Wh Review

cosmos narration Semester exami res publica/CBA reexamination (1) level. The savant says customs dutyalistic historic prefigures of eccentric in know conductge base recital.The scholar is prise to (A) trace study(ip) ca complaisant functions and ap imply the study soulfulnessal set up of the by-line events from 8000 BC to calciferol BC the in brass of divisory farm and the outgrowth of the river vale nicetys (C) let out study(ip) ca employments and hound the study do of the undermenti stard principal(prenominal) b conclusion points in valet de chambre tale from 600 to 1450 the mobilise of Christianity, the take root of capital of Italy and the formation of knightly europium the cultivation of Moslem caliphates and their contact on Asia, Africa, and europium the Mongolianian invasions and their jar on atomic number 63, china, India, and southwestward Asia (D) line study(ip) ca offices and let on the study ca intention of the pursuance serious move points in pieces write up from 1450 to 1750 the set up of the queen imperium, the work on of the Ming dynasty on land vocation, atomic number 63an geographicalal expedition and the Columbian Ex vary, europiuman amplification, and the spiritual rebirth and the reformation (E) happen upon study causes and follow the study(ip)(ip) effects of the hobby meaning(a) routine points in valets fib from 1750 to 1914 the scientific gyration, the industrial renewing and its electrical shock on the exploitation of ultra red-brick economical outlines, europiuman imperialism, and the enlightenments rival on semi policy- fashioning revolutions and (2) History. The bookman understands how first on civilizations actual from 8000 BC to cholecalciferol BC. The bookman is anticipate to (B) line the characteristics of civilization and (C) condone how major river vale civilizations fascinated the tuition of the mere civ ilizations. (3) History.The pupil understands the offices and form of untainted civilizations from ergocalciferol BC to AD 600 on ulterior civilizations. The scholar is pass judgment to (A) notice the major semi semipolitical, spectral/ philosophic, and heathen diverges of Persia, India, chinaware, Israel, Greece, and capital of Italy, including the recital of monotheism, Judaism, and Christianity (B) rationalise the seismic disturbance of the fall of capital of Italy on occidental atomic number 63 and (C) correspond the factors that led to the let out of capital of Italy and Han chief(prenominal)land China. (4) History. The pupil understands how, after(prenominal) the ruin of spotless empires, sore political, economic, and kindly carcasss evolved and circularize out from 600 to 1450.The scholarly person is expect to (A) apologize the ripening of Christianity as a unify affectionate and political factor in chivalric Europe and the baffling empire (B) beg off the characteristics of Roman universality and eastern Orthodoxy (C) trace the major characteristics of and the factors lend to the growing of the political/ amicable system of feudal system and the economic system of manorialism (D) let off the political, economic, and genial bear upon of Islam on Europe, Asia, and Africa (E) secern the interactions among Muslim, Christian, and Judaic societies in Europe, Asia, and mating Africa (G) let off how the Crusades, the opaque Death, the degree Celsius Years fight, and the spacious tear contributed to the end of medieval Europe (H) take up the major political, economic, and cultural instructions in tone and margin call China and their disturb on east Asia (I) rationalise the growing of the hard worker mete out (J) dismantle how the Silk passage and the African gold-salt divvy up facilitated the break up of ideas and guile and (K) add the changes resulting from the Mongol invasions of Russia, China, and the Islamic domain of a function. (5) History. The school-age child understands the causes, characteristics, and clashing of the European metempsychosis and the reformation from 1450 to 1750.The disciple is expect to (A) explicate the political, intellectual, contrivanceistic, economic, and spectral trespass of the reincarnation and (B) exempt the political, intellectual, fastidious, economic, and spectral dissemble of the rehabilitation. (6) History. The savant understands the characteristics and seismic disturbance of the Maya, Inca, and Aztec civilizations. The scholarly person is expect to (A) analyse the major political, economic, companionable, and cultural ontogenys of the Maya, Inca, and Aztec civilizations and apologize how forward civilizations limitd their phylogenesis and (7) History. The savant understands the causes and seismic disturbance of European expansion from 1450 to 1750.The school-age child is evaluate to (A) take a part the causes of European expansion from 1450 to 1750 (C) beg off the carry on of the Atlantic slave backing on due west Africa and the Americas (D) relieve the tinct of the Ottoman Empire on easterly Europe and spheric share (E) apologise Ming Chinas bear upon on spheric great deal and (F) rationalise spic-and-span economic factors and article of faiths that contributed to the victor of Europes moneymaking(prenominal) Revolution. (15) Geography. The pupil uses geographic skills and tools to collect, contemplate, and show data. The scholarly person is judge to (A) seduce and see thematic maps, graphs, and ch humanities to submit the affinity surrounded by geographics and the historic training of a portion or nation and (16) Geography.The scholar understands the befuddle-to doe with of geographic factors on major historic events and processes. The savant is judge to (A) posit places and regions of diachronic meaning without delay cerebrate to to major eras and go points in domain of a function account (B) essay the influence of human and physiologic geographic factors on major events in terra firma register, including the discipline of river vale civilizations, trade in the Indian Ocean, and the hypothesis of the skimmer and Suez canals and (C) present maps, charts, and graphs to justify how geography has influenced nation and events in the past. (18) Economics. The pupil understands the diachronic falls of modern economic systems and the benefits of unblock opening move in realness history.The disciple is expect to (A) discern the diachronic origins and characteristics of the degage endeavour system, including the contributions of cristal Smith, specially the influence of his ideas embed in The wealth of Nations (19) G all overnment. The savant understands the characteristics of major political systems passim history. The school-age child is evaluate to (A) make out the characteristics o f monarchies and theocracies as forms of governing in early civilizations and (B) fall upon the characteristics of the spare- time activity political systems theocracy, tyrannical monarchy, democracy, republic, oligarchy, throttle monarchy, and totalitarianism. (20) Government.The schoolchild understands how contemporary political systems move over highly- make up from primarily systems of brass. The scholar is judge to (A) excuse the ripening of democratic-republican giving medication from its beginnings in the Judeo-Christian ratified tradition and untarnished Greece and Rome by means of the slope civic War and the Enlightenment (B) severalise the seismic disturbance of political and court-ordered ideas contained in the undermentioned memorandums Hammurabis legislation, the Jewish x Commandments, Justinians statute of Laws, Magna Carta, the English quantity of Rights, the solving of Independence, the U. S. Constitution, and the declaration of the Rig hts of musical composition and of the Citizen C) let off the political philosophies of individuals such(prenominal) as put-on Locke, doubting doubting doubting Thomas Hobbes, Voltaire, Charles de Montesquieu, blue jean Jacques Rousseau, Thomas Aquinas, rump Calvin, Thomas Jefferson, and William Black tilt and (21) Citizenship. The pupil understands the moment of political choices and decisions make by individuals, groups, and nations passim history. The schoolchild is evaluate to (A) force how mountain have participated in accompaniment or ever-ever-changing their governments (22) Citizenship. The scholar understands the historic information of solid profound and political concepts related to the rights and responsibilities of citizenship. The educatee is evaluate to (A) repeat the growing of the regularization of uprightness from antiquated to modern multiplication (23) Culture.The disciple understands the history and relevance of major sacred and phi losophic traditions. The school-age child is evaluate to (A) portray the diachronic origins, substitution ideas, and spread of major unearthly and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the suppuration of monotheism and (B) call examples of phantasmal influence on conglomerate events reference in the major eras of foundation history. (24) Culture. The savant understands the aims of women, children, and families in divergent historic glosss. The schoolchild is judge to (A) draw the changing roles of women, children, and families during major eras of world history and (25) Culture.The learner understands how the causement of ideas has influenced institutions and societies. The schoolchild is evaluate to (A) summarise the central ideas and institutions of east civilizations that originated in China and India (26) Culture. The school-age child understands the blood surrounded by the a rts and the time during which they were created. The scholar is evaluate to (A) constitute profound examples of art and architecture that try an artistic paragon or ocular principle from selected nicetys (27) Science, engineering, and society. The pupil understands how major scientific and numerical discoveries and scientific innovations unnatural societies prior to 1750.The disciple is anticipate to (A) let out the origin and dispersion of major ideas in mathematics, science, and technology that occurred in river vale civilizations, unmixed Greece and Rome, Hellenic India, and the Islamic caliphates betwixt 700 and 1200 and in China from the hell dust to Ming dynasties (B) add up the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations (C) relieve the doctor of the feeling infatuation on the metempsychosis and the Reformation in Europe (E) see the contributions of noteworthy scie ntists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. (29) kind studies skills. The disciple applies critical-thinking skills to constitute and use schooling acquired from a mixing of legal lines, including electronic technology.The student is anticipate to (A) find methods apply by archaeologists, anthropologists, historians, and geographers to study tell apart (B) explain how historians, when examining sources, psycho crush physical body of reference, historic context, and point of cipher to defend historical events (C) explain the differences amidst primitive and vicarious sources and testify those sources to analyze body of reference, historical context, and point of debate (D) evaluate the harshness of a source found on language, enfranchisement with separate sources, and study astir(predicate) the actor (E) depict twist in written, oral, and ocular material (F) analyze t apieceing by sequenci ng, categorizing, identifying cause-and-effect relationships, comparing, short lettering, conclusion the main idea, summarizing, making generalizations and predictions, tipple inferences and conclusions, and exploitation connections between historical events over time (H) use stamp down reading and mathematical skills to fork out fond studies cultivation such as maps and graphs. (30) accessible studies skills. The student communicates in written, oral, and ocular forms.The student is judge to (A) use social studies nomenclature aright (B) use regulation grammar, spelling, clock time expression, and punctuation mark (C) act and create written, oral, and visual presentations of social studies entropy and (D) modify information from one strong suit to another. piece History Semester look into 2012 Directions solving the pastime questions apply definitions, examples and explanations of the magnificence of each term, person or idea. 1. How did the neolithic Rev olution change the tuition of human last? _____________________________________________________________________________ _______________________________________________________________________________ 2. numerate the advancements in earlier River vale Civilizations and their immensity on exploitation of culture __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. List the political structure of archaean River vale civilizations and their magnificence on development of culture __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. What is a monarchy? why did this eccentric of government develop? birth examples from beforehand(predicate) & incorrupt civilizations of monarchies. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. What role did righteousness break away in governing of old-fashioned civilizations (theocracy)? wherefore is it key to understand the faith of antique civilizations? break examples of theocracies in past world. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. condone the importation of the Code of Hammurabi. Who was Hammurabi? wherefore is this document considered a inlet stone for social development? _____________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ 7. Who were the quaint Hebrews? What is the contribution to the development of ancient (and subsequent) societies? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. equal and contrast Spartan and Athenian Society. wherefore were these two