Massachusetts World History Origins Standards Alignment Matrix
Massachusetts State Standards Alignment MatrixTopic 1. Dynamic interactions among regions of the world [WHI.T1]Supporting Question: What kinds of global connections existed among humans in the past?1. Explain different ways in which societies interact across regions (e.g., trade; cultural, religious, linguistic, and technological exchange and diffusion; migration; exploration; diplomatic alliances; colonization and conquests).UNIT 2: Evaluate the impacts of farming on different human communities and networks.UNIT 3: Analyze how networks of exchange expanded during this historical period.UNIT 2: Why Does Language Matter?; Language Networks and Social Life; Human Communities Populate the Earth; When Did Humans Get to the Americas?; Written in Stone: Petroglyphs; The Importance of Art as a Historical Evidence; Communities of Movement: Ancestral PuebloansUNIT 3: Mapping Regional Trade Networks; Regional Trade Networks; The Iron Age; Phoenicians: Masters of the Sea; The Hittites and Ancient Anatolia; New Technology, Expanding Networks; Making Claims: Ancient Trade Routes2. Give examples of exchanges of ideas and goods among ancient complex societies to c. 500 CE. Clarification Statement: As a reminder of concepts studied in grades 6 and 7, teachers may choose to highlight topics such as the spread of agricultural practices, the adoption of religions, imperial conquests, or the first phase of trade along the Silk Roads among societies in Asia, Africa, and Europe.UNIT 3: Analyze how networks of exchange expanded during this historical period.UNIT 4: Evaluate why belief systems spread during this era and how these beliefs influenced human communities and the formation of societies and empires.UNIT 3: Village Networks; Pastoralists, Nomads, and Foragers; Mapping Regional Trade Networks; Regional Trade Networks; The Iron AgeUNIT 4: Syncretism; Source Collection: Portable Belief Systems; Portable Beliefs Map; Beliefs on the Move; Why Do Belief Systems Spread? How China Made Buddhism Its Own; Trade in the Ancient World; The Roman Empire; Han Dynasty China3. Explain how interactions among societies are affected by geographical factors such as the location of bodies of water, mountains, and deserts, climate, the presence or scarcity of natural resources, and human factors such as population size and density,mortality rates, or migration patternsUNIT 2: Learn about the migration routes of early humans and the reasons people migrated.UNIT 3: Understand, evaluate, and analyze why certain human communities began to organize into cities, states, and empires.UNIT 2: Human Communities Populate the Earth; When Did Humans Get to the Americas?; Foraging Societies; Causation: From Foraging to Complex SocietiesUNIT 3: Growth of Cities; Causation: Population Growth; Mapping Regional Trade Networks; Regional Trade Networks; Contextualization: Agrarian Societies; Ancient Empires and Agriculture Thematic Map4. Demonstrate the ability to analyze primary sources, including texts, maps, diagrams, works of art UNIT 2: Evaluate why early humans migrated and created art.UNIT 2: The Importance of Art as a Historical Evidence
2and architecture.UNIT 3: Use claim-testing skills to evaluate evidence about early village networks.UNIT 4: Use the historical thinking skill of sourcing to evaluate historical context and purpose.UNIT 5: Use the historical thinking skill of sourcing to evaluate an imperial edict from a Chinese emperor.UNIT 6: Use quick-sourcing skills to analyze primary and secondary sources to understand reactions to the Black Death.UNIT 3: Claim Testing: Evidence; Sourcing: Introduction; Causation: Population GrowthUNIT 4: Spot the Difference; Quick Sourcing: Introduction; Source Collection: Portable Belief Systems; Portable Beliefs Maps; Source Collection: First States and Empires; Sourcing: Rome and Han DynastyUNIT 5: Sourcing: An Imperial Edict Restraining Officials from Evil; Mapping Beliefs; Mapping Dar al-Islam; Source Collection: Collapse and RestructureUNIT 6: Source Collection: The Mongols; Source Collection: The Black Death; Mapping the Black Death; Mapping Trade in the Americas; Map Sketch; Mapping a Meal; Sourcing: Spanish Conquest of the Aztec Empire; Source Collection: First Person Accounts of the Transatlantic Slave Trade5. Demonstrate the ability to construct graphic displays that convey information about interactions among and comparisons between societies. a. different kinds of maps to show physical features, political boundaries and forms of interaction (e.g., trade routes, invasions, cultural diffusion) b. timelines that show simultaneous relationships (e.g., the development of technologies or artistic styles in different parts of the world or the rise, interaction, and collapse of multiple kingdoms or empires) c. charts or graphs to convey comparative information (e.g., size of population in different periods and places, value of goods traded between different locations)UNIT 3: Analyze how networks of exchange expanded during this historical period.Compare early agrarian societies and evaluate their common characteristics, such as social hierarchies, specialization of labor, and urbanization.UNIT 4: Assess how belief systems changed as they moved into new regions.UNIT 5: Analyze how the collapse and recovery of empires affected the spread of belief systems and the expansion of trade networks like the Silk Road.UNIT 6: Compare how trade networks connected societies in the Americas, and how communities were changed by these connections.UNIT 3: Mapping Regional Trade Networks; Causation: Population Growth; Ancient Empires and Agriculture Thematic MapUNIT 4: Portable Beliefs Maps; Spread of Buddhism and Christianity Thematic MapUNIT 5: Mapping Beliefs; Mapping Dar al-Islam; Spread of Islam Thematic MapUNIT 6: Mapping Trade in the Americas; Map Sketch; Mapping a Meal
3Topic 2: Development and diffusion of religions and systems of belief c. 500 BCE–1200 CE [WHI.T2]Supporting Question: How did the development of religions and belief systems influence the political and cultural structures of the regions where they were produced?1. 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, andexplain some of the means by which religions spread (e.g., by official government decree, missionary work, pilgrimages, translations of texts, the diffusion of religious imagery and the construction of buildings such as temples, churches, cathedrals, monasteries, and mosques for religious purposes).UNIT 4: Explain the spread of portable belief systems and how these beliefs shaped the formation of societies.UNIT 5: Analyze how the collapse and recovery of empires affected the spread of belief systems and the expansion of trade networks like the Silk Road.UNIT 4: Sacred Symbols; Empires and Belief Systems (600 BCE to 700CE): Unit 4 Overview; Unit 4 Introduction: Empires and Belief Systems 600 BCE to 700CE; Belief and Power; Belief vs. Religion; Overview of Belief Systems; Comparison: Belief Systems; World Religions Prior to 1450; Buddhism; Christianity; Islam; Syncretism; Source Collection: Portable Belief Systems; Portable Belief Maps; Beliefs on the Move; Why Do Belief Systems Spread? How China Made Buddhism Its Own; Spread of Buddhism and Christianity Thematic Map; Spread of Islam Thematic MapUNIT 5: Christendom; New Sources of Authority; Mapping Beliefs; The Caliphate; The Emergence of Islam; Dar al-Islam; Causes and Consequences of the Crusades; Mapping Dar al-Islam; CCOT: Empires and Beliefs to Regional Webs2. 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. Clarification Statement: Students should understand that religions are not monolithic entities and that each religion mentioned in the standards has historically had a diversity of traditions, practices, and ideas, and continues to do so today.UNIT 4: Explain the spread of portable belief systems and how these beliefs shaped the formation of societies.UNIT 4: Belief vs. Religion; Overview of Belief Systems; Comparison: Belief Systems; World Religions Prior to 1450; Confucianism; Buddhism; Judaism; Christianity; Hinduism; Islam3. Describe the historic commonalities among monotheistic religions (e.g., Zoroastrianism, Judaism, Christianity, Islam) and how they differed from polytheistic religions.UNIT 4: Explain the spread of portable belief systems and how these beliefs shaped the formation of societies.UNIT 4: Belief vs. Religion; Overview of Belief Systems; Comparison: Belief Systems; World Religions Prior to 1450; Confucianism; Buddhism; Judaism; Christianity; Hinduism; Islam4. Describe indigenous religious practices in Africa and explain how these practices survived and shaped UNIT 5: Examine the intellectual, cultural, and environmental effects of UNIT 5: Trans-Saharan Trade Routes; Mansa Musa and Islam in Africa: Crash Course World History #16;
4African Christian and Islamic religions.networks of exchange such as the Indian Ocean and trans-Saharan systems.Contextualization: Mansa Musa; States and Empires of West Africa5. 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. a. the Kushan Empire (c. 1st–5th centuries) with its fusion of Greco-Roman and Buddhist culture and imagery in Gandharan sculpture; the Gupta Empire (c. 320–600 CE), uniting multiple kingdoms of North, Central, and Southeast India, religious tolerance for Hinduism, Buddhism and Jainism; highly developed Hindu and Buddhist sculpture and literature b. the early period of the Byzantine Empire (4th–6th century CE), the founding of Constantinople, the adoption of Christianity as an officially sanctioned religion, the building of the Hagia Sophia, and the development of the Code of Justinian c. the Abbasid Caliphate in western Asia and North Africa (750–1258 CE) and the flourishing of Islamic arts, science, and learningUNIT 4:Assess the similarities and differences of ancient empires.UNIT 5: Analyze how the collapse and recovery of empires affected the spread of belief systems and the expansion of trade networks like the Silk Road.UNIT 4: Empire Building; Worlds Collide: Persians and Greeks; The Macedonian Empire; The Ptolemaic Dynasty; The Mauryan and Gupta Empires; The Zhou and Qin Empires; Source Collection: First States and EmpiresUNIT 5: Christendom; New Sources of Authority; Mapping Beliefs; The Caliphate; The Emergence of Islam; Dar al-Islam; Causes and Consequences of the Crusades; Mapping Dar al-IslamTopic 3. Interactions of kingdoms and empires c. 1000–1500 [WHI.T3]Supporting Question: How did the interactions of kingdoms and empires in this time period influence political, economic, and social developments?1. 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.UNIT 4: Assess the similarities and differences of ancient empires.UNIT 5: Analyze historical evidence to compare the process of societal restructuring in Europe and China.UNIT 4: Empire Building; Worlds Collide: Persians and Greeks; The Macedonian Empire; The Ptolemaic Dynasty; The Mauryan and Gupta Empires; The Zhou and Qin Empires; Source Collection: First States and Empires; 2,000 Years of Chinese History! The Mandate of Heaven and Confucius: Crash Course World HistoryUNIT 5: Christendom; New Sources of Authority; The Caliphate; The Emergence of Islam; Dar al-Islam; Shoguns, Samurai, and the Japanese Middle Ages
52. 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. Kingdoms and empires based in Africaa. the West African empires of ancient Ghana (c. 700–1240 CE), Mali (c.1230–1670 CE), and Songhai (15th-17th centuries CE), the importance of Timbuktu as a center of trade and learning, the gold-salt and slave trade b. the East African Sub-Saharan kingdoms of Axum (c. 100–940 CE) and the Swahili city-states (c. 8th–17th centuries CE)Kingdoms and empires based in Western, Central, and East Asiac. the Song Dynasty in China (960–1279 CE), the development of the concepts of the scholar-official, landscape painting and calligraphy, and the merging of Buddhist, Taoist, and Confucian beliefs d. The Mongol Empire (1206–1368 CE), its role in the Silk Routes, the rule of Genghis Khan and Kublai Khan, contacts with Europeans, and the cultural achievements of the Yuan Dynasty (1221–1368) and early years of the Ming Dynasty (1368–1644) in China e. The Ottoman Empire from its beginnings in 1299 CE, its capture of the city of Constantinople in 1453, through the reign of Sultan Süleiman I (1566 CE) f. The Kamakura Shogunate (c. 1185–1333 CE) in Japan, feudal military rule, invasions of the Mongol Empire, restoration of temples destroyed in war, Buddhist sculpture, calligraphy influenced by Zen Buddhism g. The early period of the Mughal Empire in India (1527–1857 CE) and its development as a major textile, shipbuilding, and firearms manufacturer and UNIT 3: Investigate the characteristics of the first states and the qualities that united people living there.UNIT 4: Analyze the characteristics of empires to identify what made them successful.UNIT 5: Analyze historical evidence to compare the process of societal restructuring in Europe and China.UNIT 6: Compare new types of empires that were established in this era, built on gunpowder and navigational innovations.UNIT 3: Ancient Agrarian Societies: Aksum; Teotihuacan and Classic MesoamericaUNIT 4: The Mauryan and Gupta Empires; Ancient Empires and Agriculture Thematic MapUNIT 5: Christendom; New Sources of Authority; China Under the Tang and Ming Dynasties; Graphic Biography: Du Huan; Shoguns, Samurai, and the Japanese Middle Ages; Comparison: Women in Medieval Europe and Song China; Medieval Women in Western Europe; Women in Song Dynasty China; Silk and the Song Dynasty; Guilds, Wool, and Trade: Medieval England in a Global Economy; Trans-Saharan Trade Routes; Mansa Musa and Islam in Africa: Crash Course World History; Contextualization: Mansa Musa; States and Empires of West AfricaUNIT 6: Expanding an Empire: Part 1; Written in the Stars: Secrets of the Mongol Empire; Graphic Biography: Sorqoqtani Beki; Source Collection: The Mongols; Graphic Biography: Rashid al-Din; Wait for It...The Mongols!; The Renaissance; The Reformation; The Americas 1200–1450; Aztec Empire; Pre-Colonial Caribbean; Gunpowder Empires; Oceanic Empires; Visualizing Oceanic Empires; Indian Ocean Networks c. 1450–1750
6exporter and a major center of illustrated manuscriptsKingdoms and empires based in the Americash. The Mayan civilization of the Classic period (c. 250–950 CE), cities such as Teotihuacán, Tikal, and Copán, pyramid building, long-distance trade between inland sites and sites near the Gulf of Mexico and the Caribbean i. The Aztec regional empire (c.1345–1521 CE), the capital of Tenochtitlan, conquests of neighboring states, monumental sculpture j. The Inca regional empire (c. 13th century–1572 CE), extensive networks of roads, conquests of neighboring states, monumental architecture at sites such as Machu Picchu and CuscoKingdoms and empires based in Europek. Kingdoms and feudal societies in England, France, Germany, Rome, the Netherlands, Russia, and Spain, including the Holy Roman Empire (c. 5th century–1492 CE) l. Italian city-states such as Venice, Milan, Florence, and Genoa (c. 800–1500 CE), the development of banking, capitalism, education, patronage of the arts, commerce with the Byzantine and Ottoman Empires and Asia3. 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 goods.UNIT 5: Understand and analyze why networks of interaction grew and shrank during this period.UNIT 5: Archipelago of Trade; Silk Roads Simulation; Rebuilding the Silk Road; The Silk Road; Silk and the Song Dynasty; Guilds, Wool, and Trade: Medieval England in a Global Economy; Trans-Saharan Trade Routes; Mansa Musa and Islam in Africa: Crash Course World History; Contextualization: Mansa Musa; States and Empires of West Africa; Medieval Trade Routes Thematic Map4. Explain how travelers’ accounts and maps contributed to knowledge about the world.UNIT 5: Understand and analyze why networks of interaction grew and shrank UNIT 5: Ibn Battuta; Causes and Consequences of the Crusades; World Travelers; Source Collection:
7during this period.Collapse and Restructure; Guilds, Wool, and Trade: Medieval England in a Global Economy; Mansa Musa and Islam in Africa: Crash Course World History; Contextualization: Mansa MusaUNIT 6: Source Collection: The Mongols; Traveler Postcards; Traveler AccountsSource Collection: Collapse and Restructure5. 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.UNIT 6: Evaluate the development of new hierarchies based on social class and race during this historical era.UNIT 6: The Transatlantic Slave Trade; Source Collection: First Person Accounts of the Transatlantic Slave Trade; Impact of Slave Trade: Through a Ghanaian Lens; Graphic Biography: Domingos Alvares; Curating the Past; Capitalism and Slavery: Empires, Enslavement, and Revolutions Thematic Map6. Describe coexistence, tolerance, and trade between Arab and Christian kingdoms in the 8th to early 10th centuries CE.UNIT 5: Analyze how the collapse and recovery of empires affected the spread of belief systems and the expansion of trade networks like the Silk Road.UNIT 6: Assess the Mongols’ impact on networks of exchange.UNIT 5: Archipelago of Trade; Silk Roads Simulation; Rebuilding the Silk Road; The Silk Road; Silk and the Song Dynasty; Guilds, Wool, and Trade: Medieval England in a Global Economy; Trans-Saharan Trade Routes; Indian Ocean Routes; States and Empires of West AfricaUNIT 6: Written in the Stars: Secrets of the Mongol Empire; Source Collection: The Mongols; Graphic Biography: Rashid al-Din; Wait for It...The Mongols!7. 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 inEngland.UNIT 5: Analyze historical evidence to compare the process of societal restructuring in Europe and China.UNIT 5: Was There Ever a “Dark Age”?; Christendom; Magna Carta, the Glorious Revolution, and American Democracy*Teachers may need to supplement to fully explore the development of knighthood and chivalry in Europe.8. Evaluate the causes, course, and consequences of the European Crusades in the Mediterranean region in the 11th, 12th, and 13th centuries CE.UNIT 5: Understand and analyze why networks of interaction grew and shrank during this period.UNIT 5: Christendom; Causes and Consequences of the Crusades; The Crusades Regional Map9. Explain the global consequences of diseases, focusing on the Bubonic plague and its spread UNIT 6: Understand and evaluate the expansion and consequences of regional UNIT 6: What Caused the Black Death?;What Are You Trading?;Trade Networks and the Black Death;
8through 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.networks and the formation of global exchange networks.Source Collection: The Black Death; Mapping the Black Death; Black Death and Mongols Thematic MapTopic 4. Philosophy, the arts, science and technology c. 1200 to 1700 [WHI.T4]Supporting Question: How did increasing global connectedness in the world lead to the developments in philosophy, arts and sciences in the early modern world?1. Explain how classical learning survived into the medieval world. a. the role of Islamic scholars in preserving Greek, Roman, and Arabic texts after the collapse of the Roman Empire and the role of Christian monasteries housing libraries and making manuscript copies of Christian and pagan texts b. the development of Islamic and European universities from the 9th to the 13th centuriesUNIT 5: Evaluate how the formation and spread of Islam influenced communities and networks in Afro-Eurasia.UNIT 5: Dar al-Islam; Causes and Consequences of the Crusades2. Explain the global spread and consequences of Chinese inventions and technologies (e.g., gunpowder, the compass, printing, and papermaking).UNIT 5: Understand and analyze why networks of interaction grew and shrank during this period.UNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.UNIT 5: World Travelers; Archipelago of Trade; Rebuilding the Silk Road; The Silk Road; Indian Ocean RoutesUNIT 6: Trade, Technology, and Religion in Afro-Eurasia 1200–1450; Origins of Oceanic Connections; Oceanic Empires, 1450 to 17503. 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).UNIT 5: Understand and analyze why networks of interaction grew and shrank during this period.UNIT 9: Use evidence to analyze how globalization has impacted the environment.UNIT 5: Archipelago of Trade; Guilds, Wool, and Trade: Medieval England in a Global Economy; Indian Ocean Routes*Teachers may need to supplement to fully explore the medieval diffusion of plants and the construction of large-scale irrigation systems.UNIT 9: Green Revolution4. 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 UNIT 4: Analyze the characteristics of empires to identify what made them successful.UNIT 4: The Mauryan and Gupta Empires*Teachers may need to supplement to fully explore India’s medieval textile industry.
9cotton cloth as an export to Africa and Europe.5. 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 GutenbergUNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.UNIT 6: The Renaissance*Teachers may need to supplement to fully explore the specific examples recommended in this standard.6. 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 ofGutenberg’s invention of the printing press and its adoption by others in the spread of Protestantism across Europe, and the formation of the Anglican Church.UNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.WH AP UNIT 3: Assess how belief systems led to rivalries and conflicts between empires from 1450 to 1750.UNIT 6: The Protestant Reformation; Breaking News: Religions Evolve; Source Collection: Transformation of BeliefsWH AP UNIT 3: Contextualization: Belief Systems; Transformations in Eurasian Belief Systems, 1450–17507. Explain the purposes and policies of the Catholic Counter-Reformation, including the influence and ideas of Ignatius Loyola.UNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.WH AP UNIT 3: Assess how belief systems led to rivalries and conflicts between empires from 1450 to 1750.UNIT 6: Source Collection: Transformation of BeliefsWH AP UNIT 3: Contextualization: Belief Systems; Transformations in Eurasian Belief Systems, 1450–17508. 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.UNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.WH AP UNIT 3: Assess how belief UNIT 6: The Protestant Reformation; Breaking News: Religions Evolve; Source Collection: Transformation of BeliefsWH AP UNIT 3: Europe: Exception or Variety?; Contextualization: Belief Systems; Transformations in
10systems led to rivalries and conflicts between empires from 1450 to 1750.Eurasian Belief Systems, 1450–17509. 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 sciences.10. 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.UNIT 7: Use evidence to evaluate the influence of Enlightenment ideas on political revolutions.UNIT 7: The Scientific Revolution*Teachers may need to supplement to fully explore the specific examples recommended in this standard.Topic 5. Global exploration, conquest, colonization, c. 1492–1800 [WHI.T5]Supporting Question: What was the effect of European conquests on the political and social structures of other regions of theworld?1. 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.UNIT 6: Compare new types of empires that were established in this era, built on gunpowder and navigational innovations.WH AP UNIT 4: Explain the effects of the development of centralized state power from 1450 to 1750.UNIT 6: Origins of Oceanic Connections; Oceanic Empires, 1450 to 1750; Indian Ocean Networks, c. 1450–1750; The Spanish Empire, Silver, and Runaway Inflation: Crash Course World History; The Columbian Exchange; Sourcing: Spanish Conquest of the Aztec Empire; Religious Syncretism in Colonial Mexico City; Source Collection: Transformation of BeliefsWH AP UNIT 4: Social Change in Early Modern Empires, c. 1450–17502. Explain the motivations for European nations to find a sea route to Asia.UNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.UNIT 6: Origins of Oceanic Connections; Oceanic Empires, 1450 to 1750; Visualizing Oceanic Empires3. Identify the major economic, political, demographic, and social effects of the European UNIT 6: Analyze how the Columbian Exchange positively and negatively UNIT 6:The Columbian Exchange; Graphic Biography: Amonute; Crops that Grew the World;
11colonial 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.impacted societies, trade networks, and the environment. Evaluate the development of new hierarchies based on social class and race during this historical era.World Zone Café; The Disastrous Effects of Increased Global Interactions c. 1500 to c. 1600; Sourcing: Spanish Conquest of the Aztec Empire; For Better or Worse; Religious Syncretism in Colonial Mexico City; Source Collection: Transformation of Beliefs; The Columbian Exchange + Climate Change; Pre-Writing: The Columbian Exchange; DBQ Sources: The Columbian Exchange; Writing: The Columbian Exchange; The Transatlantic Slave Trade; Source Collection: First Person Accounts of the Transatlantic Slave Trade; Impact of Slave Trade: Through a Ghanaian Lens; Graphic Biography: Domingos Alvares; Curating the Past; Capitalism and Slavery4. 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.UNIT 6: Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks.WH AP UNIT 4: Explain the effects of the development of centralized state power from 1450 to 1750.UNIT 6: Source Collection: Transformation of Beliefs; Source Collection: First-Person Accounts of the Transatlantic Slave Trade; Domingos Alvarez; 1650 CE Political MapWH AP UNIT 4: Source Collection: Trade and Technology c. 1450 to 1750; The Lion of the Sea: Ahmad Ibn Mājid; State Centralization and Resistance; Source Collection: Imperial Expansion, Competition, and ResistanceTopic 6: Philosophies of government and society [WHI.T6]Supporting Question: How did philosophies of government shape the everyday lives of people?1. 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 structures.UNIT 7: Use evidence to evaluate the influence of Enlightenment ideas on political revolutions.WH 1750 UNIT 2: Understand the extent to which the Enlightenment influenced political and cultural change.UNIT 7: The Enlightenment; Sovereignty; Who Benefited?; Enlightenment Quotes; A Tale of Two Ideas: Edmund Burke; Graphic Biography: Edmund BurkeWH 1750 UNIT 2: Diderot’s 1750 Encyclopedia; Claim Testing: Authority; Source Collection: Words of the Enlightenment
122. Explain historical philosophies of government, giving examples from world history: a. the Chinese doctrine of the Mandate of Heaven, in which a ruler must be worthy of the right to rule b. absolute monarchy, in which a monarch holds unlimited power with no checks and balances (e.g., in France of Louis XIV, Spain, Prussia, and Austria) c. enlightened absolutism (e.g., in Russia under Czars Peter the Great and Catherine the Great, in which ideas of the Enlightenment temper absolutism) d. constitutional monarchy, in which a ruler is limited by a written or unwritten constitution (e.g., English traditions beginning with Magna Carta).UNIT 3: Evaluate the formation of early agrarian states and key similarities and differences between these societies.UNIT 7: Analyze how the roles of sovereignty, nationalism, and the fight for equality influenced political revolutions and the rise of the nation-state.WH AP UNIT 3: Evaluate the similarities and differences between how and why various land-based empires developed and expanded from 1450 to 1750.WH AP UNIT 4: Explain the effects of the development of centralized state power from 1450 to 1750.UNIT 3: Ancient Agrarian Societies: China—Shang DynastyUNIT 7:The Enlightenment; Sovereignty; Who Benefitted?; Enlightenment Quotes; A Tale of Two Ideas: Edmund Burke; Graphic Biography: Edmund BurkeWH AP UNIT 3: From Muscovy to the Russian EmpireWH AP UNIT 4: State Centralization and Resistance; Source Collection: Imperial Expansion, Competition, and Resistance3. Explain why England was the exception to the growth of absolutism in Europe. a. the causes, essential events, and effects of the English Civil War and the Glorious Revolution of 1688 b. the English Bill of Rights and its limits on the power of the monarch to act without the consent of ParliamentUNIT 5: Analyze historical evidence to compare the process of societal restructuring in Europe and China.UNIT 5: Magna Carta, the Glorious Revolution, and American Democracy4. Explain the development of constitutional democracy following the American Revolution, the United States Constitution (1787), and the Bill of Rights (1791).UNIT 5: Analyze historical evidence to compare the process of societal restructuring in Europe and China.UNIT 7: Use the historical thinking skills of comparison and causation to analyze revolutions of this period.UNIT 5: Magna Carta, the Glorious Revolution, and American DemocracyUNIT 7: The Atlantic Revolutions; Source Collection: Revolutions and Nationalism