World History
Instructor: Ms. Pearl Whitlock
SSWH1 The student will analyze the origins, structures, and
interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE.
• Phoenician Alphabet p. 74
• Mediterranean Commerce
• Symbols to represent sounds – phonetic
• Used for writing trade transaction
• Used with trading partners – extensive
• Influenced Western alphabet, English language
SSWH1 The student will analyze the origins, structures, and
interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE.
• Monotheism p. 78
• Belief in a single god
• Hebrews (Jews), Islam, Christianity
• Opposite of polytheism- Egypt, India
SSWH3 The student will examine the political, philosophical, and
cultural interaction of Classical Mediterranean societies from 700 BCE
to 400 CE.
• Plato’s government p. 138
• Not a democracy
• 3 groups: farmers/ artisans, warriors, ruling class
• Ruling class- philosopher-king
SSWH3 The student will examine the political, philosophical, and
cultural interaction of Classical Mediterranean societies from 700 BCE
to 400 CE.
• Alexander the Great - Greece
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Aristotle’s student
Expansions of the Greek Empire
Hellenistic culture- Egyptian, Persian, Indian
Cultural blending
Decline Roman Empire (adopted Greek culture)
SSWH3 The student will examine the political, philosophical, and
cultural interaction of Classical Mediterranean societies from 700 BCE
to 400 CE.
• Compare
 Greek city-states (polis) p. 127
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From tribal or clan control to formal
City and surrounding area
Monarchy, aristocracy, oligarchy tyrants
Clashes between rulers and commoners
Direct democracy
Athens & Sparta
SSWH3 The student will examine the political, philosophical, and
cultural interaction of Classical Mediterranean societies from 700 BCE
to 400 CE.
• Compare
 Roman Republic p. 156
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Free born male citizens
Patricians v. plebeians (tribunes)
Twelve Tables
Combined aristocracy, monarchy, democracy
Consulis-limited monarch
Senata- aristocrats, later commoners
Tribune
Dictator- appointed by consul, approved by senate
SSWH3 The student will examine the political, philosophical, and
cultural interaction of Classical Mediterranean societies from 700 BCE
to 400 CE.
• Compare
 Roman Empire p. 160
• Republic collapsed- Julius Caesar dictator
• Augustus Caesar (Octavian)- most powerful emperor pax Romana sound
government
SSWH4 The student will analyze the importance of the Byzantine and
Mongol empires between 450 CE and 1500 CE.
• Justinian’s code p. 302
• Byzantium- Eastern Roman Empire
• Single unified law for unified Empire
• Influenced Western law and government
SSWH4 The student will analyze the importance of the Byzantine and
Mongol empires between 450 CE and 1500 CE.
• Schism- split in Church
 Pope v. King p. 398
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Rome, Italy
Avignon, France
Third pole
Forced resignation of 3 new pope
Weakened papacy
SSWH4 The student will analyze the importance of the Byzantine and
Mongol empires between 450 CE and 1500 CE.
• Schism- split in Church
 Roman Catholic v. Eastern Orthodox p. 304-305
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Western v. Eastern Roman Empires (Byzantium)
East- Constantinople- patriarch dispute over icons
West- supported icons
Religious doctrine, jurisdiction
SSWH4 The student will analyze the importance of the Byzantine and
Mongol empires between 450 CE and 1500 CE.
• Constantinople’s (Byzantine Empire capital) location p. 174-175,
302-304
• Byzantium
• Bosporus Strait
• Crossroads between West/East  world trade
• Fortified peninsula
• Mediterranean Sea meets Black Sea
SSWH5 The student will trace the origins and expansion of the
Islamic World between 600 CE and 1300 CE.
• Sunni p. 271
• Followers of Muhammad’s example
• Elected by Muslim community- caliphs
• Shia (Shiites) p. 271
• Descendants of Muhammed
• Differences
• Succession
• Authority
• Interpretation of Qur’an
• Spread of Islam
SSWH5 The student will trace the origins and expansion of the Islamic
World between 600 CE and 1300 CE.
• Crusades p. 382-386
• Women managed estates and businesses
• Expanded trade between Europe/Asia
• Cultural blending between Muslims/Christians
• Religious conflict between Muslims/Christians/Jews
• Loss of lives and fortunes
• Increased power of kings; lessened power of pope
SSWH6 The student will describe the diverse characteristics of
early African societies before 1800 CE.
• Pilgrimage of Mansa Musa to Mecca p. 415-417
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Present day Saudi Arabia
Islamic holy city
Muslim- wealthy
Famous hajj- spread wealth
Trade network between Africa, Asia, Europe
SSWH8 The student will demonstrate an understanding of the
development of societies in Central and South America.
• Mayans p. 445
• Yucatan Peninsula and Central America
• Polytheistic
• Pyramid builders
• Aztecs p. 452
• Central Mexico and Southwestern U. S.
• Polytheistic
• Military conquests
SSWH8 The student will demonstrate an understanding of the
development of societies in Central and South America.
• Incas p. 459
• Andes Mountains
• Polytheistic
• Central government
• Advanced civilizations
• Terrace farmers
SSWH9 The student will analyze change and continuity in the
Renaissance and Reformation.
• Elizabeth I: English Reformation
• Henry VIII heirs: P. Edward, C. Mary, P. Elizabeth
• Anglican Church – pleased both P/C
• Push for Protestantism
• Groundwork for Enlightenment
SSWH9 The student will analyze change and continuity in the
Renaissance and Reformation.
• European Renaissance p. 470-485
• Begin in Italy
• End of Middle Ages
• Greek & Roman Catholic
• Revival of classical learning – Art, Literature, society-information,
language, fields of study, laws, questioned politics and religion
SSWH9 The student will analyze change and continuity in the
Renaissance and Reformation.
• “Renaissance Man” – Leonardo da Vinci p. 475
• Well-educated
• Painter, sculptor, inventor, scientist
• Notebooks of observations, sketches
• Plans for aircraft, military vehicle
SSWH10 The student will analyze the impact of the age of
discovery and expansion into the Americas, Africa, and Asia.
• Age of Discovery p. 553
• Portugal
• Spain – Columbus
• Slave trade p. 566
• Columbian Exchange p. 572
• Improved technology p. 275 astrolabe, maps, ships
SSWH12 The student will examine the origins and
contributions of the Ottoman, Safavid, and Mughal empires.
• Ottoman Empire p. 507-511
• Anatalian Turks
• Muslims
• Conquered Constantinople  Instanbul changed Christian city to
Muslim capital
SSWH13 The student will examine the intellectual, political, social,
and economic factors that changed the world view of Europeans.
• Scientific Revolution – Contributions 623-627
• Newton’s Theory of Gravity
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All physical objects are effected equally by the same forces
The same force ruled motion of planets and matter on earth and in space
Every object attracts every other object
The degree of attraction depends on mass and distance
• Galileo
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Invented the telescope to study the heavens
Supported Copernicus’s ideas – heliocentric
Shattered Aristotle’s theory – geocentric theory
Conflict with Church
SSWH12 The student will examine the origins and
contributions of the Ottoman, Safavid, and Mughal empires.
• Ottoman Empire p. 507
• Anatalia
• Ghazis – warriors for Islam – military beginning
• Osman
• Sultan
• Muslims
• 13th, 14th century expansion
SSWH12 The student will examine the origins and contributions of the
Ottoman, Safavid, and Mughal empires.
• Safavid Empire p. 513
• Islamic religious brotherhood
• Shah
• Aligned with Shiites – religious beginnings
• Ismail
• Mughal Empires p. 516
• India – Mongols
• Military beginnings
• Babur
SSWH14 The student will analyze the Age of Revolutions and
Rebellions.
• Revolution p. 708-710 – political, economic, social
• Change
• Agricultural
• Industrial
• Commercial
• Cultural
• Glorious
• French
• American
• Latin American
• Balshevik
SSWH14 The student will analyze the Age of Revolutions and
Rebellions.
• French Revolution
• Inspired by American Revolution
• Collapse of French monarchy
• Rise of peasants
• American Revolution
• Independence from England
• Declaration: life, liberty, pursuit of happiness
• People overthrowing corrupt governments
SSWH14 The student will analyze the Age of Revolutions and
Rebellions.
• U. S. Commodore Matthew Perry to Japan 1853 – p. 810
• Japan ends isolation
• Japan industrializes
• Opened world trade with Japan
SSWH14 The student will analyze the Age of Revolutions and
Rebellions.
• Cultural diffusion p. 512-513
• Sumerians p. 31
• Greeks/Romans – Alexander the Great
• Muslims – Mughals, Saffavids
• Egyptian p. 92, 93
• Spread of ideas, customs, technology
SSWH15 The student will be able to describe the impact of
industrialization, the rise of nationalism, and the major characteristics
of worldwide imperialism.
• Industrial Revolution p. 717
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Increased output by machine made goods
Agriculture to textiles
More inventions
Developed transportation
Urbanization
Middle class
Corporations – stock investment
Imperialism
Laissee-faire  capitalism  socialism  Marxism  Communism
SSWH15 The student will be able to describe the impact of
industrialization, the rise of nationalism, and the major characteristics
of worldwide imperialism.
• Industrial Revolution impact p. 717-727
• Factory system
• Mass production – cheaper goods
• Urbanization
• Capitalism
• Communism
• Increased transportation
• Harsh city living conditions – slums, ghettos
• Dangerous working conditions
• Social classes
• Job demand