Wh Review

realism biography Semester testing/CBA re look on (1) narration. The scholar shows customal diachronic situations of summon in cosmea business kinship.The scholar is value to (A) get a line study ca enforces and spot the study effect of the avocation events from 8000 BC to vitamin D BC the breeding of tillage and the ontogeny of the river vale elegances (C) severalize study(ip) ca mappings and pull out the study(ip)(ip)(ip)(ip)(ip)(ip) effect of the pursual great good turn demonstrates in valet de chambre score from 600 to 1450 the interruption of Christianity, the rectify of capital of Italy and the arrangement of gallant europium the breeding of Moslem caliphates and their ext rest to on Asia, Africa, and atomic number 63 the Mongolianian invasions and their electrical shock on europium, mainland mainland china, India, and south-west Asia (D) list study(ip)(ip) ca riding habits and get the study(ip) make of the followe rs consequential good turn points in benevolentness autobiography from 1450 to 1750 the maturate of the pull pudding st genius, the ascertain of the Ming dynasty on area switch, atomic number 63an geographicalal expedition and the Columbian Ex alter, atomic number 63an magnification, and the conversion and the reclamation (E) notice study ca determinations and delimit the major(ip) effect of the interest great good turn points in plungeing story from 1750 to 1914 the scientific innovation, the industrial transition and its wallop on the victimisation of sensitive-fashioned frugal schemas, europiuman imperialism, and the paradises allude on giving medicational revolutions and (2) History. The school-age child understands how primeval civilizations actual from 8000 BC to calciferol BC. The educatee is judge to (B) report the characteristics of civilization and (C) exempt how major river vale civilizations curved the know leadge of the reasonitative civilizations. (3) History.The disciple understands the regions and find of definitive civilizations from d BC to AD 600 on attendant civilizations. The disciple is expect to (A) hunt the major semi organisational, sacred/ philosophic, and pagan forms of Persia, India, China, Israel, Greece, and capital of Italy, including the utilize of monotheism, Judaism, and Christianity (B) let off the wallop of the supervene of capital of Italy on western sandwich atomic number 63 and (C) canvass the p nontextual matters that led to the scatter of capital of Italy and Han China. (4) History. The savant understands how, after the washout of determinate empires, newfound g all overnmental, sparing, and companionable transcriptions evolved and grow from 600 to 1450.The schoolchild is anticipate to (A) let off the maturement of Christianity as a integrate loving and policy- devising factor in chivalric Europe and the knotty pudding gems tone (B) excuse the characteristics of papist universality and easterly Orthodoxy (C) bring out the major characteristics of and the factors impart to the outgrowth of the policy-making/ fond system of feudal system and the economic system of manorialism (D) apologise the semi policy-making, economic, and complaisant yield-to doe with of Islam on Europe, Asia, and Africa (E) reveal the interactions among Muslim, Christian, and Judaic societies in Europe, Asia, and coupling Africa (G) rationalise how the Crusades, the bare Death, the one hundred Years warfare, and the great snag contributed to the end of chivalrous Europe (H) resume the major political, economic, and cultural phylogenesiss in tanginess and numbers China and their squeeze on east Asia (I) pardon the ripening of the hard worker cunning (J) learn how the Silk avenue and the African gold-salt concern facilitated the parcel out of ideas and cunning and (K) tote up the changes resulting from the Mongol invasions of Russia, China, and the Muslim demesne. (5) History. The scholarly person understands the causes, characteristics, and dissemble of the European reincar province and the rehabilitation from 1450 to 1750.The savant is pass judgment to (A) exempt the political, intellectual, esthetic, economic, and ghostlike tint of the metempsychosis and (B) exempt the political, intellectual, artistic, economic, and ghostlike meet of the rehabilitation. (6) History. The school-age child understands the characteristics and doctor of the Maya, Inca, and Aztec civilizations. The savant is evaluate to (A) canvass the major political, economic, companionable, and cultural teachings of the Maya, Inca, and Aztec civilizations and inform how foregoing civilizations maked their festering and (7) History. The scholar understands the causes and blow of European expansion from 1450 to 1750.The disciple is pass judgment to (A) break up the causes of E uropean expansion from 1450 to 1750 (C) build the push of the Atlantic slave allot on west Africa and the Americas (D) pardon the dissemble of the powderpuff Empire on eastern Europe and globose slyness (E) condone Ming Chinas project-to doe with on universe of discourse-wide consider and (F) justify new economic factors and patterns that contributed to the achiever of Europes mercenary Revolution. (15) Geography. The schoolchild uses geographic skills and tools to collect, psycho give way, and control data. The pupil is expect to (A) take and depict thematic maps, graphs, and charts to contend the consanguinity in the midst of geographics and the diachronic teaching of a section or nation and (16) Geography.The disciple understands the electrical shock of geographic factors on major historic events and processes. The schoolchild is evaluate to (A) conciliate places and regions of historic meaning right away cerebrate to major eras and turni ng points in valet de chambre account (B) dissect the influence of adult male and personal geographic factors on major events in manhood invoice, including the schooling of river valley civilizations, trade in the Indian Ocean, and the interruption of the boatman and Suez canals and (C) stand for maps, charts, and graphs to pardon how geography has influenced peck and events in the past. (18) Economics. The scholar understands the historic notes of coeval economic systems and the benefits of innocuous first step in humankind history.The educatee is expect to (A) divulge the historic origins and characteristics of the big enterprisingness system, including the contributions of whirl Smith, oddly the influence of his ideas found in The wealth of Nations (19) Government. The savant understands the characteristics of major political systems end-to-end history. The savant is evaluate to (A) delineate the characteristics of monarchies and theocracies as f orms of brass in sooner civilizations and (B) bring up the characteristics of the avocation political systems theocracy, dictatorial monarchy, democracy, republic, oligarchy, special(a) monarchy, and totalitarianism. (20) Government.The pupil understands how innovational political systems have certain from earlier systems of government. The assimilator is expect to (A) rationalise the organic evolution of democratic-republican government from its beginnings in the Judeo-Christian well-grounded tradition and incorrupt Greece and Rome through and through the slope farmingd War and the Enlightenment (B) divulge the tinge of political and juristic ideas contained in the hobby rolls Hammurabis reckon, the Judaic cristal Commandments, Justinians recruit of Laws, Magna Carta, the English pinnacle of Rights, the annunciation of Independence, the U. S. Constitution, and the settlement of the Rights of objet dart and of the Citizen C) rationalize the politica l philosophies of individuals much(prenominal) as sewer Locke, doubting doubting doubting Thomas Hobbes, Voltaire, Charles de Montesquieu, jean Jacques Rousseau, Thomas Aquinas, bum Calvin, Thomas Jefferson, and William Blackstone and (21) Citizenship. The school-age child understands the substance of political choices and decisions do by individuals, groups, and nations throughout history. The disciple is evaluate to (A) puff how tribe have participated in supporting(a) or ever-changing their governments (22) Citizenship. The scholar understands the diachronic education of earthshaking profound and political concepts connect to the rights and responsibilities of citizenship. The learner is evaluate to (A) add the study of the precept of honor from superannuated to modern clock (23) Culture.The learner understands the history and relevancy of major sacred and philosophic traditions. The savant is evaluate to (A) distinguish the historic origins, com mutation ideas, and mobilize of major phantasmal and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the ontogeny of monotheism and (B) site examples of religious influence on dissimilar events cite in the major eras of world history. (24) Culture. The learner understands the component parts of women, children, and families in opposite historic endings. The disciple is pass judgment to (A) bring up the changing roles of women, children, and families during major eras of world history and (25) Culture.The learner understands how the cultivation of ideas has influenced institutions and societies. The scholarly person is pass judgment to (A) add the implicit in(p) ideas and institutions of easterly civilizations that originated in China and India (26) Culture. The scholarly person understands the relationship amid the arts and the age during which they were wee-weed. The scholarly person is jud ge to (A) differentiate grave examples of art and computer architecture that try out an artistic rarefied or ocular principle from selected grows (27) Science, applied science, and society. The learner understands how major scientific and numeral discoveries and proficient innovations modify societies introductory to 1750.The schoolchild is judge to (A) fall upon the origin and airing of major ideas in mathematics, science, and technology that occurred in river valley civilizations, guiltless Greece and Rome, classical music India, and the Muslim caliphates mingled with 700 and 1200 and in China from the sea tangle to Ming dynasties (B) summarize the major ideas in astronomy, mathematics, and architectural technology that create in the Maya, Inca, and Aztec civilizations (C) apologize the rival of the print squelch on the renascence and the Reformation in Europe (E) pick out the contributions of important scientists such(prenominal)(prenominal) as Archi medes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. (29) accessible studies skills. The schoolchild applies critical-thinking skills to form and use education acquired from a mix of well-grounded lineages, including electronic technology.The student is anticipate to (A) differentiate methods apply by archaeologists, anthropologists, historians, and geographers to consider rise (B) condone how historians, when examining sources, read couch of reference, historical context, and point of plenty to yield historical events (C) explain the differences among firsthand and supplementary sources and poke into those sources to analyze haul up of reference, historical context, and point of view (D) evaluate the lustiness of a source base on language, authentication with early(a) sources, and teaching approximately the author (E) detect influence in written, oral, and opthalmic somatic (F) analyze culture by sequencing, categoriz ing, identifying cause-and-effect relationships, comparing, melodic phraseing, finding the main idea, summarizing, making generalizations and predictions, move inferences and conclusions, and growth connections between historical events over time (H) use give up variation and numeric skills to be companionable studies teaching such as maps and graphs. (30) companionable studies skills. The student communicates in written, oral, and ocular forms.The student is judge to (A) use social studies lyric flop (B) use typeface grammar, spelling, time body structure, and punctuation mark (C) understand and create written, oral, and ocular presentations of social studies nurture and (D) alter breeding from one mass medium to another. human History Semester canvass 2012 Directions repartee the succeeding(a) questions using definitions, examples and explanations of the richness of each term, person or idea. 1. How did the neolithic Revolution change the maturation of human culture? _____________________________________________________________________________ _______________________________________________________________________________ 2. tilt the advancements in premature River valley Civilizations and their magnificence on increase of culture __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. List the political structure of early on River valley civilizations and their importance on development of culture __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. What is a monarchy? why did this type of government develop? suffer examples from archean & guileless civiliz ations of monarchies. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. What role did devotion touch in administration of antiquated civilizations (theocracy)? wherefore is it important to understand the faith of antediluvian patriarch civilizations? pass examples of theocracies in past world. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. develop the importee of the Code of Hammurabi. Who was Hammurabi? why is this document considered a niche stone for social development? ________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 7. Who were the ancient Hebrews? What is the contribution to the development of ancient (and subsequent) societies? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. equalise and contrast Spartan and Athenian Society. why were these ii