Course Timeline - World History

Social Studies Skills - World History

The Neolithic Agricultural Revolution

WH.1A (WH.1A) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following events from 8000 BCE to 500 BCE : the development of agriculture and the development of the river valley civilizations.
WH.2A (WH.2A) History. The student understands how early civilizations developed from 8000 BCE to 500 BCE. The student is expected to summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

The Role of Trade in Early Civilizations

WH.1A (WH.1A) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following events from 8000 BC BCE to 500 BC BCE : the development of agriculture and the development of the river valley civilizations.
WH.2A (WH.2A) History. The student understands how early civilizations developed from 8000 BCE to 500 BCE. The student is expected to summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations.
WH.2B (WH.2B) History. The student understands how early civilizations developed from 8000 BCE to 500 BCE. The student is expected to identify the characteristics of civilization.
WH.2C (WH.2C) History. The student understands how early civilizations developed from 8000 BCE to 500 BCE. The student is expected to explain how major river valley civilizations influenced the development of the classical civilizations.
WH.17B (WH.17B) Economics.The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Development along the Indus River

WH.1B (WH.1B) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following events from 500 BC BCE to AD 600 CE : the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions.
WH.3B (WH.3B) History. The student understands the contributions and influence of classical civilizations from 500 BCE to 600 CE on subsequent civilizations. The student is expected to explain the impact of the fall of Rome on Western Europe.
WH.19A (WH.19A) Government. The student understands the characteristics of major political systems throughout history. The student is expected to identify the characteristics of monarchies and theocracies as forms of government in early civilizations.
WH.19B (WH.19B) Government. The student understands the characteristics of major political systems throughout history. The student is expected to identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.
WH.25A (WH.25A) Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India.
WH.26A (WH.26A) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures.
WH.26B (WH.26B) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Early Political Philosophy: Plato

WH.3A (WH.3A) History. The student understands the contributions and influence of classical civilizations from 500 BCE to 600 CE on subsequent civilizations. The student is expected to describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity.
WH.20A (WH.20A) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome, through the English Civil War and the Enlightenment.
WH.21C (WH.21C) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to identify examples of key persons who were successful in shifting political thought, including William Wilberforce.
WH.25B (WH.25B) Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to summarize the fundamental ideas and institutions of Western civilizations that originated in Greece and Rome.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

The Impact of the Maya, Inca, and Aztec Civilizations

WH.6A (WH.6A) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development.
WH.6B (WH.6B) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to summarize the major political, economic, and cultural developments of civilizations in Mesoamerica and Andean South America.
WH.26A (WH.26A) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures.
WH.26B (WH.26B) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced.
WH.26C (WH.26C) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes.
WH.27B (WH.27B) Science, technology and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Government Structure – The Han Dynasty

WH.1B (WH.1B) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following events from 500 BC BCE to AD 600 CE : the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions.
WH.3A (WH.3A) History. The student understands the contributions and influence of classical civilizations from 500 BCE to 600 CE on subsequent civilizations. The student is expected to describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity.
WH.19B (WH.19B) Government. The student understands the characteristics of major political systems throughout history. The student is expected to identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.
WH.21B (WH.21B) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history.
WH.25A (WH.25A) Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

World Religions

WH.3A (WH.3A) History. The student understands the contributions and influence of classical civilizations from 500 BCE to 600 CE on subsequent civilizations. The student is expected to describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity.
WH.23A (WH.23A) Culture. The student The student understands the history and relevance of major religious and philosophical traditions. The student is expected to describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism , Sikhism , and the development of monotheism.
WH.23B (WH.23B) Culture. The student The student understands the history and relevance of major religious and philosophical traditions. The student is expected to identify new ideas in mathematics, science, and technology that occurred during the Greco-Roman, Indian, Islamic, and Chinese civilizations and trace the spread of these ideas to other civilizations.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

River Valley Civilizations

WH.1A (WH.1A) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following events from 8000 BC BCE to 500 BC BCE : the development of agriculture and the development of the river valley civilizations.
WH.2A (WH.2A) History. The student understands how early civilizations developed from 8000 BCE to 500 BCE. The student is expected to summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations.
WH.2B (WH.2B) History. The student understands how early civilizations developed from 8000 BCE to 500 BCE. The student is expected to identify the characteristics of civilization.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Early River Valley Cities

WH.1A (WH.1A) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following events from 8000 BC BCE to 500 BC BCE : the development of agriculture and the development of the river valley civilizations.
WH.16B (WH.16B) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals.

Geographic Significance of the Persian Gulf

WH.15A (WH.15A) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to create and interpret thematic maps, graphs, and charts, to demonstrate the relationship between geography and the historical development of a region or nation.
WH.16B (WH.16B) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals.
WH.16C (WH.16C) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to interpret maps, charts, and graphs to explain how geography has influenced people and events in the past.
WH.19B (WH.19B) Government. The student understands the characteristics of major political systems throughout history. The student is expected to identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.
WH.26C (WH.26C) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes.
WH.30C (WH.30C) Social studies skills.The student communicates in written, oral, and visual forms. The student is expected to interpret and create written, oral, and visual presentations of social studies information.

The Suez Canal

WH.8C (WH.8C) History.The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to identify the major political, economic, and social motivations that influenced European imperialism.
WH.16B (WH.16B) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals.
WH.16C (WH.16C) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to interpret maps, charts, and graphs to explain how geography has influenced people and events in the past.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Cartography and Navigation

WH.1D (WH.1D) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation.
WH.7A (WH.7A) History.The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to analyze the causes of European expansion from 1450 to 1750.
WH.27D (WH.27D) Science, technology and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to describe the origins of the Scientific Revolution in 16th- century Europe and explain its impact on scientific thinking worldwide.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

The Colombian Exchange

WH.1D (WH.1D) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation.
WH.7B (WH.7B) History.The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to explain the impact of the Columbian Exchange on the Americas and Europe.
WH.30C (WH.30C) Social studies skills.The student communicates in written, oral, and visual forms. The student is expected to interpret and create written, oral, and visual presentations of social studies information.

Impact of the Printing Press

WH.16B (WH.16B) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals.
WH.27C (WH.27C) Science, technology and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to explain the impact of the printing press on the Renaissance and the Reformation in Europe.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Impact of Steam Locomotives

WH.1E (WH.1E) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions.
WH.8B (WH.8B) History.The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to explain how the Industrial Revolution led to political, economic, and social changes in Europe.
WH.28A (WH.28A) Science, technology and society.The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to explain the role of textile manufacturing and steam technology in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the Industrial Revolution.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Manorialism

WH.4C (WH.4C) History.The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism.
WH.26A (WH.26A) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Revival of Trade in Europe

WH.4E (WH.4E) History.The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to describe the interactions between Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa.
WH.4F (WH.4F) History.The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to describe the interactions between Muslim and Hindu societies in South Asia.
WH.30C (WH.30C) Social studies skills.The student communicates in written, oral, and visual forms. The student is expected to interpret and create written, oral, and visual presentations of social studies information.

The Commercial Revolution

WH.18F (WH.18F) Economics.The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to formulate generalizations on how economic freedom improved the human condition, based on students' knowledge of the benefits of free enterprise in Europe's Commercial Revolution, the Industrial Revolution, and 20th century free-market economies, compared to communist command communities.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

The Industrial Revolution - Production

WH.17B (WH.17B) Economics.The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution.
WH.28A (WH.28A) Science, technology and society.The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to explain the role of textile manufacturing and steam technology in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the Industrial Revolution.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Ideas of Adam Smith

WH.18A (WH.18A) Economics.The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to identify the historical origins and characteristics of the free enterprise system including the contributions of Adam Smith , especially the influence of his ideas found in The Wealth of Nations.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Comparing Socialism and Communism

WH.18B (WH.18B) Economics.The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to identify the historical origins and characteristics of communism, including the influences of Karl Marx.
WH.18C (WH.18C) Economics.The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to identify the historical origins and characteristics of socialism.
WH.30C (WH.30C) Social studies skills.The student communicates in written, oral, and visual forms. The student is expected to interpret and create written, oral, and visual presentations of social studies information.

The Punic Wars and Roman Expansion

WH.1B (WH.1B) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following events from 500 BC BCE to AD 600 CE : the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions.
WH.15A (WH.15A) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to create and interpret thematic maps, graphs, and charts, to demonstrate the relationship between geography and the historical development of a region or nation.
WH.30C (WH.30C) Social studies skills.The student communicates in written, oral, and visual forms. The student is expected to interpret and create written, oral, and visual presentations of social studies information.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

The Hellenistic Age

WH.3A (WH.3A) History. The student understands the contributions and influence of classical civilizations from 500 BCE to 600 CE on subsequent civilizations. The student is expected to describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity.
WH.20A (WH.20A) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome, through the English Civil War and the Enlightenment.
WH.27A (WH.27A) Science, technology and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to identify the origin and diffusion of major new ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, the Islamic caliphates between 700 and 1200, and in China from the Tang to Ming dynasties.
WH.30C (WH.30C) Social studies skills.The student communicates in written, oral, and visual forms. The student is expected to interpret and create written, oral, and visual presentations of social studies information.

The Mongol Empire

WH.1C (WH.1C) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa and Europe; the Mongol invasions and their impact on Europe, China, India and Southwest Asia.
WH.3A (WH.3A) History. The student understands the contributions and influence of classical civilizations from 500 BCE to 600 CE on subsequent civilizations. The student is expected to describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Colonization of the Americas

WH.1E (WH.1E) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions.
WH.7A (WH.7A) History.The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to analyze the causes of European expansion from 1450 to 1750.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

The Columbian Exchange

WH.1D (WH.1D) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation.
WH.7A (WH.7A) History.The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to analyze the causes of European expansion from 1450 to 1750.
WH.7B (WH.7B) History.The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to explain the impact of the Columbian Exchange on the Americas and Europe.
WH.7C (WH.7C) History.The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to explain the impact of the Atlantic slave trade on West Africa and the Americas.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

French Imperialism in Africa

WH.1E (WH.1E) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions.
WH.7C (WH.7C) History.The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to explain the impact of the Atlantic slave trade on West Africa and the Americas.
WH.8C (WH.8C) History.The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to identify the major political, economic, and social motivations that influenced European imperialism.
WH.8D (WH.8D) History.The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to explain the major characteristics and impact of European imperialism.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

An Overview of Political Systems in World History

WH.19A (WH.19A) Government. The student understands the characteristics of major political systems throughout history. The student is expected to compare the historical origins, central ideas, and the spread of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism.
WH.19B (WH.19B) Government. The student understands the characteristics of major political systems throughout history. The student is expected to identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

The Rise of Democracy in Athens

WH.3A (WH.3A) History. The student understands the contributions and influence of classical civilizations from 500 BCE to 600 CE on subsequent civilizations. The student is expected to describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity.
WH.20A (WH.20A) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome, through the English Civil War and the Enlightenment.
WH.21A (WH.21A) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to describe how people have participated in supporting or changing their governments.
WH.21B (WH.21B) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

The Roman Republic

WH.3A (WH.3A) History. The student understands the contributions and influence of classical civilizations from 500 BCE to 600 CE on subsequent civilizations. The student is expected to describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity.
WH.19B (WH.19B) Government. The student understands the characteristics of major political systems throughout history. The student is expected to identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.
WH.20A (WH.20A) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome, through the English Civil War and the Enlightenment.
WH.20B (WH.20B) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen.
WH.21A (WH.21A) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to describe how people have participated in supporting or changing their governments.
WH.21B (WH.21B) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Rule of Law

WH.2C (WH.2C) History.The student understands how early civilizations developed from 8000 BCE to 500 BCE. The student is expected to explain how major river valley civilizations influenced the development of the classical civilizations.
WH.3A (WH.3A) History. The student understands the contributions and influence of classical civilizations from 500 BCE to 600 CE on subsequent civilizations. The student is expected to describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity.
WH.20B (WH.20B) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen.
WH.22A (WH.22A) Citizenship.The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected tosummarize the development of the rule of law from ancient to modern times.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Viewpoints on Individual Liberty

WH.9A (WH.9A) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion.
WH.9D (WH.9D) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Individual Rights

WH.9A (WH.9A) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion.
WH.20B (WH.20B) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen.
WH.20C (WH.20C) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone.
WH.25B (WH.25B) Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to summarize the fundamental ideas and institutions of Western civilizations that originated in Greece and Rome.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Declaration of Independence

WH.9D (WH.9D) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions.
WH.20B (WH.20B) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen.
WH.20C (WH.20C) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Political Causes of Revolutions

WH.1F (WH.1F) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization.
WH.9A (WH.9A) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion.
WH.10D (WH.10D) History.The student understands the causes and impact of World War I. The student is expected to identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics.
WH.18B (WH.18B) Economics.The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to identify the historical origins and characteristics of communism, including the influences of Karl Marx.
WH.20C (WH.20C) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Causes of World War I

WH.10A (WH.10A) History.The student understands the causes and impact of World War I. The student is expected to identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I.
WH.10B (WH.10B) History.The student understands the causes and impact of World War I. The student is expected to identify major characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty rates.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

War of Attrition

WH.10A (WH.10A) History.The student understands the causes and impact of World War I. The student is expected to identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I.
WH.10B (WH.10B) History.The student understands the causes and impact of World War I. The student is expected to identify major characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty rates.
WH.28C (WH.28C) Science, technology and society.The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to explain the effects of major new military technologies on World War I, World War II, and the Cold War.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Wilson's Fourteen Points

WH.10C (WH.10C) History.The student understands the causes and impact of World War I. The student is expected to explain the political impact of Woodrow Wilson's Fourteen Points and the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

The Treaty of Versailles

WH.10C (WH.10C) History.The student understands the causes and impact of World War I. The student is expected to explain the political impact of Woodrow Wilson's Fourteen Points and the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system.
WH.20D (WH.20D) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to explain the significance of the League of Nations and the United Nations.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

The Rise of Totalitarian Regimes

WH.12A (WH.12A) History.The student understands the causes and impact of World War II. The student is expected to describe the emergence and characteristics of totalitarianism.
WH.12B (WH.12B) History.The student understands the causes and impact of World War II. The student is expected to explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill , prior to and during World War II.
WH.18D (WH.18D) Economics.The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to identify the historical origins and characteristics of fascism.
WH.19B (WH.19B) Government. The student understands the characteristics of major political systems throughout history. The student is expected to identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Causes of World War II

WH.12A (WH.12A) History.The student understands the causes and impact of World War II. The student is expected to describe the emergence and characteristics of totalitarianism.
WH.12B (WH.12B) History.The student understands the causes and impact of World War II. The student is expected to explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill , prior to and during World War II.
WH.12C (WH.12C) History.The student understands the causes and impact of World War II. The student is expected to explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

German Invasion of the Soviet Union: Operation Barbarossa

WH.12B (WH.12B) History.The student understands the causes and impact of World War II. The student is expected to explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill , prior to and during World War II.
WH.12C (WH.12C) History.The student understands the causes and impact of World War II. The student is expected to explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs.
WH.16B (WH.16B) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

The Cold War

WH.1F (WH.1F) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization.
WH.13A (WH.13A) History.The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to summarize how the outcome of World War II contributed to the development of the Cold War.
WH.13C (WH.13C) History.The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to identify the major events of the Cold War, including the Korean War, the Vietnam War, and the arms race.
WH.20D (WH.20D) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to explain the significance of the League of Nations and the United Nations.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Communism Spreads in Asia

WH.1F (WH.1F) History. The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization.
WH.13B (WH.13B) History.The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to summarize the factors that contributed to communism in China, including Mao Zedong's role in its rise, and how it differed from Soviet communism.
WH.18B (WH.18B) Economics.The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to identify the historical origins and characteristics of communism, including the influences of Karl Marx.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Major Figures in World History

WH.12B (WH.12B) History.The student understands the causes and impact of World War II. The student is expected to explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill , prior to and during World War II.
WH.13D (WH.13D) History.The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II , in the collapse of communism in Eastern Europe and the Soviet Union.
WH.20C (WH.20C) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone.
WH.22E (WH.22E) Citizenship. The student understands the historical development of significant legal and political concepts, including ideas about rights, republicanism, constitutionalism, and democracy. The student is expected to identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen Square.
WH.24A (WH.24A) Culture.The student understands the roles of women, children, and families in different historical cultures. The student is expected to describe the changing roles of women, children, and families during major eras of world history.
WH.24B (WH.24B) Culture.The student understands the roles of women, children, and families in different historical cultures. The student is expected to describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

Science and Technology During Major Eras of World History

WH.28A (WH.28A) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to explain the role of textile manufacturing and steam technology in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the Industrial Revolution.
WH.28B (WH.28B) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to explain the roles of military technology, transportation technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism.
WH.28C (WH.28C) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to explain the effects of major new military technologies on World War I, World War II, and the Cold War.
WH.28E (WH.28E) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt.
WH.29F (WH.29F) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.