Virginia State Standards for Social Studies: Grade 9

VA.WHII.1.a. World History and Geography: 1550 AD to the Present: The student will improve skills in historical research and geographical analysis by identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 AD

VA.WHII.1.b. World History and Geography: 1550 AD to the Present: The student will improve skills in historical research and geographical analysis by using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 AD

VA.WHII.1.c. World History and Geography: 1550 AD to the Present: The student will improve skills in historical research and geographical analysis by identifying geographic features important to the study of world history since 1500 AD

VA.WHII.1.d. World History and Geography: 1550 AD to the Present: The student will improve skills in historical research and geographical analysis by identifying and comparing political boundaries with the location of civilizations, empires, and kingdoms from 1500 AD to the present.

VA.WHII.1.e. World History and Geography: 1550 AD to the Present: The student will improve skills in historical research and geographical analysis by analyzing trends in human migration and cultural interaction from 1500 AD to the present.

VA.WHII.2.a. World History and Geography: 1550 AD to the Present: The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 AD by locating major states and empires.

WHII.2.a.1. Essential Understandings: Students are expected to know that by 1500 AD, major states and empires had developed in various regions of the world.

WHII.2.a.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b)

WHII.2.a.3. Essential Skills: Students should be able to identify geographic features important to the study of world history. (WHII.1c)

WHII.2.a.4. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.2.b. World History and Geography: 1550 AD to the Present: The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 AD by describing artistic, literary, and intellectual ideas of the Renaissance.

WHII.2.b.1. Essential Understandings: Students are expected to know that new intellectual and artistic ideas that developed during the Renaissance marked the beginning of the modern world.

WHII.2.b.2. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

WHII.2.b.3. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.2.c. World History and Geography: 1550 AD to the Present: The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 AD by describing the distribution of major religions.

WHII.2.c.1. Essential Understandings: Students are expected to know that by 1500 AD, the five world religions had spread to many areas of the Eastern Hemisphere.

WHII.2.c.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b)

WHII.2.c.3. Essential Skills: Students should be able to identify geographic features important to the study of world history. (WHII.1c)

WHII.2.c.4. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.2.d. World History and Geography: 1550 AD to the Present: The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 AD by analyzing major trade patterns.

WHII.2.d.1. Essential Understandings: Students are expected to know that by 1500, regional trade patterns had developed that linked Africa, the Middle East, Asia, and Europe.

WHII.2.d.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b)

WHII.2.d.3. Essential Skills: Students should be able to identify geographic features important to the study of world history. (WHII.1c)

WHII.2.d.4. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.2.e. World History and Geography: 1550 AD to the Present: The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 AD by citing major technological and scientific exchanges in the Eastern Hemisphere.

WHII.2.e.1. Essential Understandings: Students are expected to know that by 1500 AD, technological and scientific advancements had been exchanged among cultures of the world.

WHII.2.e.2. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.3.a. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, and Henry VIII.

WHII.3.a.1. Essential Understandings: Students are expected to know that for centuries, the Roman Catholic Church had little competition in religious thought and action. The resistance of the church to change led to the Protestant Reformation, which resulted in the birth of new political and economic institutions.

WHII.3.a.2. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

WHII.3.a.3. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.3.a.4. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.3.b. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by describing the impact of religious conflicts, including the Inquisition, on society and government actions.

WHII.3.b.1. Essential Understandings: Students are expected to know that the Reformation had its roots in theology, but it led to important economic and political changes. Religious differences and hatreds caused war and destruction.

WHII.3.b.2. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.3.b.3. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.3.c. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press.

WHII.3.c.1. Essential Understandings: Students are expected to know that at first the Reformation divided the countries of Europe on religious principles, leading to religious intolerance.

WHII.3.c.2. Essential Understandings: Students are expected to know that power in most European states was concentrated in the monarch.

WHII.3.c.3. Essential Understandings: Students are expected to know that gradually religious toleration emerged, along with democratic thought.

WHII.3.c.4. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.3.c.5. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.4.a. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by explaining the roles of explorers and conquistadors.

WHII.4.a.1. Essential Understandings: Students are expected to know that the expanding economies of European states stimulated increased trade with markets in Asia. With the loss of Constantinople in 1453, European nations fronting the Atlantic sought new maritime routes for trade.

WHII.4.a.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.4.a.3. Essential Skills: Students should be able to identify geographic features important to the study of world history. (WHII.1c)

WHII.4.a.4. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.4.b. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by describing the influence of religion.

WHII.4.b.1. Essential Understandings: Students are expected to know that one motive for exploration was to spread the Christian religion.

WHII.4.b.2. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.4.c. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas.

WHII.4.c.1. Essential Understandings: Students are expected to know that Europeans migrated to new colonies in the Americas, creating new cultural and social patterns.

WHII.4.c.2. Essential Understandings: Students are expected to know that Europeans established trading posts and colonies in Africa and Asia.

WHII.4.c.3. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.4.c.4. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.4.d. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by defining the Columbian Exchange.

WHII.4.d.1. Essential Understandings: Students are expected to know that the discovery of the Americas by Europeans resulted in an exchange of products and resources between the Eastern and Western Hemispheres.

WHII.4.d.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

VA.WHII.4.e. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by explaining the triangular trade.

WHII.4.e.1. Essential Understandings: Students are expected to know that the European nations established a trade pattern known as the triangular trade and exported precious metals from the Americas.

WHII.4.e.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

VA.WHII.4.f. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by describing the impact of precious metal exports from the Americas.

WHII.4.f.1. Essential Understandings: Students are expected to know that the European nations established a trade pattern known as the triangular trade and exported precious metals from the Americas.

WHII.4.f.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

VA.WHII.5.a. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 AD by describing the location and development of the Ottoman Empire.

WHII.5.a.1. Essential Understandings: Students are expected to know that the Ottoman Empire emerged as a political and economic power following the conquest of Constantinople.

WHII.5.a.2. Essential Understandings: Students are expected to know that the Ottomans brought much of Muslim territory in Southwest Asia and North Africa under their rule.

WHII.5.a.3. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.5.a.4. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.5.b. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 AD by describing India, including the Mughal Empire and coastal trade.

WHII.5.b.1. Essential Understandings: Students are expected to know that descendants of the Mongols, the Muslim Mughal (Mogul) rulers established an empire in northern India.

WHII.5.b.2. Essential Understandings: Students are expected to know that the Mughal Empire traded with European nations.

WHII.5.b.3. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.5.b.4. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.5.b.5. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.5.c. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 AD by describing East Asia, including China and the Japanese shogunate.

WHII.5.c.1. Essential Understandings: Students are expected to know that China and Japan sought to limit the influence and activities of European merchants.

WHII.5.c.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.5.c.3. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.5.d. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 AD by describing Africa and its increasing involvement in global trade.

WHII.5.d.1. Essential Understandings: Students are expected to know that the exportation of slaves and demand for imported goods began to alter traditional economic patterns in Africa.

WHII.5.d.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.5.d.3. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.5.e. World History and Geography: 1550 AD to the Present: Era V: Emergence of a Global Age, 1500 to 1650 AD: The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 AD by describing the growth of European nations, including the Commercial Revolution and mercantilism.

WHII.5.e.1. Essential Understandings: Students are expected to know that European maritime nations competed for overseas markets, colonies, and resources, creating new economic practices, such as mercantilism, linking European nations with their colonies.

WHII.5.e.2. Essential Skills: Students should be able to identify geographic features important to the study of world history. (WHII.1c)

WHII.5.e.3. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.6.a. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by describing the Scientific Revolution and its effects.

WHII.6.a.1. Essential Understandings: Students are expected to know that with its emphasis on reasoned observation and systematic measurement, the scientific revolution changed the way people viewed the world and their place in it.

WHII.6.a.2. Essential Skills: Students should be able to analyze trends in cultural interaction. (WHII.1e)

VA.WHII.6.b. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great.

WHII.6.b.1. Essential Understandings: Students are expected to know that the Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments.

WHII.6.b.2. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.6.c. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by assessing the impacts of the English Civil War and the Glorious Revolution on democracy.

WHII.6.c.1. Essential Understandings: Students are expected to know that political democracy rests on the principle that government derives power from the consent of the governed. The foundations of English freedoms included the jury trial, the Magna Carta, and common law. The English Civil War and the Glorious Revolution prompted further development of the rights of Englishmen.

WHII.6.c.2. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

WHII.6.c.3. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.6.d. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States.

WHII.6.d.1. Essential Understandings: Students are expected to know that Enlightenment thinkers believed that human progress was possible through the application of scientific knowledge and reason to issues of law and government.

WHII.6.d.2. Essential Understandings: Students are expected to know that Enlightenment ideas influenced the leaders of the American Revolution and the writing of the Declaration of Independence.

WHII.6.d.3. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

WHII.6.d.4. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.6.e. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by describing the French Revolution.

WHII.6.e.1. Essential Understandings: Students are expected to know that the ideas of the Enlightenment and French participation in the American Revolution influenced the French people to view their government in new ways. They overthrew the absolute monarchy, and a new government was established.

WHII.6.e.2. Essential Understandings: Students are expected to know that these ideas and examples of the American and French Revolutions influenced the people of Latin America to establish independent nations.

WHII.6.e.3. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.6.f. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by identifying the impact of the American and French Revolutions on Latin America.

WHII.6.f.1. Essential Understandings: Students are expected to know that the ideas of the Enlightenment and French participation in the American Revolution influenced the French people to view their government in new ways. They overthrew the absolute monarchy, and a new government was established.

WHII.6.f.2. Essential Understandings: Students are expected to know that these ideas and examples of the American and French Revolutions influenced the people of Latin America to establish independent nations.

WHII.6.f.3. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.6.g. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by describing the expansion of the arts, philosophy, literature, and new technology.

WHII.6.g.1. Essential Understandings: Students are expected to know that the Enlightenment brought a new emphasis on order and balance in the arts as artists borrowed heavily from classical Greece and Rome, and new forms of literature were established.

WHII.6.g.2. Essential Understandings: Students are expected to know that the Age of Reason witnessed inventions and innovations in technology that stimulated trade and transportation.

WHII.6.g.3. Essential Skills: Students should be able to use artifacts and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.6.g.4. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.7.a. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by assessing the impact of Napoleon and the Congress of Vienna, including changes in political boundaries in Europe after 1815.

WHII.7.a.1. Essential Understandings: Students are expected to know that the French Revolution left a powerful legacy for world history: secular society, nationalism, and democratic ideas.

WHII.7.a.2. Essential Understandings: Students are expected to know that Napoleon's attempt to unify Europe under French domination was unsuccessful.

WHII.7.a.3. Essential Understandings: Students are expected to know that the Congress of Vienna attempted to restore Europe as it had been before the French Revolution and Napoleonic conquests.

WHII.7.a.4. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.7.a.5. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.7.b. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by describing the influence of revolutions on the expansion of political rights in Europe.

WHII.7.b.1. Essential Understandings: Students are expected to know that the rise of nationalism was a powerful force behind European politics during the nineteenth century.

WHII.7.b.2. Essential Understandings: Students are expected to know that widespread demands for political rights led to revolutions and legislative actions in Europe.

WHII.7.b.3. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

WHII.7.b.4. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.7.b.5. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.7.c. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by explaining events related to the unification of Italy and the role of Italian nationalists.

WHII.7.c.1. Essential Understandings: Students are expected to know that Italy and Germany became nation-states long after the rest of Europe.

WHII.7.c.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.7.c.3. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.7.c.4. Essential Skills: Students should be able to analyze trends in cultural interaction. (WHII.1e)

VA.WHII.7.d. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by explaining events related to the unification of Germany and the role of Bismarck.

WHII.7.d.1. Essential Understandings: Students are expected to know that Italy and Germany became nation-states long after the rest of Europe.

WHII.7.d.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.7.d.3. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.7.d.4. Essential Skills: Students should be able to analyze trends in cultural interaction. (WHII.1e)

VA.WHII.8.a. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes.

WHII.8.a.1. Essential Understandings: Students are expected to know that the Industrial Revolution began in England, spreading to the rest of Western Europe and the United States.

WHII.8.a.2. Essential Understandings: Students are expected to know that with the Industrial Revolution, came an increased demand for raw materials from the Americas, Asia, and Africa.

WHII.8.a.3. Essential Understandings: Students are expected to know that advancements in technology produced the Industrial Revolution, while advancements in science and medicine altered the lives of people living in the new industrial cities. Cultural changes soon followed.

WHII.8.a.4. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.8.a.5. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.8.b. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by explaining the emergence of capitalism as a dominant economic pattern, and subsequent development of socialism and Communism.

WHII.8.b.1. Essential Understandings: Students are expected to know that capitalism and market competition fueled the Industrial Revolution. Wealth increased the standard of living for some.

WHII.8.b.2. Essential Understandings: Students are expected to know that social dislocations associated with capitalism produced a range of economic and political ideas, including socialism and Communism.

WHII.8.b.3. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

WHII.8.b.4. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.8.b.5. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.8.c. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement.

WHII.8.c.1. Essential Understandings: Students are expected to know that agricultural economies were based on the family unit. The Industrial Revolution had a significant impact on the structure and function of the family.

WHII.8.c.2. Essential Understandings: Students are expected to know that the Industrial Revolution placed new demands on the labor of men, women, and children. Workers organized labor unions to fight for improved working conditions and workers' rights.

WHII.8.c.3. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.8.d. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by explaining the rise of industrial economies and their link to imperialism and nationalism.

WHII.8.d.1. Essential Understandings: Students are expected to know that industrial nations in Europe needed natural resources and markets to expand their economies.

WHII.8.d.2. Essential Understandings: Students are expected to know that these nations competed to control Africa and Asia to secure their economic and political success.

WHII.8.d.3. Essential Understandings: Students are expected to know that imperialism spread economic, political, and social philosophies of Europe throughout the world.

WHII.8.d.4. Essential Understandings: Students are expected to know that resistance to imperialism took many forms including armed conflict and intellectual movements.

WHII.8.d.5. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.8.d.6. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.8.e. World History and Geography: 1550 AD to the Present: Era VI: Age of Revolutions, 1650 to 1914 AD: The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by assessing the impact of European economic and military power on Asia and Africa, with emphasis on the competition for resources and the responses of colonized peoples.

WHII.8.e.1. Essential Understandings: Students are expected to know that industrial nations in Europe needed natural resources and markets to expand their economies.

WHII.8.e.2. Essential Understandings: Students are expected to know that these nations competed to control Africa and Asia to secure their economic and political success.

WHII.8.e.3. Essential Understandings: Students are expected to know that imperialism spread economic, political, and social philosophies of Europe throughout the world.

WHII.8.e.4. Essential Understandings: Students are expected to know that resistance to imperialism took many forms including armed conflict and intellectual movements.

WHII.8.e.5. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.8.e.6. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.9.a. World History and Geography: 1550 AD to the Present: Era VII: Era of Global Wars, 1914 to 1945: The student will demonstrate knowledge of the worldwide impact of World War I by explaining economic and political causes, major events, and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II.

WHII.9.a.1. Essential Understandings: Students are expected to know that World War I (1914-1918) was caused by competition among industrial nations in Europe and a failure of diplomacy. The war transformed European and American life, wrecked the economies of Europe, and planted the seeds for a second world war.

WHII.9.a.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.9.a.3. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.9.b. World History and Geography: 1550 AD to the Present: Era VII: Era of Global Wars, 1914 to 1945: The student will demonstrate knowledge of the worldwide impact of World War I by explaining the outcomes and global effect of the war and the Treaty of Versailles.

WHII.9.b.1. Essential Understandings: Students are expected to know that World War I (1914-1918) was caused by competition among industrial nations in Europe and a failure of diplomacy. The war transformed European and American life, wrecked the economies of Europe, and planted the seeds for a second world war.

WHII.9.b.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.9.b.3. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.9.c. World History and Geography: 1550 AD to the Present: Era VII: Era of Global Wars, 1914 to 1945: The student will demonstrate knowledge of the worldwide impact of World War I by citing causes and consequences of the Russian Revolution.

WHII.9.c.1. Essential Understandings: Students are expected to know that tsarist Russia entered World War I as an absolute monarchy with sharp class divisions between the nobility and peasants. The grievances of workers and peasants were not resolved by the Tsar. Inadequate administration in World War I led to revolution and an unsuccessful provisional government. A second revolution by the Bolsheviks created the communist state that ultimately became the U.S.S.R.

WHII.9.c.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 AD (WHII.1b)

WHII.9.c.3. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.10.a. World History and Geography: 1550 AD to the Present: Era VII: Era of Global Wars, 1914 to 1945: The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by describing the League of Nations and the mandate system.

WHII.10.a.1. Essential Understandings: Students are expected to know that after World War I, international organizations and agreements were established to avoid future conflicts.

WHII.10.a.2. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.10.b. World History and Geography: 1550 AD to the Present: Era VII: Era of Global Wars, 1914 to 1945: The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by citing causes and assessing the impact of worldwide depression in the 1930s.

WHII.10.b.1. Essential Understandings: Students are expected to know that a period of uneven prosperity in the decade following World War I (1920s) was followed by worldwide depression in the 1930s. Depression weakened Western democracies, making it difficult for them to challenge the threat of totalitarianism.

WHII.10.b.2. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

VA.WHII.10.c. World History and Geography: 1550 AD to the Present: Era VII: Era of Global Wars, 1914 to 1945: The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo.

WHII.10.c.1. Essential Understandings: Students are expected to know that economic dislocations following World War I led to unstable political conditions. Worldwide depression in the 1930s provided opportunities for the rise of dictators in the Soviet Union, Germany, Italy, and Japan.

WHII.10.c.2. Essential Understandings: Students are expected to know that a communist dictatorship was established by Vladimir Lenin and continued by Joseph Stalin in the Soviet Union.

WHII.10.c.3. Essential Understandings: Students are expected to know that the Treaty of Versailles worsened economic and political conditions in Europe and led to the rise of totalitarian regimes in Italy and Germany.

WHII.10.c.4. Essential Understandings: Students are expected to know that Japan emerged as a world power after World War I and conducted aggressive imperialistic policies in Asia.

WHII.10.c.5. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.10.c.6. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.10.c.7. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.11.a. World History and Geography: 1550 AD to the Present: Era VII: Era of Global Wars, 1914 to 1945: The student will demonstrate knowledge of the worldwide impact of World War II by explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito.

WHII.11.a.1. Essential Understandings: Students are expected to know that many economic and political causes led toward World War II. Major theaters of war included Africa, Europe, Asia, and the Pacific Islands. Leadership was essential to the Allied victory.

WHII.11.a.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.11.a.3. Essential Skills: Students should be able to identify geographic features important to the study of world history. (WHII.1c)

WHII.11.a.4. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.11.b. World History and Geography: 1550 AD to the Present: Era VII: Era of Global Wars, 1914 to 1945: The student will demonstrate knowledge of the worldwide impact of World War II by examining the Holocaust and other examples of genocide in the twentieth century.

WHII.11.b.1. Essential Understandings: Students are expected to know that there had been a climate of hatred against Jews in Europe and Russia for centuries.

WHII.11.b.2. Essential Understandings: Students are expected to know that various instances of genocide have occurred throughout the twentieth century.

WHII.11.b.3. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history.

VA.WHII.11.c. World History and Geography: 1550 AD to the Present: Era VII: Era of Global Wars, 1914 to 1945: The student will demonstrate knowledge of the worldwide impact of World War II by explaining the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international cooperative organizations.

WHII.11.c.1. Essential Understandings: Students are expected to know that the outcomes of World War II included the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the establishment of international cooperative organizations.

WHII.11.c.2. Essential Skills: Students should be able to use artifacts and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.11.c.3. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.12.a. World History and Geography: 1550 AD to the Present: Era VIII: The Post War Period, 1945 to the Present: The student will demonstrate knowledge of major events and outcomes of the Cold War by explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of Communism in the Soviet Union and Eastern Europe.

WHII.12.a.1. Essential Understandings: Students are expected to know that competition between the United States and the U.S.S.R. laid the foundation for the Cold War.

WHII.12.a.2. Essential Understandings: Students are expected to know that the Cold War influenced the policies of the United States and the U.S.S.R. towards other nations and conflicts around the world.

WHII.12.a.3. Essential Understandings: Students are expected to know that the presence of nuclear weapons influenced patterns of conflict and cooperation since 1945.

WHII.12.a.4. Essential Understandings: Students are expected to know that Communism failed as an economic system in the Soviet Union and elsewhere.

WHII.12.a.5. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.12.a.6. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.12.b. World History and Geography: 1550 AD to the Present: Era VIII: The Post War Period, 1945 to the Present: The student will demonstrate knowledge of major events and outcomes of the Cold War by assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945.

WHII.12.b.1. Essential Understandings: Students are expected to know that competition between the United States and the U.S.S.R. laid the foundation for the Cold War.

WHII.12.b.2. Essential Understandings: Students are expected to know that the Cold War influenced the policies of the United States and the U.S.S.R. towards other nations and conflicts around the world.

WHII.12.b.3. Essential Understandings: Students are expected to know that the presence of nuclear weapons influenced patterns of conflict and cooperation since 1945.

WHII.12.b.4. Essential Understandings: Students are expected to know that Communism failed as an economic system in the Soviet Union and elsewhere.

WHII.12.b.5. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.12.b.6. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.12.c. World History and Geography: 1550 AD to the Present: Era VIII: The Post War Period, 1945 to the Present: The student will demonstrate knowledge of major events and outcomes of the Cold War by describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e., Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.

WHII.12.c.1. Essential Understandings: Students are expected to know that Japanese occupation of European colonies in Asia heightened demands for independence after World War II.

WHII.12.c.2. Essential Understandings: Students are expected to know that after World War II, the United States pursued a policy of containment against Communism. This policy included the development of regional alliances against Soviet and Chinese aggression. The Cold War led to armed conflict in Korea and Vietnam.

WHII.12.c.3. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.12.c.4. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.12.c.5. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.13.a. World History and Geography: 1550 AD to the Present: Era VIII: The Post War Period, 1945 to the Present: The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by describing the struggles for self-rule, including Gandhi's leadership in India.

WHII.13.a.1. Essential Understandings: Students are expected to know that British policies and the demand for self-rule led to the rise of the Indian independence movement, resulting in the creation of new states in the Indian sub-continent.

WHII.13.a.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.13.a.3. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.13.b. World History and Geography: 1550 AD to the Present: Era VIII: The Post War Period, 1945 to the Present: The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by describing Africa's achievement of independence, including Kenyatta's leadership of Kenya.

WHII.13.b.1. Essential Understandings: Students are expected to know that the charter of the United Nations guaranteed colonial populations the right to self-determination. Independence movements in Africa challenged European imperialism.

WHII.13.b.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.13.b.3. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

VA.WHII.13.c. World History and Geography: 1550 AD to the Present: Era VIII: The Post War Period, 1945 to the Present: The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by describing the end of the mandate system and the creation of states in the Middle East.

WHII.13.c.1. Essential Understandings: Students are expected to know that the mandate system established after World War I was phased out after World War II. With the end of the mandates, new states were created in the Middle East.

WHII.13.c.2. Essential Skills: Students should be able to identify geographic features important to the study of world history. (WHII.1c)

WHII.13.c.3. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.13.c.4. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.14.a. World History and Geography: 1550 AD to the Present: Era VIII: The Post War Period, 1945 to the Present: The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by describing their beliefs, sacred writings, traditions, and customs.

WHII.14.a.1. Essential Understandings: Students are expected to know that five world religions have had a profound impact on culture and civilization.

WHII.14.a.2. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

VA.WHII.14.b. World History and Geography: 1550 AD to the Present: Era VIII: The Post War Period, 1945 to the Present: The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by locating the geographic distribution of religions in the contemporary world.

WHII.14.b.1. Essential Understandings: Students are expected to know that five world religions have had a profound impact on culture and civilization. These religions are found worldwide, but their followers tend to be concentrated in certain geographic areas.

WHII.14.b.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.14.b.3. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.14.b.4. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.15.a. World History and Geography: 1550 AD to the Present: Era VIII: The Post War Period, 1945 to the Present: The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology, including chemical and biological technologies.

WHII.15.a.1. Essential Understandings: Students are expected to know that both developed and developing nations face many challenges. These include migrations, ethnic and religious conflict, and new technologies.

WHII.15.a.2. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.15.a.3. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.15.a.4. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.15.b. World History and Geography: 1550 AD to the Present: Era VIII: The Post War Period, 1945 to the Present: The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by assessing the impact of economic development and global population growth on the environment and society, including an understanding of the links between economic and political freedom.

WHII.15.b.1. Essential Understandings: Students are expected to know that developed and developing nations are characterized by different levels of economic development, population characteristics, and social conditions.

WHII.15.b.2. Essential Understandings: Students are expected to know that economic development and the rapid growth of population are having an impact on the environment.

WHII.15.b.3. Essential Understandings: Students are expected to know that sound economic conditions contribute to a stable democracy, and political freedom helps foster economic development.

WHII.15.b.4. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.15.b.5. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.15.b.6. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

VA.WHII.15.c. World History and Geography: 1550 AD to the Present: Era VIII: The Post War Period, 1945 to the Present: The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements.

WHII.15.c.1. Essential Understandings: Students are expected to know that the countries of the world are increasingly dependent on each other for raw materials, markets, and financial resources, although there is still a difference between the developed and developing nations.

WHII.15.c.2. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

WHII.15.c.3. Essential Skills: Students should be able to use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

WHII.15.c.4. Essential Skills: Students should be able to identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

WHII.15.c.5. Essential Skills: Students should be able to analyze trends in human migration and cultural interaction. (WHII.1e)

WHII.1 The student will improve skills in historical research and geographical analysis by

WHII.1a) Identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 A.D.;

WHII.1e) Analyzing trends in human migration and cultural interaction from 1500 A.D. to the present.

WHII.2 The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by

WHII.2a) Locating major states and empires;

WHII.2b) Describing artistic, literary, and intellectual ideas of the Renaissance;

WHII.2c) Describing the distribution of major religions;

WHII.2e) Citing major technological and scientific exchanges in the Eastern Hemisphere.

WHII.3 Emergence of a Global Age, 1500 to 1650 A.D.:e student will demonstrate knowledge of the Reformation in terms of its impact on Western Civilization by

WHII.3a) Explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, and Henry VIII;

WHII.3b) Describing the impact of religious conflicts, including the Inquisition, on society and government actions;

WHII.3c) Describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press.

WHII.4 The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by

WHII.4a) Explaining the roles of explorers and conquistadors;

WHII.4b) Describing the influence of religion;

WHII.4c) Explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas;

WHII.5 The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. by

WHII.5a) Describing the location and development of the Ottoman Empire;

WHII.5b) Describing India, including the Mughal Empire and coastal trade;

WHII.5c) Describing East Asia, including China and the Japanese shogunate;

WHII.6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

WHII.6a) Describing the Scientific Revolution and its effects;

WHII.8 The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by

WHII.8a) Citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes;

WHII.8b) Explaining the emergence of capitalism as a dominant economic pattern, and subsequent development of socialism and communism;

WHII.8c) Describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement;

WHII.8d) Explaining the rise of industrial economies and their link to imperialism and nationalism;

WHII.8e) Assessing the impact of European economic and military power on Asia and Africa, with emphasis on the competition for resources and the responses of colonized peoples.

WHII.9 The student will demonstrate knowledge of the worldwide impact of World War I by

WHII.9a) Explaining economic and political causes, major events, and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II;

WHII.9b) Explaining the outcomes and global effect of the war and the Treaty of Versailles;

WHII.9c) Citing causes and consequences of the Russian Revolution.

WHII.10 The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by

WHII.10b) Citing causes and assessing the impact of worldwide depression in the 1930s;

WHII.10c) Examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo.

WHII.11 The student will demonstrate knowledge of the worldwide impact of World War II by

WHII.11a) Explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hid

WHII.11b) Examining the Holocaust and other examples of genocide in the twentieth century;

WHII.12 The student will demonstrate knowledge of major events and outcomes of the Cold War by

WHII.12a) Explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe;

WHII.12b) Assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945;

WHII.12c) Describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e., Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.

WHII.13 The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by

WHII.13a) Describing the struggles for self-rule, including Gandhi's leadership in India;

WHII.13c) Describing the end of the mandate system and the creation of states in the Middle East.

WHII.14 The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by

WHII.14a) Describing their beliefs, sacred writings, traditions, and customs;

WHII.14b) Locating the geographic distribution of religions in the contemporary world.

WHII.15 The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by

WHII.15a) Identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology, including chemical and biological technologies;