Period I (10,000BCE-600BCE)

1.1 Big Geography and the Peopling of the EarthI. I can explain that human migrated out of East Africa and then moved throughout the whole earth, following game and gathering plants.I can explain how humans adapted to various environments as they moved.A.

I can identify three ways early humans used fire.B.

I can look at different environment types and make a hypothesis about what kinds of tools would be useful there.

C. I can explain why hunter-gatherer groups were self-sufficient and had limited social contacts. I can talk about early human contacts among hunter-gatherers.

1.2 The Neolithic Revolution and Early Agricultural SocietiesI. I can explain how the Neolithic Revolution led to new economic system and more social hierarchies. A.

I can explain how climate change led to the new lifeway of agriculture first in Mesopotamia and then in various geographic areas at various times.

B. I can explain why grasslands are best suited to pastoralism.

C. I can describe why certain crops and animals were domesticated in various regions.

D. I can discuss how agriculture led to cooperation and group effort.

E. I can explain why humans selectively chose certain plants to grow, leading to less plant diversity. I can explain why and how pastoralists and agriculturalists degraded their environments.

II.I can tell how human society changed because of new ways of life after the Neolithic Revolution.A.

I can explain why population increased as a result of pastoralism and agriculture.B.

I can explain how food surpluses led to specialization of labor and strict hierarchies.C.

I can tell how and why pottery, plows, woven textiles, metallurgy, and wheels improved agricultural production, trade, and transportation.

D. I can explain how pastoralism and agriculture allowed limited amounts of people to accumulate

wealth and why that promoted hierarchy and patriarchy.

1.3 Development and Interactions of Early Agricultural, Pastoral, and Urban SocietiesI. I can identify the location and environmental setting of the six core and foundational civilizations (Mespotamia, Egypt, Mohenjo-Daro & Harappa, Shang Dynasty, Olmec, and Chavin)

II.

I can assess how the first states emerged within Core Civilizations.A.

I can define the word “state.” I can explain that the legitimacy of early rulers were usually connected to and supported by religious

belief and practice as well as a military.B.

I can explain how luck and circumstance led some states like the Hittites to become more powerful than others and carry out conquests.

C. I can define the word, “empire.” I can identify the first regions in which states expanded and became empires.

D. I can tell how and why Central Asian pastoralists created the compound bow and later the stirrup.

(link to standard 2.3 II A)III.I can analyze the unifying role culture played through laws, language, literature, religion, myth, and monumental art. A.

I can evaluate how monumental architecture and urban planning like ziggurats helped unify the people’s beliefs about their rulers and their role in society.

B. I can describe how political and religious elites created unity through the promotion of arts and

artisanship like sculpture.C.

I can recognize how systems of record keeping like cuneiform developed in all early civilizations and explain why they spread to others places.

D. I can evaluate how legal codes, like the Code of Hammurabi reinforced hierarchy and assess how

they increased government’s centralization.E.

I can explain the development of Hebrew monotheism, the Vedic religion of India, and Zoroastrianism in Persia and evaluate their impact on later periods.

F. I can analyze how trade expanded from local to regional to transregional as civilizations grew and

identify goods, ideas, and technologies that were exchanged. I can identify trade expansion between Egypt and Nubia and between Mesopotamia and the Indus

Valley.G.

I can evaluate why hierarchy and patriarchy became more oppressive as states got larger.H.

I can describe how literature is a reflection of culture by analyzing the Epic of Gilgamesh and the Book of the Dead.

Period II (600BCE-600CE)

2.1 Development and Codification of Religious and Cultural TraditionsI.I can evaluate the process by which codification and further development of religious traditions created bonds and gave people moral codes.A.

I can identify the core beliefs of Judaism. I can evaluate the development of Judaism’s scriptures, codes of behavior, and diaspora.

B. I can identify the core beliefs of Hinduism. I can evaluate how Vedic religion formed the basis of Hinduism’s ideas of caste, reincarnation, and

the incarnations of Brahma.II. I can evaluate the process by which, during the Axial Age, new belief systems that asserted universal truths came into being and spread. A.

I can identify the core beliefs of Buddhism. I can assess the ways in which Buddhism was a reaction to the Vedic religion of South Asia. I can identify and analyze changes in Buddhism prompted by the support of Ashoka, the efforts of

missionaries and merchants, and the establishment of institutions.B.

I can identify the core beliefs of Confucianism. I can recognize that Confucianism was expanded on by disciples of Confucius and tried to bring

about harmony in all of society through relationships and ritual. C.

I can identify the core beliefs of Daoism and explain how the belief of balance influenced the idea of indirect changes in the political system of China.

I can analyze the influence of Daoist poetry on the development of Chinese culture.D.

I can identify the core beliefs of Christianity. I can identify the aspects of Christianity that drew on Judaism and evaluate changes in beliefs and

practices as the religion became larger and more integrated into Roman culture. I can explain the spread of Christianity by missionaries and merchants in Afro-Eurasia and analyze

why it eventually became the official religion of Rome by the 300s.E.

I can describe how Greek and Roman philosophy was centered on logic, learning through observation, and discussed the nature of political power.

III.I can describe and explain how various new belief systems affected gender roles.I can analyze the ways in which Buddhism and Christianity encouraged monastic life and Confucianism focused on filial piety.IV. I can recognize other belief systems that continued at the same time as the major world religions were being established.A.

I can define shamanism and animism. I can recognize that societies outside the major civilizations were more reliant on nature and

therefore were linked more closely with shamanism and animism.B.

I can describe how ancestor veneration continued in East Asia even as new major religions were established.

V.I can recognize that literature, drama, architecture, and sculpture vary based on culture.A.

I can explain how Indian epics like the Ramayana are distinctive to South Asia and influenced the region in later time periods.

B. I can identify the unique architectural styles of many regions in this period and can describe that of

Greece.C.

I can identify how Hellenism spread through the conquests of Alexander the Great produced syncretism with Buddhist beliefs and sculpture in South and Central Asia.

2.2 The Development of States and EmpiresI. I can describe how key states and empires grew by imposing unity as they conquered previously competing states.I can identify the location and names of the Persian Empire, the Qin and Han Empires, the Maurya and Gupta Empires, Phonecia and its colonies, the Greek city-states and their colonies, the Hellenistic Empire, the Roman Empire, Teotihuacan, the Maya city-states, and the Moche culture.II.I can analyze the development of new techniques of imperial administration and identify how they built on earlier political forms.A.

I can identify and define administrative institutions like centralized governments, elaborate legal systems, and bureaucracies in China and Rome.

I can explain how these institutions were used to organize the subjects of these empires.B.

I can identify and explain how the governments of Rome and China used diplomacy, developed supply lines, built fortifications and infrastructures, and incorporated conquered peoples into their militaries.

C. I can explain how promoting trade and economic infrastructures like roads and standard currencies

made Rome and China more successful.III.I can evaluate how unique social and economic dimension developed in imperial societies in Afro-Eurasia and the Americas.A.

I can analyze the ways in which cities like Constantinople served as centers of trade, public performance of religious rituals, and political administration for states and empires.

B. I can analyze the ways in which the social structures of the empires showed various levels within the

hierarchy including cultivators, laborers, slaves, artisans, merchants, elites, or caste groups.C.

I can critique the use of methods like slavery used by imperial societies to maintain the production of food and provide rewards for the loyalty of elites.

D.

I can analyze how patriarchy continued to shape ideas about gender and family relationships in all imperial societies of this period.

IV.I can evaluate how empires like the Han, Perisan, Mauryan, and Gupta created political, cultural, and administrative difficulties that they could not manage, which eventually led to their decline, collapse, and transformation into successor empires or states.A.

I can explain how overuse of resources like trees by imperial governments led to environmental damage like deforestation.

I can explain how social tensions and economic difficulties were caused by concentrating too much wealth into the hands of elites.

B. I can evaluate how external problems were caused by lack of security along the frontiers of empires

which opened them to invasions from outsiders, as in Rome with their northern and eastern neighbors.

2.3 Emergence of Transregional Networks of Communication and ExchangeI.I can assess how land and water routes became the basis for transregional trade, communication, and exchange networks in the Eastern Hemisphere (Afro-Eurasia).A.

I can describe how factors like climate, location, trade goods, and ethnicity shaped distinctive features of the Silk Roads, Trans-Saharan Routes, Indian Ocean Maritime System (IOMS), and the Mediterranean sea lanes.

II.I can evaluate how new technologies helped long-distance communication and exchange.A.

I can describe how new technologies like the stirrup and the use of domesticated pack animals like camels to transport goods across longer routes.

B. I can recognize how innovations in maritime technologies like the lateen sail as well as knowledge

of the monsoon winds, stimulated exchanges along maritime routes from East Africa to East Asia.III.I can evaluate how far-flung networks of communication and exchange led to the exchange of not just people but also technology, religious and cultural beliefs, food crops, domesticated animals, and diseases.A.

I can describe how the spread of crops, including rice and cotton from South Asia to the Middle East, encouraged changes in farming and irrigation techniques like the qanat system in Persia.

B. I can explain how the spread of disease pathogens like the Black Plague diminished urban

populations and contributed to the decline of some empires, like Byzantine Rome.C.

I can describe how religious and cultural traditions like Christianity, Hinduism, and Buddhism transformed as they spread through trade routes.

Period III (600CE – 1450CE)3.1 Expansion and Intensification of Communication and Exchange Networks

I. I can evaluate how transportation technologies and commercial practices increased amounts of trade.I can evaluate how these technologies also expanded the geographic areas in which trade linked the globe. A.

I can explain how old trade routes (Silk Roads, Mediterranean, Trans-Saharan, and IOMS) caused the rise of powerful new trading cities like Baghdad in the Abbasid caliphate, Novgorod in Kievan Russia, and the Swahili city-states of southern East Africa.

B. I can describe the development of new trade routes in both Mesoamerica and the Andes.

C. I can identify specific luxury goods carried by each trade route, including Meso and Andean

America. I can recognize how interregional trade increased because of new caravan organization like camel

saddles and the use of technology like the compass, astrolabe, and larger ship designs, as well as new forms of monetization like credit (flying money) and banks.

D. I can describe how commercial growth was helped by the development of new government

practices. I can specifically discuss the following new government practices:

o The printing of paper money as in Song Dynasty Chinao Trading organization like the Hanseatic Leagueo State-sponsored commercial infrastructures like the Grand Canal in Sui Dynasty China

E. I can analyze how the expansion of Sui, Tang, and Song Dynasty China, the Byzantine Empire, the

Caliphates, and the Mongols facilitated Trans-Eurasian trade (Silk Roads and IOMS) and communication as new peoples were drawn into their conqueror’s economies and trade networks.

II.I can analyze the environmental and linguistic effects of the movement of peoples.A.

I can identify how the expansion and intensification of long-distance trade was dependent on creating technology to adapt to different environments.

I can specifically discuss the following technological adaptations:o longships used by Vikings for shallow rivers and open waterso tiny furry ponies used by Central Asians on the Eurasian steppe.

B. I can describe the environmental impacts of the human migrations and discuss specifically the

impacts of the following exampleso Bantu-speakers who spread iron metallurgy and agriculture in Sub-Saharan Africao Polynesian peoples who transplanted both foods and domesticated animals as they moved to

new islandC.

I can describe how migration and trade led to the diffusion of current of creation of new languages like the spread of Bantu and the creation of Swahili.

III.

I can evaluate the ways in which cultural diffusion and syncretism were helped by the old and new networks of trade and communication.A.

I can identify the location and founder of Islam and describe the circumstances of the Arabian Peninsula at that time.

I can explain the ways Islam reflected the Jewish, Christian, and Zoroastrian religions that were already present in Arabia.

I can explain how Islam spread to Afro-Eurasia by military conquest, trade, and Sufi missionaries and can define and describe the creation of the Dar-al-Islam.

B. I can analyze ways in which the Jewish diasporic communities operated in the Indian Ocean and

influenced the indigenous cultures there.C.

I can describe the travels and writings of Ibn Battuta and explain how his travels show the extent and limitations of intercultural knowledge and understanding in this period as well as the presence of the Dar-al-Islam.

D. I can explain how cross-cultural interactions caused the diffusion of literary, artistic, and cultural

traditions, specifically the influence of Neoconfucianism and Buddhism in East Asia.E.

I can describe how cross-cultural interactions also resulted in the diffusion of scientific and technological traditions. I can specifically discuss the spread of printing and gunpowder from East Asia into the Islamic empires and from there into Western Europe.

IV.I can evaluate the continued diffusion of crops and pathogens (diseases) through the Eastern Hemisphere along the trade routes.A.

I can identify new foods and agricultural techniques that were adopted in populated areas, specifically the adoption of champa rice and paddies in East Asia and the spread of cotton, sugar, and citrus throughout the Dar-al-Islam.

B. I can analyze how established paths of trade and military conquest allowed th spread of epidemic

diseases like the Black Death.

3.2 Continuity and Innovation of State Forms and Their InteractionsI.I can assess the ways empires collapsed and were reconstituted in old areas of civilization and how in some regions new state forms emerged.A.

I can explain how, after collapses of empires, most reconstituted new governments that built on the traditions of the older ones.

I can identify the reconstituted governments of the Byzantine Empires and the Sui, Tang, and Song Dynasties. I can tell how these reconstituted empires combined traditional sources of power and legitimacy like patriarchy and religion with innovations like the use of caesaropapism in Byzantium and the tributary system of diplomacy in China.

B.

I can describe how new forms of governance emerged including those developed by the Abbasid Caliphate, the Mongol Khanates, the city-states of the Italian peninsula and East Africa, and decentralized (feudal) governments in Western Europe and Japan.

C. I can explain the way some states synthesized local and borrowed traditions, specifically the

influence of Chinese traditions on Japan.D.

I can explain how, just as in Afro-Eurasia, the government systems of the Americas expanded in scope and reach.

I can identify and explain the networks of city-states in the Maya region, and the imperial systems created by the Mexica (Aztecs) and Inca

II.I can assess the ways in which interregional contacts and conflicts between states and empires encouraged significant technological and cultural transfers.I can identify specific technological and cultural transfers, as well as the reasons for these transfers, between Tang China and the Abbasids, across Mongol empires, and between Western Europe and the Islamic caliphates during the Crusades.

3.3 Increased Economic Productive Capacity and its ConsequencesI. I can evaluate the ways in which innovations stimulated agricultural and industrial production in many parts of the worldA.

I can identify specific technological innovations related to agriculture, including the development of champa rice in Asia, the chinampa field system in the Americas, and the horse collar in Europe, and explain how they allowed production to increase.

I can identify specific foreign luxury crops like citrus, cotton, spices, and sugar, and explain how they were transferred from their indigenous homelands to equivalent climates in new regions.

I can recognize that Asian artisans and merchants from China, Persia, and India all expanded their production of textiles and porcelains for export markets.

I can discuss the huge expansion of iron and steel production, especially in Song Dynasty China.II.I can assess the ways in which cities across the globe experienced both declines as well as periods of increased urbanization caused by rising productivity and the expansion of trade networks.A.

I can identify and elaborate on the following contributing factors of decline in urban areas:o Invasionso Diseaseo Declining agricultural productivityo The Little Ice Age

B. I can identify and elaborate on the following contributing factors of revival in urban areas:

o The end of invasionso The availability of safe and reliable transporto The rise of commerce related to warmer temperatures between 800 and 1300 CEo Increased agricultural productivity and the rise of population caused by that increaseo Greater availability of labor

C. I can explain the ways cities continued to play the same role that they had in the past of government,

religious, and commercial centers. I can recognize that many older cities declined while new cities emerged.

III.I can evaluate the continuities in social structures and methods of economic production. I can also evaluate important changes that religious conversion had on gender relations and family life as well as the changes in society caused by new methods of labor management.A.

I can identify and define the following older forms of labor organization:o Free peasant agricultureo Nomadic pastoralismo Craft production and guild organizationo Various forms of coerced and unfree labor (for example slaves and Untouchables)o Government-imposed labor taxeso Military obligations

B. I can explain how, just as in the past, social structures were mostly shaped by class or caste

hierarchies as well as patriarchy. I can also explain how, among the Mongols and in West Africa, Japan, and Southeast Asia, women

exercised a greater amount of power and influence than in other areas.C.

I can identify and describe the following new forms of coerced and unfree labor:o Serfs in Europe and Japano Mit’a in the Inca Empire

I can explain how free peasants resisted becoming more downtrodden by staging revolts against their government’s attempts to raise dues and taxes, using the Red Turban Revolt in Yuan Dynasty China as example evidence.

D. I can explain how the cultural diffusion of Buddhism, Christianity, Islam, and NeoConfucianism

often led to significant changes in gender relations and family structure and discuss the impact of monasticism, shari’a law, and foot binding in particular.

Period IV (1450-1750 CE): Global Interactions

4.1 Globalizing Networks of Communication and ExchangeI. I can evaluate the world context that allowed global, rather than just trans-regional, circulation of goods.I can assess how this new global circulation caused prosperity for merchants and governments in old trading regions like the IOMS, Mediterranean, Sahara, and Silk Roads, and also disruption.

II. I can explain how Europeans built on previous knowledge to develop new tools in cartography, like revised maps, innovations in ship design, as in the caravel, and improved understanding of global wind and current patterns.I can analyze why these technological developments made transoceanic travel and trade possible.

III. I can describe and analyze examples of transoceanic maritime reconnaissance.A.

I can describe the naval voyages of Ming Dynasty Admiral Zheng He. I can explain how they enhanced Chinese prestige in the Indian Ocean. I can explain the debate within the government of the Ming stimulated by Zheng He’s voyages.

B. I can describe the Portuguese global trading-post empire and how it developed along coastal regions. I can analyze how this trading empire developed as a result of Prince Henry the Navigator’s school

and increased travel to and trade with West Africa.C.

I can recognize the state-led Spanish sponsorship of their maritime voyages and how their specific sponsorship of Columbus led to increasing European interest in travel and trade across the oceans.

D. I can recognize that, while the Portuguese and Spaniards established routes to Asia, other Europeans

were looking for another route to Asia across the North Atlantic, creating settlements and conducting commercial fishing along the way.

E. I can recognize that, at this point in history, the already-established networks of Oceania and

Polynesia were not dramatically affected because European reconnaissance in the Pacific did not frequently reach these areas.

IV. I can assess the ways in which silver, taken from Spanish colonies in the Americas, facilitated the purchase of Asian goods for Atlantic markets. I can recognize that the silver in these transactions was extracted from the Americas by royal chartered European monopoly companies.I can evaluate why regional markets in Afro-Eurasia continued to flourish using established commercial practices and utilizing transoceanic shipping services developed by European merchants.A.

I can explain how and why the role of Europeans in Asian trade was to transport goods from one Asian country to another market in Asia or the IOMS region.

B. I can assess how the creation of a global commercial-based economy was connected to the new

global circulation of silver from the Americas.

C. I can define mercantilism and describe its use by European rulers.

I can define joint-stock company. I can describe how mercantilism and joint-stock companies were used by Europeans rulers to control

their domestic and colonial economies. I can describe how joint-stock companies were used by European merchants to compete against one

another in global trade.D.

I can describe the Atlantic System. I can explain how the movement of goods, wealth, free and unfree laborers, and the mixing of

African, American, and European cultures and peoples created a unique system within the Atlantic region.

V.I can define Columbian Exchange.I can evaluate how the new connections between the Eastern and Western Hemisphere resulted in the Columbian Exchange.A.

I can evaluate why European colonization of the Americas led to the spread of smallpox, measles, and influenza among Amerindian populations.

I can describe why these diseases were already endemic (widespread) in the Eastern Hemisphere. I can recognize that vermin, including mosquitoes and rats, were also unintentionally spread.

B. I can explain how and why American foods like potatoes became staple crops in parts of Europe,

Asia, and Africa. I can analyze and explain how and why cash crops like sugar were grown mostly on plantations,

using coerced labor. I can describe why cash crops like sugar were mostly exported to Europe and the Middle East in this

period.C.

I can describe the movement of AfroEurasian fruit trees, grain, sugar, and domesticated animals like horses to the Americas.

I can describe how African slaves brought other foods to the Americas, like rice.D.

I can evaluate why populations in AfroEurasia benefited nutritionally from the increased diversity in their diets brought about by these new American foods.

E. I can identify the ways European colonization and the introduction of European agriculture and

settlement practices affected the physical environment of the Americas through deforestation and soil depletion.

VI.I can explain how religions continued to spread, reform, and become syncretic as interactions between and among hemispheres intensified.A.

I can describe how Islam adapted to new settings in AfroEurasia as believers adapted the religion to local cultures.

I can recognize that Sufi practices became more widespread, because it tended to be more open-minded about local cultural practices.

B. I can analyze how Christianity became much more widespread through diffusion. I can explain how Christianity became much more diverse because of the Reformation.

C. I can recognize that Buddhism continued to spread within Asia.

D. I can identify the cult of saints in Latin America as a syncretic form of Christianity.

VII.I can recognize and explain how merchants gained more and more profits and how governments collected even more taxes.I can explain how the increase in the wealth and flow of money caused funding for visual and performing arts to increase, and allowed some forms of the arts for popular audiences to come into being.A.

I can name several Renaissance artists who created visual and performing arts and explain the ways in which their works were innovative.

B. I can describe how literacy expanded during this period. I can analyze how this expansion caused the proliferation of popular authors, literary forms, and

works of literature in AfroEurasia, specifically the theater of Shakespeare in England and Kabuki in Japan.

4.2 New Forms of Social Organization and Modes of ProductionI.I can evaluate and explain how a growing demand for raw materials and finished products increased and changed traditional peasant agriculture, caused plantations to expand, and created a higher demand for labor.A.

I can identify and explain the intensification of labor in many regions including cotton textile production in India and Silk textile production in China.

B. I can describe how slavery in Africa continued both into African households and through the export

of slaves to the Mediterranean and the Indian Ocean.C.

I can explain how the growth of plantation economies increased the demand for slaves in the Americas.

D. I can identify and explain forms of coerced labor, such as indentured servitude, and how they were

used in the American coloniesII.I can analyze how new ethnic, racial, and gender hierarchies were restructured as a result of the emergence of new social and political elites.A.

I can explain how imperial conquests and a widening of global economic opportunities contributed to the formation of new political and economic elites such as the urban commercial entrepreneurs in all major port cities in the world and the Manchu in China.

B. I can describe how the power of existing political and economic elites, like the nobility in Europe,

rose and fell as they confronted new challenges to their ability to affect the decisions of increasingly powerful monarchs and leaders.

C.

I can explain how gender and family restructuring occurred, like the dependence of European men on Southeast Asian women for conducting trade in the region as well as demographic changes in Africa as a result of the slave trade.

D. I can identify new ethnic and racial classifications like the Mestizos and Creoles in the Americas,

and explain how it led to massive demographic changes.

4.3 State Consolidation and Imperial ExpansionI.I can analyze and explain the variety of methods used by rules in order to legitimize and consolidate their power.A.

I can describe and give specific examples of how rulers used the visual arts and monumental architecture to display power and legitimize their rule.

B. I can explain how rulers continued to use religious ideas such as divine right by the European

monarchs and the public performance of Confucian rituals by Chinese emperors in order to legitimize their rule.

C. I can describe how states adjusted their treatment of ethnic and religious groups in order to utilize

their economic contributions while limiting their ability to challenge state authority as seen in the treatment of non-Muslim subjects by the Ottomans.

D. I can recognize that the recruitment of bureaucratic elites through the Chinese examination system,

and the development of military professionals like the salaried Samurai, became more common by rulers who wanted to maintain a centralized government.

E. I can explain how rulers used tribute collection and tax farming to increase revenue in order to

expand their territory.II.I can evaluate how imperial expansion relied on an increased use of gunpowder cannons and armed trade to establish large empires across the globe.A.

I can identify new trading-post empires established by the Europeans in Africa and Asia. I can explain how the power of the states in the interior West and Central Africa were affected by the

European empires despite an increase in profit for the rulers and merchants involved.B.

I can identify and describe the expansion of the following land empires:o Manchuo Mughalso Ottomanso Russians

C. I can identify and describe the new maritime empires established in the Americas by the following

countries:o Portugalo Spaino The Netherlands (Dutch)o Franceo Britain

III.I can analyze and describe how competition over trade routes like piracy in the Caribbean, state rivalries like the Ottoman-Safavid conflict, and local resistance like peasant uprisings, created significant challenges to state consolidation and expansion.

Period V (1750-1900): Industrialization and Global Integration

5.1 Industrialization and Global CapitalismI. I can describe and explain how industrialism fundamentally changed how goods were produced.A.

I can identify the following factors and explain how they led to the rise of industrial production.o Europe’s location on the Atlantic Oceano The geographical distribution of coal, iron and timber (natural resources)o European demographic changeso Urbanizationo Improved agricultural productivityo Legal protection of private propertyo An abundance of rivers and canalso Access to foreign resourceso The accumulation of capital

B. I can describe how vast new resources of energy stored in fossil fuels (coal and oil) were able to be

exploited due to the development of new machines such as the steam engine and internal combustion engine.

I can explain how the “fossil fuels” revolution greatly increased the amount of energy available to human societies.

C. I can identify how the concentration of labor in a single location was directly related to the

development of the factory system. I can describe how the factory system led to an increasing degree of labor specialization.

D. I can identify that new methods of industrial production became more common in parts of

northwestern Europe. I can identify areas where new methods of industrial production spread, including:

o Other parts of Europeo United Stateso Japano Russia

E. I can explain how the “second industrial revolution” led to new methods in the production of steel,

chemicals, electricity, and precision machinery. I can identify that the “second industrial revolution” occurred during the second half of the 19th c.

II. I can explain how, as industrialists sought raw materials and new markets for their increasing amount and variety of goods produced in their factories, new patterns of global trade and production developed. I can also analyze the effects of these new patterns of global trade and production on the global economy.A.

I can explain how the need for raw materials for factories and increased food supplies for growing urban centers caused export economies around the world to grow around the mass production of single natural resources (i.e. metals and minerals, sugar, and cotton).

I can describe how the profits from these raw materials where then used to purchase finished goods.B.

I can describe how the rapid development of industrial production contributed to the decline of economically productive, agriculturally based economies exemplified by the decline of textile production in India.

C. I can evaluate how rapid increases in productivity caused by industrial production encouraged

industrialized states to seek out new consumer markets for their finished goods as shown by the British and French attempts to end China’s isolationist policies during the eighteenth century.

D. I can explain how the need for specific metals for industrial production and a global demand for

gold, silver, and diamonds (forms of wealth) led to a growth of mining centers such as the gold and diamond mines of South Africa.

III. I can analyze and explain that financiers developed and expanded financial institutions to facilitate investments at all levels of industrial production.A.

I can explain the ideas of Adam Smith and John Stuart Mill. I can describe how the development of capitalism and classic liberalism served as the ideological

inspiration for economic change.B.

I can describe a financial instrument. I can explain how the financial instruments expanded by evaluating the development of the stock

market and limited liability corporations.C.

I can explain how large-scale transnational businesses, such as the HSBC, arose to meet the demands of global trade and production.

IV. I can identify major developments in transportation and communication.A.

I can identify and describe the major developments in:o Railroadso Steamshipso Telegraphso Canals

V. I can analyze and explain how the spread of global capitalism led to a variety of responses.A.

I can identify the causes behind worker organization in industrialized states. I can explain how the organization of workers led to improved working conditions, limited hours,

and higher wages. I can identify and describe how Marxism and Anarchism were alternate visions of society that

developed in opposition to capitalist exploitation of workers.B.

I can explain how some members of the Qing and Ottoman governments resisted economic change and attempted to maintain preindustrial forms of economic production.

C. I can explain how some governments promoted their own state-sponsored visions of industrialization

such as the economic reforms of Meiji Japan.D.

I can describe how public education in many states was a response to criticism of industrial global capitalism and it’s perceived negative effects.

VI. I can evaluate how social organization was transformed in industrialized states due to a fundamental restructuring of the global economy.A.

I can identify new social classes that developed such as the middle class and industrial working class.

I can explain how family dynamics, gender roles, and demographics changed in response to industrialization.

I can describe how rapid urbanization often led to unsanitary conditions but also to new forms of community.

5.2 Imperialism and Nation-State FormationI. I can describe and explain how states that became industrialized were able to use that power to establish transoceanic empires.A.

I can describe the existing colonies of Britain in India I can explain how Britain strengthened their control over India I can identify differences and similarities between the colonial trading empires of the 1600s and

1700s with the empires of the 1800s-1900s. I can identify that processes similar to this occurred elsewhere, as with the Dutch in Indonesia

B. I can identify and describe the patterns present in European states and the empires they established

throughout Asia and the Pacific. I can identify and explain in detail the empire of the British I can describe why the influence of the Portuguese and Spanish declined in terms of colonies and

global powerC.

I can explain how many European states used both war and diplomacy to establish empires in Africa I can describe the British Empire in Africa, specifically in West Africa. I can identify the harshest of European imperial states led by Belgium in the Congo

D. I can define the term settler colony I can describe the settler colony of France in Algeria in detail

E. I can describe economic imperialism I can explain how the spheres of influence carved up in Qing Dynasty China by nations like Britain

and France are examples of economic imperialism I can describe how China came under European economic colonialism following the Opium Wars

II. I can describe and explain how imperialism influenced the formation of some states and the weakening of power of other states across the globe.A.

I can define Meiji Restoration I can describe how increasing U.S. and European influence in Tokugawa Japan led to the emergence

of the Meiji eraB.

I can explain why some states imitated European transoceanic imperialism I can describe and give specific examples of how the U.S. and Russia emulated European

transoceanic imperialism by expanding their land borders and conquering neighboring territories.C.

I can define anti-imperial resistance and give several specific examples I can describe how this resistance led to the contraction of the Ottoman Empire, specifically with

semi-independence in Egypt, and with French and Italian colonies in North AfricaD.

I can explain why new states came into being on the fringes of these large empires I can describe the specific example of the emerging Zulu Kingdom in South Africa

E.

I can define and give the characteristics of the ideology of nationalism I can discuss the influence of nationalism in the formation of Germany as a nation under Bismarck

III. I can identify and define new racial ideologies like Social Darwinism I can explain how these new racial ideologies facilitated and justified imperialism

5.3 Nationalism, Revolution, and Reform I.

I can define and describe the Enlightenment I can explain how the ideas of the Enlightenment led to questioning of established traditions in all

areas of life I understand why this diffusion of the Enlightenment and the questioning it caused preceded revolts

and revolutions against existing governmentsA.

I can tell how thinkers applied new ways of understanding the natural world (established during the Scientific Revolution) to human relationships, encouraging observation and inference in all areas of life

I can specifically describe the ideas of two philosophes, Voltaire and LockeB.

I can describe how these thinkers and intellectuals critiqued the traditional role that religion played in public life, and how they felt reason should take priority over revelation (usually defined as information given in a religious text, like the Bible)

C. I can describe how Enlightenment thinkers developed new political ideas about the individual,

natural rights, and the social contractD.

I can show how the ideas of the Enlightenment thinkers influenced resistance to existing political authority in several revolutionary documents, including

o American Declaration of Independenceo French Declaration of the Rights of Man and Citizeno Bolivar of South America’s Jamaica Letter

E. I can describe how Enlightenment ideas influenced many people to challenge existing notions of

social relations and implement new social relationships I can make specific references to expanding rights in suffrage, the abolition of slavery, and the end

of serfdomII.

I can describe how, beginning in the 1700s, people around the world developed a new sense of commonality based on their language, religion, social customs, and territory

I can explain how this new sense of common characteristics and “national communities” was linked with the borders of the state

I can describe how governments used this new identity to unite diverse populations.III.

I can describe how increasing discontent with imperial rule caused reformist and revolutionary movements

A. I can explain ways that subjects of empires challenged the centralized imperial governments, for

example, the challenge of rajputs to the Mughal Sultans.

B. I can describe the causes of and explain the process of the rebellions of British American colonial

subjects, Haitians, Latin Americans, and the French against their monarchy. I can explain how the rebellion in British American colonies facilitated the emergence of

independent states in the USA, Haiti, and Latin America.C.

I can give examples of slave resistance that challenge existing authorities in the Americas, like the establishment of Maroon (run-away slave) societies.

D. I can explain new questions people had about the legitimacy of the current political authorities, both

in colonial areas and in native-held empires. I can explain how, in colonized areas, these questions led to anticolonial movements like the Indian

Revolt of 1857 and the Boxer Rebellion in China.E.

I can tell about the Taiping Rebellion in China and explain how it is a rebellion influenced by religious ideas and millenarianism (the belief of a religious group in a coming major transformation of society).

F. I can describe the responses to these frequent rebellions and how they led to reforms in imperial

policies, for example, the Tanzimat movement of the Ottomans and the Self-Strengthening Movement of Qing China.

IV. I can discuss how European political and social ideas spread around the globe and the increasing

number of rebellions stimulated new trans-national ideologies and shared aims.A.

I can define, describe, and explain how the following political ideologies developed from discontent with monarchies and imperial rule:

o Liberalismo Socialismo Communism

B. I can explain how demands for women’s suffrage and emerging feminism challenged political and

gender hierarchies. I can specifically discuss the Seneca Falls Conference in 1848.

5.4 Global MigrationI. I can analyze changes in demography in industrialized and unindustrialized societies and explain how migration was influenced by the challenges these changes presented to existing patterns of living.A.

I can explain how changes in food production and improvements in medicine caused the global population to rise significantly.

B. I can describe how new modes of transportation caused both internal and external migrants to

relocate in cities and identify how this led to significant global urbanization in the 19th century.II. I can describe the various reasons that led migrants to relocate.

A. I can explain how manual laborers chose to relocate in order to find work.

B. I can describe how the new global capitalist economy continued to rely on coerced and semicoerced

labor migration. I can explain the roles that slavery, Chinese and Indian indentured servitude, and convict labor

played in the new global capitalist economy.C.

I can describe that while many migrants permanently relocated, migrants like Japanese agricultural workers in the Pacific were temporary/seasonal migrants who returned to their home societies.

III. I can analyze and explain the effects of large-scale migration on both the native and migrant populations of increasingly diverse societies.A.

I can identify that the majority of migrant workers were male due to the physically demanding labor. I can explain how the migration of males caused women to take on new roles in their home society,

often roles that were formerly occupied by men.B.

I can identify Chinese enclaves in Southeast Asia, the Caribbean, South America, and North America.

I can explain how these enclaves made assimilation into new societies easier and helped facilitate migrant support networks.

C. I can describe how societies that received immigrants did not always accept them, as seen in ethnic

and racial prejudice. I can also describe specific ways governments tried to regulate the flow of peoples across their

borders, as in the Chinese Exclusion Acts of the USA.