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World Background Semester Exam/CBA Review (1) History. The student understands traditional historical parts of reference on planet history.

The student is expected to: (A) discover major causes and describe the main effects of the following events via 8000 BC to five-hundred BC: the introduction of agriculture and the development of the river area civilizations, (C) identify major causes and describe the major associated with the following crucial turning details in world record from 600 to 1450: the distributed of Christianity, the drop of The italian capital and the creation of medieval Europe, the development of Islamic caliphates and their effect on Asia, Africa, and The european countries, the Mongol invasions and the impact on Europe, China, India, and Southwest Asia, (D) identify major reasons and explain the major associated with the following important turning points in world history from 1450 to 1750: the go up of the Ottoman Empire, the influence of the Ming dynasty on universe trade, Euro exploration as well as the Columbian Exchange, European expansion, and the Renaissance and the Reformation, (E) discover major causes and describe the main effects of the following important turning points on planet history by 1750 to 1914: the Scientific Innovation, the Industrial Wave and its effect on the development of modern day economic systems, European imperialism, and the Enlightenment’s impact on political revolutions, and (2) Background.

The student knows how early civilizations designed from eight thousand BC to 500 BC. The student is usually expected to: (B) identify the characteristics of civilization, and (C) explain how major water valley civilizations influenced the introduction of the classical civilizations. (3) History.

The student understands the contributions and influence of classical cultures from five-hundred BC to AD 600 on following civilizations. Students is expected to: (A) explain the major political, religious/philosophical, and cultural affects of Persia, India, Cina, Israel, Greece, and The italian capital, including the advancement monotheism, Judaism, and Christianity, (B) describe the impact from the fall of Rome in Western The european union, and (C) compare the factors that led to the collapse of Rome and Han Chinese suppliers. (4) Background. The student knows how, following the collapse of classical kingdoms, new personal, economic, and social devices evolved and expanded coming from 600 to 1450.

Students is expected to: (A) make clear the development of Christianity as a unifying social and political factor in medieval Europe and the Subtil Empire, (B) explain the characteristics of Both roman Catholicism and Eastern Orthodoxy, (C) explain the major attributes of plus the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism, (D) explain the political, economic, and sociable impact of Islam in Europe, Asia, and The african continent, (E) describe the interactions among Muslim, Christian, and Jewish communities in The european union, Asia, and North The african continent, (G) explain how the Crusades, the Black Death, the Hundred Years’ War, and the Great Schism contributed to the finish of old Europe, (H) summarize the major political, economical, and ethnical developments in Tang and Song Cina and their influence on Eastern Asia, (I) explain the development of the slave trade, (J) analyze how the Man made fibre Road as well as the African gold-salt trade caused the spread of ideas and control, and (K) summarize the alterations resulting from the Mongol invasions of Russian federation, China, plus the Islamic globe. (5) Record. The student understands the causes, qualities, and effects of the European Renaissance and the Reformation via 1450 to 1750.

The student is supposed to: (A) describe the political, intellectual, creative, economic, and religious influence of the Renaissance, and (B) explain the political, intellectual, artistic, financial, and spiritual impact with the Reformation. (6) History. Trainees understands the characteristics and effect of the Internet, Inca, and Aztec civilizations. The student is usually expected to: (A) compare the main political, economic, social, and cultural advancements of the Maya, Inca, and Aztec cultures and explain how prior civilizations affected their expansion, and (7) History. Students understands the reasons and impact of Euro expansion from 1450 to 1750.

The student is expected to: (A) analyze the causes of Euro expansion by 1450 to 1750, (C) explain the impact of the Ocean slave transact on West Africa as well as the Americas, (D) explain the effect of the Ottoman Empire upon Eastern European countries and global trade, (E) explain Ming China’s impact on global transact, and (F) explain fresh economic factors and concepts that contributed to the success of Europe’s Commercial Revolution. (15) Location. The student uses geographic skills and equipment to collect, evaluate, and interpret data. Students is supposed to: (A) produce and interpret thematic roadmaps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation, and (16) Geography.

The student knows the impact of geographic factors on major historic incidents and operations. The student can be expected to: (A) locate areas and parts of historical significance directly related to major eras and turning points in world history, (B) analyze the influence of human and physical geographic factors about major situations in world record, including the progress river area civilizations, trade in the Of india Ocean, and the opening of the Panama and Suez pathways, and (C) interpret roadmaps, charts, and graphs to explain how location has motivated people and events during the past. (18) Economics. The student recognizes the famous origins of recent economic devices and the benefits associated with free organization in world background.

The student can be expected to: (A) identify the historical roots and attributes of the cost-free enterprise program, including the input of Hersker Smith, especially the influence of his suggestions found in The Wealth of Nations around the world, (19) Authorities. The student recognizes the characteristics of major political systems through history. Trainees is expected to: (A) recognize the characteristics of monarchies and theocracies because forms of government in early cultures, and (B) identify the characteristics of the pursuing political devices: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. (20) Govt.

The student knows how modern political systems have developed by earlier systems of government. Trainees is supposed to: (A) describe the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the British Civil War and the Enlightenment, (B) determine the impact of political and legal suggestions contained in the next documents: Hammurabi’s Code, the Jewish 10 Commandments, Justinian’s Code of Laws, Magna Carta, the English Bill of Legal rights, the Declaration of Independence, the U. S. Metabolic rate, and the Assertion of the Privileges of Gentleman and of the Citizen, C) explain the political philosophies of individuals including John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, Steve Calvin, Thomas Jefferson, and William Blackstone, and (21) Citizenship. Students understands the significance of personal choices and decisions of individuals, groupings, and international locations throughout record. The student is expected to: (A) describe how people have took part in in supporting or changing their governments, (22) Citizenship. The student recognizes the historical development of significant legal and political principles related to the rights and responsibilities of citizenship. The student is usually expected to: (A) summarize the development of the rule of rules from historical to present times, (23) Traditions.

The student is aware of the history and relevance of major spiritual and philosophical traditions. Trainees is expected to: (A) illustrate the traditional origins, central ideas, and spread of major faith based and philosophical traditions, which includes Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, as well as the development of monotheism, and (B) identify types of religious impact on several events referenced in the main eras of world background. (24) Lifestyle. The student recognizes the tasks of women, children, and households in different famous cultures. Trainees is supposed to: (A) describe the changing roles of girls, children, and families during major eras of community history, and (25) Traditions.

The student recognizes how the advancement ideas has influenced establishments and communities. The student is definitely expected to: (A) summarize the essential ideas and institutions of Eastern civilizations that originated from China and India, (26) Culture. Students understands the relationship between the arts and the instances during which they were created. Students is likely to: (A) recognize significant instances of art and architecture that demonstrate a great artistic best or visual principle coming from selected nationalities, (27) Research, technology, and society. Students understands just how major medical and numerical discoveries and technological innovations damaged societies ahead of 1750.

Trainees is supposed to: (A) discover the origin and diffusion of major ideas in math, science, and technology that occurred in river valley cultures, classical Greece and Ancient rome, classical India, and the Islamic caliphates between 700 and 1200 and China from the Tang to Ming lignage, (B) summarize the major suggestions in astronomy, mathematics, and architectural architectural that designed in the Internet, Inca, and Aztec cultures, (C) clarify the impact in the printing press on the Renaissance and the Reformation in European countries, (E) determine the advantages of significant scientists including Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. (29) Sociable studies expertise. The student does apply critical-thinking abilities to organize and use details acquired from a variety of valid sources, including electronic technology.

The student is definitely expected to: (A) identify strategies used by archaeology, anthropologists, historians, and geographers to analyze proof, (B) describe how historians, when analyzing sources, assess frame of reference, historic context, and point of view to interpret historic events, (C) explain the differences between main and secondary sources and examine all those sources to assess frame of reference, historic context, and point of view, (D) evaluate the validity of a resource based on dialect, corroboration to sources, and information about the publisher, (E) recognize bias in written, dental, and aesthetic material, (F) analyze info by sequencing, categorizing, identifying cause-and-effect associations, comparing, different, finding the key idea, summarizing, making generalizations and predictions, drawing inferences and a conclusion, and producing connections among historical situations over time, (H) use appropriate reading and mathematical abilities to understand social research information just like maps and graphs. (30) Social studies skills. The student communicates in written, common, and image forms.

Trainees is likely to: (A) make use of social studies terminology appropriately, (B) employ standard sentence structure, spelling, syntax, and punctuation, (C) understand and produce written, mouth, and aesthetic presentations of social studies information, and (D) transfer information in one medium to a new. World Background Semester Review 2012 Directions: Answer the next questions applying definitions, illustrations and details of the significance of each term, person or idea. 1 . How do the Neolithic Revolution change the development of human being culture? _____________________________________________________________________________ _______________________________________________________________________________ installment payments on your

List the advancements in Early River Pit Civilizations and the importance about development of tradition: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ three or more. List the political framework of Early on River Valley civilizations and their importance in development of traditions: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. What is a monarchy? Why would this type of authorities develop? Provide examples coming from Early , Classical civilizations of monarchies. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ five. What part did faith play in politics of ancient cultures (theocracy)? What makes it important to understand the religion of ancient civilizations? Give examples of theocracies in ancient universe. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ six. Explain the value of the Code of Hammurabi. Who was Hammurabi? Why is this document considered a corner rock for social development? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. Who had been the Historical Hebrews? Precisely what is the contribution to the advancement ancient (and subsequent) communities? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ almost 8. Compare and contrast Spartan and Athenian Society. So why were those two