Social Studies Standards

6.1 Social Studies Skills

6.2 Civics

#a1The Age of Global Encounters (1400-1750)

6.3 World History

6.4 United States/New Jersey History

6.5 Economics

6.6 Geography

STANDARD 6.1
All Students Will Utilize Historical Thinking, Problem Solving, And Research Skills To Maximize Their Understanding Of Civics, History, Geography, And Economics.

Strands and Cumulative Progress Indicators

By the end of Grade 2, students will:

A. Social Studies Skills

1. Explain the concepts of long ago and far away.

2. Apply terms related to time including past, present, and future.

3. Identify sources of information on local, national, and international events (e.g., books, newspaper, TV, radio, Internet).

4. Retell events or stories with accuracy and appropriate sequencing.

5. Develop simple timelines.

Building upon the knowledge and skills gained in the previous grades, by the end of Grade 4 students will:

A. Social Studies Skills

1. Explain how present events are connected to the past.

2. Apply terms related to time including years, decades, centuries, and generations.

3. Locate sources for the same information (e.g., weather forecast on TV, the Internet or in a newspaper).

4. Organize events in a time line.

5. Distinguish between an eyewitness account and a secondary account of an event.

6. Distinguish fact from fiction.

Building upon the knowledge and skills gained in the previous grades, by the end of Grade 8 students will:

A. Social Studies Skills

1. Analyze how events are related over time.

2. Use critical thinking skills to interpret events, recognize bias, point of view, and context.

3. Assess the credibility of primary and secondary sources.

4. Analyze data in order to see persons and events in context.

5. Examine current issues, events, or themes and relate them to past events.

6. Formulate questions based on information needs.

7. Use effective strategies for locating information.

8. Compare and contrast competing interpretations of current and historical events.

9. Interpret events considering continuity and change, the role of chance, oversight and error, and changing interpretations by historians.

10. Distinguish fact from fiction by comparing sources about figures and events with fictionalized characters and events.

11. Summarize information in written, graphic, and oral formats.

Building upon the knowledge and skills gained in the previous grades, by the end of Grade 12 students will:

A. Social Studies Skills

1. Analyze how historical events shape the modern world.

2. Formulate questions and hypotheses from multiple perspectives, using multiple sources.

3. Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.

4. Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.

5. Evaluate current issues, events, or themes and trace their evolution through historical periods.

6. Apply problem-solving skills to national, state, or local issues and propose reasoned solutions.

7. Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events.

8. Evaluate historical and contemporary communications to identify factual accuracy, soundness of evidence, and absence of bias and discuss strategies used by the government, political candidates, and the media to communicate with the public.

STANDARD 6.2
(Civics) All Students Will Know, Understand And Appreciate The Values And Principles Of American Democracy And The Rights, Responsibilities, And Roles Of A Citizen In The Nation And The World.

Strands and Cumulative Progress Indicators

By the end of Grade 2, students will:

A. Civic Life, Politics, and Government

1. Explain the need for rules, laws, and government.

2. Give examples of authority and recognize problems that might arise from lack of effective authority.

3. Describe how American citizens can participate in community and political life.

4. Explain that justice means fairness to all.

5. Explain that a responsibility means something you must or should do.

6. Explore basic concepts of diversity, tolerance, fairness, and respect for others.

B. American Values and Principles

1. Identify symbols of American values and beliefs such as the American Flag and the Statue of Liberty.

C. The Constitution and American Democracy

1. Identify community and government leaders (e.g., mayor, town council, President of the United States).

D. Citizenship

1. Identify examples of responsible citizenship in the school setting.

2. Recognize real people and fictional characters who have demonstrated responsible leadership and citizenship and identify the characteristics that have made them good examples.

E. International Education: Global Challenges, Cultures, and Connections

1. Explain that the United States is a diverse nation and one of many nations in the world.

2. Identify traditions and celebrations of various cultures (e.g., Chinese New Year, Cinco de Mayo).

3. Participate in activities such as dance, song, and games that represent various cultures.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

A. Civic Life, Politics, and Government

1. Describe the characteristics of an effective rule or law (e.g., achieves purpose, clear, fair, protects rights and the common good).

2. Differentiate between power and authority.

3. Recognize that government exists at the community, county, state, and federal levels.

4. Recognize national, state, and local legislators and government officials and explain how to contact them for help or to express an opinion.

5. Describe the contributions of voluntary associations and organizations in helping government provide for its citizens.

B. American Values and Principles

1. Identify the fundamental values and principles of American democracy expressed in the Pledge of Allegiance, the Declaration of Independence, the United States Constitution and the Bill of Rights, and the first New Jersey Constitution.

2. Explain the significance of symbols of American values and beliefs, including the Statue of Liberty, the Statue of Justice, the American Flag, and the national anthem.

3. Describe how American values and beliefs, such as equality of opportunity, fairness to all, equal justice, separation of church and state, and the rights guaranteed by the United States Constitution and the Bill of Rights, contribute to the continuation and improvement of American democracy.

4. Evaluate the importance of traditions, values, and beliefs which form a common American heritage in an increasingly diverse American society.

C. The Constitution and American Democracy

1. Discuss how the Constitution describes how the United States government is organized and how it defines and limits the power of government.

2. Discuss how governmental bodies make decisions and explain the impact of those decisions on school and community life.

3. Identify major services provided by state and local government.

4. Delineate the respective roles of the three branches of the federal and state governments.

D. Citizenship

1. Explain that a citizen is a legally recognized member of the United States with rights and responsibilities, such as voting in elections and serving on juries.

2. Describe the significant characteristics of an effective citizen and discuss ways to influence public policy (e.g., serving in elected office, working on a campaign).

3. Describe the process by which immigrants can become United States citizens.

E. International Education: Global Challenges, Cultures, and Connections

1. Explain that the world is divided into many nations consisting of territory and people, with their own government, languages, customs, and laws.

2. Discuss how the United States interacts with other nations of the world through trade, treaties and agreements, diplomacy, cultural contacts, and sometimes through the use of military force.

3. Explain why it is important for nations to communicate and resolve disagreements through peaceful means.

4. Outline the purposes of the United Nations.

5. Identify current issues that may have a global impact (e.g., pollution, diseases) and discuss ways to address them.

6. Explain why it is important to understand diverse peoples, ideas, and cultures.

7. Explain that even within a culture, diversity may be affected by race, religion, or class.

8. Identify aspects of culture and heritage presented in literature, art, music, sport, or the media.

9. Examine common and diverse traits of other cultures and compare to their own culture.

10. Use technology to learn about students and their families in other countries through classroom links, email, and Internet research.

11. Define stereotyping and discuss how it impacts self-image and interpersonal relationships.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

A. Civic Life, Politics, and Government

1. Discuss the sources, purposes, and functions of law and the importance of the rule of law for the preservation of individual rights and the common good.

2. Describe the underlying values and principles of democracy and distinguish these from authoritarian forms of government.

3. Discuss the major characteristics of democratic governments.

4. Describe the processes of local government.

5. Discuss examples of domestic policies and agencies that impact American lives, including the Environmental Protection Agency (e.g., clean air and water), the Department of Labor (e.g., minimum wage) and the Internal Revenue Service (e.g., Social Security, income tax).

6. Explain how non-governmental organizations influence legislation and policies at the federal, state, and local levels.

B. American Values and Principles

1. Analyze how certain values including individual rights, the common good, self-government, justice, equality and free inquiry are fundamental to American public life.

2. Describe representative government and explain how it works to protect the majority and the minority.

3. Describe the continuing struggle to bring all groups of Americans into the mainstream of society with the liberties and equality to which all are entitled, as exemplified by individuals such as Susan B. Anthony, Frederick Douglass, Nat Turner, Paul Robeson, and Cesar Chavez.

C. The Constitution and American Democracy

1. Discuss the major principles of the Constitution, including shared powers, checks and balances, separation of church and state, and federalism.

2. Compare and contrast the purposes, organization, functions, and interactions of the legislative, executive, and judicial branches of national, state, and local governments and independent regulatory agencies.

3. Discuss the role of political parties in the American democratic system including candidates, campaigns, financing, primary elections, and voting systems.

4. Discuss major historical and contemporary conflicts over United States constitutional principles, including judicial review in Marbury v. Madison, slavery in the Dred Scott Decision, separate but equal in Plessy v. Ferguson, and the rights of minorities in the Indian Removal Act.

5. Discuss major historical and contemporary conflicts over New Jersey constitutional principles (e.g., the impact of the New Jersey School Law of 1881 which required integration in the state’s public schools, Hedgepeth and Williams v. Trenton Board of Education, the Mount Laurel Decision, Jackman v. Bodine, Abbott v. Burke).

6. Research contemporary issues involving the constitutional rights of American citizens and other individuals residing in the United States, including voting rights, habeas corpus, rights of the accused, and the Patriot Act.

D. Citizenship

1. Discuss the rights and responsibilities of American citizens, including obeying laws, paying taxes, serving on juries, and voting in local, state, and national elections.

2. Discuss how the rights of American citizens may be in conflict with each other (e.g., right to privacy vs. free press).

3. Describe major conflicts that have arisen from diversity (e.g., land and suffrage for Native Americans, civil rights, women’s rights) and discuss how the conflicts have been addressed.

4. Explain the benefits, costs, and conflicts of a diverse nation.

5. Discuss basic contemporary issues involving the personal, political, and economic rights of American citizens (e.g., dress codes, sexual harassment, fair trial, free press, minimum wage).

E. International Education: Global Challenges, Cultures, and Connections

1. Analyze ways in which nation-states interact with one another through trade, diplomacy, cultural exchanges, treaties or agreements, humanitarian aid, economic incentives and sanctions, and the use or threat of military force.

2. Discuss factors that lead to a breakdown of order among nation-states (e.g., conflicts about national interests, ethnicity, and religion; competition for territory or resources; absence of effective means to enforce international law) and describe the consequences of the breakdown of order.

3. Compare and contrast the powers the Constitution gives to Congress, the President, the Senate Foreign Relations Committee, and the federal judiciary regarding foreign affairs.

4. Evaluate current United States foreign policy issues and strategies and their impact on the nation and the rest of the world.

5. Discuss the purposes and functions of major international organizations (e.g., United Nations, World Health Organization, International Red Cross, Amnesty International) and the role of the United States within each.

6. Describe how one’s heritage includes personal history and experiences, culture, customs, and family background.

7. Analyze how the life, culture, economics, politics, and the media of the United States impact the rest of the world.

8. Discuss how global challenges are interrelated, complex, and changing and that even local issues may have a global dimension (e.g., environmental issues, transportation).

9. Discuss how cultures may change and that individuals may identify with more than one culture.

10. Engage in activities that foster understanding of various cultures (e.g., clubs, dance groups, sports, travel, community celebrations).

11. Discuss the impact of the Internet and technology on global communication.

12. Discuss the impact of stereotyping on relationships, achievement, and life goals.

13. Analyze how prejudice and discrimination may lead to genocide as well as other acts of hatred and violence for the purposes of subjugation and exploitation.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Civic Life, Politics, and Government

1. Analyze how reserved and jointly held powers in the United States Constitution result in tensions among the three branches of government and how these tensions are resolved (e.g., Marbury v. Madison-1803; Federalist #78; United States v. Nixon-1974, claims of Executive Privilege by Presidents Nixon, Clinton, and Bush).

2. Apply the concept of the rule of law to contemporary issues (e.g., impeachment of President Clinton, use of Executive Privilege, recess appointments to federal courts, the Senate’s advise and consent process, and the use of litmus tests).

3. Analyze how individual responsibility and commitment to law are related to the stability of American society.

4. Evaluate competing ideas about the purpose of the national and state governments and how they have changed over time (e.g., the American version of federalism, the powers of the federal government and the states, differing interpretations of Article I, Sections 8-10).

5. Discuss how participation in civic and political life can contribute to the attainment of individual and public good.

6. Evaluate ways that national political parties influence the development of public policies and political platforms, including political action committees, McCain-Feingold Act, platform committees, and political campaigns.

7. Analyze how public opinion is measured and used in public debate (e.g., electronic polling, focus groups, Gallup polls, newspaper and television polls) and how public opinion can be influenced by the government and the media.

B. American Values and Principles

1. Analyze major historical events and important ideas that led to and sustained the constitutional government of the United States, including the Constitutional Convention of 1787, the Judiciary Act of 1789, the first Cabinet under George Washington, and Amendments 1-15.

2. Propose and justify new local, state, or federal governmental policies on a variety of contemporary issues (e.g., definition of marriage, voting systems and procedures, censorship, religion in public places).

3. Describe historic and contemporary efforts to reduce discrepancies between ideals and reality in American public life, including Amendments 13-15, the Civil Rights Act of 1866 and 1875, the Abolitionist movement, the Civil War, and the end of slavery in the United States.

4. Discuss how a common and shared American civic culture is based on commitment to central ideas in founding-era documents (e.g., United States Constitution) and in core documents of subsequent periods of United States history (e.g., Washington’s Farewell Address; Seneca Falls Declaration of Sentiments and Resolutions-1848; The Gettysburg Address; President Franklin Roosevelt’s "Four Freedoms" speech -1941; President Kennedy’s Inaugural Address-1961; the 17^th, 19^th, and 24^th Amendments; Martin Luther King Jr.’s "I Have a Dream" speech and the "Letter from Birmingham Jail").

5. Analyze the successes of American society and disparities between American ideals and reality in American political, social, and economic life and suggest ways to address them (e.g., rights of minorities, women, physically and mentally challenged individuals, foreign born individuals).

6. Explore the importance and presence of voluntarism and philanthropy in America and examine the role of local, state, national, and international organizations such as the American Red Cross, the Salvation Army, and the Rotary.

C. The Constitution and American Democracy

1. Debate current issues and controversies involving the central ideas of the American constitutional system, including representative government (e.g., Electoral College and the popular vote), civic virtue (e.g., increasing voter turnout through registrations and campaigns), checks and balances, and limits on governmental power.

2. Analyze, through current and historical examples and Supreme Court cases, the scope of governmental power and how the constitutional distribution of responsibilities seeks to prevent the abuse of that power.

3. Compare the American system of representative government with systems in other democracies such as the parliamentary systems in England and France.

4. Compare and contrast the major constitutional and legal responsibilities of the federal government for domestic and foreign policy and describe how disagreements are resolved.

5. Describe the nature of political parties in America and how they reflect the spectrum of political views on current state and federal policy issues.

6. Explain the federal and state legislative process and analyze the influence of lobbying, advocacy groups, the media, and campaign finance on the development of laws and regulations.

D. Citizenship

1. Evaluate the characteristics needed for effective participation in civic and political life.

2. Compare and contrast the rights and responsibilities of government and its citizens as delineated in the United States Constitution, the New Jersey Constitution of 1947, and the United Nations’ Universal Declaration of Human Rights.

3. Compare and contrast the benefits of American citizenship (e.g., habeas corpus, secret ballots, freedom of movement and expression) with those of citizens of other nations, including democratic and non-democratic countries.

4. Recommend ways that citizens can use knowledge of state or federal government policies and decision-making processes to influence the formation, development, or implementation of current public policy issues (e.g., First Amendment right to petition for redress of grievances).

5. Discuss how citizens can participate in the political process at the local, state, or national level (e.g., registering to vote, voting, attending meetings, contacting a representative, demonstrating, petitions, boycotting) and analyze how these forms of political participation influence public policy.

E. International Education: Global Challenges, Cultures, and Connections

1. Compare and contrast key past and present United States foreign policy actions (e.g., diplomacy, economic aid, humanitarian aid, military aid) and positions (e.g., treaties, sanctions, interventions) and evaluate their consequences.

2. Analyze and evaluate United States foreign policy actions and positions, including the Monroe Doctrine, the Mexican Cession, the Truman Doctrine, the Cold War, the world-wide struggle against terrorism, and the Iraq War.

3. Describe how the world is organized politically into nation-states and alliances and how these interact with one another through organizations such as the European Union, North Atlantic Treaty Organization (NATO), the United Nations, the World Court, and the Group of Seven Industrialized Nations (G7).

4. Analyze and evaluate the interconnections of local, regional, and national issues with global challenges and issues, and recommend possible solutions.

5. Discuss how global interconnections can have both positive and negative consequences (e.g., international companies, transfer of jobs to foreign plants, international security and access to transportation).

6. Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) in depth and over time, predict the impact if the current situation does not change, and offer possible solutions.

7. Participate in events to acquire understanding of complex global problems (e.g., Model United Nations, international simulations, field trips to government sites).

8. Justify an opinion or idea about a global issue while showing respect for divergent viewpoints.

9. Discuss the impact of technology, migration, the economy, politics, and urbanization on culture.

10. Compare and contrast common social and behavioral practices in various cultures (e.g., birth, marriage, death, gender issues, family structure, health issues).

11. Participate in activities that foster understanding and appreciation for diverse cultures (e.g., world language instruction, student exchange, clubs, international forums, community service, speaker programs, arts, sports).

12. Analyze the impact of communication networks, technology, transportation, and international business on global issues.

13. Analyze how the media presents cultural stereotypes and images and discuss how this impacts beliefs and behaviors.

14. Connect the concept of universal human rights to world events and issues.

15. Compare and contrast current and past genocidal acts and other acts of hatred and violence for the purposes of subjugation and exploitation (e.g., Holocaust, Native Americans, Irish famine, Armenia, Ukrainian collectivization, Cambodia, Rwanda) and discuss present and future actions by individuals and governments to prevent the reoccurrence of such events.

STANDARD 6.3
(World History) All Students Will Demonstrate Knowledge Of World History In Order To Understand Life And Events In The Past And How They Relate To The Present And The Future.

Strands and Cumulative Progress Indicators

By the end of Grade 2, students will:

Learn content and skills found in Standards 6.1 (Social Studies Skills) and 6.2 (Civics).

Building upon the knowledge and skills gained in the preceding grades, by the end of Grade 4, students will:

Learn content and skills found in Standards 6.1 (Social Studies Skills) and 6.2 (Civics).

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students will:

A. The Birth of Civilization to 1000 BCE

1. Describe the physical and cultural changes that shaped the earliest human communities as revealed through scientific methods, including:

·         Early hominid development, including the development of language and writing

·         Migration and adaptation to new environments

·         Differences between wild and domestic plants and animals

·         Locations of agricultural settlements

·         Differences between hunter/gatherer, fishing, and agrarian communities

2. Describe how environmental conditions impacted the development of different human communities (e.g., population centers, impact of the last Ice Age).

3. Compare and contrast the economic, political, and environmental factors (e.g., climate, trade, geography) that led to the development of major ancient civilizations including Mesopotamia (e.g., Hammurabi’s Code), Egypt, the Indus Valley, the Yellow River, and Kush (Nubia).

B. Early Human Societies to 500CE

1. Explain the historical context, origins, beliefs, and moral teachings of the major world religions and philosophies, including:

·         The origins of Judaism and Christianity and the emergence of the Judeo-Christian tradition

·         The influence of Confucianism, Daoism, and Buddhism on the formation of Chinese civilization

·         Hinduism, the Aryan migrations, and the caste system in India

·         The influence of Buddhism in India

2. Describe the political framework of Athenian society and its influence on modern society, including:

·         The influence of Athenian political ideals on public life

·         The importance of participatory government

·         The role of women in Athenian society, their rights under law, and possible reasons why democracy was limited to males

·         Athenian ideas and practices related to political freedom, national security, and justice

3. Describe the social and political characteristics of the Greek city-states, including:

·         Similarities and differences between Athenian democracy and Spartan military aristocracy

·         Location and political structure of the city-states

·         Hierarchical relationships in Greek societies

·         Civic, economic, and social tasks performed by men and women of different classes

4. Describe the significant contributions of ancient Greece to Western Civilization, including:

·         Characteristics of Classic Greek art and architecture and how they are reflected in modern art and architecture

·         Socrates’ values and ideas

·         Philosophy, including Plato and Aristotle

·         Greek Drama, including Sophocles and Euripides

·         History, including Herodotus, Xenophon, and Thucydides

·         Greek mythology

5. Discuss the cultural influences of Greece, Egypt, Persia, and India on Mediterranean cultures through assimilation, conquest, migration, and trade.

6. Discuss the origins and social framework of Roman society, including:

·         The geographic location of various ethnic groups on the Italian peninsula and their influence on early Roman society

·         The legends of the founding of Rome and how they reflect the beliefs and values of its citizens

·         Daily life in Rome and Pompeii

7. Describe the political and social framework of Roman society, including:

·         Political and social institutions of the Roman Republic and reasons for its transformation from Republic to Empire

·         The influence of key Roman leaders

8. Analyze how shifts in the political framework of Roman society impacted the expansion of the empire and how this expansion transformed Roman society, economy, and culture.

9. Discuss the political events that may have contributed to the decline of the Roman Empire, including internal divisions, significant battles, invasions, and political changes.

10. Describe the development of the Mayan civilization from agricultural community to an urban civilization, including the influence of the environment on agricultural methods, water utilization, and herding methods.

11. Describe the significant features of Mayan civilization, including the locations of Mayan city-states, road systems, and sea routes, the role and status of elite men and women in Mayan society and their portrayal in Mayan architecture, the role of religion and ceremonial games in Mayan culture, and the structure and purpose of the Mayan pyramids.

C. Expanding Zones of Exchange and Interaction to 1400 CE

1. Discuss how Western civilization arose from a synthesis of Christianity and classical Greco-Roman civilization with the cultures of northern European peoples.

2. Discuss the spread of Islam in Southwest Asia, the Mediterranean region, and Northern Africa and the influence of Islamic ideas and practices on other cultures and social behavior, including:

·         The origin and development of Islamic law

·         The significance of the Quran and the Five Pillars of Islam

·         The diverse religious, cultural, and geographic factors that influenced the ability of the Muslim government to rule

·         The split into Sunni and Shi’ite factions

·         The importance of Muslim civilization in mediating long-distance commercial, cultural, intellectual, and food crop exchange across Eurasia and parts of Africa

3. Discuss the significance of the developing cultures of Asia, including the Golden Age in China and spread of Chinese civilization to Japan, Korea, and Southeast Asia and the rise of the Mongol Empire and its impact on the Kievan Rus.

4. Analyze the rise of the West African Empires of Ghana, Mali, and Songhay and compare with changes in Asia, Europe, and the Americas.

5. Analyze the relationships between Mesoamerican and Andean societies, including:

·         The growth of urban societies and urban planning

·         Religions and rituals

·         Governing structure and economy

·         The construction of the Mesoamerican calendar

·         Similarities in agriculture, societal structures, and artisan crafts

6. Explain the medieval origins of constitutional government in England (e.g., Edward I, Magna Carta, Model Parliament of 1295, Common Law).

7. Discuss the evolution of significant political, economic, social and cultural institutions and events that shaped European medieval society, including Catholic and Byzantine churches, feudalism and manorialism, the Crusades, the rise of cities, and changing technology.

D. The Age of Global Encounters (1400-1750)

1. Discuss factors that contributed to oceanic travel and exploration in the 15^th and 16^th centuries, including technological innovations in ship building navigation, naval warfare, navigational inventions such as the compass, and the impact of wind currents on the major trade routes.

2. Describe the significant contributions of the Renaissance and Reformation to European society, including major achievements in literature, music, painting, sculpture, and architecture.

3. Compare the social and political elements of Incan and Aztec societies, including the major aspects of government, the role of religion, daily life, economy, and social organization.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. The Birth of Civilization to 1000 BCE

Reinforce indicators from previous grade levels.

B. Early Human Societies to 500 CE

Reinforce indicators from previous grade levels.

C. Expanding Zones of Exchange and Interaction to 1400 CE

Reinforce indicators from previous grade levels.

D. The Age of Global Encounters (1400-1750)

1. Discuss the major developments in Asia, Africa, and the Americas, including China during the Ming and Qing Dynasty, Japan during the Tokugawa Period, the influence of Islam in shaping the political and social structure in the Middle East, including the Ottoman period, West Africa, including Mali and Songhay, India, including the Mughal Empire, and the impact of European arrival in the Americas.

2. Analyze and compare the ways that slavery and other forms of coerced labor or social bondage were practiced in East Africa, West Africa, Southwest Asia, Europe, and the Americas.

3. Describe the significant social and cultural changes that took place during the Renaissance, including advances in printing press technology, the works of Renaissance writers and elements of Humanism, the revival of Greco-Roman art, architecture, and scholarship, and differing ideas on the role of women.

4. Describe the early influences on the Scientific Revolution and the Enlightenment, including:

·         Renaissance Humanism with emphasis on human reason as opposed to total reliance on faith

·         Medieval theology

·         New global knowledge

·         The use of reason and freedom of inquiry as challenges to authoritarianism, including the works of Montesquieu, Locke, and Jefferson

5. Discuss the contributions of the Scientific Revolution to European society, including important discoveries in mathematics, physics, biology, and chemistry, and the significance of the scientific method advanced by Descartes and Bacon.

6. Discuss the major developments in European society and culture, including:

·         The Protestant Reformation as a result of the weakening of the Papacy and revolts against corruption in the Church

·         Martin Luther and John Calvin as leaders of new sects that establish the importance of the individual conscience, including religious choice

·         European explorations and the establishment of colonial empires

·         Trans-Atlantic slave trade and its impact on Africa

·         Commercial Revolution

·         The English Revolution and the strengthening of Parliament as a countervailing force to the monarchy and importance of the balance of powers, including the Glorius Revolution and the English Bill of Rights

·         Economic consequences of European expansion, including the role of the mercantilist economic theory, the commercial revolution, and the early growth of capitalism

·         The economic, social, religious, and political impact of the Plague

E. The Age of Revolutionary Change (1750-1914)

1. Discuss the causes and consequences of political revolutions in the late 18^th and early 19^th centuries, including:

·         The impact of the American Revolution on global political thought

·         The ideas and events that shaped the French Revolution (e.g., monarchy vs. social ideals of liberty, equality, and fraternity; political beliefs and writings; development of the empire)

·         The spread of revolutionary ideas through the Napoleonic period (e.g., Napoleonic Code)

·         The emergence of a politically active middle class and the rise of ideologies which questioned class structure in many European countries contributing to socialism and communism

·         How the Industrial Revolution, based on new manufacturing processes and the availability of labor, began the preeminence of Europe in the world economy

·         The concept of laissez-faire and the ideas of Adam Smith in Wealth of Nations

·         Democratic and social reforms, including the struggle for women’s rights and the expansion of parliamentary government

·         The rise of European nationalism, imperialism, and its effect on the European balance of power, particularly the unification of Italy and Germany

2. Discuss how industrialization shaped social class (e.g., child labor, conditions of social class) and the development of labor organizations.

3. Explain the main patterns of global change in colonizing Africa, Asia, the Middle East, and the Americas, including the Indian Ocean and Pan Asian economies prior to the rise of Europe.

4. Trace the growth of independence movements and the rejection of colonialism including the Haitian Revolution and leaders such as Toussaint L’Ouverture, Simon Bolivar in Venezuela, and Jose Manti in Cuba.

5. Evaluate the changes brought about by the Meiji Restoration period in Japan (e.g., modernization, changes in policies on Western influence).

6. Describe how Christianity, Islam, and Buddhism spread during this period, including the areas of influence and reasons for the growth.

7. Discuss events that shaped the social structure of Russia in the 19^th and early 20^th century, including:

·         Peasants, aristocracy, and serfdom

·         Czarist reforms and the abolition of serfdom

·         Relations with the Ottoman Empire

·         Development of the Trans-Siberian railroad and other forms of modernization

F. The Era of the Great Wars (1914-1945)

1. Analyze the causes and aftermath of World War I, including:

·         The growth of European nationalism and increased competition for resources and markets

·         Technology and the changing face of war

·         The Russian Revolutions of 1905 and 1917 and the creation of the Soviet Union (e.g., Lenin’s political ideology, Marxist economic policies, Stalin’s policies on industrialization)

·         The League of Nations and the effects of the Versailles Conference on Europe, Africa, Asia, and the Middle East

·         Nationalism and propaganda

·         Disintegration of the Ottoman Empire

2. Analyze the background and global consequences of actions leading to World War II, including:

·         The Great Depression, including the Stock Market Crash of 1929, massive business and bank failures, and 12 million lost jobs

·         The rise of totalitarian governments in the Soviet Union, Germany, and Italy

·         The fall of the democratic Weimar Republic and the rise of Nazism and European anti-Semitism resulting in the Holocaust and its impact on Jewish life and culture and European society

·         Other twentieth century genocides, (e.g., Turkey/Armenia, Soviet forced collectivization in the Ukraine, Japan’s occupations in China and Korea)

·         Evaluate the importance of the beginning of the Atomic Age in science, the technological revolution, and the implications of military technology used in war

G. The Modern World (1945-1979)

1. Analyze the transition from wartime alliances to new patterns of global conflict and cooperation, and the reconstruction of Europe and Asia, including:

·         The origin and major developments of the Cold War

·         Communist takeover in China, Korea, and Vietnam and the creation of NATO, SEATO, and CENTO

·         The formation, structure, and purpose of the United Nations

·         The Truman Doctrine and the Marshall Plan

·         The growth and decline of Communism in Eastern Europe

·         The rise of nationalism and the beginning of nation-building movements in Africa, Latin America, and Asia

·         The international arms race and nuclear proliferation

·         The non-aligned nations during the Cold War as the voice of the Third World

2. Apply historical analysis to explain global political, economic, and social changes in the 20^th century, including:

·         Growth and adaptation of Communism in China

·         Japan’s economic and political transformation and growth of East Asian economies

·         Conflicts in Eastern Europe and the Middle East

·         The Israel/Palestine conflict

·         The impact of Gandhi and the nonviolence movement

·         Apartheid and South Africa

H. Looking to the Future (1980-present)

1. Analyze global political, economic, and social changes in the 20^th century, including:

·         The Gulf War

·         The war in Iraq

·         Growth of a world economy with the information, technological, and communications revolutions

·         The oil crisis and impact of oil producing countries on world economy

·         The development of Third World nations

2. Assess the growth of a worldwide economy of interdependent regions and the development of a dynamic new world order of increasingly interdependent regions, including NATO, the World Bank, the United Nations, the World Court, the North American Free Trade Agreement, and the European Economic Union, IMF and OPEC.

3. Evaluate the paradoxes and promises of the 21^st century, including:

·         Technological growth

·         Economic imbalance and social inequalities among the world’s people

·         New patterns of world migration shaped by international labor demands

·         Global market, economy, trade, and communications

·         Rapid population growth and increasing urbanization

·         The growth of terrorism as a means of warfare

·         Democratic reform

4. Analyze the development and effects of multinational corporations on trade, employment, and the environment.

STANDARD 6.4
(United States And New Jersey History) All Students Will Demonstrate Knowledge Of United States And New Jersey History In Order To Understand Life And Events In The Past And How They Relate To The Present And Future.

Strands and Cumulative Progress Indicators

By the end of Grade 2, students will:

A. Family and Community Life

1. Recognize change and continuity in their lives.

2. Describe their family history through two generations.

3. Compare family life today with long ago.

4. Tell about their family heritage using stories, songs, and drawings.

B. State and Nation

1. Recognize the names of major figures in American history, including George Washington, Abraham Lincoln, Sacajawea, Harriet Tubman, Susan B. Anthony, and Martin Luther King Jr.

2. Discuss the contributions of important women, African Americans, and Native Americans to United States and New Jersey history.

3. Explain the historical significance of major national holidays (e.g. Independence Day, Labor Day) and American symbols.

4. Relat