Learning+Goals

=ERA I: PREHISTORY TO 600 BCE = =Learning Goal 1: Neolithic =

Starting about 10,000 BCE, people in Mesopotamia started farming and settled down into the first villages.

 * Level 2: Recognition and Recall: Know the places, time period, technologies, and way of life that made up the Neolithic. Who experienced it and who didn't?
 * Level 3: Conceptual, Application, & Analysis: Explain what happened. How does it compare to other periods of history, what are the continuities from this period? What process caused this period to come about and what process caused it to end? What can we know and not know about the stone age and why?

=Learning Goal 2: First Cities and Empires = ====Starting after 4000 BCE the first cities developed in several regions of the world. They exhibited a variety of news and advanced cultural traits. ====
 * Level 2: Recognition and Recall: Must be able to locate and name the civilizations in Mesopotamia, Egypt, Indus, China, and Americas and the core traits of 'civilization.'
 * Level 3: Conceptual, Application, & Analysis: Compare the basic traits of early civilizations. Provide examples of the traits of civilization within each region listed above. What impact did these advancements have on the culture, politics, and social structures of the societies it occurred in. Can critique the idea of civilization.

=ERA II: 600 BCE to 600 CE =

=Learning Goal 3: Classical Empires =

Starting after about 600 BCE major empires develop with far reaching political, cultural, and economic impact.

 * Level 2: Recognition & Recall: Can name and locate specific empires in the Mediterranean region, Middle East, India, China, and the Americas. Can cite specific traits about Chinese and Mediterranean empires related to politics, interaction, and social order.
 * Level 3: Conceptual, Application, & Analysis: Can explain the change of Mediterranean empires over time and Chinese empires over time. Can compare Chinese empires and Mediterranean empires.

=Learning Goal 4: Classical Religions = ====During this period several belief systems came about that were associated with the major empires of the period and therefore spread and developed into long-lasting cultural traditions. ====
 * <span style="font-family: Arial,Helvetica,sans-serif;">Level 2: Recognition & Recall: Can explain the basic beliefs, practices, and origins of Hinduism, Buddhism, Judaism, Christianity, and Confucianism.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Level 3: Conceptual, Application, & Analysis: Can briefly explain ways in which these belief systems were each associated with a major empire of this period. Can compare these religions. Can explain the connection between Judaism and Christianity and also Hinduism and Buddhism.

=<span style="font-family: Arial,Helvetica,sans-serif;">ERA III: 600 to 1450 = =<span style="font-family: Arial,Helvetica,sans-serif;">Learning Goal 5: Islam = ====<span style="font-family: Arial,Helvetica,sans-serif;">In the seventh century, Islam originated and spread. It quickly developed into a major religious tradition, imperial tradition, culturally advanced civilization, and hub of far-reaching economic activity. ====
 * <span style="font-family: Arial,Helvetica,sans-serif;">Level 2: Recognition & Recall: Origin story of Islam, Five Pillars of Islam. Also, when, where, and how it spread. It's cultural traits that made it a relatively advanced civilization during this period. Ways in which it connected people from Africa, to Europe, to Asia, to the Indian Ocean.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Level 3: Conceptual, Application, & Analysis: Comparison to previous belief systems, the change of Islam over time from the 620s, to the rise of Islamic Empires, through the Crusades and invasion by Turks and Mongols. The relationship between Islam as a faith and intellectual tradition vs Islam as a political system.

<span style="font-family: Arial,Helvetica,sans-serif;">Learning Goal 6: Exchange, Isolation, and Migration ====<span style="font-family: Arial,Helvetica,sans-serif;">During this period some societies actively engaged and traded with others such as Islam, the Byzantines, and China. Meanwhile other societies were more isolated such as Western Europe and Japan. Also migrant populations flourished in this period and have a dramatic impact on other societies. This includes traders like Vikings, Muslims, and Jews; but also paternalists on who live on horseback like Turks and Mongols. Many of these migrants developed new states, such as (for example Germanic kingdoms, Islamic empires, West African states, Russia, Mongol empire). ====
 * <span style="font-family: Arial,Helvetica,sans-serif;">Level 2: Recognition & Recall: Be able to locate and describe the following groups and their interactions with others during this period: Muslims, Arabs, Byzantines, Vikings, Western Europeans, China, Turks, Mongols, Russians, Japan. Specific instances of contact to know about: Islamic trade, the Crusades, Mongol and Turkish Conquest, European and Japanese feudalism.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Level 3: Conceptual, Application, & Analysis: Why were some societies interacting and expanding while others were isolated? Examples? What impact did migrants like Vikings, Mongols, and Turks have on the places they went to? How were these migrating groups themselves changed by contact with new peoples? Compare the new governments created by migrants.

=<span style="font-family: Arial,Helvetica,sans-serif;">ERA IV: 1450 to 1750 = =<span style="font-family: Arial,Helvetica,sans-serif;">Learning Goal 7: The Rise of Europe = ====<span style="font-family: Arial,Helvetica,sans-serif;">Cultural, economic, and technological changes in Europe propels European states and people onto the global stage in a way in had previously not experienced. ==== = = =<span style="font-family: Arial,Helvetica,sans-serif;">Learning Goal 8: Global Convergence and Empires = ====<span style="font-family: Arial,Helvetica,sans-serif;">The globe is interconnected by European Maritime gunpowder empires while Asia is dominated by growing land-based gunpowder empires. Causes radical changes globally, particularly in Americas and Africa. ==== = =
 * <span style="font-family: Arial,Helvetica,sans-serif;">Recognition & Recall: Define and recognize basic facts about the Italian Renaissance, humanism, the Protestant Reformation, Scientific Revolution, Age of Absolutism (in class examples are France under Louis XIV and Russia under Peter the Great), Age of Discovery. (chapters 15-17)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Conceptual, Application, & Analysis: Explain the cause and effect connections between these historical episodes within Europe.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Recognition & Recall: Gunpowder Empires, Colombian Exchange, European and Asian Empires. Be able to locate these empires: Portugal, Spain, Dutch, Britain. Ottoman, Safavid, Mughal, Ming, Tokugawa.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Conceptual, Application, & Analysis: Be able to relate the above list to the concept of gunpowder empire. How did Columbian exchange change the world?

=<span style="font-family: Arial,Helvetica,sans-serif;">ERA V: 1750 to 1900 = =<span style="font-family: Arial,Helvetica,sans-serif;">Learning Goal 9: Political Revolutions = ====<span style="font-family: Arial,Helvetica,sans-serif;">Throughout this period, parts of Europe and the Americas begin to actively challege the traditional political order through successful revolutions. Some are anti-monarchy while others are anti-colonial. ====
 * <span style="font-family: Arial,Helvetica,sans-serif;">Recall: The enlightenment, French Revolution, Revolutions in America (especially US, Haiti, and Simon Bolivar).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Conceptual: Causes and consequences of the Atlantic Revolutions. Similarities and differences between them.

=<span style="font-family: Arial,Helvetica,sans-serif;">Learning Goal 10: Industrialization and its Impact = ====<span style="font-family: Arial,Helvetica,sans-serif;">Throughout this period, some areas of Europe and the Americas begin to see economic transformations toward industrialization, which had social and political consequences. ====
 * <span style="font-family: Arial,Helvetica,sans-serif;">Recall: Origin of the Industrial Revolution, First and Second Industrial revolutions, reactions to industrialization such as labor unions, socialists. Impact on social structures of industrialized societies (just as women and social classes).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Conceptual: The significance of industrialization in the large scale of human history? The causes of its origin in Britain? The ways in which industrialization brought about changes to the social order? The reasoning behind capitalism and Marxism.

=<span style="font-family: Arial,Helvetica,sans-serif;">Learning Goal 11: The New Imperialism = ====<span style="font-family: Arial,Helvetica,sans-serif;">Revolutions and Enlightenment thinking had been a blow to European imperialism but by the mid-1800s a new wave of Imperialism led by European nations. ====
 * <span style="font-family: Arial,Helvetica,sans-serif;">Recall: When and where did this new wave of imperialism spread to? Examples to know about: Africa, India, China, Japan, Economic Imperialism in Latin America.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Conceptual: How was this new wave of imperialism different from the previous colonization efforts of the 1500s-1600s? Motivations behind this imperialism? Why is the Chinese and Japanese experience with Westerners different?

= ERA VI: 1900 to Present = = Learning Goal 12: Global Conflict =

The period from 1900 to the present experienced a notable increase in violent conflict based on relatively new ideologies, rivalries, and technologies.

 * Recognition & Recall: WWI, WWII, Cold War. Russian Revolution, Communism vs Fascism, Israel vs Palestine, Proxy wars, decolonization movements, genocides, communist revolution.
 * Conceptual, Application, & Analysis:

= Learning Goal 13: Ending Colonialism? =

On one hand Europe loses its colonies, but on the other hand new superpowers exert new kinds of imperialistic pressures on various parts of the world.

 * Recognition & Recall: Indian Independence, new civil resistance methods, African nations 50s-60s, China from Empire-->Republic-->Communist state, Latin America, Cold War "Client States" as imperialism. Is globalization imperialistic?
 * Conceptual, Application, & Analysis:

= Learning Goal 14: Globalized Culture and Economy = ==== Throughout this period people around the world interacted more, experienced increased integration and inter-dependency, cultural blending, and highly commercialized global economy dominated increasingly by multinational corporations. ====
 * Recognition & Recall: Globalization, Multinational corporation, Communication technologies, Internet, diplomatic organizations (like UN, NATO, European Union), Non-Governmental Organizations (like Red Cross
 * Conceptual, Application, & Analysis: