Standard 2—World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Key ideas are identified by numbers (1).
Performance indicators are identified by bullets.
Sample tasks are identified by triangles (s).

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Elementary

1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.

Students:

• read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their motivations, hopes, fears, strengths, and weaknesses
• explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop
• study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.

This is evident, for example, when students:
s create a list of characteristics for the concept of civilization, focusing on the early civilizations that developed in Mesopotamia, Egypt, and the Indus Valley
s analyze pictures and maps of the civilizations of Kush and Egypt, including information about their architectural, artistic, and technological achievements
s assume the roles of citizens, merchants, foreign residents, or slaves in ancient Sparta or Athens, describing life in these city-states, the rights and responsibilities of a citizen in each city, and their social and political roles
s research different kinds of sources (archaeological, artistic, written) about the civilizations in the Americas before the coming of the Europeans (Taken from National Standards for World History)
s study about the major cultural achievements of an ancient civilization (e.g., West African, Japanese, Chinese, European).

2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

Students:

• distinguish between past, present, and future time periods
• develop timelines that display important events and eras from world history
• measure and understand the meaning of calendar time in terms of years, decades, centuries, and millennia, using BC and AD as reference points
• compare important events and accomplishments from different time periods in world history.

This is evident, for example, when students:
s arrange the events in a historical narrative, biography, or autobiography in correct chronological order
s group important historic events in world history according to clearly defined time periods (periodization). For example, periods might include early civilizations, rise of empires, age of exploration, the twentieth century
s create, as part of a class, a mural-sized, illustrated timeline of important achievements, inventions, and accomplishments of nineteenth century Europe and America (Adapted from National Standards for World History)
s identify key turning points and important events in world history and explain their significance
s create personal and family timelines to distinguish between near and distant past and interpret simple timelines that show a progression of events in world history; create a picture timeline tracing developments in world history, such as the appearance of the wheel, making simple tools out of iron (Hittites), building the pyramids, building Roman aqueducts, inventing paper in China, astronomical discoveries in the Muslim world, metallurgy advances in West Africa, and the invention of the steam engine in England. (Adapted from National Standards for History for Grades K-4)

3. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

Students:

• understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities
• gather and present information about important developments from world history
• understand how the terms social, political, economic, and cultural can be used to describe human activities or practices.

This is evident, for example, when students:
s read historical stories, myths, legends, and fables to learn how individuals have solved problems, made important contributions, and influenced the lives of others
s listen to historical narratives about the history of children and families in different cultures throughout the world to learn about different family structures; children’s, women’s, and men’s roles; daily life; religious or spiritual beliefs and practices; customs and traditions
s read biographies about famous historical figures, focusing on their personal lives, goals, and accomplishments and the effects of their achievements on the lives of others
s write historical narratives in the form of letters, diary accounts, or news reports from the point of view of a child who lived during a particular historic time period and who witnessed an important event or development
s listen to and participate in classroom debates and discussions of important myths, legends, people, and events in world history; determine admirable traits and identify examples of courage.

4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

Students:

• consider different interpretations of key events and developments in world history and understand the differences in these accounts
• explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world
• view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

This is evident, for example, when students:
s explain different perspectives on the same phenomenon by reading myths from several civilizations, recognizing the different ways those people explained the same phenomenon (e.g., how the world was created)
s listen to historical stories, biographies, or narratives to identify who was involved, what events occurred, where the events took place, and the outcomes or consequences
s list analytical questions to guide their investigations of historical documents, pictures, diary accounts, artifacts, and other records of the past
s construct picture timelines that show important events in their own lives, including descriptions of the events and explanations of why they were important.

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Intermediate

1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.

Students:

• know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations
• know some important historic events and developments of past civilizations
• interpret and analyze documents and artifacts related to significant developments and events in world history.

This is evident, for example, when students:
s propose a list of characteristics to define the concepts of culture and civilization, explaining how civilizations develop and change
s investigate the important achievements and accomplishments of the world’s early civilizations (e.g., African, Greek, Roman, Egyptian, Indian, Chinese)
s analyze how the natural environments of the Tigris-Euphrates, Nile, and Indus valleys shaped the early development of civilization (Taken from National Standards for World History)
s research an important event or development in world history and include information about how different people viewed the same event (e.g., the French Revolution as witnessed by members of the ruling classes, the revolutionaries, members of the Estates General, and the Church)
s identify different ethnic, religious, and socioeconomic groups throughout the world and analyze their varying perspectives on the same historic events and contemporary issues. Explain how these different perspectives developed.

2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

Students:

• develop timelines by placing important events and developments in world history in their correct chronological order
• measure time periods by years, decades, centuries, and millennia
• study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.

This is evident, for example, when students:
s construct multiple-tier timelines that display a number of important historic events that occurred at the same time or during the same period of time (e.g., age of exploration and contact showing events in Europe, Africa, and the Americas)
s present historical narratives that link together a series of events in the correct chronological order
s recognize the reasons for periodizing history and know some designations of historical periods; discuss the usefulness of the following historical periods:
- The beginnings of Human Society
- Early Civilizations to 1000 BC
- Classical Traditions, Major Religions, and Giant Empires, 1000 BC-300 AD
- Expanding Zones of Exchange and Encounter, 300-1000 AD
- Intensified Hemispheric Interactions, 1000-1500
- Emergence of the First Global Age, 1450-1770
- The Age of Revolutions, 1750-1914
- The Twentieth Century. (Adapted from National Standards for World History)

3. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

Students:

• investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history
• interpret and analyze documents and artifacts related to significant developments and events in world history
• classify historic information according to the type of activity or practice: social/cultural, political, economic, geographic, scientific, technological, and historic.

This is evident, for example, when students:
s read historic narratives, biographies, literature, diaries, and letters to learn about the important accomplishments and roles played by individuals and groups throughout world history
s explain some of the following practices as found in particular civilizations and cultures throughout world history: social customs, child-rearing practices, government, ways of making a living and distributing goods and services, language and literature, education and socialization practices, values and traditions, gender roles, foods, and religious/spiritual beliefs and practices
s develop a map of Europe, the Mediterranean world, India, South and Southeast Asia, and China to show the extent of the spread of Buddhism, Christianity, Hinduism, and Confucianism; explain how the spread of these religions changed the lives of people living in these areas of the world (Adapted from National Standards for World History)
s write diary accounts, journal entries, letters, or news accounts from the point of view of a young person living during a particular time period in world history, focusing on an important historic, political, economic, or religious event or accomplishment
s study the historical writings of important figures in world history to learn about their goals, motivations, intentions, influences, and strengths and weaknesses.

4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

Students:

• explain the literal meaning of a historical passage or primary source document, identifying who was involved, what happened, where it happened, what events led up to these developments, and what consequences or outcomes followed (Taken from National Standards for World History)
• analyze different interpretations of important events and themes in world history and explain the various frames of reference expressed by different historians
• view history through the eyes of those who witnessed key events and developments in world history by analyzing their literature, diary accounts, letters, artifacts, art, music, architectural drawings, and other documents
• investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions.

This is evident, for example, when students:
s examine documents related to significant developments in world history (e.g., excerpts from sacred texts of the world’s great religions, important political statements or decrees, literary works, and historians’ commentaries); employ the skills of historical analysis and interpretation in probing the meaning and importance of the documents by:
- identifying authors and sources for the historical documents
- comparing and contrasting differing sets of ideals and values contained in each historical document
- considering multiple perspectives presented in the documents
- evaluating major debates among historians about the meaning of each historical document
- hypothesizing about the influence of each document on present-day activities and debates in the international arena. (Adapted from National Standards in World History)
s study about an event or development in world history (e.g., the early civilizations, the age of exchange and global expansion, the industrial revolution, political and social revolutions, imperialism and colonization, case studies of genocide and human rights violations, world wars) by analyzing accounts written by eyewitnesses to the event or development; compare the eyewitness accounts with reports and narratives written by historians after the event or development
s trace the impacts of different technological innovations and advances ( e.g., in transportation and communication, agriculture, health and science, commerce and industry) over time by analyzing the effects of technology on the lives of people.

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Commencement

1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space, and the ways different people view the same event or issue from a variety of perspectives.

Students:

• define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices
• understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time
• analyze historic events from around the world by examining accounts written from different perspectives
• understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras
• analyze changing and competing interpretations of issues, events, and developments throughout world history.

This is evident, for example, when students:
s analyze important events and developments in world history through the eyes and experiences of those who were there, as reported in their literature, diaries, letters, debates, art and music, and artifacts (Taken from National Standards for World History )
s compare two or more historical interpretations of an important event in world history, differentiate fact from opinion, and determine which facts are most significant in the historian’s judgment and why (Taken from National Standards for World History )
s explain how an important event or development from world history can be viewed from multiple perspectives, noting how different values, motives, beliefs, frames of reference, and perspectives influence interpretations of the past
s use dramatizations, timelines, debates, and other research reports to explain how different observations of the same event or issue develop
s analyze important developments and turning points in world history; hypothesize what might have happened if decisions or circumstances had been different; investigate such developments and turning points as:
-the development of the early civilizations
-the development of the Roman Empire
-the emergence of the world’s great religions: Buddhism, Christianity, Hinduism, Islam, Judaism, and Taoism
-the rise of the Mongol Empire in China
-the Mali Empire in West Africa
-the age of exploration and the age of enlightenment
-the rise and fall of European colonialism
-global interactions and migration
-the formation and unification of major European nations (Germany, Italy, Great Britain, and France)
-the emergence and global influence of American civilization.

2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

Students:

• distinguish between the past, present, and future by creating multiple-tier timelines that display important events and developments from world history across time and place
• evaluate the effectiveness of different models for the periodization of important historic events, identifying the reasons why a particular sequence for these events was chosen
• analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective
• explain the importance of analyzing narratives drawn from different times and places to understand historical events
• investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes.

This is evident, for example, when students:
s develop composite timelines for different areas of the world (e.g., the Middle East, South and Southeast Asia, Africa south of the Sahara, the Americas), showing important events at any given time
s discuss models for periodizing events from world history, the development of the major civilizations, and the history of other cultures throughout the world. Explain the underlying principles for these models and make a case for why others might want to periodize these events differently
s analyze historical narratives, biographies, or stories to determine their temporal structure. Select an important event from world history and follow it forward over time to determine its consequences and trace it backward to identify its causes
s construct timelines that display key events and developments in world history and which describe the important facts about the event/development and link the event/development to other important events which took place somewhere else in the world
s analyzing historical narratives about the movements of people and ideas over time and place, including reports about the beginnings of human society in Africa, Mesopotamia, Indus, and China.

3. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

Students:

• analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities
• explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world
• examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.

This is evident, for example, when students:
s investigate how groups of people living in different geographic regions throughout the world (e.g., Africa, the Middle East, Eastern Europe and the former Soviet Union, China) interacted with and structured their natural environments to accommodate their varied lifestyles
s prepare narratives that describe important historic events and developments (e.g., beginnings of human societies; global exploration and expansion; scientific, technological, and intellectual achievements; social and political reform; revolution; case studies of genocide and human rights violations) from the perspectives of the individuals and groups who witnessed them
s investigate the lives of important political and social reformers by describing the conditions they were attempting to improve and evaluating the success of their efforts
s report on the spread of Christianity and Islam throughout world history, identify regions where these religions spread, and describe the effects on the lives of the people who lived in these regions
s trace the experiences of different emigrant groups throughout world history, identify the factors that caused these groups to leave their homelands, and describe the social and economic effects on their new homelands.

4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

Students:

• identify historical problems, pose analytical questions or hypotheses, research analytical questions or test hypotheses, formulate conclusions or generalizations, raise new questions or issues for further investigation
• interpret and analyze documents and artifacts related to significant developments and events in world history
• plan and organize historical research projects related to regional or global interdependence
• analyze different interpretations of important events, issues, or developments in world history by studying the social, political, and economic context in which they were developed; by testing the data source for reliability and validity, credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by omission, suppression, or invention of facts. (Taken from National Standards for World History)

This is evident, for example, when students:
s complete historical/social science research projects focusing on topics and issues drawn from world history; organize data according to the following activities: social, political, economic, cultural, and religious; consider multiple perspectives in interpreting the past and explain how different motives, beliefs, interests, and perspectives influence interpretations of the past (Adapted from National Standards for World History)
s apply the skills of historiography by analyzing different interpretations of key events and developments in world history (e.g., the development of the world’s great empires; the emergence of feudalism; encounters between Europeans and the peoples of sub-Saharan Africa, Asia, and the Americas; nationalism and its global effects). Analyze competing narratives by comparing and contrasting historians’ selection of analytical questions, frames of reference, and values/beliefs to show how different interpretations develop
s evaluate the validity and credibility of historical interpretations, including new or changing interpretations that have developed as new information about events or developments in world history is learned, and new interpretations and methodologies are developed (Taken from National Standards for World History)
s complete social science research projects focusing on topics and issues drawn from world history (e.g., causes of major revolutions, effects of imperialism, causes and consequences of the Industrial Revolution, social reform movements, and global consequences of World Wars I and II). Consider multiple perspectives in interpreting past events and describe how different values, frames of reference, beliefs, and motives influence interpretations of topics and issues.

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