Major Developments

Major Comparisons and Analyses

-Locating world history in the environment and time

1-01 Describe the interaction of geography and climate with the development of early human society.

1-02 Explain how the environment is a historical actor.

1-03 Describe the major population changes (demography) resulting from human and environmental factors.

-Time

1-04 Detail the periodization of early human history.

1-05 Nature and causes of changes associated with this time span.

1-06 Continuities and breaks within this time span; for example the transition from river valley civilizations to classical civilizations

-Diverse interpretations

1-07 What are the issues involved in using “civilization” as an organizing principle in world history?

1-08 What is the most common source of change: connection or diffusion versus independent invention?

1-09 What was the effect of the Neolithic Revolution on gender relations?

-Developing agriculture and technology

1-10 Describe the agricultural, pastoral, and foraging societies and their demographic characteristics (Africa, the Americas, Europe, and Asia).

1-11 Detail the events and circumstances concerning the emergence of agriculture and technological change.

1-12 What was the nature of village settlements in this time period?

1-13 What was the impact of agriculture on the environment?

1-14 Detail the key stages of metal use and its introduction.

-Basic features of early civilizations in different environments: culture, state, and social structure.

1-15 Mesopotamia (culture, state, and social structure)

1-16 Egypt (culture, state, and social structure)

1-17 IndusValley or Harrapan civilization (culture, state, and social structure)

1-18 Shang or Huang He (Yellow River) valley civilization (culture, state, and social structure)

1-19 Mesoamerican (culture, state, and social structure)
1-20 Andean South America (culture, state, and social structure)

-Classical civilizations

1-21 What were the major political developments in China, India, the Mediterranean, and Mesoamerica during this time period?

1-22 Describe the social and gender structures.

1-23 What were the major trading patterns within and among classical civilizations; also describe contacts with adjacent regions.

1-24 Describe arts, sciences, and technology from this period.

-Major belief systems: Basic features and locations of major world belief systems prior to 600 c.e.

1-25 Polytheisms (basic features and locations/ diffusion)

1-26 Hinduism (basic features and locations/ diffusion)

1-27 Judaism (basic features and locations/ diffusion)

1-28 Confucianim (basic features and locations/ diffusion)

1-29 Daoim (basic features and locations/ diffusion)

1-30 Buddhism (basic features and locations/ diffusion)

1-31 Christianity (basic features and locations/ diffusion)

-Late classical period (200 c.e.–600 c.e.)

Explain and describe the collapse of empires/states:

1-32 Han China (collapse of)

1-33 Western portion of the Roman Empire (collapse of)

1-34 Gupta India (collapse of)

Detail the movements of peoples

1-35 Bantu

1-36 Hun

1-37 Germans

1-38 Polynesians

1-39 Explain the workings of the interregional networks which existed by 600 c.e.: link trade tothe spread of religions.

1-40 Compare major religious and philosophical systems including some underlying similarities in cementing a social hierarchy, e.g., Hinduism contrasted with Confucianism

1-41 Compare the role of women in different belief systems—Buddhism,

Christianity, Confucianism, and Hinduism

1-42 Understand how and why the collapse of empire was more severe in western Europe than it was in the eastern Mediterranean or in China

1-43 Compare the caste system to other systems of social inequality devised by early and classical civilizations, including slavery

1-44 Compare societies that include cities with pastoral and nomadic societies

1-45 Compare the development of traditions and institutions in major civilizations, e.g., Indian, Chinese, and Greek/Roman

1-46 Describe interregional trading systems, e.g., the Silk Roads

Compare the political and social structures of early civilizations:

1-47 Mesopotamia (political and social structures)
1-48 Egypt (political and social structures)
1-49 IndusValley (political and social structures)
1-50 Shang (political and social structures)
1-51 Mesoamerica (political and social structures)
1-52 Andean South America (political and social structures)

1-53 Analyze the role of technologies in the growth of large state structures 

Examples of the types of information students are expected to know contrasted with examples of what students are not expected to know for the multiple-choice section:

1-54 Nature of the Neolithic revolution, but not characteristics of previous stone ages, e.g., Paleolithic and Mesolithic.

1-55 Economic and social results of the agricultural revolution, but not specific dates of the introduction of agriculture to specific societies.

1-56 Nature of patriarchal systems, but not specific changes in family structure within a single region.

1-57 Importance of the introduction of bronze and iron, but not specific inventions or implements.

1-58 Political structure of classical China (emperor, bureaucracy), but not specific knowledge of dynastic transitions, e.g., from Qin to Han.

1-59 Greek approaches to science and philosophy, including Aristotle, but not details about other specific philosophers.

1-60 Diffusion of major religious systems, but not the specific regional forms of Buddhism or Aryan or Nestorian Christianity.

Major Developments

Major Comparisons and Analyses

-Questions of periodization

2-01 Nature and causes of changes in the world history framework leading up to 600 c.e.–1450 as a period
2-02 Continuities and breaks within the period (e.g., the effects of the Mongols on international contacts and on specific societies)

-Emergence of new empires and political systems:

2-03 Umayyad (location and political system)

2-04 Abbasid (location and political system)

2-05 Byzantium (location and political system)

2-06 Russia (location and political system)

2-07 Sudanic states (location and political system)

2-08 SwahiliCoast (location and political system)

2-09 Tang, Song, and Ming China (location and political system)

2-10 Delhi Sultanate (location and political system)

2-11 Mongol (location and political system)

2-12 Turkish (location and political system)

2-13 Aztec (location and political system)

2-14 Inca (location and political system)

-The Islamic world

2-15 The rise and role of Dar al-Islam as a unifying cultural and economic force in Eurasia and Africa

2-16 Islamic political structures, notably the caliphate

2-17 Arts, sciences, and technologies

-Interregional networks and contacts: Development and shifts in interregional trade, technology, and cultural exchange:

2-18 Trans-Sahara trade

2-19 Indian Ocean trade

2-20 Silk Roads

2-21 Economic innovations (e.g., Tang, Song, and early Ming China, Swahili

Coast trade, economic systems in the Americas)

2-22 Missionary outreach of major religions

2-23 Contacts between major religions, e.g., Islam and Buddhism, Christianity and Islam

2-24 Impact of the Mongol empires

-Political systems and cultural patterns

East Asia:

2-25 China’s expansion

2-26 Chinese influence on surrounding areas and its limits (Japan, Vietnam, and Korea)

2-27 Change and continuities in Confucianism

The Americas:

2-28 Apex and decline of the Maya

2-29 Rise of the Aztec

2-30 Rise of the Inca

Restructuring of Europe:

2-31 Decentralization—medieval society

2-32 Division of Christianity

2-33 Revival of cities

Africa:

2-34 Sudanic empires (Mali, Ghana, Songhay)

2-35 Swahili coast

South Asia and Southeast Asia:

2-36 Delhi Sultanate

2-37 Vietnam

2-38 Describe the arts, sciences, and technologies from this time period.

-Demographic and environmental changes

2-39 Impact of migrations on Afro-Eurasia and the Americas (e.g., Aztecs, Mongols, Turks, Vikings, and Arabs)

2-40 Consequences of plague pandemics in the fourteenth century

2-41 Growth and role of cities (e.g., the expansion of urban commercial centers in Song China and administrative centers in Africa and the Americas)

-Diverse interpretations

2-42 What are the issues involved in using cultural areas rather than states as units of analysis?

2-43 What are the sources of change: nomadic migrations versus urban growth?

2-44 Was there a world economic network in this period?

2-45 Were there common patterns in the new opportunities available to and

constraints placed on elite women in this period?

2-46 To what extent was Dar al-Islam a unified cultural/political entity? 

2-47 Compare the role and function of cities in major societies

2-48 Analyze gender systems and changes, such as the effects of Islam

2-49 Analyze the interactions between Jews, Christians, and Muslims

2-50 Compare developments in political and social institutions in both eastern and Western Europe

2-51 Compare Japanese and European feudalism

2-52 Compare European and sub-Saharan African contacts with the Islamic world

2-53 Analyze the Chinese civil service exam system and the rise of meritocracy 

Examples of the types of information students are expected to know contrasted with examples of what students are not expected to know for the multiple-choice section:

2-54 Arab caliphate, but not the transition from Umayyad to ‘Abbasid

Mamluks, but not Almohads

2-55 Feudalism, but not specific feudal monarchs such as Richard I

2-56 Land management systems, but not the European three-field system

2-57 Crusading movement and its impact, but not specific crusades

2-58 Viking exploration, expansion, and impact, but not individual explorers

2-59 Mongol expansion and its impact, but not details of specific khanates

2-60 Papacy, but not particular popes

2-61 Indian Ocean trading patterns, but not Gujarati merchants

2-62 Neoconfucianism, but not the specific contribution of Zhu Xi 

Major Developments

Major Comparisons and Analyses

-Questions of periodization

3-01 Continuities and breaks, causes of changes from the previous period and within this period

-Changes and continuities 

3-02 Changes in trade, technology, and global interactions; e.g., the Columbian Exchange, the impact of guns, changes in shipbuilding,

and navigational devices

-Major Empires

Knowledge of major empires and other political units and social systems:

3-03 Aztec (political and social systems)
3-04 Inca (political and social systems)
3-05 Ottoman (political and social systems)
3-06 China (political and social systems)
3-07 Portugal (political and social systems)
3-08 Spain (political and social systems)
3-09 Russia (political and social systems)
3-10 France (political and social systems)
3-11 Britain (political and social systems)

3-12 Tokugawa (political and social systems)
3-13 Mughal (political and social systems)

3-14 Characteristics of African kingdoms in general but knowing one (Kongo, Benin, Oyo, Dahomey, Ashanti, or Songhay) as illustrative.

3-15 Gender and empire (including the role of women in households and in politics)

3-16 Slave systems and slave trade

-Demographic and environmental changes

3-17 Demographic and environmental changes: diseases, animals, new crops, and comparative population trends

-Cultural and intellectual developments

3-18 Scientific Revolution and the Enlightenment

3-19 Comparative global causes and impacts of cultural change (e.g., African

contributions to cultures in the Americas)

3-20 Major developments and exchanges in the arts (e.g., Mughal, the Americas)

3-21 Creation of new religions (Vodun, Zen, Sikhism, Protestantism)

-Diverse interpretations

3-22 What are the debates about the timing and extent of European predominance in the world economy?

3-23 How does the world economic system of this period compare with patterns of interregional trade in the previous period? 

3-24 Compare colonial administrations

3-25 Compare coercive labor systems: slavery and other coercive labor systems in the Americas

3-26 Analyze the development of empire (i.e., general empire building in Asia, Africa, Europe, and the Americas)

3-27 Analyze imperial systems: a European seaborne empire compared with a landbased Asian empire

3-28 Compare Russia’s interaction with two of the following (Ottoman Empire,

China, western Europe, and eastern Europe)

3-29 Compare Mesoamerican and Andean systems of economic exchange

Examples of the types of information students are expected to know contrasted with examples of those things students are not expected to know for the multiple-choice section:

3-30 Extent of Ottoman expansion, but not individual states

3-31 Slave plantation systems, but not Jamaica’s specific slave system

3-32 Institution of the harem, but not Hurrem Sultan

3-33 Relations between the Kongo and Portugal, but not individual rulers

3-34 Tokugawa Japan’s foreign policy, but not Hideyoshi

3-35 Importance of European exploration, but not individual explorers

3-36 Characteristics of European absolutism, but not specific rulers

3-37 Protestant Reformation, but not Anabaptism or the Huguenots

Major Developments

Major Comparisons and Analyses

-Questions of periodization

4-01 Continuities and breaks; causes of changes from the previous period and within this period

-Changes in global commerce, communications, and technology

4-02 Industrial Revolution (transformative effects on and differential timing in

different societies; mutual relation of industrial and scientific developments;

commonalities)

4-03 Changes in patterns of world trade

-Demographics

4-04 Demographic and environmental changes (migrations; end of the Atlantic slave trade; new birthrate patterns; food supply; medicine)

4-05 Changes in social and gender structure (Industrial Revolution; commercial and demographic developments; emancipation of serfs/slaves; tension between work patterns and ideas about gender; new forms of labor systems)

-Political revolutions and independence movements; new political ideas:

4-06 United States
4-07 Latin American

4-08 France
4-09 Haiti
4-10 Mexico
4-11 China

4-12 Rise of nationalism, nation-states, and movements of political reform

4-13 Rise of democracy and its limitations: reform; women; racism

-The West

4-14 Rise of Western dominance (economic, military, political, social, cultural and artistic,

4-15 Patterns of expansion; imperialism, colonialism, and neocolonialism)

4-16 Cultural and political reactions (dissent; reform; resistance; rebellion;

racism; nationalism)

4-17 Impact of changing European ideologies on colonial administrations

-Patterns of cultural and artistic interactions among societies in different parts of the world:

4-18 African and Asian influences on European art
4-19 Cultural policies of Meiji Japan

-Diverse interpretations

4-20 What are the debates about the causes and effects of serf and slave

emancipation in this period, and how do these debates fit into broader

comparisons of labor systems?

4-21 What are the debates over the nature of women’s roles in this period?

4-22 How do these debates apply to industrialized areas, and how do they apply in colonial societies?

4-23 What are the debates over the causes of European/British technological

innovation versus development in Asia/China? 

4-24 Compare the causes and early phases of the Industrial Revolution in western Europe and Japan

4-25 Compare the Haitian and French Revolutions

4-26 Compare reaction to foreign interference in the Ottoman Empire, China, India, Southeast Asia, and Japan

4-27 Compare nationalism in the following pairs: China and Japan, Egypt and Italy, Pan Africanism and the Indian Congress Movement

4-28 Explain forms of Western intervention in Latin America, Africa, and Southeast Asia

4-29 Compare the roles and conditions of elite women in Latin America with those in western Europe before 1850

Examples of the types of information students are expected to know contrasted with examples of what students are not expected to know for the multiple-choice section:

4-30 Causes of Latin American independence movements, but not specific

protagonists

4-31 The French Revolution of 1789, but not the Revolution of 1830

4-32 Meiji Restoration, but not Iranian Constitutional Revolution

4-33 Boxer Rebellion, but not the Crimean War

4-34 Suez Canal, but not the Erie Canal

4-35 Muhammad Ali, but not Isma’il

4-36 Marxism, but not Utopian socialism

4-37 Social Darwinism, but not Herbert Spencer

4-38 Women’s emancipation movements, but not specific suffragists 

Major Developments

Major Comparisons and Analyses

-Questions of periodization

5-01 Continuities and breaks; causes of changes from the previous period and within this period

-War and peace in a global context

5-02 Colonial soldiers in the First World War
5-03 The Holocaust

5-04 The Cold War

5-05 Nuclear weaponry

5-06 International organizations and their effects on the global framework, e.g, (globalization of diplomacy and conflict; global balance of power; reduction of European influence; the League of Nations, the United Nations, the Nonaligned Nations)

-New patterns of nationalism

5-07 Fascism

5-08 Decolonization

5-09 Racism

5-10 Genocide

5-11 The breakup of the Soviet Union

-Effects of major global economic developments

5-12 The Great Depression; worldwide impact
5-13 New technologies of the the late 20th century
5-14 Pacific Rim economic tigers
5-15 Multinational corporations

5-16 New forces of revolution and other sources of political innovations

-Social reform and social revolution

5-17 Changing gender roles

5-18 New family structures

5-19 Rise of feminism
5-20 Peasant protest
5-21 International Marxism
5-22 Religious fundamentalism

-Globalization of science, technology, and culture

5-23 Developments in global cultures and regional reactions,

including science and consumer culture

5-24 Interactions between elite and popular culture and art

5-25 Patterns of resistance including religious responses

-Demographic and environmental changes

5-26 Migrations of the late 20th century

5-27 Changes in birthrates and death rates

5-28 New forms of urbanization

5-29 Deforestation; green/environmental movements

5-30 Rural to urban shifts

-Diverse interpretations

5-31 Is cultural convergence or diversity the best model for understanding increased intercultural contact in the modern world? Explain!

5-32 What are the advantages and disadvantages of using units of analysis for the modern world, such as the nation, the world, the West, and the developing

world? 

5-33 Compare patterns and results of decolonization in Africa and India

Comparative revolutions: their effects on the roles of women:

5-34 Russian (effects on the roles of women)

5-35 Chinese (effects on the roles of women)

5-36 Cuban (effects on the roles of women)

5-37 Iranian (effects on the roles of women)

5-38 Compare the effects of the World Wars on areas outside of Europe

Compare legacies of colonialism and patterns of economic development:

5-39 Africa

5-40 Asia

5-41 Latin America

5-42 Analyze nationalist ideologies and movements in contrasting European and colonial environments

5-43 Compare the different types of independence struggles

5-44 Examine global interactions in cultural arenas (e.g., reggae, art, sports)

5-45 Analyze the global effects of the Western consumer society.

5-46 Compare major forms of twentieth-century warfare.

5-47 Assess different proposals (or models) for economic growth in the developing world and the social and political consequences.

Examples of the types of information students are expected to know contrasted with examples of what students are not expected to know for the multiple-choice section:

5-48 Effects of global wars, but not specific battles in the World Wars

5-49 Cultural and political transformations resulting from the wars, but not French political and cultural history

5-50 Authoritarian regimes, but not Mussolini’s or Vargas’s internal policies

5-51 Feminism and gender relations, but not Simone de Beauvoir or Huda Shaarawi

5-52 The growth of international organizations, but not the history of the ILO

Colonial independence movements, but not the resolutions passed by the Indian National Congress

5-53 The issue of genocide, but not Cambodia, Rwanda, or Kosovo

5-54 The internationalization of popular culture, but not the Beatles