns. By 1500, regional trade patterns had developed that linked Africa, the Middle East, Asia, and Europe. What were the regional trading patterns about 1500 A.D. (C.E.)? Why were the regional trading patterns important? Traditional trade patterns linking Europe with Asia and Africa Silk Routes across Asia to the Mediterranean basin Maritime routes across the Indian Ocean Trans Saharan routes across North Africa Northern European links with the Black Sea Western European sea and river trade South China Sea and lands of Southeast Asia artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b) Identify geographic features important to the study of world history. (WHII.1c) migration and cultural interaction. (WHII.1e)

7 Importance of trade patterns Exchange of products and ideas STANDARD WHII.2e The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by e) citing major technological and scientific exchanges in the Eastern Hemisphere By 1500 A.D. (C.E.), technological and scientific advancements had been exchanged among cultures of the world. What technological and scientific advancements had been made and exchanged by 1500 A.D. (C.E.)? How did Chinese and Arab science influence later European scientific advancements? Advancements exchanged along trade routes Paper, compass, silk, porcelain (China) Textiles, numeral system (India and Middle East) Scientific knowledge medicine, astronomy, mathematics migration and cultural interaction. (WHII.1e) SS.WHII Standard 3 Essential DEMONSTRATE KNOWLEDGE OF THE REFORMATION AND ITS IMPACT The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization. For centuries, the Roman Catholic Church had little competition in religious thought and action. The resistance of the church to change led to the Protestant Reformation, which resulted in the birth of new political and economic institutions. What were the problems and issues that provoked religious reforms in Western Christianity? What were the beliefs of Martin Luther, John Calvin, Henry VIII, and Elizabeth I? What were the major economic, political, and theological issues involved in the Reformation? How did national identity play a role in the conflicts that led to religious discontent among Europeans and challenges to the authority of the Church in Rome, including: Princely authority and merchant wealth challenged the Church s view of usury. German and English nobility disliked Italian domination of the Church. The Church s great political power and wealth caused conflict. Church corruption and the sale of indulgences simony, pluralism, and nepotism were widespread and caused conflict. Actions and views of Martin Luther Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history since 1500 A.D. (C.E.). artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 A.D. (C.E.). Identify geographic features important to

8 Reformation? Views Salvation by faith alone The Bible as the ultimate authority All humans equal before God Actions Posting the 95 Theses Birth of the first Protestant Churches Translation of the Bible into German Played upon proto nationalism Actions and views of John Calvin Views Predestination Faith revealed by living a righteous life Work ethic Actions Expansion of the Protestant movement Establishment of theocracy in Geneva Established foundation for additional Protestant branches including: o Baptist o Anabaptist o Puritan o Presbyterian o Congregationalist Actions and views of King Henry VIII, founder of the Anglican tradition (also known as Church of England, and, in America Episcopalian), including: Views Dismissed the authority of the Pope in Rome Actions Divorced Broke with Rome Passed the Act of Supremacy Headed the national church in England Appropriated the lands and wealth of the Roman Catholic Church in England Actions and views of Queen Elizabeth I Views the study of world history since 1500 A.D. (C.E.). Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms from 1500 A.D. (C.E.) to the present. migration and cultural interaction from 1500 A.D. (C.E.) to the present. Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events from 1500 A.D. (C.E.). Recognizing the relevance of world history to contemporary developments. (ex. Comparing distributions of religious denominations in 1580 to today) Recognizing diversity in historical interpretations (ex. Analyse political, economic, religious interpretations of Reformation) Ability to assess conflicting interpretations Understands the influence of individual experiences, societal values, and traditions on historical perspectives Identifying various forms

9 Tolerance for dissenters Actions Establishment of Anglican Church Expansion and colonialism Victory over the Spanish Armada (1588) of propaganda (exprotestant woodcuts, Luther pamphlets) Create timelines to explain historical causality (ex. the birth of new denominations) Recognizing diversity in historical interpretations (ex. economic, political, religious causes of Reformation) Ability to assess conflicting interpretations Recognizing which aspects of an historical event are open to interpretation (ex. why people left the Roman Catholic Church) Understands the influence of individual experiences, societal values, and traditions on historical perspectives STANDARD WHII.3b The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by b) describing the impact of religious conflicts, the Inquisition, and Catholic Reformation on society and government actions. Essential Understandings Essential Questions Essential Knowledge Essential The Reformation had its roots in disagreements about theology, but it led to important economic and political changes. Religious differences and hatreds caused war and What were the major economic, political, and theological issues involved in the Reformation? Reformation in Germany Princes in Northern Germany converted to Protestantism, ending the authority of the Pope in their states. The Hapsburg family and the authority of the Holy Roman Empire continued Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d)

10 destruction. to support the Roman Catholic Church. Conflict between Protestants and Catholics resulted in devastating wars (e.g., Thirty Years War). Reformation in France Catholic monarchy granted Protestant Huguenots freedom of worship by the Edict of Nantes (later revoked). Cardinal Richelieu changed the focus of the Thirty Years War from a religious to a political conflict. Catholic Reformation Dissenters prior to Martin Luther: Jan Huss, John Wycliffe Counter Reformation: The Council of Trent reaffirmed most Church doctrine and practices. The Society of Jesus (The Jesuits)was founded to spread Catholic doctrine around the world. The Inquisition was used to reinforce Catholic doctrine. migration and cultural interaction. (WHII.1e) Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history since 1500 A.D. (C.E.). Recognizing diversity in historical interpretations (ex. Thirty Years war political or religious in nature) Ability to assess conflicting interpretations Understands the influence of individual experiences, societal values, and traditions on historical perspectives Recognizing which aspects of an historical event are open to interpretation (ex. motivation for witchcraft hysteria) The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by c) describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press. At first, the Reformation divided the countries of Europe on religious principles, leading to religious intolerance. Power in most European What were some of the changing cultural values, traditions, and philosophies during the Reformation? Changing cultural values, traditions, and philosophies Growth of secularism Growth of individualism Eventual growth of artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

11 states was concentrated in the monarch. Gradually, religious toleration emerged. What was the role of the printing press in the spread of new ideas? religious tolerance Changes in music Role of women modified Role of the printing press Growth of literacy was stimulated by the Gutenberg printing press. The Bible was printed in English, French, and German. migration and cultural interaction. (WHII.1e) The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by a) explaining the roles and economic motivations of explorers and conquistadors. The expanding economies of European states stimulated increased trade with markets in Asia. With the loss of Constantinople in 1453, European nations fronting the Atlantic sought new maritime routes for trade. Why were Europeans interested in discovering new lands and markets? Who were some important explorers? How has our view of Christopher Columbus changed over the decades and why has this alteration occurred? Factors contributing to the European discovery of lands in the Western Hemisphere Demand for gold, spices, and natural resources in Europe Support for the diffusion of Christianity Political and economic competition between European empires Innovations of European and Islamic origins in navigational arts Pioneering role of Prince Henry the Navigator Advances in shipbuilding (caravel, triangular or lateen sails). o Gunpowder o Naval warfare Establishment of overseas empires and decimation of indigenous populations Portugal: Vasco da Gama Spain: Christopher Columbus, Hernando Cortez, Francisco Pizarro, Ferdinand Magellan England: Francis Drake France Jacques Cartier, Samuel de Champlain artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify geographic features important to the study of world history. (WHII.1c) migration and cultural interaction. (WHII.1e) (ex. current distribution of language and religion in Latin America) Identifying global patterns and processes over time (ex. nature of maritime travel) Recognizing diversity in historical interpretations (ex. Columbus)

12 Netherlands Henry Hudson Ability to assess conflicting interpretations Recognizing which aspects of an historical event are open to interpretation (ex. legacy of Columbus, motivation for colonization) Evaluating the authenticity, authority, and credibility of primary and secondary sources (ex. memoirs of Bernal Diaz) The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by b) describing the influence of religion. One motive for exploration was to spread the Christian religion. How did the expansion of European empires into the Americas, Africa, and Asia affect religion in those areas? Means of diffusion of Christianity Migration of colonists to new lands Influence of Catholic and Protestant colonists, who carried their faith, language, and cultures to new lands Conversion of indigenous peoples migration and cultural interaction. (WHII.1e) Recognizing diversity in historical interpretations Ability to assess conflicting interpretations Evaluating the authenticity, authority, and credibility of primary and secondary sources Making valid comparisons within and among societies, including comparing societies reaction to global processes.

13 Recognizing bias and point of view Identifying various forms of propaganda past examples of chang STANDARD WHII.4c The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas. Essential Understandings Essential Questions Essential Knowledge Essential Skills Europeans migrated to new colonies in the Americas, creating new cultural and social patterns. Europeans established trading posts and colonies in Africa and Asia. What were the effects of European migration and settlement on the Americas, Africa, and Asia? What was the environmental impact of cattle and European grasses on Central and South America? Americas Expansion of overseas territorial claims and European emigration to North and South America Demise of Aztec and Inca Empires Legacy of a rigid class system (peninsulares, creoles, and mestizos) and dictatorial rule in Latin America Forced migration of Africans who had been enslaved Colonies imitation of the culture and social patterns of their parent countries Africa European trading posts along the coast Trade in slaves, gold, and other resources Asia Colonization by small groups of merchants (India, the Indies, China) Influence of trading companies (Portuguese, Dutch, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) migration and cultural interaction. (WHII.1e) events/ developments to the contemporary world (ex. impact on racial composition of current Latin American countries) Identifying global patterns and processes over time (ex. labor patterns) Recognizing which aspects of an historical event are open to interpretation (ex. economic impact of slavery)

14 British) STANDARD WHII.4d The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by d) describing the Columbian Exchange, including its impact on native populations. The discovery of the Americas by Europeans resulted in an exchange of products and resources between the Eastern and Western Hemispheres. What was the impact of the Columbian Exchange between European and indigenous cultures? Columbian Exchange Western Hemisphere agricultural products, such as corn, potatoes, and tobacco, changed European lifestyles. European horses and cattle changed the lifestyles of American Indians. European diseases, such as smallpox, killed many American Indians. Impact of the Columbian Exchange Shortage of labor to grow cash crops led to the use of African slaves. Slavery was based on race. European plantation system in the Caribbean and the Americas destroyed indigenous economics and damage to the environment artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) (ex. impact on today s dietary customs in Asia) STANDARD WHII.4e, f The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by e) mapping and explaining the triangular trade; f) describing the impact of precious metal exports from the Americas. The European nations established a trade pattern known as the triangular trade and exported precious metals from the Americas. What was the triangular trade? What was the impact of precious metal exports from the Americas? The triangular trade linked Europe, Africa, and the Americas. Slaves, sugar, and rum were traded. Export of precious metals Gold and silver exported to Europe and Asia Impact on indigenous artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identifying global

15 empires of the Americas Impact on Spain and international trade patterns and processes over time (ex. changing role of China in trade pattern) Making valid comparisons within and among societies; including comparing societies reactions to global processes. (ex. comparing Dutch an Spanish reaction to economic changes) STANDARD WHII.5a The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by a) describing the location and development of the Ottoman Empire. The Ottoman Empire emerged as a political and economic power following the conquest of Constantinople. The Ottomans brought much of Muslim territory in Southwest Asia and North Africa under their rule. Where was the Ottoman Empire located, and how did it expand? Analyze the role of gunpowder in the expansionist policies of the Ottoman Empire. Original location of the Ottoman Empire Asia Minor Expansion and extent of the Ottoman Empire Southwest Asia Southeastern Europe, Balkan Peninsula North Africa Development of the Ottoman Empire Capital at Constantinople renamed Istanbul Islamic religion as a unifying force that accepted other religions Trade in coffee and ceramics requiring non Muslims to pay the jizya (tax). The Ottoman Empire was a source of technological innovations including the: o Astrolabe o Lateen sail artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d) (ex. Turkey and Balkan Islamic legacy) Recognizing which aspects of an historical event are open to interpretation (ex. motivation for Ottoman expansion) STANDARD WHII.5b The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by b) describing India, including the Mughal Empire and coastal trade.

16 Descendants of the Mongols, the Muslim Mughal (Mogul) rulers, established an empire in northern India. The Mughal Empire traded with European nations. Much of southern India remained independent and continued international trade. What were the contributions of the Mughal emperors of India? How did the Mughal Empire trade with European nations? What did southern India trade? Analyze the role of gunpowder in the expansionist policies of the Mughal Empire. Compare the political, social, and economic institutions of the Mughal, Safavid, and Ottoman empires Location of the Mughal Empire North India Contributions of Mughal rulers Spread of Islam into India Art and architecture: Taj Mahal Establishment of European trading outposts) Influence of Indian textiles on British textile industry Trade with European nations Portugal, England, and the Netherlands competed for the Indian Ocean trade by establishing coastal ports on the Indian subcontinent. Southern India traded silks, spices, and gems. artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d) migration and cultural interaction. (WHII.1e) (ex. South Asia s religious diversity, role of Asian fabrics in western fashion) STANDARD WHII.5c The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by c) describing East Asia, including China and the Japanese shogunate. China and Japan sought to limit the influence and activities of European merchants. How did the Chinese and Japanese attempt to limit the influence of European merchants? Analyze the power and limits of imperial absolutism during the Ming Dynasty and explain China s self concept as the Middle Kingdom. Analyze the role of gunpowder in the expansionist policies of the Ming Dynasty. Describe centralized China Creation of foreign enclaves to control trade Imperial policy of controlling foreign influences and trade Increase in European demand for Chinese goods (tea, porcelain) Japan Characterized by a powerless emperor controlled by a military leader (shogun) Adopted policy of isolation to limit foreign influences artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d) (ex. comparison of Chinese

17 feudalism in Japan under the Tokugawa Shogunate. Compare Japanese feudalism to feudalism found in Medieval Europe. Identify specific examples of cultural diffusion between China and Japan. and Japanese Script) Recognizing which aspects of an historical event are open to interpretation (ex. impact of Japanese isolation) Making valid comparisons within and among societies; including comparing societies reactions to global processes. (ex. comparing Japan to Europe ) STANDARD WHII.5d The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by d) describing Africa and its increasing involvement in global trade. The exportation of slaves and demand for imported goods began to alter traditional economic patterns in Africa. How did Africa become involved in foreign trade? What were the similarities and differences between the Atlantic, Trans Saharan, and Indian Ocean Slave trades? How did the nature of slavery change in West Africa after the 1500s? Identify variations in the practice of Islam as found in the Mughal, Ottoman, Safavid, and West African societies. African exports Slaves (triangular trade) Raw materials (ivory, gold) African imports Manufactured goods from Europe, Asia, and the Americas New food products (corn, peanuts) artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) migration and cultural interaction. (WHII.1e) (ex. examples of African culture found in America s, environmental impact of ivory trade) Identifying global patterns and processes over time (ex. changes in nature of slavery)

18 STANDARD WHII.5e The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by e) describing the growth of European nations, including the Commercial Revolution and mercantilism. European maritime nations competed for overseas markets, colonies, and resources, creating new economic practices, such as mercantilism, linking European nations with their colonies. What were the roles of the Commercial Revolution and mercantilism in the growth of European nations? What factors contributed to the dramatic expansion in the volume and geographic patterns of world trade through the early modern period? Explain how European power rivalries over precious metals and raw materials consolidated the global economy Compare the basic principles of mercantilism to those of free market capitalism as it exists today. How did the Commercial Revolution affect European social classes and attitudes toward consumption and leisure? Terms to know mercantilism: An economic practice adopted by European colonial powers in an effort to become selfsufficient; based on the theory that colonies existed for the benefit of the mother country Commercial Revolution European maritime nations competed for overseas markets, colonies, and resources. A new economic system emerged: New money and banking systems were created. Economic practices such as mercantilism evolved. Colonial economies were limited by the economic needs of the mother country. Increased standardization of standards, currency, measurements at state level. Identify geographic features important to the study of world history. (WHII.1c) Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d) (ex. examples of enduring banking practices and methods of measurement) STANDARD WHII.6a The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by a) describing the Scientific Revolution and its effects. With its emphasis on reasoned observation and systematic measurement, the Scientific Revolution changed the way people viewed the Explain the historical connections between the Scientific Revolution and its antecedents. What were some new scientific theories Historical connections between the Scientific Revolution and its antecedents, Greek rationalism Medieval theology Muslim science Analyze trends in cultural interaction. (WHII.1e)

19 world and their place in it. and discoveries? What were some of the effects of these new theories? Analyzing the role of religion, and humanism in the Scientific Revolution. Analyze the scientific revolution from a modern perspective. What ideas survived and which were refuted by more modern developments? What legacies were left to modern science? Renaissance humanism New global knowledge Pioneers of the scientific revolution Nicolaus Copernicus developed heliocentric theory. Johannes Kepler discovered planetary motion. Galileo Galilei used telescope to support heliocentric theory. Tycho Brahe made measurements of the planets and stars before the invention of the telescope, hired Kepler as an assistant Isaac Newton formulated law of gravity. William Harvey discovered circulation of the blood. Benjamin Franklin (discovered that lightning is electricity) Antoine Lavoisier Sir Isaac Newton Importance of the scientific revolution Emphasis on reason and systematic observation of nature Formulation of the scientific method Expansion of scientific knowledge including the work of Francis Bacon and René Descartes. (ex. current applications of Kepler s laws of motion or Boyle s law) Create timelines to explain historical causality (ex. inventions and scientific discoveries) STANDARD WHII.6b The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by b) describing the Age of Absolutism, including the monarchies of Louis XIV and Peter the Great. The Age of Absolutism takes its name from a series of European Who were the absolute monarchs? Characteristics of absolute monarchies Centralization of power Identify and compare contemporary political boundaries with

20 monarchs who increased the power of their central governments. What effect did the absolute monarchs have on their countries? Identify ways in which European monarchs centralized political, religious, military, economic authority? Explain how the religious wars of the 16th and 17th centuries led to the development of strong monarchs. Explain how absolute monarchs maintained religious uniformity and repressed religious Minorities. Assess the growth of bureaucratic monarchy in Russia and its expansion through Siberia. Concept of rule by divine right Absolute monarchs Louis XIV of France: Palace of Versailles as a symbol of royal power Peter the Great of Russia: Westernization of Russia Frederick the Great Prussia, emphasis on military power Elizabeth I England Phillip II Spain Catherine the Great Russia Examples of religious tension and reconcilliation Huguenots 30 Years War Irish Catholics Edict of Nantes the locations of civilizations, empires, and kingdoms. (WHII.1d) (ex. modern St. Petersburg and Versailles) Compare the role of government during the reign of these absolute monarchs to the traditional role of medieval governments. STANDARD WHII.6c The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy. Political democracy rests on the principle that government derives power from the consent of the governed. The foundations of English rights include the jury trial, the Magna Carta, and common law. The English Civil War and the Glorious Revolution prompted further development of Analyze the foundations of English freedoms Describe the causes of the English Civil War. Describe the events of the English Civil War. Assess the impacts of the English Civil War and the Foundations of English Freedom The Magna Carta Common law Jury trial Causes of English Civil War Struggle for power between the Parliament and Kings Religious conflicts Events of the English Civil Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a) migration and cultural interaction. (WHII.1e)

21 the rights of Englishmen. Glorious Revolution on democracy. War The rise of Oliver Cromwell ( Lord Protector ) leader of the Roundheads The execution of Charles I The restoration of Charles II Development of the rights of Englishmen Development of political parties/factions Glorious Revolution (William and Mary) Increase of parliamentary power and decrease of royal power English Bill of Rights of 1689 (ex. influences of English Bill of Rights on U.S. constitution) Create timelines to explain historical causality (ex. steps toward more democratic institutions) STANDARD WHII.6d The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States. Enlightenment thinkers believed that human progress was possible through the application of scientific knowledge and reason to issues of law and government. Enlightenment ideas influenced the leaders of the American Revolution and the writing of the Declaration of Independence Who were some Enlightenment thinkers, and what were their ideas? How did philosophers of the Enlightenment influence thinking on political issues? How did the Enlightenment promote revolution in the American colonies? Explain how academies, salons, popular publishing, and the efforts of some of the noble class (Madame de Pompadour) contributed to the spread Enlightenment Applied reason to the human world, as well as to the rest of the natural world Stimulated religious tolerance Fueled democratic revolutions around the world Enlightenment thinkers and their ideas Payne Beccaria Kant Gibbon Diderot Thomas Hobbes Leviathan: Humans exist in a primitive state of nature and consent to government for self Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a) migration and cultural interaction. (WHII.1e) (ex. Baccaria on European attitudes toward death penalty) Recognizing diversity in

22 of Enlightenment ideas. Identify contradictions and inconsistencies found within enlightenment ideas. In what ways did eighteenth century Europe not reflect enlightenment values How do enlightenment values affect American society today? protection. John Locke s Two Treatises on Government: People are sovereign and consent to government for protection of natural rights to life, liberty, and property. Montesquieu s The Spirit of Laws: The best form of government includes a separation of powers. Jean Jacques Rousseau s The Social Contract: Government is a contract between rulers and the people. Voltaire: Religious toleration should triumph over religious fanaticism; separation of church and state. freedom of speech. Influence of the Enlightenment Political philosophies of the Enlightenment fueled revolution in the Americas and France. Thomas Jefferson s Declaration of Independence incorporated Enlightenment ideas. The Constitution of the United States of America and Bill of Rights incorporated Enlightenment ideas. historical interpretations (ex. legacy of Rousseau) Ability to assess conflicting interpretations Making valid comparisons within and among societies; including comparing societies reactions to global processes. (Comparing West and East European reactions to ideas of the Enlightenment) STANDARD WHII.6e The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by e) describing the French Revolution. The ideas of the Enlightenment and French participation in the American Revolution influenced the French people to view their Identify the causes of the French Revolution? Describe the events and outcome of the Causes of the French Revolution Influence of Enlightenment ideas Influence of the American migration and cultural interaction. (WHII.1e)

23 government in new ways. They overthrew the absolute monarchy and established a new government. Napoleonic Era. Describe the events and outcomes of the Napoleonic era. Compare the causes, character, and consequences of the American and French Revolutions. Compare the American Bill of Rights to the French Declaration of the Rights of Man. Analyse the use of fear and violence in the French and American Revolutions, including armed protests, use of execution, and the Guillotine Revolution Famine The excesses of the monarchy The unequal representation of the Estates General The heavy tax burden on the Third Estate Events of the French Revolution Storming of the Bastille The Tennis Court Oath The Declaration of the Rights of Man Reign of Terror Outcomes of the French Revolution End of the absolute monarchy of Louis XVI Rise of Napoleon Outcome of the Napoleonic Era The Continental System The Rosetta Stone The March on Moscow The Battles of Waterloo and Trafalgar Exile on the island of Elba Second exile on the island of St. Helena (ex. role of nationalism in world today) Create timelines to explain historical causality (ex. radicalization of the French Revolution) Recognizing diversity in historical interpretations (ex. role of enlightenment in revolution outbreak) Ability to assess conflicting interpretations Recognizing major schools of historical interpretation (ex. Marxist, revisionist) Understands the influence of individual experiences, societal values, and traditions on historical perspectives Recognizing which aspects of an historical event are open to interpretation (ex. inevitability of Reign of Terror) STANDARD WHII.6f The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by f) describing the expansion of the arts, philosophy, literature, and new technology. The sixteenth, seventeenth, and eighteenth centuries brought many changes in the arts, literature, and political philosophy. The Age of Who were some composers, artists, philosophers, and writers of the period? What improved technologies and institutions were Representative composers, artists, philosophers, and writers Johann Sebastian Bach: Baroque composer Wolfgang Amadeus Use artifacts and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

24 Reason witnessed inventions and innovations in technology that stimulated trade and transportation. important to European economies? Describe how Enlightenment views were reflected in the arts and literature. How did nineteenth century political developments affect Romanticism? Mozart: Classical composer Voltaire: Philosopher Miguel de Cervantes: Novelist Eugène Delacroix: Painter (transition to the Romantic School of the nineteenth century) New schools of art and forms of literature Painting depicted classical subjects, public events, natural scenes, and living people (portraits). New forms of literature evolved, such as the novel (e.g., Cervantes Don Quixote). Technologies All weather roads improved yearround transport and trade. New designs in farm tools increased productivity (agricultural revolution). Improvements in ship design lowered the cost of transport. migration and cultural interaction. (WHII.1e) (Ex. presence of Mozart found in pop culture today) STANDARD WHII.7a The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by a) describing the colonial system as it existed by Latin American revolutions of the nineteenth century were influenced by the clash of European cultures in the development of governments and ruling powers. Spanish conquests in Latin America saw the rapid decline of native populations and introduction of slaves from Africa. Conquistadors What were the characteristics of the colonial system in Latin America in the nineteenth century? How did Spain and Portugal maintain control of their Latin American domains? Characteristics of the colonial system Colonial governments mirrored the home governments. Catholicism had a strong influence on the development of the colonies. A major element of the economy was the mining of precious metals for export. Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a) artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b)