Standard set
World History and Geography
Standards
Showing 153 of 153 standards.
I
World Geography
II
Lasting Ideas from Ancient Civilizations
III
The Enlightenment
IV
The French Revolution
V
Romanticism
VI
Industrialism, Capitalism, and Socialism
VII
Latin American Independence Movements
I.A
Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
I.B
Great Deserts of the World
II.A
Ancient Greece
II.B
Ancient Rome
VI.A
The Industrial Revolution
VI.B
Capitalism
VI.C
Socialism
VII.A
History
VII.B
Geography of Latin America
I.A.1
Continents and major oceans
I.A.2
How to read maps and globes using longitude and latitude, coordinates, degrees
I.A.3
Tropic of Cancer and Tropic of Capricorn: relation to seasons and temperature
I.A.4
Climate zones: Arctic, Tropic, Temperate
I.A.5
Time zones (review from Grade 4): Prime Meridian (0 degrees); Greenwich, England; 180° Line (International Date Line)
I.A.6
Arctic Circle (imaginary lines and boundaries) and Antarctic Circle
I.B.1
What is a desert? Hot and cold deserts, oasis
I.B.2
Major deserts in Africa:
II.A.1
The Greek polis (city-state) and patriotism
II.A.2
Beginnings of democratic government: Modern American democratic government has its roots in Athenian democracy (despite the obvious limitations on democracy in ancient Greece, for example, slavery, vote denied to women).
II.A.3
The “classical” ideal of human life and works
II.A.4
Greek wars: victory and hubris, defeat and shame
II.A.5
Socrates and Plato
II.A.6
Plato and Aristotle
II.A.7
Alexander the Great and the spread of Greek (“Hellenistic”) culture: the library at Alexandria
II.B.1
The Roman Republic
II.B.2
The Punic Wars: Rome vs. Carthage, Hannibal
II.B.3
Julius Caesar
II.B.4
Augustus Caesar
II.B.5
Christianity under the Roman Empire
II.B.6
The “decline and fall” of the Roman Empire
III.A.1
Faith in science and human reason, as exemplified by
III.A.2
Two ideas of “human nature”: Thomas Hobbes and John Locke
III.A.3
Influence of the Enlightenment on the beginnings of the United States
IV.A.1
The influence of Enlightenment ideas and of the English Revolution on revolutionary movements in America and France
IV.A.2
The American Revolution: the French alliance and its effect on both sides
IV.A.3
The Old Regime in France (L’Ancien Régime)
IV.A.4
1789: from the Three Estates to the National Assembly
IV.A.5
Louis XVI and Marie Antoinette to the guillotine
IV.A.6
Reign of Terror: Robespierre, the Jacobins, and the “Committee of Public Safety”
IV.A.7
Revolutionary arts and the new classicism
IV.A.8
Napoleon Bonaparte and the First French Empire
V.A.1
Beginning in early nineteenth century Europe, Romanticism refers to the cultural movement characterized by:
V.A.2
The influence of Jean-Jacques Rousseau’s celebration of man in a state of nature (as opposed to man in society): “Man is born free and everywhere he is in chains”; the idea of the “noble savage”
V.A.3
Romanticism in literature, the visual arts, and music
VI.A.1
Beginnings in Great Britain
VI.A.2
Revolution in textiles: Eli Whitney and the cotton gin, factory production
VI.A.3
Iron and steel mills
VI.A.4
The early factory system
VI.B.1
Adam Smith and the idea of laissez faire vs. government intervention in economic and social matters, division of labor
VI.B.2
Law of supply and demand
VI.B.3
Growing gaps between social classes: Disraeli’s image of “two nations” (the rich and the poor)
VI.C.1
An idea that took many forms, all of which had in common their attempt to offer an alternative to capitalism.
VI.C.2
Marxism: the Communist form of Socialism
VII.A.1
The name “Latin America” comes from the Latin origin of the languages now most widely spoken (Spanish and Portuguese).
VII.A.2
Haitian revolution
VII.A.3
Mexican revolutions
VII.A.4
Liberators
VII.A.5
New nations in Central America: Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua
VII.A.6
Brazilian independence from Portugal
VII.B.1
Mexico: Yucatan Peninsula, Mexico City
VII.B.2
Panama: isthmus, Panama Canal
VII.B.3
Central America and South America: locate major cities and countries including
VII.B.4
Andes Mountains
VII.B.5
Brazil: largest country in South America, rain forests, Rio de Janeiro, Amazon River
VII.B.6
Argentina: Rio de la Plata, Buenos Aires, Pampas
I.B.2.1
Sahara, Kalahari
I.B.2.2
Australia: a mostly desert continent, the outback
I.B.2.3
Asia: Gobi; much of Arabian Peninsula
I.B.2.4
North America: Mojave, Chihuahuan, Sonoran
I.B.2.5
South America: Atacama Desert
II.A.2.1
The Assembly
II.A.2.2
Suffrage, majority vote
II.A.3.1
The ideal of the well-rounded individual and worthy citizen
II.A.3.2
Pericles and the “Golden Age”
II.A.3.3
Architecture: the Parthenon
II.A.3.4
Games: The Olympics
II.A.4.1
Persian Wars: Marathon, Thermopylae, Salamis
II.A.4.2
The Peloponnesian War: Sparta defeats Athens
II.A.5.1
Socrates was Plato’s teacher; we know of him through Plato’s writings.
II.A.5.2
For Socrates, wisdom is knowing that you do not know.
II.A.5.3
The trial of Socrates
II.A.6.1
Plato was Aristotle’s teacher.
II.A.6.2
They agreed that reason and philosophy should rule our lives, not emotion and rhetoric.
II.A.6.3
They disagreed about where true “reality” is: Plato says it is beyond physical things in ideas (cf. the “allegory of the cave”); Aristotle says reality is only in physical things.
II.B.1.1
Builds upon Greek and classical ideals
II.B.1.2
Class and status: patricians and plebeians, slaves
II.B.1.3
Roman government: consuls, tribunes, and senators
II.B.4.1
Pax Romana
II.B.4.2
Roman law and the administration of a vast, diverse empire
II.B.4.3
Virgil, The Aeneid: epic on the legendary origins of Rome
II.B.5.1
Jesus’s instruction to “Render unto Caesar the things which are Caesar’s, and unto God the things that are God’s” [Matthew 22:21]
II.B.5.2
Roman persecution of Christians
II.B.5.3
Constantine: first Christian Roman emperor
II.B.6.1
Causes debated by historians for many hundreds of years (outer forces such as shrinking trade, attacks and invasions vs. inner forces such as disease, jobless masses, taxes, corruption and violence, rival religions and ethnic groups, weak emperors).
II.B.6.2
Rome’s “decline and fall” perceived as an “object lesson” for later generations and societies.
III.A.1.1
Isaac Newton and the laws of nature
III.A.1.2
Descartes: “cogito ergo sum”
III.A.2.1
Hobbes: the need for a strong governing authority as a check on “the condition of man . . . [which] is a condition of war of everyone against everyone”
III.A.2.2
Locke: the idea of man as a “tabula rasa” and the optimistic belief in education; argues against doctrine of divine right of kings and for government by consent of the governed
III.A.3.1
Thomas Jefferson: the idea of “natural rights” in the Declaration of Independence
III.A.3.2
Montesquieu and the idea of separation of powers in government
III.A.3.3
Voltaire and idea of limited monarchy
IV.A.1.1
French aristocrat Marquis de Lafayette
IV.A.3.1
The social classes: the three Estates
IV.A.3.2
Louis XIV, the “Sun King”: Versailles Louis XV: “Après moi, le déluge”
IV.A.3.3
Louis XVI: the end of the Old Regime
IV.A.3.4
Marie Antoinette: the famous legend of “Let them eat cake”
IV.A.4.1
July 14, Bastille Day
IV.A.4.2
Declaration of the Rights of Man
IV.A.4.3
October 5, Women’s March on Versailles
IV.A.4.4
“Liberty, Equality, Fraternity”
IV.A.8.1
Napoleon as military genius
IV.A.8.2
Crowned Emperor Napoleon I: reinventing the Roman Empire
IV.A.8.3
The invasion of Russia
IV.A.8.4
Exile to Elba
IV.A.8.5
Wellington and Waterloo
V.A.1.1
The rejection of classicism and classical values
V.A.1.2
An emphasis instead on emotion and imagination (instead of reason)
V.A.1.3
An emphasis on nature and the private self (instead of society and man in society)
VI.A.1.1
Revolution in transportation: canals, railroads, new highways
VI.A.1.2
Steam power: James Watt
VI.A.4.1
Families move from farm villages to factory towns
VI.A.4.2
Unsafe, oppressive working conditions in mills and mines
VI.A.4.3
Women and child laborers
VI.A.4.4
Low wages, poverty, slums, disease in factory towns
VI.A.4.5
Violent resistance: Luddites
VI.C.1.1
For the public ownership of large industries, transport, banks, etc., and the more equal distribution of wealth
VI.C.2.1
Karl Marx and Friedrich Engels, The Communist Manifesto: “Workers of the world, unite!”
VI.C.2.2
Class struggle: bourgeoisie and proletariat, workers’ rights
VI.C.2.3
Communists, in contrast to Socialists, opposed all forms of private property.
VII.A.2.1
Toussaint L’Ouverture
VII.A.2.2
Abolition of West Indian slavery
VII.A.3.1
Miguel Hidalgo
VII.A.3.2
José María Morelos
VII.A.3.3
Santa Anna vs. the United States
VII.A.3.4
Benito Juárez
VII.A.3.5
Pancho Villa, Emiliano Zapata
VII.A.4.1
Simon Bolivar
VII.A.4.2
José de San Martín
VII.A.4.3
Bernardo O’Higgins
VII.B.3.1
Caracas (Venezuela)
VII.B.3.2
Bogota (Colombia)
VII.B.3.3
Quito (Ecuador)
VII.B.3.4
Lima (Peru)
VII.B.3.5
Santiago (Chile)
VII.B.3.6
La Paz (Bolivia)
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