Gradebook Standards

Honors World History Standards

Historic Periods Standards (Honors 1 only) - These are unscored standards. Just used to determine the amount of history that Honors will be covering during the semester.

Period 1 - Techonological and Environmental Transformations - c. 600 B.C.E.

Key Concept 1.1 Big Geography and the Peopling of the Earth

Key Concept 1.2 The Neolithic Revolution and Early Agricultural Societies

Key Concept 1.3 The Development and Interactions of early Agricultural, Pastoral, and

Urban Societies

Period 2 - Organization and Reorganization of Human Societies - c. 600 B.C.E. to c. 600 C.E.

Key Concept 2.1 The Development and Codification of Religious and Cultural Traditions.

Key Concept 2.2 The Development of States and Empires

Other historic periods will be addressed in Advanced Placement World History (Grade 10).

Historical Themes Standards - These are scored standards but not all standards may apply to Honors World.

SPICE

Theme 1: Development and Transformation of Social Structures

SOC 1 - Analyze the development of continuities and changes in gender hierarchies, including patriarchy.

SOC 2 - Assess how the development of specialize labor systems interacted with the development of social hierarchies.

SOC 3 - Assess the impact that different ideologies, philosophies, and religions had on social hierarchies.

SOC 4 - Analyze ways in which legal systems have sustained or challenged class, gender, and racial ideologies.

SOC 5 - Analyze ways in which religious beliefs and practices have sustained or challenged class, gender, and racial ideologies.

SOC 6 - Analyze the extent to which philosophies, medical practices, and scientific theories sustained or challenged class, gender, and racial ideologies.

SOC 7 - Analyze the ways in which colonialism, nationalism, and independence movements have sustained or challenged class, gender, and racial ideologies.

SOC 8 - Analyze the extent to which migrations changed social structures in both the sending and receiving societies.

Theme 2: Political - State-Building, Expansion, and Conflict

SB 1 - Explain and compare how rulers constructed and maintained different forms of governance.

SB 2 - Analyze how the functions and institutions of governments have changed over time.

SB 3 - Analyze how state formation and expansion were influenced by various forms of economic organization, such as agrarian, pastoral, mercantile, and industrial production.

SB 4 - Explain and compare how social, cultural, and environmental factors influenced state formation, expansion, and dissolution.

SB 5 - Assess the degree to which the functions of cities within states or empires have changed over time.

SB 6 - Assess the relationships between states with centralized governments and those without, including pastoral and agricultural societies.

SB 7 - Assess how and why internal conflicts, such as revolts and revolutions, have influenced the process of state building, expansion, and dissolution.

SB 8 - Assess how and why external conflicts and alliances have influenced the process of state building, expansion, and dissolution.

SB 9 - Assess how and why commercial exchanges have influenced the processes of state building, expansion, and dissolution.

SB 10 - Analyze the political and economic interactions between states and non-state actors.

Theme 3: Environment - Interaction Between Humans and the Environment

ENV 1 - Explain how early humans used tools and technologies to establish communities.

ENV 2 - Explain and compare how hunter-forager, pastoralist, and settled agricultural societies adapted to and affected their environments over time.

ENV 3 - Explain the environmental advantages and disadvantages of major migration, communication, and exchange networks.

ENV 4 - Explain how environmental factors influenced human migrations and settlements.

ENV 5 - Explain how human migrations affected the environment.

ENV 6 - Explain how people used technology to overcome geographic barriers to migration over time.

ENV 7 - Assess the causes and effects of the spread of epidemic diseases over time.

ENV 8 - Assess the demographic causes and effects of the spread of new foods and agricultural techniques.

Theme 4: Culture - Development and Interaction of Cultures

CUL 1 - Compare the origins, principle beliefs, and practices of the major world religions and belief systems.

CUL 2 - Explain how religious belief systems developed and spread as a result of expanding communication and exchange networks.

CUL 3 - Explain how major philosophies and ideologies developed and spread as a result of expanding communication and exchange networks.

CUL 4 - Analyze the ways in which religious and secular belief systems affected political, economic, and social institutions.

CUL 5 - Explain and compare how teachings and social practices of different practices of different religious and secular belief systems affected gender roles and family structures.

CUL 6 - Explain how cross cultural interactions resulted in the diffusion of technologies and scientific knowledge.

CUL 7 - Analyze how new scientific, technological, and medical innovations affected religions, belief systems, philosophies, and major ideologies.

CUL 8 - Explain how economic, religious, and political elites defined and sponsored art and archtecture.

CUL 9 - Explain the relationship between expanding exchange networks and the emergence of various forms of transregional cultures, including music, literature, and visual art.

Theme 5: Creation, Expansion, and Interaction of Economic Systems

ECON 1 - Evaluate the relative economic advantages and disadvantages of foraging, pastoralism, and agriculture.

ECON 2 - Analyze the economic role of cities as centers of productions and commerce.

ECON 3 - Assess the economic strategies of different types of states and empires.

ECON 4 - Analyze how technology shaped the processes of industrialization and globalization

ECON 5 - Explain and compare forms of labor organization, including families and labor specialization within and across different societies.  

ECON 6 - Explain and compare the causes and effects of different forms of coerced labor systems.

ECON 7 - Analyze the causes and effects of labor reform movements including the abolition of slavery.

ECON 8 - Analyze the relationship between belief systems and economic systems.

ECON 9 - Explain and compare the ways in which economic philosophies influenced economic policies and behaviors.

ECON 10 - Analyze the roles of pastoralists, traders, and travelers in the diffusion of crops, animals, commodities, and technologies.

ECON 11 - Explain how the development of financial instruments and techniques facilitated economic exchanges.

ECON 12 - Evaluated how and to what extent networks of exchanges have expanded contracted or changed over time.

ECON 13 - Analyze how international economic institutions, regional trade agreements, and corporations - both local and multinational - have interacted with state economic authority.

Historical Thinking Skills Standards - These are scored standards. All students in Honors and Advanced Placement will work on these skills.

THINKING SKILL 1 - Analyzing Evidence through Primary Sources

The student is able to describe, select, and evaluate relevant evidence about the past from diverse sources and draw conclusions about their relevance to different historical issues.

THINKING SKILL 2 - Analyzing Evidence through Secondary Sources

The student is able to describe, analyze, and evaluate the different ways historians interpret the past.

THINKING SKILL 3 - Comparison

The student is able to identify, compare, and evaluate multiple perspectives on a given historical event in order to draw conclusions about that event.  

The student is able to describe, compare, and evaluate multiple historical developments within one society, one or more developments across or between different societies and in verious chronological and geographic contexts.

THINKING SKILL 4 - Causation

The student will be able to identify, analyze, and evaluate the relationships among historical causes and effects.  

THINKING SKILL 5 - Argumentation

The student is able to craft a historical argument from historical evidence.

The student is able to define and frame a questions about the past and then formulate a claim or agrument about that questions in the form a of a thesis.  

The student is able to support thesis with rigorous analysis of relevant and diverse historical evidence.

Professional Student Standards - These are scored standards and used to encourage appropriate student skills for both honors and advanced classes.

PROF 1 - Effort

The students understands the importance of classroom work, performance, effort, & decisions.

PROF 2 - Quality

The student presents quality product with focus on interpreting and communicating information.

PROF 3 - Conduct

The studentemonstrates ability to work positively & productively with peers and teachers.

PROF 4 - Ability

The student puts full ability into daily work, projects, and homework, using appropriate time management and student skills.

PROF 5 - Creativity

The student demonstrates a creative and individual approach to the product.