Content Outline and Competencies:

I. Indigenous Peoples of North America and Kansas, approximately 900-1500

A. Discuss the cultures, economies, politics, and relationships with the natural environment of the Indigenous nations and peoples who lived in, traveled through and to the region now known as Kansas.

B. Examine relationships between the Indigenous nations and peoples who lived in, traveled through and to the region now known as Kansas.

II. Colonization, Migration, Immigration, and Kansas, approximately 1500-1900

A. Explain European colonization and its consequences for Indigenous nations and peoples, as well as the landscape of Kansas.

B. Describe the experiences of peoples who moved to and through – forcibly or voluntarily – what we now call Kansas, including Indigenous peoples forcibly moved by U.S. Indian policy, migrants from within the U.S., and foreign immigrants.

C. Compare and contrast the cultures and communities of the many peoples living in Kansas.

D. Explain the interactions, relationships, and power dynamics between peoples living in Kansas.

E. Assess the role of the natural environment in the lives of peoples in Kansas.

F. Examine systems of governing among the peoples of Kansas and the creation and existence of “Kansas” as a political entity in the United States of America.

G. Examine work, commerce, and industries in Kansas, including agriculture and railroads.

III. Modern Kansas, approximately 1900-present

A. Describe the experiences of peoples who moved to, through, and within Kansas.

B. Compare and contrast the cultures and communities of the many peoples living in Kansas, including federally recognized tribes, immigrants/migrants, and long-term residents.

C. Explain the interactions, relationships, and power dynamics between peoples living in Kansas.

D. Assess the role of the natural environment in the lives of peoples in Kansas, including the Dust Bowl.

E. Evaluate local political trends and their connection to state and national politics, including populism, school segregation, and rise of the New Right.

F. Examine work, commerce, and industries in Kansas, including agriculture, mining, and energy.

IV. Primary and Secondary Sources

A. Analyze primary sources.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. The Ancient Near East

A. Describe the development of civilization in Mesopotamia and Egypt.

B. Summarize the mytho-histories of ancient near Eastern cultures.

C. Trace the formation of the first empires.

D. Identify cultural, economic, and migratory developments of coastal civilizations, including Phoenicia and Israel.

II. Mediterranean Worlds

A. Trace the migration of peoples to and through the Mediterranean.

B. Summarize the political, social, and economic developments in Greek, Roman, and Persian societies.

C. Discuss different cultural traditions, such as literature, art, and architecture.

D. Analyze Jewish history and culture.

E. Examine the emergence and growth of Christianity.

III. The World of Late Antiquity

A. Summarize the various crises of the late empire and assess the attempts to restore order.

B. Analyze Constantine’s support of Christianity and the creation of a new capital at Constantinople.

C. Describe how peoples of Central Asia, including the Huns, affected migration patterns in western Eurasia among Germanic peoples.

D. Discuss the collapse of empire in the west and the continuation of empire in the east.

IV. Western Christendom and the Medieval Period

A. Summarize the rise of the papacy and its influence in the west.

B. Analyze the emergence of Islam, its Jewish and Christian contexts, and its impact on the Mediterranean world.

C. Describe the reemergence of empire in the west and its relationship with the Church.

D. Discuss the cultural traditions of Western Christendom, such as literature, the writing of history, art, and architecture.

V. The Renaissance

A. Describe the spread of the Black Death across Afro-Eurasia and its effects on society in Europe.

B. Discuss the rise of humanism and the vernacular.

C. Discuss changes in artistic style that characterize the Renaissance.

D. Trace Iberian explorations for new sea routes to Asia, including along the African coast, and the beginnings of the Atlantic World.

VI. Primary and Secondary Sources

A. Analyze primary sources using historical thinking skills.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. The Western World on the Eve of 1500

A. Explain how the “West” fits into the concept of the Afro-Eurasian web.

B. Describe the pre-existing multicultural exchanges that existed across the Afro-Eurasian web by approximately 1500.

C. Identify the motivations and technologies that contributed to transoceanic exploration.

D. Examine the ways that transoceanic exploration changed peoples and places across the globe.

E. Analyze the ways that global exchanges transformed the Western world.

II. Religious Reformations

A. Identify the various religious communities in the Western world and their place in the social and political institutions of the West.

B. Discuss the causes of the Protestant and Catholic Reformations.

C. Discuss how the Protestant and Catholic Reformations affected social, political, and cultural patterns in Europe and other parts of the globe.

III. Scientific Revolution

A. Examine the different groups of the Afro-Eurasian web who contributed knowledge to the Scientific Revolution.

B. Explain how the outlook of the Scientific Revolution compared to previous ways of knowing.

C. Identify the contributions of major scientific thinkers of the 16th and 17th centuries.

IV. Enlightenment

A. Analyze the causes and consequences of the Enlightenment in Europe and other parts of the globe.

B. Identify major figures of the Enlightenment and principles of Enlightenment thought.

C. Describe how the ethos of the Enlightenment influenced the beliefs and actions of people in Western societies and the West’s interactions with people and places in other parts of the globe.

D. Discuss the relationship between Enlightenment thought and the political and economic transformations of the seventeenth and eighteenth centuries in Europe and other parts of the globe.

V. Constitutionalism

A. Explain the causes and consequences of the Atlantic Revolutions.

B. Discuss the different goals of people involved and affected by the Atlantic Revolutions, including those who benefitted from or lost out during these processes.

C. Outline features of contract theory and constitutionalism.

VI. Industrialization

A. Summarize the causes and consequences of industrialization.

B. Debate the relationship between industrialization and imperialism.

C. Discuss the ways that industrialization affected social, political, and cultural patterns.

VII. Romanticism

A. Identify the major characteristics of Romanticism.

B. Explain why Romanticism is often identified as a counter movement in history.

C. Discuss major examples of Romantic literature.

VIII. Theories and Movements in the Nineteenth Century

A. Describe new scientific theories and innovations of the nineteenth century and their influence on Western society.

B. Examine the political theories and developments that present the nineteenth century as an "age of progress" for Western Civilization.

C. Identify cultural dissenters and their critiques of nineteenth-century political, social, and economic progress.

IX. Western to World Civilization

A. Identify the major events and ideas that shaped communities in the West in the 20th and 21st centuries.

B. Explain how various communities in the Western world responded to the World Wars.

C. Analyze the global perspectives that inform concepts in the Western world today.

D. Evaluate the concept of Western Civilization.

X. Primary and Secondary Sources

A. Analyze primary sources using historical thinking skills.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. The Emergence of Christianity

A. Characterize Second Temple Judaism at the beginning of the Roman Empire.

B. Summarize the emergence of Christianity, its Jewish context, and its spread among non-Jewish communities.

C. Analyze differences in theology and praxis of early Christianity.

D. Summarize the emergence of orthodox Christianity and the institution of the Church.

II. Transformations of the Roman Empire in Late Antiquity

A. Summarize the various crises of the late empire and assess the attempts to restore order.

B. Discuss the Christianization of the Roman Empire.

C. Trace migrations of peoples in the Mediterranean world, Central Europe, and Central Asia, including conflicts with the Roman Empire.

D. Describe the influence of non-Roman cultures upon the empire.

III. The Fall of the West

A. Summarize the decline of the Roman Empire in the west and the emergence of independent kingdoms.

B. Discuss the rise of the papacy.

C. Describe the continuation and transformation of the Roman Empire in the east.

IV: The Early Middle Ages

A. Summarize the emergence of the Merovingian Dynasty and the creation of the Carolingian Empire.

B. Analyze the rise of Western Christendom and debate the relationships between the papacy, the Church, and empire.

C. Explain the rise of monasticism in the West and discuss the Rule of St. Benedict.

D. Analyze the Anglo-Saxon kingdoms in Britain and their conversion to Christianity.

E. Summarize the decline of the Carolingian Empire, the development of the manorial order, and the movement of Vikings throughout northwest Europe.

V. The Central Middle Ages

A. Explain the Gregorian Reforms and debate the Investiture Controversy.

B. Discuss the emergence of universities, new ideas, and the writings of key intellectuals.

C. Summarize the growth of powerful monarchs in England, France, and Southern Italy and the re-formation of empire in Germany.

D. Discuss the relationship between urbanization, the emergence of the Mendicant orders, and the role of women in both the Church and society.

E. Discuss new art forms, including the Gothic style.

VI: The Crusades and the Wider World

A. Summarize the emergence of Islam, the expansion of the caliphate, and the conquests of Turkic peoples in western Eurasia.

B. Examine the decline of the Byzantine empire and its relationship to Western Europe.   

C. Discuss the origin of the Crusades and the motivations of its participants.

D. Identify the Crusader States and discuss the movement of people, ideas, and culture between Western Europe and the wider world.

VII: The Late Middle Ages

A. Analyze political, social, economic, and diplomatic developments in western, central, and northern Europe and the Byzantine Empire.

B. Discuss medieval warfare and the effects of war upon society, such as in the Hundred Years’ War.

C. Summarize the decline of papal power and major controversies in the Church.

D. Trace the spread of the Black Death along regional trade patterns and discuss its impact on society.

E. Discuss developments in vernacular culture, including art and literature, that gave rise to the Renaissance.

VIII. Primary and Secondary Sources

A. Analyze primary sources using historical thinking skills.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources

Content Outline and Competencies:

I. Medieval and Early Modern Worlds

A. Identify the social, economic, and political characteristics associated with the following periods in Europe: Medieval, Renaissance, Scientific Revolution, and Enlightenment.

B. Summarize the causes and effects associated with each period.

C. Discuss the benefits and limitations of periodization for understanding the topic of Early Modern Europe.

II. Intercultural Exchange between Europe and the World

A. Describe causes for the fifteenth-century maritime exploration from the Atlantic seaboard and early contact with communities in West Africa and the Western Hemisphere.

B. Explain features and effects of the intercultural contact between Europe and the indigenous peoples of Africa and the Western Hemisphere.

C. Distinguish between previous forms of slavery and the slavery introduced into the Western Hemisphere in the sixteenth century.

D. Explain features and effects of the intercultural contact between Europe and various communities in Asia.

E. Compare European approaches to colonial rule in various parts of the globe.

III. Religious Reformations

A. Analyze points of religious dissent in the fourteenth and fifteenth centuries as exemplified by the Hussites, Devotio Moderna, Christian Humanism, and the conciliar movement.

B. Discuss the main theological points of contention between Martin Luther and the Catholic Church.

C. Describe Luther’s break with the Catholic Church and provide reasons for the success of his challenge to Church authority.

D. Summarize the contributions to Protestant theology made by other Protestant reformers, including Calvin and Zwingli.

E. Assess the policies and reforms enacted by the Catholic Church that were concurrent and in response to the Protestant Reformation.

F. Explain the Catholic Church’s use of baroque art in the Catholic Reformation.

G. Compare the different Wars of Religion (1550-1648) and their effects.

IV. Scientific Revolution

A. Describe the intellectual climate of the sixteenth century and how it contributed to new learning and dissent.

B. Analyze the scientific discoveries and theories that challenged traditional sources of intellectual authority in sixteenth-century Europe.

C. Summarize the scientific contributions of major thinkers of the period.

D. Identify “Newtonian science” and the philosophical assumptions and values embodied in this science that carried over into the intellectual life of the eighteenth century.

V. Royal Absolutism

A. Compare the Royal Absolutism of the seventeenth and eighteenth centuries with previous patterns of monarchical rule.

B. Describe the political culture created by Louis XIV of France and its influence on Europe.

C. Evaluate Peter the Great’s efforts to consolidate power and “modernize” Russia.

D. Compare the Hapsburg and Hohenzollern monarchs in building and governing their respective states.

VI. English Civil War and the Rise of Constitutionalism

A. Explain the causes and effects of the English Civil War.

B. Evaluate the foreign and domestic policies of Cromwell’s government.

C. Analyze the Restoration politics of Charles II and James II and the victory of Parliament in the Glorious Revolution of 1688.

D. Discuss the long-lasting effects of the Glorious Revolution for other political revolutions across Europe and the Western Hemisphere, especially the Glorious Revolution’s role in the rise of Constitutionalism.

E. Compare Royal Absolutism and constitutional governments, especially the ruler’s sources of legitimacy in each type of government.

VII. Enlightenment

A. Summarize the major developments, ideas, and personalities that shaped Enlightenment thought.

B. Describe salon culture, especially the role of women, and new modes of disseminating ideas and information in the eighteenth century.

C. Explain what institutions, policies, and practices were particularly subject to criticism by Enlightenment thinkers.

D. Evaluate the contribution of the Enlightenment to shaping the modern world.

VIII. French Revolution

A. Analyze the internal and external causes of the French Revolution.

B. Discuss the contributions of major personalities of the French Revolution, including Maximilien Robespierre and Olympe de Gouges.

C. Explain reasons for the different stages of the French Revolution, including the Reign of Terror and the rise of Napoleon.

D. Evaluate the contribution of the French Revolution to shaping the modern world, including the role of the Napoleonic invasions in sparking revolutions in Haiti and Latin America.

IX. Primary and Secondary Sources

A. Analyze primary sources using historical thinking skills.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. The French Revolution and the Napoleonic Empire

A. Describe the general character of the social and political structures of Europe prior to the French Revolution of 1789.

B. Describe the major causes of the French Revolution of 1789 and the rise of French nationalism.

C. Characterize the prevailing artistic and literature styles.

D. Discuss the Napoleonic Era.

II. 19^th- Century Revolutionary Europe

A. Explain the concepts of Conservatism and Liberalism.

B. Discuss the rise of Romantic art and literature.

C. Examine the impact of alternate political theories and philosophies.

D. Interrogate the impact of wars and revolutions.

E. Evaluate Italian and German unification and the rise of nationalism.

F. Analyze the effects of the creation of Germany upon the European balance of power.

III. Leading Up to World War I

A. Analyze the cultural and intellectual developments of fin de siècle Europe.

B. Discuss New Imperialism and the Second Industrial Revolution.

C. Explain the rise of socialism.

D. Characterize the impressionist and post-impressionist artistic movements.

E. Analyze the social, political, and economic conditions of 19^th- century Russia.

F. Discuss Bismarkian diplomacy.

IV. World War I, the Interwar Years, World War II

A. Discuss the political, social, and economic impact of wars and revolutions.

B. Analyze the development of global diplomacy.

C. Characterize the prevailing artistic and literature styles.

D. Analyze the rise of totalitarianism and National Socialism.

V. Cold War and Post-Cold War

A. Examine the cultural, political, social, and economic impact of the Cold War.

B. Discuss the Post Modernist movement in art and literature.

C. Discuss the collapse of Communism.

D. Examine important issues in post-Cold War Europe.

VI. Primary and Secondary Sources

A. Analyze primary sources using historical thinking skills. 

B. Examine secondary sources to determine historical arguments.  

C. Create historical arguments using primary and secondary sources. 

D. Assess change over time using primary and secondary sources. 

Content Outline and Competencies:

I. Africa: The Continent and Its Peoples

A. Compare and contrast the myths and stereotypes relating to the African continent and its peoples with the historical reality.

B. Describe the geography and landscapes of the African continent.

C. Examine the variety of languages, cultural and ethnic groups on the continent, including how these relate to Africa’s natural environment.

II. African Institutions

A. Explain the principal cultural forms and institutions of African nations and peoples.

B. Examine religious and spiritual beliefs and practices among the peoples of Africa.

C. Distinguish community and family structures among African nations and peoples.

D. Examine regional differences and changes over time in these African institutions.

III. Politics and Economics in Africa

A. Identify the characteristics and historical trends in the political and economic evolution of African nations and peoples.

B. Describe politics and economics in ancient Africa, specifically within the Kingdoms of Egypt, in early and late prehistory, and during the Iron Age and Bantu migrations.

C. Trace change and continuity in politics and economics from early prehistory to 1600 CE, specifically in the Trans-Saharan and Indian Ocean slave trade and growth of Islamic states in eastern, central and southern Africa.

D. Discuss the political and economic features of empires in Western Africa and city-states in Eastern Africa from approximately 1000-1600 CE.

E. Examine the economic and political causes and consequences of European colonialism on the African continent, including the Atlantic slave trade and African diaspora, from the seventeenth through the twentieth century.

F. Compare and contrast the economic and political effects of different patterns of colonization, including extractive imperialism as seen in the Belgian Congo with settler states like South Africa and Algeria.

G. Analyze decolonization, nationalism, independence movements, and power struggles in different regions in Africa and the resulting economic and political transformations in the twentieth and twenty-first centuries.

IV. Primary and Secondary Sources

A. Analyze primary sources, including cultural aesthetics such as literature, art, or architecture.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources. 

Content Outline and Competencies:

I. Foundations of Eastern Civilizations to 600 CE

A. Evaluate the concept of Eastern Civilization.

B. Identify major geographic features of India, China, Japan, and Korea and how these features have influenced the history of these regions.

C. Describe the early settlement patterns and features of the first urban societies for these regions.

D. Discuss the types of archeological, written, and other primary source artifacts available to study these regions during this period. 

E. Summarize the mythology of peoples in each region and its role in the various social aspects of these regions.

F. Explain the development of centralized governments in India and China.

G. Examine the role of the Mandate of Heaven in the Chinese dynastic cycle and features of the Mauryan and Gupta empires of India.

H. Define the major principles of Hinduism, Buddhism, Daoism, Confucianism, Legalism, Shinto and Zen Buddhism.

I. Give examples of cross-cultural exchanges across Eurasia during this period.

J. Give examples of human interactions with the environment during this period.

II. Early States and Societies from 600 to 900 CE

A. Describe aspects of daily life among and within different groups in these regions.

B. Discuss socio-political developments, religious transformations, building projects, and environmental considerations under the Sui and Tang dynasties of China.

C. Explain the development of centralized governments in Japan and Korea.

D. Compare the cultures and dynasties of northern and southern India.

E. Give examples of cross-cultural exchanges across Eurasia during this period.

F. Give examples of human interactions with the environment during this period.

III. States and Societies from 900 to 1300 CE

A. Describe aspects of daily life among and within different groups in these regions.

B. Identify the achievements and challenges of the Song dynasty.

C. Discuss features of Mongol rule in China.

D. Compare Korea under Silla, Goryeo, and Mongol rule.

E. Explain key aspects of Heian court culture, the rise of warrior rule (shogunate), and samurai culture in Japan.

F. Summarize the spread of early Muslim kingdoms in India and the major principles of Islam.

G. Give examples of cross-cultural exchanges across Eurasia during this period.

H. Give examples of human interactions with the environment during this period.

IV. States and Societies from 1300 to 1800

A. Describe aspects of daily life among and within different groups in these regions.

B. Outline the policies of the Mughal empire in India and features of life under Mughal rule.

C. Compare the Yuan, Ming, and Qing eras in China.

D. Summarize aspects of the Warring States Period in Japan and the transition to the Tokugawa Shogunate.

E. Explain key aspects of life and politics in Joseon Korea, especially the reliance on systems of slavery.

F. Compare each region's response to the increased presence of European merchants and/or missionaries.

G. Give examples of cross-cultural exchanges within these regions and with other areas of the globe during this period.

H. Give examples of human interactions with the environment during this period.

V. States and Societies from 1800 to the present

A. Describe aspects of daily life among different groups in these regions.

B. Discuss British rule in India, features and personalities of the independence movements, and the partition of the Indian sub-continent.

C. Analyze causes and effects of the Opium Wars.

D. Explain the Meiji Restoration, Japanese modernization, militarism, and expansionism.

E. Discuss features of life and politics in Korea during Japanese colonialization.

F. Examine socio-political developments in each region during the second half of the 20th century.

G. Summarize the internal and external policies of each region in 21st century, including human interactions with the environment.

H. Compare features of Eastern Civilization with other parts of the world, including the influence of the cultures of these regions in other parts of the world.

VI. Primary and Secondary Sources

A. Analyze primary sources using historical thinking skills.

B. Examine secondary sources to determine historical arguments. 

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. African Origins and American Enslavement, 1300-1865

A. Describe the peoples and empires of West and Central Africa, and their cultural legacies in the western hemisphere.

B. Compare the processes of enslavement between different parts of the Atlantic world.

C. Analyze the ways enslavement and freedom helped shape concepts of racial identity.

D. Explain and evaluate the process by which slavery was abolished in the United States.

II. Post-Emancipation, 1865-1945

A. Explain how equal citizenship rights were embodied in the U.S. Constitution, and the extent to which they were realized in actual practice.

B. Describe different models of Black leadership and civil rights activism.

C. Analyze the ways migration and urbanization influenced African American society.

D. Explain major African American cultural achievements following emancipation.

III. Contemporary, 1945 to the present

A. Describe the process, and evaluate the success, of post-World War II Black civil rights movements.

B. Analyze the ways that racial identity continues to change in a global society.

C. Explain how African American activism has evolved in recent decades.

D. Describe the ways that contemporary racial dialogue influences American politics and culture.

IV. Primary and Secondary Sources

A. Analyze primary sources.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. Colonial America, 1500s-1760s

A. Examine Indigenous peoples lives, cultures, economies, and interactions in the Western Hemisphere.

B. Trace the journey made by African slaves from western Africa to the Americas and discuss the origins of the African American culture that resulted.

C. Discuss the conquest of the Western Hemisphere by Europeans and compare the colonization efforts of the Spanish, French, and British.

D. Analyze and discuss interactions and conflicts between the many peoples in Colonial North America.

II. Revolutionary Era, 1760s-1800

A. Examine the Seven Years War and its aftermath.

B. Analyze political, social, economic, and diplomatic developments of the American Revolution.

C. Explain the accomplishments and failures of the Articles of Confederation government.

D. Describe the process by which the US Constitution was developed and how it is different from the Articles of Confederation.

III. A Growing United States, 1800-1850s

A. Describe and analyze significant events in the creation and development of American society, institutions, and political structures in the Early Republic.

B. Explain the origins of political parties in the United States and their impact.

C. Describe the impact of the Market Revolution on American society.

D. Analyze the various types of reform during this period including: religious, temperance, abolitionism, and women’s rights.

E. Describe the Indian policy, its impact, and how Indigenous nations and peoples resisted those efforts.

F. Analyze the changing experience of enslavement and its impact on African American culture.

G. Explain the origins, developments, and consequences of the Mexican War and the impact of that war on the various peoples in the West and sectional politics

IV. The Civil War and Reconstruction, 1850s-1870s

A. Analyze the political and social conditions that eventually led to civil conflict in 1861.

B. Analyze political, social, economic, and diplomatic developments and consequences of the Civil War.

C. Assess the role of African Americans in the Civil War and Reconstruction.

D. Assess the mismatched ambitions and results of Reconstruction.

V. Primary and Secondary Sources

A. Analyze primary sources.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources

Content Outline and Competencies:

I. The Late Nineteenth Century/Early Twentieth Century, Approximately 1877 to 1920

A. Discuss the political, economic, and social consequences of the end of Reconstruction.

B. Explain how equal citizenship rights were embodied in the U.S. Constitution, and the extent to which they were realized in actual practice.

C. Assess U.S. expansion and the impacts of Federal Indian legislation on Indigenous peoples and the nation.

D. Discuss the social, economic and political impact of rapid industrialization on the United States.

E. Discuss the emergence of reform efforts and identify the major reforms.

F. Explain the role of the federal and state governments in regulating the economy.

G. Analyze the "New Empire" and its implication in the Caribbean, Latin America, the Far East and in the Pacific.

H. Discuss the causes and consequences of World War I, at home and abroad.

II. Early to Mid-Twentieth Century, Approximately 1920-1945

A. Trace political, social, economic, and diplomatic developments of the interwar years.

B. Identify the causes and impact of the Great Depression.

C. Explain the role of governments and the New Deal in addressing the Great Depression.

D. Identify the long-term political, economic and social consequences of the New Deal.

E. Discuss the causes and consequences of World War II, at home and abroad.

F. Explain how equal citizenship rights were embodied in the U.S. Constitution, and the extent to which they were realized in actual practice.

III. Mid to Late Twentieth Century, Approximately 1945-2000

A. Explain the causes and consequences of the Cold War, at home and abroad.

B. Explain how equal citizenship rights were embodied in the U.S. Constitution, and the extent to which they were realized in actual practice.

C. Identify the national trends in politics and government, including the decline of the New Deal coalition and the rise of the New Left and the New Right.

D. Discuss the emergence of reform and rights movements and identify the major issues and reforms.

IV. Twenty-First Century, Approximately 2000-present

A. Explain how equal citizenship rights were embodied in the U.S. Constitution, and the extent to which they were realized in actual practice.

B. Analyze the causes and consequences of 9/11/2001 and the war on terror, at home and abroad.

C. Discuss the social, economic and political impact of digital technologies on the United States.

D. Discuss the emergence of reform efforts and identify the major reforms.

E. Explain the changing role of the federal and state governments.

F. Describe the relationship of the United States to international events and trends.

V. Primary and Secondary Sources

A. Analyze primary sources.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I: The Ancient Near East

A. Map the geography, landscapes, and peoples of Mesopotamia, the Levant, and Anatolia.

B. Examine religious beliefs, practices, mythologies, art, and literary culture among the peoples of the Ancient Near East.

C. Describe the rise of city-states in Sumer, their economies, the formation of social and gender hierarchies, and the distinction between free and unfree peoples.

D. Trace the formation of the first empires in the region, including the Akkadian, Hittite, and Assyrian, and Achaemenid Empires.

E. Examine developments in technology and thought, such as writing, bronze and iron metallurgy, mathematics, and astronomy.

F. Analyze the material culture of the region through artifacts, archaeological remains, and objects of everyday life.

II: Ancient Egypt

A. Map the geography, landscape, and peoples of Egypt, the ancient Nile Valley, deserts, and areas of Egyptian influence.

B. Examine religious beliefs and practices, including funerary practices, mythology, art, and literary culture of ancient Egypt.

C. Summarize the formation of the Egyptian state, the foundation and expansion of its empire, and the major periods of Egyptian history.

D. Describe political, economic, and social developments in Egypt, including political structures, gender roles, the distinction between free and unfree peoples, trade, and interactions with foreign peoples.

E. Analyze the impact of multicultural contributions to ancient Egyptian history and culture from peoples such as the Nubians, Hyksos, and Libyans.

F. Examine developments in technology and thought, such as writing, mummification, mathematics, and astronomy.

G. Analyze Egyptian material culture through artifacts and archaeological remains, including temples, tombs, and objects of everyday life.

III: Ancient Greece

A. Map the geography, landscapes, and peoples of Greece, including the migrations of Indo-Europeans.

B. Examine religious beliefs, practices, mythology, art, and literary culture of ancient Greece.

C. Describe political, economic, and social developments across the Greek world, including political structures, gender roles, the distinction between free and unfree peoples, trade, and interactions with foreign peoples.

D. Summarize the major periods of Greek history, including the Persian and Peloponnesian Wars.

E. Discuss the formation of a distinctive Greek culture and its expansion to other peoples during the Hellenistic period.

F. Describe the rise of Macedonia, Alexander’s conquests, and the formation of the Hellenistic kingdoms in Greece, Egypt, and Persia.

G. Examine developments in technology and thought, such as writing, philosophy, history, and the arts.

H. Analyze Greek material culture through artifacts, archaeological remains, and objects of everyday life.

IV. Primary and Secondary Sources

A. Analyze primary sources using historical thinking skills.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. Early Rome

A. Map the major geographic features and peoples of the Italian Peninsula and surrounding areas.

B. Examine Etruscan and Greek culture, their influence on early Romans, and the foundation of Rome as a city through archaeological evidence.

C. Discuss the mytho-history of Rome’s foundation, the expulsion of the Etruscan kings, and the cultural values represented therein.

II. The Republic

A. Analyze the structure of and changes within Roman government during the Republic, including the evolution of Roman law.

B. Trace the expansion of the Republic, conflicts with and incorporation of other Italian peoples, and conflict with the Gauls.

C. Examine Carthaginian society though written and archaeological evidence and compare it with Rome.

D. Trace the course of the Punic Wars and Roman expansion across the Mediterranean through written evidence, such as Polybius and Livy.

E. Analyze changes in Roman art, literature, and culture during the Republic with reference to Greek and other influences.

F. Examine social changes during the Republic, such as changes in gender norms, the institution of slavery, and the increase in landless plebians.

G. Trace the demise of the Republic in the first century BCE and analyze its manifold causes through written texts.

H. Analyze the course of the Civil War across the empire, Caesar’s own account of the conflict, and Caesar’s rule as dictator.

III. The Imperial Period

A. Discuss the assassination of Caesar, the formation of the Second Triumvirate and subsequent war, and Augustus’s establishment of the Principate.

B. Examine transformations in the Roman government during the Principate, the increasing role of the army in politics, and wars with foreign peoples.

C. Analyze the rise of Christianity, its Jewish context, and its spread among non-Jewish peoples through written evidence.

D. Discuss the culture, art, and literature of the imperial period, including gladiatorial games and chariot racing.

E. Discuss how non-Romans influenced the culture and politics of Rome.

F. Examine the causes of numerous crises in the third century, such as the economy, the rise of the Sassanian Empire, and the growing independence of the army.

IV. Late Antiquity

A. Discuss the reform efforts of Diocletian, including the formation of the Tetrarchy and attempts at socio-religious unity.

B. Examine the rise of Constantine, his patronage of Christianity, and the foundation of Constantinople as the new capital.

C. Trace the migration of Germanic and Eurasian peoples into the empire and their growing influence in culture and politics.

D. Discuss the Christianization of the empire and the growing importance of the bishop of Rome.

E. Summarize the decline of the Roman Empire in the west and the emergence of independent kingdoms.

F. Examine the continuation of the eastern part of the empire and discuss the concept of Rome as it relates to the Byzantine Empire.

V. Primary and Secondary Sources

A. Analyze primary sources using historical thinking skills.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. Ancient Civilizations, c. 3000-500 BCE

A. Compare and contrast the cultures, religions, economies, politics, and relationships with the natural environment of the peoples who lived in, traveled through and to the region now known as India.

B. Explain the interactions, relationships, and power dynamics between peoples living in India.

C. Discuss the Harappan/Indus River Valley Civilization.

D. Examine Indo-European migrants to and through the region now known as India, as well as the Vedic period.

II. Empires and Civilizations, c. 500 BCE – 500 CE

A. Compare and contrast the cultures, communities, politics, and relationships with the natural environment of peoples living in India.

B. Explain the interactions, relationships, and power dynamics between peoples living in India.

C. Analyze the role of the Gupta and Mauryan empires in India.

D. Examine the role of Hinduism, Jainism, and Buddhism.

E. Discuss commerce and trade.

III. Power Changes, c. 500 – 1850s CE

A. Compare and contrast the cultures, communities, religions, and relationships with the natural world of peoples living in India.

B. Explain the interactions, relationships, and power dynamics between peoples living in India.

C. Describe the Islamic conquests, as well as their social, political, and religious power and influence in India, including with the Mughal empire.

D. Assess the role of the Sikh community and Sikhism in India.

E. Examine the effect of European empires in India.

F. Discuss commerce and trade.

III. Modern India, c. 1850s-Present

A. Compare and contrast the cultures, communities, religions, and relationships with the natural world of peoples living in India.

B. Explain the interactions, relationships, and power dynamics between peoples living in India.

C. Assess the purpose and impact of British colonization.

D. Analyze the Indian Independence Movement.

E. Explain the creation of independent India and Pakistan.

F. Describe the social and political structures of independent India.

G. Analyze the regional and international role of India.

H. Discuss the Indian diaspora.

IV. Primary and Secondary Sources

A. Analyze primary sources, including cultural aesthetics such as literature, art, or architecture.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. Arabian Peninsula 500-700 CE

A. Explain the imperial and religious power struggles that ensued in the Near East during the early Common Era.

B. Describe the centrality of the life of the Prophet Muhammad.

C. Identify and analyze the basic teachings and practices of Islam.

D. Evaluate the importance of the Qur’an and other sacred traditions in the development of Islamic culture and law.

II. Expansion and Classical Period, 700 – 1258 CE

A. Describe the Islamic conquests of North Africa, Spain, Persia, and regions beyond.

B. Compare the doctrinal differences that emerged between the various branches of Islam.

C. Analyze the significance of Islamic aesthetics in art, literature and architecture.

D. Evaluate the accomplishments of Islamic civilization in law, science, medicine, mathematics, and philosophy.

E. Explain the challenges to Islamic rule posed by western Christianity, the Mongols, and others.

III. Thought, Practices, and Government, 14th century to the present

A. Describe the formation and collapse of the Islamic gunpowder empires.

B. Analyze the challenges Islam has faced as it has grown into a global religion.

C. Explain the ways that western imperialism has influenced developments in the Middle East.

D. Evaluate the extent to which Islam has adjusted to the rise of modern nation-states over the last two centuries.

IV. Primary and Secondary Sources

A. Analyze primary sources.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. Prehistory

A. Trace the evolution of early humans in Africa and their migrations to Eurasia, the Americas, and Oceania.

B. Discuss the earliest known settlements.

II. The Beginnings of Civilization in Afro-Eurasia and the Americas

A. Map the early development of major civilizations across the globe.

B. Discuss the advent of cities and how they altered political, social, economic, and gender relationships.

C. Compare Neolithic, Bronze, and Iron Age technologies.

D. Describe cultural features of early major civilizations, including those in Mesopotamia, Egypt, South Asia, China, and the Americas.

E. Trace early regional trade patterns.

F. Identify early empires and compare their political, social, and economic organizations with those of city-states and kingdoms.

III. Classical Formations

A. Identify the features of classical culture for the major civilizations in Afro-Eurasia and the Americas, including philosophy, architecture, myths, and artistic and literary achievements.

B. Discuss concepts of legitimization that inform political organization in each of the major civilizations for the premodern period.

C. Trace major migrations, military conquests, and the spread of culture across different regions in Afro-Eurasia.

D. Describe the development of major religions for the period, including those of South Asia, East Asia, and the Mediterranean.

E. Summarize the rise of imperial China and its cultural influence on East and Southeast Asia.

F. Summarize the rise of the Roman Empire and its cultural influence on the Mediterranean world.

IV. Medieval Worlds

A. Describe the rise of Christianity and Islam and the relationship between religion and empire.

B. Discuss Byzantium and the fragmentation of the western Roman Empire.

C. Identify cultural achievements of Islamic civilization in different regions.

D. Trace the expansion and contraction of imperial China during the period.

E. Explain the advent of warrior rule in Japan.

V. Afro-Eurasia Interconnectivity

A. Describe the lifestyle of pastoral nomads across Eurasia.

B. Trace the overland and maritime routes of the Silk Road, including in Southeast Asia.

C. Describe the material culture, religions, languages, and peoples traveling upon the Silk Road.

D. Explain the rise of the Mongols, their successive empires, and impact upon trade.

E. Describe the spread of the Black Death across Afro-Eurasia and its effects on society.

F. Discuss the Ming tributary system and its connection to maritime trade in East Asia.

V. Isolated Societies and Their Integration

A. Identify regions of the world that remained relatively isolated from Afro-Eurasia, including Oceania.

B. Discuss the development of the major Sub-Saharan African civilizations and the Bantu migrations.

C. Explain how Sub-Saharan Africa became increasingly connected with the rest of Afro-Eurasia.

D. Explain the Afro-Eurasian slave trade network during the period.

E. Discuss how isolation from Afro-Eurasia affected the development of the Americas.

F. Summarize the main features of the Mesoamerican and Andean civilizations of the period.

G. Discuss Iberian motivations for exploring new sea routes to Asia and the subsequent invasion of the Americas.

H. Assess the effects of the biological and cultural exchanges upon peoples of the Americas and the global population as a whole.

VI. Primary and Secondary Sources

A. Analyze primary sources using historical thinking skills.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. The World on the Eve of 1500

A. Describe the major diffusions of peoples that had taken place across the globe by 1500.

B. Map the major population centers on the eve of 1500.

C. Summarize major events and trends that define the world on the eve of 1500.

II. Global Convergence

A. Discuss how early cross-Atlantic contact affected the peoples, institutions, and environments of the Western Hemisphere and the Afro-Eurasian Web.

B. Identify features of Indian Ocean trade.

C. Explain the role of East Asia in global networks.

D. Trace diffusion of peoples, culture, ideas, and technologies across the globe, including Oceania.

E. Explain the role of industrialization and other technologies in the intensification of globalization.

F. Examine patterns of seclusion in an age of globalization.

III. Empires and Kingdoms

A. Compare sources of legitimacy and power in empires and kingdoms in the Americas and Afro-Eurasia.

B. Assess the rise and fall of empires and kingdoms.

C. Discuss the different experiences of people in empires and kingdoms, considering how different social roles affect the lives of ordinary people in these polities.

IV. Scientific and Technological Developments

A. Identify the origins and effects of gunpowder weapons in the early modern period.

B. Determine the revolutionary nature of the Scientific Revolution of the 16th and 17th centuries.

C. Assess the processes and effects of industrialization in specific world regions.

D. Discuss the advantages and disadvantages of new technologies as seen in different regions and time periods.

V. Social and Political Revolutions

A. Identify major social and political revolutions across the globe since 1500, including the Atlantic Revolutions.

B. Describe the outcomes of these revolutions, including the development of constitutional governments and communist governments.

C. Discuss the different experiences of people in social and political revolutions, considering how different social roles affect lived experiences.

VI. Nationalism and Nation-States

A. Explain the transition from kingdoms to nation-states.

B. Summarize cases of nationalism and nation-state formation and significant figures in these movements.

C. Debate the role of nationalism in the outbreak and trajectory of the World Wars.

D. Discuss the process of decolonization in Africa and Asia, and significant figures in these movements.

VII. World Developments in the 20th and 21st centuries

A. Determine the global causes and consequences of the World Wars.

B. Investigate the rise of new political and social ideologies, including Fascism and Communism.

C. Analyze the significance of social, political, and technological developments since the end of World War 2.

D. Examine the social, political, and economic features of globalization in the 20th and 21st centuries, including the ways that different groups have contributed or been affected by globalization.

VIII. Primary and Secondary Sources

A. Analyze primary sources using historical thinking skills.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. Premodern Historic and Cultural Foundations of Russian Historical Development

A. Identify and describe the role of premodern historical events in shaping modern Russian history.

B. Explain the influence of early philosophical, religious, and intellectual developments on modern Russian history.

II. Imperial Russia

A. Describe Peter the Great’s program of aggressive westernization of Russia, including his social, political and economic goals and foreign policy objectives.

B. Assess the influence of Peter the Great’s program of aggressive westernization on Russian social, economic and political institutions and their modernization.

C. Identify the role of domestic and foreign policies or events in the development of Russian history.

D. Explain the influence of philosophical and intellectual developments on the course of Imperial Russian history.

E. Trace the growth of the Russian empire and describe the traditional policy of cultural assimilation, including its ramifications.

F. Identify and describe significant contributions of Imperial Russia to the Russian cultural tradition from the media of literature, art, music, theater, ballet and opera.

III. Soviet Russia

A. Describe the important historical events in the evolution of Soviet Russian history.

B. Explain the influence of philosophical and intellectual developments on the evolution of Russian historical development.

C. Trace the growth of the Soviet empire and describe the Soviet policy toward nationalities and the consequences of those policies.

D. Identify and describe significant Soviet era contributions to the Russian cultural tradition from the media of literature, art, music and film.

IV. Post-Soviet Russia

A. Describe the social, economic and political context in which a new Russia” is emerging.

B. Explain the nationalities problems which the Russian Federation has inherited from the collapse of the Soviet Union.

V.  Primary and Secondary Sources

A. Analyze primary sources using historical thinking skills.

B. Examine secondary sources to determine historical arguments.   

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. From Colony to Nation
   A. Introduction
      1. List five reasons for studying Latin America.
      2. Identify all of the countries of Latin America and its major
rivers on a blank map.
      3. List four common myths about Latin American nations and describe
how they square with reality.
      4. Explain the major interpretations of Latin America and select
which one matches your current understanding of these nations.
   B. Colonial foundations and legacy
      1. Describe the native peoples of the Americas during the Age of
Discovery.
      2. Summarize how Europeans, especially Columbus and his crews, are
characterized by Kirkpatrick Sale’s essay (handout).
      3. List and define the colonial institutions of the Spanish and the
Portuguese in the New World.
      4. Explain the causes of the wars of independence.
   C. Independence and its aftermath
      1. Show how the independence movements varied across Latin America
and in the Caribbean.
      2. List the impact of the wars of independence upon the nations of
Latin America.
   D. The heritage of independence
      1. Describe how political independence led to economic, religious
and cultural independence from Spain and Portugal.
      2. Trace the legacy of the wars for independence upon the new
nations.
   E. The search for order
      1. Analyze how caudillismo affected the search for political order
in Latin America.
      2. Trace the development of political parties in Latin America and
define their differences.
II. Nation Building
   A. Discuss the key ideas that supported nationalism in the new states.
   B. Ways of life
      1. Compare and contrast rural and urban lifestyles in
nineteenth-century Latin America.
      2. Characterize slavery in Latin America and compare it to slavery
in the U.S.
      3. Discuss the role of women.
      4. Trace the influence of the nineteenth-century Catholic church.
   C. Mexico and Central America
      1. Describe the leadership of Benito Juarez and the elements of La
Reforma.
      2. Identify the major themes of the Porfiriato.
      3. Explain the influence of coffee, bananas and canals on Central
America.
   D. South America
      1. List those influences common to the political, social and
economic development of Venezuela, Columbia, Ecuador, Peru, Bolivia, Chile
and Argentina.
      2. Trace the impact of the War of the Pacific.
      3. Evaluate the influence of the monarchy in Brazil and explain its
longevity.
   E. Culture
      1. Explore the development of an independent Latin American
culture.
      2. Define modernism, positivism, indigenism and other cultural
currents popular at the turn of the century.
   F. Latin America and the U.S.
      1. Select the key events forming the relationship between the U.S.
and Latin America at the turn of the century.
      2. Discuss  dollar "diplomacy", Pan-Americanism and American
interests in the Caribbean in 1900.
III. The Early Twentieth Century
   A. Populism in South America
      1. Define populism and describe some of its examples in South
America.
   B. Dictators of the Caribbean
      1. Summarize the careers of selected Caribbean dictators.
      2. Trace the U.S. role in supporting dictatorships in the Caribbean,
especially Cuba.
   C. Panama, Brazil and Peru
      1. Illustrate the U.S. role in the creation of the canal.
      2. Discuss the decline of Brazil’s Old Republic.
      3. Summarize the changes in Peruvian political life in the 1920s.
   D. Revolutions in Mexico, Brazil and Nicaragua
      1. Describe the various Mexican revolutionaries and their different
agendas.
      2. Trace the course of the Mexican Revolution and list the key
components of the Constitution of 1917.
   E. Depression and Latin America
      1. Discuss the impact of economic nationalism in Argentina and
Brazil.
      2. Describe how Batista and Trujillo maintained power.
   F. Race, culture and gender
      1. Discuss the various theories of race.
      2. Analyze the popularity of indigenismo in Peru.
      3. Explore the role of gender in Latin American culture.
   G. Latin America in World War II
      1. Trace the impact of World War II on Latin America.
      2. Characterize the relationship between Latin American countries
and the U.S. in World War II.
IV. Revolutionary Populism and Anti-Communism
   A. Analyze the populist elements of Getulio Vargas, Juan and Eva Peron,
Haya de la Torre and Juscelino Kubitschek.
   B. Columbia
      1. Describe the period known as "La Violencia."
      2. Discuss the development of the drug trade and show its domestic
and international importance.
   C. Central America/Caribbean Basin
      1. Outline how Costa Rica obtained its unique political legacy.
      2. Trace how Haitian politics have impoverished a nation.
      3. Describe the continuing influence of canal issues in Panamanian
politics.
   D. The Cuban Revolution and its aftermath
      1. Define the U.S. concept of containment.
      2. Outline Castro’s rise to power and his turn toward socialism.
      3. Trace the global impact of the Cuban Revolution.
      4. Describe the place of Cuba in U.S. hemispheric policy.
      5. Assess the success of the Cuban Revolution by century’s end.
   E. Military rule
      1. Discuss the rise of military states in Chile, Argentina, Brazil
and Uruguay.
      2. Evaluate the influence of the U.S. in these military
governments.
   F. Conflict since 1980
      1. Describe the group known as Sendero Luminoso.
      2. Analyze the elements of guerilla movements in Central America.
      3. Discuss the conflict between the contras and the Sandanistas.
      4. Evaluate Cuba’s role in Latin America in the 21st Century.
   G. Latin America in the new century
      1. Sketch the potential impact of economic consortiums, such as
NAFTA, upon Latin America.
      2. Illustrate the influence of Latin American culture upon the U.S.
and Europe.
      3. List the continuing problems that Latin America brings to the new
century.

Content Outline and Competencies:

I. Four Major Themes of Chinese History: Ancestor Veneration, Geography, Political Autocracy, and Cultural Control

A. Describe the traditional Chinese concern with dead ancestors, and its social and political manifestations.

B. Explain the geographical notion of China as the Middle Kingdom surrounded by barbarians and cite manifestations of it in China's past.

C. Discuss the ramifications of the centrality of the concept of a strong ruler.

D. Show how Chinese rulers have, often successfully, sought control of language, religion, and philosophy.

II. Chinese Neolithic Cultures, Legendary Rulers, and the Impact of the Shang and the Zhou Dynasties

A. Discuss the evidence for Neolithic cultures in China and what can be concluded from it.

B. Outline the legendary history of early China as the Chinese describe it.

C. Analyze the strengths and weaknesses of Shang and Zhou feudalism.

D. Explain the significance of the bone oracles as a tool of political authority and for the role of writing in Chinese Civilization.

III. The Later Zhou and the Warring States Period

A. Show how hereditary lords in the Zhou kingdom emerged as dominant actors, relegating the Eastern Zhou king to a figurehead as they struggled for hegemony.

B. Discuss the competition among the warring states, led to the emergence of philosophical, legal, and military schools and their numerous, as well as striking technological achievements.

C. Outline the main concepts of early Confucian, early Daoist, and Legalist thought.

IV. The Qin Creation of a Unified China

A. Describe the personality and exploits of Qin Shi Huang-di, the first emperor.

B. Evaluate the successes and failures of his reforms.

V. Early Han Dynasty Rule and Civilization

A. Discuss in detail the structure of Early Han government and analyze how the Han learned from the mistakes and successes of the Qin.

B. Explain the cosmological competition between early Daoist and Confucian philosophers, and the consequences of the Confucian victory for Chinese Civilization.

C. Show how the Han dealt with tribes on the borders of China and attempted to expand in the south.

VI. Wang Mang Interval the Latter Han Dynasty

A. Discuss the idealist usurpation by Wang Mang, and the weakening of imperial rule that was required for the Later Han to re-establish the dynasty.

B. Describe the rebellions that weakened the later and the rise of the Daoist Religion as a virtual replication of Han government.

VII. The Period of Division and the Growth of Religious Daosim and Buddhism

A. Discuss Cao Cao's attempt to reunite the empire in 220 C.E. and the marks it has left on subsequent Chinese literature.

B. Show how frequent dynastic turnover and barbarian incursions weakened central political authority during this period.

C. Describe how Buddhist and Daoist leaders attached themselves to various kingdoms during this period and so strengthened their influence.

VIII. The Government and Civilization of Reunified of the Sui and Tang Dynasties

A. Describe the Sui efforts to reunify China prior to their overthrow by the Tang.

B. Explain how Tang government worked, and opened up trade on the Silk Road.

C. Outline the achievements of Tang civilization in city planning, painting, porcelain, sculpture, and literature.

D. Explain how the Wang Anshi rebellion arose and weakened the Tang Dynasty.

IX. Achievements of the Northern and Southern Song Dynasties

A. Show how the Song Dynasty emerged after a short period of disunity.

B. Describe the innovations of Song government, the dynasties strengths and weaknesses against surrounding peoples, and the Song flight to South China.

C. Outline Song technological achievements and the emergence of Chinese business.

D. Discuss developments in Buddhism and Daosim in the Song, and the emergence of Neoconfucianism.

X. The Mongol Takeover and the Ming Dynasty

A. Analyze the rise of the Mongols, their military prowess and their takeover of China.

B. Describe the fall of the Mongol (Yuan) dynasty because of peasant rebellions, and the establishment of the Ming Dynasty.

C. Outline the governmental, military, and naval achievements of the early Ming.

D. Examine the significance of the construction of the Forbidden City.

E. Describe development in Chinese business during the Ming and China's connection to world markets in the age of exploration.

XI. Weaknesses of the Late Ming Dynasty, the Manchu Takeover, and the Early Qing Dynasty

A. Discuss the power of court eunuchs during the late Ming.

B. Describe the rise of the Manchu in the northwest their invasion and takeover of China, and their subsequent conquest of Tibet.

C. Contrast the privileges of the Manchu banners during the Manchu (Qing) dynasty.

D. Show how the Kangxi and Qianlong emperors absorbed and influenced Chinese Civilization at the height of the Qing.

E. Analyze European influences on Chinese astronomy and art.

XII. Factors Leading to Destruction of the Qing Dynasty

A. Examine changes in Chinese agriculture during the early Qing and the resultant population explosion during the nineteenth century.

B. Describe European attempts to win trading rights in China, the importation of opium and the wars that resulted, and further European and Japanese incursions on Chinese territory during the remainder of the nineteenth century.

C. Analyze the influence of European missionaries on nineteenth-century China, and the resultant Taiping and Boxer Rebellions.

D. Examine the reasons for the Qing dynasty's inability to resist European and Japanese imperialism.

XIII. Republican China and the Growth of Chinese Nationalism

A. Show how the establishment of the Chinese Republic in 1912 resulted in the rise of warlord governments.

B. Examine the "New Thought" that developed in early twentieth-century China and its promotion of modernization.

C. Describe the May 4, 1919, and its role in creating twentieth-century China.

D. Examine the development of the Guomindang under Chiang Kai-shek (Jiang Jieshi) and the rise of the Communist Part of China (CPC) during the 1920's.

XIV. Civil War and the Japanese Invasion

A. Describe the outbreak of the civil war in 1927 and the resulting "Long March."

B. Describe the Japanese takeover of Manchuria in 1931 and its invasion of China in 1937.

C. Explain how the CPC and Guomindang came to sign a temporary truce in order to fight the Japanese until 1945.

XV. The Communist Victory of 1949 and the Development of China Until the Death of Mao Zedong

A. Analyze the reasons for the CPC victory in the renewed civil war from 1946-1949.

B. Describe how communist rule was established in China through 1956 and efforts at collectivization and industrialization of the economy.

C. Examine Red China's foreign policy with regard to Taiwan, the Soviet Union, Korea, and the United States in the post-World War II era, its involvement in the Korean War and other Cold War tensions.

D. Show how the Great Leap Forward and the Cultural Revolution periods devastated China until the death of Mao Zedong in 1976.

XVI. Economic, Social, and Cultural Developments in China Since the 1980's

A. Describe the way in which the CPC adopted capitalism as an economic system while retaining one-party rule.

B. Evaluate the social, regional, and economic gains and disparities that have resulted.

C. Describe China's current prominence in world business and the issues China now faces.

D. Look for trends in developing Chinese culture.

Content Outline and Competencies:

I. Prehistoric Japan and the Yamato State

A. Trace the earliest migrations of different peoples to the Japanese archipelago and analyze artifacts from the Jōmon Period.

B. Summarize agricultural, demographic, and technological developments of the Yayoi Period and Japan’s connection to the continent.

C. Discuss the first written accounts about Japan, the role of Himiko as a ruler, and the emergence of Yamatai.

D. Analyze the rise of the Yamato state, early indigenous spiritual beliefs, the adoption of Buddhism, and the adaptation of Chinese culture and statecraft.

E. Analyze the first written records in Japan, the creation of the Imperial Myth, and the expansion of the state.

II. The Nara and Heian Periods

A. Map the creation of Japan’s first permanent capital city and discuss its connection to Chinese models.

B. Discuss Heian artistic achievements, the prominence of women in literature, new forms of Buddhism, and the aesthetics of the nobility.

C. Analyze political, social, and economic developments of the two periods.

D. Discuss the impact of warrior violence in the capital, the rise of the Taira and Minamoto families, and the Genpei War. 

III. Medieval Japan

A. Summarize the foundation and nature of the Kamakura Shogunate.

B. Discuss and compare developments in Japanese Buddhism during the medieval period.

C. Explain how the Kamakura Shogunate was supplanted by the Ashikaga Shogunate.

D. Discuss the effects of the Ōnin War upon society and the transition to the Sengoku Period.

E. Analyze reunification efforts during the sixteenth century, the arrival of Europeans, and the invasions of Korea.

IV. The Tokugawa Period

A. Describe how the Tokugawa achieved and maintained power.

B. Discuss the rise of castle towns, the market economy, and the merchant class.

C. Analyze Tokugawa cultural achievements, such as literature, drama, and art.

D. Discuss the experience of commoners and “outcasts” and explain the phenomenon of peasant protests.

V. The Meiji Period

A. Analyze political, social, economic, intellectual, diplomatic, and military developments of the period.

B. Discuss the relationship between western imperialism, the fall of the shogunate, and the creation of a modern nation-state.

C. Trace the expansion of the Japanese Empire and discuss the experience of those under colonial rule.

VI. Japan in the 20th and 21st Centuries

A. Analyze political, social, economic, diplomatic, and military developments of the period.

B. Discuss the dichotomy of cosmopolitanism and nationalism during the Interwar years.

C. Explain the causes and course of the Second-Sino Japanese War and the Pacific War.

D. Discuss Postwar politics, culture, and economic recovery in both the domestic and international spheres.

E. Discuss recent issues and events in Japanese society, such as declining demographics and the 3.11 disasters.

VII. Primary and Secondary Sources

A. Analyze primary sources using historical thinking skills.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. Pre-colonial North American Indigenous Civilizations, prior to 1500

A. Explain oral histories and migration theories.

B. Discuss regional and cultural diversity.

C. Explain the interactions, relationships, and power dynamics between Indigenous nations and communities, and how these changed over time.

II. North American Indigenous Peoples and Colonization, approximately 1500-1800

A. Evaluate the purpose and impact of European colonization, and how this changed over time.

B. Explain the interactions, relationships, and power dynamics between Indigenous nations and communities, and how this changed over time.

C. Explain the interactions, relationships, and power dynamics between colonial communities and Indigenous nations and peoples, and how this changed over time.

D. Describe how North American independent nation-states, such as the United States of America, engaged with Indigenous nations and peoples, and how this changed over time.

E. Examine how Indigenous nations exercised sovereignty, and how this changed over time.

III. North American Indigenous Nations and Peoples, approximately 1800-present

A. Evaluate continued colonization of Indigenous nations and peoples, and how this changed over time.

B. Identify the purpose and impact of nation-state government policies on Indigenous nations and peoples, and how this changed over time.

C. Explain the interactions, relationships, and power dynamics between Indigenous nations and peoples, between settler societies and Indigenous nations and peoples, and how this changed over time.

D. Examine how Indigenous nations exercised sovereignty, and how this changed over time.

IV. Primary and Secondary Sources

A. Analyze primary sources, including those by Indigenous authors.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. Ancient Religions and Civilizations, 3100 BCE-500s CE

A. Describe the major geographic features of the Middle East and northern Africa.

B. Explain the development of ancient civilizations in the Fertile Crescent, from Egypt through the Byzantine Empire.

C. Examine the persistence of nomadic traditions.

D. Analyze the origins of monotheism.

II. Islamic Civilization, 500s CE-1800s CE

A. Examine the historical context for the origins of Islam and its subsequent territorial expansion.

B. Analyze the cultural influences of the Christian Crusades and the Mongol invasions from the eleventh through the fourteenth centuries.

C. Describe the major developments in governance, law and economics that prevailed under the centuries of rule by the Ottoman Empire.

III. Origins of the Modern Middle East, 1800s-1940s

A. Explain the western “re-discovery” of the Middle East through orientalism and European invasions in the nineteenth century.

B. Analyze the rise of ethnic-based nationalism and Zionism.

C. Describe the causes and consequences of the First World War and the collapse of the Ottoman Empire.

IV. The Middle East and the World, 1940s-present

A. Examine the establishment of Israel and its subsequent consequences for Arab-Israeli relations, with particular attention given to the Israel-Palestinian conflict.

B. Analyze the importance of the Second World War and the decline of European empires.

C. Explain the evolution of Islam into political, liberal and radical ideologies.

D. Describe the challenges facing the Middle East today in terms of urbanization, aridity, and human rights.

E. Assess western stereotypes and misunderstandings about the region, and how these inform foreign policy.

V. Primary and Secondary Sources

A. Analyze primary sources.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary source.

Content Outline and Competencies:

I. Peoples, Places, Eco-Systems, and Cultural Influences
   A. Discuss the influence of geography and environment on the
inhabitants of these regions.
      1. Explain the strategic economic and geo-political importance of
the Caucasus and Central Asia regions within a contemporary context.
      2. Identify the post-Soviet states of Central Asia and the Caucasus
as well as the peoples of Russia's Northern Caucasus.
      3. Describe the ecological systems of both the Caucasus and Central
Asia, including the physical and climatic conditions and natural
resources.
      4. Explain the relationship between the eco-systems of the Caucasus
and Central Asia and both a semi-nomadic hunter-gatherer life-style and
sedentary agriculture and the rise of cities.
      5. Identify and describe the importance of the Silk Road as a trade
route between Asia and the Mediterranean to the development of these
regions.
   B. Describe the major cultural influences on the inhabitants of these
regions.
      1. Identify the major ethnic peoples inhabiting both the Caucasus
and Central Asia.
      2. Trace the major cultural influences on the peoples of these two
regions beginning with the 5th century BCE Achaemenid Empire and
concluding prior to the introduction of Islam.
      3. Discuss the major religious confessions of the region: Buddhism,
Zoroastrianism, Christianity, Judaism, and Islam.
      4. Describe both the cultural patterns governing every-day life and
the cultural achievements of both the Caucasus and Central Asia with
reference to the arts.
II. Impact of Islam
   A. Identify and locate on a map the ruling empires and major groupings
of indigenous peoples of the Caucasus and Central Asia prior to the Arab
Conquest of the Sassanid Empire.
   B. Identify the origins of Islam, the basic teachings (Five Pillars) of
Islam, and the significance of the Hadiths, and the relationship between
Islam and the 7th century Arab Conquest. In particular, identify Sufism
and explain the unique Sufi influence on Central Asia and the Caucasus.
   C. Describe the influence of Islam's transformation of indigenous
cultural institutions and identity, including Islam's affect on politics,
social relations, education and intellectual endeavors.
   D. Discuss the conflict between the Iranian world and the Turks over
control of these regions (10th - 13th centuries).
   E. Describe both the cultural patterns governing every-day life.
Discuss the cultural achievements of both the Caucasus and Central Asia
with particular attention to the Golden Age of Central Asian culture,
800-1100, and the great cities associated with it.  Identify the cultural
contributions of al-Biruni, al-Farabi, Omar Khayyam. Explain theories for
the decline of this Golden Age.
III. The Mongol Conquest and Empire
   A. Identify and locate on a map the ruling empires and major grouping
of indigenous peoples of the Caucasus and Central Asia prior to the Mongol
Conquest.
   B. Identify and locate on a map the home territory of the Mongols.
   C. Describe the political aims of their great leader Temujin (Genghis
Khan), the military technology, strategy and tactics the Mongols used to
conquer and rule the world's greatest land empire, as well as their major
Asian conquests prior to moving into the Transoxania area of Central
Asia.
   D. Explain the impact of the 13th - 14th century Mongol Empire on the
conquered peoples of these regions.  Pay particular attention to the trade
routes between Asia, the Middle East and Europe and the human cost of
re-establishing secure international trade in goods and ideas.
   E. Discuss the fate of the states of the Mongol World Empire and
theories explaining its decline.
   F. Identify Timur (Tamerlane). Explain the role he played in the
collapse of the Mongol Empire. Describe the impact of Timur's conquests on
the Caucasus and Central Asia.
   G. Describe both the cultural patterns governing every-day life and the
cultural achievements of both the Caucasus and Central Asia with reference
to the arts. Include the ancient city of Samarkand in your discussion.
IV. Struggle for Hegemony Among the Great Powers
   A. Identify the origins of the Shaybanid dynasty of Transoxania and
describe its relationship with the Safavid dynasty.
   B. Explain the origins of the Kazakhs.
   C. Discuss the alteration in the status of the 16th century Muscovy
state that laid the groundwork for Muscovy's movement into the Caucasus.
   D. List the major events in the struggle over the Caucasus between the
Ottoman Turks and the Safavid Dynasty of Iran, subsequently Nadir Shah.
   E. Cite the major turning points in the territorial competition among
the three empires: Iranian, Russian and Ottoman for domination of the
Caucasus.
   F. Compare and contrast the policies and practices of the Russians,
Ottomans, and Iranians in their relations with local peoples and cultures
of the Caucasus.  Discuss the Central Asian Khanates of Khiva and
Bukhara.
   G. Explain the effect of the early 17th century Kalmyk invasion of the
steppe on the empires and peoples of Central Asia and the northern
Caucasus.
   H. Explain how the ancient trade across the Silk Road was affected by
the advent of Europe's trans-oceanic shipping.
   I. Describe both the cultural patterns governing every-day life and the
cultural achievements of both the Caucasus and Central Asia with reference
to the arts.
V. The Russian Conquest and Empire
   A. Identify the goals, objectives and strategy behind Great Britain's
Great Game with Russia in the Crimea, Caucasus and Central Asia.
   B. Compare and contrast Russian strategy and tactics for annexation of
Georgia, Armenia and Azerbaijan with those used in the conquest of the
Northern Caucasus.  Identify Sheihk Mansour, Imam Shamil, Hadji Murat and
the Murid Wars.
   C. Compare and contrast Russian social, economic and political policies
for the Northern Caucasus with those applied in Transcaucasia.
   D. Describe Russian military strategy and social policies that
systematically removed the nomadic Kazakhs from the Steppe and brought
Tashkent and Kokand as well as Khiva, Merv, and Panjdeh into the Russian
Empire, subduing and subjecting the peoples of Central Asia to St.
Petersburg's rule.
   E. Discuss the affect of World War I and the Civil War on the peoples
of the Caucasus and Central Asia, including the Ottoman Jihad against
Armenians on the Anatolian Peninsula and the 1916 revolt in Central Asia
that gave rise to the Basmachi Movement and resistance of 1918-1923.
   F. Explain the impact of the Soviet rule on Central Asia and the
Caucasus, including "indigenization" (korenizatsiiya), Sovietization and
the affect of Soviet socio-economic and political policies on these
Islamic and ancient Christian peoples.
   G. Describe the affect of Stalin's World War II policy of deportation
of peoples of the Northern Caucasus to Central Asia: Chechens, Ingush,
Karachai, and Balkars.
   H. Explain the influence of the Soviet invasion of Afghanistan,
Perestroika and Glasnost in the development of national identities and
independence movements in these regions.
   I. Describe both the cultural patterns governing every-day life and the
cultural achievements of both the Caucasus and Central Asia with reference
to the arts.
VI. Post-Soviet Developments
   A. Explain how the governments of the newly established states of the
Caucasus and Central Asia have come to terms with the requisites of the
modern state; address political, social, economic and educational
institutions.
   B. Describe the efforts undertaken by the peoples throughout the
Caucasus to reassert and reestablish their independent identities.
   C. Describe reform efforts undertaken to reclaim and restore culture
and religious traditions.
   D. Discuss the inroads of militant Islam and Wahhabism, in particular,
within Central Asia and the Caucasus and efforts of the Russians
Federation, the United States, and governments throughout the two regions
to circumscribe its influence.
   E. Identify efforts undertaken by the Russian Federation to reassert
its hegemony in both the Caucasus and Central Asia.  Analyze the position
of resource rich Central Asia in the "new" Great Game and its players.
   F. Describe both the cultural patterns governing everyday life and the
cultural achievements of both the Caucasus and Central Asia with reference
to the arts.

Content Outline and Competencies:

I. Introduction to Environmental History

A. Describe the interdisciplinary nature of Environmental History and its place in historiography more generally.

B. Examine the different types of source materials and methodologies that environmental historians use.

C. Consider how Environmental History leads historians to look at chronology differently.

II. Native Americans and the Environment of North America

A. Describe the diversity of Native American cultures present before 1492 and the ways they interacted with the environment around them.

B. Become familiar with the ways in which Native Americans saw nature as an active part of the spiritual universe they inhabited.

C. Consider Native Americans as active shapers of the environments in which they lived.

III. 1492: The Columbian Exchange and After

A. Examine the global significance of the exchange of biology that took place after 1492 (called the Columbian Exchange) with special attention to disease, plants and animals.

B. Consider how these often-unintentional exchanges aided the expansion of European societies at the expense of Native Americans cultures.

C. Reflect on how the Columbian Exchange continues to transform the globe.

IV. European Colonization and Ecological Divides

A. Describe the chronology of the colonial settlement of North America by the Spanish, British and French.

B. Utilize examples of cultural conflict, including gender, between Native Americans and Europeans to demonstrate differing ideas about communal and private property and the environmental consequences of those differences.

C. Consider the power relationships inherent in the naming and mapping of places.

V. Early American Attitudes Towards Land

A. Understand the impact of laws like the Land Ordinance of 1785, the Northwest Ordinance of 1787 and the Preemption Act of 1841 on the concept of public lands and the surveying/categorizing of land more generally.

B. Trace the evolution of public land policy in the United States including the Homestead Act and through the 19th century when the dominant theme was transferring public lands into private hands.

C. Examine the modern American landscape to see the modern legacies and challenges created by these policies.

VI. The Fur Trade: Beaver and Bison

A. Trace the linkage between the history of Canada, the Hudson’s Bay Company, and the fur trade.

B. Consider the complex history of Native Americans, bison, ecosystems and mixed-race traders on the Great Plains.

C. Analyze the importance of the near-extinction of the bison and beaver for later discussions of nature, wildlife and conservation.

VII. Commodity Crops and Slavery

A. Examine the specific needs of early commodity crops like sugar in the Caribbean, tobacco in the Chesapeake and cotton in the South.

B. Trace how ecological needs, technological innovations and market forces contributed to the growth of the chattel slave system in North America.

C. Consider the lasting legacies of chattel slavery and how they link with modern issues around Environmental Justice.

VIII. Food

A. Examine the histories of foodstuffs like corn (beginning in Mexico), wheat and bananas.

B. Trace the ways in which food production have become industrialized, and how those connections have spanned the continent (as with the example of binder twine used in the United States and Canada that was grown/manufactured in Mexico).

C. Reflect on examples and environmental consequences of monocrop production like wheat (through the Dust Bowl) and industrialization (beef production).

IX. Water:  Rivers and Irrigation

A. Analyze the various ways that rivers like the Colorado, the Yukon and the Kansas have been used (and overused) in the United States.

B. Trace the ways that water law has changed over time, including riparian rights, prior appropriation, and the importance of “highest and best use.”

C. Consider the history of water conservation efforts, including on the Ogallala Aquifer and modern-day California (the Colorado River, for example)

X. Energy: From Waterwheels to Fossil Fuels

A. Trace the dramatic shifts in energy production, standards of living and pollution made possible by the adoption of fossil fuels, in particular coal and oil.

B. Examine how fossil fuels sources transformed transportation systems and supported demographic trends like urbanization and migration to the American South (via the air conditioner).

C. Examine landscapes like Oil Creek, Pennsylvania, and modern-day Alberta to provide context.

XI. Cities: Municipal Housekeeping and Municipal Planning

A. Trace the origins of urban planning from the “Municipal Housekeeping” movements of the Progressive Era.

B. Examine the ways in which cities have become foci of resource consumption in the 20th century.

C. Evaluate efforts to make cities more “livable” and “green” from the “City Beautiful” movement through the present day.

D. Discuss the linkage of urbanization, affluence and technological development after World War II with the identification of “pollution” and the work of activists like Rachel Carson.

XII. From Conservation to Environmentalism to the Anthropocene

A. Trace the origins and successes of the American conservation movement.

B. Examine the differences between conservation and the post-war American environmental movement.

C. Analyze how contemporary environmental issues have led to the global sustainability movement in what some call the Anthropocene era.

XIII. Environmental Justice

A. Consider the ways that race and gender have played into environmental costs and benefits in North America.

B. Explore how race, class and gender have impacted the conservation, environmental and sustainability movements.

XIV. The End of Nature and the Dawn of the Anthropocene

A. Explore the origins and consequences of global climate change.

B. Discuss modern revisions of idea like “Wilderness” and “Nature” as a result of climate change as well as the work of authors like William Cronon, Bill McKibben and Richard White.

Content Outline and Competencies:

I. The West before the United States, 1300s-1800

A. Describe the major conceptual frameworks of the West as place, process, or idea.

B. Explain the major features of western geography.

C. Examine Indigenous peoples’ lives, cultures and economies.

D. Analyze the rise of the Spanish Empire.

II. Joining the United States, 1800-1850

A. Analyze the motives for, and process of, U.S. exploration in the early nineteenth century.

B. Explain the initial relations between Indigenous people and white Americans through trade and intermarriage.

C. Examine the significance of Manifest Destiny for settler expansion.

D. Assess the causes of Indigenous-United States military conflict.

E. Describe the causes and consequences of the Mexican War.

III. Economic, Political, and Social Consolidation, 1850-1890

A. Analyze how the Civil War challenged national consolidation, and how the failure of southern secession anticipated integration of the West.

B. Explain the major economic enterprises of the West in the late nineteenth century.

C. Examine U.S. attempts at Indigenous assimilation and removal.

D. Describe the ways in which the West was imagined through folk stories and literature.

IV. Post-Consolidation, 1890-present

A. Analyze the significance of the federal government in shaping western economies and communities.

B. Assess depictions of the region in film and other media.

C. Explain the West’s significance for modern political trends and cultural ideologies.

D. Describe the major challenges facing western environments in the twenty-first century.

E. Compare the West and its people to other “hinterland” regions within a global context.

V. Primary and Secondary Sources

A. Analyze primary sources.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. What Is Gender?

A. Define the construction of gender.

B. Explain how the construction of gender changed over time.

II. Women in North America, Pre- and Post-Colonization

A. Examine gender and women’s roles in Indigenous societies.

B. Describe gender and the commencement of European colonization.

C. Analyze gender and African women in America.

III. Women and Colonization

A. Discuss the impact of colonization on Indigenous women.

B. Determine the role of European women in North American colonies.

C. Explain the experiences of enslaved women in North America.

IV. Women and the American Revolution

A. Interpret the rise of the United States and its impact on diverse women.

B. Describe the development of an “American” womanhood.

V. Women in the Early and Mid 19th Century

A. Examine the role of women in religion, politics and immigration/migration.

B. Describe the changing economy and women’s free and unfree labor.

VI. Women, Slavery, Civil War and “the West”

A. Assess women and their experiences with reform movements.

B. Analyze women in a changing territorial and political nation.

VII. Women in the Developing Nation

A. Examine the varied lives of women by region.

B. Assess the experiences of women in a capitalist nation.

VIII. Women in the Early Twentieth Century

A. Consider women and “modernity.”

B. Deconstruct the role of women in war and peace.

IX. Women and the Changing USA

A. Investigate women in a shifting economy.

B. Evaluate women and world war.

X. Women in the Mid to Late 20th Century

A. Examine understandings of feminism and sexuality.

B. Discuss women and changing political and economic ideologies.

XI. Women in the 21st Century USA

A. Examine contemporary women’s experiences in the public and private spheres.

B. Anticipate future trends.

XII.  Primary and Secondary Sources  

A. Analyze primary sources using historical thinking skills.

B. Examine secondary sources to determine historical arguments.

C. Create historical arguments using primary and secondary sources.

D. Assess change over time using primary and secondary sources.

Content Outline and Competencies:

I. Internship Application Experience
   A. Prepare to find an appropriate internship setting.
      1. Write a resume.
      2. Successfully complete a mock interview.
      3. Identify appropriate internship sites.
   B. Apply for and secure an internship site in an appropriate setting
confirmed by a letter of acceptance.
      1. Develop learning objectives, strategies, tasks, and strategies
appropriate to the internship in consultation with Internship Mentor and
site supervisor.
      2. Complete a contract between JCCC and internship agency or
representative signed by the History Internship Mentor, student and site
supervisor.
II. Internship Tasks and Functions
   A. Identify responsibilities, tasks, and duties of the internship.
   B. Maintain a log of hours worked and major responsibilities
completed.
   C. Work systematically and logically through the various issues that
arise in the internship setting.
   D. Demonstrate ability to apply academic knowledge to the successful
accomplishment of assigned tasks.
   E. Develop human relations skills needed for the position.
   F. Display sensitivity to the needs of the diversity of staff, clients
and/or constituents encountered in the internship setting.
   G. Adhere to policies and procedures of the internship site.
   H. Respect the confidentiality of privileged information regarding
staff, clients, researchers and/or donors.
III. Relationship Between Academic Study and Internship Duties
   A. Identify the relationship between the student's individual education
objectives and strategies and the internship duties and activities.
   B. Analyze and describe the relationship between classroom knowledge
and internship related tasks.
IV. Document a Career Choice or Avocation
   A. Construct a portfolio that documents the steps in a successful job
search and successful job performance.
   B. Complete a self-assessment of personal growth in the selection of a
career or avocation based on internship experiences.
   C. Complete a self-assessment of professional growth in the selection
of a career or avocation based on observations made and duties
performed.

Content Outline and Competencies:

Because of the nature of a Special Topics course, the course Content Outline and Competencies will vary, depending on the Special Topic being offered. The Special Topics course outlines must be designed in the standard format for all JCCC-approved courses and must include the standard course objectives for a Special Topics class. The course Content Outline and Competencies must be written in outcome-based language. In order to maintain course consistency, rigor and uniqueness, each section of this course first must be reviewed and approved by the History faculty prior to its being offered. The Arts & Design, Humanities &  Social Science Division Curriculum Committee and the Division Dean will review each Special Topics course to be offered and approve the course content. The ADHSS Division will also determine when and if the course may be taught based on the instructional needs of both the department and the division. Individual faculty members are responsible for the creation of Special Topics courses and for seeking approval to teach them. Any specific Special Topics topic may not be repeated within a four-semester sequence.