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Framework

Grades 8-12

World History I and II: 500 to 2001

In World History I, students study the history of the major empires and political entities that emerged after the fall of the Roman Empire, including the Byzantine Empire, the Ottoman Empire, the Moghul Empire, the Chinese dynasties, and the major pre-Columbian civilizations that existed in Central and South America. Students also examine the important political, economic, and religious developments of this period, including the development of democratic, scientific, and secular thought in Europe.

 

In World History II, students study the rise of the nation state in Europe and the economic and political roots of the modern world, including the Industrial Revolution, 19th century political reform in Western Europe, and European imperialism in Africa, Asia, and South America. They also examine the causes and consequences of the great military and economic events of the past century, including World War I, the Great Depression, World War II, the Cold War, the Russian and Chinese revolutions, the rise of nationalism, and the continuing persistence of political, ethnic, and religious conflict in many parts of the world.

 

Themes for this History and Social Science Curriculum Framework

Teachers reading this document for the first time cannot help but be struck by the sheer breadth of the content and material covered. It is crucial, therefore, to avoid making the systematic study of history and social science “just another, and perhaps longer, parade of facts.”  History as nothing more than facts and dates is simply barren chronicle, devoid of its larger significance–the great discoveries, conflicts, and ideas of the human past that have shaped who we are and what is happening today. The ironies and surprises of history, the great tragedies and achievements of human experience, cannot be captured through mindless or simple regurgitation of dates and names. To illuminate the drama of history requires an examination of the larger themes and ideas of history.

 

Each year, history and social science teachers should help their students grasp these overarching themes and vital concepts that link in different ways the standards and concepts at each grade level with those at earlier and subsequent grade levels. Genuine historical knowledge will develop from a deepening understanding of the relationship between the basic facts of history and these larger themes and concepts. This deepening understanding will be facilitated by a coordinated approach to curriculum development at the elementary, middle, and high school levels.

 

Listed below are several useful themes and the grade level of the standards that can address them. These themes reflect the broad themes identified in the 1988 Bradley Commission Report and in the 1992 document, “Lessons from History,” produced by the National Center for History in the Schools.2 The   themes relate to both U.S. and world history and can be used as the basis of essay questions on the history and social science assessments.  They are also intended to stimulate discussion and thinking about how best to organize an entire history and social science curriculum from pre-K-12.

 

The evolution of the concepts of personal freedom, individual responsibility, and respect for human dignity. Many standards in grades 3 and 5 point students to the central ideas and institutions of American democracy. Some grade 7 standards address the origins of democratic principles and institutions in Ancient Greece and Rome. Standards in World History I and II address the evolution of those principles and institutions in England, throughout Europe, and then throughout much of the rest of the world. Examples are the 19th century independence movements in Latin America, Gandhi’s efforts on behalf of Indian independence in the 20th century, the establishment of democracies in Israel and Japan after World War II, the Tiananmen Square demonstration in China, and the destruction of apartheid in South Africa.

 

Many world history standards, such as the worldwide struggle to abolish slavery, World War II, and the efforts to defeat communism during the Cold War, also address the revolutions, wars, and political battles that were fought to preserve or expand the principles of freedom. The standards in U.S. history I and II require more in-depth learning about the growth of American liberal constitutional democracy from the founding of our nation to the expansion of male and female suffrage, the abolition of slavery, and the fight for civil rights in the 19th and 20th centuries.

 

The growth and impact of centralized state power. The grades 3 and 5 standards address the growth and purposes of American government. The grade 7 standards and the World History I and II standards address the growth of civilizations and nations with increasingly stronger central governments, as well as many of the conflicts and effects associated with these developments, including the rise of communism. Finally, many of the standards in U.S. History I and II revolve around the steady development and increasing importance of the federal government in the Civil War, during the Progressive and New Deal eras, and in the 1960s under President Johnson’s Great Society.

 

The influence of economic, political, religious, and cultural ideas as human societies move beyond regional, national, or geographic boundaries. The standards for grades 2, 3, and 4, as well as standards for U.S. History I and II address the topic of immigration and its important role in American history. The standards for grade 7, World History I, and World History II address the encounters and conflicts between groups of people as in modern Africa or Ireland, the Balkans, and Southeast Asia, and between different civilizations, such as Islam and Christianity. The World History I and II standards also address the growth of trade among nations and regions as well as diplomatic, religious, and cultural interaction among civilizations and nations.

 

The effects of geography on the history of civilizations and nations. The concepts and skills sections in the elementary grades address the basic terms of geography. The standards in the early grades address some of the basic geography of the world and of the United States. The grade 6 standards on world geography systematically address world geography, including the relationship between geography and national economies. The standards, concepts, and skills for Ancient History, World History I and II, and for U.S. History I and II, address the relationship between geography and the rise and central characteristics of civilizations and nations.

 

The growth and spread of free markets and industrial economies. The concepts and skills sections for each grade point to the basic terms, principles, and institutions of capitalist economies. Many standards for grade 7, World History I and II, and U.S. History I and II, address the role of economic trade in spreading ideas, customs, and practices, as well as sparking new ones, and the origins and dramatic consequences of the Industrial Revolution.

 

The development of scientific reasoning, technology, and formal education over time and their effects on people’s health, standards of living, economic growth, government, religious beliefs, communal life, and the environment. Many grade 7 standards address the development of varied writing systems and scientific thought in the ancient world. Standards for World and U.S. History I and II address advances in scientific and mathematical thought in the Islamic world, India, and Europe. These standards also address major technological innovations in the 19th century, such as the steam engine, and their contribution to economic growth. Finally, these standards address several major 20th century scientific theories as well as the computer and its contribution to economic growth, science, medicine, and communication in the late 20th century.

 

The birth, growth, and decline of civilizations. Grade 5 standards address the pre-Columbian civilizations that existed in Central and South America before 1500. Grade 7 standards address the rise of early civilizations in the Mediterranean area, the characteristics of these civilizations, and their decline and legacy to later civilizations. Standards in World History I and World History II address the growth and decline of Islamic civilization and the rebirth and dramatic growth of European civilization after 1500, as well as the establishment of the European colonies as independent nations after World War II.

Grades 8-12

Concepts and Skills

The concepts and skills for grades 8 through 12 are defined below. The concepts and skills may be taught at the grade level that each district deems appropriate.

 

Concepts and Skills, Grades 8-12

Students should be able to:

History and Geography

  1. Apply the skills of prekindergarten through grade seven.
  2. Identify multiple ways to express time relationships and dates (for example, 1066 AD is the same as 1066 CE, and both refer to a date in the eleventh or 11th century, which is the same as the 1000s). Identify countries that use a different calendar from the one used in the U.S. and explain the basis for the difference. (H)

3.       Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H)

4.       Interpret and construct charts and graphs that show quantitative information. (H, C, G, E)

5.       Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)

6.       Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)

7.       Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E)

8.       Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)

9.       Distinguish intended from unintended consequences. (H, E, C)

10.   Distinguish historical fact from opinion. (H, E, C)

11.   Using historical maps, locate the boundaries of the major empires of world history at the height of their powers. (H, G)

 

Civics and Government

12.Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus, monarchy, and absolutism. (C)

 

General Economics Skills

  1. Define and use correctly mercantilism, feudalism, economic growth, and entrepreneur. (E)
  2. Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen. (E)
  3. Explain how financial markets, such as the stock market, channel funds from savers to investors. (E)
  4. Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. (E)
  5. Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits. (E)
  6. Explain how competition among sellers lowers costs and prices, and encourages producers to produce more. (E)
  7. Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. (E)
  8. Describe how the earnings of workers are affected by the market value of the product produced and worker skills. (E)
  9. Identify the causes of inflation and explain who benefits from inflation and who suffers from inflation. (E)
  10. Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. (E)
  11. Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. (E)
  12. Differentiate between fiscal and monetary policy. (E)

 

U.S. Economics Skills

  1. Explain the basic economic functions of the government in the economy of the United States. (E)
  2. Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System. (E)
  3. Identify and describe laws and regulations adopted in the United States to promote economic competition. (E, H)
  4. Analyze how federal tax and spending policies affect the national budget and the national debt. (E)

 

 

World History I

The World from the Fall of Rome through the Enlightenment

 

Students study the development of world civilizations after the fall of the Roman Empire. Students study the history of the major empires and political entities of this period: the Ottoman Empire, the Moghul Empire, the Chinese dynasties, the Byzantine Empire, and the major pre-Columbian civilizations that existed in Central and South America. Students examine the important political, economic, and religious developments of this period, including the development of Christianity and Islam, the conflicts between them in different parts of the world, and the beginnings of European influence on the Western Hemisphere. Finally, students study the development of democratic, scientific, and secular thought in the major events and developments of European history. To the extent practical, students study the origins and development of major civilizations in Africa, India and East Asia.

 

World History I Learning Standards

Building on knowledge from previous years, students should be able to:

 

The Emergence and Expansion of Islam to 1500 

WHI.1 On a map of the Middle East, Europe, Africa, and Asia, identify where Islam began and trace the course of its expansion to 1500 AD. (H)

 

WHI.2 Describe significant aspects of Islamic belief. (H)

A.  the life and teachings of Muhammad

B.  the significance of the Qur’an as the primary source of Islamic belief

C.  Islam’s historical relationship to Judaism and Christianity

D.  the relationship between government and religion in Muslim societies

 

WHI.3 Analyze the causes, course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, and Central Asia. (H, G)

A.  the strength of the Islamic world’s economy and culture

B.  the training of Muslim soldiers and the use of advanced military techniques

C.  the disorganization and internal divisions of Islam’s enemies

D.  the resistance and/or assimilation of Christianized peoples in the Mediterranean

 

WHI.4 Describe the central political, economic, and religious developments in major periods of Islamic history. (H, E)

A.  the sources of disagreement between Sunnis and Shi’ites

B.  the importance of the trade routes connecting the Far East and Europe and the role of the Mongols in increasing trade along these routes, including the silk routes to China

C.  the relationship of trade to the growth of Central Asian and Middle Eastern cities

D.  the sources and uses of slaves in Islamic societies as well as the extent of the Islamic slave trade across Africa from 700 AD on.

 

WHI.5 Analyze the influence and achievements of Islamic civilization during its “Golden Age.” (H)

A.  the preservation and expansion of Greek thought

B.  Islamic science, philosophy, and mathematics

C.  Islamic architecture

The Medieval Period in Europe to 1500

WHI.6 Describe the rise and achievements of the Byzantine Empire. (H)

A.  the influence of Constantine, including the establishment of Christianity as an officially sanctioned religion.

B.  the importance of Justinian and the Code of Justinian

C.  the preservation of Greek and Roman traditions

D.  the construction of the Church of the Holy Wisdom (Hagia Sophia).

 

WHI.7 Describe the major economic, social, and political developments that took place in medieval Europe. (H, E)

A.  the growing influence of Christianity and the Catholic Church

B.  the differing orders of medieval society, the development of feudalism, and the development of private property as a distinguishing feature of western civilization

C.  the initial emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns, and a merchant class

D.  the economic and social effects of the spread of the Black Death or Bubonic Plague

E.  the growth and development of the English and French nations

 

WHI.8 Describe developments in medieval English legal and constitutional history and their importance in the rise of modern democratic institutions and procedures, including the Magna Carta, parliament, and habeas corpus. (H, C)

 

The Encounters Between Christianity and Islam to 1500 

WHI.9 Describe the religious and political origins of conflicts between Islam and Christianity, including the causes, course, and consequences of the European Crusades against Islam in the 11th, 12th, and 13th centuries. (H)

 

WHI.10 Describe the rise of the Ottoman Empire in the 14th and 15th centuries, including the capture of Constantinople in 1453. (H)

 

WHI.11 Describe the decline of Muslim rule in the Iberian Peninsula and the subsequent rise of Spanish and Portuguese kingdoms after the Reconquest in 1492. (H)

 

The Origins of European Western Expansion and the Civilizations of Central and South America

WHI.12 Explain why European nations sent explorers westward and how overseas expansion led to the growth of commerce and the development of the trans-Atlantic slave trade. (H, E)

 

WHI.13 Identify the three major pre-Columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, economies, art and architecture, and use of slaves. (H,G, E)

 

WHI.14 Identify the major economic, political, and social effects of the European colonial period in South America. (H, E)

 

African History to 1800

WHI.15 Describe the indigenous religious practices observed by early Africans before contact with Islam and Christianity. (H)

 

WHI.16 Explain how extended family/kinship and tribal relationships have shaped indigenous African cultures, and their effects on the political and economic development of African countries. (H, E)

 

WHI.17 Describe the different ways in which Islam and Christianity influenced indigenous African cultures. (H)

 

WHI.18 Identify the locations and time periods of the empires of Ghana, Mali, and Songhay. (H, G)

 

WHI.19 Describe important political and economic aspects of the African empires. (H, E)

A.  the economies of these empires (gold, salt, and slaves as commodities for trade by                                         African kings)                    

B.  leaders such as Sundiata and Mansa Musa

C.  Timbuktu as a center of trade and learning

 

WHI.20 Describe the development and effects of the trans-African slave trade to the Middle East from the 8th century on, and the trans-Atlantic slave trade to the Western Hemisphere from the 16th century on. (H, E, G)

 

Indian History to 1800

WHI.21 Describe important economic, political, and religious developments in Indian history to 1800. (H)

A.  the origins of Indian civilization in the Indus Valley

B.  the evolution and central principles of Hinduism

C.  the development of the caste system

D.  the influence of Islam and the rise and fall of the Moghul empire

E.  artistic and intellectual achievements, including the development of a decimal system

 

WHI.22 Describe the growth of British influence in India and the emergence of the British Raj. (H)

 

History of China, Japan, and Korea to 1800

WHI.23 Summarize the major reasons for the continuity of Chinese civilization through the 19th century. (H)

A.  the role of kinship and Confucianism in maintaining order and hierarchy

B.  the political order established by the various dynasties that ruled China

C.  the role of civil servants/scholars in maintaining a stable political and economic order

 

WHI.24 Describe the growth of commerce and towns in China and the importance of agriculture to the development of the Chinese economy to 1800, including the limited role of slavery. (H)

 

WHI.25 Summarize the major economic, political, and religious developments in Japanese history to 1800. (H)

A.  the evolution of Shinto and Japanese Buddhism

B.  the development of feudalism

C.  the rise of the Shoguns and the role of the samurai

 

WHI.26 Describe Japan’s cultural and economic relationship to China and Korea. (H, G)

 

WH.27 Describe the influence and consequences of Japanese isolationism to 1800. (H, G)

 

WH.28 Explain how Korea has been both a battleground and a cultural bridge between China and Japan. (H, G)

 

Renaissance and the Reformation in Europe

WHI.29 Describe the origins and development of the Renaissance, including the influence and accomplishments of Machiavelli, Michelangelo, Leonardo da Vinci, Raphael, Shakespeare, and Johannes Gutenberg. (H)

 

WHI.30 Describe origins and effects of the Protestant Reformation. (H)

      A.  the reasons for the growing discontent with the Catholic Church, including the main ideas    of Martin Luther and John Calvin

B.  the spread of Protestantism across Europe, including the reasons and consequences of England’s break with the Catholic Church

C.  the weakening of a uniform Christian faith

D.  the consolidation of royal power

 

WHI.31 Explain the purposes and policies of the Catholic Counter-Reformation, including the influence and ideas of Ignatius Loyola. (H)

 

WHI.32 Explain the role of religion in the wars among European nations in the 15th and 16th centuries. (H)

 

Scientific Revolution and the Enlightenment in Europe  

WHI.33 Summarize how the Scientific Revolution and the scientific method led to new theories of the universe and describe the accomplishments of leading figures of the Scientific Revolution, including Bacon, Copernicus, Descartes, Galileo, Kepler, and Newton. (H)

 

WHI.34 Describe the concept of Enlightenment in European history and describe the accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke, Montesquieu, Rousseau, and Voltaire. (H)

 

WHI.35 Explain how the Enlightenment contributed to the growth of democratic principles of government, a stress on reason and progress, and the replacement of a theocentric interpretation of the universe with a secular interpretation. (H)

 

The Growth and Decline of Islamic Empires

WHI.36 Describe the expansion of the Ottoman Empire in the 15th and 16th centuries into North Africa, Eastern Europe, and throughout the Middle East. (H, E)

 

WHI.37 Describe the expansion of Islam into India from the 13th through the 17th century, the role of the Mongols, the rise and fall of the Moghul Empire, and the relationship between Muslims and Hindus. (H, E)

 

WHI.38 Account for the declining strength of the Ottoman Empire beginning in the 17th century, including the failed siege of Vienna in 1683 and the rapid pace of modernization in European economic, political, religious, scientific, and intellectual life resulting from the ideas embedded in the Renaissance, the Reformation, the Scientific Revolution, the Enlightenment, and the Industrial Revolution. (H, E)

 

 


 


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