|
|
History Standards for Grades 5-12
World History
Era 6
The
Emergence of the First Global Age, 1450-1770
Standard 1 How the transoceanic interlinking of all major
regions of the world from 1450 to 1600 led to global transformations
Standard 2 How European society experienced political,
economic, and cultural transformations in an age of global intercommunication,
1450-1750
Standard 3 How large territorial empires dominated much of
Eurasia between the 16th and 18th
centuries
Standard 4 Economic, political, and cultural interrelations
among peoples of Africa, Europe, and the Americas, 1500-1750
Standard 5 Transformations in Asian societies in the era
of European expansion
Standard 6 Major global trends from 1450 to 1770
|
|
Overview
Giving Shape to World History
The Iberian voyages
of the late 15th and early 16th centuries linked not only Europe with the
Americas
but laid down a communications net that ultimately joined every region of
the world with every other region. As the era progressed ships became
safer, bigger, and faster, and the volume of world commerce soared. The
web of overland roads and trails expanded as well to carry goods and
people in and out of the interior regions of Eurasia, Africa,
and the American continents. The demographic, social, and cultural
consequences of this great global link-up were immense.
The deep
transformations that occurred in the world during this era may be set in
the context of three overarching patterns of change.
The Acceleration of Change
The most
conspicuous characteristic of this era was the great acceleration of
change in the way people lived, worked, and thought. In these 300 years
human society became profoundly different from the way it had been in the
entire 5,000 years since the emergence of civilizations. Five aspects of
change were especially prominent. Though American Indian populations
declined catastrophically in the aftermath of the first European
intrusions, world numbers on the whole started their steep upward curve
that continues to the present. The globalizing of communications produced
intensified economic and cultural encounters and exchanges among diverse
peoples of Eurasia, Africa, and the Americas. Capitalism emerged
as the dominant system for organizing production, labor, and trade in the
world. Innovations in technology and science multiplied and continuously
built on one another. European thinkers, drawing on a worldwide fund of
ideas, formulated revolutionary new views of nature and the cosmos, ideas
that challenged older religious and philosophical perspectives.
Europe and the World; the World
and Europe
Europeans came to
exert greater power and influence in the world at large than any people
of a single region had ever done before. In the Americas Europeans
erected colonial regimes and frontiers of European settlement that drew
upon various European traditions of law, religion, government, and
culture. Europeans seized relatively little territory in Africa and Asia in this era, but their naval and commercial
enterprises profoundly affected patterns of production and interregional
trade. The trade in human beings between Africa and the Americas to provide a labor
force for European commercial agriculture was a particularly catastrophic
aspect of the expanding global economy. Closely linked to Europe’s far-reaching global involvement was
its own internal transformation--political, social, economic, and
intellectual. In this era peoples almost everywhere at some time had to
come to terms with European arms and economic clout, but as of 1750 Europe by no means dominated the world scene.
Empires of Eurasia
Indeed, the greater
share of the world’s peoples, cities, agrarian wealth, and
land-based military power were in this era still concentrated in the
region stretching from the eastern Mediterranean to China. Between the late 14th
and early 16th centuries four huge empires arose to dominate the greater
part of Eurasia and Northern Africa.
Effectively employing artillery and other firearms to expand
territorially and maintain law and order among diverse populations, the
Ming, Ottoman, Mughal, and Safavid states have sometimes been called
“gunpowder empires.” They unified such large areas of
Afro-Eurasia--politically, economically, and culturally--that they
contributed much to processes of globalization.
Why Study This Era?
v
All the forces that have made the world of the past 500 years
“modern” were activated during this era. A grasp of the
complexities of global interdependence today requires a knowledge of how
the world economy arose and the ways in which it produced both enormous
material advances and wider social and political inequalities.
v
The founding of the British colonies in North
America in the 17th century took place within a much wider
context of events: the catastrophic decline of American Indian
populations, the rise of the Spanish empire, the African slave trade, and
the trans-Atlantic trade and migration of Europeans. The history of
colonial America
makes sense only in relation to this larger scene.
v
Any useful understanding of American political institutions and
cultural values depends on a critical grasp of the European heritage of
this era.
v
The great empires of Eurasia--Ottoman, Persian, Mughal, and Ming/Qing--all
experienced cultural flowerings that paralleled the Renaissance in Europe. These achievements are an important part of
our contemporary global heritage.
|
|
|
STANDARD 1
How the transoceanic
interlinking of all major regions of the world
from 1450-1600 led to
global transformations.
|
|
Standard 1A
The student understands the
origins and consequences of European overseas expansion in the 15th and
16th centuries.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
5-12
|
Explain
major characteristics of the interregional trading system that linked
peoples of Africa, Asia, and Europe on
the eve of the European overseas voyages. [Consider multiple perspectives]
|
|
9-12
|
Analyze
the major social, economic, political, and cultural features of European
society, and in particular of Spain
and Portugal,
that stimulated exploration and conquest overseas. [Identify issues and problems in the past]
|
|
5-12
|
Identify
major technological developments in shipbuilding, navigation, and naval warfare
and trace the cultural origins of various innovations. [Analyze cause-and-effect
relationships]
|
|
7-12
|
Analyze
the motives, nature, and short-term significance of the major Iberian
military and commercial expeditions to Sub-Saharan Africa, Asia, and the Americas.
[Identify issues and problems in
the past]
|
|
|
Standard 1B
The student understands the encounters
between Europeans and peoples of Sub-Saharan Africa, Asia, and the Americas
in the late 15th and early 16th centuries.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
5-12
|
Analyze
Portuguese maritime expansion to Africa, India,
and Southeast Asia and interactions
between the Portuguese and the peoples of these regions. [Formulate historical questions]
|
|
7-12
|
Compare
the success of the Ottoman, Indian, Chinese, Japanese, Vietnamese, and Siamese
(Thai) powers in restricting European commercial, military, and political
penetration. [Analyze
cause-and-effect relationships]
|
|
5-12
|
Describe
the political and military collision between the Spanish and the Aztec
and Inca empires and analyze why these empires collapsed. [Identify issues and problems in the
past]
|
|
7-12
|
Explain
the founding and organization of Spanish and Portuguese colonial empires
in the Americas and Southeast Asia and assess the role of the Catholic
Church in colonial administration and policies regarding indigenous
populations. [Interrogate
historical data]
|
|
|
Standard 1C
The student understands the
consequences of the worldwide exchange of flora, fauna, and pathogens.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
5-12
|
Assess
ways in which the exchange of plants and animals around the world in the
late 15th and the 16th centuries affected European, Asian, African, and
American Indian societies and commerce. [Analyze cause-and-effect relationships]
|
|
7-12
|
Analyze
why the introduction of new disease microorganisms in the Americas
after 1492 had such devastating demographic and social effects on
American Indian populations. [Analyze
cause-and-effect relationships]
|
|
9-12
|
Assess
the effects that knowledge of the peoples, geography, and natural
environment of the Americas
had on European religious and intellectual life. [Clarify information on the geographic setting]
|
|
|
STANDARD 2
How European society experienced
political, economic, and
cultural
transformations in an age of global intercommunication, 1450-1750.
|
|
Standard 2A
The student understands demographic, economic, and
social trends in Europe.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
5-12
|
Describe
characteristics of the family and peasant society in early modern Europe and explain changes in institutions of
serfdom in eastern and western Europe. [Analyze cause-and-effect relationships]
|
|
7-12
|
Analyze
the social and economic consequences of population growth and
urbanization in Europe from the 15th to
the 18th centuries. [Utilize
visual and mathematical data]
|
|
9-12
|
Describe
major institutions of capitalism and analyze how the emerging capitalist
economy transformed agricultural production, manufacturing, and ways in
which women and men worked. [Analyze
cause-and-effect relationships]
|
|
|
Standard 2B
The student understands the Renaissance, Reformation,
and Catholic Reformation.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
7-12
|
Analyze
the social and intellectual significance of the technological innovation
of printing with movable type. [Demonstrate
and explain the influence of ideas]
|
|
7-12
|
Explain
connections between the Italian Renaissance and the development of
humanist ideas in Europe north of the Alps.
[Compare and contrast differing
sets of ideas and values]
|
|
5-12
|
Evaluate
major achievements in literature, music, painting, sculpture, and architecture
in 16th-century Europe. [Draw upon visual data and literary
sources]
|
|
7-12
|
Explain
discontent among Europeans with the late medieval Church and analyze the
beliefs and ideas of the leading Protestant reformers. [Marshal evidence of antecedent
circumstances]
|
|
7-12
|
Explain
the aims and policies of the Catholic Reformation and assess the impact
of religious reforms and divisions on European cultural values, family
life, convent communities, and men’s and women’s education. [Analyze cause-and-effect
relationships]
|
|
9-12
|
Analyze
causes of religious wars in 16th- and 17th-century Europe
and account for the rise of religious pluralism. [Marshal evidence of antecedent circumstances]
|
|
|
Standard 2C
The student understands the rising military and
bureaucratic power of European states between the 16th and 18th centuries.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
7-12
|
Analyze
the character, development, and sources of wealth of strong bureaucratic
monarchies in the 16th century. [Analyze
cause-and-effect relationships]
|
|
7-12
|
Explain
how the Dutch
Republic emerged as
a powerful European state. [Formulate
historical questions]
|
|
5-12
|
Explain
how the English civil war and the Revolution of 1688 affected government,
religion, economy, and society in that country. [Analyze cause-and-effect relationships]
|
|
5-12
|
Explain
the impact of the English Revolution on political institutions and
attitudes in the North American colonies and on the outbreak of the
American Revolution. [Examine the
influence of ideas]
|
|
7-12
|
Account
for the growth of bureaucratic monarchy in Russia and analyze the
significance of Peter the Great’s westernizing reforms. [Interrogate historical data]
|
|
9-12
|
Account
for the growth of bureaucratic monarchy in Russia and analyze the
significance of Peter the Great’s westernizing reforms. [Interrogate historical data]
|
|
|
Standard 2D
The student understands how the Scientific Revolution
contributed to transformations in European society.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
7-12
|
Explain
connections between the Scientific Revolution and its antecedents such as
Greek rationalism, medieval theology, Muslim science, Renaissance
humanism, and new global knowledge. [Marshal
evidence of antecedent circumstances]
|
|
5-12
|
Explain
the cultural, religious, and scientific impact of astronomical
discoveries and innovations from Copernicus to Newton. [Examine the influence of ideas]
|
|
7-12
|
Analyze
the importance of discoveries in mathematics, physics, biology, and
chemistry for European society. [Employ
quantitative analysis]
|
|
7-12
|
Explain
the development and significance of the “scientific method.”
[Examine the influence of ideas]
|
|
9-12
|
Explain
the importance of royal societies and other international networks in disseminating
scientific ideas and methods. [Interrogate
historical data]
|
|
9-12
|
Account
for the coexistence of the new scientific rationalism with traditional
learning and practices such as astrology, magic, and witchcraft. [Formulate historical questions]
|
|
|
Standard 2E
The student understands the
significance of the Enlightenment in European and world history.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
7-12
|
Explain
connections between the Enlightenment and its antecedents such as Roman
republicanism, the Renaissance, and the Scientific Revolution. [Marshal evidence of antecedent
circumstances]
|
|
5-12
|
Explain
principal ideas of the Enlightenment, including rationalism, secularism,
progress, toleration, empiricism, natural rights, contractual government,
and new theories of education. [Examine
the influence of ideas]
|
|
7-12
|
Assess
the impact of Enlightenment ideas on the development of modern
nationalism and democratic thought and institutions. [Hypothesize the influence of the past]
|
|
9-12
|
Analyze
connections between Europeans’ growing knowledge of other regions
of the globe and the development of new concepts of universalism,
toleration, and world history. [Analyze
cause-and-effect relationships]
|
|
7-12
|
Describe
ways in which Enlightenment thought contributed to reform of church and
state and assess the reform programs of absolutist monarchs of Central
Europe and Russia.
[Analyze cause-and-effect relationships]
|
|
9-12
|
Explain
how academies, salons, and popular publishing contributed to the
dissemination of Enlightenment ideas. [Examine the influence of ideas]
|
|
|
STANDARD 3
How large territorial
empires dominated much of Eurasia between
the 16th and 18th centuries.
|
|
Standard 3A
The student understands the extent and limits of Chinese
regional power under the Ming dynasty.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
5-12
|
Analyze
the power and limits of imperial absolutism under the Ming dynasty. [Analyze cause-and-effect
relationships]
|
|
7-12
|
Explain
China’s
self-concept as the “middle kingdom” and the character of its
political, commercial, and cultural relations with Korea, Vietnam,
and other societies of East and Southeast Asia.
[Interrogate historical data]
|
|
9-12
|
Analyze
the effects of commercialization on social relations among gentry elites,
urban merchants, and peasants. [Analyze
cause-and-effect relationships]
|
|
5-12
|
Analyze
China’s
changing attitudes toward external political and commercial relations
following the Zheng He voyages from 1405 to 1433. [Formulate historical questions]
|
|
7-12
|
Assess
the effects of the introduction of American food crops and importation of
American silver on demographic, economic, and social change in China.
[Analyze cause-and-effect
relationships]
|
|
9-12
|
Compare
the role of Neo-Confucianism, Buddhism, and Taoism in Chinese government
and society. [Compare and contrast
differing sets of ideas]
|
|
|
Standard 3B
The student understands how Southeast Europe and
Southwest Asia became unified under the Ottoman Empire.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
5-12
|
Analyze
how the capture of Constantinople and the destruction of the Byzantine empire contributed to the expansion of
Ottoman power. [Hypothesize the
influence of the past]
|
|
5-12
|
Analyze
reasons for Ottoman military successes against Persia,
Egypt,
North African states, and Christian European kingdoms. [Analyze cause-and-effect relationships]
|
|
7-12
|
Analyze
the political, institutional, and economic development of the empire in
the context of its religious and ethnic diversity. [Analyze multiple causation]
|
|
5-12
|
Evaluate
the empire’s artistic, architectural, and literary achievements. [Draw upon visual, literary, and
musical sources]
|
|
9-12
|
Analyze
how Muslim, Orthodox, Catholic, and Jewish peoples interacted in
southeastern Europe under Ottoman rule.
[Examine the influence of ideas,
human interests, and beliefs]
|
|
|
Standard 3C
The student understands the rise of the Safavid and Mughal
empires.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
5-12
|
Explain
the unification of Persia
under the Turkic Safavids and evaluate Safavid political and cultural
achievements under Shah Abbas. [Analyze
cause-and-effect relationships]
|
|
5-12
|
Explain
the Mughal conquest of India
and the success of the Turkic warrior class in uniting the diverse
peoples of the Indian subcontinent. [Formulate
a position or course of action on an issue]
|
|
7-12
|
Analyze
the relationship between Muslims and Hindus in the empire and compare
Akbar’s governing methods and religious ideas with those of other
Mughal emperors. [Examine the
influence of ideas, human interests, and beliefs]
|
|
9-12
|
Evaluate
the interplay of indigenous Indian, Persian, and European influences in
Mughal artistic, architectural, literary, and scientific achievements. [Draw upon visual and literary sources]
|
|
5-12
|
Assess
the importance of Indian textiles, spices, and other products in the
network of Afro-Eurasian trade. [Formulate
historical questions]
|
|
|
STANDARD 4
Economic, political,
and cultural interrelations among peoples of
Africa, Europe, and
the Americas,
1500-1750.
|
|
Standard 4A
The student understands how states
and peoples of European descent became dominant in the Americas between the 16th and
18th centuries.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
5-12
|
Define
and compare four major types of European activity and control in the Americas:
large territorial empires, trading-post empires, plantation colonies, and
settler colonies. [Compare and
contrast differing sets of ideas]
|
|
9-12
|
Describe
the administrative system of the Spanish viceroyalties of Peru and Mexico and analyze the
importance of silver production and Indian agriculture in the Spanish
colonial economy. [Interrogate
historical data]
|
|
5-12
|
Analyze
how the Netherlands, England, and France became naval,
commercial, and political powers in the Atlantic basin. [Marshal evidence of antecedent
circumstances]
|
|
7-12
|
Assess
the moral, political, and cultural role of Catholic and Protestant
Christianity in the European colonies in the Americas. [Examine the influence of ideas, human
interests, and beliefs]
|
|
7-12
|
Explain
why historians have called the Seven Years War the first “global
war” and assess its consequences for Britain,
France, Spain,
and the indigenous peoples of the American colonial territories. [Analyze cause-and-effect
relationships]
|
|
|
Standard 4B
The student understands the
origins and consequences of the trans-Atlantic African slave trade.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
7-12
|
Analyze
the ways in which entrepreneurs and colonial governments exploited
American Indian labor and why commercial agriculture came to rely
overwhelmingly on African slave labor. [Evidence historical perspectives]
|
|
7-12
|
Compare
ways in which slavery or other forms of social bondage were practiced in
the Islamic lands, Christian Europe, and West Africa.
[Compare and contrast differing
sets of ideas]
|
|
5-12
|
Explain
how commercial sugar production spread from the Mediterranean to the Americas and analyze why sugar, tobacco,
and other crops grown in the Americas became so important
in the world economy. [Analyze
cause-and-effect relationships]
|
|
7-12
|
Explain
the organization of long-distance trade in West and Central
Africa and analyze the circumstances under which African
governments, elites, merchants, and other groups participated in the sale
of slaves to Europeans. [Identify
issues and problems in the past]
|
|
5-12
|
Explain
how European governments and firms organized and financed the trans-Atlantic
slave trade; and describe the conditions under which slaves made the
“middle passage” from Africa to the Americas. [Appreciate historical perspectives]
|
|
9-12
|
Analyze
the emergence of social hierarchies based on race and gender in the Iberian,
French, and British colonies in the Americas. [Interrogate historical data]
|
|
5-12
|
Describe
conditions of slave life on plantations in the Caribbean, Brazil, and British
North America and analyze ways in which slaves perpetuated
aspects of African culture and resisted plantation servitude. [Appreciate historical perspectives]
|
|
|
Standard 4C
The student understands patterns
of change in Africa in the era of the
slave trade.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
7-12
|
Describe
the institutions and economies of Ashanti,
Dahomey, Benin,
Lunda, and Kongo in the period of the Atlantic slave trade. [Formulate historical questions]
|
|
5-12
|
Analyze
how the Atlantic slave trade affected population, economic life, polygynous
marriage, family life, and the use of male and female slave labor in West
and Central Africa. [Analyze cause-and-effect
relationships]
|
|
9-12
|
Describe
government, trade, cultural traditions, and urban life in the Songhay
Empire in the 16th century and analyze reasons for the empire’s
collapse at the end of the century. [Interrogate
historical data]
|
|
7-12
|
Analyze
causes and consequences of encounters among Khoisan groups,
Bantu-speaking peoples, and European settlers in South Africa in the 17th and
18th centuries. [Identify the gaps
in the available records]
|
|
|
STANDARD 5
Transformations in
Asian societies in the era of European expansion.
|
|
Standard 5A
The student understands the
development of European maritime power in Asia.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
5-12
|
Explain
how the Netherlands, England, and France
became naval and commercial powers in the Indian
Ocean basin in the 17th and 18th centuries. [Evaluate the implementation of a
decision]
|
|
5-12
|
Assess
the impact of British and French commercial and military initiatives on
politics, economy, and society in India. [Marshal evidence of antecedent circumstances]
|
|
5-12
|
Analyze
motives for Dutch commercial and military penetration of Indonesia
and the effects of Dutch imperialism on the region’s economy and
society. [Analyze cause-and-effect
relationships]
|
|
9-12
|
Analyze
the character and significance of contacts between Christian missionaries
and peoples of India, Vietnam, and the Philippines. [Examine the influence of ideas, human
interests, and beliefs]
|
|
9-12
|
Assess
the impact of the Seven Years War on the relative power of Britain and France
in Asia. [Analyze cause-and-effect relationships]
|
|
|
Standard 5B
The student understands the
transformations in India,
China, and Japan
in an era of expanding European commercial power.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
9-12
|
Analyze
causes of the decline of the Mughal Empire and the rise of regional
powers such as the Marathas and Sikhs. [Analyze multiple causation]
|
|
7-12
|
Explain
how the Manchus overthrew the Ming dynasty, established the multi-ethnic
Qing, and doubled the size of the Chinese empire. [Identify issues and problems in the past]
|
|
9-12
|
Evaluate
China’s
cultural and economic achievements during the reigns of the Kangxi and
Qianlong emperors. [Examine the
influence of ideas, human interests, and beliefs]
|
|
7-12
|
Assess
the extent of European commercial penetration of China and the ability of the
Chinese government to control European trade. [Analyze cause-and-effect relationships]
|
|
5-12
|
Explain
the character of centralized feudalism in Japan
under the Tokugawa shogunate and the reasons for Japan’s political
stability, economic growth, and cultural dynamism. [Analyze cause-and-effect relationships]
|
|
5-12
|
Analyze
Japan’s
relations with Europeans between the 16th and 18th centuries and the consequences
of its policy of limiting contacts with foreigners. [Reconstruct patterns of historical succession and duration]
|
|
|
Standard 5C
The student understands major
cultural trends in Asia between the 16th
and 18th centuries.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
9-12
|
Assess
the influence of both new currents in Confucianism and Chinese art,
architecture, and literary styles on cultural life in Korea, Vietnam,
and Japan.
[Draw upon visual and literary
sources]
|
|
9-12
|
Describe
the varieties of Buddhist and Hindu teaching and practice in Asia and compare their influence on social and
cultural life. [Demonstrate and
explain the influence of ideas, human interests, and beliefs]
|
|
7-12
|
Analyze
how and why Islam continued to expand in India,
Southeast Asia and China.
[Demonstrate and explain the
influence of ideas, human interests, and beliefs]
|
|
|
STANDARD 6
Major global trends
from 1450-1770.
|
|
Standard 6A
The student understands major global
trends from 1450 to 1770.
|
|
Grade Level
|
Therefore, the student is able
to
|
|
5-12
|
Describe
major shifts in world demography and urbanization in this era and analyze
reasons for these changes. [Utilize
visual and mathematical data]
|
|
7-12
|
Analyze
ways in which expanding capitalistic enterprise and commercialization
affected relations among states and contributed to changing class and
race relations. [Analyze
cause-and-effect relationships]
|
|
7-12
|
Assess
the impact of gunpowder weaponry and other innovations in military
technology on empire-building and the world balance of naval power. [Analyze cause-and-effect
relationships]
|
|
5-12 | | |