STANDARD WHI.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world history; Essential Understandings Experiences may include but are not limited to the following: Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world history and how they adapted to their environment. Five Themes of Geography Location: Defined according to its position on the earth’s surface; where is it? Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like? Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different? Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another? Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world? Use a variety of sources, such as the following: GIS (Geographic Information Systems) Field work Satellite images Photographs Maps, globes Charts and graphs Databases Primary sources Diagrams Select an ancient civilization and analyze the relationship between its physical and human geography. Create a physical map of a specific region or location (e.g., Fertile Crescent). Gather and analyze geographic information to determine patterns and trends related to the movement of population, products, resources, ideas, and language. Examine maps of a specific region or location before and after a major conflict to discuss how the conflict impacted the social, political, and economic landscapes of the region or location. Use maps to explain how the location of resources influences patterns, trends and migration of a population.
STANDARD WHI.4d The student will apply social science skills to understand the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by d) describing the origins, beliefs, traditions, customs, and spread of Buddhism; Essential Understandings Essential Knowledge Buddhism was founded by Siddhartha Gautama in a part of India that is in present-day Nepal. Buddhism was strengthened as a major faith when Asoka sent missionaries throughout Asia. Buddhism Founder: Siddhartha Gautama (Buddha) Four Noble Truths Eightfold Path to Enlightenment Asoka’s missionaries and their writings spread Buddhism from India to China and other parts of Asia.
STANDARD WHI.5b The student will apply social science skills to understand ancient Greece in terms of its impact on Western civilization by b) describing the social and religious structure of ancient Greece; Essential Understandings Essential Knowledge Greek mythology was based on a polytheistic religion that was integral to culture, politics, and art in ancient Greece. Many of Western civilization’s symbols, metaphors, words, and idealized images come from ancient Greek mythology. Men, women, and slaves all had clearly defined roles in Greek society. Greek mythology Based on polytheistic religion Offered explanations of natural phenomena, human qualities, and life events Greek gods and goddesses Zeus, Hera, Apollo, Artemis, Athena, Aphrodite Symbols and images in Western literature, art, and architecture Social structure Society was divided into free and enslaved populations. People became slaves by being captured as prisoners of war, born to enslaved parents, or by failing to repay their loans and debts. Enslaved people did not have power, political rights, or status. Most families owned slaves as household servants or laborers.
STANDARD WHI.10b The student will apply social science skills to understand Western Europe during the Middle Ages from about 500 to 1000 a.d. (c.e.) in terms of its impact on Western civilization by b) describing the social, religious, and cultural development of the Franks, with emphasis on the Age of Charlemagne; Essential Understandings Essential Knowledge Frankish kings used military power to expand their territory. The alliance between Frankish kings and the Church increased papal authority and influence in Western Europe. Social, religious, and cultural development during the Age of Charlemagne Franks emerged as a force in Western Europe. The Pope crowned Charlemagne emperor. Power of the Church was established in political life. Classical Roman Latin was revived as the language of scholars but disappeared as a language of everyday life, replaced by French, Italian, Spanish, or other languages. Most of Western Europe was included in the new empire. Churches, roads, and schools were built to unite the empire.
STANDARD WHI.12b The student will apply social science skills to understand the civilizations and empires of Africa, with emphasis on the African kingdoms of Axum and Zimbabwe and the West African civilizations of Ghana, Mali, and Songhai, by b) explaining the development of social, political, economic, religious, and cultural patterns in each region; Essential Understandings Essential Knowledge Trade brought important economic, cultural, and religious influences to African civilizations from other parts of the Eastern Hemisphere. States and empires flourished in Africa during the medieval period, including Ghana, Mali, and Songhai in West Africa, Axum in East Africa, and Zimbabwe in southeastern Africa. Axum Between the third and sixth century a.d. (c.e.) Became a great market in northeastern Africa Merchants traded with civilizations beyond the Nile River During the fourth century a.d. (c.e.) Became a Christian kingdom Became politically and economically linked to Roman Egypt Zimbabwe City of Great Zimbabwe as capital of a prosperous empire Utilized Indian Ocean trade routes to connect with Asia West African kingdoms Importance of gold and salt to trans-Saharan trade City of Timbuktu as center of trade and learning Roles of animism and Islam
STANDARD WHI.12c The student will apply social science skills to understand the civilizations and empires of Africa, with emphasis on the African kingdoms of Axum and Zimbabwe and the West African civilizations of Ghana, Mali, and Songhai, by c) evaluating and explaining the European interactions with these societies, with emphasis on trading and economic interdependence. Essential Understandings Essential Knowledge The expanding economies of European states stimulated increased trade and a desire for exploration. Factors contributing to the European exploration Demand for gold, spices, and natural resources in Europe Support for diffusion of Christianity Political and economic competition between European empires Innovations of European and Islamic origins in navigational arts Pioneering role of Prince Henry the Navigator European trading posts were established along the coast of Africa.
STANDARD WHI.15c The student will apply social science skills to understand the developments leading to the Renaissance in Europe in terms of its impact on Western civilization by c) citing the contributions of artists and philosophers of the Renaissance, as contrasted with the medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch; Essential Understandings Essential Knowledge The Renaissance produced new ideas that were reflected in the arts, philosophy, and literature. Patrons, wealthy from newly expanded trade, sponsored works that glorified in northern Italy. Education became increasingly secular. Medieval art and literature focused on the Church and salvation, while Renaissance art and literature focused on individuals and worldly matters, along with Christianity. The Italian Renaissance sought to revive the literary and artistic culture of ancient Rome and Greece. Artistic creativity Leonardo da Vinci: Mona Lisa and The Last Supper Michelangelo: Ceiling of the Sistine Chapel and David Humanism Celebrated the individual Stimulated the study of classical Greek and Roman literature and culture Supported by wealthy patrons Petrarch: Father of humanism