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Colonial Settlement Seventh Grade Social Studies
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The American Revolution Seventh Grade Social Studies
Women's Rights Seventh Grade Social Studies
The Nation Grows and Expands Seventh Grade Social Studies
The Renaissance in Europe Seventh Grade Social Studies

Idaho Standards for Eighth Grade Social Studies

ID.CC.RH.6-8. Reading Standards for Literacy in History/Social Studies

Craft and Structure

RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Medieval EuropeWorksheets :3Study Guides :1The Renaissance in EuropeWorksheets :4Study Guides :1The Protestant ReformationWorksheets :3Study Guides :1The Scientific RevolutionFreeWorksheets :3Study Guides :1European Exploration and SettlementWorksheets :4Study Guides :1The AztecsWorksheets :3Study Guides :1The MayaWorksheets :3Study Guides :1The IncasWorksheets :3Study Guides :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1Reconstruction after the Civil WarWorksheets :4Study Guides :1Industrial GrowthWorksheets :3Study Guides :1Progressive Era Worksheets :3Study Guides :1ExpansionismWorksheets :4Study Guides :1World War IWorksheets :4Study Guides :1The Roaring TwentiesWorksheets :3Study Guides :1The Great DepressionWorksheets :4Study Guides :1World War IIWorksheets :4Study Guides :1The Cold WarWorksheets :4Study Guides :1Civil RightsWorksheets :4Study Guides :1The Vietnam WarWorksheets :4Study Guides :1The New MillenniumWorksheets :3Study Guides :1MesopotamiaWorksheets :3Study Guides :1EgyptWorksheets :3Study Guides :1Ancient Israel Worksheets :3Study Guides :1PhoeniciaWorksheets :3Study Guides :1Ancient GreeceWorksheets :3Study Guides :1Ancient RomeWorksheets :3Study Guides :1Ancient ChinaFreeWorksheets :3Study Guides :1MexicoWorksheets :4Study Guides :1CanadaWorksheets :4Study Guides :1Central AmericaWorksheets :3Study Guides :1South AmericaWorksheets :3EconomicsWorksheets :3Study Guides :1
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Geographic Map TermsWorksheets :3Study Guides :1Geographic ToolsWorksheets :3Study Guides :1Medieval EuropeWorksheets :3Study Guides :1The Renaissance in EuropeWorksheets :4Study Guides :1The Protestant ReformationWorksheets :3Study Guides :1The Scientific RevolutionFreeWorksheets :3Study Guides :1European Exploration and SettlementWorksheets :4Study Guides :1The AztecsWorksheets :3Study Guides :1The MayaWorksheets :3Study Guides :1The IncasWorksheets :3Study Guides :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1Reconstruction after the Civil WarWorksheets :4Study Guides :1Industrial GrowthWorksheets :3Study Guides :1Progressive Era Worksheets :3Study Guides :1ExpansionismWorksheets :4Study Guides :1World War IWorksheets :4Study Guides :1The Roaring TwentiesWorksheets :3Study Guides :1The Great DepressionWorksheets :4Study Guides :1World War IIWorksheets :4Study Guides :1The Cold WarWorksheets :4Study Guides :1Civil RightsWorksheets :4Study Guides :1The Vietnam WarWorksheets :4Study Guides :1The New MillenniumWorksheets :3Study Guides :1MesopotamiaWorksheets :3Study Guides :1EgyptWorksheets :3Study Guides :1Ancient Israel Worksheets :3Study Guides :1PhoeniciaWorksheets :3Study Guides :1Ancient GreeceWorksheets :3Study Guides :1Ancient RomeWorksheets :3Study Guides :1Ancient ChinaFreeWorksheets :3Study Guides :1MexicoWorksheets :4Study Guides :1CanadaWorksheets :4Study Guides :1Central AmericaWorksheets :3Study Guides :1South AmericaWorksheets :3EconomicsWorksheets :3Study Guides :1Environmental ChangesWorksheets :3Study Guides :1

Range of Reading and Level of Text Complexity

RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
Geographic Map TermsWorksheets :3Study Guides :1Geographic ToolsWorksheets :3Study Guides :1Medieval EuropeWorksheets :3Study Guides :1The Renaissance in EuropeWorksheets :4Study Guides :1The Protestant ReformationWorksheets :3Study Guides :1The Scientific RevolutionFreeWorksheets :3Study Guides :1European Exploration and SettlementWorksheets :4Study Guides :1The AztecsWorksheets :3Study Guides :1The MayaWorksheets :3Study Guides :1The IncasWorksheets :3Study Guides :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1Reconstruction after the Civil WarWorksheets :4Study Guides :1Industrial GrowthWorksheets :3Study Guides :1Progressive Era Worksheets :3Study Guides :1ExpansionismWorksheets :4Study Guides :1World War IWorksheets :4Study Guides :1The Roaring TwentiesWorksheets :3Study Guides :1The Great DepressionWorksheets :4Study Guides :1World War IIWorksheets :4Study Guides :1The Cold WarWorksheets :4Study Guides :1Civil RightsWorksheets :4Study Guides :1The Vietnam WarWorksheets :4Study Guides :1The New MillenniumWorksheets :3Study Guides :1MesopotamiaWorksheets :3Study Guides :1EgyptWorksheets :3Study Guides :1Ancient Israel Worksheets :3Study Guides :1PhoeniciaWorksheets :3Study Guides :1Ancient GreeceWorksheets :3Study Guides :1Ancient RomeWorksheets :3Study Guides :1Ancient ChinaFreeWorksheets :3Study Guides :1MexicoWorksheets :4Study Guides :1CanadaWorksheets :4Study Guides :1Central AmericaWorksheets :3Study Guides :1South AmericaWorksheets :3EconomicsWorksheets :3Study Guides :1Environmental ChangesWorksheets :3Study Guides :1

ID.GEH. GEOGRAPHY-EASTERN HEMISPHERE

GEH.1: History - Students in Geography-Eastern Hemisphere build an understanding of the cultural and social development of human civilization.

1.8: Build an understanding of the cultural and social development of human civilization.
By the end of Geography-Eastern Hemisphere, the student will be able to:
6-9.GEH.1.8.1. Describe major aspects of the civilizations of the Eastern Hemisphere prior to European contact.6-9.GEH.1.8.4. Explain how and why events may be interpreted differently according to the points of view of participants and observers.6-9.GEH.1.8.5. Describe the historical origins, central beliefs, and spread of major religions, including Judaism, Christianity, Islam, Hinduism, Buddhism, and Confucianism.

GEH.2: Geography - Students in Geography-Eastern Hemisphere analyze the spatial organizations of people, places, and environment on the earth's surface, explain how human actions modify the physical environment and how physical systems affect human activity and living conditions, trace the migration and settlement of human populations on the earth's surface, analyze the human and physical characteristics of different places and regions, and explain how geography enables people to comprehend the relationships between people, places, and environments overtime.

2.3: Trace the migration and settlement of human populations on the earth's surface.
By the end of Geography-Eastern Hemisphere, the student will be able to:
6-9.GEH.2.3.2. Describe major physical characteristics of regions in the Eastern Hemisphere.
2.4: Analyze the human and physical characteristics of different places and regions.
By the end of Geography-Eastern Hemisphere, the student will be able to:
6-9.GEH.2.4.2. Compare and contrast cultural patterns in the Eastern Hemisphere, such as language, religion, and ethnicity. (469.04c)

GEH.5: Global Perspectives - Students in Geography-Eastern Hemisphere build an understanding of multiple perspectives and global interdependence.

5.1: Build an understanding of multiple perspectives and global interdependence.
By the end of Geography-Eastern Hemisphere, the student will be able to:
6-9.GEH.5.1.4. Discuss present conflicts between cultural groups and nation-states in the Eastern Hemisphere.6-9.GEH.5.1.5. Give examples of the benefits of global connections, such as developing opportunities for trade, cooperating in seeking solutions to mutual problems, learning for technological advances, acquiring new perspectives, and benefiting from developments in architecture, music, and the arts.6-9.GEH.5.1.6. Give examples of the causes and consequences of current global issues, such as the expansion of global markets, the urbanization of the developing world, the consumption of natural resources, and the extinction of species, and speculate possible responses by various individuals, groups, and nations.

ID.GWH. GEOGRAPHY-WESTERN HEMISPHERE

GWH.1: History - Students in Geography-Western Hemisphere build an understanding of the cultural and social development of human civilization.

1.8: Build an understanding of the cultural and social development of human civilization.
By the end of Geography-Western Hemisphere, the student will be able to:
6-9.GWH.1.8.1. Describe major aspects of the civilizations of the Western Hemisphere prior to European contact, such as Mesoamerica.6-9.GWH.1.8.2. Examine the impact of Europeans on indigenous cultures in the Western Hemisphere.6-9.GWH.1.8.3. Compare various approaches to European colonization in the Western Hemisphere.6-9.GWH.1.8.4. Explain how and why events may be interpreted differently according to the points of view of participants and observers.

GWH.2: Geography - Students in Geography-Western Hemisphere analyze the spatial organizations of people, places, and environment on the earth's surface, explain how human actions modify the physical environment and how physical systems affect human activity and living conditions, trace the migration and settlement of human populations on the earth's surface, analyze the human and physical characteristics of different places and regions, and explain how geography enables people to comprehend the relationships between people, places, and environments over time.

2.1: Analyze the spatial organizations of people, places, and environment on the earth's surface.
By the end of Geography-Western Hemisphere, the student will be able to:
6-9.GWH.2.1.1. Explain and use the components of maps, compare different map projections, and explain the appropriate uses for each. (469.01b)6-9.GWH.2.1.2. Apply latitude and longitude to locate places on Earth and describe the uses of technology, such as Global Positioning Systems (GPS) and Geographic Information Systems (GIS).6-9.GWH.2.1.3. Use mental maps to answer geographic questions. (469.01b)
2.2: Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
By the end of Geography-Western Hemisphere, the student will be able to:
6-9.GWH.2.2.1. Explain how Earth/sun relationships, ocean currents, and winds influence climate differences on Earth. (469.03f)6-9.GWH.2.2.2. Locate, map, and describe the climate regions of the Western Hemisphere and their impact on human activity and living conditions.6-9.GWH.2.2.3. Identify major biomes and explain ways in which the natural environment of places in the Western Hemisphere relates to their climate. (469.03a)6-9.GWH.2.2.4. Analyze and give examples of the consequences of human impact on the physical environment and evaluate ways in which technology influences human capacity to modify the physical environment. (469.05a)
2.3: Trace the migration and settlement of human populations on the earth's surface.
By the end of Geography-Western Hemisphere, the student will be able to:
6-9.GWH.2.3.1. Identify the names and locations of countries and major cities in the Western Hemisphere.6-9.GWH.2.3.2. Describe major physical characteristics of regions in the Western Hemisphere.6-9.GWH.2.3.3. Identify patterns of population distribution and growth in the Western Hemisphere and explain changes in these patterns which have occurred over time. (469.04b)
2.4: Analyze the human and physical characteristics of different places and regions.
By the end of Geography-Western Hemisphere, the student will be able to:
6-9.GWH.2.4.1. Describe major cultural characteristics of regions in the Western Hemisphere.6-9.GWH.2.4.2. Compare and contrast cultural patterns in the Western Hemisphere, such as language, religion, and ethnicity. (469.04c)
2.5: Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
By the end of Geography-Western Hemisphere, the student will be able to:
6-9.GWH.2.5.1. Analyze the distribution of natural resources in the Western Hemisphere.6-9.GWH.2.5.2. Give examples of how both natural and technological hazards have impacted the physical environment and human populations in specific areas of the Western Hemisphere. (469.05c)6-9.GWH.2.5.3. Give examples of how land forms and water, climate, and natural vegetation have influenced historical trends and developments in the Western Hemisphere. (469.06c)

GWH.3: Economics - Students in Geography-Western Hemisphere explain basic economic concepts and identify different influences on economic systems.

3.2: Identify different influences on economic systems.
By the end of Geography-Western Hemisphere, the student will be able to:
6-9.GWH.3.2.3. Analyze current economic issues in the countries of the Western Hemisphere using a variety of information resources.

GWH.4: Civics and Government - Students in Geography-Western Hemisphere build an understanding of comparative government.

4.5: Build an understanding of comparative government.
By the end of Geography-Western Hemisphere, the student will be able to:
6-9.GWH.4.5.1. Identify the major forms of government in the Western Hemisphere and compare them with the United States.

GWH.5: Global Perspectives - Students in Geography-Western Hemisphere build an understanding of multiple perspectives and global interdependence.

5.1: Build an understanding of multiple perspectives and global interdependence.
By the end of Geography-Western Hemisphere, the student will be able to:
6-9.GWH.5.1.1. Discuss how social institutions, including family, religion, and education, influence behavior in different societies in the Western Hemisphere.6-9.GWH.5.1.2. Give examples of how language, literature, and the arts shaped the development and transmission of culture in the Western Hemisphere.6-9.GWH.5.1.4. Discuss present conflicts between cultural groups and nation-states in the Western Hemisphere.

ID.USH1. U.S. HISTORY I

USH1.1: History - Students in U.S. History I build an understanding of the cultural and social development of the United States, trace the role of migration and immigration of people in the development of the United States, identify the role of American Indians in the development of the United States, analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States, and trace the role of exploration and expansion in the development of the United States.

1.1: Build an understanding of the cultural and social development of the United States.
By the end of U.S. History I, the student will be able to:
6-12.USH1.1.1.1. Compare and contrast the different cultural and social influences that emerged in the North American colonies. (479.01a)6-12.USH1.1.1.2. Describe the experiences of culturally, ethnically, and racially different groups existing as part of American society prior to the Civil War. (479.01b)6-12.USH1.1.1.4. Discuss the causes and effects of various compromises and conflicts in American history such as the American Revolution, Civil War and Reconstruction.
1.2: Trace the role of migration and immigration of people in the development of the United States.
By the end of U.S. History I, the student will be able to:
6-12.USH1.1.2.1. Analyze the religious, political, and economic motives of European immigrants who came to North America. (476.01a)6-12.USH1.1.2.3. Analyze the concept of Manifest Destiny and its impact on American Indians and the development of the United States. (476.01d)
1.3: Identify the role of American Indians in the development of the United States.
By the end of U.S. History I, the student will be able to:
6-12.USH1.1.3.1. Trace federal policies and treaties such as removal, reservations, and allotment throughout history that have impacted contemporary American Indians.6-12.USH1.1.3.2. Explain how and why events may be interpreted differently according to the points of view of participants and observers.
1.4: Analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States.
By the end of U.S. History I, the student will be able to:
6-12.USH1.1.4.1. Explain the consequences of scientific and technological inventions and changes on the social and economic lives of the people in the development the United States. (477.01a)6-12.USH1.1.4.2. Explain how the development of various modes of transportation increased economic prosperity and promoted national unity. (477.01b)
1.5: Trace the role of exploration and expansion in the development of the United States.
By the end of U.S. History I, the student will be able to:
6-12.USH1.1.5.2. Identify significant countries and their roles and motives in the European exploration of the Americas. (475.01b)6-12.USH1.1.5.3. Describe and analyze the interactions between native peoples and the European explorers. (475.01c)6-12.USH1.1.5.4. Summarize the major events in the European settlement of North America from Jamestown to the end of the 18th century. (475.01d)6-12.USH1.1.5.5. Identify the United States territorial expansion between 1801 and 1861 and explain internal and external conflicts. (475.01e, f)

USH1.2: Geography - Students in U.S. History I analyze the spatial organizations of people, places, and environment on the earth's surface, explain how human actions modify the physical environment and how physical systems affect human activity and living conditions, and trace the migration and settlement of human populations on the earth's surface.

2.3: Trace the migration and settlement of human populations on the earth's surface.
By the end of U.S. History I, the student will be able to:
6-12.USH1.2.3.2. Illustrate westward migration across North America.

USH1.3: Economics - Students in U.S. History I explain basic economic concepts, identify different influences on economic systems, and analyze the different types of economic institutions.

3.3: Analyze the different types of economic institutions.
By the end of U.S. History I, the student will be able to:
6-12.USH1.3.3.1. Evaluate the role of financial institutions in the economic development of the United States.

USH1.4: Civics and Government - Students in U.S. History I build an understanding of the foundational principles of the American political system, the organization and formation of the American system of government, that all people in the United States have rights and assume responsibilities, and the evolution of democracy.

4.1: Build an understanding of the foundational principles of the American political system.
By the end of U.S. History I, the student will be able to:
6-12.USH1.4.1.1. Trace the development of constitutional democracy in the United States, such as the Mayflower Compact, colonial assemblies, Bacon's Rebellion. (480.01.a)6-12.USH1.4.1.2. Identify fundamental values and principles as expressed in basic documents such as the Declaration of Independence, Articles of Confederation, and the United States Constitution. (480.01b)6-12.USH1.4.1.3. Evaluate issues in which fundamental values and principles are in conflict, such as between liberty and equality, individual interests and the common good, and majority rule and minority protections. (480.01d)
4.3: Build an understanding that all people in the United States have rights and assume responsibilities.
By the end of U.S. History I, the student will be able to:
6-12.USH1.4.3.1. Provide and evaluate examples of social and political leadership in early American history. (474.01d)
4.4: Build an understanding of the evolution of democracy.
By the end of U.S. History I, the student will be able to:
6-12.USH1.4.4.1. Describe the role of gender, race, ethnicity, religion, and national origin on the development of individual/political rights. (474.01e)

USH1.5: Global Perspectives - Students in U.S. History I build an understanding of multiple perspectives and global interdependence.

5.1: Build an understanding of multiple perspectives and global interdependence.
By the end of U.S. History I, the student will be able to:
6-12.USH1.5.1.1. Explain the significance of principle policies and events in the United States' relations with the world, such as the War of 1812, Monroe Doctrine, and Mexican and Spanish American Wars.6-12.USH1.5.1.2. Evaluate the major foreign policy positions that have characterized the United States' relations with the world, such as isolationism and imperialism.6-12.USH1.5.1.3. Analyze how national interest shapes foreign policy.

ID.WHC. WORLD HISTORY AND CIVILIZATION

WHC.1: History - Students in World History and Civilization explain the rise of human civilization, trace how natural resources and technological advances have shaped human civilization, build an understanding of the cultural and social development of human civilization, and identify the role of religion in the development of human civilization.

1.6: Explain the rise of human civilization.
By the end of World History and Civilization, the student will be able to:
6-9.WHC.1.6.3. Analyze the characteristics of early civilizations.
1.7: Trace how natural resources and technological advances have shaped human civilization.
By the end of World History and Civilization, the student will be able to:
6-9.WHC.1.7.1. Explain how man adapted the environment for civilization to develop. (462.04a)6-9.WHC.1.7.2. Identify the technological advances developed by Ancient, Greco Roman, Middle Ages, Early-Modern, and Modern European societies and civilizations. (462.04b)
1.8: Build an understanding of the cultural and social development of human civilization.
By the end of World History and Civilization, the student will be able to:
6-9.WHC.1.8.1. Find examples of how writing, art, architecture, mathematics, and science have evolved in western civilization over time. (462.05b)6-9.WHC.1.8.2. Identify the origins and characteristics of different social classes.
1.9: Identify the role of religion in the development of human civilization.
By the end of World History and Civilization, the student will be able to:
6-9.WHC.1.9.2. Explain how religion shaped the development of western civilization. (462.07a)

WHC.2: Geography - Students in World History and Civilization analyze the spatial organizations of people, places, and environment on the earth's surface, trace the migration and settlement of human populations on the earth's surface, analyze the human and physical characteristics of different places and regions, and explain how geography enables people to comprehend the relationships between people, places, and environments over time.

2.1: Analyze the spatial organizations of people, places, and environment on the earth's surface.
By the end of World History and Civilization, the student will be able to:
6-9.WHC.2.1.1. Develop and interpret different kinds of maps, globes, graphs, charts, databases and models.
2.3: Trace the migration and settlement of human populations on the earth's surface.
By the end of World History and Civilization, the student will be able to:
6-9.WHC.2.3.1. Identify main reasons for major migrations of people. (463.03a)6-9.WHC.2.3.2. Explain how climate affects human migration and settlement. (463.03b)
2.4: Analyze the human and physical characteristics of different places and regions.
By the end of World History and Civilization, the student will be able to:
6-9.WHC.2.4.1. Explain the impact of waterways on civilizations. (463.02b)
2.5: Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
By the end of World History and Civilization, the student will be able to:
6-9.WHC.2.5.1. Explain how the resources of an area can be the source of conflict between competing groups. (463.04a)6-9.WHC.2.5.2. Illustrate how the population growth rate impacts a nation's resources. (463.04b)6-9.WHC.2.5.3. Explain how rapid growth of cities can lead to economic, social, and political problems. (463.04c)6-9.WHC.2.5.4. Describe how the conservation of resources is necessary to maintain a healthy environment. (463.04d)

WHC.3: Economics - Students in World History and Civilization explain basic economic concepts and identify different influences on economic systems.

3.1: Explain basic economic concepts.
By the end of World History and Civilization, the student will be able to:
6-9.WHC.3.1.1. Explain how historically people have relied on their natural resources to meet their needs. (465.01b)6-9.WHC.3.1.2. List examples that show how economic opportunity and a higher standard of living are important factors in the migration of people. (465.01c)6-9.WHC.3.1.3. Analyze the role of money as a means of exchange. (465.02a)

WHC.4: Civics and Government - Students in World History and Civilization build an understanding of the evolution of democracy.

4.4: Build an understanding of the evolution of democracy.
By the end of World History and Civilization, the student will be able to:
6-9.WHC.4.4.2. Analyze the various political influences which shaped western civilization including the City-State, Monarchy, Republic, Nation-State, and Democracy.6-9.WHC.4.4.3. Analyze and evaluate the global expansion of liberty and democracy through revolution and reform movements in challenging authoritarian or despotic regimes. (464.02a)

WHC.5: Global Perspectives - Students in World History and Civilization build an understanding of multiple perspectives and global interdependence.

5.1: Build an understanding of multiple perspectives and global interdependence.
By the end of World History and Civilization, the student will be able to:
6-9.WHC.5.1.1. Explain common reasons and consequences for the breakdown of order among nation-states, such as conflicts about national interests, ethnicity, and religion; competition for resources and territory; the absence of effective means to enforce international law.6-9.WHC.5.1.2. Explain the global consequences of major conflicts in the 20th century, such as World War I; World War II, including the Holocaust; and the Cold War.6-9.WHC.5.1.3. Evaluate why peoples unite for political, economic, and humanitarian reasons.

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