social studies curriculum world history i ss -...

Social Studies Curriculum World History I

This is the first of a two-year, chronologically organized study of world history and geography. In this first year, students explore the historical development of people, places, and patterns of life from ancient times until 1500 A.D. (C.E.). The course highlights the relationship between the geography and history of Europe, Africa, Asia, and Latin America. The study of history rests on knowledge of dates, names, places, events, and ideas. Historical understanding, however, requires students to engage in historical thinking, raise questions, and 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.

Last Updated: 06/03/09 08:14 AM

SS.WHI Standard 1 Essential

IMPROVE SKILLS IN HISTORICAL/GEOGRAPHICAL RESEARCH

The student will improve skills in historical research and geographical analysis.

State Notes:The skills identified in standard SS.WH1.1 will be assessed on the Standards of Learning test. Teachers should incorporate these skills into instruction throughout the year.

FCPS Specific

Benchmark 1.a Essential Identify, Analyze, and Interpret Primary and Secondary Sources

The student will identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.).

Indicator 1.a.1 Essential Identify, analyze, and interpret primary and secondary sources Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.).

Benchmark 1.b Essential Use Maps, Globes, Artifacts, and Pictures to Interpret the Past

The student will use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.).

Indicator 1.b.1 Essential Use maps, globes, artifacts, and pictures to interpret the past Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.).

Benchmark 1.c Essential Identify Major Geographic Features

The student will identify major geographic features important to the study of world history to 1500 A.D. (C.E.).

Indicator 1.c.1 Essential Identify major geographic features Identify major geographic features important to the study of world history to 1500 A.D. (C.E.).

Benchmark 1.d Essential Identify and Compare Political Boundaries with Locations of Past

The student will identify and compare political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.).

Indicator 1.d.1 Essential Identify & compare political boundaries with locations of the past Identify and compare political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.).

Benchmark 1.e Essential Analyze Trends in Human Migration and Cultural Interaction

The student will analyze trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.).

Indicator 1.e.1 Essential Analyze trends in human migration and cultural interaction Analyze trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.).

Benchmark 1.f Essential Analyze the Impact of Economic Forces

The student will analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.).

Indicator 1.f.1 Essential Analyze the impact of economic forces Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.).


DEMONSTRATE KNOWLEDGE OF EARLY DEVELOPMENT OF HUMANKIND

The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution.

State Notes:Essential Questions:

How did physical geography influence the lives of early humans? What were the characteristics of hunter-gatherer societies? How did the beginning of agriculture and the domestication of animals promote the rise of settled communities? How does archaeology provide knowledge of early human life and its changes? How did prehistoric humans develop physically? How did prehistoric humans populate the globe? What are the enduring legacies that developed during this era?

Essential Skills:

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.). Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.). Identify major geographic features important to the study of world history to 1500 A.D. (C.E.). Identify and compare political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.).

Analyze trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.). Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.).

FCPS Notes:Era 1 Legacies:

The modern human species fully emerged out of biological evolution and cultural developments. Prehistoric humans mastered speech, thus gaining the capacity to learn from one another and transmitting knowledge. Prehistoric humans peopled the globe and adapted to diverse environments in Africa, Eurasia, and the Americas. Prehistoric humans adapted their environments which led to the emergence of agrarian societies characterized by the domestication of plants and animals. Cultural forms, social institutions, and technological advances that emerged in early agricultural villages laid the foundation for the emergence of early civilizations.

Essential Understanding:Essential understandings:

The life of early hunter-gatherer societies was shaped by their physical environment. Early human societies, through the development of culture, began the process of overcoming the limits set by the physical environment. The beginning of settled agriculture (including permanent settlements) was a major step in the advance of civilization. Archaeologists continue to find and interpret evidence of early humans and their lives.

Benchmark 2.a Essential Explain the Impact of Geographic Environment on Hunter-Gatherers

The student will explain the impact of geographic environment on hunter-gatherer societies.

Reporting Categories: Included: SS.WHI: World History and Geography to 1500 Test Blueprint /Geography

Indicator 2.a.1 Essential Explain the impact of geographic environment on hunter-gatherers Explain the impact of geographic environment on hunter-gatherer societies.

Indicator 2.a.2 Essential Trace pre-historic human chronology Trace the approximate chronology and sequence of prehistoric humans from pre-Australopithecus to Homo sapiens, who emerged in east Africa between 100,000 and 400,000 years ago.

Indicator 2.a.3 Expected Analyze the significance of physical attributes of pre-historic humans Analyze the significance and advantages of bipedal locomotion, opposable thumbs, increased brain size, and speech as they developed in prehistoric humans.

Indicator 2.a.4 Essential Explain that early humans were hunter-gatherers Explain that early humans were hunters and gatherers whose survival depended on the availability of wild plants and animals.

Indicator 2.a.5 Essential Analyze Homo sapiens migration theories Analyze current theories regarding the migration of Homo sapiens from Africa to Eurasia, Australia, and the Americas (push and pull factors).

Benchmark 2.b Essential List Characteristics of Hunter-Gatherer Societies

The student will list characteristics of hunter-gatherer societies, including their use of tools and fire.

Reporting Categories: Included: SS.WHI: World History and Geography to 1500 Test Blueprint /Human Origins and Early

Civilizations

Indicator 2.b.1 Essential Describe Paleolithic Era (Old Stone Age) hunter-gatherer societies Describe hunter-gatherer societies during the Paleolithic Era (Old Stone Age), including that individuals in these societies:

Were nomadic (migrated in search of food, water, shelter) Invented the first tools, including simple weapons Learned how to make and use fire Lived in clans Developed oral language Created “cave art”

Benchmark 2.c Essential Describe Technological & Social Advances Leading to Stable Communities

The student will describe technological and social advancements that gave rise to stable communities.


Civilizations

Indicator 2.c.1 Essential Describe technological & social advances leading to stable communities Describe technological and social advancements that gave rise to stable communities.

Indicator 2.c.2 Expected Describe characteristics of agricultural settlements Describe the location and the social, cultural, technological and economic characteristics, as well as gender roles and relationships, of large agricultural settlements.

Indicator 2.c.3 Expected Compare hunter-gatherer and agricultural societal structures Compare the social, cultural, gender, technological, and economic structures of hunter-gathering and agricultural societies.

Indicator 2.c.4 Essential Explain consequences of the agricultural revolution in Neolithic Era Explain the following consequences of the agricultural revolution in the Neolithic Era (New Stone Age) - individuals:

Developed agriculture (domesticated plants) Domesticated animals Used advanced tools Made pottery Developed weaving skills

Benchmark 2.d Essential Explain How Archaeological Discoveries Change Present-Day Knowledge The student will explain how archaeological discoveries are changing present-day

knowledge of early peoples.


Civilizations

Indicator 2.d.1 Essential Describe archaeology & other methods used to study early humans Describe the types of evidence and the methods of investigation that anthropologists, archaeologists, and other scholars use to reconstruct the physical development of prehistoric humans, including carbon dating and analyzing human remains, settlements, fossils, and artifacts.

Indicator 2.d.2 Essential Describe how archaeological discoveries change development theories Explain how archaeological discoveries are changing theories to explain how and why human groups developed into different forms of social/economic organizations.

Indicator 2.d.3 Essential Cite Stonehenge as an example of an archaeological site Cite Stonehenge as an example of an archaeological site in England that was begun during the Neolithic Era and completed during the Bronze Age.

Indicator 2.d.4 Essential Cite Çatalhöyük as an example of a Neolithic settlement Cite Çatalhöyük as an example of a Neolithic settlement currently under excavation in Anatolia, Turkey.

Indicator 2.d.5 Essential Cite Jericho and Aleppo as examples of early cities Describe the following as examples of early cities in the Fertile Crescent studied by archaeologists:

Jericho (Israel) Aleppo (Syria)


DEMONSTRATE KNOWLEDGE OF ANCIENT RIVER VALLEY CIVILIZATIONS

The student will demonstrate knowledge of ancient river valley civilizations, including Mesopotamia, Egypt, the Indus River Valley, and China, and the civilizations of the Hebrews, Phoenicians, and Nubians.

State Notes:

Essential Questions:

Why did ancient civilizations develop in river valleys? Where were the earliest civilizations located? When did these civilizations exist? What were the social, political, and economic characteristics of early civilizations? What religious traditions developed in ancient civilizations? What were essential beliefs of Judaism? How did Judaism influence Western civilization? What forms of language and writing existed in early civilizations? How were these civilizations similar and different? What are the enduring legacies that developed during this era?

Essential Skills:

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history to 1500

A.D. (C.E.). Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.). Identify major geographic features important to the study of world history to 1500 A.D. (C.E.). Identify and compare political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.). Analyze trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.). Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.).

FCPS Notes:Era 2 Legacies

New ideas, products, technologies and institutions spread from one region to another, establishing lasting patterns of trade and commerce. Early civilizations developed which were characterized by central authority, social hierarchies, belief systems, and institutions of coerced labor, including slavery. These early civilizations represented a significant turning point in human history. One major world religion, Judaism, developed during this era. Writing systems developed and became critical for commerce, political bureaucracies, and the preservation of religious beliefs. Technological innovations led to the building of temples, pyramids, ziggurats, city designs, irrigation systems, and sewers. Early civilizations made significant technological advances due to the use of copper, bronze, and iron. Pastoral nomads contributed to the quickening pace of exchange across Africa and Eurasia.

Essential Understanding:Essential understandings:

During the New Stone Age, permanent settlements appeared in river valleys and around the Fertile Crescent. River valleys provided rich soil for crops, as well as protection from invasion. River valleys were the “Cradles of Civilization.” Early civilizations made major contributions to social, political, and economic progress. Religion was a major part of life in all early civilizations. The monotheism of Abraham became the foundation of Judaism, Christianity, and Islam—religions that changed the world. The Hebrews were the first to become monotheists. Language and writing were important cultural innovations.

Benchmark 3.a Essential Locate Ancient Civilizations in Time and Place

The student will locate the ancient river valley civilizations and other early civilizations in time and place.


Indicator 3.a.1 Essential Explain the dates and locations of the river valley civilizations Explain that river valley civilizations existed from about 3500 to 500 B.C.E. and describe their location:

3500 B.C.E. - Mesopotamian civilization –Tigris and Euphrates River Valleys in Southwest Asia 3000 B.C.E. - Egyptian civilization – Nile River Valley and Delta in Africa 2500 B.C.E. - Indian civilization – Indus River Valley in South Asia 2000 B.C.E. - Chinese civilization – Huang He (Yellow River) Valley in East Asia

Indicator 3.a.2 Essential Explain the term "Cradles of Civilization" Explain why river valleys are called “Cradles of Civilization,” and why civilizations developed in river valleys, including availability of rich soil, irrigation waters, and they tended to be in locations easily protected from invasion by nomadic peoples.

Indicator 3.a.3 Essential Describe other early civilizations not centered on river valleys Describe other early civilizations, including the Hebrews, Phoenicians, and Nubia, which existed from about 2000 to 500 B.C.

Indicator 3.a.4 Essential Locate other civilizations not centered on river valleys Explain that the following early civilizations existed in other areas and describe their locations:

Hebrews – between the Mediterranean Sea and the Jordan River Valley (part of the Fertile Crescent in Southwest Asia) Phoenicians – along the Mediterranean coast (part of the Fertile Crescent in Southwest Asia) Nubia – on the upper (southern) Nile River (Africa)

Benchmark 3.b Essential Describe Social, Political, Economic Patterns in Ancient Civilizations

The student will describe the development of social, political, and economic patterns in early civilizations, including slavery.


Civilizations

Indicator 3.b.1 Expected List "civilization" criteria and trace forms of social organization List the various criteria used to define “civilization” and trace the development of different forms of social organization, including:

Hunter-gatherer bands Neolithic agricultural societies River valley civilizations

Indicator 3.b.2 Essential Describe development of social patterns in early civilizations Describe the development of the following social patterns in early civilizations:

Hereditary rulers such as dynasties of kings and pharaohs Rigid class systems with acceptance of slavery

Indicator 3.b.3 Essential Describe development of political patterns in early civilizations Describe the development of the following political patterns in early civilizations:

World’s first states, including city-states, kingdoms, and empires Centralized government, often based on religious authority Written law codes, such as the Ten Commandments and the Code of Hammurabi

Indicator 3.b.4 Essential Describe development of economic patterns in early civilizations Describe the development of the following economic patterns in early civilizations:

Wheel technology Domestication of the horse Emergence of bronze tools and weapons (Bronze Age) Emergence of iron tools and weapons (developed by the Hittites) Increasing agricultural surplus (due to better tools, plows, and irrigation) Increasing trade along rivers and by sea (primarily by the Phoenicians) Development of the world’s first cities Development of the practice of slavery in the ancient world among most cultures, taking various forms Specialization of labor Emergence of luxury goods

Indicator 3.b.5 Expected Assess importance of trade and trade networks in early civilizations Assess the importance of trade in early civilizations and describe the networks of commercial exchange that connected them.

Indicator 3.b.6 Expected Analyze possible causes of Indus civilization's collapse Analyze the possible causes of the decline and collapse of Indus Valley society.

Benchmark 3.c Essential Explain the Development of Religious Traditions in Early Civilizations

The student will explain the development of religious traditions in early civilizations.


Civilizations

Indicator 3.c.1 Essential Explain the development of religious traditions in early civilizations Explain the development of religious traditions in early civilizations.

Indicator 3.c.2 Essential Define polytheism and explain its practice in early civilizations Define polytheism and explain how it was first practiced by most early civilizations.

Indicator 3.c.3 Essential Define monotheism and explain its practice by Hebrews Define monotheism and explain that it was practiced by the Hebrews.

Indicator 3.c.4 Expected Define ancestor worship and oracle bones & their use by the Chinese Define ancestor worship and explain that it was practiced by the Chinese including the use of oracle bones.

Benchmark 3.d Essential Describe the Basic Beliefs and Spread of Judaism

The student will describe the origins, beliefs, traditions, customs, and spread of Judaism.


Civilizations

Indicator 3.d.1 Essential Describe the origins of Judaism Describe the origins of Judaism, including:

Abraham – recognized as the founder of Judaism Moses – recognized as the leader of the Hebrews when they left Egypt and received the Ten Commandments Jerusalem – the political and religious center of the Hebrew kingdom Israel

Indicator 3.d.2 Essential Describe basic beliefs of Judaism Describe the basic beliefs, traditions, and customs of Judaism, including:

Monotheism – belief in one God Torah – contains written records and beliefs of Jews Ten Commandments – code of moral and religious conduct

Indicator 3.d.3 Essential Explain spread of Judaism Explain how the following developments led to the spread of Judaism:

Exile Diaspora

Benchmark 3.e Essential Describe the Development of Language & Writing in Early Civilizations

The student will describe the development of language and writing in early civilizations.


Civilizations

Indicator 3.e.1 Essential Describe the development of language & writing in early civilizations Describe the development of language and writing in early civilizations.

Indicator 3.e.2 Essential Identify pictograms as earliest writing symbols Identify pictograms as the earliest written symbols.

Indicator 3.e.3 Essential Identify cuneiform as Mesopotamian writing system Identify cuneiform as a writing system developed in Sumer (Mesopotamia).

Indicator 3.e.4 Essential Identify hieroglyphics as Egyptian writing system Identify hieroglyphics as an Egyptian writing system.

Indicator 3.e.5 Expected Identify pictograms on oracle bones as earliest writing in China Identify pictograms on oracles bones as the earliest examples of Chinese writing.

Indicator 3.e.6 Essential Identify the alphabet as Phoenician writing system Identify the alphabet as a Phoenician writing system and explain its legacy in Western civilization.

Indicator 3.e.7 Expected Explain that Indus civilization had pictograms - not yet deciphered Explain that the Indus River Valley civilization had a pictographic writing system, but that scholars have not yet deciphered it.

Benchmark 3.f Expected Understand Similarities and Differences Among Early Civilizations

The student will understand similarities and differences among early civilizations.

Indicator 3.f.1 Expected Compare and contrast the early river valley civilizations Compare and contrast the early river valley civilizations in terms of:

geography social patterns, including slavery political patterns economic patterns religious traditions language and writing other achievements

Indicator 3.f.2 Expected Analyze link between increased agriculture & population acceleration Analyze the connections between the spread of agriculture and the acceleration of world population.

Indicator 3.f.3 Expected Identify trade networks connecting early civilizations Identify the trade networks that connected early civilizations including the role of pastoral nomads.


DEMONSTRATE KNOWLEDGE OF THE CIVILIZATIONS OF PERSIA, INDIA & CHINA

The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations.


How did Persia govern its empire? Why were physical geography and location important to the development of Indian civilization? What impact did the Aryans have on India? Why was the caste system central to Indian culture? What were the accomplishments of the Maurayan and Gupta empires? What are the beliefs of the Hindu religion? How did Hinduism influence Indian society and culture? What are the beliefs of Buddhism? How did Buddhism spread? Why was the Great Wall of China built? What were contributions of classical China to world civilization? Why were Confucianism, Taoism, and Buddhism important in the formation of Chinese culture? What is a classical society? What were the similarities and differences among the classical societies of this era? What led to the collapse of classical societies? What are the enduring legacies that developed during this era?

Essential Skills:

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.). Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.). Identify major geographic features important to the study of world history to 1500 A.D. (C.E.).

Identify and compare political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.). Analyze trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.). Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.).


Zoroastrianism, Hinduism, Buddhism, Confucianism, and Taoism (Daoism) arose during this period affecting the lives of people throughout the world. Great empires in China, India, and Persia, made enduring contributions in the fields of law and government. Great cities served as centers of commerce and culture promoting the development of new ideas and philosophies. Great works of literature on human emotion, ethics, and fate were written during this period and are still read today. Classical civilizations of this age defined artistic and architectural styles that endured for many centuries and continue to influence our lives today. The development of important technologies such as iron, paper, block printing, the compass, porcelain, terraced farming, and concrete provided tools upon which future civilizations could develop. Canals, roads, sewers, piped water, irrigation, postal systems, universities, and hospitals improved living conditions for many people. The Indian caste system and the Chinese belief in filial piety reflected the ideals of each society and provided frameworks for social order. Systems of political order such as the Persian provincial system, and the Chinese civil service helped to firmly establish bureaucratic institutions in societies.

Essential Understanding:Built on earlier Central Asian and Mesopotamian civilizations, Persia developed the largest empire in the world. Zoroastrianism was the main Persian religion, although other religions were tolerated. Classical Indian civilization began in the Indus River Valley and spread to the Ganges River Valley, then through the Indian subcontinent. It continued with little interruption because of its geographic location. The Indo-Aryan people migrated into the area, creating a structured society (caste system) which blended their beliefs with those of the indigenous people. During the Golden Age of classical Indian culture, Indian people made significant contributions to world civilization. Hinduism was an important contribution of classical India. Hinduism influenced Indian society and culture and is still practiced in India today. Buddhism was founded by Siddhartha Gautama in a part of India that is in present-day Nepal. Buddhism became a major faith when Asoka sent missionaries throughout Asia. Classical China was center on the Huang He (Yellow River) and was geographically isolated. Invaders entered China from the North. The Great Wall was built for China’s protection. Classical Chinese culture began around 1500 B.C. (B.C.E.). Of Chinese contributions to civilization, Confucianism and Taoism are among the most noted.

Benchmark 4.a Essential Describe Persia, Including Zoroastrianism and Imperial Bureaucracy

The student will describe Persia, including Zoroastrianism and the development of an imperial bureaucracy.

Reporting Categories: Included: SS.WHI: World History and Geography to 1500 Test Blueprint /Classical Civilizations and

Rise of Religious Traditions

Indicator 4.a.1 Essential Describe Persian Empire, including development of imperial bureaucracy Describe the founding, political organization, expansion, and cultural expression of the Persian Empire, including:

Tolerant rule of conquered peoples Development of imperial bureaucracy Development of a road system

Indicator 4.a.2 Essential Explain basic beliefs of Zoroastrianism Explain the basic teachings of Zoroastrianism, including:

Religion of Persia Belief in two opposing forces in the universe Belief in an evil spirit or demon Belief in a savior, a resurrection, and a final judgment Belief in an afterlife with entry based on doing good deeds in life

Belief in a human’s freedom to choose between right and wrong - free will

Benchmark 4.b Essential Describe India, Emphasizing Aryan Migrations and the Caste System

The student will describe India, with emphasis on the Aryan migrations and the caste system.



Indicator 4.b.1 Essential Identify major geographic features related to classical era in India Explain how geography influenced the development of classical India, including:

Physical barriers such as the Himalayas, the Hindu Kush, and the Indian Ocean made invasion more difficult. Mountain passes in the Hindu Kush provided migration routes into the Indian subcontinent. The Indus and Ganges Rivers were the most important rivers in the Indian subcontinent. Harrapa and Mohenjo-Daro were early cities in the Indus River Valley civilization. Monsoons had an impact on the development of agriculture and settlement patterns in the Ganges River valley.

Indicator 4.b.2 Essential Describe Aryan migration to Indian subcontinent & the caste system Describe the Aryan (Indo-Aryan) migration to the Indian subcontinent

The Aryans influenced early Indian society, including their caste system, which influenced all social interactions and choices of occupations. The Aryans asserted their dominance.

Indicator 4.b.3 Essential Describe the growth of the Mauryan Empire & contributions of Asoka Describe the growth of the Mauryan Empire under Asoka, including:

Continued political unification of much of India Contributions such as the spread of Buddhism, free hospitals, veterinary clinics, and good roads

Indicator 4.b.4 Expected Evaluate achievements of Emperor Asoka Evaluate the achievements of the Emperor Asoka, including:

the Rock Edicts the promotion of trade and travel

Indicator 4.b.5 Essential Describe the Gupta Empire - classical India's Golden Age Describe the rise of the Gupta Empire, assessing the factors and achievements that contributed to the empire’s stability, economic prosperity, and contributions to the world during its Golden Age, including:

Literature Medical advances (set bones) Astronomy (concept of earth as round) Mathematics (concept of zero) New Textiles (cotton) Art

Indicator 4.b.6 Expected Describe the decline of the Gupta Empire & the influence of the Huns Analyze the Gupta decline and assess the importance of Hun invasions to the empire’s disintegration.

Benchmark 4.c Essential Describe the Basic Beliefs and Spread of Hinduism

The student will describe the origins, beliefs, traditions, customs, and spread of Hinduism.



Indicator 4.c.1 Essential Describe the basic beliefs and spread of Hinduism Describe the origins, beliefs, traditions, customs, and spread of Hinduism.

Indicator 4.c.2 Essential Define and explain basic concepts of Hinduism Define and explain major concepts of Hindu beliefs and traditions, including:

Belief in many forms of one God Reincarnation: Rebirth based upon karma Karma: Knowledge that all thoughts and actions result in future consequences Vedas and Upanishads: Sacred writings Hinduism was spread along major trade routes

Benchmark 4.d Essential Describe the Basic Beliefs and Spread of Buddhism

The student will describe the origins, beliefs, traditions, customs, and spread of Buddhism.



Indicator 4.d.1 Essential Describe the life and teachings of the founder of Buddhism Describe the life and teachings of Buddhism’s founder, Siddhartha Gautama (Buddha), in present-day Nepal.

Indicator 4.d.2 Essential Define and explain basic concepts of Buddhism Define and explain major concepts of Buddhist beliefs and traditions, including:

Four Noble Truths Eightfold Path to Enlightenment (Nirvana)

Indicator 4.d.3 Expected Explain that Buddhism and its spread was a response to Hinduism Explain the ways in which the founding and spread of Buddhism were a response to Hinduism.

Indicator 4.d.4 Essential Examine how Buddhism spread including the role of Emperor Asoka Examine how Buddhism spread from India to China and other parts of Asia, including the role of Emperor Asoka, his missionaries, and their writings.

Benchmark 4.e Essential Describe Ancient China's Empire Development and the Great Wall

The student will describe China, with emphasis on the development of an empire and the construction of the Great Wall.



Indicator 4.e.1 Essential Explain how geography influenced development of classical China Explain how geography influenced the development of classical China, including:

Origins on the Huang He (Yellow River) Geographic isolation The presence of migratory invaders to the North The creation of the Great Wall as protection from invaders

Indicator 4.e.2 Essential Assess the significance and contributions of the Zhou Dynasty Assess the significance of the Zhou Dynasty’s imperial rule, including

Divine rule is the belief that the emperor was given the right to rule by Heaven. The Mandate of Heaven is the belief that the divine (Heaven) allowed an emperor to rule only if he ruled for the good of the people - and justified revolution during difficult times China was ruled by successions of ruling families called dynasties. The Dynastic cycle is a process in which the Chinese emperor maintained the mandate of heaven as long as there was prosperity. If China experienced prolonged hardship – flood, famine, war, or corruption and decay – the people would revolt and a new leader could claim the mandate and bring China back to prosperity.

Indicator 4.e.3 Essential Evaluate achievements of the Emperor Qin Shi Huangdi Evaluate the policies and achievements of the emperor Qin Shi Huangdi including:

Establishing a unified imperial realm during the Qin dynasty Legalism Construction of the Great Wall as a line of defense again invasions

Indicator 4.e.4 Essential Assess the contributions & achievements of the Han Dynasty Assess the political, social, and ideological contributions and achievements of the Han to the development of the imperial bureaucratic state and the expansion of the empire, including:

The civil service system Silk Paper Porcelain

Indicator 4.e.5 Essential Assess significance of Silk Roads during Han Dynasty & Roman Empire Assess the commercial and cultural significance of the Silk Roads in the period of the Han and Roman empires.

Indicator 4.e.6 Expected Examine the reasons for the collapse of the Han Empire Examine the reasons for the collapse of the Han empire.

Benchmark 4.f Essential Describe the Impact of Confucianism, Taoism, and Buddhism

The student will describe the impact of Confucianism, Taoism, and Buddhism.



Indicator 4.f.1 Essential Describe the teachings of Confucianism Explain that Confucianism is based on the fundamental teachings of Confucius, including:

The belief that humans are inherently good, not bad Ancestor worship A code of politeness still used today in Chinese society An emphasis on education A respect for elders and family (filial piety)

Indicator 4.f.2 Essential Assess Confucianism's role in forming China's social order Assess Confucianism’s role in forming the social order in China.

Indicator 4.f.3 Essential Describe the teachings of Taoism/Daoism Explain that Taoism/Daoism is based on the fundamental teachings of Laozi, including:

Practicing humility Living a simple life and striving for inner peace Living in harmony with others and with nature

Indicator 4.f.4 Essential Assess role of Taoism/Daoism in the formation of Chinese culture Assess the role of Taoism/Daoism in the formation of Chinese culture and values.

Indicator 4.f.5 Expected Compare & contrast teachings of Confucianism, Taoism, and Legalism Compare and contrast the fundamental teachings of Confucianism, Taoism/Daoism, and Legalism.

Indicator 4.f.6 Essential Identify the yin-yang symbol Identify that the yin/yang symbol is associated with Confucianism and Taoism/Daoism and explain how it represents opposites in balance.

Indicator 4.f.7 Essential Explain that Chinese forms of Buddhism spread throughout Asia Explain that Chinese forms of Buddhism spread throughout Asia.

SS.WHI

Standard 5 Essential

DEMONSTRATE KNOWLEDGE OF ANCIENT GREECE

The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization.


How did the mountains, seas, islands, harbors, peninsulas, and straits of the Aegean Basin shape Greek economic, social, and political development and patterns of trade and colonization? How did mythology help the early Greek civilization explain the natural world and the human condition? What impact did Greek mythology have on later civilizations and the contemporary world? How did democracy develop in Athens? How did Sparta differ from Athens? Why were wars with Persia important to the development of Greek culture? Why was the Peloponnesian War important to the spread of Greek culture? Why was the leadership of Pericles important to the development of Athenian life and Greek culture? What were some important contributions of Greek culture to Western civilization? How did the empire of Alexander the great establish a basis for the spread of Hellenistic culture? What is a classical society? What were the similarities and differences among the classical societies of this era? What led to the collapse of classical societies? What are the enduring legacies that developed during this era?

Essential Skills:

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.). Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D.(C.E.). Identify major geographic features important to the study of world history to 1500 A.D. (C.E.). Identify and compare political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.). Analyze trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.). Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.).


Classical Greece made enduring contributions in the fields of law and government. Cities served as centers of commerce and culture promoting the development of new ideas and philosophies. Great works of literature on human emotion, ethics, and fate were written during this period and are still read today. Classical civilizations of this age defined artistic and architectural styles that endured for many centuries and continue to influence our lives today. Systems of political order such as Athenian democracy helped to firmly establish bureaucratic institutions in societies.

Essential Understanding:The physical geography of the Aegean Basin shaped the economic, social, and political development of Greek civilization. The expansion of Greek civilization, through trade and colonization, led to the spread of Hellenic culture across the Mediterranean and Black Seas. Greek mythology was based on a polytheistic religion that was integral to the culture, politics, and art in ancient Greece. Many of Western civilization’s symbols, metaphors, words, and idealized images come from ancient Greek mythology. Classical Athens developed the most democratic system of government the world had ever seen, although not everyone could participate in decision-making. It became a foundation of modern democracies. Contrasting philosophies of government divided the Greek city-states of Athens (democracy) and Sparta (oligarchy). The Greeks defeated the Persian Empire and preserved their political independence. Competition between Sparta and Athens for control of Greece helped cause the Peloponnesian War. Athenian culture, during the Classic Era, became one of the foundation stones of Western civilization. The Macedonian conquest of Greece followed the weakening of Greek defenses during the Peloponnesian Wars. Alexander the Great adopted Greek culture and spread Hellenistic influences throughout his vast empire.

Benchmark 5.a Essential Assess the Influence of Geography on Greek Development

The student will assess the influence of geography on Greek economic, social, and political development, including the impact of Greek commerce and colonies.


Indicator 5.a.1 Essential Use maps and globes to locate geographic features of Greece Use a map or globe to locate major physical and political geographic features of Greece, including:

Aegean Sea Balkan peninsula Peloponnesus peninsula Europe Asia Minor Mediterranean Sea Black Sea Dardanelles Strait City-states of Athens, Sparta, and Troy Macedonia

Indicator 5.a.2 Essential Assess the economic and social development of Greece Assess the economic and social development of the Greeks including:

Agriculture (limited arable land) Commerce and the spread of Hellenic culture Shift from barter to money economy (coins)

Indicator 5.a.3 Essential Assess the influence of geography on development of Greece Assess the impact of geographic influences on the political development of the Greeks including:

Mountainous terrain helped and hindered the development of city-states. Greek city-states were designed to promote civic and commercial life. Colonization related to overpopulation and the search for arable land.

Benchmark 5.b Essential Describe Greek Mythology and Religion

The student will describe Greek mythology and religion.



Indicator 5.b.1 Essential Describe the role of mythology in Greek life Describe the role of mythology (a polytheistic religion) in Greek society as explanations of natural phenomena, human qualities, and life events.

Indicator 5.b.2 Essential Describe the roles of gods in Greek religion Describe the roles of gods in Greek religion, including:

Zeus – King of the Gods Hera – Wife of Zeus – Goddess of married women Apollo - God of the sun & music Artemis – Goddess of hunting & the moon Athena – Goddess of wisdom Aphrodite - Goddess of love & beauty

Indicator 5.b.3 Essential

Assess influence of Greek mythology on Western civilization Assess the influence of Greek mythology and religion on modern Western civilization, including symbols and images in:

Literature Art Architecture

Benchmark 5.c Essential Describe Greek Social/Political Structure, Slavery's Role, Citizenship

The student will identify the social structure and role of slavery, explain the significance of citizenship and the development of democracy, and compare the city-states of Athens and Sparta.

Reporting Categories: Included: SS.WHI: World History and Geography to 1500 Test Blueprint /Civics and Economics

Indicator 5.c.1 Expected Assess influence of Minoans/Mycenaeans/Dorians in Mediterranean Basin Assess the influence of the Minoans, Mycenaeans, and Dorians in the Mediterranean Basin.

Indicator 5.c.2 Essential Describe the social structure & citizenship in the Greek polis Describe the political, social, economic, and legal character of the polis in Greek city-states, including:

Citizens (free adult males) had political rights and the responsibility of civic participation in government. Women and foreigners had no political rights. Slaves had no political rights.

Indicator 5.c.3 Essential Describe and sequence the evolution of Athenian government Describe, in correct sequence, the stages in the evolution of Athenian government, including:

Monarchy Aristocracy Tyranny (including Solon and Draco as tyrants who worked for reform) Democracy

Indicator 5.c.4 Essential Assess the importance of democracy and citizenship in Western life Assess the importance of Athenian ideas about democracy and citizenship for the development of Western political thought and institutions, including:

Direct democracy Public debate Duties of the citizen

Indicator 5.c.5 Essential Compare and contrast Athenian democracy with Spartan oligarchy Compare and contrast Athenian democracy with Spartan government, including Sparta’s:

Oligarchy (rule by a small group) Rigid social structure Militaristic and aggressive society

Benchmark 5.d Essential Evaluate the Significance of the Persian and Peloponnesian Wars

The student will evaluate the significance of the Persian and Peloponnesian Wars.



Indicator 5.d.1 Essential Describe the causes, events & consequences of the Persian Wars Describe the causes, events, and consequences of the Persian Wars (499-449 B.C.[B.C.E.]), including:

Causes and events -

Conflict between Persia and Greek colonies in Ionia United Athens and Sparta against the Persian Empire Athenian victories over the Persians at Marathon and Salamis

Consequences -

The preservation of Athenian independence Continued innovation in Athenian government and culture Athenian domination of the Aegean Sea

Indicator 5.d.2 Essential Describe causes, events and consequences of the Peloponnesian Wars Describe the causes and events, and assess the consequences of the Peloponnesian Wars (431-404 B.C. [B.C.E.]), including:

Caused in part by competition for control of the Greek world – Athens and the Delian League v. Sparta and the Peloponnesian League Resulted in the slowing of cultural advance and the weakening of political power, allowing for the Macedonian conquest

Benchmark 5.e Essential Characterize Life in Athens During the Golden Age of Pericles

The student will characterize life in Athens during the Golden Age of Pericles.



Indicator 5.e.1 Essential Assess the achievements of Athens under rule of Pericles Assess the achievements of Athens under the reign of Pericles, including:

Extended democracy to more residents; most adult males had equal voice Rebuilt Athens after its destruction in the Persian Wars Constructed the Parthenon Golden Age

Benchmark 5.f Essential Cite Greek Contributions to Current Knowledge and Western Culture

The student will cite contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle.



Indicator 5.f.1 Essential Describe how Greek drama & literature reflected their social values Describe how Greek drama and poetry reflected social values and attitudes, including:

Poetry: Homer (The Iliad, The Odyssey) Drama: Aeschylus (Agamemnon), Sophocles (Antigone, Oedipus the King)

Indicator 5.f.2 Essential Describe leading Greek people & their influence on West. civilization Describe the following leading people and ideas and assess their influence on modern Western civilization:

History: Herodotus, Thucydides Science: Archimedes, Hippocrates Mathematics: Euclid, Pythagoras Philosophy: Socrates, Plato, Aristotle

Indicator 5.f.3 Essential Describe major traits and influence of Hellenic architecture and art Identify the major characteristics of Hellenic architecture, sculpture, and vase painting and describe how these art forms expressed or influenced social values and attitudes, including:

Architecture: Types of columns – Doric (seen in the Parthenon), Ionian, Corinthian Sculpture: Phidias

Benchmark 5.g Essential Explain the Conquest of Greece & Spread of Hellenistic Culture

The student will explain the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by Alexander the Great.



Indicator 5.g.1 Essential Describe rise of Macedonia and the conquering of Greece by Philip II Describe the rise of Macedonia and conquering of Greece under Philip II - the King of Macedon.

Indicator 5.g.2 Essential Analyze the imperial conquests of Alexander the Great Analyze the campaigns, scope, and success of Alexander’s imperial conquests, including:

Established an empire from Greece to Egypt and the margins of India Extended Greek cultural influences

Indicator 5.g.3 Expected Assess Alexander's military and political achievements Assess Alexander’s achievements as a military and political leader and analyze why the empire broke apart into successor kingdoms.

Indicator 5.g.4 Essential

Define Hellenistic culture and trace its spread Define Hellenistic culture and trace its origins and its spread, including:

Hellenistic culture as the blending of Greek and oriental elements (Egyptian, Persian, and Indian cultural traditions) Spread of Hellenistic culture through trade

Indicator 5.g.5 Expected Evaluate Hellenistic achievements Evaluate major achievements in Hellenistic art, philosophy, science, and political thought.


DEMONSTRATE KNOWLEDGE OF ANCIENT ROME

The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization.


How was geographic location important to economic, social, and political development of ancient Rome? What was the source of Roman mythology? What impact did Roman mythology have on later civilizations? How did the government of the Roman Republic become more democratic in its decision making? Why was Rome able to conquer Carthage and then go on to extend its influence across the entire Mediterranean basin and much of Western Europe? Why did the Roman Republic fail to survive challenges by Julius Caesar? How did military conquests alter economic and social life in Rome? How did an imperial monarchy come to rule Rome? What was the Pax Romana? What was the impact of the Pax Romana on the Roman Empire? How did Christianity become established within the Roman Empire? What were the essential beliefs of the early Christian faith? How and why did Christianity spread? What was the impact of the early Church in the late Roman Empire? How did Roman achievements influence Western civilization? Why did the Western Roman Empire decline? What is a classical society? What were the similarities and differences among the classical societies of this era? What led to the collapse of classical societies? What are the enduring legacies that developed during this era?

Essential Skills:

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.). Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.). Identify major geographic features important to the study of world history to 1500 A.D. (C.E.). Identify and compare political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.). Analyze trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.). Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on eventsto 1500 A.D. (C.E.).

FCPS Notes:

Era 3 Legacies

Christianity arose during this period affecting the lives of people throughout the world. Romans made enduring contributions in the fields of law and government. Cities served as centers of commerce and culture promoting the development of new ideas and philosophies. Great works of literature on human emotion, ethics, and fate were written during this period and are still read today. Classical civilizations of this age defined artistic and architectural styles that endured for many centuries and continue to influence our lives today. The development of important technologies such as iron, paper, block printing, the compass, porcelain, terraced farming, and concrete provided tools upon which future civilizations could develop. Canals, roads, sewers, piped water, irrigation, postal systems, and hospitals improved living conditions for most people.

Systems of political order such as Roman law helped to firmly establish bureaucratic institutions in societies.

Essential Understanding:The city of Rome, with its central location on the Italian peninsula, was able to extend its influence over the entire Mediterranean Basin. The Italian peninsula was protected by the sea and an arc of mountains, the Alps. Roman mythology, like Greek mythology, was based upon a polytheistic religion that was integral to culture, politics, and art. Many of Western civilization’s symbols, metaphors, words, and idealized images come from ancient Roman mythology. Although women, most aliens (non-Romans living in the Republic), and slaves were excluded from the governing process, the Roman Republic made major strides in the development of representative democracy, which became a foundation of modern democracy. After the victory over Carthage in the Punic Wars, Rome was able, over the next 100 years, to dominate the Mediterranean basin, leading to the diffusion of Roman culture. The Roman Republic, in the face of changing social and economic conditions, succumbed to civil war and was replaced by an imperial regime, the Roman Empire. Augustus Caesar established the Roman Empire by instituting civil service, rule by law, a common coinage, and secure travel and trade throughout the Empire. Following Augustus Caesar, the Roman Empire enjoyed 200 years of peace and prosperity known as the Pax Romana. The followers of Jesus spread Christianity throughout the Roman Empire, bringing it into conflict with Roman polytheism and eventually changing Western civilization. As the Roman Empire declined in the West, the Church in Rome grew in importance, membership, and influence. Conquests and trade spread Roman cultural and technological achievements throughout the Empire. Western civilization was influenced by the cultural achievements of Rome. Over a 300-year period, the western part of the Roman Empire steadily declined because of internal and external problems.

Benchmark 6.a Essential Assess the Influence of Geography on Roman Development

The student will assess the influence of geography on Roman economic, social, and political development.


Indicator 6.a.1 Essential Identify major geographic features important to study of ancient Rome Identify major geographic features important to the study of ancient Rome, and assess their influence on the development of Roman civilization, including:

Rome – centrally located in the Mediterranean Basin and distant from eastern Mediterranean powers Italian peninsula Alps – protection Mediterranean Sea – protection, sea-borne commerce

Benchmark 6.b Essential Describe Roman Mythology and Religion

The student will describe Roman mythology and religion.



Indicator 6.b.1 Essential Describe source and role of Roman mythology Describe the source and role of Roman mythology, including:

Based on the Greek polytheistic religion Explanations of natural phenomena, human qualities, and life events

Indicator 6.b.2 Essential Describe roles of Gods in Roman religion Describe the roles of gods in Roman religion, including:

Jupiter – King of the Gods Juno – Wife of Jupiter – Goddess of women & fertility Apollo - God of the sun & music Diana – Goddess of hunting & the moon Minerva – Goddess of wisdom & learning Venus – Goddess of love & beauty

Indicator 6.b.3 Essential Assess influence of Roman mythology on Western civilization Assess the influence of Roman mythology on modern Western civilization, including symbols and images in:

Literature Art Architecture

Benchmark 6.c Essential Explain Social Structure, Citizenship, Democracy in the Roman Republic

The student will explain the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman Republic.


Indicator 6.c.1 Expected Evaluate the contributions of Etruscans & Greeks to Roman Civilization Evaluate the contributions of the Etruscans and western Greek colonies to the development of early Roman civilization.

Indicator 6.c.2 Essential Describe the social structure of the Roman Republic Describe the social structure of the Roman Republic, including:

Patricians – powerful nobility (few in number) Plebeians – majority of population Slaves – not based on race

Indicator 6.c.3 Essential Determine the significance of citizenship in the Roman Republic Determine the significance of citizenship in the Roman Republic, including:

Patrician and plebeian men were citizens Selected foreigners were granted citizenship Rights and responsibilities of citizenship (taxes, military service) Women and most foreigners were not citizens

Indicator 6.c.4 Essential Describe the political institutions of the Roman Republic Describe the political institutions of the Roman Republic, emphasizing the following features of democracy:

Representative democracy Assemblies The Senate Consuls

Laws of Rome codified as Twelve Tables Veto Tribune

Benchmark 6.d Essential Sequence Events Leading to Roman Domination of the Mediterranean Basin

The student will sequence events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas.



Indicator 6.d.1 Essential Sequence events leading to Roman domination of the Mediterranean Sequence events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas.

Indicator 6.d.2 Essential Describe causes, events and consequences of the Punic Wars Describe the causes and events, and assess the consequences of the Punic Wars, including:

Rome fought Carthage (264 – 146 B.C. [B.C.E.]). Rome and Carthage were in competition for trade. Hannibal invaded the Italian Peninsula. Three wars resulted in Roman victory, the destruction of Carthage, and expanded trade and wealth for Rome.

Indicator 6.d.3 Essential Describe major phases in the territorial & cultural expansion of Rome Describe the major phases in the territorial and cultural expansion of Rome, including:

Mediterranean basin (Africa, Asia, Europe, including the Hellenistic world of the Eastern Mediterranean) Western Europe (Gaul, British Isles) Punic Wars Campaigns of Caesar

and that the resulting Roman unity led to the spread of trade among the lands of the Mediterranean Basin, Africa, India, and East Asia (Silk Roads).

Benchmark 6.e Essential Assess Impact of Military Conquests on Roman Army, Economy, Society

The student will assess the impact of military conquests on the army, economy, and social structure of Rome.



Indicator 6.e.1 Essential Identify and assess causes for the decline of the Roman Republic Identify and assess the causes for the decline of the Roman Republic, including:

Spread of slavery in the agricultural system Migration of small farmers into cities and unemployment (latifundia and the rise of the

mob) Civil war over the power of Julius Caesar Devaluation of Roman currency; inflation

Benchmark 6.f Essential Assess Roles of Julius & Augustus Caesar in the Rise of Imperial Rome

The student will assess the roles of Julius and Augustus Caesar in the collapse of the Republic and the rise of imperial monarchs.



Indicator 6.f.1 Essential Describe the origin and evolution of Imperial Rome Describe the origin and evolution of Imperial Rome by identifying and assessing the following factors:

First triumvirate Julius Caesar – Seizure of power, assassination Augustus Caesar (Octavian) – Civil war, defeat of Marc Anthony, Rome’s first emperor Empire – Unified and enlarged, using imperial authority and the military Failure to provide for peaceful succession of Emperors

Benchmark 6.g Essential Explain the Economic, Social, and Political Impact of the Pax Romana

The student will explain the economic, social, and political impact of the Pax Romana.



Indicator 6.g.1 Essential Define and describe Pax Romana Define the Pax Romana as:

Two centuries of peace and prosperity under imperial rule The Roman Empire expanded and solidified during this time, particularly in the Near East

Indicator 6.g.2 Essential Assess the economic impact of Pax Romana Assess the economic impact of the Pax Romana, including:

Established uniform system of money, which helped to expand trade Guaranteed safe travel and trade on Roman roads Promoted prosperity and stability Luxury goods

Indicator 6.g.3 Essential Assess the social impact of Pax Romana Assess the social impact of the Pax Romana, including:

Returned stability to social classes Increased emphasis on the family

Indicator 6.g.4 Essential Assess the political impact of Pax Romana Assess the political impact of the Pax Romana, including:

The creation of a civil service The development of a uniform rule of law

Benchmark 6.h Essential Describe the Basic Beliefs and Spread of Christianity

The student will describe the origin, beliefs, traditions, customs, and spread of Christianity.



Indicator 6.h.1 Essential Describe the origins of Christianity Describe the origins of Christianity, including:

Had its roots in Judaism Was led by Jesus of Nazareth, who was proclaimed the Messiah (Savior) Conflicted with polytheistic beliefs of the Roman Empire

Indicator 6.h.2 Essential Define and explain the basic concepts of Christianity Define and explain major concepts of Christian beliefs, traditions, and customs, including:

Monotheism Jesus as both son and incarnation of God Life after death New Testament, containing accounts of the life and teachings of Jesus, as well as writings of early Christians Christian doctrine established by early church councils

Indicator 6.h.3 Essential Trace the spread of Christianity Trace the spread of Christianity, including:

Popularity of the message Early martyrs inspired others Carried by the Apostles, including Peter & Paul, throughout the Roman Empire Importance of Peter in the establishment of Rome as the center of the Roman Catholic Church Slowed as a result of persecution by Roman authorities Adopted and legalized by Emperor Constantine in the Edict of Milan Christianity later became the official state religion

Benchmark 6.i Essential Explain the Church's Development & Significance in Late Roman Empire

The student will explain the development and significance of the Church in the late Roman Empire.



Indicator 6.i.1 Essential Describe impact of the Church in the late Roman Empire Describe the impact of the Church in the late Roman Empire, including:

The Emperor Constantine converted to Christianity and made it legal. Christianity later became the official state religion. The Church became a source of moral authority. Loyalty to the Church became more important than loyalty to the Emperor. The Church became the main unifying force of Western Europe.

Benchmark 6.j Essential List Roman Contributions in Knowledge and Culture

The student will list Roman contributions in art and architecture, technology and science, literature and history, language, religious institutions, and law.



Indicator 6.j.1 Essential Identify Roman contributions Identify the following Roman contributions:

Art/architecture: Pantheon, Colosseum, Forum Technology: Roads, aqueducts, Roman arches Science: Ptolemy Medicine: Emphasis on public health (public baths; public water system; medical schools) Language: Latin, Romance languages Literature: Virgil’s Aeneid Religion: Roman mythology; adoption of Christianity as the imperial religion Law: the principle of “innocent until proven guilty” (from the Twelve Tables)

Benchmark 6.k Essential Cite Reasons for the Decline and Fall of the Western Roman Empire

The student will cite the reasons for the decline and fall of the Western Roman Empire.



Indicator 6.k.1 Essential Identify conditions leading to decline of Western Roman Empire Identify and evaluate the conditions contributing to the gradual decline of the Western Roman Empire, including:

Geographic size – difficulty of defense and administration Economy – the cost of defense; devaluation of Roman currency Military – Army membership starting to include non-Romans, resulting in a decline of discipline Moral decay – People’s loss of faith in Rome and the family Political problems – Civil conflict, weak administration Invasion/Migration – Attacks on borders and the first wave of Germanic migrations

Indicator 6.k.2 Essential Sequence and explain events relating to division of the Roman Empire Sequence and explain events surrounding the division of the Roman Empire, including:

Capital being moved from Rome to Byzantium by the Emperor Constantine, renaming it Constantinople Survival of Western Roman Empire until 476 A.D. (C.E.), when it ceased to have a Roman Emperor Eastern Roman Empire (Byzantine Empire)

Benchmark 6.l Expected Describe Major Global Trends of the Classical Period

The student will describe major global trends of the classical period.

Indicator 6.l.1 Expected Define the concept of "classical civilizations" Define the concept of “classical civilizations” and assess the enduring importance of ideas, institutions, and art forms that emerged in the classical period.

Indicator 6.l.2 Expected Compare slavery and coerced labor in China, India, Greece and Rome Compare institutions of slavery and other forms of coerced labor in classical China, India, Greece, and Rome.

Indicator 6.l.3 Expected Analyze how trade networks economically integrated Africa & Eurasia Analyze ways in which trade networks contributed to the economic integration of large regions of Africa and Eurasia.

Indicator 6.l.4 Expected Compare family structure and gender roles in classical civilizations Compare family structure and gender roles in classical societies.

Indicator 6.l.5 Expected Explain the significance worldwide of Greek and Hellenistic culture Explain the significance of Greek/Hellenistic ideas and cultural styles in the history of the Mediterranean Basin, Europe, Southwest Asia, and India.


DEMONSTRATE KNOWLEDGE OF THE BYZANTINE EMPIRE AND RUSSIA

The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.)

State Notes:


Why was Constantinople established as the capital of the Eastern Roman Empire? What was the influence of Justinian’s codification of Roman law on the Byzantine Empire and later legal codes? What was Justinian’s influence on the expansion of the Byzantine Empire and its economy? What were the contributions of Byzantine art and architecture? How did Greek and Roman culture survive within the Byzantine Empire? What factors produced the division within the Christian Church? Why did the Byzantine Empire have so much influence on religion, culture, and trade in Russia and Eastern Europe? What was the impact of the collapse of classical societies? What were the characteristics of the societies which emerged in their place? How did the development of trade routes, commercial ties and products link regions of Africa and Eurasia in an expanding long-distance network of exchange? What were the similarities and differences in the expansion and spread of Christianity, Islam, Hinduism, and Buddhism in Africa and

Eurasia? What are the enduring legacies that developed during this era?

Essential Skills:

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.). Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.). Identify major geographic features important to the study of world history to 1500 A.D. (C.E.). Identify and compare political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.). Analyze trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.). Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.).


The Byzantine Empire, as well as the Islamic civilization, preserved the knowledge of the classical western world. The Byzantine Empire opposed Islamic advance and formed the basis of Kievan Russia. Christianity expanded beyond the regions of its origins.

Essential Understanding:The capital of the Eastern Roman Empire was changed to Constantinople to provide political, economic, and military advantages. As the first to codify Roman law, Justinian provided the basis for the law codes of Western Europe. Under Justinian, the Byzantine Empire reached its height in culture and prosperity. Greek Orthodox Christianity and imperial patronage enabled the Byzantine Empire to develop a unique style of art and architecture. Greek and Roman traditions were preserved in the Byzantine Empire. The cultural and political differences between the eastern and western Roman Empire weakened the unity of the Christian Church and led to its division. Byzantine civilization influenced Russian and Eastern European civilizations through its religion, culture, and trade.

Benchmark 7.a Essential Explain Constantinople's Origin as the Eastern Roman Empire's Capital

The student will explain the establishment of Constantinople as the capital of the Eastern Roman Empire.

Reporting Categories: Included: SS.WHI: World History and Geography to 1500 Test Blueprint /Postclassical Civilizations

Indicator 7.a.1 Essential Assess role of geography in choosing Constantinople as the capital Assess the role of geography in the establishment of Constantinople as the capital of the Eastern Roman Empire, including:

Protection of the eastern frontier Distance from Germanic invasions in the western empire Crossroads of trade Easily fortified site on a peninsula bordering natural harbor

Indicator 7.a.2 Essential Describe the role of Constantinople: seat of the Byzantine Empire Describe the role of Constantinople as:

The seat of the Byzantine Empire until the Ottoman conquest (1453) A center of trade Helped preserve classical Greco-Roman culture

Benchmark 7.b Essential Identify Justinian's Contributions & the Expansion of Byzantine Empire

The student will identify Justinian and his contributions, including the codification of Roman law, and describe the expansion of the Byzantine Empire and the economy.


Indicator 7.b.1 Essential Identify Justinian's contributions & the expansion of Byzantine Empire Identify Justinian and his contributions, including the codification of Roman law, and describe the expansion of the Byzantine Empire and the economy.

Indicator 7.b.2 Essential Describe Justinian's codification of Roman law and its impact Describe Justinian’s codification of Roman law and evaluate its impact on later European legal codes.

Indicator 7.b.3 Essential Describe Justinian's reconquest of former Roman territories Describe Justinian’s reconquest of former Roman territories and analyze the resulting expansion of trade and Byzantine culture.

Benchmark 7.c Essential Describe Byzantine Role in Preserving Greco-Roman Culture

The student will characterize Byzantine art and architecture, and the preservation of Greek and Roman traditions.


Indicator 7.c.1 Essential Identify & describe characteristics of Byzantine art and architecture Identify and describe characteristics of Byzantine art and architecture, including:

Inspiration provided by Christian religion and imperial power Icons (religious images) Mosaics in public and religious structures Hagia Sophia (a Byzantine domed church)

Indicator 7.c.2 Essential Evaluate the role of the Byzantines in preserving Greco-Roman culture Evaluate the role of Byzantine culture in preserving and transmitting Greek and Roman culture, including:

Continued flourishing of Greco-Roman traditions Greek language (as contrasted with Latin in the West) Greek Orthodox Christianity Greek and Roman knowledge preserved in Byzantine libraries

Benchmark 7.d Essential Explain the Split Between Roman Catholic and Greek Orthodox Churches

The student will explain disputes that led to the split between the Roman Catholic Church and the Greek Orthodox Church.


Indicator 7.d.1 Essential Describe the following characteristics of the Eastern Church Describe the following characteristics of the Eastern Church:

Location – centered in Constantinople (close to seat of power after Constantinople became capital) Language – used Greek in the liturgy

Indicator 7.d.2 Essential Describe the following characteristics of the Western Church Describe the following characteristics of the Western Church:

Location – centered in Rome (farther from seat of power after Constantinople became capital) Language – used Latin in the liturgy

Indicator 7.d.3 Essential Describe the division between the Eastern and Western Churches Describe the following issues that caused division between the Eastern and Western Churches:

Leadership – The authority of the Pope was eventually accepted in the West, while the authority of the Patriarch was accepted in the East. Lifestyle of priests – Practices such as celibacy were eventually accepted in the West. Iconoclast controversy - When Byzantine emperor Leo III outlawed the use of religious images in church services, Roman popes supported the use of icons, adding to the division between the two churches.

Benchmark 7.e Essential Assess and Map the Byzantine Influence on Russia & Eastern Europe

The student will map and assess the impact of Byzantine influence and trade on Russia and Eastern Europe.


Indicator 7.e.1 Essential Assess and map the Byzantine influence on Russia & Eastern Europe Map and assess the impact of Byzantine influence and trade on Russia and Eastern Europe.

Indicator 7.e.2 Essential Describe how Byzantine culture spread to Eastern Europe and Russia Describe the cultural interactions that brought Byzantine culture to Eastern Europe and Russia, including:

Trade routes between the Black Sea and Baltic Sea Adoption of Orthodox Christianity by Russia and much of Eastern Europe

Indicator 7.e.3 Essential Cite examples of Byzantine influence in Eastern Europe and Russia Cite examples of Byzantine influence in Russia and Eastern Europe, including:

Adaptation of the Greek alphabet to the Slavic languages by St. Cyril (Cyrillic alphabet) Church architecture and religious art


DEMONSTRATE KNOWLEDGE OF ISLAMIC CIVILIZATION FROM 600 TO 1000 AD

The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.).


Where did the Islamic religion originate? Where did it spread? What are the beliefs, traditions, and customs of Islam? How did geography influence the rapid expansion of territory under Muslim rule? How did political and cultural geography facilitate trade and cultural activity in the early Islamic lands? What were some major historical turning points that marked the spread and influence of Islamic civilization? How did Islamic civilization preserve and extend ancient Greek, Roman, Persian, and Indian learning? What were some contributions of Islamic civilization? What was the impact of the collapse of classical societies? What were the characteristics of the societies which emerged in their place? What were the similarities and differences in the expansion and spread of Christianity, Islam, Hinduism, and Buddhism in Africa and Eurasia? How did the development of trade routes, commercial ties and products link regions of Africa and Eurasia in an expanding long-distance network of exchange? What are the enduring legacies that developed during this era?

Essential Skills:



Africa and Eurasia moved toward forming a single world of human interchange facilitated by economic advances including the use of coinage, the diffusion of Indian numerals, and the use of zero. Muslims, as well as Byzantines, preserved the knowledge of the classical western world. Efficient transportation systems improved by camel caravans and large ships increased the number and pace of cross-cultural encounters. Islam expanded beyond the regions of its origins.

Essential Understanding:The revelations of Muhammad form the basis of the Islamic religion, a monotheistic faith. Muhammad and his followers spread Islam. Islamic traditions and customs developed over centuries and created a distinct Muslim culture. In the first three centuries after Muhammad’s death, Muslim rule expanded rapidly, overcoming geographic barriers, and facilitated by weakened political empires. Political unity and the Arabic language facilitated trade and stimulated intellectual activity. Major historical turning points marked the spread and influence of Islamic civilization. Early Islamic civilization was characterized by achievements in science and the arts that transformed the Islamic world and contributed to world civilization.

Benchmark 8.a Essential Describe the Basic Beliefs and Spread of Islam

The student will describe the origin, beliefs, traditions, customs, and spread of Islam.


Indicator 8.a.1 Essential Describe the origins of Islam Describe the origins of Islam, including:

Muhammad as the founder (the Prophet) The early Muslim cities of Mecca and Medina on the Arabian Peninsula

Indicator 8.a.2 Essential Define and explain major concepts of Islam Define and explain major concepts of Muslim beliefs and traditions, including:

Monotheism (Allah, Arabic word for “God”) Qur'an (Koran): Muslim holy book, the word of God Five pillars of Islam Acceptance of Judeo-Christian prophets, including Moses and Jesus as a prophet, not a messiah Shariah (Islamic law)

Indicator 8.a.3 Expected Assess cultural influences on the spread of Islam Assess cultural influences on the spread of Islam to culturally diverse people such as pastoral nomads and urban peoples, including

Commerce and business practices Education and Arabic as a common language Jihad - striving for Allah (sometimes referred to as a war in defense of Islam) Jizya tax - paid by non-Muslims living in Muslim-controlled areas Mystical appeal of Sufism

Indicator 8.a.4 Essential Trace the spread of Islam Trace the spread of Islam across Asia and Africa and into Spain, and mark the geographic extent of the first Muslim empire.

Benchmark 8.b Essential Assess the Influence of Geography on Islamic Development

The student will assess the influence of geography on Islamic economic, social, and political development, including the impact of conquest and trade.


Indicator 8.b.1 Essential Assess the geographic influences on the spread of Islam Assess geographic influences on the origin and spread of Islam, including:

Diffusion along trade routes from Mecca and Medina Expansion despite great distances, desert environments, and mountain barriers Spread into the Fertile Crescent, Iran, and Central Asia, facilitated by weak Byzantine and Persian empires

Indicator 8.b.2 Essential Assess influence of geography on Islamic development Assess geographic influences on Islamic economic, social, and political development, including:

Political unity of the first Muslim empire was short-lived. Arabic language spread with Islam, facilitating trade across Islamic lands, and unifying cultures. Slavery was not based on race.

Benchmark 8.c Essential

Identify Turning Points Affecting the Spread/Influence of Islam

The student will identify historical turning points that affected the spread and influence of Islamic civilization, with emphasis on the Sunni-Shi’a division, and the Battle of Tours.


Indicator 8.c.1 Essential Identify turning points affecting the spread/influence of Islam Identify historical turning points that affected the spread and influence of Islamic civilization, with emphasis on:

The Sunni-Shi’a division The Battle of Tours

Indicator 8.c.2 Essential Explain why the Muslim community divided into Sunnis and Shiites Explain why the Muslim community divided into Sunnis and Shiites after the death of Ali - disagreements over whether Muslim leadership should be elected or descended from Muhammad’s family.

Indicator 8.c.3 Essential Describe the Muslim conquest of Jerusalem and Damascus Describe the Muslim conquest of Jerusalem and Damascus, including:

Control of lands considered sacred to Jews and Christians Relocation of the Muslim political capital to Baghdad - a more central location

Indicator 8.c.4 Essential Describe the Muslim defeat at the Battle of Tours Describe the Muslim defeat at the Battle of Tours - Charles Martel halted the advance of Islam in France bringing him and his descendants great prestige.

Indicator 8.c.5 Essential Describe the fall of Baghdad to the Mongols Describe the fall of Baghdad to the Mongols.

Benchmark 8.d Essential Cite Cultural and Scientific Contributions of Islamic Civilization

The student will cite cultural and scientific contributions and achievements of Islamic civilization.


Indicator 8.d.1 Essential Evaluate cultural contributions and achievements of Islam Evaluate the following cultural contributions and achievements of Islamic civilization:

Architecture (Dome of the Rock Mosque) Mosaics Arabic alphabet Universities Translation of ancient texts into Arabic

Indicator 8.d.2 Essential Evaluate scientific contributions and achievements of Islam Evaluate the following scientific contributions and achievements of Islamic civilization:

Arabic numerals (adapted from India), including zero Algebra Medicine Expansion of geographic knowledge Waterwheels Windmills

Indicator 8.d.3 Expected Describe the role of Islamic civilization in diffusing technologies Describe the role of Islamic civilization in diffusing technologies from Asia to Europe, including:

Paper-making from China Crops from India

Benchmark 8.e Expected Recognize Similarities and Differences Among Monotheistic Religions

The student will recognize the similarities and differences among the three major monotheistic faiths.

Indicator 8.e.1 Expected Recognize similarities and differences among monotheistic religions Cite the commonalities and unique features among the three major monotheistic faiths including the following:

Similarities: Ethical monotheism Abraham and Moses as common prophets Written holy books with similar references

Differences: Jesus as prophet or messiah Muhammad as prophet Christianity and Islam as missionary religions


DEMONSTRATE KNOWLEDGE OF WESTERN EUROPE - 500 TO 1000 AD (CE)

The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization.

State Notes:


How and why did the Church grow in importance during the Middle Ages? How did a feudal society develop in Europe during the Middle Ages? How did the medieval manor function as a social and economic system? How did Charlemagne revive the idea of the Roman Empire? How did invasions by the Angles, Saxons, Magyars, and Vikings influence the development of Europe? What was the impact of the collapse of classical societies? What were the characteristics of the societies which emerged in their place? How did the development of trade routes, commercial ties and products link regions of Africa and Eurasia in an expanding long-distance network of exchange? What are the enduring legacies that developed during this era?

Essential Skills:

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.). Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.). Identify major geographic features important to the study of world history to 1500 A.D. (C.E.). Identify and compare political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.)to 1500 A.D. (C.E.). Analyze trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.). Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events to 1500 A.D. (C.E.).


A decentralized feudal Europe united under Christendom. Islam and the Byzantine Empire preserved the knowledge of the classical western world. The Byzantine Empire formed the basis of Kievan Russia. Christianity expanded beyond the regions of its origins.

Essential Understanding:The Roman Catholic Church grew in importance after Roman authority declined. It became the unifying force in Western Europe. During the Middle Ages, the Pope anointed the Emperors, missionaries carried Christianity to the Germanic tribes, and the Church served the social, political, and religious needs of the people. The decline of Roman influence in Western Europe left people with little protection against invasion, so they entered into feudal agreements with land-holding lords who promised them protection. Frankish kings used military power to expand their territory. The alliance between Frankish kings and the church reestablished Roman culture (Christianity) in Western Europe. Invasions by the Angles, Saxons, Magyars, and Vikings disrupted the social, political, and economic order of Europe.

Benchmark 9.a Essential Sequence Events Related to Spread and Influence of Christianity

The student will sequence events related to the spread and influence of Christianity and the Catholic Church throughout Europe.


Indicator 9.a.1 Essential Sequence events related to the spread & influence of Christianity Sequence events related to the spread and influence of Christianity and the Catholic Church throughout Europe.

Indicator 9.a.2 Essential Describe the development of medieval Europe Describe the development of a reorganized political and social order in medieval Europe based on the following influences:

Classical heritage of Rome Christian beliefs The customs of Germanic tribes

Indicator 9.a.3 Essential Explain the role of the Roman Catholic Church in Europe Explain the political, economic, and social role of the Roman Catholic Church in the lives of everyday people, including:

Secular authority declined, while Church authority grew. Monasteries preserved Greco-Roman cultural achievements. Missionaries carried Christianity and the Latin alphabet to Germanic tribes. The Pope anointed Charlemagne Emperor in 800 A.D. (C.E.). Parish priests served religious and social needs of the people.

Indicator 9.a.4 Expected

Evaluate how the Church preserved Greco-Roman culture Evaluate how the preservation and revival of Greco-Roman culture and early Christian learning contributed to the emergence of European civilization in:

Monasteries Convents Charlemagne’s royal court

Benchmark 9.b Essential Explain the Structure of Feudal Society

The student will explain the structure of feudal society and its economic, social, and political effects.


Indicator 9.b.1 Essential Explain the structure of feudal society Explain the structure of feudal society and its economic, social, and political effects.

Indicator 9.b.2 Essential Explain that invasions shattered Roman protection over the Empire Explain that invasions shattered Roman protection over the Empire.

Indicator 9.b.3 Essential Describe the feudal system Explain the foundations of feudalism as an economic, social, and political system, including:

Fief Vassals Serfs Feudal obligations

Indicator 9.b.4 Essential Describe the manorial system Describe the manorial system as an economic system giving attention to the legal, social, and economic position of peasants characterized by:

A rigid class structure Self-sufficient manors Declining towns

Benchmark 9.c Essential Explain the Rise of Frankish Kings and the Age of Charlemagne

The student will explain the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea of the Roman Empire.


Indicator 9.c.1 Essential Explain the rise of Frankish kings and the Age of Charlemagne Explain the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea of the Roman Empire.

Indicator 9.c.2 Expected Explain the development of the Merovingian and Carolingian states Explain the development of the Merovingian and Carolingian states and evaluate their success in maintaining public order and local defense in Western Europe.

Indicator 9.c.3 Essential Explain how Roman Empire was revived during Age of Charlemagne Explain how the idea of the Roman Empire was revived during the Age of Charlemagne, including:

The Franks emerged as a force in Western Europe. The Pope crowned the Emperor. The power of the Church was established in political life. The Roman culture was reinterpreted. Most of western Europe was included in the new empire. Churches, roads, and schools were built to unite the empire.

Benchmark 9.d Essential Sequence Events Related to the Influx of Migratory Groups

The student will sequence events related to the invasions, settlements, and influence of migratory groups, including Angles, Saxons, Magyars, and Vikings.


Indicator 9.d.1 Essential Sequence events related to the influx of migratory groups Sequence events related to the invasions, settlements, and influence of migratory groups, including Angles, Saxons, Magyars, and Vikings.

Indicator 9.d.2 Essential Locate the areas of invasion and settlement of migratory groups Locate the areas of invasion and settlement of migratory groups including:

Angles and Saxons from continental Europe to England Magyars from Central Asia to Hungary Vikings from Scandinavia to Russia, England and continental Europe

Indicator 9.d.3 Essential Assess impact of migrations and invasions on emergence of feudalism Assess the impact of migrations and invasions on the emergence of feudalism, including:

Manors with castles provided protection from invaders, reinforcing the feudal system. Invasions disrupted trade, towns declined, and the feudal system was strengthened.


DEMONSTRATE KNOWLEDGE OF INTERACTIONS IN THE EASTERN HEMISPHERE

The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns.


Where were the major trade routes in the Eastern Hemisphere from 1000 to 1500 A.D. (C.E.)? How did trade facilitate the diffusion of goods and ideas among different cultures?

How has Japan’s geography influenced its development? How did Chinese culture influence Japan? Why were Shinto and Buddhism important to the development of Japanese culture? What were the characteristics of civilizations in sub-Saharan Africa during the medieval period? What were the similarities and differences in the expansion and spread of Islam, Hinduism, and Buddhism in Africa and Eurasia? How did the development of trade routes, commercial ties and products link regions of Africa and Eurasia in an expanding long-distance network of exchange? What was the impact of the collapse of classical societies? What were the characteristics of the societies which emerged in their place? What are the enduring legacies that developed during this era?

Essential Skills:



Africa and Eurasia moved toward forming a single world of human interchange facilitated by economic advances including the use of coinage, the diffusion of Indian numerals, and the use of zero. Chinese culture spread to Korea, Japan, and Southeast Asia. Efficient transportation systems improved by camel caravans and large ships increased the number and pace of cross-cultural encounters. The spread of classical Indian culture led to the rise of complex urban societies in Cambodia. While Hinduism remained dominant in India, Christianity, Buddhism, and Islam expanded beyond the regions of its origins. The Bantu migrations shaped the language and culture of later societies in sub-Saharan Africa.

Essential Understanding:During the Medieval Period, several major trading routes developed in the Eastern Hemisphere. These trading routes developed among Europe, Africa, and Asia. Regional trade networks and long-distance trade routes in the Eastern Hemisphere aided the diffusion and exchange of technology and culture between Europe, Africa, and Asia. Japanese cultural development was influenced by proximity to China. Shinto and Buddhism coexisted as religious traditions in the Japanese culture. African civilizations developed in sub-Saharan west and east Africa. Trade brought important economic, cultural, and religious influences to African civilizations from other parts of the Eastern Hemisphere. States and empires flourished in Africa during the medieval period, including Ghana, Mali, and Songhai in west Africa, Axum in east Africa, and Zimbabwe in southern Africa.

Benchmark 10.a Essential Locate Major Trade Routes in the Eastern Hemisphere 1000 - 1500 AD(CE)

The student will locate major trade routes and describe trade patterns of the Eastern Hemisphere from 1000 to 1500 A.D. (C.E.).


Indicator 10.a.1 Essential Assess major trade routes of Eastern Hemisphere Assess location and patterns of major trade routes of the Eastern Hemisphere including:

Silk roads 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

Benchmark 10.b Essential Identify Technological Advances, Transfers and Cultural Interactions

The student will identify technological advances and transfers, networks of economic interdependence, and cultural interactions.


Indicator 10.b.1 Essential Describe the exchange of goods throughout the Eastern Hemisphere Describe the exchange of goods throughout the Eastern Hemisphere, including:

Gold from West Africa Spices from lands around the Indian ocean Textiles from India, China, the Middle East, and later Europe Porcelain from China and Persia Amber from the Baltic region

Indicator 10.b.2 Essential Describe the transfer of technology throughout the Eastern Hemisphere Describe the transfer of technology throughout the Eastern Hemisphere, including:

Paper from China through the Muslim world to Byzantium and Western Europe New crops from India (e.g. for making sugar) Waterwheels and windmills Navigation – compass from China, lateen sail from Indian Ocean

Indicator 10.b.3 Essential Describe diffusion of religions & ideas throughout Eastern Hemisphere Describe the diffusion of religions and ideas throughout the Eastern Hemisphere, including:

Buddhism from China to Korea and Japan Hinduism and Buddhism from India to Southeast Asia Islam into West Africa, Central and Southeast Asia Printing and paper money from China

Benchmark 10.c Essential Describe Japan, Emphasizing Religious Traditions and Chinese Influence

The student will describe Japan, with emphasis on the impact of Shinto and Buddhist traditions and the influence of Chinese culture.

Reporting Categories: Included: SS.WHI: World History and Geography to 1500 Test Blueprint /Regional Interactions

Indicator 10.c.1 Essential Identify major geographic features important to the study of Japan Identify major geographic features important to the study of Japan, and evaluate how this geography influenced its development, including:

Mountainous Japanese archipelago (four main islands) Sea of Japan or East Sea between Japan and Asian mainland Proximity to China and Korea

Indicator 10.c.2 Essential Examine borrowing and adaptation of Chinese culture in Japan Examine the patterns of borrowing and adaptation of Chinese culture in the formation of Japanese society, including:

Writing Architecture Buddhism Establishment of a Japanese imperial state

Indicator 10.c.3 Essential Describe the religion of Shinto and its influence on Japanese society Describe the state religion of Shinto and its influence on the development of Japanese society, including:

Ethnic religion unique to Japan Importance of natural features, forces of nature, and ancestors State religion; worshipping the emperor Coexistence with Buddhism

Indicator 10.c.4 Expected Describe the rise of a powerful samurai class Describe the rise of a powerful samurai class and evaluate its effects on art and aesthetic values in Japan.

Indicator 10.c.5 Expected Compare and contrast feudalism in Japan & Europe Analyze the similarities and differences between Japanese and European feudalism.

Benchmark 10.d Essential Describe Axum, Zimbabwe, Ghana, Mali, and Songhai in Africa

The student will describe east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion.


Indicator 10.d.1 Essential Identify the location and describe the characteristics of Axum Identify the location and describe the characteristics of Axum, including:

Its location relative to the Ethiopian Highlands and the Nile River Its status as a Christian kingdom

Indicator 10.d.2 Essential Explain the rise of Zimbabwe Explain the rise of Zimbabwe, including:

Its location relative to the Zambezi and Limpopo Rivers and the Indian Ocean coast The rise of the city of “Great Zimbabwe” as capital of a prosperous empire

Indicator 10.d.3 Expected Analyze Bantu settlement in East, Central and Southern Africa Analyze the causes and consequences of the settling of East, Central, and Southern Africa by Bantu-speaking farmers and cattle herders, including the role of animism.

Indicator 10.d.4 Essential Evaluate importance of the Niger River to West African civilization Evaluate the importance of the Niger River and the Sahara Desert in promoting agriculture, commerce, and state-building and explain how Ghana became West Africa’s first large-scale empire, followed by Mali and Ghana.

Indicator 10.d.5 Essential Evaluate importance of salt, gold and the trans-Saharan trade Evaluate the importance of location, salt/gold production, and the trans-Saharan caravan trade in the growth of the Ghana, Mali, and Songhai empires including Timbuktu as a center of trade and learning.

Indicator 10.d.6 Essential Assess the impact animism and of Islam on Ghana, Mali and Songhai Assess the impact of animism and Islam on the political and cultural life of Ghana, Mali, and Songhai.

Indicator 10.d.7 Expected Evaluate the significance of Swahili city-states to spread of Islam Evaluate the significance of Swahili city-states on the east African coast to Indian Ocean trade, including the spread of Islam.

Indicator 10.d.8 Expected Assess the role of trading systems in expanding the slave trade Assess the role of trading systems in expanding the slave trade of East and West Africa.

Benchmark 10.e Expected Describe China during the Sui, Tang and Song Dynasties

The student will describe China’s sustained political and cultural expansion during the Sui, Tang, and Song dynasties.

Indicator 10.e.1 Expected Describe the Sui, Tang, and Song Dynasties Describe the political centralization, imperial expansion, and economic reforms that marked China’s reunification under the Sui, Tang, and Song dynasties.

Indicator 10.e.2 Expected Evaluate achievements in architecture, painting, poetry - Tang & Song Evaluate the creative achievements in architecture, painting, poetry, and technology during the Tang and Song dynasties, including:

Paper Compass Block printing Paper money Porcelain Textiles Gunpowder Maritime technology Iron and steel production

Indicator 10.e.3 Expected Describe the flourishing Chinese economy under Song rule Describe the causes and effects of a flourishing Chinese economy under Song rule, including the growth of a powerful merchant class.


DEMONSTRATE KNOWLEDGE OF MAJOR CIVILIZATIONS OF THE WESTERN HEMISPHERE

The student will demonstrate knowledge of major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan civilizations.


What were the characteristics of Mayan, Aztec, and Incan civilizations? What are the enduring legacies that developed during this era?

Essential Skills:



New empires centered in Mexico, and Peru, experienced cultural flowerings which became a part of our global heritage. Increased regional exchanges for ideas, disease, agricultural products, and technology set the stage for hemispheric interactions. Monumental architecture such as Tenochtitlan and Machu Picchu remain significant features of the world cultural landscape.

Essential Understanding:The Mayan, Aztec, and Incan civilizations emerged in South America, Central America, and Mexico.

Benchmark 11.a Essential Describe Geography's Influence on Mesoamerican Patterns of Development

The student will describe geographic relationship, with emphasis on patterns of development in terms of climate and physical features.


Indicator 11.a.1 Essential Describe geography's influence on Mesoamerican patterns of development Describe geographic relationship, with emphasis on patterns of development in terms of climate and physical features.

Indicator 11.a.2 Essential Describe geographic features relating to the Maya, Aztec and Inca Describe the locations and geographic characteristics of the Mayan, Aztec, and Incan civilizations, including:

Maya – located in the Mexican and Central American rain forest Aztec – located in an arid valley in central Mexico Inca – located in the Andes Mountains of South America

Benchmark 11.b Essential Describe Mesoamerican Culture, Politics, and Economics

The student will describe cultural patterns and political and economic structures.


Indicator 11.b.1 Expected Interpret archaeological evidence of Mesoamerican civilizations Interpret archaeological evidence of the development of Mesoamerican civilizations, including:

Olmec Toltec Maize cultivation Early settlements

Indicator 11.b.2 Essential Describe cultural, political, and economic characteristics of the Maya Describe the cultural, political, and economic characteristics of the Maya, including:

Represented by Chichen Itza Group of city-states ruled by a king Economy based on agriculture and trade Polytheistic religion – pyramids Glyphic writing Calendar Mathematics

Indicator 11.b.3 Expected Examine various interpretations of Mayan civilization decline Examine various interpretations of how and why the Mayan civilization declined.

Indicator 11.b.4 Essential Describe cultural, political, & economic characteristics of the Aztecs Describe the cultural, political, and economic characteristics of the Aztecs, including:

Represented by Tenochtitlan Ruled by an emperor Economy based on agriculture and tribute from conquered peoples Polytheistic religion – pyramids/rituals Calendar Mathematics

Indicator 11.b.5 Essential Describe cultural, political, & economic characteristics of the Incas Describe the cultural, political, and economic characteristics of the Inca, including:

Represented by Machu Picchu Ruled by an emperor Economy based on high-altitude agriculture Polytheistic religion Road system Calendar Mathematics Record keeping system of knotted cords (quipus or khipu)


DEMONSTRATE KNOWLEDGE OF DEVELOPMENTS IN THE LATE MEDIEVAL PERIOD

The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period.

State Notes:


How did European nation-states expand their territories and consolidate their power? What were key events and effects of the Crusades? What were the effects of the Mongol invasions? What were the effects of the Ottoman invasions of Europe? How did the Black Death (Bubonic plague) alter economic and social institutions in much of Asia and then in Europe? How did European scholars begin to interpret and value ancient learning? What factors contributed to expanding zones of exchange? What were the consequences of the expanding zones of exchange on individual societies? Why were the economic, cultural and social transformations most intense in Europe and how did this affect Europe’s relationship with the rest of the world? What are the enduring legacies that developed during this era?

Essential Skills:



New empires in China, Russia, and Turkey all experienced cultural flowerings which became a part of our global heritage. Increased regional exchanges for ideas, disease, agricultural products, and technology set the stage for hemispheric interactions. Military technologies originating in Asia such as the longbow, crossbow, gunpowder and firearms transformed European warfare. Agricultural and technological developments such as the mouldboard plow, horse collar, mechanical, clock, and compass increased agricultural productivity and trade. Capitalist institutions and methods of production laid the foundation for the Commercial Revolution. The development of Western European nation states, contractual agreements, and ideas about representative institutions shaped global political institutions and cultural values. Monumental architecture such as castles, and cathedrals remain significant features of the world cultural landscape. The cementing of national and religious divisions between Shiite Persia and Sunni Ottoman manifests itself in the conflicts of Southwest Asia today. Christianity and Islam continued to expand, becoming two of the world’s most important religions.

Essential Understanding:European monarchies consolidated power and began forming nation-states in the late medieval period. Crusades were carried out by Christian political and religious leaders to take control of the Holy Land from the Muslims. Mongol armies invaded Russia, Southwest Asia, and China, creating an empire. Ottoman Turks conquered the Byzantine Empire. In the fourteenth century, the Black Death (Bubonic plague) decimated the population of much of Asia and then the population of much of Europe. Education was largely confined to the clergy during the Middle Ages. The masses were uneducated, while the nobility was concerned with feudal obligations. Church scholars preserved ancient literature in monasteries in the East and West.

Benchmark 12.a Essential Describe the Emergence of European Nation-States

The student will describe the emergence of nation-states (England, France, Spain, and Russia) and distinctive political developments in each.


Indicator 12.a.1 Essential Identify and describe the political development of England Identify and describe the political development of England, including:

William the Conqueror, leader of the Norman Conquest, united most of England. Common law had its beginnings during the reign of Henry II. King John signed the Magna Carta, limiting the King’s power. The Hundred Years’ War between England and France helped define England as a nation. The evolution of Parliament

Indicator 12.a.2 Essential Identify and describe the political development of France Identify and describe the political development of France, including:

Hugh Capet established the French throne in Paris, and his dynasty gradually expanded control over most of France. The Hundred Years’ War between England and France helped define France as a nation. Joan of Arc was a unifying factor. The Estates General was created.

Indicator 12.a.3 Essential Identify and describe the political development of Spain Identify and describe the political development of Spain, including:

Ferdinand and Isabella unified the country and expelled Jews and Moors (Reconquista). Spanish Empire in the Western Hemisphere expanded under Charles V.

Indicator 12.a.4 Essential Identify and describe the political development of Russia Identify and describe the political development of Russia, including:

Ivan the Great threw off the rule of the Mongols, centralized power in Moscow, and expanded the Russian nation. Power was centralized in the hands of the tsar. The Orthodox Church influenced unification.

Benchmark 12.b Essential Explain Conflicts Among Eurasian Powers in the Late Medieval Period

The student will explain conflicts among Eurasian powers, including the Crusades, the Mongol conquests, and the fall of Constantinople.


Indicator 12.b.1 Essential Identify the key events of the Crusades Identify the key events of the Crusades, including:

Speech by Pope Urban II The capture of Jerusalem Founding of Crusader states Loss of Jerusalem to Saladin Sack of Constantinople by western Crusaders

Indicator 12.b.2 Essential Evaluate the effects of the Crusades Evaluate the effects of the Crusades, including:

Weakened the Pope and nobles; strengthened monarchs Stimulated trade throughout the Mediterranean area and the Middle East Left a legacy of bitterness among Christians, Jews, and Muslims Weakened the Byzantine Empire

Indicator 12.b.3 Essential Describe the events and effects of the Mongol invasions Describe the events and effects of the Mongol invasions, including

Invaded Russia, China, and Muslim states in Southwest Asia, destroying cities and countryside Created an empire

Indicator 12.b.4 Essential Describe the fall of Constantinople Describe the fall of Constantinople including:

Fell to the Ottoman Turks in 1453 (ending the Byzantine Empire) The city’s new role as the capital of the Ottoman Empire

Indicator 12.b.5 Expected Examine the effects of the spread of Asian technology Examine the effects of the spread of Asian technology on urban societies, including:

Printing Compasses Crossbows Gunpowder Firearms

Benchmark 12.c Essential Identify Crisis & Recovery Related to the Black Death (Bubonic plague)

The student will identify patterns of crisis and recovery related to the Black Death (Bubonic plague).


Indicator 12.c.1 Essential Identify crisis & recovery related to the Black Death (Bubonic plague) Identify patterns of crisis and recovery related to the Black Death (Bubonic plague).

Indicator 12.c.2 Essential Assess the impact of the Black Death (Bubonic plague) Assess the impact of the Black Death (Bubonic plague), including:

Decline in population Scarcity of labor Towns freed from feudal obligations Decline of church influence Disruption of trade

Benchmark 12.d Essential Explain Preservation & Transfer of Greco-Roman & Arabic Knowledge

The student will explain the preservation and transfer to Western Europe of Greek, Roman, and Arabic philosophy, medicine, and science.


Indicator 12.d.1 Essential Explain how Europeans preserved Greco-Roman & Arabic knowledge Explain how European church scholars began to preserve and transfer Greek, Roman, and Arabic knowledge, including they:

Were among the very few who could read and write Worked in monasteries Translated Greek and Arabic works into Latin Made new knowledge in philosophy, medicine, and science available in Europe Laid the foundation for the rise of universities in Europe

Benchmark 12.e Expected Understand social, political, and economic change in Western Europe

The student will understand patterns of social, political, and economic change across Western Europe.

Indicator 12.e.1 Expected Explain political relationships between the Church & govt. of Europe Explain the changing political relationship between the Roman Catholic Church, the expanding monarchies in Europe, and the city-states in Italy and Northern Europe.

Indicator 12.e.2 Expected Analyze population growth and agricultural production in Europe Analyze the connection between population growth and increased agricultural production through technological innovation, including:

The three-field system Horse collar Mouldboard plow

Indicator 12.e.3 Expected Define Romanesque and Gothic architecture and Scholasticism Define and explain the reasons for the adoption of the following:

Romanesque architecture Gothic architecture Scholasticism

Benchmark 12.f Expected Understand the significance of the Mongol and Turkic empires

The student will understand the significance of the Mongol and Turkic empires.

Indicator 12.f.1 Expected Describe the rise of the Delhi Sultanate Describe the rise of the Delhi Sultanate as the first Muslim Empire in South Asia.

Indicator 12.f.2 Expected Explain the link between Central Asia geography & pastoral societies Explain the link between the climate and geography of Central Asia and the rise of pastoral societies on the steppes.

Indicator 12.f.3 Expected Assess the role of Genghis Khan Assess the role of Genghis Khan as a political unifier, conqueror, and military innovator.

Indicator 12.f.4 Expected Assess how Kublai Khan and Mongols assimilated to Chinese culture Assess how Kublai Khan and the Mongols became assimilated to Chinese culture.

Indicator 12.f.5 Expected Explain the transition from Yuan to Ming rule Explain the transition from Yuan to Ming rule, including the predominance of neo-Confucian rule.

Indicator 12.f.6 Expected Analyze the origins and early expansion of the Ottoman Turks Analyze the origins and early expansion of the Ottoman Turks up to the capture of Constantinople (renamed Istanbul) in 1453 A.D., including their use of cannons.


DEMONSTRATE KNOWLEDGE OF THE RENAISSANCE IN EUROPE

The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization.


How did the Crusades stimulate trade between Europe and the Muslim Empire? What were the economic foundations of the Italian Renaissance? How did northern Italian cities benefit from their geographic location? How did Italian city-states achieve importance and develop politically? What were Machiavelli’s ideas about power? How did the arts and literature of the Renaissance differ from those of the Middle Ages? Who were prominent Italian Renaissance artists and writers? How did classical knowledge of the ancient Greeks and Romans foster humanism in the Italian Renaissance? How did ideas of the Italian Renaissance change as they became adopted in northern Europe? Who were important artists and writers of the Northern Renaissance? What factors contributed to expanding zones of exchange? What were the consequences of the expanding zones of exchange on individual societies? Why were the economic, cultural and social transformations most intense in Europe and how did this affect Europe’s relationship with the rest of the world? What are the enduring legacies that developed during this era?

Essential Skills:



Increased regional exchanges for ideas, disease, agricultural products, and technology set the stage for hemispheric interactions. Military technologies originating in Asia such as the longbow, crossbow, gunpowder and firearms transformed European warfare. Agricultural and technological developments such as the mouldboard plow, horse collar, mechanical, clock, and compass increased agricultural productivity and trade. Capitalist institutions and methods of production laid the foundation for the Commercial Revolution. The development of Western European nation states, contractual agreements, and ideas about representative institutions shaped global political institutions and cultural values. Christianity and Islam continued to expand, becoming two of the world’s most important religions.

Essential Understanding:The Crusades stimulated trade by introducing Europeans to many desirable products. Trade promoted frequent contacts with the Byzantine and Muslim Empires. New economic institutions developed. Wealth accumulated from European trade with the Middle East led to the rise of Italian city-states. Wealthy merchants were active civic leaders. Machiavelli observed city-state rulers of his day and produced guidelines for the acquisition and maintenance of power by absolute rule. The Renaissance produced new ideas that were reflected in the arts, philosophy, and literature. Patrons, wealthy from newly expanded trade, sponsored works which glorified city-states in northern Italy. Education became increasingly secular. With the rise of trade, travel, and literacy, the Italian Renaissance spread to northern Europe. The art and literature changed as people of different cultures adopted Renaissance ideas.

Benchmark 13.a Essential Identify the Economic Foundations of the Italian Renaissance

The student will identify the economic foundations of the Italian Renaissance.


Indicator 13.a.1 Essential Assess the economic effects of the Crusades on trade Assess the economic effects of the Crusades on trade, including:

Increased demand for Middle Eastern products Stimulated production of goods to trade in Middle Eastern markets Encouraged the use of credit and banking Led to the rise of urban centers Led to the emergence of a prosperous commercial class

Indicator 13.a.2 Essential Define and explain economic concepts leading to the Renaissance Define and explain important economic concepts leading to the Renaissance, including:

Church rule against usury and the banks’ practice of charging interest helped to secularize northern Italy. Letters of credit served to expand the supply of money and expedite trade. New accounting and bookkeeping practices (use of Arabic numerals) were introduced.

Benchmark 13.b Essential Sequence Events Related to Rise and Development of Italian City-States

The student will sequence events related to the rise of Italian city-states and their political development, including Machiavelli’s theory of governing as described in The Prince.


Indicator 13.b.1 Essential Sequence events related to rise and development of Italian city-states Sequence events related to the rise of Italian city-states and their political development, including Machiavelli’s theory of governing as described in The Prince.

Indicator 13.b.2 Essential Explain the significance of the locations of Florence, Venice & Genoa Examine how the northern Italian cities of Florence, Venice, and Genoa benefited from their geographic location and achieved importance during the Renaissance, including:

Had access to trade routes connecting Europe with Middle Eastern markets Served as trading centers for the distribution of goods to northern Europe Were initially independent city-states governed as republics

Indicator 13.b.3 Expected Compare Italian city-states with European monarchies Compare the development of Italian city-states with the expanding monarchies in western Europe.

Indicator 13.b.4 Essential Explain Machiavelli's ideas about political power Explain Machiavelli’s ideas about political power including:

Described in The Prince, an early modern treatise on government Supported absolute power of the ruler Maintained that the end justifies the means Advised that one should do good if possible, but do evil when necessary

Benchmark 13.c Essential Cite Examples of Renaissance Creativity, Contrast w/ Medieval Period

The student will cite artistic, literary, and philosophical creativity, as contrasted with the medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch.


Indicator 13.c.1 Essential Explain the change in the focus of art in the Renaissance Explain that while medieval art and literature focused on the Church and salvation, Renaissance art and literature focused on individuals and worldly matters, along with Christianity.

Indicator 13.c.2 Essential Define the Renaissance as a rebirth of humanist thought Define the Renaissance as a rebirth of humanist thought, including:

Celebration of the individual Stimulation of the study of Greek and Roman literature and culture Support by wealthy patrons

Indicator 13.c.3 Essential Cite examples of artistic and literary creativity Cite examples of artistic and literary creativity, including:

Leonardo da Vinci – Mona Lisa and The Last Supper Michelangelo – Ceiling of the Sistine Chapel and David Petrarch – sonnets, humanist scholarship

Indicator 13.c.4 Expected Assess the importance of Islamic states and Byzantine Empire Assess the importance of the Islamic states and the Byzantine Empire in transmitting scientific and philosophical knowledge to Europe.

Benchmark 13.d Essential Compare the Italian and Northern Renaissance The student will compare the Italian and the Northern Renaissance, and cite the

Essential - Standard, benchmark, or indicator from the VDOE Standards of Learning document. In the absence of VDOE standards for a given course, content subject to testing such as AP and IB can be labeled Essential. Expected - Standard, benchmark, or indicator added by the FCPS Program of Studies to provide a context, a bridge, or an enhancement to the Essential SBIs. Extended - Standard, benchmark, or indicator added by the FCPS Program of Studies generally used to differentiate instruction for advanced learners (Honors/GT)

contributions of writers.


Indicator 13.d.1 Essential Analyze connections between Italian and North European Renaissance Analyze the connections between the Italian Renaissance and Northern European Renaissance, including:

Growing wealth in Northern Europe supported Renaissance ideas Northern Renaissance thinkers merged humanist ideas with Christianity

Indicator 13.d.2 Essential Cite examples of Northern Renaissance writers Cite examples of Northern Renaissance writers, including

Erasmus – The Praise of Folly (1511) Sir Thomas More – Utopia (1516)

Indicator 13.d.3 Essential Explain Northern Renaissance artists' subject matter Explain that Northern Renaissance artists portrayed both religious and secular subjects.

Indicator 13.d.4 Essential Evaluate the significance of the development of movable type Evaluate the social and intellectual significance of the European development of printing with movable type, including:

Gutenberg Bible Increased dissemination of ideas Increased literacy Use of vernacular

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