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Elkhorn Public Schools |
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Social Studies |
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Social Studies - World History |
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Early Common Era (300 - 1450)
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The World in 1000 A.D.
The learner will be able to
demonstrate an understanding of the state of the world about 1000 A.D. by summarizing: (a) the institution of feudalism in Europe and the rise of towns and commerce; (b) the location and leadership of major Western European kingdoms; (c) the location and culture of the Byzantine and Muslim empires; (d) the location and culture of empires in India, Japan, sub-Saharan Africa, and Central America; (e) the role of the Roman Catholic Church in Europe; (f) the conflict between Christian and Muslim cultures.
| Strand |
Scope |
Source |
| The World in 1000 A.D. |
Master |
NE: Standards, May 8, 1998, 12.1.1 |
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Medieval History
The learner will be able to
analyze the patterns of social, economic, political change, and cultural achievement in the late Medieval period such as: (a) the emergence and distinctive political developments of nation-states, such as Spain, France, England, and Russia; (b) conflicts among Eurasian powers, such as the Crusades: the Mongol conquests; and, the expansion of the Ottoman Turks; (c) patterns of crisis and recovery, such as the Black Death;(d) the preservation of Greek and Roman philosophy, medicine, and science.
| Strand |
Scope |
Source |
| European Civilizations |
Master |
NE: Standards, May 8, 1998, 12.1.2 |
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First Global Era (1450 - 1750)
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Renaissance
The learner will be able to
analyze the historical developments of the Renaissance such as: (a) economic foundations of the Renaissance, such as European interaction with Muslims: increased trade role of the Medicis and new economic practices; (b) the rise of Italian city-states; (c) artistic, literary, and intellectual creativity, such as Leonardo DaVinci, Michelangelo, and Shakespeare, as contrasted with the Medieval period; (d) Machiavelli's theory of government as described in The Prince; (e) differences between the Italian and the Northern Renaissance.
| Strand |
Scope |
Source |
| Renaissance Era |
Master |
NE: Standards, May 8, 1998, 12.1.3 |
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Reformation
The learner will be able to
analyze the historical developments of the Reformation, such as: (a) the effects of the theological, political, and economic differences that emerged during the Reformation, such as the views and actions of Martin Luther, John Calvin, and Henry VIII and the divorce issue; (b) the influence of religious conflicts on government actions, such as the Edict of Nantes in France: (c) the evolution of laws that reflect religious beliefs, cultural values, traditions, and philosophies, such as the beginnings of religious toleration and the spread of democracy.
| Strand |
Scope |
Source |
| Reformation Era |
Master |
NE: Standards, May 8, 1998, 12.1.4 |
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European Exploration and Expansion
The learner will be able to
analyze the impact of European expansion into the Americas, Africa, and Asia, such as: (a) the roles of explorers/conquistadors; (b) immigration, settlement patterns, and cultural diffusion; (c) the exchange of technology, ideas, and agricultural practices; (d) the trade in slaves, tobacco, rum, furs, and gold; (e) the introduction of new diseases; (f) the influence of Christianity; (g) economic and cultural transformations created by the emergence of plants like tobacco and corn in new places and the arrival of the horse in the Americas; (h) competition for resources and the rise of mercantilism; (i) the commercial and maritime growth of European nations identifying the emergence of money and banking, global economies, and market systems; (j) social classes in the colonized areas.
| Strand |
Scope |
Source |
| European Expansion |
Master |
NE: Standards, May 8, 1998, 12.1.5 |
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Major Religions
The learner will be able to
compare Judaism, Christianity, Islam, Buddhism, and Hinduism identifying factors such as: (a) major leaders and events; (b) sacred writings; (c) traditions, customs, and beliefs; (d) monotheism versus polytheistic views; (e) geographic distribution at different times; (f) political, social, and economic influences of each; (g) long-standing religious conflicts and recent manifestations in places, such as Ireland, Middle East, and Bosnia.
| Strand |
Scope |
Source |
| Religious Perspective |
Master |
NE: Standards, May 8, 1998, 12.1.6 |
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Era of Revolutions (1750 - 1914)
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The Enlightenment
The learner will be able to
analyze the scientific, political and economic changes of the 16th, 17th and 18th centuries, such as: (a) the establishment of absolute monarchies by individuals, such as Louis XIV, Frederick the Great, and Peter the Great; (b) the Glorious Revolution in England and the French Revolution; (c) the ideas of significant people such as, Hobbes, Locke, Montesquieu, Rousseau and Jefferson; (d) how the political ideas of the Enlightenment t and the ideas of religion affected the founders of the United States; (e) new scientific theories, such as those of Newton, Kepler, Copernicus, Galileo, Harvey, and Franklin; (f) how technological changes brought about social, political, and cultural changes in Europe, Asia, and the Americas; (g) how the arts, philosophy, and literature were influenced by people, such as Voltaire, Diderot, Delacroix, Bach, and Mozart; (h) the influence of religious beliefs on art, politics, science, and commerce.
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Scope |
Source |
| Revolutions |
Master |
NE: Standards, May 8, 1998, 12.1.7 |
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19th Century Politics in Europe
The learner will be able to
describe 12th? century political developments in Europe, such as: (a) the Congress of Vienna; (b) expansion of democracy in Europe, such as the effects of urbanization, revolutions of 1848, and British reform laws; (c) unification of Germany and the role of Bismarck; (d) unification of Italy and the role of Garibaldi.
| Strand |
Scope |
Source |
| Europe |
Master |
NE: Standards, May 8, 1998, 12.1.8 |
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Industrial Revolution
The learner will be able to
analyze and explain the effects of the Industrial Revolution identifying factors, such as: (a) the rise of industrial economies and their link to imperialism and colonialism; (b) how scientific and technological changes, such as the inventions of Watt, Bessemer, and Whitney brought about massive social and cultural change; (c) the emergence of capitalism and free enterprise as a dominant economic pattern; (d) responses to capitalism, such as utopianism, socialism, and communism; (e) the status of women and children reflected societal changes; (f) the evolution of work and labor, such as the slave trade, mining, and manufacturing, and the union movement; (g) by applying economic reasoning and cost-benefit analysis to societal issues; (h) how Asia and Africa were transformed by European commercial power.
| Strand |
Scope |
Source |
| Industrial Revolution |
Master |
NE: Standards, May 8, 1998, 12.1.9 |
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20th Century World History
The learner will be able to
analyze major 20th century historical events, such as: (a) causes and effects of World War I and World War II; (b) the Russian Revolution; (c) the rise, aggression, and human costs of totalitarian regimes in the Soviet Union, Germany, Italy, and Japan; (d) the political, social, and economic impact of the 1930s worldwide depression; (e) the Nazi Holocaust and other examples of genocide; (f) how new technologies, such as atomic power, influenced patterns of conflict; (g) economic and military shifts since 1945, such as the rise of Germany and Japan as economic powers; (h) revolutionary movements in Asia and their leaders, such as Mao Zedong and Ho Chi Minh; (i) how African and Asian countries achieved independence from European colonial rule, such as India under Gandhi and Kenya under Kenyatta, and how they have fared under self-rule; (j) regional and political conflicts, such as Korea and Vietnam; (k) the beginning and end of the Cold War and the collapse of the Soviet Union.
| Strand |
Scope |
Source |
| Holocaust |
Master |
NE: Standards, May 8, 1998, 12.1.10 |
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Historical and Geographical Skills
The learner will be able to
demonstrate historical research and geographical skills by: (a) identifying, analyzing, and interpreting primary and secondary sources and artifacts; (b) validating sources as to their authenticity, authority, credibility, and possible bias; (c) comparing trends in global population distribution since the 10th century; (d) identifying and analyzing major shifts in national political boundaries in Europe since 1815; (e) identifying the distribution of major religious cultures in the contemporary world.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
NE: Standards, May 8, 1998, 12.1.11 |
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