Goals and Objectives of the Western
Civilization course
Standard 1.0: The students will
understand the terminology and
concepts basic to the study of history.
Students will:
1.1: differentiate between the
years B.C. and A.D.
1.2: understand the role point of
view and bias plays in the
interpretation and reporting of
historical events.
1.3: differentiate between primary
and secondary sources.
1.4: understand terms basic to
historiography (e.g. era, decade,
century, etc)
National History Standards
http://nchs.ucla.edu/standards/worldera5.html
Historical Thinking Standards
http://nchs.ucla.edu/standards/thinking512_toc.html
Contents of Historical Thinking
Standards for Grades 5-12
Standard 1: Chronological Thinking
A. Distinguish between past, present, and
future time.
B. Identify the temporal structure of a
historical narrative or story.
C. Establish temporal order in constructing
historical narratives of their own.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines and
create time lines.
F. Reconstruct patterns of historical
succession and duration; explain historical
continuity and change.
G. Compare alternative models for
periodization.
Standard 2 : Historical Comprehension
A. Identify the author or source of the
historical document or narrative and assess
its credibility.
B. Reconstruct the literal meaning of a
historical passage.
C. Identify the central question(s) the
historical narrative addresses.
D. Differentiate between historical facts and
historical interpretations.
E. Read historical narratives imaginatively.
F. Appreciate historical perspectives.
G. Draw upon data in historical maps.
H. Utilize visual, mathematical, and
quatitative data.
Standard 3 : Historical Analysis and
Interpretation
A. Compare and contrast differing sets of
ideas.
B. Consider multiple perspectives.
C. Analyze cause-and-effect relationships
and multiple causation, including the
importance of the individual, the influence of
RI GSE’s for Civics and Government and
Historical Perspectives
http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_912__Final_Version.pdf
ideas.
D. Draw comparisons across eras and
regions in order to define enduring issues.
E. Distinguish between unsupported
expressions of opinion and informed
hypotheses grounded in historical evidence.
F. Compare competing historical narratives.
G. Challenge arguments of historical
inevitability.
H. Hold interpretations of history as tentative.
I. Evaluate major debates among historians.
J. Hypothesize the influence of the past.
Standard 4 : Historical Research
Capabilities
A. Formulate historical questions.
B. Obtain historical data from a variety of
sources.
C. Interrogate historical data.
D. Identify the gaps in the available records,
marshal contextual knowledge and
perspectives of the time and place.
E. Employ quantitative analysis.
F. Support interpretations with historical
evidence.
Standard 2.0: The students will
Era 2
understand the classical traditions of
Early Civilizations and the
the Aegean and Mediterranean worlds. Emergence of Pastoral Peoples,
They will . . .
4000-1000 BCE
2.1: describe the emergence of
Greek city-states and the political,
social, and legal characteristics of
the polis.
2.2: explain the class divisions of
Greek society and the social and
political roles of major classes
including slaves.
2.3: assess the importance of
participatory government in Greek
city-states for the development of
Western political thought and
STANDARD 3
The political, social, and cultural consequences
of population movements and
militarization in Eurasia in the second
millennium BCE.
Standard 3C
The student understands how urban society
expanded in the Aegean region in the era of
Mycenaean dominance.
Era 3
Classical Traditions, Major
Religions, and Giant Empires, 1000
BCE-300 CE
Contents of Historical Thinking
Standards for Grades 5-12
Standard 1: Chronological Thinking
Standard 2 : Historical Comprehension
Standard 3 : Historical Analysis and
Interpretation
Standard 4 : Historical Research
Capabilities
Standard 5 : Historical Issues-Analysis
and Decision-Making
A. Identify issues and problems in the past.
B. Marshal evidence of antecedent
circumstances.
C. Identify relevant historical antecedents.
D. Evaluate alternative courses of action.
E. Formulate a position or course of action
on an issue.
F. Evaluate the implementation of a decision.
C&G 1 (9-12) –1
Students demonstrate an understanding of
origins, forms, and purposes of government by…
a. describing or explaining competing ideas
about the purposes and functions of politics and
government
C&G 1: People create and change structures of
power, authority, and governance in order to
accomplish common goals.
C&G 1 (9-12) –2
Students demonstrate an understanding of
sources of authority and use of power, and
how they are/can be changed, by…
a. identifying how actions of a government affect
relationships involving the individual, society
and the government (e.g., Homeland Security)
institutions.
2.4: compare/contrast the
government, culture and values of
Athens and Sparta.
2.5: compare/contrast the
democracy in Athens with
democracy as practiced in the
United States.
2.6: explain the contributions of
the major philosophers and
historians.
2.7: describe the rise of Alexander
the Great and compares and
contrasts the Hellenistic and
Hellenic periods.
2.8: describe the political
economic, social intuitions of the
Roman Republic.
2.9: analyze the transformation of
Rome from republic to empire.
2.10: describe the major phases in
the expansion of the empire and
assess how imperial rule impacted
Rome socially, politically,
economically, and culturally.
2.11: evaluate the major legal,
artistic, architectural,
technological, and literary
achievements of the Romans and
the influence of Hellenistic culture
traditions on Roman Europe.
STANDARD 1
Innovation and change from 1000-600 BCD:
horses, ships, iron, and monotheistic faith.
Standard 1A
The student understands state-building, trade,
and migrations that led to increasingly complex
interrelations among peoples of the
Mediterranean basin and Southwest Asia.
STANDARD 2
The emergence of Aegean civilization and how
interrelations developed among
peoples of the eastern Mediterranean and
Southwest Asia, 600-200 BCE.
Standard 2A
The student understands the achievements and
limitations of the democratic institutions that
developed in Athens and other Aegean citystates.
Standard 2B
The student understands the major cultural
achievements of Greek civilization.
Standard 2C
The student understands the development of the
Persian (Achaemenid) empire and the
consequences of its conflicts with the Greeks.
Standard 2D
The student understands Alexander of
Macedon’s conquests and the interregional
character of Hellenistic society and culture.
STANDARD 3
How major religions and large-scale empires
arose in the
Mediterranean basin, China, and India, 500 BCE300 CE
Standard 3A
The student understands the causes and
consequences of the unification of the
Mediterranean basin under Roman rule.
Standard 3B
The student understands the emergence of
Christianity in the context of the Roman Empire.
STANDARD 5
Major global trends from 1000 BCE-300 CE.
Standard 5A
The student understands major global trends
from 1000 BCE to 300 CE.
Era 4
b. explaining how political authority is obtained
and legitimized
c. examining the historical origins of power and
how that power has been exercised over time
(e.g., divine right, popular sovereignty, social
contract, “regime of truth”)
C&G 4 (9-12) –1
Students demonstrate an understanding of
political systems and political processes by…
a. comparing and contrasting U.S. systems of
government with others
c. analyzing and interpreting sources (print and
non-print discourse/media), by distinguishing
fact from opinion, and evaluating possible
bias/propaganda or conflicting information
within or across sources (GSE R-10-8.4)
C&G 5 (9-12)-2
Students demonstrate an understanding of
the benefits and challenges of an
interconnected world by…
a. describing the interconnected nature of a
contemporary or historical issue
C&G 5 (9-12) -3
Students demonstrate an understanding of
how the choices we make impact and are
impacted by, an interconnected world by…
a. predicting outcomes and possible
consequences of a conflict, event, or course of
action
b. identifying and summarizing the intended and
unintended consequences of a conflict, event, or
course of action
2.12: explain the rise of
Christianity in the Roman Empire
and its fundamental teachings.
2.13: explain the persecution faced
by Christians, Jews, and Druids in
the Roman Empire.
2.14: analyze the similarities and
differences between Judaism and
Christianity.
2.15: explain how relationships
between human and the physical
environment lead to the formation
of places and to a sense of
personal and community identity.
Expanding Zones of Exchange and
Encounter, 300-1000 CE
STANDARD 1
Imperial crises and their aftermath, 300-700 CE.
Standard 1A
The student understands the decline of the
Roman empire.
Standard 1B
The student understands the expansion of
Christianity
STANDARD 2
Causes and consequences of the rise of Islamic
civilization in the 7th-10th centuries.
Standard 2A
The student understands the emergence of
Islam
Standard 2C
The student understands the consolidation of
the Byzantine state in the context of expanding
Islamic civilization.
2.16: analyze the causes for the
decline of the Roman Empire and
the emergence of the new areas of
prominence.
2.17: compare/contrast the
government, culture and religious
beliefs of the Germanic tribes and the
Romans
Standard 3.0: The student will
understand the redefining of societies
in a period of intensified hemispheric
interaction and. . .
3.1: explain the development of a
new civilization in the Western
Christendom in the 500 years
following the breakup of the
Roman Empire.
3.2: describe feudalism and how
Era 4
Expanding Zones of Exchange and
Encounter, 300-1000 CE
STANDARD 4
The search for political, social, and cultural
redefinition in Europe, 500-1000 CE.
Standard 4A
The student understands the foundations of a
new civilization in Western Christendom in the
500 years following the breakup of the western
Roman Empire.
Standard 4B
The student understands the coalescence of
Contents of Historical Thinking
Standards for Grades 5-12
Standard 1: Chronological Thinking
Standard 2 : Historical Comprehension
Standard 3 : Historical Analysis and
Interpretation
Standard 4 : Historical Research
Capabilities
Standard 5 : Historical Issues-Analysis
and Decision-Making
C&G 1 (9-12) –1
Students demonstrate an understanding of
origins, forms, and purposes of government by…
a. describing or explaining competing ideas
about the purposes and functions of politics and
government
C&G 1: People create and change structures of
power, authority, and governance in order to
accomplish common goals.
feudal relationships provide a
foundation of political, social, and
economic order in parts of Europe
from the 11th century.
3.3: describe manorialism as a
economic system in the 11th and
12th century Europe and analyze
the legal, social, and economic
position of serfs.
political and social order in Europe.
STANDARD 7
Major global trends from 300-1000 CE.
Standard 7A
The student understands major global trends
from 300 to 1000 CE.
Era 5
Intensified Hemispheric
Interactions, 1000-1500 CE
Standard 2 – The redefining of European
3.4: explain urban growth in the
society and culture, 1000-1300 CE
Mediterranean region and northern
Europe and analyzes causes for the Standard 2A
expansion of manufacturing trade The student understands feudalism and the
growth of centralized monarchies and city-states
and a money economy in Europe.
3.5: analyze the causes and
consequences of the European
Crusades in the Holy Land.
3.6: explain the changing political
relationship between the Roman
Catholic Church and secular
states.
3.7: explain the role the Roman
Catholic Church played as a
religious, social, legal, and
economic force in medieval
society.
3.8: identify patterns of social change
and cultural achievements in Europe’s
emerging civilizations.
in Europe.
Standard 2B
The student understands the expansion of
Christian Europe after 1000.
Standard 2C
The student understands the patterns of social
change and cultural achievement in Europe’s
emerging civilizations.
STANDARD 5
Patterns of crisis and recovery in Afro-Eurasia,
1300-1450
Standard 5A
The student understands the consequences of
Black Death and recurring plague pandemic in
the 14th century.
Standard 5B
The student understands transformations in
Europe following the economic and
demographic crises of the 14th century.
C&G 1 (9-12) –2
Students demonstrate an understanding of
sources of authority and use of power, and
how they are/can be changed, by…
a. identifying how actions of a government affect
relationships involving the individual, society
and the government (e.g., Homeland Security)
b. explaining how political authority is obtained
and legitimized
c. examining the historical origins of power and
how that power has been exercised over time
(e.g., divine right, popular sovereignty, social
contract, “regime of truth”)
C&G 4 (9-12) –1
Students demonstrate an understanding of
political systems and political processes by…
a. comparing and contrasting U.S. systems of
government with others
c. analyzing and interpreting sources (print and
non-print discourse/media), by distinguishing
fact from opinion, and evaluating possible
bias/propaganda or conflicting information
within or across sources (GSE R-10-8.4)
C&G 5 (9-12)-2
Students demonstrate an understanding of
the benefits and challenges of an
interconnected world by…
a. describing the interconnected nature of a
contemporary or historical issue
C&G 5 (9-12) -3
Students demonstrate an understanding of
how the choices we make impact and are
impacted by, an interconnected world by…
a. predicting outcomes and possible
consequences of a conflict, event, or course of
action
b. identifying and summarizing the intended and
unintended consequences of a conflict, event, or
course of action
Standard 4.0: The student will
demonstrate understanding of the
Renaissance, Reformation, and
Catholic Reformation by. . .
4.1: evaluating the unique
conditions that existed in Italy
which led to the development of
the Italian Renaissance.
4.2: analyzing the social and
intellectual significance of the
technological innovation of
printing with movable type.
4.3 : explaining connections
between the Italian Renaissance
and the development of humanist
ideas in Europe north of the Alps.
4.4 : evaluating major
achievements in literature, music,
painting, sculpture, architecture in
16th-century Europe.
4.5: explaining discontent among
Europeans with the late medieval
Church, and analyzing the beliefs
and ideas of the leading Protestant
reformers.
4.6: explaining the aims and
Era 6
The Emergence of the First Global
Age, 1450-1770
STANDARD 2
How European society experienced political,
economic, and
cultural transformations in an age of global
intercommunication, 1450-1750
Standard 2B
The student understands the Renaissance,
Reformation, and Catholic Reformation.
Standard 2C
The student understands the rising military and
bureaucratic power of European states between
the 16th and 18th centuries.
Standard 2D
The student understands how the Scientific
Revolution contributed to transformations in
European society.
Contents of Historical Thinking
Standards for Grades 5-12
Standard 1: Chronological Thinking
Standard 2 : Historical Comprehension
Standard 3 : Historical Analysis and
Interpretation
Standard 4 : Historical Research
Capabilities
Standard 5 : Historical Issues-Analysis
and Decision-Making
C&G 1 (9-12) –1
Students demonstrate an understanding of
origins, forms, and purposes of government by…
a. describing or explaining competing ideas
about the purposes and functions of politics and
government
C&G 1: People create and change structures of
power, authority, and governance in order to
accomplish common goals.
C&G 1 (9-12) –2
Students demonstrate an understanding of
sources of authority and use of power, and
how they are/can be changed, by…
a. identifying how actions of a government affect
relationships involving the individual, society
and the government (e.g., Homeland Security)
b. explaining how political authority is obtained
and legitimized
c. examining the historical origins of power and
how that power has been exercised over time
(e.g., divine right, popular sovereignty, social
contract, “regime of truth”)
C&G 4 (9-12) –1
Students demonstrate an understanding of
political systems and political processes by…
a. comparing and contrasting U.S. systems of
government with others
c. analyzing and interpreting sources (print and
non-print discourse/media), by distinguishing
fact from opinion, and evaluating possible
bias/propaganda or conflicting information
within or across sources (GSE R-10-8.4)
policies of the Catholic
Reformation, and assessing the
impact of religious reforms and
divisions on European cultural
values, family life, and relations
between men and women.
4.7: analyzing causes of religious
wars in 16th and 17th century Europe,
and their effects on the establishment
of religious pluralism.
C&G 5 (9-12)-2
Students demonstrate an understanding of
the benefits and challenges of an
interconnected world by…
a. describing the interconnected nature of a
contemporary or historical issue
STANDARD 5.0: The student
understands global expansion and
encounter 1450-1750 and…
5.1: traces oceanic inter-linking of
all major regions of the world
from 1450-1600 led to global
transformations.
5.2: explains how European
society experienced political,
Era 6
The Emergence of the First Global
Age, 1450-1770
STANDARD 1
How the transoceanic interlinking of all major
regions of the world
from 1450-1600 led to global transformations.
Standard 1A
The student understands the origins and
consequences of European overseas expansion
in the 15th and 16th centuries.
Standard 1B
Contents of Historical Thinking
Standards for Grades 5-12
Standard 1: Chronological Thinking
Standard 2 : Historical Comprehension
Standard 3 : Historical Analysis and
Interpretation
Standard 4 : Historical Research
Capabilities
Standard 5 : Historical Issues-Analysis
and Decision-Making
C&G 5 (9-12) -3
Students demonstrate an understanding of
how the choices we make impact and are
impacted by, an interconnected world by…
a. predicting outcomes and possible
consequences of a conflict, event, or course of
action
b. identifying and summarizing the intended and
unintended consequences of a conflict, event, or
course of action
C&G 1 (9-12) –1
Students demonstrate an understanding of
origins, forms, and purposes of government by…
a. describing or explaining competing ideas
about the purposes and functions of politics and
government
C&G 1: People create and change structures of
power, authority, and governance in order to
economic and cultural
transformations in an age of global
intercommunication.
5.3: identifies the economic,
political and cultural interrelations
among peoples of Africa, Europe,
and the Americas.
5.4: analyzes the major shifts to
capitalistic enterprises and
commercialization.
5.5: evaluates the impact of
human migration on physical and
human systems.
5.6: explains how changing
perception of places and regions
reflect cultural change
The student understands the encounters
between Europeans and peoples of Sub-Saharan
Africa, Asia, and the Americas in the late 15th
and early 16th centuries.
STANDARD 2
How European society experienced political,
economic, and
cultural transformations in an age of global
intercommunication, 1450-1750.
Standard 2A
The student understands demographic,
economic, and social trends in Europe
STANDARD 4
Economic, political, and cultural interrelations
among peoples of
Africa, Europe, and the Americas, 1500-1750.
Standard 4A
The student understands how states and
peoples of European descent became dominant
in the Americas between the 16th and 18th
centuries
Standard 4B
The student understands the origins and
consequences of the trans-Atlantic African slave
trade.
STANDARD 6
The expansion of states and civilizations in the
Americas, 1000-1500.
Standard 6A
The student understands the development of
complex societies and states in North America
and Mesoamerica.
STANDARD 7
Major global trends from 1000-1500 CE.
Standard 7A
The student understands major global trends
from 1000 to 1500 CE
accomplish common goals.
C&G 1 (9-12) –2
Students demonstrate an understanding of
sources of authority and use of power, and
how they are/can be changed, by…
a. identifying how actions of a government affect
relationships involving the individual, society
and the government (e.g., Homeland Security)
b. explaining how political authority is obtained
and legitimized
c. examining the historical origins of power and
how that power has been exercised over time
(e.g., divine right, popular sovereignty, social
contract, “regime of truth”)
C&G 4 (9-12) –1
Students demonstrate an understanding of
political systems and political processes by…
a. comparing and contrasting U.S. systems of
government with others
c. analyzing and interpreting sources (print and
non-print discourse/media), by distinguishing
fact from opinion, and evaluating possible
bias/propaganda or conflicting information
within or across sources (GSE R-10-8.4)
C&G 5 (9-12)-2
Students demonstrate an understanding of
the benefits and challenges of an
interconnected world by…
a. describing the interconnected nature of a
contemporary or historical issue
C&G 5 (9-12) -3
Students demonstrate an understanding of
how the choices we make impact and are
impacted by, an interconnected world by…
a. predicting outcomes and possible
consequences of a conflict, event, or course of
action
b. identifying and summarizing the intended and
unintended consequences of a conflict, event, or
course of action
STANDARD 6.0: The student
understands the causes and
consequences of revolutions and
patterns of nationalism and state
building in the 18th and 19th centuries
and …
6.1: defines the “isms”—
including industrialization,
capitalism, imperialism,
colonization and nationalism
within the context of their
historical period.
6.2: evaluates different methods
of allocating goods and services
by comparing and contrasting
different economic systems.
6.3: analyzes the causes and
consequences of political
revolutions.
6.4: explains the causes of
consequences of agricultural and
industrial revolutions.
6.5: explains the contributions of
technological, scientific, and
intellectual achievements to social
and cultural change.
Era 6
The Emergence of the First Global
Age, 1450-1770
STANDARD 2
How European society experienced political,
economic, and
cultural transformations in an age of global
intercommunication, 1450-1750.
Standard 2E
The student understands the significance of the
Enlightenment in European and world history.
Era 7
An Age of Revolutions, 1750-1914
STANDARD 1
The causes and consequences of political
revolutions in the late 18th and early 19th
centuries
Standard 1A
The student understands how the French
Revolution contributed to transformations in
Europe and the world.
Contents of Historical Thinking
Standards for Grades 5-12
Standard 1: Chronological Thinking
Standard 2 : Historical Comprehension
Standard 3 : Historical Analysis and
Interpretation
Standard 4 : Historical Research
Capabilities
Standard 5 : Historical Issues-Analysis
and Decision-Making
C&G 1 (9-12) –1
Students demonstrate an understanding of
origins, forms, and purposes of government by…
a. describing or explaining competing ideas
about the purposes and functions of politics and
government
C&G 1: People create and change structures of
power, authority, and governance in order to
accomplish common goals.
C&G 1 (9-12) –2
Students demonstrate an understanding of
sources of authority and use of power, and
how they are/can be changed, by…
a. identifying how actions of a government affect
relationships involving the individual, society
and the government (e.g., Homeland Security)
b. explaining how political authority is obtained
and legitimized
c. examining the historical origins of power and
how that power has been exercised over time
(e.g., divine right, popular sovereignty, social
contract, “regime of truth”)
C&G 4 (9-12) –1
Students demonstrate an understanding of
6.6: describes the causes of
modern nationalism on European
politics and society.
6.7: assesses the patterns of global
change in the era of Western
military and economic
domination.
6.8: analyzes the causes and
responses to European and
American expansion.
6.9: explains the relationship
between resources and the
exploration, colonization, and
settlement of different regions of
the world and evaluate the
subsequent policy decisions
regarding the use of resources.
6.10: evaluates the impact of the
entrepreneurial spirit of the
development of industrialized
nations
political systems and political processes by…
a. comparing and contrasting U.S. systems of
government with others
c. analyzing and interpreting sources (print and
non-print discourse/media), by distinguishing
fact from opinion, and evaluating possible
bias/propaganda or conflicting information
within or across sources (GSE R-10-8.4)
C&G 5 (9-12)-2
Students demonstrate an understanding of
the benefits and challenges of an
interconnected world by…
a. describing the interconnected nature of a
contemporary or historical issue
C&G 5 (9-12) -3
Students demonstrate an understanding of
how the choices we make impact and are
impacted by, an interconnected world by…
a. predicting outcomes and possible
consequences of a conflict, event, or course of
action
b. identifying and summarizing the intended and
unintended consequences of a conflict, event, or
course of action
http://www.ride.ri.gov/Instruction/DOCS/CI
VICS/RI_Civics_GSEs_K-12_Final_Version.doc