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Rhode Island's Eighth Grade Standards

  • RI.1. Domain / Statement Of Enduring Knowledge: Civics and Government

    Civic Life, Politics, and Government.

    • 1.a. Assessment Target:

      Student should be able to explain the meaning of the terms civic life, politics, and government.

    • 1.b. Assessment Target:

      Student should be able to evaluate, take, and defend positions on why government is necessary and the purposes government should serve.

    • 1.c. Assessment Target:

      Student should be able to describe the essential characteristics of limited and unlimited government.

    • 1.d. Assessment Target:

      Student should be able to explain the importance of the rule of law for the protection of individual rights and the common good.

    • 1.e. Assessment Target:

      Student should be able to explain alternative uses of the term constitution and to distinguish between governments with a constitution and a constitutional government.

    • 1.f. Assessment Target:

      Student should be able to explain the various purposes constitutions serve.

    • 1.g. Assessment Target:

      Students will be able to explain those conditions that are essential for the flourishing of constitutional government.

    • 1.h. Assessment Target:

      Student should be able to describe the major characteristics of systems of shared powers and of parliamentary systems.

    • 1.i. Assessment Target:

      Student should be able to explain the advantages and disadvantages of confederal, federal, and unitary systems of government.

  • RI.2. Domain / Statement Of Enduring Knowledge: Civics and Government

    Foundations of the American Political System.

    • 2.a. Assessment Target:

      Student should be able to explain the essential ideas of American constitutional government.

    • 2.b. Assessment Target:

      Student should be able to identify and explain the importance of historical experience and geographic, social, and economic factors that have helped to shape American society.

    • 2.c. Assessment Target:

      Student should be able to evaluate, take, and defend positions on the importance of voluntarism in American society.

    • 2.d. Assessment Target:

      Student should be able to evaluate, take, and defend positions on the value and challenges of diversity in American life.

    • 2.e. Assessment Target:

      Student should be able to explain the importance of shared political values and principles to American society.

    • 2.f. Assessment Target:

      Student should be able to describe the character of American political conflict and explain factors that usually prevent violence or that lower its intensity.

    • 2.g. Assessment Target:

      Student should be able to explain the meaning and importance of the fundamental values and principles of American democracy.

    • 2.h. Assessment Target:

      Student should be able to evaluate, take, and defend positions on issues in which fundamental values and principles are in conflict.

    • 2.i. Assessment Target:

      Student should be able to evaluate, take, and defend positions on issues concerning ways and means to reduce disparities between American ideals and realities.

  • RI.3. Domain / Statement Of Enduring Knowledge: Civics and Government

    Purposes, Values, and Principles of American Democracy.

    • 3.a. Assessment Target:

      Student should be able to explain how the powers of the national government are distributed, shared, and limited.

    • 3.b. Assessment Target:

      Student should be able to explain how and why powers are distributed and shared between national and state governments in the federal system.

    • 3.c. Assessment Target:

      Student should be able to explain the major responsibilities of the national government and foreign policy.

    • 3.d. Assessment Target:

      Student should be able to explain the necessity of taxes and the purposes for which taxes are used.

    • 3.e. Assessment Target:

      Student should be able to explain why states have constitutions, their purposes, and the relationship of state constitutions to federal constitutions.

    • 3.f. Assessment Target:

      Student should be able to describe the organization and major responsibilities of state and local governments.

    • 3.g. Assessment Target:

      Student should be able to identify their representatives in the legislative branches as well as the heads of the executive branches of their local, state, and national governments.

    • 3.h. Assessment Target:

      Student should be able to explain the importance of law in the American constitutional system.

    • 3.i. Assessment Target:

      Student should be able to explain and apply criteria useful in evaluating rules and laws.

    • 3.j. Assessment Target:

      Student should be able to evaluate, take, and defend positions on current issues regarding judicial protection of individual rights.

    • 3.k. Assessment Target:

      Student should be able to explain what is meant by the public agenda.

    • 3.l. Assessment Target:

      Student should be able to evaluate, take, and defend positions on the influence of the media on American political life.

    • 3.m. Assessment Target:

      Student should be able to explain how political parties, campaigns, and elections provide opportunities for citizens to participate in the political process.

    • 3.n. Assessment Target:

      Student should be able to explain how interest groups, unions, and professional organizations provide opportunities for citizens to participate in the political process.

    • 3.o. Assessment Target:

      Student should be able to explain how public policy is formed and carried out at local, state, and national levels and what roles individuals can play in the process.

  • RI.4. Domain / Statement Of Enduring Knowledge: Civics and Government

    World Affairs.

    • 4.a. Assessment Target:

      Student should be able to explain how the world is organized politically.

    • 4.b. Assessment Target:

      Student should be able to explain how nation-states interact with each other.

    • 4.c. Assessment Target:

      Student should be able to explain how the United States foreign policy is made and the means by which it is carried out.

    • 4.d. Assessment Target:

      Student should be able to explain the role of major international organizations in the world today.

    • 4.e. Assessment Target:

      Student should be able to describe the influence of American political idea on other nations.

    • 4.f. Assessment Target:

      Student should be able to explain the effects of significant political, demographic, and environmental trends in the world.

  • RI.5. Domain / Statement Of Enduring Knowledge: Civics and Government

    Roles of the Citizen in American Democracy.

    • 5.a. Assessment Target:

      Student should be able to explain the meaning of American citizenship.

    • 5.b. Assessment Target:

      Student should be able to explain how one becomes a citizen of the United States.

    • 5.c. Assessment Target:

      Student should be able to evaluate, take, and defend positions on the issue involving personal rights.

    • 5.d. Assessment Target:

      Student should be able to evaluate, take, and defend positions on issues involving political rights.

    • 5.e. Assessment Target:

      Student should be able to evaluate, take, and defend positions on issues involving economic rights.

    • 5.f. Assessment Target:

      Student should be able to evaluate, take, and defend positions on issues regarding the proper scope and limits of rights.

    • 5.g. Assessment Target:

      Student should be able to evaluate, take, and defend positions on the importance of personal responsibilities to the individual and to society.

    • 5.h. Assessment Target:

      Student should be able to evaluate, take, and defend positions on the importance of civic responsibilities to the individual and society.

    • 5.i. Assessment Target:

      Student should be able to evaluate, take, and defend positions on the importance of certain dispositions or traits of character to themselves and American constitutional democracy.

    • 5.j. Assessment Target:

      Student should be able to explain the relationship between participating in civic and political life and the attainment of individual and public goals.

    • 5.k. Assessment Target:

      Student should be able to explain the difference between political and social participation.

    • 5.l. Assessment Target:

      Student should be able to describe the means by which Americans can monitor and influence politics and government.

    • 5.m. Assessment Target:

      Student should be able to explain the importance of political leadership and public service in a constitutional democracy.

    • 5.n. Assessment Target:

      Student should be able to explain the importance of knowledge to competent and responsible participation in American democracy.

  • RI.1. Domain / Statement Of Enduring Knowledge: Geography

    The World in Spatial Terms.

    • 1.a. Assessment Target:

      Student knows and understands the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models.

    • 1.b. Assessment Target:

      Student knows and understands how to make and use maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns.

    • 1.c. Assessment Target:

      Student knows and understands the relative advantages and disadvantages of using maps, globes, aerial and other photographs, satellite-produced images, and models to solve geographic problems.

    • 1.d. Assessment Target:

      Student knows and understands the distribution of major physical and human features at different scales (local to global).

    • 1.e. Assessment Target:

      Student knows and understands how to translate mental maps into appropriate graphics to display geographic information and answer geographic questions.

    • 1.f. Assessment Target:

      Student knows and understands how perception influences people's mental maps and attitudes about places.

    • 1.g. Assessment Target:

      Student knows and understands how to use the elements of space to describe spatial patterns.

    • 1.h. Assessment Target:

      Student knows and understands how to use spatial concepts to explain spatial structure.

    • 1.i. Assessment Target:

      Student knows and understands how spatial processes shape patterns of spatial organization.

    • 1.j. Assessment Target:

      Student knows and understands how to model spatial organization.

  • RI.2. Domain / Statement Of Enduring Knowledge: Geography

    Places and Regions.

    • 2.a. Assessment Target:

      Student knows and understands the physical characteristics of places (e.g., landforms, bodies of water, soil, vegetation, and weather and climate).

    • 2.b. Assessment Target:

      Student knows and understands the human characteristics of places (e.g., population distributions, settlement patterns, languages, ethnicity, nationality, and religious beliefs).

    • 2.c. Assessment Target:

      Student knows and understands how physical and human processes together shape places.

    • 2.d. Assessment Target:

      Student knows and understands the elements and types of regions.

    • 2.e. Assessment Target:

      Student knows and understands how and why regions change.

    • 2.f. Assessment Target:

      Student knows and understands the connections among regions.

    • 2.g. Assessment Target:

      Student knows and understands the influences and effects of regional labels and images.

    • 2.h. Assessment Target:

      Student knows and understands how personal characteristics affect our perception of places and regions.

    • 2.i. Assessment Target:

      Student knows and understands how culture and technology affect perception of places and regions.

    • 2.j. Assessment Target:

      Student knows and understands how places and regions serve as cultural symbols.

  • RI.3. Domain / Statement Of Enduring Knowledge: Geography

    Physical Systems.

    • 3.a. Assessment Target:

      Student knows and understands how physical processes shape patterns in the physical environment.

    • 3.b. Assessment Target:

      Student knows and understands how Earth-Sun relationships affect physical processes and patterns on Earth.

    • 3.c. Assessment Target:

      Student knows and understands how physical processes influence the formation and distribution of resources.

    • 3.d. Assessment Target:

      Student knows and understands how to predict the consequences of physical processes on Earth's surface.

    • 3.e. Assessment Target:

      Student knows and understands the local and global patterns of ecosystems.

    • 3.f. Assessment Target:

      Student knows and understands how ecosystems work.

    • 3.g. Assessment Target:

      Student knows and understands how physical processes produce changes in ecosystems.

    • 3.h. Assessment Target:

      Student knows and understands how human activities influence changes in ecosystems.

  • RI.4. Domain / Statement Of Enduring Knowledge: Geography

    Human Systems.

    • 4.a. Assessment Target:

      Student knows and understands the demographic structure of a population.

    • 4.b. Assessment Target:

      Student knows and understands the reasons for spatial variations in population distribution.

    • 4.c. Assessment Target:

      Student knows and understands the types and historical patterns of human migration.

    • 4.d. Assessment Target:

      Student knows and understands the effects of migration on the characteristics of places.

    • 4.e. Assessment Target:

      Student knows and understands the spatial distribution of culture at different scales (local to global).

    • 4.f. Assessment Target:

      Student knows and understands how to read elements of the landscape as a mirror of culture.

    • 4.g. Assessment Target:

      Student knows and understands the processes of cultural diffusion.

    • 4.h. Assessment Target:

      Student knows and understands ways to classify economic activity.

    • 4.i. Assessment Target:

      Student knows and understands the basis for global interdependence.

    • 4.j. Assessment Target:

      Student knows and understands reasons for the spatial patterns of economic activities.

    • 4.k. Assessment Target:

      Student knows and understands how changes in technology, transportation, and communication affect the location of economic activities.

    • 4.l. Assessment Target:

      Student knows and understands the spatial patterns of settlement in different regions of the world.

    • 4.m. Assessment Target:

      Student knows and understands what human events led to the development of cities.

    • 4.n. Assessment Target:

      Student knows and understands the causes and consequences of urbanization.

    • 4.o. Assessment Target:

      Student knows and understands the internal spatial structure of urban settlements.

    • 4.p. Assessment Target:

      Student knows and understands the multiple territorial divisions of the student's own world.

    • 4.q. Assessment Target:

      Student knows and understands how cooperation and conflict among people contribute to political divisions of Earth's surface.

    • 4.r. Assessment Target:

      Student knows and understands how cooperation and conflict among people contribute to economic and social divisions of Earth's surface.

  • RI.5. Domain / Statement Of Enduring Knowledge: Geography

    Environment and Society.

    • 5.a. Assessment Target:

      Student knows and understands the consequences of human modification of the physical environment.

    • 5.b. Assessment Target:

      Student knows and understands how human modifications of the physical environment in one place often lead to changes in other places.

    • 5.c. Assessment Target:

      Student knows and understands the role of technology in the human modification of the physical environment.

    • 5.d. Assessment Target:

      Student knows and understands human responses to variations in physical systems.

    • 5.e. Assessment Target:

      Student knows and understands how the characteristics of different physical environments provide opportunities for or place constraints on human activities.

    • 5.f. Assessment Target:

      Student knows and understands how natural hazards affect human activities.

    • 5.g. Assessment Target:

      Student knows and understands the worldwide distribution and use of resources.

    • 5.h. Assessment Target:

      Student knows and understands why people have different viewpoints regarding resource use.

    • 5.i. Assessment Target:

      Student knows and understands how technology affects the definitions of, access to, and use of resources.

    • 5.j. Assessment Target:

      Student knows and understands the fundamental role of energy resources in society.

  • RI.6. Domain / Statement Of Enduring Knowledge: Geography

    Uses of Geography.

    • 6.a. Assessment Target:

      Student knows and understands how the spatial organization of a society changes over time.

    • 6.b. Assessment Target:

      Student knows and understands how people's differing perceptions of places, peoples, and resources have affected events and conditions in the past.

    • 6.c. Assessment Target:

      Student knows and understands how geographic contexts have influenced events and conditions in the past.

    • 6.d. Assessment Target:

      Student knows and understands how the interaction of physical and human systems may shape present and future conditions on Earth.

    • 6.e. Assessment Target:

      Student knows and understands how varying points of view on geographic context influence plans for change.

    • 6.f. Assessment Target:

      Student knows and understands how to apply the geographic point of view to solve social and environmental problems by making geographically informed decisions.

  • RI.1. Domain / Statement Of Enduring Knowledge: History

    Chronological Thinking.

    • 1.a. Assessment Target:

      The student distinguishes between past, present, and future time.

    • 1.b. Assessment Target:

      The student identifies in historical narratives the temporal structure of a historical narrative or story.

    • 1.c. Assessment Target:

      The student establishes temporal order in constructing historical narratives of their own.

    • 1.d. Assessment Target:

      The student measures and calculates calendar time.

    • 1.e. Assessment Target:

      The student interprets data presented in time lines.

    • 1.f. Assessment Target:

      The student reconstructs patterns of historical succession and duration.

    • 1.g. Assessment Target:

      The student compares alternative models for periodization.

  • RI.2. Domain / Statement Of Enduring Knowledge: History

    Historical Comprehension.

    • 2.a. Assessment Target:

      The student reconstructs the literal meaning of a historical passage.

    • 2.b. Assessment Target:

      The student identifies the central question(s) the historical narrative addresses.

    • 2.c. Assessment Target:

      The student reads historical narratives imaginatively.

    • 2.d. Assessment Target:

      The student evidences historical perspectives.

    • 2.e. Assessment Target:

      The student draws upon data in historical maps.

    • 2.f. Assessment Target:

      The student utilizes visual and mathematical data presented in charts, tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic organizers.

    • 2.g. Assessment Target:

      The student draws upon visual, literary, and musical sources.

  • RI.3. Domain / Statement Of Enduring Knowledge: History

    Historical Analysis and Interpretation.

    • 3.a. Assessment Target:

      The student identifies the author or source of the historical document or narrative.

    • 3.b. Assessment Target:

      The student compares and contrasts differing sets of ideas, values, personalities, behaviors, and institutions.

    • 3.c. Assessment Target:

      The student differentiates between historical facts and historical interpretations.

    • 3.d. Assessment Target:

      The student considers multiple perspectives.

    • 3.e. Assessment Target:

      The student analyzes cause-and-effect relationships and multiple causation, including the importance of the individual, the influence of ideas, and the role of chance.

    • 3.f. Assessment Target:

      The student challenges arguments of historical inevitability.

    • 3.g. Assessment Target:

      The student compares competing historical narratives.

    • 3.h. Assessment Target:

      The student holds interpretations of history as tentative.

    • 3.i. Assessment Target:

      The student evaluates major debates among historians.

    • 3.j. Assessment Target:

      The student hypothesizes the influence of the past.

  • RI.4. Domain / Statement Of Enduring Knowledge: History

    Historical Research Capabilities.

    • 4.a. Assessment Target:

      The student formulates historical questions.

    • 4.b. Assessment Target:

      The student obtains historical data.

    • 4.c. Assessment Target:

      The student interrogates historical data.

    • 4.d. Assessment Target:

      The student identifies the gaps in the available records, marshal contextual knowledge and perspectives of the time and place, and construct a sound historical interpretation.

  • RI.5. Domain / Statement Of Enduring Knowledge: History

    Historical Issues: Analysis and Decision Making.

    • 5.a. Assessment Target:

      The student identifies the issues and problems in the past.

    • 5.b. Assessment Target:

      The student marshals evidence of antecedent circumstances and contemporary factors contributing to problems and alternative courses of action.

    • 5.c. Assessment Target:

      The student identifies relevant historical antecedents.

    • 5.d. Assessment Target:

      The student evaluates alternative courses of action.

    • 5.e. Assessment Target:

      The student formulates a position or course of action on an issue.

    • 5.f. Assessment Target:

      The student evaluates the implementation of a decision.

  • RI.1. Domain / Statement Of Enduring Knowledge: United States History

    Era 1: Three Worlds Meet (Beginning 1620).

    • 1.a. Assessment Target:

      The student compares characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450.

    • 1.b. Assessment Target:

      The student knows and understands how early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.

  • RI.2. Domain / Statement Of Enduring Knowledge: United States History

    Era 2: Colonization and Settlement (1585-1763).

    • 2.a. Assessment Target:

      The student knows and understands why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control on North America and the Caribbean.

    • 2.b. Assessment Target:

      The student knows and understands how political, religious, and social institutions emerged in the English colonies.

    • 2.c. Assessment Target:

      The student knows and understands how the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the Americas.

  • RI.3. Domain / Statement Of Enduring Knowledge: United States History

    Era 3: Revolution and the New Nation (1754-1820s).

    • 3.a. Assessment Target:

      The student knows and understands the causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory.

    • 3.b. Assessment Target:

      The student knows and understands the impact of the American Revolution on politics, economy and society.

    • 3.c. Assessment Target:

      The student knows and understands the institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights.

  • RI.4. Domain / Statement Of Enduring Knowledge: United States History

    Era 4: Expansion and Reform (1801-1861).

    • 4.a. Assessment Target:

      The student knows and understands the territorial expansion of the United States between 1801 and 1861, and how it affected relations with external powers and Native Americans.

    • 4.b. Assessment Target:

      The student knows and understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions.

    • 4.c. Assessment Target:

      The student knows and understands the extension, restriction, and reorganization of political democracy after 1800.

    • 4.d. Assessment Target:

      The student knows and understands the sources and character of cultural, religious, and social reform movements in the antebellum period.

  • RI.5. Domain / Statement Of Enduring Knowledge: United States History

    Era 5: Civil War and Reconstruction (1850-1877).

    • 5.a. Assessment Target:

      The student knows and understands the causes of the Civil War.

    • 5.b. Assessment Target:

      The student knows and understands the course and character of the Civil War and its effects on the American people.

    • 5.c. Assessment Target:

      The student knows and understands how various reconstruction plans succeeded or failed.

  • RI.6. Domain / Statement Of Enduring Knowledge: United States History

    Era 6: The Development of the Industrial United States (1870-1900).

    • 6.a. Assessment Target:

      The student knows and understands how the rise of corporations, heavy industry, and mechanized farming transformed the American people.

    • 6.b. Assessment Target:

      The student knows and understands the massive immigration after 1870 and how new social patterns, conflicts and ideas of national unity developed amid growing cultural diversity.

    • 6.c. Assessment Target:

      The student knows and understands the rise of the American labor movement and how political issues reflected social and economic changes.

    • 6.d. Assessment Target:

      The student knows and understands Federal Indian policy and the United States foreign policy after the Civil War.

  • RI.7. Domain / Statement Of Enduring Knowledge: United States History

    Era 7: The Emergency of Modern America (1890-1930).

    • 7.a. Assessment Target:

      The student knows and understands how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption.

    • 7.b. Assessment Target:

      The student knows and understands the changing role of the United States in world affairs through World War I.

    • 7.c. Assessment Target:

      The student knows and understands how the United States changed from the end of World War I to the eve of the Great Depression.

  • RI.8. Domain / Statement Of Enduring Knowledge: United States History

    Era 8: The Great Depression and World War II (1929-1945).

    • 8.a. Assessment Target:

      The student knows and understands the causes of the Great Depression and how it affected American Society.

    • 8.b. Assessment Target:

      The student knows and understands how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state.

    • 8.c. Assessment Target:

      The student knows and understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs.

  • RI.9. Domain / Statement Of Enduring Knowledge: United States History

    Era 9: Postwar United States (1945 to early 1970s).

    • 9.a. Assessment Target:

      The student knows and understands the economic boom and social transformation of postwar United States.

    • 9.b. Assessment Target:

      The student knows and understands how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.

    • 9.c. Assessment Target:

      The student knows and understands domestic policies after World War II.

    • 9.d. Assessment Target:

      The student knows and understands the struggle for racial and gender equality and the extension of civil Liberties.

  • RI.10. Domain / Statement Of Enduring Knowledge: United States History

    Era 10: Contemporary United States (1968 to the Present).

    • 10.a. Assessment Target:

      The student knows and understands recent developments in foreign and domestic polities.

    • 10.b. Assessment Target:

      The student knows and understands economic, social, and cultural developments in contemporary United States.

  • RI.1. Domain / Statement Of Enduring Knowledge: World History

    Era 1: The Beginnings of Human Society.

    • 1.a. Assessment Target:

      The student knows and understands the biological and cultural processes that gave rise to the earliest human communities.

    • 1.b. Assessment Target:

      The student knows and understands the process that led to the emergency of agricultural societies around the world.

  • RI.2. Domain / Statement Of Enduring Knowledge: World History

    Era 2: Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE.

    • 2.a. Assessment Target:

      The student knows and understands the biological and cultural processes that gave rise to the earliest human communities.

    • 2.b. Assessment Target:

      The student knows and understands the processes that led to the emergency of agricultural societies around the world.

    • 2.c. Assessment Target:

      The student knows and understands the major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt, and the Indus Valley.

    • 2.d. Assessment Target:

      The student knows and understands how agrarian societies spread and new states emerged in the third and second millennia BCE.

  • RI.3. Domain / Statement Of Enduring Knowledge: World History

    Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE.

    • 3.a. Assessment Target: The student knows and understands the innovation and change from 1000-600 BCE

      horses, ships, iron, and monotheistic faith.

    • 3.b. Assessment Target:

      The student knows and understands the emergency of Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600-200 BCE.

    • 3.c. Assessment Target:

      The student knows and understands how major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500 BCE-300 CE.

    • 3.d. Assessment Target:

      The student knows and understands the development of early agrarian civilizations in Mesoamerica.

    • 3.e. Assessment Target:

      The student knows and understands major global trends from 1000 BCE-300 CE.

  • RI.4. Domain / Statement Of Enduring Knowledge: World History

    Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE.

    • 4.a. Assessment Target:

      The student knows and understands the Imperial crises and their aftermath, 300-700 CE.

    • 4.b. Assessment Target:

      The student knows and understands the causes and consequences of the rise of Islamic civilization in the 7th-10th centuries.

    • 4.c. Assessment Target:

      The student knows and understands major developments in East Asia and Southeast Asia in the era of the Tang dynasty, 600-900 CE.

    • 4.d. Assessment Target:

      The student knows and understands the search for political, social, and cultural redefinition in Europe, 500-1000 CE.

    • 4.e. Assessment Target:

      The student knows and understands the development of agricultural societies and new states in tropical Africa and Oceania.

    • 4.f. Assessment Target:

      The student knows and understands the rise of centers of civilization in Mesoamerica and Andean South America in the first millennium CE.

    • 4.g. Assessment Target:

      The student knows and understands the major global trends from 3000-1000 CE.

  • RI.5. Domain / Statement Of Enduring Knowledge: World History

    Era 5: Intensified Hemispheric Interactions, 1000-1500 CE.

    • 5.a. Assessment Target:

      The student knows and understands the maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion.

    • 5.b. Assessment Target:

      The student knows and understands the redefining of European society and culture, 1000-1300 CE.

    • 5.c. Assessment Target:

      The student knows and understands the rise of the Mongol empire and its consequences for Eurasian peoples, 1200-1300.

    • 5.d. Assessment Target:

      The student knows and understands the growth of states, towns, and trade in Sub-Saharan Africa between the 11th and 15th centuries.

    • 5.e. Assessment Target:

      The student knows and understands the patterns of crisis and recovery in Afro-Eurasia, 1300-1450.

    • 5.f. Assessment Target:

      The student knows and understands the expansion of states and civilizations in the Americas, 1000-1500.

    • 5.g. Assessment Target:

      The student knows and understands the major global trends from 1000-1500 CE.

  • RI.6. Domain / Statement Of Enduring Knowledge: World History

    Era 6: The Emergency of the First Global Age, 1450-1770.

    • 6.a. Assessment Target:

      The student knows and understands how the transoceanic inter-linking of all major regions of the world from 1450-1600 led to global transformations.

    • 6.b. Assessment Target:

      The student knows and understands how European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.

    • 6.c. Assessment Target:

      The student knows and understands how large territorial empires dominated much of Eurasia between the 16th and 18th centuries.

    • 6.d. Assessment Target:

      The student knows and understands economic, political, and cultural interrelations among peoples of Africa, Europe and the Americas, 1500-1750.

    • 6.e. Assessment Target:

      The student knows and understands transformations in Asian societies in the era of European expansion.

    • 6.f. Assessment Target:

      The student knows and understands the major global trends from 1450-1770.

  • RI.7. Domain / Statement Of Enduring Knowledge: World History

    Era 7: An Age of Revolutions 1750-1914.

    • 7.a. Assessment Target:

      The student knows and understands the causes and consequences of political revolutions in the late 18th and early 19th centuries.

    • 7.b. Assessment Target:

      The student knows and understands the causes and consequences of the agricultural and industrial revolutions 1700-1850.

    • 7.c. Assessment Target:

      The student knows and understands the transformation of Eurasian societies in an era of global trade and rising European power, 1750-1870.

    • 7.d. Assessment Target:

      The student knows and understands patterns of nationalism, state building, and social reform in Europe and the Americas, 1830-1914.

    • 7.e. Assessment Target:

      The student knows and understands patterns of global change in the era of Western military and economic domination, 1800-1914.

    • 7.f. Assessment Target:

      The student knows and understands the major global trends from 1750-1914.

  • RI.8. Domain / Statement Of Enduring Knowledge: World History

    Era 8: A Half-Century of Crisis and Achievement, 1900-1945.

    • 8.a. Assessment Target:

      The student knows and understands the reform, revolution, and social change in the world economy of the early century.

    • 8.b. Assessment Target:

      The student knows and understands the causes and global consequences of World War I.

    • 8.c. Assessment Target:

      The student knows and understands the search for peace and stability in the 1920s and 1930s.

    • 8.d. Assessment Target:

      The student knows and understands the causes and global consequences of World War II.

    • 8.e. Assessment Target:

      The student knows and understands the major global trends from 1900 to the end of World War II.

  • RI.9. Domain / Statement Of Enduring Knowledge: World History

    Era 9: The 20th Century Since 1945: Promises and Paradoxes.

    • 9.a. Assessment Target:

      The student knows and understands how post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up.

    • 9.b. Assessment Target:

      The student knows and understands the search for community, stability, and peace in an interdependent world.

    • 9.c. Assessment Target:

      The student knows and understands the major global trends since World War II.

  • RI.10. Domain / Statement Of Enduring Knowledge: World History

    World History Across the Eras.

    • 10.a. Assessment Target:

      The student knows and understands the long-term changes and recurring patterns in world history.

 
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