1.1 Developments in East Asia from c. 1200 to c. 1450

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Thematic Focus (CDI): Cultural Developments and Interactions — The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

Learning Objective Unit 1.A: Explain the systems of government employed by Chinese dynasties and how they developed over time.

• KC-3.2.I.A Empires and states in Afro-Eurasia and the Americas demonstrated continuity, innovation, and diversity in the 13th century. This included the Song Dynasty of China, which utilized traditional methods of Confucianism and an imperial bureaucracy to maintain and justify its rule.

Learning Objective Unit 1.B: Explain the effects of Chinese cultural traditions on East Asia over time. THEMATIC FOCUS Economics Systems ECN As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services. LEARNING OBJECTIVE

• KC-3.1.III.D.i Chinese cultural traditions continued, and they influenced neighboring regions.
• KC-3.1.III.D.ii Buddhism and its core beliefs continued to shape societies in Asia and included a variety of branches, schools, and practices. HISTORICAL DEVELOPMENTS

Learning Objective Unit 1.C: Explain the effects of innovation on the Chinese economy over time.

• KC-3.3.III.A.i The economy of Song China became increasingly commercialized while continuing to depend on free peasant and artisanal labor.
• KC-3.1.I.D The economy of Song China flourished as a result of increased productive capacity, expanding trade networks, and innovations in agriculture and manufacturing.

Illustrative examples:

• Cultural traditions:
  • Filial piety in East Asia
  • Influence of Neo-Confucianism and Buddhism in East Asia
  • Confucian traditions of both respect for and expected deference from women
  • Chinese literary and scholarly traditions and their spread to Heian Japan and Korea
• Branches of Buddhism:
  • Theravada
  • Mahayana
  • Tibetan
• Technological innovations:
  • Champa rice
  • Transportation innovations, like the Grand Canal expansion
  • Steel and iron production
  • Textiles and porcelains for export

1.1 Developments in East Asia from c. 1200 to c. 1450

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Thematic Focus (CDI): Cultural Developments and Interactions — The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

Learning Objective Unit 1.A: Explain the systems of government employed by Chinese dynasties and how they developed over time.

• KC-3.2.I.A Empires and states in Afro-Eurasia and the Americas demonstrated continuity, innovation, and diversity in the 13th century. This included the Song Dynasty of China, which utilized traditional methods of Confucianism and an imperial bureaucracy to maintain and justify its rule.

Learning Objective Unit 1.B: Explain the effects of Chinese cultural traditions on East Asia over time. THEMATIC FOCUS Economics Systems ECN As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services. LEARNING OBJECTIVE

• KC-3.1.III.D.i Chinese cultural traditions continued, and they influenced neighboring regions.
• KC-3.1.III.D.ii Buddhism and its core beliefs continued to shape societies in Asia and included a variety of branches, schools, and practices. HISTORICAL DEVELOPMENTS

Learning Objective Unit 1.C: Explain the effects of innovation on the Chinese economy over time.

• KC-3.3.III.A.i The economy of Song China became increasingly commercialized while continuing to depend on free peasant and artisanal labor.
• KC-3.1.I.D The economy of Song China flourished as a result of increased productive capacity, expanding trade networks, and innovations in agriculture and manufacturing.

Illustrative examples:

• Cultural traditions:
  • Filial piety in East Asia
  • Influence of Neo-Confucianism and Buddhism in East Asia
  • Confucian traditions of both respect for and expected deference from women
  • Chinese literary and scholarly traditions and their spread to Heian Japan and Korea
• Branches of Buddhism:
  • Theravada
  • Mahayana
  • Tibetan
• Technological innovations:
  • Champa rice
  • Transportation innovations, like the Grand Canal expansion
  • Steel and iron production
  • Textiles and porcelains for export

1.2 Developments in Dar al-Islam from c. 1200 to c. 1450

Thematic Focus (CDI): Cultural Developments and Interactions — The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

Learning Objective Unit 1.D: Explain how systems of belief and their practices affected society in the period from c. 1200 to c. 1450. THEMATIC FOCUS Governance GOV A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes. LEARNING OBJECTIVE

• KC-3.1.III.D.iii Islam, Judaism, Christianity, and the core beliefs and practices of these religions continued to shape societies in Africa and Asia. HISTORICAL DEVELOPMENTS

Learning Objective Unit 1.E: Explain the causes and effects of the rise of Islamic states over time.

• KC-3.2.I As the Abbasid Caliphate fragmented, new Islamic political entities emerged, most of which were dominated by Turkic peoples. These states demonstrated continuity, innovation, and diversity.
• KC-3.1.III.A Muslim rule continued to expand to many parts of Afro-Eurasia due to military expansion, and Islam subsequently expanded through the activities of merchants, missionaries, and Sufis. HISTORICAL DEVELOPMENTS

Learning Objective Unit 1.F: Explain the effects of intellectual innovation in Dar al-Islam.

• KC-3.2.II.A.i Muslim states and empires encouraged significant intellectual innovations and transfers.

Illustrative examples:

• New Islamic political entities:
  • Seljuk Empire
  • Mamluk sultanate of Egypt
  • Delhi sultanates (CONT’D) Innovations:
  • Advances in mathematics (Nasir al-Din al-Tusi)
  • Advances in literature ('A'ishah al-Ba'uniyyah)
  • Advances in medicine Transfers:
  • Preservation and commentaries on Greek moral and natural philosophy
  • House of Wisdom in Abbasid Bagdad
  • Scholarly and cultural transfers in Muslim and Christian Spain

1.3 Developments in South and Southeast Asia from c. 1200 to c. 1450

Thematic Focus (CDI): Cultural Developments and Interactions — The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

Learning Objective Unit 1.G: Explain how the various belief systems and practices of South and Southeast Asia affected society over time. THEMATIC FOCUS Governance GOV A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes. LEARNING OBJECTIVE

• KC-3.1.III.D.iv Hinduism, Islam, and Buddhism, and their core beliefs and practices, continued to shape societies in South and Southeast Asia. HISTORICAL DEVELOPMENTS

Learning Objective Unit 1.H: Explain how and why various states of South and Southeast Asia developed and maintained power over time.

• KC-3.2.I.B.i State formation and development demonstrated continuity, innovation, and diversity, including the new Hindu and Buddhist states that emerged in South and Southeast Asia.

Illustrative examples:

• Beliefs and practices:
  • Bhakti movement
  • Sufism
  • Buddhist monasticism
• Hindu/Buddhist states:
  • Vijayanagara Empire
  • Srivijaya Empire
  • Rajput kingdoms
  • Khmer Empire
  • Majapahit
  • Sukhothai kingdom
  • Sinhala dynasties

1.4 State Building in the Americas

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Learning Objective Unit 1.I: Explain how and why states in the Americas developed and changed over time.

• KC-3.2.I.D.i In the Americas, as in Afro-Eurasia, state systems demonstrated continuity, innovation, and diversity, and expanded in scope and reach.

Illustrative examples:

• State systems in the Americas:
  • Maya city-states
  • Mexica
  • Inca
  • Chaco
  • Mesa Verde
  • Cahokia

1.5 State Building in Africa

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Learning Objective Unit 1.J: Explain how and why states in Africa developed and changed over time.

• KC-3.2.I.D.ii In Africa, as in Eurasia and the Americas, state systems demonstrated continuity, innovation, and diversity and expanded in scope and reach.

Illustrative examples:

• State systems in Africa:
  • Great Zimbabwe
  • Ethiopia
  • Hausa kingdoms

1.6 Developments in Europe from c. 1200 to c. 1450

Thematic Focus (CDI): Cultural Developments and Interactions — The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

Thematic Focus (SIO): Social Interactions and Organization — The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization.

Learning Objective Unit 1.K: Explain how the beliefs and practices of the predominant religions in Europe affected European society. THEMATIC FOCUS Governance GOV A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes. LEARNING OBJECTIVE

• KC-3.1.III.D.v Christianity, Judaism, Islam, and the core beliefs and practices of these religions continued to shape societies in Europe. HISTORICAL DEVELOPMENTS

Learning Objective Unit 1.L: Explain the causes and consequences of political decentralization in Europe from c. 1200 to c. 1450.

• KC-3.2.I.B.ii Europe was politically fragmented and characterized by decentralized monarchies, feudalism, and the manorial system.

Learning Objective Unit 1.M: Explain the effects of agriculture on social organization in Europe from c. 1200 to c. 1450.

• KC-3.3.III.C Europe was largely an agricultural society dependent on free and coerced labor, including serfdom.

1.7 Comparison in the Period from c. 1200 to c. 1450

Learning Objective Unit 1.N: Explain the similarities and differences in the processes of state formation from c. 1200 to c. 1450.

• KC-3.2 State formation and development demonstrated continuity, innovation, and diversity in various regions.
  • KC-3.2.I As the Abbasid Caliphate fragmented, new Islamic political entities emerged, most of which were dominated by Turkic peoples. These states demonstrated continuity, innovation, and diversity.
  • KC-3.2.I.A Empires and states in Afro-Eurasia and the Americas demonstrated continuity, innovation, and diversity in the 13th century. This included the Song Dynasty of China, which utilized traditional methods of Confucianism and an imperial bureaucracy to maintain and justify its rule.
  • KC-3.2.I.B.i State formation and development demonstrated continuity, innovation, and diversity, including the new Hindu and Buddhist states that emerged in South and Southeast Asia.
  • KC-3.2.I.D.i In the Americas, as in Afro-Eurasia, state systems demonstrated continuity, innovation, and diversity, and expanded in scope and reach.
  • KC-3.2.I.D.ii In Africa, as in Eurasia and the Americas, state systems demonstrated continuity, innovation, and diversity, and expanded in scope and reach.

2.1 The Silk Roads

Thematic Focus (ECN): Economics Systems — As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

Learning Objective Unit 2.A: Explain the causes and effects of growth of networks of exchange after 1200.

• KC-3.1.I.A.i Improved commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes— including the Silk Roads—promoting the growth of powerful new trading cities.
• KC-3.1.I.C.i The growth of interregional trade in luxury goods was encouraged by innovations in previously existing transportation and commercial technologies, including the caravanserai, forms of credit, and the development of money economies.
• KC-3.3.I.B Demand for luxury goods increased in Afro-Eurasia. Chinese, Persian, and Indian artisans and merchants expanded their production of textiles and porcelains for export; manufacture of iron and steel expanded in China.

Illustrative examples:

• Trading cities:
  • Kashgar
  • Samarkand
• New forms of credit and money economies:
  • Bills of exchange
  • Banking houses
  • Use of paper money

2.1 The Silk Roads

Thematic Focus (ECN): Economics Systems — As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

Learning Objective Unit 2.A: Explain the causes and effects of growth of networks of exchange after 1200.

• KC-3.1.I.A.i Improved commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes— including the Silk Roads—promoting the growth of powerful new trading cities.
• KC-3.1.I.C.i The growth of interregional trade in luxury goods was encouraged by innovations in previously existing transportation and commercial technologies, including the caravanserai, forms of credit, and the development of money economies.
• KC-3.3.I.B Demand for luxury goods increased in Afro-Eurasia. Chinese, Persian, and Indian artisans and merchants expanded their production of textiles and porcelains for export; manufacture of iron and steel expanded in China.

Illustrative examples:

• Trading cities:
  • Kashgar
  • Samarkand
• New forms of credit and money economies:
  • Bills of exchange
  • Banking houses
  • Use of paper money

2.2 The Mongol Empire and the Making of the Modern World

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Thematic Focus (CDI): Cultural Developments and Interactions — The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

Learning Objective Unit 2.B: Explain the process of state building and decline in Eurasia over time. THEMATIC FOCUS Economics Systems ECN As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services. LEARNING OBJECTIVE

• KC-3.2.I.B.iii Empires collapsed in different regions of the world and in some areas were replaced by new imperial states, including the Mongol khanates. HISTORICAL DEVELOPMENTS

Learning Objective Unit 2.C: Explain how the expansion of empires influenced trade and communication over time.

• KC-3.1.I.E.i The expansion of empires—including the Mongols—facilitated Afro-Eurasian trade and communication as new people were drawn into their conquerors’ economies and trade networks.

Learning Objective Unit 2.D: Explain the significance of the Mongol Empire in larger patterns of continuity and change.

• KC-3.2.II.A.ii Interregional contacts and conflicts between states and empires, including the Mongols, encouraged significant technological and cultural transfers.

Illustrative examples:

• Technological and cultural transfers:
  • Transfer of Greco– Islamic medical knowledge to western Europe
  • Transfer of numbering systems to Europe
  • Adoption of Uyghur script

2.3 Exchange in the Indian Ocean

Thematic Focus (ECN): Economics Systems — As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

Thematic Focus (CDI): Cultural Developments and Interactions — The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

Learning Objective Unit 2.E: Explain the causes of the growth of networks of exchange after 1200.

• KC-3.1.I.A.ii Improved transportation technologies and commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes, including the Indian Ocean, promoting the growth of powerful new trading cities.
• KC-3.1.I.C.ii The growth of interregional trade in luxury goods was encouraged by significant innovations in previously existing transportation and commercial technologies, including the use of the compass, the astrolabe, and larger ship designs.
• KC-3.1.I.A.iii The Indian Ocean trading network fostered the growth of states.

Learning Objective Unit 2.F: Explain the effects of the growth of networks of exchange after 1200. THEMATIC FOCUS Humans and the Environments ENV The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments. LEARNING OBJECTIVE

• KC-3.1.III.B In key places along important trade routes, merchants set up diasporic communities where they introduced their own cultural traditions into the indigenous cultures and, in turn, indigenous cultures influenced merchant cultures.
• KC-3.2.II.A.iii Interregional contacts and conflicts between states and empires encouraged significant technological and cultural transfers, including during Chinese maritime activity led by Ming Admiral Zheng He. HISTORICAL DEVELOPMENTS

Learning Objective Unit 2.G: Explain the role of environmental factors in the development of networks of exchange in the period from c. 1200 to c. 1450.

• KC-3.1.II.A.i The expansion and intensification of long-distance trade routes often depended on environmental knowledge, including advanced knowledge of the monsoon winds.

Illustrative examples:

• Growth of states:
  • City-states of the Swahili Coast
  • Gujarat
  • Sultanate of Malacca
• (CONT’D) Diasporic communities:
  • Arab and Persian communities in East Africa
  • Chinese merchant communities in Southeast Asia
  • Malay communities in the Indian Ocean basin

2.4 Trans-Saharan Trade Routes

Thematic Focus (TEC): Technology and Innovation — Human adaptation and innovation have resulted in increased efficiency, comfort, and security, and technological advances have shaped human development and interactions with both intended and unintended consequences.

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Learning Objective Unit 2.H: Explain the causes and effects of the growth of trans-Saharan trade.

• KC-3.1.II.A.ii The growth of interregional trade was encouraged by innovations in existing transportation technologies.
• KC-3.1.I.A.iv Improved transportation technologies and commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes, including the trans-Saharan trade network.

Learning Objective Unit 2.I: Explain how the expansion of empires influenced trade and communication over time.

• KC-3.1.I.E.ii The expansion of empires—including Mali in West Africa–facilitated Afro-Eurasian trade and communication as new people were drawn into the economies and trade networks.

Illustrative examples:

• Technologies encouraging interregional trade:
  • Camel saddle
  • Caravans

2.5 Cultural Consequences of Connectivity

Thematic Focus (CDI): Cultural Developments and Interactions — The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

Learning Objective Unit 2.J: Explain the intellectual and cultural effects of the various networks of exchange in Afro-Eurasia from c. 1200 to c. 1450.

• KC-3.1.III.D Increased cross-cultural interactions resulted in the diffusion of literary, artistic, and cultural traditions, as well as scientific and technological innovations.
• KC-3.3.II The fate of cities varied greatly, with periods of significant decline and periods of increased urbanization, buoyed by rising productivity and expanding trade networks.
• KC-3.1.III.C As exchange networks intensified, an increasing number of travelers within Afro-Eurasia wrote about their travels.

Illustrative examples:

• Diffusion of cultural traditions:
  • The influence of Buddhism in East Asia
  • The spread of Hinduism and Buddhism into Southeast Asia
  • The spread of Islam in sub-Saharan Africa and Asia
• Diffusion of scientific or technological innovations:
  • Gunpowder from China
  • Paper from China
• Travelers:
  • Ibn Battuta
  • Margery Kempe
  • Marco Polo

2.6 Environmental Consequences of Connectivity

Thematic Focus (ENV): Humans and the Environments — The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.

Learning Objective Unit 2.K: Explain the environmental effects of the various networks of exchange in Afro-Eurasia from c. 1200 to c. 1450.

• KC-3.1.IV There was continued diffusion of crops and pathogens, with epidemic diseases, including the bubonic plague, along trade routes.

Illustrative examples:

• Diffusion of crops:
  • Bananas in Africa
  • New rice varieties in East Asia
  • Spread of citrus in the Mediterranean

2.7 Comparison of Economic Exchange

Learning Objective Unit 2.L: Explain the similarities and differences among the various networks of exchange in the period from c. 1200 to c. 1450.

• KC-3.1 A deepening and widening of networks of human interaction within and across regions contributed to cultural, technological, and biological diffusion within and between various societies.
  • KC-3.1.I.A.i Improved commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes—including the Silk Roads—promoting the growth of powerful new trading cities.
  • KC-3.1.I.C.i The growth of interregional trade in luxury goods was encouraged by innovations in previously existing transportation and commercial technologies, including the caravanserai, forms of credit, and the development of money economies.
• KC-3.3 Changes in trade networks resulted from and stimulated increasing productive capacity, with important implications for social and gender structures and environmental processes.
  • KC-3.3.I.B Demand for luxury goods increased in Afro-Eurasia. Chinese, Persian, and Indian artisans and merchants expanded their production of textiles and porcelains for export; manufacture of iron and steel expanded in China.

3.1 Empires Expand

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Learning Objective Unit 3.A: Explain how and why various land-based empires developed and expanded from 1450 to 1750.

• KC-4.3.II Imperial expansion relied on the increased use of gunpowder, cannons, and armed trade to establish large empires in both hemispheres.
• KC-4.3.II.B Land empires included the Manchu in Central and East Asia; the Mughal in South and Central Asia; the Ottoman in Southern Europe, the Middle East, and North Africa; and the Safavids in the Middle East.
• KC-4.3.III.i Political and religious disputes led to rivalries and conflict between states.

Illustrative examples:

• State rivalries:
  • Safavid–Mughal conflict
  • Songhai Empire’s conflict with Morocco

3.2 Empires: Administration

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Learning Objective Unit 3.B: Explain how rulers used a variety of methods to legitimize and consolidate their power in land-based empires from 1450 to 1750.

• KC-4.3.I.C Recruitment and use of bureaucratic elites, as well as the development of military professionals, became more common among rulers who wanted to maintain centralized control over their populations and resources.
• KC-4.3.I.A Rulers continued to use religious ideas, art, and monumental architecture to legitimize their rule.
• KC-4.3.I.D Rulers used tribute collection, tax farming, and innovative tax-collection systems to generate revenue in order to forward state power and expansion.

Illustrative examples:

• Bureaucratic elites or military professionals:
  • Ottoman devshirme
  • Salaried samurai
• Religious ideas:
  • Mexica practice of human sacrifice
  • European notions of divine right
  • Songhai promotion of Islam
• Art and monumental architecture:
  • Qing imperial portraits
  • Incan sun temple of Cuzco
  • Mughal mausolea and mosques
  • European palaces, such as Versailles
• Tax-collection systems:
  • Mughal zamindar tax collection
  • Ottoman tax farming
  • Mexica tribute lists
  • Ming practice of collecting taxes in hard currency

3.3 Empires: Belief Systems

Thematic Focus (CDI): Cultural Developments and Interactions — The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

Learning Objective Unit 3.C: Explain continuity and change within the various belief systems during the period from 1450 to 1750.

• KC-4.1.VI.i The Protestant Reformation marked a break with existing Christian traditions and both the Protestant and Catholic reformations contributed to the growth of Christianity.
• KC-4.1.VI.ii Political rivalries between the Ottoman and Safavid empires intensified the split within Islam between Sunni and Shi’a.
• KC-4.1.VI.iii Sikhism developed in South Asia in a context of interactions between Hinduism and Islam.

3.4 Comparison in Land-Based Empires

Learning Objective Unit 3.D: Compare the methods by which various empires increased their influence from 1450 to 1750.

• KC-4.1 The interconnection of the Eastern and Western Hemispheres made possible by transoceanic voyaging, transformed trade and had a significant social impact on the world.
  • KC-4.1.VI In some cases, the increase and intensification of interactions between newly connected hemispheres expanded the reach and furthered development of existing religions, and contributed to religious conflicts and the development of syncretic belief systems and practices.
• KC-4.3 Empires achieved increased scope and influence around the world, shaping and being shaped by the diverse populations they incorporated.
  • KC-4.3.II Imperial expansion relied on the increased use of gunpowder, cannons, and armed trade to establish large empires in both hemispheres.
  • KC-4.3.II.B Land empires included the Manchu in Central and East Asia; Mughal in South and Central Asia; Ottoman in Southern Europe, the Middle East, and North Africa; and the Safavids in the Middle East.
  • KC-4.3.III.i Political and religious disputes led to rivalries and conflict between states.

4.1 Technological Innovations from1450 to 1750

Thematic Focus (TEC): Technology and Innovation — Human adaptation and innovation have resulted in increased efficiency, comfort, and security, and technological advances have shaped human development and interactions with both intended and unintended consequences.

Learning Objective Unit 4.A: Explain how cross-cultural interactions resulted in the diffusion of technology and facilitated changes in patterns of trade and travel from 1450 to 1750.

• KC-4.1.II Knowledge, scientific learning, and technology from the Classical, Islamic, and Asian worlds spread, facilitating European technological developments and innovation.
• KC-4.1.II.A The developments included the production of new tools, innovations in ship designs, and an improved understanding of regional wind and currents patterns—all of which made transoceanic travel and trade possible.

Illustrative examples:

• Innovations in ship design:
  • Caravel
  • Carrack
  • Fluyt
• European technological developments influenced by cross-cultural interactions with the Classical, Islamic, and Asian worlds:
  • Lateen sail
  • Compass
  • Astronomical charts

4.2 Exploration: Causes and Events from 1450 to 1750

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Learning Objective Unit 4.B: Describe the role of states in the expansion of maritime exploration from 1450 to 1750. THEMATIC FOCUS Economics Systems ECN As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services. LEARNING OBJECTIVE

• KC-4.1.III New state-supported transoceanic maritime exploration occurred in this period. HISTORICAL DEVELOPMENTS

Learning Objective Unit 4.C: Explain the economic causes and effects of maritime exploration by the various European states.

• KC-4.1.III.A Portuguese development of maritime technology and navigational skills led to increased travel to and trade with Africa and Asia and resulted in the construction of a global trading-post empire.
• KC-4.1.III.B Spanish sponsorship of the voyages of Columbus and subsequent voyages across the Atlantic and Pacific dramatically increased European interest in transoceanic travel and trade.
• KC-4.1.III.C Northern Atlantic crossings were undertaken under English, French, and Dutch sponsorship, often with the goal of finding alternative sailing routes to Asia.

4.3 Columbian Exchange

Thematic Focus (ENV): Humans and the Environments — The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.

Learning Objective Unit 4.D: Explain the causes of the Columbian Exchange and its effects on the Eastern and Western Hemispheres.

• KC-4.1.V The new connections between the Eastern and Western Hemispheres resulted in the exchange of new plants, animals, and diseases, known as the Columbian Exchange.
• KC-4.1.V.A European colonization of the Americas led to the unintentional transfer of disease vectors, including mosquitoes and rats, and the spread of diseases that were endemic in the Eastern Hemisphere, including smallpox, measles, and malaria. Some of these diseases substantially reduced the indigenous populations, with catastrophic effects in many areas.
• KC-4.1.V.B American foods became staple crops in various parts of Europe, Asia, and Africa. Cash crops were grown primarily on plantations with coerced labor and were exported mostly to Europe and the Middle East.
• KC-4.1.V.C Afro-Eurasian fruit trees, grains, sugar, and domesticated animals were brought by Europeans to the Americas, while other foods were brought by African enslaved persons.
• KC-4.1.V.D Populations in Afro-Eurasia benefitted nutritionally from the increased diversity of American food crops.

Illustrative examples:

• Domesticated animals:
  • Horses
  • Pigs
  • Cattle
• Foods brought by African enslaved persons:
  • Okra
  • Rice

4.4 Maritime Empires Established

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Thematic Focus (ECN): Economics Systems — As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

Learning Objective Unit 4.E: Explain the process of state building and expansion among various empires and states in the period from 1450 to 1750.

• KC-4.3.II.A.i Europeans established new trading posts in Africa and Asia, which proved profitable for the rulers and merchants involved in new global trade networks. Some Asian states sought to limit the disruptive economic and cultural effects of European-dominated long-distance trade by adopting restrictive or isolationist trade policies.
• KC-4.3.II.C Driven largely by political, religious, and economic rivalries, European states established new maritime empires, including the Portuguese, Spanish, Dutch, French, and British.
• KC-4.3.II.A.ii The expansion of maritime trading networks fostered the growth of states in Africa, including the Asante and the Kingdom of the Kongo, whose participation in trading networks led to an increase in their influence.

Learning Objective Unit 4.F: Explain the continuities and changes in economic systems and labor systems from 1450 to 1750. THEMATIC FOCUS Social Interactions and Organization SIO The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization. LEARNING OBJECTIVE

• KC-4.3.II.A.iii Despite some disruption and restructuring due to the arrival of Portuguese, Spanish, and Dutch merchants, existing trade networks in the Indian Ocean continued to flourish and included intra-Asian trade and Asian merchants.
• KC-4.2.II.D Newly developed colonial economies in the Americas largely depended on agriculture, utilized existing labor systems, including the Incan mit’a, and introduced new labor systems including chattel slavery, indentured servitude, and encomienda and hacienda systems. HISTORICAL DEVELOPMENTS

Learning Objective Unit 4.G: Explain changes and continuities in systems of slavery in the period from 1450 to 1750.

• KC-4.2.II.B Enslavement in Africa continued in its traditional forms, including incorporation of enslaved persons into households and the export of enslaved persons to the Mediterranean and the Indian Ocean regions.
• KC-4.2.II.C The growth of the plantation economy increased the demand for enslaved labor in the Americas, leading to significant demographic, social, and cultural changes.

Illustrative examples:

• Asian states that adopted restrictive or isolationist trade policies:
  • Ming China
  • Tokugawa Japan
• (CONT’D) Indian Ocean Asian merchants:
  • Swahili Arabs
  • Omanis
  • Gujaratis
  • Javanese

4.5 Maritime Empires Maintained and Developed

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Thematic Focus (ECN): Economics Systems — As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

Thematic Focus (CDI): Cultural Developments and Interactions — The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

Learning Objective Unit 4.H: Explain how rulers employed economic strategies to consolidate and maintain power throughout the period from 1450 to 1750.

• KC-4.1.IV.C Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stock companies, influenced by these mercantilist principles, were used by rulers and merchants to finance exploration and were used by rulers to compete against one another in global trade.
• KC-4.3.III.ii Economic disputes led to rivalries and conflict between states.

Learning Objective Unit 4.I: Explain the continuities and changes in networks of exchange from 1450 to 1750. THEMATIC FOCUS Social Interactions and Organization SIO The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization. LEARNING OBJECTIVE

• KC-4.1.IV.D.i The Atlantic trading system involved the movement of goods, wealth, and labor, including enslaved persons.
• KC-4.1.IV The new global circulation of goods was facilitated by chartered European monopoly companies and the global flow of silver, especially from Spanish colonies in the Americas, which was used to purchase Asian goods for the Atlantic markets and satisfy Chinese demand for silver. Regional markets continued to flourish in Afro-Eurasia by using established commercial practices and new transoceanic and regional shipping services developed by European merchants.
• KC-4.2.II.A Peasant and artisan labor continued and intensified in many regions as the demand for food and consumer goods increased. HISTORICAL DEVELOPMENTS

Learning Objective Unit 4.J: Explain how political, economic, and cultural factors affected society from 1450 to 1750.

• KC-4.2.III.C Some notable gender and family restructuring occurred, including demographic changes in Africa that resulted from the trade of enslaved persons.
• KC-4.1.IV.D.ii The Atlantic trading system involved the movement of labor—including enslaved persons and the mixing of African, American, and European cultures and peoples, with all parties contributing to this cultural synthesis.

Learning Objective Unit 4.K: Explain the similarities and differences in how various belief systems affected societies from 1450 to 1750.

• KC-4.1.VI In some cases, the increase and intensification of interactions between newly connected hemispheres expanded the reach and furthered development of existing religions, and contributed to religious conflicts and the development of syncretic belief systems and practices.

Illustrative examples:

• Competition over trade routes:
  • Muslim–European rivalry in the Indian Ocean
  • Moroccan conflict with the Songhai Empire
• (CONT’D) Increased peasant and artisan labor:
  • Western Europe— wool and linen
  • India—cotton
  • China—silk

4.7 Changing Social Hierarchies from1450 to 1750

Thematic Focus (SIO): Social Interactions and Organization — The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization.

Learning Objective Unit 4.M: Explain how social categories, roles, and practices have been maintained or have changed over time.

• KC-4.3.I.B Many states, such as the Mughal and Ottoman empires, adopted practices to accommodate the ethnic and religious diversity of their subjects or to utilize the economic, political, and military contributions of different ethnic or religious groups. In other cases, states suppressed diversity or limited certain groups’ roles in society, politics, or the economy.
• KC-4.2.III.A Imperial conquests and widening global economic opportunities contributed to the formation of new political and economic elites, including in China with the transition to the Qing Dynasty and in the Americas with the rise of the Casta system.
• KC-4.2.III.B The power of existing political and economic elites fluctuated as the elites confronted new challenges to their ability to affect the policies of the increasingly powerful monarchs and leaders.

Illustrative examples:

• Differential treatment of groups in society, politics, and the economy:
  • Expulsion of Jews from Spain and Portugal; the acceptance of Jews in the Ottoman Empire
  • Restrictive policies against Han Chinese in Qing China
  • Varying status of different classes of women within the Ottoman Empire
• Existing elites:
  • Ottoman timars
  • Russian boyars
  • European nobility

4.6 Internal and External Challenges to State Power from 1450 to 1750

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Learning Objective Unit 4.L: Explain the effects of the development of state power from 1450 to 1750.

• KC-4.3.III.iii State expansion and centralization led to resistance from an array of social, political, and economic groups on a local level.
• KC-5.3.III.C Enslaved persons challenged existing authorities in the Americas through organized resistance.

Illustrative examples:

• Local resistance:
  • Pueblo Revolts
  • Fronde
  • Cossack revolts
  • Maratha conflict with Mughals
  • Ana Nzinga’s resistance (as ruler of Ndongo and Matamba)
  • Metacom’s War (King Philip’s War)
• Resistance of enslaved persons:
  • The establishment of Maroon societies in the Caribbean and Brazil
  • Resistance of enslaved persons in North America

4.8 Continuity and Change from 1450 to 1750

Learning Objective Unit 4.N: Explain how economic developments from 1450 to 1750 affected social structures over time.

• KC-4.1 The interconnection of the Eastern and Western Hemispheres, made possible by transoceanic voyaging, transformed trade and had a significant social impact on the world.
  • KC-4.1.II Knowledge, scientific learning, and technology from the Classical, Islamic, and Asian worlds spread, facilitating European technological developments and innovation.
  • KC-4.1.II.A The developments included the production of new tools, innovations in ship designs, and an improved understanding of regional wind and currents patterns—all of which made transoceanic travel and trade possible.
• KC-4.2 Although the world’s productive systems continued to be heavily centered on agriculture, major changes occurred in agricultural labor, the systems and locations of manufacturing, gender and social structures, and environmental processes.
  • KC-4.2.II The demand for labor intensified as a result of the growing global demand for raw materials and finished products. Traditional peasant agriculture increased and changed in nature, plantations expanded, and the Atlantic slave trade developed and intensified.
• KC-4.3 Empires achieved increased scope and influence around the world, shaping and being shaped by the diverse populations they incorporated.
  • KC-4.3.III.ii Economic disputes led to rivalries and conflict between states.

5.1 The Enlightenment

Thematic Focus (CDI): Cultural Developments and Interactions — The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

Thematic Focus (SIO): Social Interactions and Organization — The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization.

Learning Objective Unit 5.A: Explain the intellectual and ideological context in which revolutions swept the Atlantic world from 1750 to 1900.

• KC-5.3.I.A Enlightenment philosophies applied new ways of understanding and empiricist approaches to both the natural world and human relationships; they also reexamined the role that religion played in public life and emphasized the importance of reason. Philosophers developed new political ideas about the individual, natural rights, and the social contract.
• KC-5.3.I The rise and diffusion of Enlightenment thought that questioned established traditions in all areas of life often preceded revolutions and rebellions against existing governments.
• KC-5.3.II.i Nationalism also became a major force shaping the historical development of states and empires.

Learning Objective Unit 5.B: Explain how the Enlightenment affected societies over time.

• KC-5.3.I.C Enlightenment ideas and religious ideals influenced various reform movements. These reform movements contributed to the expansion of rights, as seen in expanded suffrage, the abolition of slavery, and the end of serfdom.
• KC-5.3.IV.B Demands for women’s suffrage and an emergent feminism challenged political and gender hierarchies.

Illustrative examples:

• Demands:
  • Mary Wollstonecraft’s A Vindication of the Rights of Woman
  • Olympe de Gouges’s Declaration of the Rights of Woman and of the Female Citizen
  • Seneca Falls Conference (1848) organized by Elizabeth Cady Stanton and Lucretia Mott

5.2 Nationalism and Revolutions in the Period from 1750 to 1900

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Learning Objective Unit 5.C: Explain causes and effects of the various revolutions in the period from 1750 to 1900.

• KC-5.3.II.ii People around the world developed a new sense of commonality based on language, religion, social customs, and territory. This was sometimes harnessed by governments to foster a sense of unity.
• KC-5.3 The 18th century marked the beginning of an intense period of revolution and rebellion against existing governments, leading to the establishment of new nation-states around the world.
• KC-5.3.IV.A.i Discontent with monarchist and imperial rule encouraged the development of systems of government and various ideologies, including democracy and 19th-century liberalism.
• KC-5.3.III.B Colonial subjects in the Americas led a series of rebellions inspired by democratic ideals. The American Revolution, and its successful establishment of a republic, the United States of America, was a model and inspiration for a number of the revolutions that followed. The American Revolution, the Haitian Revolution, and the Latin American independence movements facilitated the emergence of independent states in the Americas.
• KC-5.3.I.B The ideas of Enlightenment philosophers, as reflected in revolutionary documents— including the American Declaration of Independence during the American Revolution, the French “Declaration of the Rights of Man and of the Citizen” during the French Revolution, and Bolívar’s “Letter from Jamaica” on the eve of the Latin American revolutions— influenced resistance to existing political authority, often in pursuit of independence and democratic ideals.
• KC-5.3.II.iii Newly imagined national communities often linked this new national identity with borders of the state, and in some cases, nationalists challenged boundaries or sought unification of fragmented regions.

Illustrative examples:

• Call for national unification or liberation:
  • Propaganda Movement in the Philippines
  • Maori nationalism and the New Zealand wars in New Zealand
  • Puerto Rico—writings of Lola Rodríguez de Tió
  • German and Italian unifications
  • Balkan nationalisms
  • Ottomanism

5.3 Industrial Revolution Begins

Thematic Focus (ENV): Humans and the Environments — The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.

Learning Objective Unit 5.D: Explain how environmental factors contributed to industrialization from 1750 to 1900.

• KC-5.1.I.A A variety of factors contributed to the growth of industrial production and eventually resulted in the Industrial Revolution, including: Bullet Proximity to waterways; access to rivers and canals Bullet Geographical distribution of coal, iron, and timber Bullet Urbanization Bullet Improved agricultural productivity Bullet Legal protection of private property Bullet Access to foreign resources Bullet Accumulation of capital
• KC-5.1.I.C The development of the factory system concentrated production in a single location and led to an increasing degree of specialization of labor.

5.6 Industrialization: Government’s Role from 1750 to 1900

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Learning Objective Unit 5.G: Explain the causes and effects of economic strategies of different states and empires.

• KC-5.1.V.C As the influence of the Industrial Revolution grew, a small number of states and governments promoted their own state-sponsored visions of industrialization.
• KC-5.2.II.A The expansion of U.S. and European influence in Asia led to internal reform in Japan that supported industrialization and led to the growing regional power of Japan in the Meiji Era.

Illustrative examples:

• State-sponsored visions of industrialization:
  • Muhammad Ali’s development of a cotton textile industry in Egypt

5.7 Economic Developments and Innovations in the Industrial Age

Thematic Focus (ECN): Economics Systems — As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

Learning Objective Unit 5.H: Explain the development of economic systems, ideologies, and institutions and how they contributed to change in the period from 1750 to 1900.

• KC-5.1.III.A Western European countries began abandoning mercantilism and adopting free trade policies, partly in response to the growing acceptance of Adam Smith’s theories of laissez-faire capitalism and free markets.
• KC-5.1.III.B The global nature of trade and production contributed to the proliferation of large-scale transnational businesses that relied on new practices in banking and finance.
• KC-5.1 The development of industrial capitalism led to increased standards of living for some, and to continued improvement in manufacturing methods that increased the availability, affordability, and variety of consumer goods.

Illustrative examples:

• Transnational businesses:
  • Hong Kong and Shanghai Banking Corporation (HSBC)
  • Unilever based in England and the Netherlands and operating in British West Africa and the Belgian Congo
• Financial instruments:
  • Stock markets
  • Limited-liability corporations

5.8 Reactions to the Industrial Economy from 1750 to 1900

Thematic Focus (SIO): Social Interactions and Organization — The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization.

Learning Objective Unit 5.I: Explain the causes and effects of calls for changes in industrial societies from 1750 to 1900.

• KC-5.1.V.D In response to the social and economic changes brought about by industrial capitalism, some governments, organizations, and individuals promoted various types of political, social, educational, and urban reforms.
• KC-5.1.V.A In industrialized states, many workers organized themselves, often in labor unions, to improve working conditions, limit hours, and gain higher wages. Workers’ movements and political parties emerged in different areas, promoting alternative visions of society.
• KC-5.3.IV.A.ii Discontent with established power structures encouraged the development of various ideologies, including those espoused by Karl Marx, and the ideas of socialism and communism.
• KC-5.1.V.B In response to the expansion of industrializing states, some governments in Asia and Africa, including the Ottoman Empire and Qing China, sought to reform and modernize their economies and militaries. Reform efforts were often resisted by some members of government or established elite groups.

5.9 Society and the Industrial Age

Thematic Focus (SIO): Social Interactions and Organization — The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization.

Learning Objective Unit 5.J: Explain how industrialization caused change in existing social hierarchies and standards of living.

• KC-5.1.VI.A New social classes, including the middle class and the industrial working class, developed.
• KC-5.1.VI.B While women and often children in working class families typically held wage-earning jobs to supplement their families’ income, middle-class women who did not have the same economic demands to satisfy were increasingly limited to roles in the household or roles focused on child development.
• KC-5.1.VI.C The rapid urbanization that accompanied global capitalism at times led to a variety of challenges, including pollution, poverty, increased crime, public health crises, housing shortages, and insufficient infrastructure to accommodate urban growth.

5.10 Continuity and Change in the Industrial Age

Learning Objective Unit 5.K: Explain the extent to which industrialization brought change from 1750 to 1900.

• KC-5.1 The development of industrial capitalism led to increased standards of living for some, and to continued improvement in manufacturing methods that increased the availability, affordability, and variety of consumer goods.
  • KC-5.1.IV Railroads, steamships, and the telegraph made exploration, development, and communication possible in interior regions globally, which led to increased trade and migration.
• KC-5.3 The 18th century marked the beginning of an intense period of revolution and rebellion against existing governments, leading to the establishment of new nation-states around the world.
  • KC-5.3.I.A Enlightenment philosophies applied new ways of understanding and empiricist approaches to both the natural world and human relationships; they also reexamined the role that religion played in public life and emphasized the importance of reason. Philosophers developed new political ideas about the individual, natural rights, and the social contract.
  • KC-5.3.I The rise and diffusion of Enlightenment thought that questioned established traditions in all areas of life often preceded revolutions and rebellions against existing governments.
  • KC-5.3.II.i Nationalism also became a major force shaping the historical development of states and empires

6.1 Rationales for Imperialism from1750 to 1900

Thematic Focus (CDI): Cultural Developments and Interactions — The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

Learning Objective Unit 6.A: Explain how ideologies contributed to the development of imperialism from 1750 to 1900.

• KC-5.2.III A range of cultural, religious, and racial ideologies were used to justify imperialism, including Social Darwinism, nationalism, the concept of the civilizing mission, and the desire to religiously convert indigenous populations.

6.4 Global Economic Development from1750 to 1900

Thematic Focus (ENV): Humans and the Environments — The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.

Learning Objective Unit 6.D: Explain how various environmental factors contributed to the development of the global economy from 1750 to 1900.

• KC-5.1.II.A The need for raw materials for factories and increased food supplies for the growing population in urban centers led to the growth of export economies around the world that specialized in commercial extraction of natural resources and the production of food and industrial crops. The profits from these raw materials were used to purchase finished goods.

Illustrative examples:

• Resource export economies:
  • Cotton production in Egypt
  • Rubber extraction in the Amazon and the Congo basin
  • The palm oil trade in West Africa
  • The guano industries in Peru and Chile
  • Meat from Argentina and Uruguay
  • Diamonds from Africa

6.5 Economic Imperialism from 1750 to 1900

Thematic Focus (ECN): Economics Systems — As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

Learning Objective Unit 6.E: Explain how various economic factors contributed to the development of the global economy from 1750 to 1900.

• KC-5.2.I.E Industrialized states and businesses within those states practiced economic imperialism primarily in Asia and Latin America.
• KC-5.1.II.C Trade in some commodities was organized in a way that gave merchants and companies based in Europe and the U.S. a distinct economic advantage.

Illustrative examples:

• Industrialized states practicing economic imperialism:
  • Britain and France expanding their influence in China through the Opium Wars
  • The construction of the Port of Buenos Aires with the support of British firms
• Commodities that contributed to European and American economic advantage:
  • Opium produced in the Middle East or South Asia and exported to China
  • Cotton grown in South Asia and Egypt and exported to Great Britain and other European countries
  • Palm oil produced in sub-Saharan Africa and exported to European countries
  • Copper extracted in Chile

6.6 Causes of Migration in an Interconnected World

Thematic Focus (ENV): Humans and the Environments — The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.

Thematic Focus (ECN): Economics Systems — As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

Learning Objective Unit 6.F: Explain how various environmental factors contributed to the development of varied patterns of migration from 1750 to 1900.

• KC-5.4.I Migration in many cases was influenced by changes in demographics in both industrialized and unindustrialized societies that presented challenges to existing patterns of living.
• KC-5.4.I.B Because of the nature of new modes of transportation, both internal and external migrants increasingly relocated to cities. This pattern contributed to the significant global urbanization of the 19th century. The new methods of transportation also allowed for many migrants to return, periodically or permanently, to their home societies.

Learning Objective Unit 6.G: Explain how various economic factors contributed to the development of varied patterns of migration from 1750 to 1900.

• KC-5.4.II.A Many individuals chose freely to relocate, often in search of work.
• KC-5.4.II.B The new global capitalist economy continued to rely on coerced and semicoerced labor migration, including enslavement Chinese and Indian indentured servitude, and convict labor.

Illustrative examples:

• Return of migrants:
  • Japanese agricultural workers in the Pacific
  • Lebanese merchants in the Americas
  • Italian industrial workers in Argentina
• (CONT’D) Migrants:
  • Irish to the United States
  • British engineers and geologists to South Asia and Africa

6.7 Effects of Migration

Thematic Focus (SIO): Social Interactions and Organization — The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization.

Learning Objective Unit 6.H: Explain how and why new patterns of migration affected society from 1750 to 1900.

• KC-5.4.III.A Migrants tended to be male, leaving women to take on new roles in the home society that had been formerly occupied by men.
• KC-5.4.III.B Migrants often created ethnic enclaves in different parts of the world that helped transplant their culture into new environments.
• KC-5.4.III.C Receiving societies did not always embrace immigrants, as seen in the various degrees of ethnic and racial prejudice and the ways states attempted to regulate the increased flow of people across their borders.

Illustrative examples:

• Migrant ethnic enclaves:
  • Chinese in Southeast Asia, the Caribbean, South America, and North America
  • Indians in East and Southern Africa, the Caribbean, and Southeast Asia
  • Irish in North America
  • Italians in North and South America
• Regulation of immigrants:
  • Chinese Exclusion Act
  • White Australia policy

6.8 Causation in the Imperial Age

Learning Objective Unit 6.I: Explain the relative significance of the effects of imperialism from 1750 to 1900.

• KC-5.1 The development of industrial capitalism led to increased standards of living for some, and to continued improvement in manufacturing methods that increased the availability, affordability, and variety of consumer goods.
• KC-5.2 As states industrialized, they also expanded existing overseas empires and established new colonies and transoceanic relationships.
• KC-5.3 The 18th century marked the beginning of an intense period of revolution and rebellion against existing governments, leading to the establishment of new nation-states around the world.
• KC-5.4 As a result of the emergence of transoceanic empires and a global capitalist economy, migration patterns changed dramatically, and the numbers of migrants increased significantly.

7.1 Shifting Power After 1900

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Learning Objective Unit 7.A: Explain how internal and external factors contributed to change in various states after 1900.

• KC-6.2.I The West dominated the global political order at the beginning of the 20th century, but both land-based and maritime empires gave way to new states by the century’s end.
• KC-6.2.I.A The older, land-based Ottoman, Russian, and Qing empires collapsed due to a combination of internal and external factors. These changes in Russia eventually led to communist revolution.
• KC-6.2.II.D States around the world challenged the existing political and social order, including the Mexican Revolution that arose as a result of political crisis.

7.9 Causation in Global Conflict

Learning Objective Unit 7.I: Explain the relative significance of the causes of global conflict in the period 1900 to the present.

• KC-6.1 Rapid advances in science and technology altered the understanding of the universe and the natural world and led to advances in communication, transportation, industry, agriculture, and medicine.
• KC-6.2 Peoples and states around the world challenged the existing political and social order in varying ways, leading to unprecedented worldwide conflicts.
  • KC-6.2.I The West dominated the global political order at the beginning of the 20th century, but both land-based and maritime empires gave way to new states by the century’s end.
  • KC-6.2.I.A The older, land-based Ottoman, Russian, and Qing empires collapsed due to a combination of internal and external factors. These changes in Russia eventually led to communist revolution.
  • KC-6.2.II.D States around the world challenged the existing political and social order, including the Mexican Revolution that arose as a result of political crisis.

8.3 Effects of the Cold War

Thematic Focus (GOV): Governance — A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

Learning Objective Unit 8.C: Compare the ways in which the United States and the Soviet Union sought to maintain influence over the course of the Cold War.

• KC-6.2.IV.D The Cold War produced new military alliances, including NATO and the Warsaw Pact, and led to nuclear proliferation and proxy wars between and within postcolonial states in Latin America, Africa, and Asia.

Illustrative examples:

• Proxy wars:
  • Korean War
  • Angolan Civil War
  • Sandinista-Contras conflict in Nicaragua

8.4 Spread of Communism After 1900

Thematic Focus (ECN): Economics Systems — As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

Learning Objective Unit 8.D: Explain the causes and consequences of China’s adoption of communism. THEMATIC FOCUS Social Interactions and Organization SIO The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization. LEARNING OBJECTIVE

• KC-6.2.I.i As a result of internal tension and Japanese aggression, Chinese communists seized power. These changes in China eventually led to communist revolution.
• KC-6.3.I.A.ii In communist China, the government controlled the national economy through the Great Leap Forward, often implementing repressive policies, with negative repercussions for the population. HISTORICAL DEVELOPMENTS

Learning Objective Unit 8.E: Explain the causes and effects of movements to redistribute economic resources.

• KC-6.2.II.D.i Movements to redistribute land and resources developed within states in Africa, Asia, and Latin America, sometimes advocating communism or socialism.

Illustrative examples:

• Land and resource redistribution:
  • Communist Revolution for Vietnamese independence
  • Mengistu Haile Mariam in Ethiopia
  • Land reform in Kerala and other states within India
  • White Revolution in Iran