Download Period I (8000BCE-600BCE)

Period I (10,000BCE-600BCE)
1.1 Big Geography and the Peopling of the Earth
I.
I can explain that human migrated out of East Africa and then moved throughout the whole earth, following
game and gathering plants.
I can explain how humans adapted to various environments as they moved.
A.
 I can identify three ways early humans used fire.
B.
 I can look at different environment types and make a hypothesis about what kinds of tools would be
useful there.
C.
 I can explain why hunter-gatherer groups were self-sufficient and had limited social contacts.
 I can talk about early human contacts among hunter-gatherers.
1.2 The Neolithic Revolution and Early Agricultural Societies
I.
I can explain how the Neolithic Revolution led to new economic system and more social hierarchies.
A.
 I can explain how climate change led to the new lifeway of agriculture first in Mesopotamia and then
in various geographic areas at various times.
B.
 I can explain why grasslands are best suited to pastoralism.
C.
 I can describe why certain crops and animals were domesticated in various regions.
D.
 I can discuss how agriculture led to cooperation and group effort.
E.
 I can explain why humans selectively chose certain plants to grow, leading to less plant diversity.
 I can explain why and how pastoralists and agriculturalists degraded their environments.
II.
I can tell how human society changed because of new ways of life after the Neolithic Revolution.
A.
 I can explain why population increased as a result of pastoralism and agriculture.
B.
 I can explain how food surpluses led to specialization of labor and strict hierarchies.
C.
 I can tell how and why pottery, plows, woven textiles, metallurgy, and wheels improved agricultural
production, trade, and transportation.
D.
 I can explain how pastoralism and agriculture allowed limited amounts of people to accumulate
wealth and why that promoted hierarchy and patriarchy.
1.3 Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
I.
I can identify the location and environmental setting of the six core and foundational civilizations
(Mespotamia, Egypt, Mohenjo-Daro & Harappa, Shang Dynasty, Olmec, and Chavin)
II.
I can assess how the first states emerged within Core Civilizations.
A.
 I can define the word “state.”
 I can explain that the legitimacy of early rulers were usually connected to and supported by religious
belief and practice as well as a military.
B.
 I can explain how luck and circumstance led some states like the Hittites to become more powerful
than others and carry out conquests.
C.
 I can define the word, “empire.”
 I can identify the first regions in which states expanded and became empires.
D.
 I can tell how and why Central Asian pastoralists created the compound bow and later the stirrup.
(link to standard 2.3 II A)
III.
I can analyze the unifying role culture played through laws, language, literature, religion, myth, and
monumental art.
A.
 I can evaluate how monumental architecture and urban planning like ziggurats helped unify the
people’s beliefs about their rulers and their role in society.
B.
 I can describe how political and religious elites created unity through the promotion of arts and
artisanship like sculpture.
C.
 I can recognize how systems of record keeping like cuneiform developed in all early civilizations
and explain why they spread to others places.
D.
 I can evaluate how legal codes, like the Code of Hammurabi reinforced hierarchy and assess how
they increased government’s centralization.
E.
 I can explain the development of Hebrew monotheism, the Vedic religion of India, and
Zoroastrianism in Persia and evaluate their impact on later periods.
F.
 I can analyze how trade expanded from local to regional to transregional as civilizations grew and
identify goods, ideas, and technologies that were exchanged.
 I can identify trade expansion between Egypt and Nubia and between Mesopotamia and the Indus
Valley.
G.
 I can evaluate why hierarchy and patriarchy became more oppressive as states got larger.
H.
 I can describe how literature is a reflection of culture by analyzing the Epic of Gilgamesh and the
Book of the Dead.
Period II (600BCE-600CE)
2.1 Development and Codification of Religious and Cultural Traditions
I.
I can evaluate the process by which codification and further development of religious traditions created
bonds and gave people moral codes.
A.
 I can identify the core beliefs of Judaism.
 I can evaluate the development of Judaism’s scriptures, codes of behavior, and diaspora.
B.
 I can identify the core beliefs of Hinduism.
 I can evaluate how Vedic religion formed the basis of Hinduism’s ideas of caste, reincarnation, and
the incarnations of Brahma.
II.
I can evaluate the process by which, during the Axial Age, new belief systems that asserted universal truths
came into being and spread.
A.
 I can identify the core beliefs of Buddhism.
 I can assess the ways in which Buddhism was a reaction to the Vedic religion of South Asia.
 I can identify and analyze changes in Buddhism prompted by the support of Ashoka, the efforts of
missionaries and merchants, and the establishment of institutions.
B.
 I can identify the core beliefs of Confucianism.
 I can recognize that Confucianism was expanded on by disciples of Confucius and tried to bring
about harmony in all of society through relationships and ritual.
C.
 I can identify the core beliefs of Daoism and explain how the belief of balance influenced the idea of
indirect changes in the political system of China.
 I can analyze the influence of Daoist poetry on the development of Chinese culture.
D.
 I can identify the core beliefs of Christianity.
 I can identify the aspects of Christianity that drew on Judaism and evaluate changes in beliefs and
practices as the religion became larger and more integrated into Roman culture.
 I can explain the spread of Christianity by missionaries and merchants in Afro-Eurasia and analyze
why it eventually became the official religion of Rome by the 300s.
E.
 I can describe how Greek and Roman philosophy was centered on logic, learning through
observation, and discussed the nature of political power.
III.
I can describe and explain how various new belief systems affected gender roles.
I can analyze the ways in which Buddhism and Christianity encouraged monastic life and Confucianism
focused on filial piety.
IV.
I can recognize other belief systems that continued at the same time as the major world religions were being
established.
A.
 I can define shamanism and animism.
 I can recognize that societies outside the major civilizations were more reliant on nature and
therefore were linked more closely with shamanism and animism.
B.

I can describe how ancestor veneration continued in East Asia even as new major religions were
established.
V.
I can recognize that literature, drama, architecture, and sculpture vary based on culture.
A.
 I can explain how Indian epics like the Ramayana are distinctive to South Asia and influenced the
region in later time periods.
B.
 I can identify the unique architectural styles of many regions in this period and can describe that of
Greece.
C.
 I can identify how Hellenism spread through the conquests of Alexander the Great produced
syncretism with Buddhist beliefs and sculpture in South and Central Asia.
2.2 The Development of States and Empires
I.
I can describe how key states and empires grew by imposing unity as they conquered previously competing
states.
I can identify the location and names of the Persian Empire, the Qin and Han Empires, the Maurya and
Gupta Empires, Phonecia and its colonies, the Greek city-states and their colonies, the Hellenistic Empire,
the Roman Empire, Teotihuacan, the Maya city-states, and the Moche culture.
II.
I can analyze the development of new techniques of imperial administration and identify how they built on
earlier political forms.
A.
 I can identify and define administrative institutions like centralized governments, elaborate legal
systems, and bureaucracies in China and Rome.
 I can explain how these institutions were used to organize the subjects of these empires.
B.
 I can identify and explain how the governments of Rome and China used diplomacy, developed
supply lines, built fortifications and infrastructures, and incorporated conquered peoples into their
militaries.
C.
 I can explain how promoting trade and economic infrastructures like roads and standard currencies
made Rome and China more successful.
III.
I can evaluate how unique social and economic dimension developed in imperial societies in Afro-Eurasia
and the Americas.
A.
 I can analyze the ways in which cities like Constantinople served as centers of trade, public
performance of religious rituals, and political administration for states and empires.
B.
 I can analyze the ways in which the social structures of the empires showed various levels within the
hierarchy including cultivators, laborers, slaves, artisans, merchants, elites, or caste groups.
C.
 I can critique the use of methods like slavery used by imperial societies to maintain the production of
food and provide rewards for the loyalty of elites.
D.

I can analyze how patriarchy continued to shape ideas about gender and family relationships in all
imperial societies of this period.
IV.
I can evaluate how empires like the Han, Perisan, Mauryan, and Gupta created political, cultural, and
administrative difficulties that they could not manage, which eventually led to their decline, collapse, and
transformation into successor empires or states.
A.
 I can explain how overuse of resources like trees by imperial governments led to environmental
damage like deforestation.
 I can explain how social tensions and economic difficulties were caused by concentrating too much
wealth into the hands of elites.
B.
 I can evaluate how external problems were caused by lack of security along the frontiers of empires
which opened them to invasions from outsiders, as in Rome with their northern and eastern
neighbors.
2.3 Emergence of Transregional Networks of Communication and Exchange
I.
I can assess how land and water routes became the basis for transregional trade, communication, and
exchange networks in the Eastern Hemisphere (Afro-Eurasia).
A.
 I can describe how factors like climate, location, trade goods, and ethnicity shaped distinctive
features of the Silk Roads, Trans-Saharan Routes, Indian Ocean Maritime System (IOMS), and the
Mediterranean sea lanes.
II.
I can evaluate how new technologies helped long-distance communication and exchange.
A.
 I can describe how new technologies like the stirrup and the use of domesticated pack animals like
camels to transport goods across longer routes.
B.
 I can recognize how innovations in maritime technologies like the lateen sail as well as knowledge
of the monsoon winds, stimulated exchanges along maritime routes from East Africa to East Asia.
III.
I can evaluate how far-flung networks of communication and exchange led to the exchange of not just
people but also technology, religious and cultural beliefs, food crops, domesticated animals, and diseases.
A.
 I can describe how the spread of crops, including rice and cotton from South Asia to the Middle East,
encouraged changes in farming and irrigation techniques like the qanat system in Persia.
B.
 I can explain how the spread of disease pathogens like the Black Plague diminished urban
populations and contributed to the decline of some empires, like Byzantine Rome.
C.
 I can describe how religious and cultural traditions like Christianity, Hinduism, and Buddhism
transformed as they spread through trade routes.
Period III (600CE – 1450CE)
3.1 Expansion and Intensification of Communication and Exchange Networks
I.
I can evaluate how transportation technologies and commercial practices increased amounts of trade.
I can evaluate how these technologies also expanded the geographic areas in which trade linked the globe.
A.
 I can explain how old trade routes (Silk Roads, Mediterranean, Trans-Saharan, and IOMS) caused
the rise of powerful new trading cities like Baghdad in the Abbasid caliphate, Novgorod in Kievan
Russia, and the Swahili city-states of southern East Africa.
B.
 I can describe the development of new trade routes in both Mesoamerica and the Andes.
C.
 I can identify specific luxury goods carried by each trade route, including Meso and Andean
America.
 I can recognize how interregional trade increased because of new caravan organization like camel
saddles and the use of technology like the compass, astrolabe, and larger ship designs, as well as new
forms of monetization like credit (flying money) and banks.
D.
 I can describe how commercial growth was helped by the development of new government practices.
 I can specifically discuss the following new government practices:
o The printing of paper money as in Song Dynasty China
o Trading organization like the Hanseatic League
o State-sponsored commercial infrastructures like the Grand Canal in Sui Dynasty China
E.
 I can analyze how the expansion of Sui, Tang, and Song Dynasty China, the Byzantine Empire, the
Caliphates, and the Mongols facilitated Trans-Eurasian trade (Silk Roads and IOMS) and
communication as new peoples were drawn into their conqueror’s economies and trade networks.
II.
I can analyze the environmental and linguistic effects of the movement of peoples.
A.
 I can identify how the expansion and intensification of long-distance trade was dependent on
creating technology to adapt to different environments.
 I can specifically discuss the following technological adaptations:
o longships used by Vikings for shallow rivers and open waters
o tiny furry ponies used by Central Asians on the Eurasian steppe.
B.
 I can describe the environmental impacts of the human migrations and discuss specifically the
impacts of the following examples
o Bantu-speakers who spread iron metallurgy and agriculture in Sub-Saharan Africa
o Polynesian peoples who transplanted both foods and domesticated animals as they moved to
new island
C.
 I can describe how migration and trade led to the diffusion of current of creation of new languages
like the spread of Bantu and the creation of Swahili.
III.
I can evaluate the ways in which cultural diffusion and syncretism were helped by the old and new networks
of trade and communication.
A.
 I can identify the location and founder of Islam and describe the circumstances of the Arabian
Peninsula at that time.
 I can explain the ways Islam reflected the Jewish, Christian, and Zoroastrian religions that were
already present in Arabia.
 I can explain how Islam spread to Afro-Eurasia by military conquest, trade, and Sufi missionaries
and can define and describe the creation of the Dar-al-Islam.
B.
 I can analyze ways in which the Jewish diasporic communities operated in the Indian Ocean and
influenced the indigenous cultures there.
C.
 I can describe the travels and writings of Ibn Battuta and explain how his travels show the extent and
limitations of intercultural knowledge and understanding in this period as well as the presence of the
Dar-al-Islam.
D.
 I can explain how cross-cultural interactions caused the diffusion of literary, artistic, and cultural
traditions, specifically the influence of Neoconfucianism and Buddhism in East Asia.
E.
 I can describe how cross-cultural interactions also resulted in the diffusion of scientific and
technological traditions. I can specifically discuss the spread of printing and gunpowder from East
Asia into the Islamic empires and from there into Western Europe.
IV.
I can evaluate the continued diffusion of crops and pathogens (diseases) through the Eastern Hemisphere
along the trade routes.
A.
 I can identify new foods and agricultural techniques that were adopted in populated areas,
specifically the adoption of champa rice and paddies in East Asia and the spread of cotton, sugar,
and citrus throughout the Dar-al-Islam.
B.
 I can analyze how established paths of trade and military conquest allowed th spread of epidemic
diseases like the Black Death.
3.2 Continuity and Innovation of State Forms and Their Interactions
I.
I can assess the ways empires collapsed and were reconstituted in old areas of civilization and how in some
regions new state forms emerged.
A.
 I can explain how, after collapses of empires, most reconstituted new governments that built on the
traditions of the older ones.
 I can identify the reconstituted governments of the Byzantine Empires and the Sui, Tang, and Song
Dynasties. I can tell how these reconstituted empires combined traditional sources of power and
legitimacy like patriarchy and religion with innovations like the use of caesaropapism in Byzantium
and the tributary system of diplomacy in China.
B.

I can describe how new forms of governance emerged including those developed by the Abbasid
Caliphate, the Mongol Khanates, the city-states of the Italian peninsula and East Africa, and
decentralized (feudal) governments in Western Europe and Japan.

I can explain the way some states synthesized local and borrowed traditions, specifically the
influence of Chinese traditions on Japan.

I can explain how, just as in Afro-Eurasia, the government systems of the Americas expanded in
scope and reach.
I can identify and explain the networks of city-states in the Maya region, and the imperial systems
created by the Mexica (Aztecs) and Inca
C.
D.

II.
I can assess the ways in which interregional contacts and conflicts between states and empires encouraged
significant technological and cultural transfers.
I can identify specific technological and cultural transfers, as well as the reasons for these transfers, between
Tang China and the Abbasids, across Mongol empires, and between Western Europe and the Islamic
caliphates during the Crusades.
3.3 Increased Economic Productive Capacity and its Consequences
I.
I can evaluate the ways in which innovations stimulated agricultural and industrial production in many parts
of the world
A.
 I can identify specific technological innovations related to agriculture, including the development of
champa rice in Asia, the chinampa field system in the Americas, and the horse collar in Europe, and
explain how they allowed production to increase.
 I can identify specific foreign luxury crops like citrus, cotton, spices, and sugar, and explain how
they were transferred from their indigenous homelands to equivalent climates in new regions.
 I can recognize that Asian artisans and merchants from China, Persia, and India all expanded their
production of textiles and porcelains for export markets.
 I can discuss the huge expansion of iron and steel production, especially in Song Dynasty China.
II.
I can assess the ways in which cities across the globe experienced both declines as well as periods of
increased urbanization caused by rising productivity and the expansion of trade networks.
A.
 I can identify and elaborate on the following contributing factors of decline in urban areas:
o Invasions
o Disease
o Declining agricultural productivity
o The Little Ice Age
B.
 I can identify and elaborate on the following contributing factors of revival in urban areas:
o The end of invasions
o The availability of safe and reliable transport
o The rise of commerce related to warmer temperatures between 800 and 1300 CE
o Increased agricultural productivity and the rise of population caused by that increase
o Greater availability of labor
C.

I can explain the ways cities continued to play the same role that they had in the past of government,
religious, and commercial centers.
I can recognize that many older cities declined while new cities emerged.

III.
I can evaluate the continuities in social structures and methods of economic production.
I can also evaluate important changes that religious conversion had on gender relations and family life as
well as the changes in society caused by new methods of labor management.
A.
 I can identify and define the following older forms of labor organization:
o Free peasant agriculture
o Nomadic pastoralism
o Craft production and guild organization
o Various forms of coerced and unfree labor (for example slaves and Untouchables)
o Government-imposed labor taxes
o Military obligations
B.
 I can explain how, just as in the past, social structures were mostly shaped by class or caste
hierarchies as well as patriarchy.
 I can also explain how, among the Mongols and in West Africa, Japan, and Southeast Asia, women
exercised a greater amount of power and influence than in other areas.
C.
 I can identify and describe the following new forms of coerced and unfree labor:
o Serfs in Europe and Japan
o Mit’a in the Inca Empire
 I can explain how free peasants resisted becoming more downtrodden by staging revolts against their
government’s attempts to raise dues and taxes, using the Red Turban Revolt in Yuan Dynasty China
as example evidence.
D.
 I can explain how the cultural diffusion of Buddhism, Christianity, Islam, and NeoConfucianism
often led to significant changes in gender relations and family structure and discuss the impact of
monasticism, shari’a law, and foot binding in particular.
Period IV (1450-1750 CE): Global Interactions
4.1 Globalizing Networks of Communication and Exchange
I.
I can evaluate the world context that allowed global, rather than just trans-regional, circulation of goods.
I can assess how this new global circulation caused prosperity for merchants and governments in old trading
regions like the IOMS, Mediterranean, Sahara, and Silk Roads, and also disruption.
II.
I can explain how Europeans built on previous knowledge to develop new tools in cartography, like revised
maps, innovations in ship design, as in the caravel, and improved understanding of global wind and current
patterns.
I can analyze why these technological developments made transoceanic travel and trade possible.
III.
I can describe and analyze examples of transoceanic maritime reconnaissance.
A.
 I can describe the naval voyages of Ming Dynasty Admiral Zheng He.
 I can explain how they enhanced Chinese prestige in the Indian Ocean.
 I can explain the debate within the government of the Ming stimulated by Zheng He’s voyages.
B.
 I can describe the Portuguese global trading-post empire and how it developed along coastal regions.
 I can analyze how this trading empire developed as a result of Prince Henry the Navigator’s school
and increased travel to and trade with West Africa.
C.
 I can recognize the state-led Spanish sponsorship of their maritime voyages and how their specific
sponsorship of Columbus led to increasing European interest in travel and trade across the oceans.
D.
 I can recognize that, while the Portuguese and Spaniards established routes to Asia, other Europeans
were looking for another route to Asia across the North Atlantic, creating settlements and conducting
commercial fishing along the way.
E.
 I can recognize that, at this point in history, the already-established networks of Oceania and
Polynesia were not dramatically affected because European reconnaissance in the Pacific did not
frequently reach these areas.
IV.
I can assess the ways in which silver, taken from Spanish colonies in the Americas, facilitated the purchase
of Asian goods for Atlantic markets.
I can recognize that the silver in these transactions was extracted from the Americas by royal chartered
European monopoly companies.
I can evaluate why regional markets in Afro-Eurasia continued to flourish using established commercial
practices and utilizing transoceanic shipping services developed by European merchants.
A.
 I can explain how and why the role of Europeans in Asian trade was to transport goods from one
Asian country to another market in Asia or the IOMS region.
B.
 I can assess how the creation of a global commercial-based economy was connected to the new
global circulation of silver from the Americas.
C.




I can define mercantilism and describe its use by European rulers.
I can define joint-stock company.
I can describe how mercantilism and joint-stock companies were used by Europeans rulers to control
their domestic and colonial economies.
I can describe how joint-stock companies were used by European merchants to compete against one
another in global trade.
D.


I can describe the Atlantic System.
I can explain how the movement of goods, wealth, free and unfree laborers, and the mixing of
African, American, and European cultures and peoples created a unique system within the Atlantic
region.
V.
I can define Columbian Exchange.
I can evaluate how the new connections between the Eastern and Western Hemisphere resulted in the
Columbian Exchange.
A.
 I can evaluate why European colonization of the Americas led to the spread of smallpox, measles,
and influenza among Amerindian populations.
 I can describe why these diseases were already endemic (widespread) in the Eastern Hemisphere.
 I can recognize that vermin, including mosquitoes and rats, were also unintentionally spread.
B.
 I can explain how and why American foods like potatoes became staple crops in parts of Europe,
Asia, and Africa.
 I can analyze and explain how and why cash crops like sugar were grown mostly on plantations,
using coerced labor.
 I can describe why cash crops like sugar were mostly exported to Europe and the Middle East in this
period.
C.
 I can describe the movement of AfroEurasian fruit trees, grain, sugar, and domesticated animals like
horses to the Americas.
 I can describe how African slaves brought other foods to the Americas, like rice.
D.
 I can evaluate why populations in AfroEurasia benefited nutritionally from the increased diversity in
their diets brought about by these new American foods.
E.
 I can identify the ways European colonization and the introduction of European agriculture and
settlement practices affected the physical environment of the Americas through deforestation and
soil depletion.
VI.
I can explain how religions continued to spread, reform, and become syncretic as interactions between and
among hemispheres intensified.
A.
 I can describe how Islam adapted to new settings in AfroEurasia as believers adapted the religion to
local cultures.
 I can recognize that Sufi practices became more widespread, because it tended to be more openminded about local cultural practices.
B.


I can analyze how Christianity became much more widespread through diffusion.
I can explain how Christianity became much more diverse because of the Reformation.

I can recognize that Buddhism continued to spread within Asia.
C.
D.
 I can identify the cult of saints in Latin America as a syncretic form of Christianity.
VII.
I can recognize and explain how merchants gained more and more profits and how governments collected
even more taxes.
I can explain how the increase in the wealth and flow of money caused funding for visual and performing
arts to increase, and allowed some forms of the arts for popular audiences to come into being.
A.
 I can name several Renaissance artists who created visual and performing arts and explain the ways
in which their works were innovative.
B.
 I can describe how literacy expanded during this period.
 I can analyze how this expansion caused the proliferation of popular authors, literary forms, and
works of literature in AfroEurasia, specifically the theater of Shakespeare in England and Kabuki in
Japan.
4.2 New Forms of Social Organization and Modes of Production
I.
I can evaluate and explain how a growing demand for raw materials and finished products increased and
changed traditional peasant agriculture, caused plantations to expand, and created a higher demand for labor.
A.
 I can identify and explain the intensification of labor in many regions including cotton textile
production in India and Silk textile production in China.
B.
 I can describe how slavery in Africa continued both into African households and through the export
of slaves to the Mediterranean and the Indian Ocean.
C.
 I can explain how the growth of plantation economies increased the demand for slaves in the
Americas.
D.
 I can identify and explain forms of coerced labor, such as indentured servitude, and how they were
used in the American colonies
II.
I can analyze how new ethnic, racial, and gender hierarchies were restructured as a result of the emergence
of new social and political elites.
A.
 I can explain how imperial conquests and a widening of global economic opportunities contributed
to the formation of new political and economic elites such as the urban commercial entrepreneurs in
all major port cities in the world and the Manchu in China.
B.
 I can describe how the power of existing political and economic elites, like the nobility in Europe,
rose and fell as they confronted new challenges to their ability to affect the decisions of increasingly
powerful monarchs and leaders.
C.

I can explain how gender and family restructuring occurred, like the dependence of European men
on Southeast Asian women for conducting trade in the region as well as demographic changes in
Africa as a result of the slave trade.

I can identify new ethnic and racial classifications like the Mestizos and Creoles in the Americas,
and explain how it led to massive demographic changes.
D.
4.3 State Consolidation and Imperial Expansion
I.
I can analyze and explain the variety of methods used by rules in order to legitimize and consolidate their
power.
A.
 I can describe and give specific examples of how rulers used the visual arts and monumental
architecture to display power and legitimize their rule.
B.
 I can explain how rulers continued to use religious ideas such as divine right by the European
monarchs and the public performance of Confucian rituals by Chinese emperors in order to
legitimize their rule.
C.

I can describe how states adjusted their treatment of ethnic and religious groups in order to utilize
their economic contributions while limiting their ability to challenge state authority as seen in the
treatment of non-Muslim subjects by the Ottomans.

I can recognize that the recruitment of bureaucratic elites through the Chinese examination system,
and the development of military professionals like the salaried Samurai, became more common by
rulers who wanted to maintain a centralized government.

I can explain how rulers used tribute collection and tax farming to increase revenue in order to
expand their territory.
D.
E.
II.
I can evaluate how imperial expansion relied on an increased use of gunpowder cannons and armed trade to
establish large empires across the globe.
A.
 I can identify new trading-post empires established by the Europeans in Africa and Asia.
 I can explain how the power of the states in the interior West and Central Africa were affected by the
European empires despite an increase in profit for the rulers and merchants involved.
B.
 I can identify and describe the expansion of the following land empires:
o Manchu
o Mughals
o Ottomans
o Russians
C.

I can identify and describe the new maritime empires established in the Americas by the following
countries:
o Portugal
o Spain
o The Netherlands (Dutch)
o France
o Britain
III.
I can analyze and describe how competition over trade routes like piracy in the Caribbean, state rivalries like
the Ottoman-Safavid conflict, and local resistance like peasant uprisings, created significant challenges to
state consolidation and expansion.