Grade 8

World History and Geography to 1500 A.D. (C.E.)

These standards will enable students to explore the historical development of people, places, and patterns of life from ancient times until 1500 A.D. (C.E.) in terms of the impact on Western civilization. The study of history rests on knowledge of dates, names, places, events, and ideas. Historical understanding, however, requires students to engage in historical thinking, raise questions, and marshal evidence in support of their answers. Students engaged in historical thinking draw upon chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and decision making. These skills are developed through the study of significant historical substance from the era or society being studied.

Skills WHI.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in world history; b) using geographic information to determine patterns and trends to understand world history; c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world history; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) comparing and contrasting historical, cultural, economic, and political perspectives in world history; f) explaining how indirect cause-and-effect relationships impacted people, places, and events in world history; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizens and ethical use of materials and intellectual property; and j) investigating and researching to develop products orally and in writing.

Thinking Map Images for Copying and Pasting

Skill Focus and Exemplars Resources Essential Understandings Essential Knowledge (Instructions for linking to a Google (for instruction, assessment, and Doc) intervention)

WH1.2a Homo sapiens emerged in east WH1.1a synthesizing evidence from Key Terms: The student will apply social Africa between 100,000 and artifacts and primary and - Homo sapiens science skills to understand the 400,000 years ago. Homo sapiens secondary sources to obtain - Hunter-Gatherers Paleolithic Era to the migrated from Africa to Eurasia, - Paleolithic Era information about events in world agricultural revolution by Australia, and the Americas. Early - Neolithic Era history; humans were hunters and gatherers - Agricultural Revolution a) explaining the impact of whose survival depended on the - Eurasia geographic environment on availability of wild plants and WH1. 1b Using geographic hunter-gatherer societies; animals. information to determine patterns WH1.2a Early Man Resources and trends to understand world Life in early hunter-gatherer history; societies was shaped by their

physical environment.

Q 1

WHI.2b Hunter-gatherer societies during WH1.1a synthesizing evidence from Key Terms: The student will apply social the Paleolithic Era (Old Stone Age): artifacts and primary and - Old Stone Age science skills to understand the - Were nomadic, secondary sources to obtain - Nomadic - Migration period from the Paleolithic Era - Migrating in search of food, information about events in world - Clan to the agricultural revolution by water, shelter history; - Culture b)describing characteristics of - Invented the first tools, - Oral language hunter-gatherer societies, including simple weapons WH1. 1c interpreting charts, - Cave Art including their use of tools and - Learned how to make and graphs, and pictures to determine fire; use fire characteristics of people, places, or WH1.2b The Paleolithic Era - Lived in clans events in world history; Resources Early human societies, - Developed oral language through the - Created “cave art” development of culture, began the process of overcoming the limits set by the physical environment.

WH1.2c Societies during the Neolithic Era WH1.1a synthesizing evidence from Key Terms: The student will apply social (New Stone Age): artifacts and primary and - New Stone Age science skills to understand the - Developed agriculture secondary sources to obtain - Domestication (plants and animals) period from the Paleolithic Era (domesticated plants) information about events in world - Agricultural Revolution to the agricultural revolution by - Domesticated animals history; - Agriculture c) analyzing how technological - Used advanced tools - Sedentary Communities and social developments gave - Made pottery WH1. 1c interpreting charts, - Pottery rise to sedentary communities; - Developed weaving skills graphs, and pictures to determine - Weaving and characteristics of people, places, or events in world history; WH1.2c The Neolithic Era Resources The beginning of agriculture, including WH1. 1f explaining how indirect permanent settlements, cause-and-effect relationships was a major step in the impacted people, places, and events advancement of in world history; human social organization.

WH1.2d Archaeologists study past cultures WH1.1a synthesizing evidence from Key Terms: The student will apply social by locating and analyzing human artifacts and primary and - Archaeologist science skills to understand the remains, settlements, fossils, and secondary sources to obtain - Artifacts - Fossil period from the Paleolithic Era artifacts. information about events in world - Carbon Dating to the agricultural revolution by history; - Stonehenge d) analyzing how archaeological Archaeologists apply scientific tests, - Bronze Age discoveries are changing such as carbon dating, to analyze WH1. 1b Using geographic - Aleppo current understanding of early fossils and artifacts. information to determine patterns - Jericho societies. Stonehenge is an example of an and trends to understand world - Çatalhöyük archaeological site in England that history; - Anatolia - Fertile Crescent Archaeologists continue was begun during the Neolithic Age to find and interpret and completed during the Bronze WH1.2d Archeology Resources evidence of early Age. humans and their lives. Aleppo and Jericho are examples of early cities in the Fertile Crescent studied by archaeologists. Çatalhöyük is an example of a Neolithic settlement currently under excavation in Anatolia.

WH1.3a River valley civilizations (about WH1. 1b Using geographic Key Terms: The student will apply social 3500 to 500 B.C. [B.C.E.]): information to determine patterns - Civilization science skills to understand the - Mesopotamian civilization: and trends to understand world - Permanent settlements - Mesopotamia ancient river valley Tigris and Euphrates River history; - Irrigation civilizations, including those of Valleys (Southwest Asia) - Silt Mesopotamia, Egypt, the Indus - Egyptian civilization: Nile - Loess River Valley, and China and the River Valley and Nile Delta civilizations of the Hebrews and (Africa) WH1.3a Early Civilizations Phoenicians, by - Indian civilization: Indus (Geography) Resources a) locating these civilizations in River Valley (South Asia) time and place and describing - Chinese civilization: Huang their major geographic He Valley (East Asia) features;

During the New Stone These river valleys offered rich soil Age, permanent and irrigation water for agriculture, settlements appeared in and they tended to be in locations river valleys and around easily protected from invasion by the Fertile Crescent. nomadic peoples. River valleys provided Other early civilizations (about water and rich soil 2000 to 500 B.C. [B.C.E.]): - Hebrews settled between the Mediterranean Sea and the Jordan River Valley (part of Fertile Crescent in Southwest Asia). - Phoenicians settled along the Mediterranean coast (part of Fertile Crescent in Southwest Asia).

WH1.3b Development of social patterns: WH1.1a synthesizing evidence from Key Terms: The student will apply social - Hereditary rulers: Dynasties artifacts and primary and - Dynasty science skills to understand the of kings, pharaohs secondary sources to obtain - Hereditary rulers - City-state ancient river valley - Rigid class system where information about events in world - Empire civilizations, including those of slavery was accepted history; - Kingdom Mesopotamia, Egypt, the Indus Development of political patterns: - Pharaoh River Valley, and China and the - World’s first states (i.e., city- WH1. 1b Using geographic - Theocracy civilizations of the Hebrews and states, kingdoms, empires) information to determine patterns - Agricultural Surplus Phoenicians, by - Centralized government, and trends to understand world - Cradles of Civilization b)describing the development often based on religious history; - Ten Commandments - Code of Hammurabi of social, political, and economic authority patterns, including slavery - Written law codes (e.g., Ten WH1. 1e comparing and - Class system Commandments, Code of contrasting historical, cultural, River valleys were the Hammurabi) economic, and political WH1.3b Early Civilization Resources (Political and Economic) “Cradles of Development of economic patterns: perspectives in world history;

Civilization.” Early - Use of metal (e.g., bronze, civilizations made major iron) tools and weapons WH1. 1f explaining how indirect contributions to social - Increasing agricultural cause-and-effect relationships and economic surplus: Better tools, plows, impacted people, places, and events progress development. irrigation in world history; - Increasing trade along rivers and by sea (Phoenicians) - Development of the world’s first cities - Development of the practice of slavery within most cultures in the ancient world, taking various forms

WH1.3c Development of religious traditions: WH1.1a synthesizing evidence from Key Terms: The student will apply social - Polytheism was practiced by artifacts and primary and - Monotheism science skills to understand the most early civilizations. secondary sources to obtain - Polytheism - Temple ancient river valley - Monotheism was developed information about events in world - Priest civilizations, including those of by the Hebrews. history; Mesopotamia, Egypt, the Indus - Mesopotamian religion WH1.3c Ancient Religions River Valley, and China and the continued to influence WH1. 1b Using geographic Resources civilizations of the Hebrews and Hebrew monotheism, but information to determine patterns Phoenicians, by that influence decreased and trends to understand world c)explaining the development over time. history; and interactions of religious traditions WH1. 1f explaining how indirect cause-and-effect relationships Religion was a major impacted people, places, and events part of life in all early in world history; civilizations.

WH1.3d WH1.1a synthesizing evidence from Key Terms: The student will apply social artifacts and primary and - Judaism science skills to understand the secondary sources to obtain - Hebrews - Covenant ancient river valley information about events in world - Diaspora civilizations, including those of history; - Exile Mesopotamia, Egypt, the Indus - Abraham River Valley, and China and the WH1. 1b Using geographic - Moses civilizations of the Hebrews and information to determine patterns - Torah Phoenicians, by and trends to understand world - Yahweh history; WH1.3d The Ancient Hebrews d) describing the origins, Origins of Judaism: Resources beliefs, traditions, customs, and - Abraham WH1. 1f explaining how indirect spread of Judaism; and - Moses cause-and-effect relationships impacted people, places, and events The Monotheism Beliefs, traditions, and practices of in world history; Judaism: attributed to Abraham - Belief in one God became the foundation WH1. 1g analyzing multiple (monotheism) of Judaism, Christianity, connections across time and place; - Torah, which contains the and Islam—religions that changed the world. written records and beliefs The Hebrews were the of the Jews first to become - Ten Commandments, which state moral and religious monotheists. conduct - Covenant Spread of Judaism: - Exile - Diaspora

WH1.3e Language and writing: WH1.1a synthesizing evidence from Key Terms: The student will apply social - Pictograms: Earliest written artifacts and primary and - Pictograms science skills to understand the symbols secondary sources to obtain - Hieroglyphics - Cuneiform ancient river valley - Hieroglyphics: Egypt information about events in world - Alphabet civilizations, including those of - Cuneiform: Sumer history; - Sanskrit Mesopotamia, Egypt, the Indus - Alphabet: Phoenicia - Oracle bone script River Valley, and China and the - Sanskrit: India WH1. 1b Using geographic civilizations of the Hebrews and - Oracle bone script: China information to determine patterns WH1.3e Early Civilizations Writing Phoenicians, by and trends to understand world Systems Resources e)explaining the development history; of language and writing.

Language and writing were important cultural innovations because they facilitated the preservation and spread of knowledge.

WH1.4a WH1.1a synthesizing evidence from Key Terms: - Tolerance The student will apply social artifacts and primary and science skills to understand the secondary sources to obtain - Bureaucracy - Imperial civilizations of Persia, India, and information about events in world - Royal Road China in terms of chronology, history; - Zoroastrianism geography, social structures, - Zoroaster government, economy, religion, WH1. 1b Using geographic WH1.4a Persian Empire Resources and contributions to later information to determine patterns civilizations by and trends to understand world history; a)locating Persia in time and place, including Zoroastrianism Persian Empire WH1. 1f explaining how indirect and the development of an Present day Iran: cause-and-effect relationships imperial bureaucracy; - Tolerance of conquered impacted people, places, and events Zoroastrianism was the peoples in world history; main Persian religion, - Development of an imperial although other religions bureaucracy were tolerated. - Construction of road system - Practice of Zoroastrianism Built on and Indus, Religion of Persia Mesopotamian, and Nile Belief in two River civilizations, opposing forces in Persia developed the the universe largest empire in the World.

WH1.4b Physical barriers, such as the WH1.1a synthesizing evidence from Key Terms: The student will apply social Himalayas, the Hindu Kush, and the artifacts and primary and - Sub-continent science skills to understand of Indian Ocean, made invasion secondary sources to obtain - Indigenous people - Nonindigenous people the civilizations of Persia, India, difficult. information about events in world - Aryan and China in terms of history; - Dominance chronology, Mountain passes in the Hindu Kush - Caste System geography, social structures, provided migration routes into the WH1. 1b Using geographic - Varna government, economy, religion, Indian subcontinent. information to determine patterns - Jati and contributions to later and trends to understand world - Vedas civilizations by The Indus and Ganges were the history; - Mauryan Empire - Gupta Empire b) locating India in time and important rivers in the Indian - Asoka place, including its origins, and subcontinent. WH1.1c interpreting charts, graphs, early development and the and pictures to determine WH1.4b The Caste System and the debate over the Aryan Indus River Valley civilization characteristics of people, places, or Empires of India Resources migrations Harappa and Mohenjo-Daro events in world history; Origins of Indian Society: The student will apply social - Nonindigenous (debate over WH1. 1g interpreting charts, science skills to understand the Aryan) Migration and graphs, and pictures to determine civilizations of Persia, India, and influences, and dominance characteristics of people, places, or China in terms of chronology, vs. indigenous contributions events in world history; geography, social structures, - “The caste system did not government, economy, religion, fully emerge until later in and contributions to later Indian history, but its roots civilizations by are in the varnas and the jati system b)locating India in time and - Varnas were idealized in the place, including its origins, early Vedas to organize society development, and the debate equally by skill. over the Aryan migrations; - As more occupations developed in ancient India, Classical Indian civilization jatis was used to describe began in the Indus River Valley, divisions by occupation. spread to the Ganges River - Jatis were governed by birth. Valley, and then - Over many centuries, both spread throughout the Indian varnas and jatis merged to subcontinent. This spread become known today as a continued with little top-down, birth-based caste interruption because of system.” the geographic location. Mauryan Empire - Asoka: Historians are divided over - Continued political whether migrations occurred or unification of much of India whether Indian civilization - Contributions: Spread of grew from within, but agree Buddhism, free hospitals, that Harappan civilization and veterinary clinics, good the Vedic period shaped Indian roads society. Gupta Empire: - Golden Age of classical

Indian culture - Contributions: Mathematics (concept of zero), medical advances (setting bones), astronomy (concept of a round earth), new - textiles, literature

WH1.4c The student will apply Hinduism: WH1.1a synthesizing evidence from Key Terms: social science skills to - Belief in many forms of one artifacts and primary and - Hinduism understand the civilizations of God secondary sources to obtain - Brahma - Vishnu Persia, India, and China in - Reincarnation: Rebirth information about events in world - Shiva terms of chronology, based upon karma history; - Reincarnation geography, social structures, - Karma: Knowledge that all - Karma government, economy, religion, thoughts and actions result WH1. 1b Using geographic - Moksha and contributions to later in future consequences information to determine patterns - Vedas civilizations by - Vedas and Upanishads: and trends to understand world - Upanishads c) describing the origins, Sacred writings history; - Dharma beliefs, traditions, customs, and - Spread along major trade WH1.4c Hinduism Resources spread of Hinduism routes

Hinduism was an major cultural product of classical India. Hinduism influenced

Indian society and culture and is still practiced in India today.

WH1.4d Buddhism: WH1.1a synthesizing evidence from Key Terms: The student will apply social - Founder: Siddhartha artifacts and primary and - Buddhism - Siddhartha Gautama science skills to understand of Gautama (Buddha) secondary sources to obtain - Four Noble Truths the civilizations of Persia, India, - Four Noble Truths information about events in world - Eightfold Path to - and China in terms of - Eightfold Path to history; Enlightenment chronology, Enlightenment - Enlightenment geography, social structures, - Asoka’s missionaries and WH1. 1b Using geographic - Nirvana government, economy, religion, their writings spread information to determine patterns WH14d Buddhism Resources and contributions to later Buddhism from India to and trends to understand world China and other parts of civilizations by history; Asia. d) describing the origins, beliefs, traditions, customs, and WH1 1e comparing and contrasting spread of Buddhism historical, cultural, economic, and political perspectives in world Buddhism was founded by history; Siddhartha Gautama in a part of India that is in present-day Nepal. Buddhism was strengthened as a major faith when Asoka sent missionaries throughout Asia.

STANDARD WHI.4e, f Migratory invaders raided Chinese WH1.1a synthesizing evidence from Key Terms: The student will apply social settlements from the north. Qin Shi artifacts and primary and - Qin Shi Huangdi science skills to understand of Huangdi built the Great Wall as a secondary sources to obtain - Legalism - Great Wall the civilizations of Persia, India, line of defense against invasions. information about events in world - Silk Road and China in terms of China was governed by a succession history; chronology, of ruling families called dynasties. - Mandate of Heaven geography, social structures, Chinese rulers were considered WH1. 1b Using geographic - Dynastic Cycle government, economy, religion, divine, but they served under a information to determine patterns - Civil Service System - Paper and contributions to later Mandate of Heaven only as long as and trends to understand world - Porcelain civilizations by their rule was just. history; - Silk e) locating China in time and - Confucianism place, including the The Silk Road facilitated trade and WH1. 1c interpreting charts, - Confucius development of an empire and contact between China and other graphs, and pictures to determine - Daoism (Taoism) the construction of the Great cultures as far away as Rome. characteristics of people, places, or - Lao Tzu (Laozi) Wall; and Products of classical China: events in world history; - Yin Yang - Code of harmony f) describing the impact of - Civil service system - Humility Confucianism, Taoism, and - Paper WH1. 1e comparing and Buddhism. - Porcelain contrasting historical, cultural, WH1.4e Classical Chinese - Silk economic, and political Civilization Classical China was centered on - Impact of Confucianism in perspectives in world history; the Huang He (Yellow River) forming the social order in WH1.4e Daoism and Confucianism and was geographically China isolated. Invaders entered - Belief that essentially WH1. 4 Unit Review Resources China from the north. The Great humans are good, not bad Wall was built for China’s - Respect for elders protection. - Code of harmony (still used Confucianism and Taoism are in Chinese society today) among the major products of - Emphasis on learning Chinese civilization. - Ancestor worship Impact of Taoism in forming Chinese culture and values: - Humility - Simple life and inner peace - Harmony with nature - Yin and yang represented opposites for Confucianism and Taoism. - Chinese forms of Buddhism spread throughout Asia.

Skill Focus and Exemplars Resources Essential Understandings Essential Knowledge (Instructions for linking to a Google (for instruction, assessment, and Doc) intervention) WH1. 5a Locations and places: WH1. 1b Using geographic Key Terms: The physical geography of the - Aegean Sea information to determine patterns - Dardanelles Aegean Basin shaped the - Mediterranean Sea, Black and trends to understand world - Peloponnesus economic, social, and political Sea, Dardanelles history; - Macedonia development of Greek - Balkan and Peloponnesus - Balkan Peninsula civilization. peninsula, - Arable Land - Asia Minor Classical Greek civilizations - Athens, Sparta, Troy WH1.5a Greek Geography emerged after the river valley Macedonia Resources civilizations. Greece became the first major civilization of Europe. Major geographic features: - Southeastern most region on the European continent - Surrounded by water on three sides, with smaller peninsulas protruding out from the mainland - Mountains served as natural barriers and boundaries and prevented Q large-scale farming 2 - Deep bays and natural harbors along the coastlines

WHI.5 The student will apply Greek mythology: WH1.1a synthesizing evidence Key Terms: social science skills to - Based on polytheistic from artifacts and primary and - Natural Phenomena understand ancient Greece in religion secondary sources to obtain - Human Qualities terms of its impact on Western - Offered explanations of information about events in world - Life Events civilization by natural phenomena, human history; - Zeus qualities, and life events - Hera b) describing the social and - Apollo religious structure of ancient Greek gods and goddesses: - Athena Greece; - Zeus, Hera, Apollo, Artemis, - Artemis Athena, Aphrodite - Aphrodite Greek mythology was based on a - Symbols and images in polytheistic religion that was Western literature, art, and WH1.5b Greek Mythology integral to culture, politics, and architecture Resources art in ancient Greece. Social structure: - Society divided between Many of Western civilization’s free and enslaved symbols, metaphors, words, and populations idealized images come from - People became slaves by ancient Greek mythology. being captured as prisoners of war, born to enslaved Greek society consisted of men, parents, or by failing to women, and slaves with defined repay their loans and debts roles. - Enslaved people did not have power, political rights or status - Most families owned slaves as household servants or laborers

WHI.5 The student will apply Citizenship in the Greek polis: - WH1.1a synthesizing evidence Key Terms: social science skills to - Greek cities promoted civic from artifacts and primary and - Polis understand ancient Greece in and commercial life. secondary sources to obtain - Civic terms of its impact on Western Citizens (free adult males) information about events in world - Commercial civilization by had political rights and the history; - Monarchy responsibility of civic - Aristocracy c) describing the cultural participation in WH1. 1b Using geographic - Tyranny development of Athens and government. information to determine patterns - Democracy (Direct) Sparta, with emphasis on the - Women and foreigners had and trends to understand world - Oligarchy significance of citizenship and no political rights. history; - Draco the development of democracy; - Slaves had no political - Solon rights. WH1. 1e comparing and - Militaristic Classical Athens developed the contrasting historical, cultural, most democratic system of Athens: economic, and political WH1.5c Greek Citizenship and government the world had ever - Stages in the evolution of perspectives in world history; Athens Vs. Sparta seen, although not everyone Athenian government: could participate in decision Monarchy, aristocracy, making. It became an inspiration tyranny, democracy for modern democracies. - Tyrants who worked for reform: Draco, Solon Contrasting philosophies of - Origin of democratic government divided the Greek principles: Direct city-states of Athens democracy, public debate, (democracy) and Sparta duties of the citizen (oligarchy) Sparta: - Oligarchy (rule by a small group) - Rigid social structure - Militaristic and aggressive society

WHI.5 The student will apply Importance of Persian Wars (499– WH1. 1b Using geographic Key Terms: social science skills to 449 B.C. [B.C.E.]): information to determine patterns - Persian Wars understand ancient Greece in - Persian wars united Athens and trends to understand world - Darius terms of its impact on Western and Sparta against the history; - Xerxes civilization by Persian Empire. - Battle of Marathon - Athenian victories over the WH1. 1e comparing and - Salamis d) evaluating the political and Persians at Marathon and contrasting historical, cultural, - Golden Age of Pericles economic development of Salamis left Greeks in economic, and political - Pericles Greece, with emphasis on the control of the Aegean Sea. perspectives in world history; - Parthenon Persian and Peloponnesian wars; - Athens preserved its - Peloponnesian War independence and WH1. 1f explaining how indirect - Delian League The Greeks defeated the Persian continued innovations in cause-and-effect relationships - Peloponnesian League empire and preserved their government and culture. impacted people, places, and events - Macedonian Conquest political independence. in world history; Golden Age of Pericles (mostly WH1.5d Persian Wars, Golden Age Competition between Sparta and occurring between the Persian and of Pericles, and the Peloponnesian

Athens for control of Greece the Peloponnesian Wars): War Resources helped cause the Peloponnesian - Pericles extended War. democracy; most adult males had an equal voice. The expansion of Greek - Pericles had Athens rebuilt civilization through trade and after destruction in the colonization led to the spread of Persian Wars; the Hellenic culture across the Parthenon is an example of Mediterranean and Black seas this reconstruction.

Importance of Peloponnesian War (431–404 B.C. [B.C.E.]): - Caused in part by competition for control of the Greek world: Athens and the Delian League versus Sparta and the Peloponnesian League - Weakened Athens and Sparta, setting the stage for Macedonian conquests of Greece and the end of Greek democracy

WHI.5 The student will apply Contributions of Greek culture to WH1. 1a synthesizing evidence Key Terms: social science skills to Western civilization: from artifacts and primary and - Drama understand ancient Greece in - Drama: Aeschylus, secondary sources to obtain - Aeschylus terms of its impact on Western Sophocles information about events in world - Sophocles civilization by - Poetry: Homer (Iliad and history; - Tragedy Odyssey) - Homer f) citing and explaining - History: Herodotus, WH1. 1c interpreting charts, - Herodotus contributions in drama, poetry, Thucydides graphs, and pictures to determine - Thucydides history, sculpture, architecture, - Sculpture: Phidias characteristics of people, places, or - Phidias science, mathematics, and - Architecture: Types of events in world history; - Doric philosophy, with emphasis on columns, including the - Ionic Socrates, Plato, and Aristotle. Doric (Parthenon), Ionic, - Corinthian and Corinthian - Archimedes Athenian culture during the - Science: Archimedes, - Hippocrates classical era became one of the Hippocrates - Euclid foundation stones of Western - Mathematics: Euclid, - Pythagoras civilization. Pythagoras - Socrates - Philosophy: Socrates, Plato, - Plato Aristotle - Aristotle - Philosophy

WH1.5f The Advances of Classical Greece

WHI.5 The student will apply Phillip of Macedonia and Alexander WH1. 1b Using geographic Key Terms: social science skills to the Great: information to determine patterns - Phillip of Macedonia understand ancient Greece in - Phillip of Macedonia’s and trends to understand world - Alexander the Great conquest returned Greece history; - Hellenistic Culture terms of its impact on Western to a monarchy - Near East civilization by - Alexander the Great’s WH1. 1f explaining how indirect conquests, which stretched cause-and-effect relationships WH1.5e The Macedonian e) evaluating the significance of to western India, spread impacted people, places, and events Conquests the conquest of Greece by Greek influence in Egypt in world history; Macedonia and the formation and the Near East and spread of Hellenistic culture by Alexander the Great;

Athenian culture during the classical era became one of the foundation stones of Western civilization.

WHI.6 The student will apply Locations and places: WH1. 1b Using geographic Key Terms: social science skills to - Rome: Centrally located in information to determine patterns - Mediterranean Basin understand ancient Rome from the Mediterranean Basin and trends to understand world - Italian Peninsula about 700 b.c. (b.c.e.) to 500 a.d. and distant from eastern history; - Sea-borne commerce (c.e.) in terms of its impact on Mediterranean powers - Alps Western civilization by - Italian Peninsula a) locating Roman civilizations in - Alps: Protection WH1.6a The Geography of Ancient time and place and describing - Mediterranean Sea: Rome Resources their major geographic features; Protection, sea-borne

commerce The Italian peninsula was protected by the sea and the arc of the Alps mountains. After the collapse of Alexander the Great’s empire, Rome gradually emerged as the dominant civilization around the Mediterranean and in Europe.

WHI.6 The student will apply Roman society included: WH1.1a synthesizing evidence Key Terms: social science skills to - Patricians, wealthy from artifacts and primary and - Patricians understand ancient Rome from individuals whose families secondary sources to obtain - Plebeians about 700 b.c. (b.c.e.) to 500 a.d. were eligible to hold public information about events in world - Jupiter (c.e.) in terms of its impact on offices, history; - Juno Western civilization by - Plebeians poorer - Venus individuals who could not WH1. 1f comparing and contrasting - Diana b) describing the social and hold office historical, cultural, economic, and - Apollo religious structure of ancient - Slaves individuals captured political perspectives in world - Minerva Rome as prisoners of war, born to history; enslaved parents, or who WH1.6b Roman Mythology Roman mythology, like Greek failed to repay their loans Resources mythology, was based upon a and debts polytheistic religion that was integral to culture, politics, and Roman mythology: art. Many of Western - Explanations of natural civilization’s symbols, phenomena, human metaphors, words, and idealized qualities, and life events images come from ancient - Based on the Greek Roman mythology. polytheistic religion

Roman gods and goddesses: - Jupiter, Juno, Apollo, Diana, Minerva, and Venus - Symbols and images in literature, art, and architecture

WHI.6 The student will apply Social structure in the Roman WH1. 1a Synthesizing evidence Key Terms: social science skills to Republic: from artifacts and primary and - Citizenship understand ancient Rome from - Patricians: Powerful secondary sources to obtain - Alien about 700 b.c. (b.c.e.) to 500 a.d. nobility (few in number) information about events in world - Republic (Representative (c.e.) in terms of its impact on - Plebeians: Majority of history; Democracy) Western civilization by population - Senate

- Slaves: Not based on race, WH1. 1c interpreting charts, - Consuls c) describing the social structure individuals captured as graphs, and pictures to determine - Assemblies and cultural development of the prisoners of war, born to characteristics of people, places, or - Twelve Tables Roman Republic; enslaved parents, and by events in world history; - Pantheon failing who failed to repay - Coliseum Although women, most aliens their loans and debts WH1. 1g Analyzing multiple - Forum (non-Romans living in the connections across time and place; - Aqueducts Republic), and slaves were Citizenship: - Ptolemy excluded from the governing - Patrician and plebeian men - Geocentric Theory process, the Roman Republic - Selected foreigners - Roman Arches made major strides in the - Rights and responsibilities - Public Baths development of representative of citizenship (e.g., taxes, - Romance Languages democracy, which became a military service) - Latin model for modern democracy. - Virgil Features of democracy: - Aeneid Conquests and trade spread - Representative democracy

Roman cultural and - Assemblies WH1.6c Roman Republic and technological achievements - The Senate Citizenship throughout the - Consuls Empire. - Laws of Rome codified as WH1.6c The Advances of Rome Twelve Tables Western civilization was influenced by the cultural Contributions of Ancient Rome: achievements of ancient Rome. - Art and architecture: Pantheon, Colosseum, Forum - Technology: Roads, aqueducts, Roman arches - Science: Achievements of Ptolemy - Medicine: Emphasis on public health (public baths, public water systems, medical schools) - Language: Latin, Romance languages - Literature: Virgil’s Aeneid - Law: The principle of “innocent until proven guilty” (from the Twelve Tables)

WHI.6 The student will apply Punic Wars: Rome vs. Carthage WH1. 1b Using geographic Key Terms: social science skills to (264–146 B.C. [B.C.E.]): information to determine patterns - Punic Wars understand ancient Rome from - Rome and Carthage were in and trends to understand world - Carthage about 700 b.c. (b.c.e.) to 500 a.d. competition for trade. history; - Hannibal (c.e.) in terms of its impact on - Hannibal invaded the - Scipio Western civilization by Italian Peninsula. WH1. 1f explaining how indirect - Julius Caesar - Three wars resulted in cause-and-effect relationships - First Triumvirate d) describing and evaluating the Roman victory, the impacted people, places, and events - Inflation political and military structure of destruction of Carthage, in world history; - Devaluation the Roman Republic under the and expanded trade and rule of Julius Caesar; wealth for Rome. WH1.6d The Punic Wars

After the victory over Carthage Evolution of the Roman Empire and WH1.6d Julius Caesar and the Fall in the Punic Wars, Rome was spread of Roman culture: of the Roman Republic able, over the next 100 years, to - Mediterranean basin dominate the Mediterranean (Africa, Asia, Europe, basin, leading to the diffusion of including the Hellenistic Roman culture. world of the Eastern Mediterranean) - Western Europe (Gaul, British Isles)

Causes for the decline of the Roman Republic: - Spread of slavery in the agricultural system - Migration of small farmers into cities and unemployment - Civil war over the power of Julius Caesar - Devaluation of Roman currency; inflation - First triumvirate Julius Caesar: Seizure of power, assassination

WHI.6 The student will apply Augustus Caesar: Civil war, defeat WH1. 1b using geographic Key Terms: social science skills to of Marc Anthony, Rome’s first information to determine patterns - Augustus Caesar (Octavian) understand ancient Rome from emperor and trends to understand world - Marc Anthony about 700 b.c. (b.c.e.) to 500 a.d. history; - Imperial Authority (c.e.) in terms of its impact on Empire: Unified and enlarged, using - Pax Romana Western civilization by imperial authority and the military WH1. 1e comparing and - Rule of law e) describing and evaluating the contrasting historical, cultural, political structure of the Roman Failure to provide for peaceful economic, and political WH1.6e The Rise of Augustus Empire under the rule of succession of Emperors perspectives in world history; Caesar and the Origins of the Augustus Caesar; Empire f) assessing the economic The Pax Romana: WH1. 1f explaining how indirect structure of Rome, Rome’s - Two centuries of peace and cause-and-effect relationships WH1.6f The Pax Romana imperial conquests, and the Pax prosperity under imperial impacted people, places, and events Romana; and rule in world history; - Expansion and The Roman Republic, in the face solidification of the Roman of changing social and economic Empire, particularly in the conditions, succumbed to civil Near East war and was replaced by an imperial regime, the Roman Economic impact of the Pax Empire. Romana:

- Established uniform system

of money, which helped to expand trade - Guaranteed safe travel and trade on Roman roads - Promoted prosperity and stability

Social impact of the Pax Romana: - Returned stability to social classes - Increased emphasis on the family

Political impact of the Pax Romana: - Created a civil service - Developed a uniform rule of law

WHI.6 The student will apply Causes for the decline of the WH1. 1b using geographic Key Terms: social science skills to Western Roman Empire: information to determine patterns - Civil conflict understand ancient Rome from - Geographic size: Difficulty and trends to understand world - Germanic Tribes about 700 b.c. (b.c.e.) to 500 a.d. of defense and history; - Germanic Invasions (c.e.) in terms of its impact on administration - Constantine

Western civilization by - Economy: The cost of WH1. 1f explaining how indirect - Constantinople g) evaluating the fall of the defense and devaluation of cause-and-effect relationships - Byzantium Western Roman Empire and the Roman currency impacted people, places, and events - Diocletian Germanic invasions. - Military: Increasing reliance in world history; - Byzantine Empire (Eastern on foreigners to serve in Roman Empire) Over a 300 year period, the and to lead the Roman WH1. 1g analyzing multiple western part of the Roman army connections across time and place; WH1.6g The Fall of the Roman Empire steadily declined - Declining Roman Empire because of internal and external populations as a result of problems. epidemic diseases - Political problems: Civil conflict and weak administration - Invasion: Germanic migrations and settlement

Division of the Roman Empire: - Creation of a second capital by Constantine at Byzantium, and renaming it Constantinople - Survival of the Western Roman Empire until 476 A.D. (C.E.), when it ceased to have a Roman Emperor - Eastern Roman Empire (Byzantine Empire)

Skill Focus and Exemplars Resources Essential Understandings Essential Knowledge (Instructions for linking to a Google (for instruction, assessment, and Doc) intervention) STANDARD WHI.7a Origins of Christianity WH1. 1a synthesizing evidence Key Terms: The student will apply social Had its roots in Judaism from artifacts and primary and - Jesus of Nazareth science skills to understand the Was led by Jesus of Nazareth, who secondary sources to obtain - Messiah development of Christianity by was proclaimed the Messiah information about events in world - New Testament history; - Christianity a) describing the origins, beliefs, Conflicted with polytheistic - Incarnation traditions, practices, customs, and beliefs of Roman Empire WH1. 1b using geographic - Church Councils spread of Christianity in time and information to determine patterns - Martyrs place; Beliefs, traditions, and practices and trends to understand world - Apostles of Christianity: Monotheism, history; - Paul The followers of Jesus spread Jesus as both Son and incarnation WH1.7a Christianity Christianity throughout the of God, Life after death, WH1.1f explaining how indirect cause-and-effect relationships Roman Empire presenting a New Testament, containing impacted people, places, and events powerful challenge to Roman accounts of the life and teachings in world history; polytheism. of Jesus, as well as writings of early Christians, Christian doctrines established by early church councils

Q 3 Spread of Christianity: Popularity of the message, Early martyrs inspired others, Carried by the Apostles, including Paul, throughout the Roman Empire

STANDARD WHI.7b Impact of the Church of Rome in WH1. 1a synthesizing evidence Key Terms: The student will apply social the late Roman Empire from artifacts and primary and - Moral authority science skills to understand the secondary sources to obtain - Heresy development of Christianity by The Emperor Constantine information about events in world - Arianism history; - Donatism b) explaining the unifying role of converted to Christianity and

the Church in Europe after the made it legal. WH1. 1f explaining how indirect WH1.7b The Role of the Church collapse of Rome; and cause-and-effect relationships after the Fall of Rome Christianity later became the impacted people, places, and events As the Roman Empire declined in official state religion. in world history; the West, the Church of Rome grew in importance, followers, and The Church became a source of influence. moral authority.

The Church became the main unifying force of Western Europe.

Heresies such as Arianism and Donatism sometimes divided Christians.

STANDARD WHI.7c Influence of the Roman Catholic WH1. 1g analyzing multiple Key Terms: The student will apply social Church connections across time and place; - Secular authority science skills to understand the - Monastery development of Christianity by Secular authority declined, while - Monk - Missionaries c) sequencing events related to Church authority grew. - Catholic Church the spread and influence of - Pope Christianity and the Catholic Monasteries preserved - Charlemagne Church throughout Europe. - Pope Leo III Greco-Roman cultural - Parish priest achievements. - Sacraments

During the Middle Ages, the Pope WH1.7c The Catholic Church and crowned the Emperors, Missionaries carried Christianity the Middle Ages missionaries carried Christianity and Latin alphabet to Germanic to the Germanic tribes, and the tribes. Church served the social, political, and religious needs of the people. The Pope anointed Charlemagne Emperor in 800 A.D. (C.E.) Parish priests served religious and social needs of the people.

STANDARD WHI.8a Location of Constantinople WH1. 1b using geographic Key Terms:

The student will apply social information to determine patterns - Ottoman conquest science skills to understand the Protection of the eastern frontier and trends to understand world - Greco-Roman Culture Byzantine Empire and eastern history Europe from about 300 to Distance from Germanic WH1.8a The Geography of the 1000 A.D. (C.E.) by explaining the invasions in the western empire Byzantine Empire & the Role of Constantinople influence of geography on the establishment of Constantinople Crossroads of trade as the capital of the Eastern Roman Empire and describing the Easily fortified site on a peninsula Byzantine Empire in time and bordered by natural harbors place; Role of Constantinople

The capital of the Eastern Roman Seat of the Byzantine Empire until Empire was established Ottoman conquest at Constantinople to provide political, economic, and military Preserved classical Greco-Roman advantages. culture

Center of trade

STANDARD WHI.8b Byzantine Emperor WH1. 1a synthesizing evidence Key Terms: The student will apply social from artifacts and primary and - Justinian science skills to understand of the Justinian Codification of Roman secondary sources to obtain - Justinian’s Code Byzantine Empire eastern Europe law (impact on European legal information about events in world - Hagia Sophia history; - Theodora from about 300 to codes) - Bubonic Plague 1000 A.D. (C.E.) by WH1. 1b using geographic b) identifying describing Justinian Reconquest of former Roman information to determine patterns WH1.8b Justinian Resources and his contributions, including territories and trends to understand world the codification of Roman law, and history describing the expansion of the Expansion of trade Byzantine Empire and economy;

Through his codification of Roman law, Justinian provided the basis for the law codes of Western Europe.

Although Justinian reconquered territory, the costs of his wars and the first appearance of the Bubonic plague left the Byzantine Empire weakened.

STANDARD WHI.8c Byzantine achievements in art WH1. 1a synthesizing evidence Key Terms: The student will apply social and architecture from artifacts and primary and - Hagia Sophia science skills to understand of the secondary sources to obtain - Mosaics Byzantine Empire and eastern Inspiration provided by Christian information about events in world - Icon history; - Orthodox Christianity Europe from about 300 to 1000 religion and imperial power

A.D. (C.E.) by WH1. 1e comparing and WH1.8c The Culture of the c) characterizing the role Icons (religious images) contrasting historical, cultural, Byzantine Empire Byzantine art and architecture and economic, and political played in the preservation of Mosaics in public and religious perspectives in world history; Greek and Roman traditions; structures

Greek Orthodox Christianity and Hagia Sophia (a Byzantine domed imperial patronage enabled the church) Byzantine Empire to develop a unique style of art and of Byzantine culture Architecture. Greek and Roman traditions were Continued flourishing of Greco- preserved in the Byzantine Roman traditions Empire. Greek language (as contrasted with Latin in the West)

Greek Orthodox Christianity

Greek and Roman knowledge preserved in Byzantine libraries

STANDARD WHI.8d Eastern Church: WH1. 1e comparing and Key Terms: The student will apply social - Centered in contrasting historical, cultural, - The Great Schism science skills to understand of the Constantinople economic, and political - Pope perspectives in world history; - Patriarch Byzantine Empire and eastern - Close to seat of power - Celibacy Europe from about 300 to 1000 after Constantinople - Liturgy A.D. (C.E.) by became capital - Eastern Church d) explaining the disputes that led - Use of Greek language in - Western Church to the split between the Roman the liturgy Catholic Church and the Greek WH1.8d The Great Schism Orthodox Church; and Western Church: Resources - Centered in Rome

The cultural and political - Farther from seat of differences between the Eastern power after and Western Roman Empires Constantinople became weakened the unity of the capital

Christian Church and led to its - Use of Latin language in division. the liturgy

Division between Western and Eastern Churches

Authority of the Pope eventually accepted in the West

Authority of the Patriarch accepted in the East

Practices such as celibacy eventually accepted in the West

STANDARD WHI.8e Influence of Byzantine culture on WH1. 1b using geographic Key Terms

The student will apply social Eastern Europe and Russia information to determine patterns - Cyrillic Alphabet science skills to understand of the and trends to understand world - St. Cyril Byzantine Empire and Russia Trade routes between Black Sea history - Slavic eastern Europe from about 300 to and Baltic Sea - Onion Dome 1000 A.D. (C.E.) by WH1. 1f explaining how indirect cause-and-effect relationships WH1.8e Russian Culture & e) analyzing and explaining the Adoption of Orthodox Christianity impacted people, places, and events Byzantine Influence influence of Byzantine culture on by Russia and much of Eastern in world history Eastern Europe. Europe

Byzantine civilization influenced Adoption of Greek alphabet for Russian and Eastern European the Slavic languages by St. Cyril civilizations through its religion, (Cyrillic alphabet) culture, and trade. Church architecture and religious

art

STANDARD WHI.9a Origins of Islam WH1. 1a synthesizing evidence Key Terms: The student will apply social from artifacts and primary and - Islam science skills to understand of the Muhammad, the Prophet secondary sources to obtain - Muslim Islamic civilization from about 600 information about events in world - Muhammad history; - Allah to 1000 A.D. (C.E.) by Mecca and Medina on the Arabian - Mecca a) describing the origin, location, Peninsula: Early Muslim cities WH1. 1b using geographic - Medina beliefs, traditions, practices, and Locations information to determine patterns - Arabian Peninsula spread of Islam with emphasis on - Arabian Peninsula and trends to understand world - Five Pillars of Islam the Sunni Shi’a division and the - Mecca and Medina history; - Quran (Koran) Battle of - Arabic WH1. 1g analyzing multiple - Judeo-Christian Tours; Spread of Islam: connections across time and place; - Prophet - Across Asia and Africa - Ali The revelations of Muhammad and into Spain - Sunni form the basis of the Islamic - Geographic extent of first - Shi’a (Shiite) religion, a monotheistic faith. Muslim Islamic empire - Jerusalem Muhammad and his followers - Beliefs, traditions, and - Damascus spread Islam. customs practices of - Baghdad Islamic traditions and customs Islam - Abbasids - Battle of Tours practices developed over - Monotheism: Allah centuries and created a distinctive (Arabic word for God) WH1.9a The Beliefs of Islam Muslim culture. - Qur’an (Koran): The word Resources Major historical turning points of God marked the spread and influence - Five Pillars of Islam WH1.9a Historical Events of Islam of Islamic civilization. Resources Acceptance of Judeo-Christian prophets, including Moses and Jesus

Acceptance of earlier prophets such as Moses and Jesus Historical turning points

Death of Ali: Sunni-Shi’a division Muslim conquests of Jerusalem and Damascus

Islamic capital moved to Baghdad by Abbasids

Muslim defeat at the Battle of Tours

STANDARD WHI.9b Geographic influences on the WH1. 1b using geographic Key Terms: The student will apply social origin and spread of Islam information to determine patterns - Political unity science skills to understand of the and trends to understand world - Facilitate Islamic civilization from about 600 Diffusion along trade routes from history; to 1000 A.D. (C.E.) by Mecca and Medina WH1.9b Islamic Geography b) assessing the influence of Resources geography on Islamic economic, Expansion despite great social, and political development, distances, desert environments, including the impact of conquest and mountain barriers and trade; and Spread into the Fertile Crescent, Iran, and Central Asia facilitated by weak Byzantine and Persian In the first three centuries after empires Muhammad’s death, Muslim rule expanded rapidly, overcoming Geographic influences on geographic barriers, and economic, social, and political facilitated by weakened political development empires. Political unity and the Arabic language facilitated trade Political unity of the first Muslim and stimulated intellectual activity. Islamic empire was short-lived

Arabic language spread with Islam and facilitated trade across Islamic lands

Slavery was not based on race

STANDARD WHI.9c Cultural contributions and WH1. 1a synthesizing evidence Key Terms: The student will demonstrate achievements: from artifacts and primary and - Dome of the Rock knowledge apply social science - Architecture (Dome of the secondary sources to obtain - Arabic numerals skills to understand of the Islamic Rock) information about events in world - Algebra history; - Astrolabe civilization from about 600 to - Mosaics

1000 A.D. (C.E.) by - Arabic alphabet WH1.9c Cultural Achievements of c) explaining the cultural and - Universities Islam scientific contributions and - Translation of ancient achievements of Islamic texts into Arabic civilization. - Scientific contributions and achievements Early Islamic civilization was - Arabic numerals (adapted characterized by achievements in from India, including science and the arts that zero) transformed the Islamic world and - Algebra had a major global impact - Medicine - Expansion of geographic knowledge

STANDARD WHI.10a Foundations of early medieval WH1. 1b using geographic Key Terms: The student will apply social society: information to determine patterns - Middle Ages science skills to understand - Classical heritage of Rome and trends to understand world - Medieval Western Europe during the Middle - Christian beliefs history; - Scandinavia - Vikings Ages from about 500 to 1000 A.D. - Customs of Germanic - England (C.E.) in terms of its impact on tribes - Angles and Saxons Western civilization by - Franks a) locating and describing the Location: - Germanic Tribes societies of Western Europe Scandinavia-Vikings during the Middle Ages in time England-Angles and Saxons WH1.10a Foundations of the and place Present-day France and Middle Ages Germany-Franks After the collapse of the Western Roman Empire, Germanic and Scandinavian kingdoms emerged as powerful forces.

Germanic civilization was influenced by various cultural forces as they established themselves in Europe.

STANDARD WHI.10b Social, religious, and cultural WH1. 1e comparing and Key Terms: The student will apply social development during the Age of contrasting historical, cultural, - Charlemagne science skills to understand Charlemagne economic, and political - Pope Leo III Western Europe during the Middle perspectives in world history; - Vernacular - Holy Roman Empire Ages from about 500 to 1000 A.D. Franks emerged as a force in - Alliance (C.E.) in terms of its impact on Western Europe - Carolingian Dynasty Western civilization by - Papal b) describing the social, religious, The Pope crowned Charlemagne, and cultural development of the the emperor WH1.10b The Age of Charlemagne Franks with emphasis on the Age of Charlemagne; Power of the Church was established in political life Frankish kings used military power to expand their territory. Classical Roman Latin was revived as the language of The alliance between Frankish scholars, but disappeared as a kings and the Church increased language of everyday life, papal authority and influence in replaced by Western Europe. French, Italian, Spanish, etc

Most of Western Europe was included in the new empire Churches, roads, and schools were built to unite the empire

STANDARD WHI.10c Social, religious, and cultural WH1. 1b using geographic Key Terms: The student will apply social development information to determine patterns - Magyars science skills to understand and trends to understand world - Tribal units Western Europe during the Middle Angles and Saxons migrated to history; - Chieftains - Literacy Ages from about 500 to 1000 A.D. England in the 5th century WH 1. 1f explaining how indirect (C.E.) in terms of its impact on cause-and-effect relationships WH1.10c The Magyars Resources Western civilization by The Magyars migrated to central impacted people, places, and events c) explaining the social, religious Europe in the 10th century in world history; and cultural development of the Magyars and Anglo-Saxons; Tribal units led by chieftains

Invasions disrupted trade, towns Invasions by Angles, Saxons, and declined Magyars disrupted the social, economic, and political order of Gradually converted to Europe. Christianity

After converting to Christianity, the Angles, Saxons, and Magyars adopted literacy.

STANDARD WHI.10d Social, religious, and cultural WH1. 1b using geographic Key Terms: The student will apply social development information to determine patterns - Arable land science skills to understand and trends to understand world - Lief Erikson Western Europe during the Middle The Viking attacks took place history; - Norse Mythology Ages from about 500 to 1000 A.D. mostly in the 9th and 10th WH 1. 1f explaining how indirect WH1.10d The Vikings Resources (C.E.) in terms of its impact on centuries cause-and-effect relationships Western civilization by impacted people, places, and events d) describing the social, religious, Tribal units led by chieftains in world history; and cultural patterns of the Lack of arable land led to Vikings; and exploration and invasion

Invasions by Vikings disrupted the Invasions disrupted trade, towns social, economic, and political declined order of Europe. Polytheistic religion, gradually converted to Christianity

Viking attacks contributed to the collapse of the Frankish Empire founded by Charlemagne Vikings settled in what is today known as Russia, Iceland, and Greenland, and briefly in North America

STANDARD WHI.10e Invasions shattered Roman WH1. 1c interpreting charts, Key Terms: The student will apply social protection over the Empire. graphs, and pictures to determine - Western Europe science skills to understand Feudalism emerged gradually characteristics of people, places, or - Feudalism Western Europe during the Middle between the Fall of the Western events in world history; - Feudal obligations - King Ages from about 500 to 1000 A.D. Roman Empire (5th century) and - Lord (C.E.) in terms of its impact on the collapse of the Carolingian - Vassal Western civilization by Empire (10th century) - Serf e) evaluating and explaining the - Manor development of feudalism and the Feudal society during the Middle - Manorial System manor system. Ages: - Self-sufficient - Fief - Fiefs - Vassals - Nobility The decline of Roman influence in - Serfs Western Europe left people with - Feudal obligations WH1.10e Feudalism Resources little protection against invasion, so they entered into feudal Manorial system during the agreements with landholding Middle Ages lords who promised them protection. Rigid class structure

Self-sufficient manors

STANDARD WHI.14a England: WH1. 1b using geographic Key Terms: The student will apply social - William the Conqueror, information to determine patterns - William the Conqueror science skills to understand of the leader of the Norman and trends to understand world - Norman Conquest social, economic, and political Conquest, united most of history; - King John - Magna Carta changes and cultural England. WH1. 1f explaining how indirect - Hundred Years’ War achievements - King John signed the cause-and-effect relationships - Parliament in the high and late medieval Magna Carta, limiting the impacted people, places, and events - Capetian Dynasty periods by king’s power. in world history; - Phillip II (Augustus) a) describing the emergence of - The Hundred Years’ War - Joan of Arc centralized monarchies (England, between England and WH1. 1g analyzing multiple - Ferdinand and Isabella France, Spain, and Russia) and France helped define connections across time and place; - Inquisition - Reconquista distinctive political developments England as a nation. - Moors in each; - Evolution of Parliament. - Christopher Columbus - Charles V Understanding France: - Ivan the Great European monarchies - The Capetian dynasty - Tsar (Czar) consolidated united most of France, WH1.14a The Rise of European their power in the high and late and King Phillip II Monarchies medieval period. (Augustus) made Paris the French capital. - The Hundred Years’ War between England and France helped define France as a nation. - Joan of Arc was a unifying factor.

Spain: - Ferdinand and Isabella unified most of Spain and expelled Jews and Moors. - Spanish Empire in the Western Hemisphere expanded under Charles V.

Russia: - Ivan the Great threw off the rule of the Mongols, centralized power in Moscow, and expanded the Russian nation. - Power was centralized in the hands of the tsar. - The Orthodox Church influenced unification.

STANDARD WHI.14b Key events of the Crusades: WH1. 1a synthesizing evidence Key Terms: The student will apply social - Pope Urban’s speech from artifacts and primary and - Crusades science skills to understand of the - The capture of Jerusalem secondary sources to obtain - Pope Urban information about events in world - Jerusalem social, economic, and political - Founding of Crusader history; - Crusader states changes and cultural states - Saladin achievements - Loss of Jerusalem to WH1. 1b using geographic - Richard the Lionhearted in the high and late medieval Saladin information to determine patterns - Holy Land periods by - Sack of Constantinople by and trends to understand world - Ottoman Turks b) explaining conflicts across western Crusaders history; - Disillusionment Europe and Asia, including the Crusades, and the fall of Effects of the Crusades: WH1. 1f explaining how indirect WH1.14b The Crusades Resources cause-and-effect relationships Constantinople; - Strengthened monarchs who gained new powers impacted people, places, and events The Crusades were carried out by of taxation in conjunction in world history Christian political and religious with the Crusades leaders to take control of the Holy - Caused disillusionment Land from the Muslims. with popes and nobles who began to launch and fight crusades against fellow Christians

- Stimulated trade

throughout the Mediterranean area and the Middle East - Left a legacy of bitterness among Christians, Jews, and Muslims - Weakened the Byzantine

Empire

Ottoman Turks conquered the Constantinople: Byzantine Empire. - Fell to the Ottoman Turks in 1453, ending the Byzantine Empire - Became capital of the Ottoman Empire

STANDARD WHI.14c Impact of the Black Death WH1. 1f explaining how indirect Key Terms: The student will apply social (Bubonic plague): cause-and-effect relationships - Black Death science skills to understand the - Decline in population impacted people, places, and events - Bubonic Plague in world history; - Scarcity of labor social, economic, and political - Scarcity of labor - Anti-semitism changes and cultural - Attempts by lords to - Decimate achievements in the high and late restrict wage increases medieval periods by and land acquisitions WH1.14c The Black Death c) explaining patterns of crisis - Large scale peasant Resources and recovery related to the Black revolts Death (Bubonic plague); and - Massacres of Jewish populations blamed for In the fourteenth century, the the “Black Death” Black Death (Bubonic plague) - Disruption of trade decimated the population of much of Asia and then the population of much of Europe.

STANDARD WHI.14d Church scholars: WH1. 1f explaining how indirect Key Terms: The student will apply social - Were among the very few cause-and-effect relationships - Church scholars science skills to understand the who could read and write impacted people, places, and events - Clergy social, economic, and political - Worked in monasteries in world history; WH1.14d Education in the Late changes and cultural - Translated Greek and Middle Ages Resources achievements Arabic works into Latin in the high and late medieval periods by Made new knowledge in d) evaluating and explaining the philosophy, medicine, and science preservation and transfer to available in Europe Western Europe of Greek, Roman, and Arabic philosophy, medicine, and science.

Education was largely confined to Laid the foundations for the rise the clergy during the Middle Ages. of universities in Europe in the The masses were uneducated, 13th century while the nobility was concerned with feudal obligations. Church scholars preserved ancient literature in monasteries in the East and West.

Skill Focus and Exemplars Resources Essential Understandings Essential Knowledge (Instructions for linking to a Google (for instruction, assessment, and Doc) intervention)

WH1.11a Major trade patterns of the Eastern WH1. 1b using geographic Key Terms: The student will apply social Hemisphere from 1000 to 1500 information to determine patterns - Maritime science skills to understand the A.D. (C.E.): and trends to understand world - Silk Routes civilizations and empires of Asia - Silk Routes across Asia to history; - Trans-Saharan Routes the Mediterranean basin with emphasis on Japan, and - Maritime routes across the WH1.11a Trade Routes Resources China, by Indian Ocean a) locating and explaining major - Trans-Saharan routes global and regional trade routes across North Africa - Northern European links During the medieval period, with the Black Sea several major trading routes - Western European sea and river trade developed in the Eastern - South China Sea and lands Hemisphere. These trading of Southeast Asia routes developed among Europe, Africa, and Asia. Q 4 WH1.11b Goods: WH1. 1b using geographic Key Terms: The student will apply social - Spices from lands around information to determine patterns - Textiles science skills to understand the the Indian Ocean and trends to understand world - Lateen sail civilizations and empires of Asia - Textiles from India, China, history; - Cultural interactions with emphasis on Japan, and the Middle East, and later - Networks of economic China by Europe interdependence b) explaining technological - Porcelain from China and advances and transfers, Persia WH1.11b Trade Goods and networks of economic Technology: Technology Resources interdependence, and cultural - Paper from China through interactions; the Muslim world to Byzantium and Western

Regional trade networks and Europe long distance trade routes in - New crops from India (e.g., Asia aided the diffusion and for making sugar) exchange of - Waterwheels and technology and culture. windmills from the Middle East - Navigation: Compass from China, lateen sail from Indian Ocean region Ideas: - Spread of religions across the hemisphere - Buddhism from China to Korea and Japan - Hinduism and Buddhism from India to Southeast Asia - Islam into West Africa, Central and Southeast Asia - Printing and paper money from China WH1.11d The Mongols: WH1. 1b using geographic Key Terms: The student will apply social - Nomadic herders information to determine patterns - Nomadic Herders science skills to understand the - Genghis Khan and trends to understand world - Genghis Khan civilizations and empires of Asia - Golden Horde history; - Golden Horde with emphasis on Japan, and - Mongols converted to local - Mongols China, by religions, such as Islam, WH1. 1f explaining how indirect d) evaluating the impact of the after conquest cause-and-effect relationships WH1.11d The Mongols Resources Mongol Empire throughout Asia. impacted people, places, and events in world history; Mongol armies invaded Russia, Mongol armies: Southwest Asia, and China, - Invaded Russia, China, and creating an empire. Muslim states in Southwest Asia, destroying cities and countryside - Created an empire

WH1.15a Economic effects of the Crusades: WH1. 1f explaining how indirect Key Terms: The student will apply social - Increased access to Middle cause-and-effect relationships - Usury science skills to understand of Eastern products impacted people, places, and events - Secular the developments leading to the - Stimulated production of in world history; - Letters of Credit Renaissance in Europe in terms goods to trade in Middle - Accounting of its Eastern markets - Urbanized impact on Western civilization by - Encouraged the use of a) determining the economic and credit and banking WH1.15a Economics the cultural foundations of the Italian Important economic concepts: Renaissance Renaissance; - Church rule against usury and the banks’ practice of Italy was the most commercially charging interest helped to advanced, urbanized, literate secularize northern Italy. area of high and later medieval - Letters of credit served to Europe. expand the supply of The remains of ancient Rome money and expedite trade. were most visible in Italy. - New accounting and Italy’s wealth, literacy, and pride bookkeeping practices (use in the Roman past provided the of Arabic numerals) were foundations of the Italian introduced. Renaissance. Cultural Foundations

Collapse of Byzantine Empire reignited interest in Greco-Roman culture.

WH1.15b Florence, Venice, and Genoa: WH1. 1b using geographic Key Terms: The student will apply social - Had access to trade routes information to determine patterns - Middle East science skills to understand of connecting Europe with and trends to understand world - Trading Centers the developments leading to the Middle Eastern markets history; - Machiavelli Renaissance in Europe in terms - Served as trading centers - The Prince of its for the distribution of WH1. 1g analyzing multiple - Treasties impact on Western civilization by goods to northern Europe connections across time and place; - Absolute power b) sequencing events related to - Were initially independent - Medici Family the rise of Italian city-states and city-states governed as - Italian City-states their political development, republics including Machiavelli’s theory of Machiavelli’s The Prince: WH1.15b The Italian City-States governing as described in - An early modern treatise and Machiavelli Resources The Prince; on government - Supports absolute power of Wealth accumulated from the ruler European trade with the Middle - Maintains that the end East led to the rise of Italian city- justifies the means states. - Advises that one should not Wealthy merchants were only do good if active civic leaders. - possible, but do evil when Machiavelli observed city-state necessary rulers of his day and produced guidelines for the acquisition and maintenance of power by absolute rule.

WH1.15c Medieval art and literature focused WH1. 1e comparing and Key Terms: The student will apply social on the Church and salvation, while contrasting historical, cultural, - Patron science skills to understand of Renaissance art and literature economic, and political - Humanism the developments leading to the focused on individuals and worldly perspectives in world history; - Leonardo da Vinci Renaissance in Europe in terms matters, along with Christianity. - Michelangelo of its The Italian Renaissance sought to - Petrarch impact on Western civilization by revive the literacy and artistic - Raphael c) citing artistic, literary, and culture of ancient Rome and - Lorenzo the Magnificent philosophical creativity, as Greece. contrasted with the WH1.15c The Italian Renaissance medieval period, including Artistic and literary creativity: Resources Leonardo da Vinci, Michelangelo, - Leonardo da Vinci: Mona and Petrarch; and Lisa and The Last Supper - Michelangelo: Ceiling of the

The Renaissance produced new Sistine Chapel and David ideas that were reflected in the Humanism: arts, philosophy, and literature. - Celebrated the individual Patrons, wealthy from newly - Stimulated the study of expanded trade, sponsored classical Greek and Roman works literature and culture that glorified city-states in - Supported by wealthy northern Italy. Education became patrons increasingly secular. - Petrarch: Father of humanism

WH1.15d Northern Renaissance: WH1. 1e comparing and Key Terms: The student will apply social - Growing wealth in contrasting historical, cultural, - Movable Type science skills to understand of Northern Europe economic, and political - Printing Press the developments leading to the supported Renaissance perspectives in world history; - Disseminate Renaissance in Europe in terms ideas. - Johan Gutenberg of its - Northern Renaissance - Gutenberg Bible impact on Western civilization by thinkers merged humanist - St. Thomas More d) comparing and contrasting the ideas with Christianity. - Erasmus

Italian and the Northern - The movable type printing - Utopia Renaissance, and citing the press and the production contributions of writers. and sale of books (e.g., WH1.15d Northern Renaissance Gutenberg Bible) helped Resources With the rise of trade, travel, and disseminate ideas. literacy, the Italian Renaissance Northern Renaissance writers: spread to northern Europe. As - Erasmus: The Praise of people of the North adopted the Folly ideas of the Italian Renaissance, - Sir Thomas More: Utopia they transformed them to suit - their circumstances. Northern Renaissance increasingly portrayed secular subjects.

WH1. 11c Location and place: WH1. 1b using geographic Key Terms: The student will apply social - Mountainous Japanese information to determine patterns - Archipelago science skills to understand the archipelago (four main and trends to understand world - Proximity civilizations and empires of Asia islands) history; - Sea of Japan (AKA East Sea) with emphasis on Japan, and - Sea of Japan or East Sea - Shinto China between Japan and Asian WH1. 1f explaining how indirect - Torri mainland cause-and-effect relationships - Kami c) describing explaining Japan, - Proximity to China and impacted people, places, and events - Bushido with emphasis on the impact of Korea in world history; - Samurai Shinto and Buddhist traditions - Shogan and the influence of Chinese Influence of Chinese culture: - Feudalism culture on the region culture; - Writing - Coexistence and - Architecture - Pagoda - Buddhism Japanese cultural development WH1.11c Japan Resources was influenced by proximity to Shinto: China. Shinto and Buddhism - Ethnic religion unique to coexisted as religious traditions Japan in the Japanese culture. - Importance of natural features, forces of nature, and ancestors - State religion; worship of the emperor - Coexistence with Buddhism

WH1. 12a Axum: WH1. 1b using geographic Key Terms: The student will apply social - Location relative to the information to determine patterns - Axum science skills to understand the Ethiopian Highlands and and trends to understand world - Ethiopian Highlands civilizations and empires of the Nile River history - Zimbabwe Africa, with emphasis on the - West Africa

African kingdoms of Axum and Zimbabwe: - Ghana Zimbabwe and the west African - Location relative to the - Mali civilizations of Ghana, Mali, and Zambezi and Limpopo - Songhai Songhai by rivers and the Indian Ocean - Sahara a) locating early civilizations and coast - Sub-Saharan kingdoms in time and place and describing major geographic West African kingdoms: WH1.12a African Geography features; - Location of Ghana, Mali, and Songhai empires African civilizations developed in relative to Niger River and sub-Saharan west and east the Sahara Africa.

WH1. 12b Axum: WH1. 1b using geographic Key Terms: The student will apply social - Between the 3rd – 6th information to determine patterns - Ezana science skills to understand the century C.E. and trends to understand world - Timbuktu civilizations and empires of Became a great market in history - Animism Africa with emphasis on the northeastern Africa - Mansa Musa African kingdoms of Axum and Merchants traded with Zimbabwe and the west African civilizations beyond the WH1.12b African Civilizations civilizations of Ghana, Mali, and Nile River Songhai by b) explaining the - During the 4th century C. E. development of social, political, became a Christian economic, religious, and cultural kingdom patterns of each region; and became politically and economically linked to Trade brought important Byzantine Roman Egypt economic, cultural, and religious influences to African civilizations Zimbabwe: from other parts of the Eastern - City of “Great Zimbabwe” Hemisphere. as capital of a prosperous empire States and empires flourished in - Utilized Indian Ocean trade Africa during the medieval routes to connect with Asia period, including Ghana, Mali, and Songhai in west Africa, Axum West African kingdoms: in east Africa, and Zimbabwe in - Importance of gold and salt southeastern Africa. to trans-Saharan trade - City of Timbuktu as center of trade and learning - Roles of animism and Islam

WH1. 12c Factors contributing to the WH1. 1f explaining how indirect Key Terms:

The student will apply social European exploration: cause-and-effect relationships - Henry the Navigator science skills to understand the - Demand for gold, spices, impacted people, places, and events - Trading post civilizations and empires of and natural resources in in world history; - Navigation Africa, with emphasis on the Europe - Cartography African kingdoms of Axum and - Support for diffusion of Zimbabwe and the west African Christianity WH1.12c The Age of Exploration in civilizations of Ghana, Mali, and - Political and economic Africa Resources Songhai by competition between c) evaluating and explaining the European empires European interactions with these - Innovations of European societies with emphasis on and Islamic origins in trading and economic navigational arts interdependence. - Pioneering role of Prince Henry the Navigator The expanding economies of European states stimulated European trading posts established increased trade and a desire for along the coast of Africa exploration.

WH1.13a,b The student will Mayan civilization: WH1. 1b using geographic Key Terms: apply social science skills to - Located in the Mexican and information to determine patterns - Rain forest understand the major Central American rain and trends to understand world - Mesoamerica civilizations of the Western forests history; - Maya Hemisphere, including the - Represented by Chichén - Inca Mayan, Aztec, and Incan, by a) Itzá - Aztec locating early civilizations in - Groups of city-states ruled - Chichén Itzá time and place and describing by kings - Pyramids major geographic features; - Economy based on - Tenochtitlan b) explaining the development of agriculture and trade - Tribute social, political, economic, - Polytheistic religion: - Slash and burn agriculture religious, and cultural patterns in Pyramids - Chinampa the civilizations of the Americas; Aztec civilization: - Terrace row farming and - Located in arid valley in - Quipu central Mexico - Machu Picchu The Mayan, Aztec, and Incan - Represented by - Andes Mountains civilizations emerged in South Tenochtitlan - High altitude agriculture America, Central America, and - Ruled by an emperor Mexico. Economy based on WH1.13a&b Maya, Inca, & Aztec agriculture and tribute Resources from conquered peoples - Polytheistic religion: Pyramids, rituals Incan civilization: - Located in the Andes Mountains of South America - Represented by Machu Picchu - Ruled by an emperor - Economy based on high- altitude agriculture - Polytheistic religion - Road system Achievements of Mayan, Aztec, and Incan civilizations: - Calendars - Mathematics - Writing and other record- keeping systems

WH1. 13c Factors contributing to the WH1. 1f explaining how indirect Key Terms: The student will apply social European exploration cause-and-effect relationships - Innovation science skills to understand of Demand for gold, spices, and impacted people, places, and events - Vasco da Gama the major civilizations the natural resources in Europe: in world history; - John Cabot Western Hemisphere, including - Support for diffusion of the Mayan, Aztec, and Incan, by Christianity WH1.13c The Age of Exploration in c) evaluating and explaining the - Political and economic Latin America European interactions with these competition between societies with emphasis on European empires trading and economic - Innovations of European

interdependence. and Islamic origins in navigational tools

The expanding economies of Establishment of overseas empires European states stimulated and decimation of indigenous increased trade and a desire for populations: exploration. - Portugal- Vasco da Gama - Spain-Christopher Columbus, - England-John Cabot ,

Skill Focus and Exemplars Resources Essential Understandings Essential Knowledge (Instructions for linking to a Google (for instruction, assessment, and Doc) intervention)

Review Religions: SOL Review - Religions SOLs S WH1.3d Judaism O WH1.4b Hinduism L WH1.4c Buddhism R WH1.4d Daoism and e Confucianism vi WH1.7a Christianity e WH1 8a Islam w