History involves people, events, and issues. The student
will evaluate evidence to develop comparative and causal
analyses, and to interpret primary sources. He/she will
construct sound historical arguments and perspectives on
which informed decisions in contemporary life can be based.
* Some state performance indicators are listed
in more than one era. These may be assessed in any of the
eras in which they appear, but not necessarily in all eras
in which they appear.
Examine
how Native American culture changed as a result of contact
with European cultures (i.e., decreased population, spread
of disease, increased conflict, loss of territory, and
increase of trade.)
I/D
Demonstrate an ability to use correct vocabulary associated
with time such as past, present, future, and long ago; read
and construct simple timelines; identify examples of change;
and recognize examples of cause and effect relationships.
I/D
Realize that geographic, technological, and scientific
factors contributed to the European age of exploration and
settlement in the Americas.
I/D
Describe the immediate and long-term impact of Columbus’ voyages on native
populations and on colonization in the Americas.
List
the characteristics of the Spanish and Portuguese
exploration and settlement of the Americas.
I/D
Identify Native American groups in Tennessee and the Western Hemisphere before
European explorations.
*A
Identify
Native American groups in Tennessee before European
explorations (i.e., Cherokee, Creek, and Chickasaw).
I/D
Summarize reasons for European exploration and settlement of
Tennessee and the Western Hemisphere.
*A
Read and
interpret facts from a historical passage about an early
American-Spanish mission.
I/D
Identify accomplishments of significant explorers and
explain their impact on the settlement of Tennessee.
Era 2 - Colonization and Settlement
(1585-1763)
I/D
Discuss the search for religious, economic, and individual
freedom in the settlement of the colonies.
A
Determine
the reasons for colonial settlement (i.e., religious,
economic, and individual freedom).
*A
Read and
interpret facts from a historical passage about an early
American-Spanish mission.
I/D
Describe the lives of free and indentured immigrants who
came from Europe to North America and the Caribbean.
I/D
Compare and contrast different stories or accounts about
past events, people, places, or situations, identifying how
they contribute to our understanding of the past.
I/D
Detail the growth and change in the European colonies during
the two centuries following their founding with an emphasis
on New England and Virginia.
I/D
Explain the importance of the Mayflower Compact.
I/D
Understand the role of religion in the English colonies such
as the evolution of religious freedom and the treatment of
religious dissenters.
I/D
Explain when, where, and why groups of people colonized and
settled in the United States.
Identify
cultural groups who inhabited North America in the 17th
century (i.e., Puritans, Quakers, Spanish, and French).
*A
Identify
Native American groups in Tennessee before European
explorations (i.e., Cherokee, Creek, and Chickasaw).
*A
Identify
pre-Colonial Native American groups (i.e., Cherokee, Creek,
Chickasaw, Aztec, Mayans, Olmec, and Mississippi Mound
Builders).
*A
Examine
how Native American culture changed as a result of contact
with European cultures (i.e., decreased population, spread
of disease, increased conflict, loss of territory, and
increase of trade.)
I/D
Explain the political, economic, and social impact of the
slave trade in the Americas.
*A
Interpret
a timeline that depicts slave and indentured servants coming
from Europe to life in North America.
I/D
Conduct a thorough study of the differing regions of
Tennessee and their history.
I/D
Describe the effects of political, economic, and social
changes on Native Americans in Tennessee.
I/D
Identify characteristics of early colonial governments in
Tennessee.
Era 3 - Revolution and the New
Nation (1754-1820)
I/D
Explain the events that contributed to the outbreak of the
American Revolution.
Describe the earliest armed conflict of the Revolutionary
War.
I/D
Summarize the results of the American Revolution, including
the establishment of the United States.
I/D
Demonstrate an understanding that people in different times
and places view the world differently.
I/D
Explain the major political issues of the thirteen colonies
after their independence that led to the creation of the
Articles of Confederation.
*A
Determine
why the United States Constitution was necessary (i.e., no
single currency, no judicial branch, no enforcement of laws,
and small and large states having unequal representation).
Summarize the events that led to the creation of the United
States Constitution.
A
Determine the hardships faced
by early Tennessee settlers in the late 1700's (i.e.,
security, isolated communities, lack of access to goods, and
natural geography).
I/D
Focus
on the creation of the state of Franklin and subsequent
creation of the state of Tennessee.
*A
Identify
cultural groups who inhabited North America in the 17th
century (i.e., Puritans, Quakers, Spanish, and French).
Identify
various racial and ethnic groups in Tennessee at the
founding of statehood (i.e., Cherokee, Creek, Shawnee,
English, Scottish, French, and American born pioneers).
Recognize
the accomplishments John Sevier contributed to Tennessee
history (i.e., State of Franklin's one and only governor,
Tennessee’s first governor, United States Congressman, and
soldier).
TN History: John Sevier
*A
Identify
major Tennessee political leaders (i.e., Andrew Jackson, Sam
Houston, James Polk, Sequoyia, David Crockett, and Nancy
Ward).
Examine
how Native American culture changed as a result of contact
with European cultures (i.e., decreased population, spread
of disease, increased conflict, loss of territory, and
increase of trade.)
*A
Interpret
a timeline that depicts slave and indentured servants coming
from Europe to life in North America.
Identify
cultural groups who inhabited North America in the 17th
century (i.e., Puritans, Quakers, Spanish, and French).
*A
Determine
why the United States Constitution was necessary (i.e., no
single currency, no judicial branch, no enforcement of laws,
and small and large states having unequal representation).
Analyze
how the Louisiana Purchase influenced the growth of the
United States (i.e., increased size, encouraged expansion,
and increased natural resources).
Louisiana Purchase: Timeline
Determine
how the issue of slavery caused political and economic
tensions between government policy and people's beliefs
(i.e., abolitionists, plantation owners, state's rights, and
central government).
Identify the locations of the southern and northern states.
I/D
Identify the advantages and disadvantages of northern and
southern economic resources.
I/D
Identify similar and different northern and southern social
and cultural customs.
A
Interpret sectional
differences in the North and South in pre-Civil War (i.e., a
map of Union, Confederate, and border-states; pictorial
representations of crop production; reading timelines; and
interpreting bar graphs showing human, natural, and man-made
resources).
Chart
the course of major events throughout the Civil War.
A
Recognize
military and nonmilitary leaders from the North and South
during Civil War (i.e., Frederick Douglass, Clara Barton,
Chief Justice Roger Taney, Abraham Lincoln, Ulysses S.
Grant, Robert E. Lee, and Jefferson Davis).
Interpret
how culture changes over time as a consequence of
industrialization, technology, or cultural diffusion (i.e.,
railroad transportation, telecommunication, building design,
varied types of music, and the growth of government
services).
Determine
the hardships encountered by Greater Plain settlers in the
late 1800's (i.e., building materials, natural geography,
climatic conditions, isolated communities, and lack of
revenue).
Era 6 - The Development of the
Industrial United States (1870-1900)
I/D
Analyze the effects of
immigration, migration, and resources on the economic
development and growth of the United States.
*A
Determine
the hardships encountered by Greater Plain settlers in the
late 1800's (i.e., building materials, natural geography,
climatic conditions, isolated communities, and lack of
revenue).
Identify individual leaders of business and industry.
I/D
Explain how industry and mechanization changed ways of life
in America and Tennessee.
I/D
Understand the rise of the American labor movement.
I/D
Describe how armed conflict, purchases, treaties, and land
settlement resulted in further American expansion.
I/D
Assess the resistance of various groups to United States
expansion.
I/D
Describe the people, lifestyles, and liberties in the
American West.
I/D
Trace
the growth and necessity of the Chinese in the American
West.
*A
Interpret
how culture changes over time as a consequence of
industrialization, technology, or cultural diffusion (i.e.,
railroad transportation, telecommunication, building design,
varied types of music, and the growth of government
services).
Identify areas in the world where the United States participated in
diplomatic affairs and armed conflict.
I/D
Explain the causes of the Spanish-American War and World War
I.
I/D
Identify contributions of Tennessee natives such as Alvin
York and Ida B. Wells.
*A
Recognize people who contributed to reform in Tennessee and American society
(i.e., Samuel Gompers; Jane Addams; Martin Luther King, Jr.;
Gov. Austin Peay; and Anne Dallas Dudley).
Explain how American life changed dramatically due to the
economical, technology, and ecological disasters.
I/D
Describe American life in the 1920’s including the impact of
Constitutional amendments.
I/D
Explain the significance of the Harlem Renaissance.
I/D
Explain Tennessee’s role in the women’s suffrage movement.
*A
Interpret timelines that depict major historical post-Civil
War events.
*A
Interpret
how culture changes over time as a consequence of
industrialization, technology, or cultural diffusion (i.e.,
railroad transportation, telecommunication, building design,
varied types of music, and the growth of government
services).
Identify the significance of Pearl Harbor, D-Day, and
Hiroshima.
I/D
Identify Tennessee’s involvement and the contributions of
Tennessee natives such as Cordell Hull to the war effort.
*A
Recognize people who contributed to reform in Tennessee and American society
(i.e., Samuel Gompers; Jane Addams; Martin Luther King, Jr.;
Gov. Austin Peay; and Anne Dallas Dudley).
I/D
Explain the political and economic effects of World War II
on Europe and the United States.
I/D
Explain the social effects of World War II on American life.
I/D
Describe Japanese-American internment and its conflict with
American ideals.
*A
Interpret timelines that depict major historical post-Civil
War events.
Interpret
how culture changes over time as a consequence of
industrialization, technology, or cultural diffusion (i.e.,
railroad transportation, telecommunication, building design,
varied types of music, and the growth of government
services).
Explain why the United States became involved in the space
race.
I/D
Describe the struggle for racial and gender equality.
I/D
Explain Brown vs. Board of Education and its importance to
the Civil Rights Movement.
I/D
Explain the contributions of Civil Rights leaders such as
Martin Luther King, Jr. and Caesar Chavez.
*A
Recognize examples of how the United States confronted Civil
Rights issues (i.e., Brown vs. Board of Education,
Montgomery Bus Boycott, Birmingham Civil Rights March,
American Indian Movement [AIM], and the Civil Rights Act of
1964).
*A
Recognize people who contributed to reform in Tennessee and American society
(i.e., Samuel Gompers; Jane Addams; Martin Luther King, Jr.;
Gov. Austin Peay; and Anne Dallas Dudley).
I/D
Describe Tennessee’s involvement during the Civil Rights
movement.
*A
Interpret timelines that depict major historical post-Civil
War events.
*A
Interpret
how culture changes over time as a consequence of
industrialization, technology, or cultural diffusion (i.e.,
railroad transportation, telecommunication, building design,
varied types of music, and the growth of government
services).
Describe the changing relationships between the United
States and foreign countries.
I/D
Explain the significance of the Iran crisis.
I/D
Describe political and geographic changes in Europe
following the fall of the Soviet Union.
I/D
Describe the growing impact of the media on public opinion.
I/D
Explain the effect of the computer on contemporary life in
America.
I/D
Describe global environmental issues.
I/D
Describe the contributions of Tennesseans to the arts.
*A
Recognize examples of how the United States confronted Civil
Rights issues (i.e., Brown vs. Board of Education,
Montgomery Bus Boycott, Birmingham Civil Rights March,
American Indian Movement [AIM], and the Civil Rights Act of
1964).
*A
Interpret
how culture changes over time as a consequence of
industrialization, technology, or cultural diffusion (i.e.,
railroad transportation, telecommunication, building design,
varied types of music, and the growth of government
services).
*A
Interpret
how culture changes over time as a consequence of
industrialization, technology, or cultural diffusion (i.e.,
railroad transportation, telecommunication, building design,
varied types of music, and the growth of government
services).
*A
Interpret
a primary reading sample.
*A
Use
tools of social science inquiry such as surveys, statistics,
maps, and documents.
World History
Standards Era 1: The Beginnings of Human Society
M
List
ancient weapons and tools.
M
Understand the role of the environment in terms of
influencing the development of weapons and tools.
M
Explain the role of agriculture in early settled
communities.
M
Recognize the immediate
and long term impacts and influences of early agricultural
communities such as Southwest Asia and the African Nile
Valley.
M
Describe the biological processes that shaped the earliest
human communities.
M
Identify the
characteristics of hunter-gatherer communities in various
continental regions in Africa versus the Americas.
M
Explain how different early human communities expressed
their beliefs.
M
Explain how geologists, archaeologists, and anthropologists
study early human development.
M
Identify scientific evidence regarding early human
settlements in Africa.
*A
Recognize
the types of early communities (i.e., nomadic, fishing, and
farming).
*A
Identify major technological advances (i.e., tools, wheel,
irrigation, river dikes, development of farming, advances in
weaponry, written language, and printing press).
*A
Recognize the world's major religions and their founders
(i.e., Judaism, Christianity, Islam, Buddhism, Hinduism,
Moses, Jesus, and Mohammed).
*A
Identify how early writing forms in Mesopotamia, Egypt, and
the Indus Valley influenced life (i.e., legal, religious,
and culture).
*A
Recognize the significant mythologies of the Sumerians,
Egyptians, Greeks, and Romans.
*A
Recognize
the designations for time dating (i.e., BCE, AD, centuries,
decades, prehistoric, and historic).
*A
Recognize major historical time periods (i.e., Early
Civilizations, Classical Period, Dark Ages, Middle Ages, and
Renaissance).
*A
Read a timeline and order
events of the past between prehistory and the Renaissance.
*A
Identify examples of groups impacting world history (i.e.,
Muslims, Christians, Mongolians, Vikings, slave traders,
explorers, merchants/traders, and inventors.)
*A
Identify characteristics including economy, social
relations, religion, and political authority of various
societies (i.e., Mesopotamian, Egyptian, Greek City-States,
Roman Empire, Indian, and Medieval).
Describe the ways in which individuals can change groups
(i.e., Martin Luther – Christian church, William of Normandy
– English Monarchy, Joan of Arc – Hundred Years War, and
Buddha – Chinese Culture).
*A
Recognize the possible causes of change in civilizations
(i.e., environmental change, political collapse, new ideas,
warfare, overpopulation, unreliable food sources, and
diseases).
*A
Recognize the impact of individuals on world history (i.e.,
Charlemagne, Joan of Arc, William the Conqueror, Ramses II,
Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander
the Great, King Ferdinand and Queen Isabella, Martin Luther,
and Johannes Gutenberg).
*A
Identify the job characteristics of archaeologists,
anthropologists, geologists, and historians.
*A
Identify differences between various cultural groups (i.e.,
European, Eurasian, Indian, Southeast Asian, Middle Eastern,
African, and Native American).
Identify
types of artifacts by pictorial representation (i.e.,
Egyptian, Roman, Greek, Chinese, Native American, Medieval,
and Renaissance).
Compass
*A
Identify
major technological advances (i.e., tools, wheel,
irrigation, river dikes, development of farming, advances in
weaponry, written language, and printing press).
*A
Identify conclusions about early world historical events
using primary and secondary sources.
*A
Identify the development of written and spoken languages
(i.e., Roman alphabet, Latin word origins, Romance
Languages).
World History Standards Era 2:
Early Civilizations and the Emergence of Pastoral Peoples (4000-1000
BCE)
M
Describe the
characteristics of writing in Mesopotamia, Egypt, and the Indus valley and how
their written records shaped political, legal, religious,
and cultural life.
M
Compare and contrast the
Mycenaean Greek development of agriculture, writing,
education, law, and trade with another society.
M
Explain how the development of different types of tools,
laws, and religion influenced early Chinese civilization.
M
Compare and contrast how
the economic, political, cultural, and environmental factors
among the ancient civilizations of Egypt, Indus River Valley, China, and
Mesopotamia shaped their histories.
M
Explain the decline of the Indus Valley civilization.
M
Identify significant individuals and events in Egyptian
civilization.
M
Describe the characteristics of Aryan society.
M
Describe what archaeological evidence reveals about Chinese
history during the Chang Dynasty.
M
Identify early forms of
writing, law, and trade (i.e., cuneiform, hieroglyphics,
barter, Code of Hammurabi, and the Ten Commandments).
Recognize
the types of early communities (i.e., nomadic, fishing, and
farming).
mnsu.edu
*A
Identify major technological advances (i.e., tools, wheel,
irrigation, river dikes, development of farming, advances in
weaponry, written language, and printing press).
*A
Recognize the world's major religions and their founders
(i.e., Judaism, Christianity, Islam, Buddhism, Hinduism,
Moses, Jesus, and Mohammed).
mnsu.edu/religion
*A
Recognize significant epics as historical sources (i.e.,
Iliad, the Odyssey, Mahabharata, and Ramayana).
mnsu.edu
*A
Identify how early writing forms in Mesopotamia, Egypt, and
the Indus Valley influenced life (i.e., legal, religious,
and culture).
*A
Recognize the significant mythologies of the Sumerians,
Egyptians, Greeks, and Romans.
*A
Recognize
the designations for time dating (i.e., BCE, AD, centuries,
decades, prehistoric, and historic).
*A
Recognize major historical time periods (i.e., Early
Civilizations, Classical Period, Dark Ages, Middle Ages, and
Renaissance).
*A
Read a timeline and order
events of the past between prehistory and the Renaissance.
*A
Identify examples of groups impacting world history (i.e.,
Muslims, Christians, Mongolians, Vikings, slave traders,
explorers, merchants/traders, and inventors.)
Spanish Conquest
Identify characteristics including economy, social
relations, religion, and political authority of various
societies (i.e., Mesopotamian, Egyptian, Greek City-States,
Roman Empire, Indian, and Medieval).
*A
Describe the ways in which individuals can change groups
(i.e., Martin Luther – Christian church, William of Normandy
– English Monarchy, Joan of Arc – Hundred Years War, and
Buddha – Chinese Culture).
Recognize the possible causes of change in civilizations
(i.e., environmental change, political collapse, new ideas,
warfare, overpopulation, unreliable food sources, and
diseases).
*A
Recognize the impact of individuals on world history (i.e.,
Charlemagne, Joan of Arc, William the Conqueror, Ramses II,
Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander
the Great, King Ferdinand and Queen Isabella, Martin Luther,
and Johannes Gutenberg).
Identify the job characteristics of archaeologists,
anthropologists, geologists, and historians.
*A
Identify differences between various cultural groups (i.e.,
European, Eurasian, Indian, Southeast Asian, Middle Eastern,
African, and Native American).
Old World Cultures
*A
Identify
types of artifacts by pictorial representation (i.e.,
Egyptian, Roman, Greek, Chinese, Native American, Medieval,
and Renaissance).
Learner.org
*A
Identify
major technological advances (i.e., tools, wheel,
irrigation, river dikes, development of farming, advances in
weaponry, written language, and printing press).
Sumerian Economy
*A
Identify conclusions about early world historical events
using primary and secondary sources.
*A
Identify the development of written and spoken languages
(i.e., Roman alphabet, Latin word origins, Romance
Languages).
World History Standards Era 3:
Classical Traditions, Major Religions, and Giant Empires (1000
BCE-300 AD)
M
Illustrate the placement of major religions on the earth’s
surface.
M
Compare and contrast elements of Judaism, Christianity, and
Islam.
M
Identify the causes and spread of Christianity.
M
Explain the origins of Buddhism and fundamental Buddhist
beliefs.
M
Explain the patterns of Phoenician political organization,
culture, and trade in the Mediterranean basin.
M
Describe the development of Greek city-states and their
political and social characteristics.
M
Identify the characteristics of the Assyrian and Babylonian
Empires.
M
Explain the impact and
achievements of the Hellenistic period on art, mathematics,
science, philosophy, and political thought.
M
Understand the origins and social framework of Roman
society.
M
Identify fundamental social, political, and cultural
characteristics of Chinese society under early imperial
dynasties.
M
Compare geographical and architectural features of Egypt.
M
Identify major cultural elements of Greek society such as
sculpture, architecture, and pottery.
M
Explore the role of art, literature, and mythology in Greek
society by analyzing primary sources.
M
Explain the political, commercial, and cultural uses of
Latin and Greek as universal languages of the Roman Empire.
M
Construct timelines to show sequences of important dates and
events.
M
Identify cause and effect of events leading to the rise and
decline of civilizations.
M
Describe how the rise
and decline of military power, state bureaucracy, legal
codes, belief systems, written languages, and communications
and trade networks affected societies.
*A
Recognize
the types of early communities (i.e., nomadic, fishing, and
farming).
*A
Identify major technological advances (i.e., tools, wheel,
irrigation, river dikes, development of farming, advances in
weaponry, written language, and printing press).
*A
Recognize the world's major religions and their founders
(i.e., Judaism, Christianity, Islam, Buddhism, Hinduism,
Moses, Jesus, and Mohammed).
*A
Recognize significant epics as historical sources (i.e.,
Iliad, the Odyssey, Mahabharata, and Ramayana).
Identify how early writing forms in Mesopotamia, Egypt, and
the Indus Valley influenced life (i.e., legal, religious,
and culture).
*A
Recognize the significant mythologies of the Sumerians,
Egyptians, Greeks, and Romans.
*A
Recognize
the designations for time dating (i.e., BCE, AD, centuries,
decades, prehistoric, and historic).
*A
Recognize major historical time periods (i.e., Early
Civilizations, Classical Period, Dark Ages, Middle Ages, and
Renaissance).
*A
Read a timeline and order
events of the past between prehistory and the Renaissance.
*A
Identify examples of groups impacting world history (i.e.,
Muslims, Christians, Mongolians, Vikings, slave traders,
explorers, merchants/traders, and inventors.)
*A
Identify characteristics including economy, social
relations, religion, and political authority of various
societies (i.e., Mesopotamian, Egyptian, Greek City-States,
Roman Empire, Indian, and Medieval).
*A
Describe the ways in which individuals can change groups
(i.e., Martin Luther – Christian church, William of Normandy
– English Monarchy, Joan of Arc – Hundred Years War, and
Buddha – Chinese Culture).
*A
Recognize the possible causes of change in civilizations
(i.e., environmental change, political collapse, new ideas,
warfare, overpopulation, unreliable food sources, and
diseases).
*A
Recognize the impact of individuals on world history (i.e.,
Charlemagne, Joan of Arc, William the Conqueror, Ramses II,
Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander
the Great, King Ferdinand and Queen Isabella, Martin Luther,
and Johannes Gutenberg).
*A
Identify the job characteristics of archaeologists,
anthropologists, geologists, and historians.
*A
Identify differences between various cultural groups (i.e.,
European, Eurasian, Indian, Southeast Asian, Middle Eastern,
African, and Native American).
*A
Identify
types of artifacts by pictorial representation (i.e.,
Egyptian, Roman, Greek, Chinese, Native American, Medieval,
and Renaissance).
Identify
major technological advances (i.e., tools, wheel,
irrigation, river dikes, development of farming, advances in
weaponry, written language, and printing press).
*A
Identify conclusions about early world historical events
using primary and secondary sources.
*A
Identify the development of written and spoken languages
(i.e., Roman alphabet, Latin word origins, Romance
Languages).
World History Standards Era 4:
Expanding Zones of Exchange and Encounter (300AD-1000 AD)
M
Identify the spread of Christian belief in Europe.
M
Diagram the social structure of medieval society.
M
Explain the significance of Norse migrations and invasions.
M
Describe social class and gender roles in Medieval Europe.
M
Understand the
significant features of Mayan and Andean civilization as in
their location of cities, road systems, sea routes, status
of elite women and men, art, and architecture.
M
Recognize the importance of maritime and overland trade
routes linking regions of Afro-Eurasian societies.
mnsu/trade
M
List
the major achievements in technology, astronomy, and
medicine in the Gupta societies.
M
Identify monastic examples of preserving Greco-Roman and
early Christian learning.
M
Read
an example of African oral history for its historical
importance.
M
Identify the spread of Islamic belief in Asia and Africa.
M
Explain how the influence of Islamic ideas and practices
influenced culture and social behavior.
M
Describe the characteristics of and development of great
African and Asian civilizations.
M
Identify the impact of
Chinese society on surrounding cultures in terms of
assimilation of ideas and political autonomy.
*A
Recognize and order major historical events on a timeline
between the Middle Ages and Renaissance.
Evaluate to what extent civilizations build on the
accomplishments of previous civilizations.
*A
Compare and contrast the historical development of the
Western, Eastern, and African cultures.
*A
Recognize
the designations for time dating (i.e., BCE, AD, centuries,
decades, prehistoric, and historic).
*A
Recognize major historical time periods (i.e., Early
Civilizations, Classical Period, Dark Ages, Middle Ages, and
Renaissance).
*A
Read a timeline and order
events of the past between prehistory and the Renaissance.
*A
Identify examples of groups impacting world history (i.e.,
Muslims, Christians, Mongolians, Vikings, slave traders,
explorers, merchants/traders, and inventors.)
*A
Identify characteristics including economy, social
relations, religion, and political authority of various
societies (i.e., Mesopotamian, Egyptian, Greek City-States,
Roman Empire, Indian, and Medieval).
mnsu.edu
*A
Describe the ways in which individuals can change groups
(i.e., Martin Luther – Christian church, William of Normandy
– English Monarchy, Joan of Arc – Hundred Years War, and
Buddha – Chinese Culture).
*A
Recognize the possible causes of change in civilizations
(i.e., environmental change, political collapse, new ideas,
warfare, overpopulation, unreliable food sources, and
diseases).
*A
Recognize the impact of individuals on world history (i.e.,
Charlemagne, Joan of Arc, William the Conqueror, Ramses II,
Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander
the Great, King Ferdinand and Queen Isabella, Martin Luther,
and Johannes Gutenberg).
*A
Identify the job characteristics of archaeologists,
anthropologists, geologists, and historians.
mnsu.edu
*A
Identify differences between various cultural groups (i.e.,
European, Eurasian, Indian, Southeast Asian, Middle Eastern,
African, and Native American).
*A
Identify
types of artifacts by pictorial representation (i.e.,
Egyptian, Roman, Greek, Chinese, Native American, Medieval,
and Renaissance).
Compass
*A
Identify
major technological advances (i.e., tools, wheel,
irrigation, river dikes, development of farming, advances in
weaponry, written language, and printing press).
mnsu.edu
*A
Identify conclusions about early world historical events
using primary and secondary sources.
*A
Identify the development of written and spoken languages
(i.e., Roman alphabet, Latin word origins, Romance
Languages).
mnsu/language
World History Standards Era 5: The
Emergence of Europe (1200-1500AD)
I
Recognize the developments of science, philosophy, and art
in the 14th and 15th centuries.
I
Understand the
significant developments of medieval English in legal and
constitutional practices and how this shaped the development
of European governments.
I
Recognize the origins and the economic, social, and
political impact of the plague upon Eurasian societies.
I
Judge
the significance of the Reformation on the development of
Europe.
I
Compare and contrast feudalism and manoralism.
I
Explain the cultural
characteristics of Islamic society such as a common
language, religious text, and society and how this led to
cohesiveness across regions.
I
Identify features of trade routes in Asia, Europe, and
Africa.
I
Describe the roles and motivations of squires, saints, and
soldiers in Christian Europe.
I
Describe the economic, social, and religious features of
West Africa.
I
Identify aspects of the
architecture of Medieval Europe and how some elements may
still be seen in local and modern architecture.
I
Compare and contrast art, architecture, and education in
medieval Christian and Spanish Muslim society.
I
Rate the importance of
foreign sources in recording the history in areas of Mongol
domination as in the travels of Marco Polo and ibn Battuta.
*A
Recognize
the designations for time dating (i.e., BCE, AD, centuries,
decades, prehistoric, and historic).
*A
Recognize major historical time periods (i.e., Early
Civilizations, Classical Period, Dark Ages, Middle Ages, and
Renaissance).
*A
Read a timeline and order
events of the past between prehistory and the Renaissance.
*A
Identify examples of groups impacting world history (i.e.,
Muslims, Christians, Mongolians, Vikings, slave traders,
explorers, merchants/traders, and inventors.)
*A
Identify characteristics including economy, social
relations, religion, and political authority of various
societies (i.e., Mesopotamian, Egyptian, Greek City-States,
Roman Empire, Indian, and Medieval).
*A
Describe the ways in which individuals can change groups
(i.e., Martin Luther – Christian church, William of Normandy
– English Monarchy, Joan of Arc – Hundred Years War, and
Buddha – Chinese Culture).
*A
Recognize the possible causes of change in civilizations
(i.e., environmental change, political collapse, new ideas,
warfare, overpopulation, unreliable food sources, and
diseases).
Collapse
*A
Recognize the impact of individuals on world history (i.e.,
Charlemagne, Joan of Arc, William the Conqueror, Ramses II,
Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander
the Great, King Ferdinand and Queen Isabella, Martin Luther,
and Johannes Gutenberg).
*A
Identify the job characteristics of archaeologists,
anthropologists, geologists, and historians.
*A
Identify differences between various cultural groups (i.e.,
European, Eurasian, Indian, Southeast Asian, Middle Eastern,
African, and Native American).
*A
Identify
types of artifacts by pictorial representation (i.e.,
Egyptian, Roman, Greek, Chinese, Native American, Medieval,
and Renaissance).
*A
Identify
major technological advances (i.e., tools, wheel,
irrigation, river dikes, development of farming, advances in
weaponry, written language, and printing press).
*A
Identify conclusions about early world historical events
using primary and secondary sources.
*A
Identify the development of written and spoken languages
(i.e., Roman alphabet, Latin word origins, Romance
Languages).
*A
Recognize and order major historical events on a timeline
between the Middle Ages and Renaissance.
*A
Identify the impact of advances in technology on history
(i.e., agricultural revolution, Renaissance scientists,
exploration during the 1400s).
*A
Recognize how the Renaissance changes the nature of society
(i.e., shift from religious domination to science,
philosophy, and art).
*A
Evaluate to what extent civilizations build on the
accomplishments of previous civilizations.
*A
Compare and contrast the historical development of the
Western, Eastern, and African cultures.
Identify reasons why
people choose to settle in different places.
A
Identify the causes and consequences of urbanization (i.e.,
industrial development, education, health care, cultural
opportunities, poverty, overcrowding, disease, pollution,
and crime).
Examine reasons and patterns of human migration through the
use of maps, charts, and diagrams (i.e., famine, natural
disasters, political and religious oppression, and wars).
Identify the ancient
civilizations in the Americas.
D
Explain the cultures of
the Western Hemisphere’s native peoples prior to European
contact.
D
Evaluate the expanding
intercontinental exchange and the conflicts brought on by
exploration and colonization.
D
Describe the role
religion played in Western Europe, during the age of
exploration, with respect to subsequent crusading tradition
and overseas exploration.
D
Explain the ways
geographic, technological, and scientific factors
contributed to the European age of exploration and
settlement in the Americas.
D
Describe the immediate
and long-term impact early European exploration had on
native populations and on colonization in the Americas.
D
List the characteristics
of the Spanish and Portuguese exploration and conquest of
the Americas.
D
Recognize that the
English, Spanish, Portuguese, and French differed from one
another in their views regarding economy, property, and
religion, and this influenced the way the different cultures
colonized.
D
Identify and use key
concepts such as chronology, causality, change, conflict,
and complexity to explain, analyze, and show connections
among patterns of historical change and continuity.
D
Explain the geological
factors that led to the geographic features of Tennessee.
D
Describe pre-Columbian
Native American peoples and their societies.
D
List the early European
explorers and their nations of origin.
*A
Read a
timeline and order events of the past.
*A
Recognize the causes and examples of migration and
immigration in early America (i.e., land, religion, money,
pioneer spirit, indentured servitude, displacement, and
slavery).
*A
Differentiate between a primary and secondary source.
*A
Identify how religion contributed to early American society
(e.g., impact on government, education, social norms,
slavery, and tolerance).
*A
Interpret a timeline of technological innovations.
*A
Classify the characteristics of major historic events into
causes and effects (i.e., exploration, colonization,
revolution, expansion, and Civil War).
*A
Identify conclusions about historical events using primary
and secondary sources.
*A
Differentiate between primary and secondary source
documents.
*A
Recognize the influence of science and technology on the
development of early American colonial cultures (i.e.,
compass, shipbuilding, food storage, printing press,
financial markets, weaponry, and transportation).
*A
Contrast the characteristics of major native civilizations
of the Americas.
*A
Compare and contrast the tenets of America’s early major
religions (i.e., Olmec beliefs, Native American Earth/Mother
spirit, African Traditional Religion, Puritanism, and
Quakerism).
*A
Recognize the historical impacts of European settlement in
North America.
Era 2 - Colonization and Settlement
(1585-1763)
D
Discuss the search for
religious, economic, and individual freedom in the
settlement of the colonies.
D
Classify various limits
on individual freedom in Colonial America.
D
Describe the lives of
free and indentured immigrants from Europe who came to North
America and the Caribbean.
D
Recognize the
contributions of European philosophers which influenced the
religious and political aspects of colonial America as to
how individuals contributed to participatory government,
challenged inherited ideas of hierarchy, and affected the
ideal of community.
D
Explain how the
evolution of English political practice impacted the
colonists’ sense of freedom.
D
Detail the growth and
change in the European colonies during the two centuries
following their founding with an emphasis on New England and
Virginia.
D
Explain the differences
and similarities among the English, French, and Spanish
settlements.
D
Recognize the cultural
and environmental impacts of European settlement in North America.
D
Evaluate the importance
of the Mayflower Compact, the Fundamental Orders of
Connecticut, and the Virginia House of Burgesses to the
growth of representative government.
D
Recognize the shift from
utilizing indentured servitude to slavery within the
colonies due to economic reasons and popular uprisings.
D
Read and analyze a
primary source document such as diaries, letters, and
contracts.
D
Recognize how family and
gender roles of different regions of Colonial America
changed across time.
D
Recognize that the
economic systems employed in the Northern colonies differed
from those of the Southern colonies.
D
Explain how the
Declaration of Independence conflicts with the institution
of chattel slavery.
D
Describe the
contributions of free and enslaved blacks in United States
history.
D
Identify Tennessee’s
natural resources.
D
Discuss how the
Proclamation Line did not deter western expansion of
colonials.
D
Explain the significance
of the Cumberland Gap in Tennessee history.
*A
Read a
timeline and order events of the past.
*A
Recognize the causes and examples of migration and
immigration in early America (i.e., land, religion, money,
pioneer spirit, indentured servitude, displacement, and
slavery).
*A
Differentiate between a primary and secondary source.
*A
Recognize causes and consequences of conflict, (i.e., French
and Indian War, Revolutionary War, and War of 1812).
*A
Identify how religion contributed to early American society
(e.g., impact on government, education, social norms,
slavery, and tolerance).
*A
Interpret a timeline of technological innovations.
*A
Classify the characteristics of major historic events into
causes and effects (i.e., exploration, colonization,
revolution, expansion, and Civil War).
*A
Identify conclusions about historical events using primary
and secondary sources.
*A
Differentiate between primary and secondary source
documents.
*A
Analyze in economic terms (i.e., climate, triangle trade,
infrastructure, and topography) why slavery flourished in
the South as opposed to the North.
*A
Recognize the influence of science and technology on the
development of early American colonial cultures (i.e.,
compass, shipbuilding, food storage, printing press,
financial markets, weaponry, and transportation).
*A
Contrast the characteristics of major native civilizations
of the Americas.
*A
Compare and contrast the tenets of America’s early major
religions (i.e., Olmec beliefs, Native American Earth/Mother
spirit, African Traditional Religion, Puritanism, and
Quakerism).
*A
Recognize the historical impacts of European settlement in
North America.
Era 3 - Revolution and the New Nation
(1754-1820)
M
Explain the events that
contributed to the outbreak of the American Revolution such
as leaders who resisted imperial policy, the English tax on
colonists from the Seven Years’ War, divergent economic
interests, and regional motivations.
M
Know the Declaration of
Independence, its major ideas, and its sources.
M
Describe the armed
conflict of the Revolutionary War.
M
Explain the roles played
by significant individuals during the American Revolution
and their independence, which led to the creation of the
Articles of Confederation.
M
Explain the economic
issues addressed by the Continental Congress and its
subsequent successes and failures.
D
Recognize the debate
over the necessity of the Bill of Rights.
D
Explain the factors and
results of Shay’s Rebellion.
D
Analyze documents such
as the Declaration of Independence, the Federalist Papers,
the United States Constitution, and the Bill of Rights.
D
Explain the differing
perspectives and roles played in the American Revolution by
various groups of people.
M
Describe the events that
led to the creation and the failure of the state of
Franklin.
M
Examine the expansion of
settlers into Tennessee.
M
Discuss the entry of
Tennessee into the Union.
*A
Read a
timeline and order events of the past.
*A
Recognize the causes and examples of migration and
immigration in early America (i.e., land, religion, money,
pioneer spirit, indentured servitude, displacement, and
slavery).
*A
Differentiate between a primary and secondary source.
*A
Recognize causes and consequences of conflict, (i.e., French
and Indian War, Revolutionary War, and War of 1812).
*A
Identify how religion contributed to early American society
(e.g., impact on government, education, social norms,
slavery, and tolerance).
*A
Interpret a timeline of technological innovations.
*A
Classify the characteristics of major historic events into
causes and effects (i.e., exploration, colonization,
revolution, expansion, and Civil War).
*A
Identify conclusions about historical events using primary
and secondary sources.
*A
Differentiate between primary and secondary source
documents.
*A
Analyze in economic terms (i.e., climate, triangle trade,
infrastructure, and topography) why slavery flourished in
the South as opposed to the North.
*A
Recognize the course of conflicts including major battles,
alliances, strategy, leadership, resources, or technology
using a diagram for the Revolutionary War.
*A
Recognize the influence of science and technology on the
development of early American colonial cultures (i.e.,
compass, shipbuilding, food storage, printing press,
financial markets, weaponry, and transportation).
*A
Contrast the characteristics of major native civilizations
of the Americas.
*A
Compare and contrast the tenets of America’s early major
religions (i.e., Olmec beliefs, Native American Earth/Mother
spirit, African Traditional Religion, Puritanism, and
Quakerism).
*A
Recognize the historical impacts of European settlement in
North America.
Era 4 - Expansion and Reform
(1801-1861)
D
Give examples of maps,
timelines, and charts that show western expansion.
D
Identify the factors
that led to territorial expansion and its effects.
D
Explain the short and
long term political and cultural impacts of the Louisiana
Purchase.
D
Recognize the
significance of the Lewis and Clark expedition.
D
Describe the Monroe
Doctrine and its foreign policy goals.
D
Describe the causes,
sectional divisions, and Native American support for the
British and results of the War of 1812.
D
Discuss sectional
differences brought on by the Western movement, expansion of
slavery, and emerging industrialization.
D
Illustrate the
demographics brought on by the Western movement, expansion
of slavery, emerging industrialization and consequences for
Native American groups.
D
Consider the social and
political impact of the theory of Manifest Destiny.
D
Analyze governmental
policy in response to sectional differences.
D
Explain the events that
led to the Mexican-American War and the consequences of the
Treaty of Guadeloupe-Hidalgo.
D
Describe the political
impact of adding new states to the Union.
D
Define the concept of
reform.
D
Identify reform
movements of early1800’s.
D
Describe the lives of
immigrants in American society during the antebellum period
and how this led to a rationale for reform movement.
D
Discuss the growth of
Tennessee’s cities and regions.
D
Evaluate the differences
among Tennessee’s three grand divisions.
D
Study the impact on
Tennessee’s history made by individuals.
D
Examine the events that
led to the systematic removal of Native Americans within
Tennessee and the subsequent Trail of Tears.
D
Recognize Tennessee’s
influence in the country’s westward expansion.
*A
Read a
timeline and order events of the past.
*A
Recognize the causes and examples of migration and
immigration in early America (i.e., land, religion, money,
pioneer spirit, indentured servitude, displacement, and
slavery).
*A
Differentiate between a primary and secondary source.
*A
Recognize causes and consequences of conflict, (i.e., French
and Indian War, Revolutionary War, and War of 1812).
*A
Identify how religion contributed to early American society
(e.g., impact on government, education, social norms,
slavery, and tolerance).
*A
Interpret a timeline of technological innovations.
*A
Classify the characteristics of major historic events into
causes and effects (i.e., exploration, colonization,
revolution, expansion, and Civil War).
*A
Identify conclusions about historical events using primary
and secondary sources.
*A
Differentiate between primary and secondary source
documents.
*A
Analyze in economic terms (i.e., climate, triangle trade,
infrastructure, and topography) why slavery flourished in
the South as opposed to the North.
*A
Identify cultures that contributed to the development of the
United States (i.e., Native American, African, British,
Scottish, Irish, and German).
*A
Recognize consequences of the westward expansion of the
United States.
*A
Identify the impact of individual and group decisions on
historical events.
*A
Recognize the impact groups have on change at the local,
state, national, and world levels.
*A
Determine the social, political, and economic factors that
contribute to the institution of slavery in America.
*A
Interpret a timeline, detailing the development of political
parties in the United States to the Civil War.
*A
Interpret maps, timelines, and charts that illustrate key
elements of history (i.e., expansion, economics, politics,
and society).
*A
Recognize examples of stereotyping, prejudice, conformity,
and altruism in Early American history.
*A
Analyze the contributions of Tennessee political leaders on
the national scene (e.g., Andrew Jackson, Andrew Johnson,
James K .Polk, Sequoyah, and Sam Houston).
*A
Examine the demographic changes brought about by westward
movement (i.e., slavery, industrialization, and Native
American relocation).
*A
Recognize the course of conflicts including major battles,
alliances, strategy, leadership, resources, or technology
using a diagram for the Revolutionary War.
Era 5 - Civil War and Reconstruction
(1850-1877)
D
Identify sectional
differences that led to the Civil War.
D
Chart the course of
major events throughout the Civil War.
D
Explain the
technological, social, and strategic aspects of the Civil
War.
D
Weigh political, social,
and economic impact of the Civil War on the different
regions of the United States.
D
Understand that
different scholars may describe the same event or situation
in different ways.
D
Recognize the economic
impact of African-American labor on the United States economy.
D
Analyze the social and
cultural impact of African-Americans on American society.
*A
Read a
timeline and order events of the past.
*A
Recognize the causes and examples of migration and
immigration in early America (i.e., land, religion, money,
pioneer spirit, indentured servitude, displacement, and
slavery).
*A
Differentiate between a primary and secondary source.
*A
Recognize causes and consequences of conflict, (i.e., French
and Indian War, Revolutionary War, and War of 1812).
*A
Identify how religion contributed to early American society
(e.g., impact on government, education, social norms,
slavery, and tolerance).
*A
Interpret a timeline of technological innovations.
*A
Classify the characteristics of major historic events into
causes and effects (i.e., exploration, colonization,
revolution, expansion, and Civil War).
*A
Identify conclusions about historical events using primary
and secondary sources.
*A
Differentiate between primary and secondary source
documents.
*A
Analyze in economic terms (i.e., climate, triangle trade,
infrastructure, and topography) why slavery flourished in
the South as opposed to the North.
*A
Identify cultures that contributed to the development of the
United States (i.e., Native American, African, British,
Scottish, Irish, and German).
*A
Recognize consequences of the westward expansion of the
United States.
*A
Identify the impact of individual and group decisions on
historical events.
*A
Recognize the impact groups have on change at the local,
state, national, and world levels.
*A
Determine the social, political, and economic factors that
contribute to the institution of slavery in America.
*A
Interpret a timeline, detailing the development of political
parties in the United States to the Civil War.
*A
Interpret maps, timelines, and charts that illustrate key
elements of history (i.e., expansion, economics, politics,
and society).
*A
Recognize examples of stereotyping, prejudice, conformity,
and altruism in Early American history.
*A
Analyze the contributions of Tennessee political leaders on
the national scene (e.g., Andrew Jackson, Andrew Johnson,
James K .Polk, Sequoyah, and Sam Houston).
*A
Examine the demographic changes brought about by westward
movement (i.e., slavery, industrialization, and Native
American relocation).
*A
Recognize the course of conflicts including major battles,
alliances, strategy, leadership, resources, or technology
using a diagram for the Revolutionary War.
