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History Standards for Grades 5-12
World History
Era 7
An
Age of Revolutions, 1750-1914
Standard 1 The causes and consequences of political
revolutions in the late 18th and early 19th centuries
Standard 2 The causes and consequences of the agricultural
and industrial revolutions, 1700-1850
Standard 3 The transformation of Eurasian societies in an
era of global trade and rising European power, 1750-1870
Standard 4 Patterns of nationalism, state-building, and
social reform in Europe and the Americas, 1830-1914
Standard 5 Patterns of global change in the era of Western
military and economic domination, 1800-1914
Standard 6 Major global trends from 1750-1914
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Overview
Giving Shape to World History
The invention of
the railway locomotive, the steamship, and, later, the telegraph and telephone
transformed global communications in this era. The time it took and the
money it cost to move goods, messages, or armies across oceans and
continents were drastically cut. People moved, or were forced to move,
from one part of the world to another in record numbers. In the early
part of the era African slaves continued to be transported across the
Atlantic in large numbers; European migrants created new frontiers of
colonial settlement in both the Northern and Southern Hemispheres; and
Chinese, Indian, and other Asians migrated to Southeast Asia and the Americas.
International commerce mushroomed, and virtually no society anywhere in
the world stayed clear of the global market. Underlying these surges in
communication, migration, and trade was the growth of world population,
forcing men and women almost everywhere to experiment with new ways of
organizing collective life.
This was an era of
bewildering change in a thousand different arenas. One way to make sense
of the whole is to focus on three world-encompassing and interrelated
developments: the democratic revolution, the industrial revolution, and
the establishment of European dominance over most of the world.
Political Revolutions and New Ideologies
The American and
French revolutions offered to the world the potent ideas of popular
sovereignty, inalienable rights, and nationalism. The translating of
these ideas into political movements had the effect of mobilizing
unprecedented numbers of ordinary people to participate in public life
and to believe in a better future for all. Liberal, constitutional, and
nationalist ideals inspired independence movements in Haiti and Latin America in the early 19th
century, and they continued to animate reform and revolution in Europe throughout the era. At the same time
political and social counterforces acted to limit or undermine the
effectiveness of democratic governments. Democracy and nationalism
contributed immensely to the social power of European states and
therefore to Europe’s rising
dominance in world affairs in the 19th century. Under growing pressures
from both European military power and the changing world economy, ruling
or elite groups in Asian and African states organized reform movements
that embraced at least some of the ideas and programs of democratic
revolution.
The Industrial Revolution
The industrial
revolution applied mechanical power to the production and distribution of
goods on a massive scale. It also involved mobilizing unprecedented
numbers of laborers and moving them from village to city and from one
country to another. Industrialization was a consequence of centuries of
expanding economic activity around the world. England played a crucial role
in the onset of this revolution, but the process involved complex
economic and financial linkages among societies. Together, the industrial
and democratic revolutions thoroughly transformed European society.
Asian, African, and Latin American peoples dealt with the new demands of
the world market and Europe’s
economic might in a variety of ways. Some groups argued for reform
through technical and industrial modernization. Others called for
reassertion of established policies and values that had always served
them well in times of crisis. Japan
and the United States
both subscribed to the industrial revolution with rapid success and
became important players on the world scene.
The Age of European Dominance
In 1800 Europeans
controlled about 35 percent of the world’s land surface. By 1914
they dominated over 84 percent. In the long span of human history
European world hegemony lasted a short time, but its consequences were
profound and continue to be played out today. Western expansion took
three principal forms: (1) Peoples of European descent, including
Russians and North Americans, created colonial settlements, or
“neo-Europes,” in various temperate regions of the world, is
placing or assimilating indigenous peoples; (2) European states and
commercial firms exerted considerable economic power in certain places,
notably Latin America and China, while Japan and the United States also
participated in this economic expansionism; (3) in the later 19th century
European states embarked on the “new imperialism,” the
competitive race to establish political as well as economic control over
previously uncolonized regions of Africa and Asia. Mass production of new
weaponry, coupled with the revolution of transport and communication,
permitted this surge of power. The active responses of the peoples of Africa,
Asia, and Latin America to the crisis of
European hegemony are an important part of the developments of this era:
armed resistance against invaders, collaboration or alliance with
colonizers, economic reform or entrepreneurship, and movements for cultural
reform. As World War I approached, accelerating social change and new
efforts at resistance and renewal characterized colonial societies far
more than consolidation and stability.
Why Study This Era?
v
The global forces unleashed in the second half of the 18th century
continue to play themselves out at the end of the 20th century. Students
will understand the “isms” that have absorbed contemporary
society--industrialism, capitalism, nationalism, liberalism, socialism,
communism, imperialism, colonialism and so on--by investigating them
within the historical context of the 18th and 19th centuries.
v
At the beginning of the 20th century, Western nations enjoyed a
dominance in world affairs that they no longer possess. By studying this
era students may address some of the fundamental questions of the modern
age: How did a relatively few states achieve such hegemony over most of
the world? In what ways was Western domination limited or
inconsequential? Why was it not to endure?
v
The history of the United
States, in this era, was not
self-contained but fully embedded in the context of global change. To
understand the role of the United States on the global
scene, students must be able to relate it to world history.
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STANDARD 1
The causes and consequences
of political revolutions in the late 18th and early 19th
centuries.
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Standard 1A
The
student understands how the French Revolution contributed to
transformations in Europe and the
world.
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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 Seven Years War, Enlightenment thought, the American Revolution,
and growing internal economic crisis affected social and political
conditions in Old Regime France.
[Analyze multiple causation]
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5-12
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Compare
the causes, character, and consequences of the American and French
revolutions. [Compare and contrast
differing movements, institutions, and ideas]
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7-12
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Explain
how the French Revolution developed from constitutional monarchy to
democratic despotism to the Napoleonic empire. [Reconstruct patterns of historical succession and duration]
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5-12
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Analyze
leading ideas of the revolution concerning social equality, democracy,
human rights, constitutionalism, and nationalism and assess the
importance of these ideas for democratic thought and institutions in the
20th century. [Interrogate
historical data]
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7-12
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Explain
how the revolution affected French society, including religious
institutions, social relations, education, marriage, family life, and the
legal and political position of women. [Analyze cause-and-effect relationships]
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5-12
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Describe
how the wars of the revolutionary and Napoleonic period changed Europe and assess Napoleon’s effects on the
aims and outcomes of the revolution. [Analyze multiple causation]
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9-12
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Analyze
connections between the French and Haitian revolutions and assess the
impact of the Haitian movement on race relations and slavery in the Americas
and the French empire. [Analyze
cause-and-effect relationships]
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Standard 1B
The
student understands how Latin American countries achieved independence in
the early 19th 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
the influence of the American, French, and Haitian revolutions, as well
as late 18th-century South American rebellions, on the development of
independence movements in Latin America.
[Analyze multiple causation]
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7-12
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Explain
the effects of Napoleon’s invasion of Iberia and the growth of
British power in the Atlantic basin on the struggles for independence. [Evaluate the implementation of a
decision]
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5-12
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Analyze
the political and ideological objectives of the independence movements
between 1808 and 1830 and explain why these movements succeeded. [Interrogate historical data]
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9-12
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Compare
the political roles of Creole elites, the Catholic Church, and mestizo,
mulatto, and Indian populations in the independence movements. [Marshal evidence of antecedent
circumstances]
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STANDARD 2
The causes and
consequences of the agricultural and industrial revolutions,
1700-1850.
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Standard 2A
The student understands
the early industrialization and the importance of developments in England.
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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
the characteristics of the “agricultural revolution” that
occurred in England
and Western Europe and analyze its
effects on population growth, industrialization, and patterns of
land-holding. [Analyze
cause-and-effect relationships]
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5-12
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Identify
the major characteristics of the industrial revolution and compare industrial
economies with other forms of economic organization. [Compare and contrast differing
institutions]
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9-12
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Analyze
relationships between the expanding world market economy of the 16th
through 18th centuries and the development of industrialization. [Analyze cause-and-effect
relationships]
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7-12
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Analyze
connections between early industrialization and Britain’s commercial relations with
continental Europe, the Mediterranean, India,
the Caribbean, and other world regions.
[Analyze cause-and-effect
relationships]
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7-12
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Assess
the relative importance of geographical, economic, technological, and
political factors that permitted or encouraged the rise of mechanized
industry in England.
[Analyze multiple causation]
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Standard 2B
The student
understands how industrial economies expanded and societies experienced
transformations in Europe and the Atlantic
basin.
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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
connections among population growth, industrialization, and urbanization
and evaluate the quality of life in early 19th-century cities. [Appreciate historical perspectives]
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5-12
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Explain
how industrialization and urbanization affected class distinctions,
family life, and the daily working lives of men, women, and children. [Analyze cause-and-effect
relationships]
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7-12
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Analyze
connections between industrialization and movements for political and
social reform in England,
Western Europe, and the United
States. [Analyze cause-and-effect relationships]
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9-12
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Analyze
connections between industrialization and the rise of new types of labor
organizations and mobilization. [Analyze
cause-and-effect relationships]
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Standard 2C
The student
understands the causes and consequences of the abolition of the
trans-Atlantic slave trade and slavery in the Americas.
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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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Assess
the relative importance of Enlightenment thought, Christian piety,
democratic revolutions, slave resistance, and changes in the world
economy in bringing about the abolition of the slave trade and the
emancipation of slaves in the Americas. [Analyze multiple causation]
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5-12
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Describe
the organization of movements in Europe and the Americas to end slavery and
explain how the trans-Atlantic trade was suppressed. [Reconstruct patterns of historical
succession and duration]
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7-12
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Compare
contract labor migration and other forms of coerced labor with slavery as
methods of organizing commercial agriculture in the Americas in the later 19th
century. [Compare and contrast
differing values, behaviors, and institutions]
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7-12
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Assess
the degree to which emancipated slaves and their descendants achieved
social equality and economic advancement in various countries of the Western Hemisphere. [Interrogate historical data]
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STANDARD 3
The transformation of
Eurasian societies in an era of global trade and rising European power,
1750-1870.
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Standard 3A
The student
understands how the Ottoman Empire attempted
to meet the challenge of Western military, political, and economic
power.
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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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Assess
the effects of population growth and European commercial penetration on Ottoman
society and government. [Analyze
cause-and-effect relationships]
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5-12
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Analyze
why the empire was forced to retreat from the Balkans and the Black Sea region. [Analyze multiple causation]
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7-12
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Explain
the defensive reform programs of Selim III and Mahmud II and analyze the
challenges these rulers faced in resolving the empire’s political
and economic crises. [Interrogate
historical data]
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5-12
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Explain
the impact of the French invasion of Egypt in 1798 and analyze the
subsequent efforts of Muhammad Ali to found a modern state and economy. [Analyze cause-and-effect
relationships]
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Standard 3B
The student
understands Russian absolutism, reform, and imperial expansion in the late
18th and 19th 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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Analyze
the effects of the French Revolution, Napoleonic invasion, and world
economy on Russian absolutism to 1850. [Analyze cause-and-effect relationships]
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9-12
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Analyze
relations between the Russian peasantry and land-owning aristocracy and
explain the persistence of serfdom in the 19th century. [Identify issues and problems in the
past]
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7-12
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Assess
the significance of imperial reforms and popular opposition movements in
the later 19th century. [Compare
and contrast differing ideas and values]
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5-12
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Explain
why Russia was
successful in wars of expansion against the Ottoman
empire and other Muslim states. [Analyze multiple causation]
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5-12
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Analyze
motives and means of Russian expansion into Siberia and North
America. [Interrogate
historical data]
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Standard 3C
The student understands the consequences of political
and military encounters between Europeans and peoples of South and Southeast 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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Explain
the advance of British power in India up to 1850 and appraise
the efforts of Indians to resist European conquest and achieve cultural
renewal. [Consider multiple perspectives]
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7-12
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Describe
patterns of British trade linking India
with both China and Europe and assess ways in which Indian farmers and
manufacturers responded to world trade. [Analyze cause-and-effect relationships]
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9-12
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Compare
the British conquest of India
with the Dutch penetration of Indonesia and assess the role
of indigenous elites under these colonial regimes. [Compare and contrast differing values, behaviors, and
institutions]
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Standard 3D
The student understands how China’s Qing dynasty
responded to economic and political crises in the late 18th and the 19th
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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Analyze
the economic and social consequences of rapid population growth in China.
[Analyze cause-and-effect
relationships]
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7-12
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Analyze
causes of governmental breakdown and social disintegration in China
in the late 18th century. [Analyze
multiple causation]
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5-12
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Analyze
why China
resisted political contact and trade with Europeans and how the opium
trade contributed to European penetration of Chinese markets. [Appreciate historical perspectives]
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9-12
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Assess
causes and consequences of the mid-19th century Taiping rebellion. [Analyze cause-and-effect
relationships]
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9-12
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Explain
the growth of the Chinese diaspora in Southeast Asia and the Americas
and assess the role of overseas Chinese in attempts to reform the Qing. [Formulate historical questions]
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Standard 3E
The student understands how Japan was transformed from
feudal shogunate to modern nation-state in the 19th 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
the internal and external causes of the Meiji Restoration. [Formulate historical questions]
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5-12
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Analyze
the goals and policies of the Meiji state and their impact on Japan’s
modernization. [Obtain historical
data]
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7-12
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Assess
the impact of Western ideas and the role of Confucianism and Shinto
traditional values on Japan
in the Meiji period. [Appreciate
historical perspectives]
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9-12
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Explain
the transformation of Japan
from a hereditary social system to a middle-class society. [Examine the influence of ideas]
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9-12
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Explain
changes in Japan’s
relations with China
and the Western powers from the 1850s to the 1890s. [Reconstruct patterns of historical succession and duration]
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STANDARD 4
Patterns of nationalism,
state-building, and social reform in Europe and the Americas, 1830-1914.
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Standard 4A
The student understands how
modern nationalism affected European politics and society.
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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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Identify
major characteristics of 19th-century European nationalism and analyze
connections between nationalist ideology and the French Revolution,
Romanticism, and liberal reform movements. [Appreciate historical perspectives]
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9-12
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Analyze
causes of the revolutions of 1848 and why these revolutions failed to
achieve nationalist and democratic objectives. [Analyze cause-and-effect relationships]
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5-12
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Describe
the unification of Germany
and Italy
and analyze why these movements succeeded. [Analyze multiple causation]
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9-12
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Assess
the importance of nationalism as a source of tension and conflict in the
Austro-Hungarian and Ottoman empires. [Analyze cause-and-effect relationships]
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Standard 4B
The student understands the impact
of new social movements and ideologies on 19th-century 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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Analyze
causes of large-scale migrations from rural areas to cities and how these
movements affected the domestic and working lives of men and women. [Analyze multiple causation]
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7-12
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Explain
the leading ideas of Karl Marx and analyze the impact of Marxist beliefs
and programs on politics, industry, and labor relations in later 19th-century
Europe. [Consider multiple perspectives]
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9-12
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Analyze
interconnections among labor movements, various forms of socialism, and
political or social changes in Europe in
the second half of the 19th century. [Analyze cause-and-effect relationships]
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9-12
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Analyze
connections between reform movements and industrialization,
democratization, and nationalism. [Analyze
multiple causation]
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7-12
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Explain
the origins of women’s suffrage and other movements in Europe and North America and assess their successes up to
World War I. [Marshal evidence of
antecedent circumstances]
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9-12
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Explain
the ways in which Britain,
France, and Italy
became more broadly liberal and democratic societies in the 19th century.
[Formulate historical questions]
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9-12
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Describe
the changing legal and social status of European Jews and the rise of new
forms of anti-Semitism. [Reconstruct
patterns of historical succession and duration]
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Standard 4C
The student understands cultural,
intellectual, and educational trends in 19th-century Europe.
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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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Explain
how expanded educational opportunities and literacy contributed to changes
in European society and cultural life. [Analyze cause-and-effect relationships]
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5-12
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Evaluate
major movements in literature, music, and the visual arts and ways in
which they expressed or shaped social and cultural values of industrial
society. [Draw upon visual and
literary sources]
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9-12
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Analyze
ways in which trends in philosophy and the new social sciences challenged
and shaped dominant social values. [Analyze
cause-and-effect relationships]
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7-12
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Describe
elements of the distinctive working- and middle-class cultures that
emerged in industrial Europe. [Compare and contrast differing
values, behaviors, and institutions]
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Standard 4D
The student understands the political,
economic, and social transformations in the Americas in the 19th 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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Assess
the successes and failures of democracy in Latin American countries in
the decades following independence. [Formulate
historical questions]
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9-12
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Explain
Latin America’s growing dependence
on the global market and assess the effects of international trade and
investment on the power of landowners and the urban middle class. [Analyze cause-and-effect
relationships]
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9-12
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Assess
the consequences of economic development, elite domination and the
abolition of slavery for peasants, Indian populations, and immigrant
laborers in Latin America. [Interrogate historical data]
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9-12
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Analyze
how liberal ideology and the expansion of secular education affected
legal and political rights for women in various Latin American countries.
[Examine the influence of ideas]
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7-12
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Assess
the effects of foreign intervention and liberal government policies on
social and economic change in Mexico. [Analyze cause-and-effect relationships]
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7-12
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Explain
the factors that contributed to nation-building and self-government in Canada.
[Marshal evidence of antecedent
circumstances]
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STANDARD 5
Patterns of global
change in the era of Western military and economic dominance,
1800-1914.
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Standard 5A
The student understands
connections between major developments in science and technology and the
growth of industrial economy and society.
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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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Assess
the social significance of the work of scientists, including Maxwell, Darwin,
and Pasteur. [Examine the
influence of ideas]
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5-12
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Explain
how new inventions, including the railroad, steamship, telegraph,
photography, and internal combustion engine, transformed patterns of
global communication, trade, and state power. [Analyze cause-and-effect relationships]
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5-12
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Analyze
how new machines, fertilizers, transport systems, commercialization, and
other developments affected agricultural production in various parts of
the world. [Employ quantitative
analysis]
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7-12
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Explain
how new forms of generative power contributed to Europe’s
“second industrial revolution” and compare the role of the
state in different countries in directing or encouraging
industrialization. [Analyze
multiple causation]
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9-12
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Analyze
factors that transformed the character of cities in various parts of the
world. [Analyze cause-and-effect
relationships]
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Standard 5B
The student understands the
causes and consequences of European settler colonization in the 19th
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
why migrants left Europe in large
numbers in the 19th century and identify temperate regions of the world
where they established or expanded frontiers of European settlement. [Draw upon data in historical maps]
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5-12
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Compare
the consequences of encounters between European migrants and indigenous
peoples in such regions as the United
States, Canada,
South Africa, Australia, and Siberia.
[Compare and contrast differing
values and institutions]
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7-12
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Analyze
geographical, political, economic, and epidemiological factors
contributing to the success of European colonial settlement in such
regions as Argentina, South Africa, Australia,
New Zealand, Algeria, Siberia,
Canada, and the United States.
[Analyze multiple causation]
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Standard 5C
The student understands the
causes of European, American, and Japanese imperial expansion.
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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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Explain
leading ideas of Social Darwinism and scientific racism in 19th-century
Europe and assess the importance of these ideas in activating European
imperial expansion in Africa and Asia. [Identify issues and problems in the
past]
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5-12
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Describe
advances in transportation, medicine, and weapons technology in Europe in the later 19th century and assess the
importance of these factors in the success of imperial expansion. [Analyze multiple causation]
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7-12
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Analyze
the motives that impelled several European powers to undertake imperial
expansion against peoples of Africa, Southeast Asia, and China.
[Interrogate historical data]
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7-12
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Relate
the Spanish-American War to United States participation
in Western imperial expansion in the late 19th century. [Analyze cause-and-effect
relationships]
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9-12
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Assess
the effects of the Sino-Japanese and Russo-Japanese wars and colonization
of Korea on the
world-power status of Japan.
[Analyze cause-and-effect
relationships]
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Standard 5D
The student understands
transformations in South, Southeast, and East Asia
in the era of the “new imperialism.”
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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
changes in Indian society and economy under British rule. [Interrogate historical data]
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7-12
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Explain
the social, economic, and intellectual sources of Indian nationalism and
analyze reactions of the British government to it. [Analyze cause-and-effect relationships]
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9-12
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Compare
French and British colonial expansion in mainland Southeast Asia and
analyze Thailand’s
success in avoiding colonization. [Compare
and contrast differing values, behaviors, and institutions]
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7-12
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Analyze
how Chinese began to reform government and society after 1895 and why revolution
broke out in 1911. [Analyze
multiple causation]
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5-12
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Analyze
Japan’s
rapid industrialization, technological advancement, and national
integration in the late 19th and early 20th centuries. [Formulate historical questions]
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Standard 5E
The student understands the
varying responses of African peoples to world economic developments and
European imperialism.
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Grade Level
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Therefore, the student is able
to
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7-12
|
Analyze
how the termination of the Atlantic slave trade and increased output of
European manufactured goods affected economies of West and Central Africa. [Reconstruct patterns of historical succession and duration]
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9-12
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Explain
the impact of religious and political revolutions in the West African
Sudan on state-building, Islamization, and European imperial conquest. [Examine the influence of ideas]
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7-12
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Explain
the rise of Zanzibar and other commercial
empires in East Africa in the context of
international trade in ivory, cloves, and slaves. [Appreciate historical perspectives]
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5-12 | | |