Students will:

• Develop class norms and goals for themselves and the class.
• Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
  • Synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in world history.
  • Using geographic information to determine patterns and trends to understand world history.
    Interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world history.
  • Evaluating sources for accuracy, credibility, bias, and propaganda.
  • Comparing and contrasting historical, cultural, economic, and political perspectives in world history.
  • Explaining how indirect cause-and-effect relationships impacted people, places, and events in world history.
  • Analyzing multiple connections across time and place.
  • Using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made.
  • Identifying the rights and responsibilities of citizens and ethical use of materials and intellectual property.
  • Investigating and researching to develop products orally and in writing.

Students will consider:

• Whose voices are emphasized, marginalized, and silenced in social studies courses?
• Which perspectives (political, economic, social, cultural, environmental, global, military) are emphasized, marginalized, and silenced in social studies courses?
• How does shifting between scales of study (macro to micro) impact your thinking and learning and make the past usable?
• What are the benefits of using inquiry, comparison, and connections to construct my knowledge of the world?
• How does learning about history impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to analyze the political, cultural, geographic, and economic conditions in the world around 1500 A.D. by:

• Locating major states and empires.
• Describing the beliefs, sacred writings, traditions, customs, and growth of major religions including, but not limited to Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism.
• Analyzing major trade patterns, regional and global interactions, and cultural, technological, and scientific exchanges.

Students will apply history and social science skills to analyze the Renaissance and Protestant Reformation in terms of their impacts on western civilization by:

• Explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, Henry VIII, and Elizabeth I.
• Describing how the Renaissance and Reformation led to changing cultural values, traditions, and philosophies and the role of the printing press in disseminating these changes.
• Describing the effect of religious conflicts on society and government actions including, but not limited to the Inquisition and the Catholic Reformation.

Students will consider:

• How did the invention of the printing press increase the spread of ideas?
• How did conflict over religious differences lead to economic and political changes within Europe?
• What causes social institutions to change over time and how does that change impact people and systems?
• How do ideas spread,how do they change when spreading, and who benefits (or doesn’t) from those ideas?
• To what extent have intellectual ideas impacted society and whose ideas are recognized over others?
• How did the ideas of the Renaissance contribute to the Reformation?
• How does learning about Europe’s Renaissance and Reformation impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to describe European exploration by:

• Explaining the political, social, cultural, and economic goals of European exploration and colonization.
• Comparing and contrasting the social, political, economic, and cultural effects of European colonization and the responses of Indigenous people in Africa, Asia, and the Americas.
• Analyzing how competition for colonies among Britain, France, and Spain changed the economic system of Europe.

Students will consider:

• How did interactions between Europeans and Indigenous people fluctuate between cooperation, coexistence, and conflict?
• Where did major European empires focus their expansion efforts? Why?
• What were the economic and political motivations behind European competition and colonization?
• What were the factors contributing to European exploration?
• What was the impact of the Transatlantic Slave Trade’s forced migration?
• How did African people resist enslavement?
• How does science impact humanity and who benefits from that impact?
• To what extent did the Age of Exploration create a more interconnected world?
• What responsibility do historians have in interpreting exploration through both European and indigenous perspectives?
• How does learning about European Exploration impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to understand Asia from approximately 1500 A.D. to approximately 1800 A.D. by:

• Describing the location and development of previously established trade routes, the economic success, the influence of religion, and the factors contributing to the longevity of the Ottoman Empire’s influence and power.
• Describing the location and development of northern and southern empires in India including, but not limited to the major trading posts, the growth of Sikhism challenging the Mughal Empire, and cultural developments
• Describing the location, origins, and development of China including, but not limited to the expansion, development, and social and cultural patterns within the Ming and Qing (Manchu) dynasties.
• Describing the location, origins, and development of Japan including, but not limited to the incentives and consequences of the Tokugawa shogunate’s closed-country policy, the roles of important figures in Japanese society, such as the emperor and the shogun, and the importance of religion in Japanese society.

Students will consider:

• How did the reign of past empires and societies influence Asia today?
• In what ways did Asia societies and cultures impact world history?
• What factors contributed to the longevity of the Asian empire’s influence and power?
• What are the lasting contributions of Asian Empires?
• How did dynasties differ in their approach to trade?
• How does learning about Asia: 1500-1800 impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to understand sub-Saharan Africa from approximately 1500 A.D. to approximately 1800 A.D. by:

• Describing the location and development of eastern and western Africa.
• Explaining the influence of Askia Muhammad I in the region.
• Analyzing the role of religion in eastern and western Africa, including Islam in Songhai, Coptic Christianity in Ethiopia, and Animism in the Songhai and Asante (Ashanti) empires.
• Analyzing the role of the Ashanti and other powerful western African empires in the Transatlantic Slave Trade.
• Examining the Swahili trade network and its impacts on eastern Africa.
• Comparing and contrasting the development of Central and Southern Africa including, but not limited to the political systems of the Songhai, Asante (Ashanti), Kongo, and Zulu empires.
• Analyzing the adoption of African Christianity in Kongo and comparing it to the practice of Indigenous religions in the Zulu Empire.
• Identifying trading partners, resources, and products exchanged with major central and southern African empires.

Students will consider:

• How did the reign of past empires or societies influence Africa today?
• In what ways did African societies and cultures impact world history?
• What unique insights can be gained from history?
• How do trade routes make empires cultural centers?
• How did Africa influence and how was Africa impacted by the trans-Atlantic slave trade?
• How does learning about Sub-Saharan Africa: 1500-1800 impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to analyze the political, socio-cultural, geographic, religious, and economic conditions in Europe, Russia, and the Americas that led to political unrest and revolution from approximately 1500 A.D. to about 1800 A.D. by:

• Describing the series of wars in Europe including, but not limited to the French Wars of Religion, the Thirty Years’ War, the German Peasants’ War, the Tudor rebellions, and the Dutch Revolt.
• Defining and describing how the Scientific Revolution and Enlightenment influenced the European view of the world including, but not limited to the contributions of Descartes, Hume, Kant, Locke, Montesquieu, Newton, Rousseau, and Voltaire.
• Analyzing Enlightenment themes and how they influenced the political foundations of Virginia and the United States.
• Describing the Age of Absolutism with emphasis on the development of France and Louis XIV and the Hapsburg empire and Charles V.
• Describing the development of constitutional monarchy in Great Britain, with emphasis on the English Civil War and the Glorious Revolution and their impacts on democracy.
• Explaining the influence of the American Revolution on the causes and effects of the French and Latin American revolutions.
• Assessing the effect of Napoleon and the Congress of Vienna on political power in Europe.

Students will consider:

• Who benefits from revolutions?
• How do revolutions challenge the balance of power between groups in societies?
• How do rulers and governments consolidate their governing power?
• How did religious and socio-economic factors contribute to the outbreak of rebellions?
• What were the consequences of the Peace of Westphalia?
• In what ways and to what extent do concepts of the European Enlightenment impact society today?
• What were major discoveries during the Scientific Revolution, and how did they change the way people viewed the world?
• How did the works of these thinkers influence the European view of the world, including perceptions of authority, individualism, and the pursuit of knowledge?
• What were the key themes of the Enlightenment, and how did they challenge existing political and social structures in Europe and the Americas?
• What was the purpose and impact of the English Bill of Rights (1689)?
• How does learning about Europe: 1500-1800 impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to analyze the global impact of changes in European nations between 1800 and 1900 by:

• Explaining the roles of resources, capital, and entrepreneurship in developing an industrial economy.
• Analyzing the effects of the First Industrial Revolution and the Second Industrial Revolution.
• Evaluating responses to imperialism including, but not limited to the Indian Rebellion of 1857 (Sepoy Mutiny) and the Boxer Rebellion.
• Explaining the events related to the unification of Italy and the role of Italian nationalism.
• Explaining the events related to the unification of Germany and the role of Otto von Bismarck.

Students will consider:

• How has industrialization impacted individuals, groups, nations, regions, and the world? Who has benefited and who hasn’t?
• How has imperialism impacted individuals, groups, nations, regions, and the world? Who has benefited and who hasn’t?
• What were the global effects of the First Industrial Revolution and Second Industrial Revolution?
• What was the impact of the inventions and innovations that were developed during the industrial revolutions?
• What are the different types of imperialism? What impact did they have on the populations in these areas?
• How does learning about Industrialization and Imperialism impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to understand World War I by:

• Explaining economic and political causes and identifying major events and leaders of the war including, but not limited to the assassination of Archduke Franz Ferdinand, and the role of Georges Clemenceau, John J. Pershing, Kaiser Friedrich Wilhelm II, and Woodrow Wilson.
• Identifying the changes to modern warfare exemplified in battles along the Eastern Front and the Western Front.
• Describing major battles including, but not limited to Gallipoli, Marne, Meuse-Argonne, Somme, and Verdun.
• Analyzing and explaining the terms of the Treaty of Versailles, the actions of the League of Nations, and the mandate system.
• Identifying the causes and consequences of the Russian Revolution.
• Explaining the causes and effects of worldwide economic depression in the 1930s.
• Examining the rise of totalitarianism.

Students will consider:

• How did World War I change the world?
• What causes global conflicts?
• How effective are treaties and alliances in preventing global conflicts?
• What actions can governments take to pull their nations’ citizens out of economic hardships? Who benefits?
• What changes the ways wars are fought?
• How does learning about World War I and the InterWar Period impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to understand World War II by:

• Explaining economic and political causes and identifying major events and leaders of the war including, but not limited to Winston Churchill, Dwight Eisenhower, Adolf Hitler, Michinomiya Hirohito, Joseph Stalin, Douglas MacArthur, Franklin D. Roosevelt, Harry Truman, and Admiral Chester Nimitz;
  describing the major battles including, but not limited to Leningrad, Midway, Normandy, Okinawa, and Stalingrad.
• Identifying the role of technology in the war including, but not limited to naval power, cavity magnetron and radar, computers (i.e., the Electronic Numerical Integrator and Computer [ENIAC]), antibiotics, and the atomic bomb.
• Describing key causes, events, victims, and impacts of the Holocaust, including antisemitism, the rise of the Nazi Party, Kristallnacht, the establishment of ghettos, concentration and death camps, mobile killing squads, rescue, Jewish resistance, and liberation.
• Examining the effects of the war, with emphasis on the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, the creation of international cooperative organizations, the Universal Declaration of Human Rights (1948), and the creation and defense of the modern state of Israel.
• Describing the heroic aspects including, but not limited to D-Day, the French Resistance, the Dunkirk Evacuation, covert action, and Operation Jedburgh.

Students will consider:

• How did World War II change the world?
• What types of power were used during World War II, who used it, and what were the results of that power use?
• How should democracies respond to international aggression and global issues?
• What was the Holocaust, and how is genocide and state sponsored hate addressed today?
• How does political leadership impact the course of the war?
• What events and policies shape the outcome of the war?
• How did access to material and human resources, as well as technological advancements, impact the outcome of wars?
• How does World War II differ from current wars?
• How did the use of atomic bombs change the world?
• How was the Universal Declaration of Human Rights a reaction to atrocities committed by the nations involved in World War II?
• How does learning about World War II impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to understand the significance of the Cold War during the second half of the 20th century by:

• Explaining the causes, the domino theory, the role of containment, and the differences between the United States’ and Soviet Union’s economic and political systems.
• Describing the events, conflicts, and revolutionary movements including, but not limited to the Berlin Blockade, the Suez Canal Crisis, the Hungarian Revolution, the Bay of Pigs, the Cuban Missile Crisis, and the Prague Spring, as well as the impact of clandestine operations on the Cold War.
• Describing conflicts, events, and major leaders in Asia, including Mao Zedong, Chiang Kai-shek, Deng Xiaoping, Ho Chi Minh, and Tiananmen Square.
• Explaining the collapse of communism in the Soviet Union and Eastern Europe and the end of the Cold War, including the actions of Mikhail Gorbachev, Pope John Paul II, Ronald Reagan, Margaret Thatcher, and Václav Havel.
• Examining the political and economic causes and global consequences of the breakup of the Soviet Union.
• Analyzing how nations around the world developed a culture of global interdependence.

Students will consider:

• How impactful are international organizations, nations, and revolutionary groups regarding securing human rights?
• What are the limitations and advantages of using binary (2 sided) models to understand international relations and global issues?
• What circumstances encourage political, economic, cultural and/or social changes and revolution?
• What were the major causes and effects of the Cold War?
• How did nuclear capability impact domestic and foreign policies? What impact did this have on world events?
• How did political and economic philosophies differ throughout authoritarian nations and republics?
• What was the impact of communism and capitalism on citizens?
• How does learning about The Cold War impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to identify the political, economic, and socioeconomic aspects of independence movements and decolonization by:

• Describing the struggles for self-rule, including Gandhi’s leadership and the development of India’s democracy.
• Describing African independence movements in Ghana, Algeria, Kenya, and South Africa including, but not limited to Jomo Kenyatta’s leadership of Kenya and Nelson Mandela’s role in South Africa.
• Describing the end of the League of Nations’ mandate system and the creation of states in the Middle East, including the roles of Golda Meir and Gamal Abdel Nasser.
• Explaining the effects of decolonization and other methods of gaining independence.

Students will consider:

• What are the benefits and consequences of questioning and challenging authority?
• How did the leadership contribute to independence movements?
• How did the aftermath of World War II encourage nations to pursue independence?
• What challenges and opportunities did post colonialism create, and how did these impact the present?
• How does learning about Independence and Post Colonialism impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to explain global changes during the late 20th and early 21st centuries by:

• Identifying modern era genocides and crimes against humanity including, but not limited to Mao’s Cultural Revolution, the Stalin regime, Armenia, Cambodia, Fidel Castro’s Cuba, Darfur, Rwanda, and China’s minority Uyghur population.
• Identifying contemporary economic and political issues and ethnic and religious conflicts resulting in the migrations of refugees.
• Examine the development, role, and effects of technology, including social media and chemical and biological technologies.
• Analyzing the increasing impact, events, and conditions that have given rise to international terrorism including, but not limited to the U.S. Embassy bombing in Beirut, the Lockerbie Bombing of Pan Am Flight 103, the U.S. Embassy bombings in Nairobi, Kenya, and the 2011 Breivik shootings.
• Describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements.

Students will consider:

• What is Globalization? How does it impact individuals and groups?
• How do the various levels of technological development affect different cultures?
• What role does technology play in our rapidly changing world? Does development mean progress?
• How has the world become more economically interdependent?
• How has the world become more globalized? What are the implications of that?
• How have political, cultural, and economic conflicts contributed to violence, acts of terrorism, and crimes against humanity?
• What are the tenets of the Universal Declaration of Human Rights? To what extent is the United Nations and individual nations responsible for ensuring those tenets are upheld?
• Why does genocide continue to happen in the world today?
• What are the implications of contemporary conflicts on the migration of refugees?
• Why have nations across the world grown increasingly interdependent?
• How has terrorism impacted the global and regional communities?
• How have nations cooperated in accessing resources to promote economic stability? What has led to conflict between nations in accessing resources and markets?
• How does learning about Globalization and the 21st Century impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?