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Standards of Learning--World History: 1000 A.D. to the Present Resources
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The standards for ninth-grade students cover history and geography from the late Middle Ages
(1000 A.D.) to the present with emphasis on Western Europe. Geographic influences on history
continue to be explored, but increasing attention is given to political boundaries that developed
with the evolution of nation-states. Significant attention will be given to the ways in which
scientific and technological revolutions created new economic conditions that in turn produced
social and political changes. The people and events of the nineteenth and twentieth centuries
will be emphasized for their strong connections to contemporary issues. The standards strike a
balance between the broad themes of history and the probing of specific historic events, ideas,
issues, persons, and documents. Using texts, maps, pictures, stories, diagrams, charts, and a
variety of chronological, inquiry/research, and technological skills, students develop competence
in chronological thinking, historical comprehension, and historical analysis.
9.1 The student will demonstrate an understanding of the state of the world about 1000 A.D. by summarizing
The Crusades -- Five Centuries of Holy Wars
9.2 The student will analyze the patterns of social, economic, and political
change and cultural achievement in the late Medieval period, including
- the emergence of nation-states (Spain, France, England, Russia) and
distinctive political developments in each;
- conflicts among Eurasian powers including the Crusades, the Mongol
conquests, and the expansion of the Ottoman Turks;
ORB - Crusades
Crusade Chronology
The Crusades
- patterns of crisis and recovery including the Black Death;
and
- the preservation of Greek and Roman philosophy, medicine, and science.
9.3 The student will analyze the historical developments of the Renaissance, including
- economic foundations of the Renaissance, including European interaction with Muslims, increased trade, role of the Medicis, and new economic practices;c
Lorenzo de Medici by thomas Eidsmore
- the rise of Italian city-states;
Background to the Italian Renaisance
- artistic, literary, and intellectual creativity, including Leonardo DaVinci, Michelangelo, and Shakespeare, as contrasted with the Medieval period;
The Italian Renaissance
Italian Renaissance
- Machiavelli's theory of government as described in The Prince;
Machiavelli Online Resources - Updated April 1998
Machiavelli was not Machiavellian
and
- differences between the Italian and the Northern Renaissance.
Italian Renaissance
The Northern Renaissance
9.4The student will analyze the historical developments of the Reformation, including
- the effects of the theological, political, and economic differences that emerged during the Reformation, including the views and actions of Martin Luther, John Calvin, Henry VIII and the divorce issue;
The Protestant Reformation
- the influence of religious conflicts on government actions, including the Edict of Nantes in France;
Edict of Nantes
Edict of Nantes
and
- the evolution of laws that reflect religious beliefs, cultural values, traditions, and philosophies, including the beginnings of religious toleration and the spread of democracy.
OCRT Home Page -- Ontario Consultants on Religious Tolerance; beliefs, practices and history of 63 faith groups and ethical systems
Religious Tolerance
9.5 The student will analyze the impact of European expansion into the Americas, Africa, and Asia (16th through 19th centuries), in terms of
- the roles of explorers/conquistadors;
- migration, settlement patterns, and cultural diffusion;
- the exchange of technology, ideas, and agricultural practices;
- the trade in slaves, tobacco, rum, furs, and gold;
- the introduction of new diseases;
- the influence of Christianity;
- economic and cultural transformations (e.g., plants like tobacco and corn became available in new places, arrival of the horse in the Americas, etc.);
- competition for resources and the rise of mercantilism;
- the commercial and maritime growth of European nations, including the emergence of money and banking, global economies, and market systems; and
- social classes in the colonized areas.
9.6 The student will compare Judaism, Christianity, Islam, Buddhism, and Hinduism, in terms of
OCRT Home Page -- Ontario Consultants on Religious Tolerance; beliefs, practices and history of 63 faith groups and ethical systems
Cultures/Beliefs - Welcome from the Mining Co.
- major leaders and events;
- sacred writings;
- traditions, customs, and beliefs;
- monotheistic versus polytheistic views;
- geographic distribution at different times;
- political, social, and economic influences of each; and
- long-standing religious conflicts and recent manifestations
(e.g., Ireland, Middle East conflict, Bosnia, etc.).
9.7 The student will analyze the scientific, political, and economic changes
of the 16th, 17th, and 18th centuries (Age of Absolutism, the Enlightenment,
and the Age of Reason), in terms of
- the establishment of absolute monarchies by Louis XIV, Frederick the
Great, and Peter the Great;
Pre-Enlightenment Europe
- the Glorious Revolution in England and the French Revolution;
Glorious Revolution -- Compton's Encyclopedia
The Golrious Revolution of 1688
The Influence of the Enlightenment On the French Revolution ... -- Mining Co.
Glorious Revolution -- Compton's Encyclopedia
- the ideas of significant people, including Hobbes, Locke, Montesquieu,
Rousseau, and Jefferson;
Jefferson's Religious Beliefs
The French Revolution
The French Revolution
- how the political ideas of the Enlightenment and the ideas of religion
affected the founders of the United States;
- new scientific theories, including those of Newton, Kepler, Copernicus, Galileo, and others (e.g., Harvey, Franklin);
- how technological changes brought about
social, political, and cultural changes in Europe, Asia, and the Americas;
- the flowering of the arts, philosophy, and literature (e.g., Voltaire,
Diderot, Delacroix, Bach, and Mozart); and
- the influence of religious beliefs on art, politics, science, and commerce.
9.8 The student will describe political developments in Europe in the 19th century, including
- the Congress of Vienna;
- expansion of democracy in Europe, including the effects of urbanization,
revolutions of 1848, and British reform laws;
- unification of Germany and the role of Bismarck; and
- unification of Italy and the role of Garibaldi.
9.9 The student will analyze and explain the effects of the Industrial
Revolution, in terms of
- the rise of industrial economies and their link
to imperialism and colonialism;
- how scientific and technological changes, including the
inventions of Watt, Bessemer, and Whitney, brought about massive social and cultural change;
- the emergence of capitalism and free enterprise as a dominant economic pattern;
- responses to capitalism including utopianism, socialism, and communism;
- how the status of women and children reflected changes in society;
- the evolution of work and labor, including the slave trade, mining and
manufacturing, and the union movement;
- applying economic reasoning and cost-benefit analysis to societal issues; and
- the transformation of Asia and Africa by expanding European commercial power.
9.10 The student will analyze major historical events of the 20th century, in terms of
- causes and effects of World War I and World War II;
- the Russian Revolution;
- the rise, aggression, and human costs of totalitarian regimes in the Soviet Union, Germany, Italy, and Japan;
- the political, social, and economic impact of worldwide depression in the 1930's;
- the Nazi Holocaust and other examples of genocide;
- new technologies, including atomic power, and their influence on the patterns of conflict;
- economic and military power shifts since 1945, including the rise of Germany and Japan as economic powers;
- revolutionary movements in Asia and their leaders, including Mao Zedong and Ho Chi Minh;
- how African and Asian countries achieved independence from European colonial rule, including India under Gandhi and Kenya under Kenyatta and how they have fared under self- rule;
- regional and political conflicts including Korea and Vietnam; and
- the beginning and end of the Cold War and the collapse of the Soviet Union.
Cold War Hot Links: Web Sources Relating to the Cold War
9.11 The student will demonstrate skills in historical research and
geographical analysis by
- identifying, analyzing, and interpreting primary and secondary sources and artifacts;
- validating sources as to their authenticity, authority, credibility, and possible bias;
- comparing trends in global population distribution since the 10th century;
- constructing various time lines of key events, periods, and personalities since the 10th century;
- identifying and analyzing major shifts in national political boundaries in Europe since 1815; and
- identifying the distribution of major religious cultures in the contemporary world.
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This page last updated January 26, 1999

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