World History I (2018)

Other Massachusetts History and Social Science sets

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• Eighth Grade - United States and Massachusetts Government and Civic Life
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Map how the Buddhist, Christian, and Islamic religions spread from their places of origin to other parts of Eurasia and Africa to c. 1400 CE, and explain some of the means by which religions spread WHI.T2.1

Describe the central tenets of Hinduism, Judaism, Buddhism, Confucianism, Christianity, and Islam; create a timeline that shows when and where each religion or belief system began.WHI.T2.2

Describe the historic commonalities among monotheistic religions (e.g., Zoroastrianism, Judaism, Christianity, Islam) and how they differed from polytheistic religions. WHI.T2.3

Describe indigenous religious practices in Africa and explain how these practices survived and shaped African Christian and Islamic religions. WHI.T2.4

Locate on a map and analyze relationships between political power, religion, and cultural achievement in one empire that flourished between c.100 and 1000 CE.WHI.T2.5

Explain the concepts of hereditary rule, kingdom, empire, feudal society, and dynasty and explain why these concepts are important in the analysis of political power and governments in different historical periods and in different places.WHI.T3.1

Map the geographical extent of one of the following kingdoms or empires; explain its central political, economic, cultural developments and its role in trade, diplomatic alliances, warfare, and exchanges with other parts of the world. (Africa, Asia, America, Europe)WHI.T3.2

Describe the goods and commodities traded east, west, north and south along the Silk Roads connecting Europe, Africa and Asia, including horses, grain, wood, furs, timber, spices, silk, and other luxury goodsWHI.TE.3

Explain how travelers’ accounts and maps contributed to knowledge about the world.WHI.T3.4

Explain the widespread practice in Europe, Africa, Asia and the Americas of enslaving captives of war and of buying and selling slaves from the 5th to the 18th centuries CE.WHI.T3.5

Describe coexistence, tolerance, and trade between Arab and Christian kingdoms in the 8th to early 10th centuries CE.WHI.T3.6

Explain the consolidation of wealth of the Catholic Church and the power struggles within the church in the 11th century CE, the development of the practices of feudalism, knighthood, and chivalry in Europe, and the emergence of the concept of rights in England.WHI.T3.7

Evaluate the causes, course, and consequences of the European Crusades in the Mediterranean region in the 11th, 12th, and 13th centuries CE.WHI.T3.8

Explain the global consequences of diseases, focusing on the Bubonic plague and its spread through the Eurasian and African trade routes several times, in particular the severity of the impact of the disease on mortality rates in Europe, Africa, and Asia in the 15th century CE.WHI.T3.9

Explain how classical learning survived into the medieval world. WHI.T4.1

Explain the global spread and consequences of Chinese inventions and technologies (e.g., gunpowder, the compass, printing, and papermaking).WHI.T4.2

Analyze the Agricultural Revolution (Arab or Green Revolution) in Africa, Europe, and Asia, including the diffusion of plants from Asia and Africa into medieval Spain and the construction of large-scale systems of irrigation (e.g., canals, windmills, and aqueducts). WHI.T4.3

Describe the importance to India’s medieval economy of textile technologies (e.g., processes to improve the growing, processing, spinning, weaving, printing, and dyeing of cotton), and the importance of cotton cloth as an export to Africa and EuropeWHI.T4.4

Describe the origins and development of the European Renaissance, the emerging concept of humanism, and the influence and accomplishments of key artists, writers, and inventors of the Italian and Northern European Renaissance. Clarification Statement: Students may use the following examples to meet this Standard: Italian Renaissance: Michelangelo Buonarroti, Leonardo da Vinci, Raphael, Niccolò Machiavelli, Filippo Brunelleschi Northern Renaissance: Jan van Eyck, Albrecht Durer, Pieter Bruegel the Elder, Hieronymus Bosch, William Shakespeare, Erasmus, Johannes GutenbergWHI.T4.5

Describe the political and religious origins of the Protestant Reformation and its effects on European society, including. the reasons for the growing discontent with the Catholic Church; the main ideas of Martin Luther and John Calvin; the importance of Gutenberg’s invention of the printing press and its adoption by others in the spread of Protestantism across Europe, and the formation of the Anglican ChurchWHI.T4.6

Explain the purposes and policies of the Catholic Counter-Reformation, including the influence and ideas of Ignatius Loyola. WHI.T4.7

Identify the role that the Protestant Reformation and Catholic Counter-Reformation played on shifting political power in Europe, the persecution of religious minorities, and wars among European nations in the 15th and 16th centuries CE. WHI.T4.8

Explain the emergence of a wealthy Protestant middle class in the 17th century Northern Europe, its involvement in global trade, and its patronage of the arts and sciencesWHI.T4.9

Summarize how the scientific method and new technologies such as the telescope and microscope, led to new theories of the universe; describe the accomplishments of at least two figures of the Scientific Revolution (e.g., Nicolaus Copernicus, Galileo Galilei, René Descartes, Johannes Kepler, Robert Hooke, Antoni von Leeuwenhoek, Isaac Newton, Carolus Linnaeus); explain how advances in shipbuilding contributed to European exploration and conquest. WHI.T4.10

Describe the expulsion of Jews and Muslims from the Iberian Peninsula after the Treaty of Granada (1492), the rise of Spanish and Portuguese Kingdoms, the Spanish Inquisition, and the Spanish expeditions to conquer and Christianize the Americas and the Philippines, and Portuguese conflicts with Muslim states.WHI.T5.1

Explain the motivations for European nations to find a sea route to AsiaWHI.T5.2

Identify the major economic, political, demographic, and social effects of the European colonial period in the Americas and the Caribbean Islands, the so-called “Columbian Exchange” (the transmission of foodstuffs, plants, bacteria, animal species, etc., across the Atlantic for the first time and its environmental and agricultural implications); the impact of Christian missionaries on existing religious and social structures in the Americas, and the expansion of the trans-Atlantic slave trade.WHI.T5.3

Map the extent of the Ottoman, Chinese, Portuguese, Dutch, Spanish, and British Empires in the 17th century and research and report on an account of travel, trade or diplomacy of the 17th century.WHI.T5.4

Identify the origins and the ideals of the European Enlightenment, such as happiness, reason, progress, liberty, and natural rights, and how intellectuals of the movement (e.g., Denis Diderot, Emmanuel Kant, John Locke, Charles de Montesquieu, Jean-Jacques Rousseau, Mary Wollstonecraft, Cesare Beccaria, Voltaire, or social satirists such as Molière and William Hogarth) exemplified these ideals in their work and challenged existing political, economic, social, and religious structuresWHI.T6.1

Explain historical philosophies of government, giving examples from world history: WHI.T6.2

Explain why England was the exception to the growth of absolutism in Europe. WHI.T3.3

Explain the development of constitutional democracy following the American Revolution, the United States Constitution (1787), and the Bill of Rights (1791).WHI.T3.4

Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs.  WHII.T1.1

Explain the reasons for the Glorious Revolution in England and why England was the main exception to the growth of absolutism in royal power in Europe. WHII.T1.2

Analyze the various political, social, intellectual, and economic causes of the French Revolution (e.g., the influence of Enlightenment philosophy, the development of a middle class, the excesses and growing economic struggles of the French monarchy, the incompetence and corruption of the monarchy and government officials).WHII.T1.3

Summarize the main events of the French Revolution and analyze whether the revolution achieved its desired goals.WHII.T1.4

Compare the causes, goals, and outcomes of the American Revolution (1776–1787), the French Revolution (1789-1799), and the Haitian Revolution (1791–1804), and analyze the short-term and long-term impact of these revolutions on world history. WHII.T1.5

Analyze the causes and methods of the unification of both Italy and Germany, including the respective roles of Cavour and Bismarck, and the effect that such unification had on the balance of power in 19th century Europe. WHII.T1.6

Identify the major political, social, and economic developments of Central and South American and Mexican history in the 19th century and analyze how these developments were similar to or different from those in Europe during the same time period. WHII.T1.7

Analyze the economic, political, social, and technological factors that led to the Agricultural and Industrial Revolutions. WHII.T2.1

Evaluate the economic and social impact of the Agricultural and Industrial Revolutions in England, including population growth and the migration of workers from rural areas to new industrial cities, the emergence of a large middle class, the growing inequity in wealth distribution, the environmental impact of industrialization, and the harsh working and living conditions for the urban poor. WHII.T2.2

Analyze how the Industrial Revolution gave rise to new social, political, and economic philosophies such as feminism, socialism and communism, including ideas and influence of Robert Owen and Karl Marx. WHII.T2.3

Explain the impact of British economic and political reform movements such as labor unions on creating political reforms during the 19th century. Clarification Statement: Students may use WHII.T2.4

Explain how industrialization spread from Great Britain to continental Europe and the United States and how industrial development affected the political balance of power among nations.WHII.T2.5

Locate on a map key locations outside of Europe controlled by the European countries in the 19th century (e.g., India, Canada, Australia, and much of Africa by Britain; the Philippines, western and southwestern parts of North and South America, and the Caribbean Islands by Spain; Cape Verde, Brazil, and parts of India by Portugal; North and West Africa by France; parts of central Africa by Belgium and Germany).WHII.T3.1

Describe the causes of 19th century European global imperialismWHII.T3.2

Analyze the impact of Western imperialism in Asia, Africa, and Latin America. Clarification Statement: In addressing Standard 18, students should gain an overall view of what modern imperialism was and be able to relate that to their knowledge of earlier empires from World History I. WHII.T3.3

Analyze the cultural impact of colonial encounters and trade on people in Western nations, drawing on examples such as WHII.T3.4

Analyze the factors that led to the outbreak of World War I (e.g., the emergence of Germany as a great power, the rise of nationalism and weakening of multinational empires, industrial and colonial competition, militarism, and Europe’s complex alliance systemsWHII.T4.1

Evaluate the ways in which World War I was a total war and its impact on the warring countries and beyondWHII.T4.2

Analyze the political, social, economic, and cultural developments following World War I.WHII.T4.3

Evaluate the negotiation of the Treaty of Versailles and how the treaty did or did not address the various issues caused by World War IWHII.T4.4

Analyze the various developments of early 20th century Russian history including the Russian Revolution within the context of World War I, the growing political and social unrest under Czar Nicholas II, the emergence of the Bolshevik movement, the political revolutions of 1917, and the Russian Civil WarWHII.T4.5

Analyze later developments in Russian history, including the creation of the Union of Soviet Massachusetts Curriculum Framework for History and Social Science 155 Socialist Republics (USSR) in 1922, the New Economic Plan (NEP) and the creation of a Soviet economy, artistic and cultural experimentation, the death of Lenin and the cult of his personality, and the power struggle that resulted in Stalin’s leadershipWHII.T4.6

Identify the various causes and consequences of the global economic collapse of the 1930s and evaluate how governments responded to the effects of the Great Depression. WHII.T4.7

Identify the characteristics of fascism and totalitarianism as exhibited in the rise of the authoritarian regimes in Italy, Germany, and the Soviet Union during the 1920s and 1930sWHII.T4.8

Evaluate the economic, social, and political conditions that allowed the rise of Hitler, Mussolini, and Stalin in their respective countries, and how each dictator repressed dissention and persecuted minorities.WHII.T4.9

Analyze the aggression of Germany, Italy, and Japan in the 1930s and early 1940s and the lack of response by the League of Nations and Western democracies. WHII.T4.10

Analyze the effects of one of the battles of World War II on the outcome of the war and the countries involved: 1940: the Battles of Britain and Dunkirk; 1941: the attack on Pearl Harbor 1942: the Battles of Midway and, Corregidor 1943: Stalingrad and the Allied invasion of Italy 1944–1945: the invasion of Normandy, D-Day, the Battle of the Bulge, Battle of Berlin, Battle of Bataan and the subsequent Bataan Death March, the Battles of Iwo Jima, Okinawa, Manila and Corregidor WHII.T4.11

Identify the goals, leadership, strategies, and post-war plans of the Allied leaders (i.e., Winston Churchill, Franklin D. Roosevelt, Joseph Stalin) and how wartime diplomacy affected the outcome of the war and the emergence of the Cold War.WHII.T4.12

Describe the Holocaust, including its roots in Christian anti-Semitism, 19th century ideas about race and nation, and the Nazi dehumanization and planned extermination of the Jews and persecution of LGBT and Gypsy/Roma people. WHII.T4.13

Analyze the decision of the United States to drop atomic bombs on Hiroshima and Nagasaki in order to bring the war with Japan to a swift conclusion and its impact on relations with the Soviet Union.WHII.T4.14

Evaluate the global political, economic, and social consequences of World War IIWHII.T4.15

Identify the differences in worldview between the United States and the Union of Soviet Socialist Republics (USSR) and analyze how tensions between the USSR and the West led to the division of EuropeWHII.T5.1

Analyze the impact of transnational organizations and alliances such as the United Nations (UN), the European Economic Community (EEC), the North Atlantic Treaty Organization (NATO, 1949), the Warsaw Pact (1955), and the non-alignment movement on the developments of the Cold WarWHII.T5.2

Evaluate the importance of key military and political developments on the outcome of the Cold War. Students may use one the following examples to address this standard.WHII.T5.3

Analyze the major developments in Chinese history during the second half of the 20th century, including the Chinese Civil War and the triumph of the Communist Revolution in China, the rise of Mao Tse-Tung and political, social, and economic upheavals under his leadership, such as the Great Leap Forward and the Cultural Revolution, the Tiananmen Square student protests in Beijing in 1989 and economic reforms under the leadership of Deng Xiaoping.WHII.T5.4

Analyze the development and goals of nationalist movements in Africa, Asia, Central and Massachusetts Curriculum Framework for History and Social Science 158 South America, and the Middle East, and evaluate how one of these movements and its leader brought about decolonization and independence in the second half of the 20th century (e.g., Fidel Castro in Cuba, Patrice Lumumba in Congo, Ho Chi Minh in Vietnam, Gamel Abdul Nasser in Egypt, Jawaharlal Nehru in India, Salvador Allende in Chile). WHII.T5.5

Explain the defense of and resistance to the official South African government policy of apartheid (legalized racial segregation) between 1948 and 1991, and analyze how opposition by the African National Congress, including resistance leader Nelson Mandela, and international organizations such as the United Nations, contributed to the downfall of apartheidWHII.T5.6

Explain the background for the establishment of the modern state of Israel in 1948, and subsequent military and political conflictsWHII.T5.7

Analyze the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe, including the increasingly costly geopolitical competition with the United States, the growing gap between the economies of Western and Eastern Europe, the impact on people’s lives of the weakness of the Soviet economy, the toll of extended military conflict in Afghanistan, and the weakening popular support for communism in the Soviet Union and Eastern Europe. WHII.T5.8

Evaluate the consequences of the breakup of the Soviet Union on the development of market economies, political and social stability, the spread of nuclear technology and other technologies of mass destruction to rogue states and terrorist organizations, and analyze how these consequences led to the consolidation of political power in the hands of an oligarchy during the first and second decades of the 21st centuryWHII.T5.9

Analyze the contributing factors to and the effects of the global surge in economic productivity, the rise in living standards in Western Europe and Japan, such as the long postwar peace between democratic nations, the role of migrant workers in rebuilding postwar nations, and the policies of international economic organizationsWHII.T5.10

Evaluate how scientific developments of the 20th century altered understanding of the natural world, changed the lives of the general populace, and led to further scientific research. Students may use one of the following examples to address this standard:WHII.T5.11

Analyze how various social and intellectual movements of the second half of the 20th century changed traditional assumptions about race, ethnicity, class, gender, the environment, and religion (e.g., the modern feminist movement, the LGBTQ rights movement; the environmentalist movement and emergence of Green parties).WHII.T5.12

Analyze reasons for globalization – an international network of economic systems—and explain its consequences for workers in highly developed and less developed countries.WHII.T6.1

Analyze the major forces in the Middle East since 1980, including the rise of Islamic fundamentalism; the bulge in the youth population, rivalry between Saudi Arabia and Iran, struggle for autonomy by the Kurds, the political challenges of the oil-rich Persian Gulf states, the Iranian Revolution of 1978–1979 and the Iran-Iraq War, the Persian Gulf War, the Iraq War, Arab uprisings, the growth of the Islamic State of Iraq and Syria (ISIS).WHII.T6.2

Explain the role of populist political movements, their strength in European political parties in the early 21st centuryWHII.T6.3

Analyze the rise in political and economic power of China and its increasingly critical role in global affairs (e.g., North Korea, the World Trade Organization)WHII.T6.4

Evaluate the impact of international efforts to address global issues.WHII.T6.5

Distinguish between the concepts of genocide and mass atrocity and analyze the causes of genocide and mass atrocities in the modern world (e.g., conflicts over political power, historical grievances, manipulation of ideas about difference and fear by political forces). Students may use one the following events to address this standard: WHII.T7.1

Analyze the events, people and conditions that have given rise to international terrorism Massachusetts Curriculum Framework for History and Social Science 161 including the emergence of the global terror network Al-Qaeda, the Taliban in Afghanistan, and ISIS, and evaluate responses by governments and societies to international terrorist activityWHII.T7.2