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History Standards for Grades 5-12
World History
Era 5
Intensified
Hemispheric Interactions, 1000-1500 CE
Standard 1 The maturing of an interregional system of
communication, trade, and cultural exchange in an era of Chinese economic
power and Islamic expansion
Standard 2 The redefining of European society and culture,
1000-1300 CE
Standard 3 The rise of the Mongol empire and its
consequences for Eurasian peoples, 1200-1350
Standard 4 The growth of states, towns, and trade in
Sub-Saharan Africa between the 11th and 15th centuries
Standard 5 Patterns of crisis and recovery in
Afro-Eurasia, 1300-1450
Standard 6 The expansion of states and civilizations in
the Americas,
1000-1500
Standard 7 Major global trends from 1000-1500 CE
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Overview
Giving
Shape to World History
In this era the
various regions of Eurasia and Africa
became more firmly interconnected than at any earlier time in history.
The sailing ships that crossed the wide sea basins of the Eastern Hemisphere carried a greater volume and
variety of goods than ever before. In fact, the chain of seas extending
across the hemisphere--China
seas, Indian Ocean, Persian Gulf, Red Sea, Black Sea, Mediterranean,
and Baltic--came to form a single interlocking network of maritime trade.
In the same centuries caravan traffic crossed the Inner Asian steppes and
the Sahara Desert more frequently. As trade
and travel intensified so did cultural exchanges and encounters,
presenting local societies with a profusion of new opportunities and
dangers. By the time of the transoceanic voyages of the Portuguese and
Spanish, the Eastern Hemisphere already
constituted a single zone of intercommunication possessing a unified
history of its own.
A
global view reveals four "big stories" that give shape to the
entire era:
China and Europe--Two
Centers of Growth
In two regions of
the Eastern Hemisphere, China
and Europe, the era witnessed remarkable
growth. China
experienced a burst of technological innovation, commercialization, and
urbanization, emerging as the largest economy in the world. As China exported its silks and porcelains to
other lands and imported quantities of spices from India and Southeast
Asia, patterns of production and commerce all across the
hemisphere were affected. At the opposite end of Eurasia, Western and Central Europe emerged as a new center of Christian
civilization, expanding in agricultural production, population, commerce,
and military might. Powerful European states presented a new challenge to
Muslim dominance in the Mediterranean world. At the same time Europe was drawn more tightly into the commercial
economy and cultural interchange of the hemisphere.
The Long Reach of Islam
In this era Islamic faith and
civilization encompassed extensive new areas of Eurasia and Africa. The continuing spread of Islam was closely
connected to the migrations of Turkic conquerors and herding folk and to
the growth of Muslim commercial enterprise all across the hemisphere. By
about 1400 CE Muslim societies spanned the central two-thirds of
Afro-Eurasia. New Muslim states and towns were appearing in West Africa,
the East African coast, Central Asia, India,
and Southeast Asia. Consequently, Muslim
merchants, scholars, and a host of long-distance travelers were the
principal mediators in the interregional exchange of goods, ideas, and
technical innovations.
The Age of Mongol Dominance
The second half
of the era saw extraordinary developments in interregional history. The
Mongols under Chinggis Khan created the largest land empire the world had
ever seen. Operating from Poland
to Korea and Siberia
to Indonesia, the
Mongol warlords intruded in one way or another on the lives of almost all
peoples of Eurasia. The conquests were
terrifying, but the stabilizing of Mongol rule led to a century of
fertile commercial and cultural interchange across the continent.
Eurasian unification, however, had a disastrous consequence in the 14th
century--the Black Death and its attendant social impact on Europe, the
Islamic world, and probably China.
Empires of the Americas
In the Western Hemisphere empire building reached an
unprecedented scale. The political styles of the Aztec and Inca states
were profoundly different. Even so, both enterprises demonstrated that
human labor and creative endeavor could be organized on a colossal scale
despite the absence of iron technology or wheeled transport.
Why
Study This Era?
v
The civilizations that flourished in this era--Chinese, Japanese,
Indian, Islamic, European, West African, Mesoamerican, and
others--created a legacy of cultural and social achievements of
continuing significance today. To understand how cultural traditions
affect social change or international relations in the contemporary world
requires study of the specific historical contexts in which those
traditions took form.
v
The modern world with all its unique complexities did not emerge
suddenly in the past 500 years but had its roots in the developments of
the 1000-1500 era, notably the maturing of long-distance trade and the
economic and social institutions connected with it.
v
To understand both the history of modern Europe and the United States
requires a grasp of the variety of institutions, ideas, and styles that
took shape in western Christendom during this era of expansion and
innovation.
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STANDARD 1
The maturing of an
interregional system of communication, trade, and cultural exchange in an
era of Chinese economic power and Islamic expansion
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Standard 1A
The
student understands China's
extensive urbanization and commercial expansion between the 10th and 13th
centuries.
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Grade Level
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Therefore, the student is able
to
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7-12
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Explain
the major dynastic transitions in China and how Confucianism
changed. [Analyze cause-and-effect
relationships]
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7-12
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Analyze
how improved agricultural production, population growth, urbanization,
and commercialization were interconnected. [Analyze multiple causation]
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5-12
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Identify
major technological and scientific innovations and analyze their effects
on Chinese life. [Examine the
influence of ideas]
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5-12
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Analyze
the expansion of China’s
external trade with peoples of Southeast Asia and the lands rimming the Indian Ocean. [Analyze
cause-and-effect relationships]
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7-12
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Analyze
the growth of an economically powerful merchant class in China.
[Formulate historical questions]
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9-12
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Assess
the importance of women of gentry families in preserving and transmitting
Chinese cultural values. [Interrogate
historical data]
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Standard 1B
The
student understands developments in Japanese and Southeast Asian civilization.
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Grade Level
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Therefore, the student is able
to
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5-12
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Describe
Japanese government in the Kamakura and
early Ashikaga periods and assess the applicability of the concept of
feudalism to Japan.
[Interrogate historical data]
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5-12
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Analyze
the rise of the warrior class and how changes in inheritance laws and
patterns of land ownership affected peasants and both upper-class and
commoner women in the context of feudal society. [Reconstruct patterns of historical succession and duration]
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7-12
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Explain
the development of distinctive forms of Japanese Buddhism. [Examine the
influence of ideas]
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5-12
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Evaluate the arts and
aesthetic values in warrior culture. [Appreciate historical perspectives]
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7-12
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Explain
the sources of wealth of the Southeast Asian states of Vietnam (Dai Viet), Champa, and Angkor (Cambodia)
and analyze the role of Islam and Buddhism in the decline of classical
states. [Compare and contrast
differing institutions]
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9-12
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Explain
the struggle for Vietnamese independence from China and the subsequent
reconstruction of Vietnamese society and government. [Marshal evidence of antecedent
circumstances]
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Standard 1C
The
student understands how pastoral migrations and religious reform movements
between the 11th and 13th centuries contributed to the rise of new states
and the expansion of Islam.
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Grade Level
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Therefore, the student is able
to
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7-12
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Analyze
how the migrations of Turkic peoples from Turkestan into Southwest Asia
and India in the 11th
and 12th centuries contributed to Islamic expansion and the retreat of Byzantium and Greek
Christian civilization. [Analyze
cause-and-effect relationships]
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9-12
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Assess
the growth of North African Islamic reform movements and the success of
the Almoravids and Almohads in creating empires spanning Iberia and North
Africa. [Examine the
influence of ideas]
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5-12
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Evaluate
scientific, artistic, and literary achievements of Islamic civilization.
[Appreciate historical
perspectives]
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9-12
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Assess
Sufism as an important dimension of Islamic faith and practice and how it
enriched Muslim life and contributed to Islamic expansion. [Examine the influence of ideas]
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Standard 1D
The
student understands how interregional communication and trade led to
intensified cultural exchanges among diverse peoples of Eurasia and Africa.
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Grade Level
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Therefore, the student is able
to
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5-12
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Identify
the maritime routes extending from East Asia to northern Europe and
assess the importance of trade across the Indian Ocean for societies of
Asia, East Africa, and Europe. [Draw upon data in historical maps]
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5-12
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Explain
how camel caravan transport facilitated long-distance trade across
Central Asia and the Sahara
Desert. [Interrogate historical data]
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7-12
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Compare
the importance of such cities as Canton
(Kuang-Chou), Melaka, Calicut, Samarkand, Kilwa, Cairo,
Constantinople, and Venice
as centers of international trade and cosmopolitan culture. [Clarify information on the
geographical setting]
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7-12
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Explain
connections between trade and the spread of Islam in Central Asia, East
Africa, West Africa, the coasts of India,
and Southeast Asia. [Analyze cause-and-effect
relationships]
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STANDARD 2
The redefining of
European society and culture, 1000-1300 CE.
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Standard 2A
The student understands
feudalism and the growth of centralized monarchies and city-states in Europe.
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Grade Level
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Therefore, the student is able
to
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5-12
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Describe
feudal lordship and explain how feudal relationships provided a foundation
of political order in parts of Europe. [Interrogate historical data]
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5-12
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Describe
manorialism and serfdom as institutions of medieval Europe
and analyze how population growth and agricultural expansion affected the
legal position and working lives of peasant men and women. [Appreciate historical perspective]
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7-12
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Analyze
how European monarchies expanded their power at the expense of feudal
lords and assess the growth and limitations of representative
institutions in these monarchies. [Analyze cause-and-effect
relationships]
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5-12
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Analyze
the significance of developments in medieval English legal and
constitutional practice and their importance for modern democratic
thought and institutions. [Identify
relevant historical antecedents]
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7-12
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Explain
the changing political relationship between the Catholic Church and
secular states. [Analyze
cause-and-effect relationships]
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7-12
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Explain
the importance of inheritance laws, arranged marriages, dowries, and
family alliances for dynastic and aristocratic politics. [Formulate historical questions]
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9-12
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Analyze
how prosperous city-states arose in Italy
and northern Europe and compare the
political institutions of city-states with those of centralizing
monarchies. [Compare and contrast
differing institutions]
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Standard 2B
The student
understands the expansion of Christian Europe after 1000.
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Grade Level
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Therefore, the student is able
to
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7-12
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Analyze
connections between population growth and increased agricultural
production and technological innovation. [Analyze cause-and-effect
relationships]
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9-12
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Explain
urban growth in the Mediterranean region and northern Europe and analyze
causes for the expansion of manufacturing, interregional trade, and a
money economy in Europe. [Analyze cause-and-effect
relationships]
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5-12
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Analyze
the success of Christian states in overthrowing Muslim powers of central
and southern Iberia.
[Interrogate historical data]
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5-12
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Analyze
the causes and consequences of the European Crusades against Syria and Palestine. [Analyze cause-and-effect relationships]
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7-12
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Assess
the consequences of German military and cultural encounters with the
peoples of Poland
and the Baltic region. [Analyze
cause-and-effect relationships]
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Standard 2C
The student
understands the patterns of social change and cultural achievement in Europe’s
emerging civilizations.
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Grade Level
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Therefore, the student is able
to
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5-12
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Analyze
ways in which ideals of chivalry and courtly love affected feudal
society. [Analyze cause-and-effect
relationships]
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5-12
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Describe
the life of Jewish communities and their contributions to Europe’s cultural and economic development. [Examine the influence of ideas]
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5-12
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Analyze
how the rise of schools and universities in Italy,
France, and England
contributed to literacy, learning, and scientific advancement. [Analyze cause-and-effect
relationships]
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7-12
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Evaluate
major works of art, architecture, and literature and analyze how they
shed light on values and attitudes in Christian society. [Draw upon visual sources]
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9-12
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Assess
the importance of the Islamic states of Iberia
and Sicily as well as the Byzantine empire
in transmitting scientific and philosophical knowledge to and influencing
the literature and arts of Western and Central
Europe. [Analyze the
importance of ideas]
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9-12
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Assess
the importance of Orthodox and Latin Christianity in the cultural and
social life of Eastern Europe and Russia. [Examine the importance of ideas]
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STANDARD 3
The rise of the
Mongol empire and its consequences for Eurasian peoples, 1200-1350.
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Standard 3A
The student understands
the world-historical significance of the Mongol empire.
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Grade Level
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Therefore, the student is able
to
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5-12
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Assess
the career of Chinggis Khan as a conqueror and military innovator in the
context of Mongol society. [Assess
the importance of the individual]
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7-12
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Describe
the Mongol conquests of 1206-1279 and assess their effects on peoples of China, Southeast Asia,
Russia, and Southwest Asia. [Analyze cause-and-effect relationships]
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9-12
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Describe
the founding and political character of Mongol rule in China, Central Asia, Southwest Asia, and Russia
and explain why the unified empire divided into four major successor
kingdoms. [Reconstruct patterns of
historical succession and duration]
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9-12
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Assess
the usefulness and limitations of the concept of the “Pax
Mongolica” and analyze how long-distance communication and trade
led to cultural and technological diffusion across Eurasia.
[Interrogate historical data]
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Standard 3B
The student understands
the significance of Mongol rule in China,
Korea, Russia, and Southwest
Asia.
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Grade Level
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Therefore, the student is able
to
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5-12
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Analyze
how Mongol rule affected economy, society, and culture in China and Korea. [Analyze cause-and-effect relationships]
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5-12
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Explain
how Southeast Asians and Japanese successfully resisted incorporation
into the Mongol empire. [Analyze
cause-and-effect relationships]
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7-12
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Explain
the growth of the kingdom of the Golden Horde (Khanate of Kipchak) and
its impact on the peoples of Russia,
Ukraine, Poland, and Hungary. [Interrogate historical data]
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9-12
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Explain
how the Golden Horde and the Khanate of Persia-Iraq became Islamicized. [Formulate a position or course of
action on an issue]
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9-12
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Describe
major characteristics of the Mamluk and Delhi
sultanates and explain the Mongol failure to conquer Egypt and India. [Identify issues and problems in the past]
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STANDARD 4
The growth of states,
towns, and trade in Sub-Saharan Africa
between the 11th and 15th centuries.
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Standard 4A
The student understands the
growth of imperial states in West Africa and Ethiopia.
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Grade Level
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Therefore, the student is able
to
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5-12
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Analyze
the importance of agriculture, gold production, and the trans-Saharan
caravan trade in the growth of the Mali and Songhay empires. [Analyze cause-and-effect
relationships]
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7-12
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Explain
how Islam expanded in West Africa and assess its importance in the
political and cultural life of Mali and Songhay. [Examine the influence of ideas]
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5-12
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Infer
from bronze sculpture or other evidence the characteristics of the West
African forest states of Ile-Ife and Benin. [Draw upon visual sources]
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7-12
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Explain
the expansion of the Christian Ethiopian kingdom and its search for wider
connections in the Christian world. [Interrogate
historical data]
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Standard 4B
The student understands the development of towns
and maritime trade in East and Southern Africa.
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Grade Level
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Therefore, the student is able
to
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5-12
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Explain
the rise of commercial towns on the East African coast and the significance
of Swahili as a language of trade. [Interrogate
historical data]
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7-12
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Assess
the importance of Islam, Arab settlement, and maritime trade in the
economic and cultural life of Kilwa and other East African coastal
cities. [Analyze cause-and-effect
relationships]
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7-12
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Analyze
the importance of Great Zimbabwe as a state and commercial center with
links to the Indian Ocean trade. [Interrogate historical data]
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STANDARD 5
Patterns of crisis
and recovery in Afro-Eurasia, 1300-1450
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Standard 5A
The student understands the
consequences of Black Death and recurring plague pandemic in the 14th
century.
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Grade Level
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Therefore, the student is able
to
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5-12
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Explain
the origins and characteristics of the plague pandemic of the mid-14th
century, and describe its spread across Eurasia and North
Africa. [Reconstruct
patterns of historical succession and duration]
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7-12
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Analyze
the demographic, economic, social, and political effects of the plague
pandemic in Eurasia and North Africa in
the second half of the 14th century. [Appreciate historical perspectives]
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9-12
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Assess
ways in which long-term climatic change contributed to Europe’s
economic and social crisis in the 14th century. [Interrogate historical data]
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Standard 5B
The student understands
transformations in Europe following the
economic and demographic crises of the 14th century.
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Grade Level
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Therefore, the student is able
to
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5-12
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Analyze
major changes in the agrarian and commercial economies of Europe in the context of drastic population
decline. [Appreciate historical
perspective]
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7-12
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Assess
the effects of crises in the Catholic Church on its organization and prestige.
[Analyze cause-and-effect relationships]
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5-12
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Analyze
causes and consequences of the Hundred Years War and repeated popular
uprisings in Europe in the 14th century.
[Analyze cause-and-effect
relationships]
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9-12
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Analyze
the resurgence of centralized monarchies and economically powerful
city-states in western Europe in the 15th century. [Reconstruct patterns of historical succession and duration]
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7-12
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Define
humanism as it emerged in Italy
in the 14th and 15th centuries and analyze how study of Greco-Roman
antiquity and critical analysis of texts gave rise to new forms of
literature, philosophy, and education. [Examine the influence of ideas]
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5-12
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Evaluate
the aesthetic and cultural significance of major changes in the
techniques of painting, sculpture, and architecture. [Appreciate historical perspectives]
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Standard 5C
The student understands major
political developments in Asia in the aftermath
of the collapse of Mongol rule and the plague pandemic.
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Grade Level
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Therefore, the student is able
to
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9-12
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Analyze
reasons for the collapse of Mongol rule in China and the reconstituting of
the empire under the Chinese Ming dynasty. [Reconstruct patterns of historical succession and duration]
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7-12
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Describe
the Zheng He maritime expeditions of the early 15th century and analyze
why the Ming state initiated, then terminated, these voyages. [Evaluate the implementation of a
decision]
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7-12
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Assess
the impact of the conquests of Timur (Tamerlane) on Central Asia,
Southwest Asia, and India
and evaluate Timurid contributions to arts and sciences. [Assess the importance of the
individual]
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5-12
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Analyze
the origins and early expansion of the Ottoman state up to the capture of
Constantinople. [Reconstruct patterns of historical succession and duration]
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STANDARD 6
The expansion of
states and civilizations in the Americas, 1000-1500.
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Standard 6A
The student understands the
development of complex societies and states in North America and Mesoamerica.
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Grade Level
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Therefore, the student is able
to
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7-12
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Explain
major characteristics of Toltecs, Anasazi, Pueblo, and North American
mound-building peoples. [Compare
and contrast differing values and institutions]
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5-12
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Analyze
how the Aztec empire arose in the 14th and 15th centuries and explain
major aspects of Aztec government, society, religion, and culture.
[Interrogate historical data]
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7-12
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Analyze
patterns of long-distance trade centered in Mesoamerica.
[Formulate historical questions]
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Standard 6B
The student understands the
development of the Inca empire in Andean South America.
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Grade Level
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Therefore, the student is able
to
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5-12
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Analyze
Inca expansion and methods of imperial unification. [Appreciate historical perspectives]
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7-12
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Explain
Inca social, political, religious, and economic institutions. [Interrogate historical data]
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7-12
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Compare
the government, economy, religion, and social organization of the Aztec
and Inca empires. [Compare and
contrast differing values and institutions]
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STANDARD 7
Major global trends
from 1000-1500 CE.
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Standard 7A
The student understands major
global trends from 1000 to 1500 CE.
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Grade Level
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Therefore, the student is able
to
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9-12
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Account
for the growth, decline, and recovery of the overall population of Afro-Eurasia
and analyze ways in which large demographic swings might have affected
economic, social, and cultural life in various regions. [Utilize mathematical and quantitative
data]
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7-12
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Trace
major migratory and military movements of pastoral peoples of Asia and
Africa and analyze the consequences of these movements for agrarian
states and societies of Eurasia and Africa.
[Clarify information on the
geographic setting]
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7-12
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Compare
Europe and China
in relation to causes and consequences of productive growth,
commercialization, urbanization, and technological or scientific
innovation. [Analyze
cause-and-effect relationships]
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5-12
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Account
for the continuing spread of Islam and explain the importance of Muslims and
Muslim civilization in mediating long-distance commercial, cultural, and
intellectual exchange. [Examine
the influence of ideas]
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5-12
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Explain
why new ports, manufacturing centers, merchant communities, and
long-distance trade routes emerged during this period in the region of
the “Southern Seas” stretching from the Arabian Sea to the
coasts of China.
[Analyze cause-and-effect
relationships]
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7-12
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Analyze
ways in which encounters, both hostile and peaceful, between Muslims and
Christians in the Mediterranean region affected political, economic, and
cultural life in Europe, North Africa, and Southwest
Asia. [Analyze
cause-and-effect relationships]
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7-12
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Identify
similarities and differences in society, economy, and political
organization of Europe and Japan and compare the causes
of economic growth, urbanization, and cultural innovation in these two
regions. [Draw comparisons across
eras and regions]
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7-12
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Define
“capitalism” and analyze the extent to which capitalistic institutions
and productive methods were emerging in Europe
and other parts of Afro-Eurasia. [Examine
the influence of ideas]
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7-12
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Compare
the Inca or Aztec empires with empires of Afro-Eurasia in relation to
political institutions, warfare, social organization, and cultural
achievements. [Draw comparisons
across eras and regions]
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NEXT: Era
6: The Emergence of the First Global Age, 1450-1770
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