Wh Review

World history Semester Exam/CBA Review (1) History. The assimilator understands traditional diachronic points of reference in world history.The educatee is pass judgment to (A) station study causes and drag the major(ip) effects of the pursuit events from 8000 BC to euchre BC the schooling of horticulture and the nurture of the river valley civilizations (C) tell major causes and signalise the major effects of the following principal(prenominal) turn of events points in world history from 600 to 1450 the feast of Christianity, the decline of capital of Italy and the formation of medieval europium the development of Islamic caliphates and their bushel on Asia, Africa, and Europe the Mongol invasions and their impact on Europe, china, India, and sou-west Asia (D) come across major causes and delineate the major effects of the following distinguished turning points in world history from 1450 to 1750 the rise of the tuffet Empire, the go of the Ming dynasty o n world trade, European exploration and the Columbian Ex interchange, European expansion, and the metempsychosis and the Reformation (E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914 the Scientific Revolution, the industrial Revolution and its impact on the development of modern sparing systems, European imperialism, and the Enlightenments impact on semi semipolitical revolutions and (2) History. The bookman understands how early civilizations developed from 8000 BC to 500 BC. The assimilator is expect to (B) identify the characteristics of civilization and (C) exempt how major river valley civilizations influenced the development of the classical civilizations. (3) History.The assimilator understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The school-age child is evaluate to (A) describe the major political, religious/phi losophical, and heathen influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity (B) apologise the impact of the line of Rome on Western Europe and (C) compare the factors that led to the transgress of Rome and Han China. (4) History. The student understands how, after the collapse of classical empires, new political, economical, and affectionate systems evolved and expanded from 600 to 1450.The student is pass judgment to (A) justify the development of Christianity as a unifying cordial and political factor in medieval Europe and the Byzantine Empire (B) rationalise the characteristics of Roman Catholicism and easterly Orthodoxy (C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudal system and the economic system of manorialism (D) cond one and only(a) the political, economic, and social impact of Islam on Europe, Asia, and A frica (E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa (G) explain how the Crusades, the Black Death, the Hundred Years War, and the great(p) Schism contributed to the end of medieval Europe (H) total the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia (I) explain the development of the slave trade (J) consider how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade and (K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world. (5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750.The student is expected to (A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance and (B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation. (6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to (A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development and (7) History. The student understands the causes and impact of European expansion from 1450 to 1750.The student is expected to (A) try out the causes of European expansion from 1450 to 1750 (C) explain the impact of the Atlantic slave trade on West Africa and the Americas (D) explain the impact of the Ottoman Empire on Eastern Europe and global trade (E) explain Ming Chinas impact on global trade and (F) explain new economic factors and principles that contributed to the success of Europes Commercial Revolution. (15) Geography. The student uses geographic skills and tools to collect, analyze, and yield data. The student is expected to (A) crea te and meet thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation and (16) Geography.The student understands the impact of geographic factors on major historic events and processes. The student is expected to (A) locate places and regions of historical significance directly related to major eras and turning points in world history (B) analyze the influence of human and material geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals and (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. (18) Economics. The student understands the historical ancestors of contemporary economic systems and the benefits of free enterprise in world history.The student is expected to (A) identify the historical origins and characteristic s of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas be in The Wealth of Nations (19) Government. The student understands the characteristics of major political systems end-to-end history. The student is expected to (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations and (B) identify the characteristics of the following political systems theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. (20) Government.The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to (A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian heavy tradition and classical Greece and Rome through the English Civil War and the Enlightenment (B) identify the impact of political and legal ideas contained in the followi ng documents Hammurabis work out, the Jewish Ten Commandments, Justinians Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U. S. Constitution, and the Declaration of the Rights of Man and of the Citizen C) explain the political philosophies of individuals such as potty Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Black scar and (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to (A) describe how people have participated in backing or changing their governments (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to (A) summarize the development of the overtop of law from ancien t to modern times (23) Culture.The student understands the history and relevancy of major religious and philosophical traditions. The student is expected to (A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism and (B) identify examples of religious influence on various events referenced in the major eras of world history. (24) Culture. The student understands the economic consumptions of women, children, and families in different historical cultures. The student is expected to (A) describe the changing roles of women, children, and families during major eras of world history and (25) Culture.The student understands how the development of ideas has influenced institutions and societies. The student is expected to (A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in C hina and India (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to (A) identify significant examples of art and architecture that demonstrate an artistic saint or visual principle from selected cultures (27) Science, technology, and society. The student understands how major scientific and numerical discoveries and technological innovations affected societies prior to 1750.The student is expected to (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties (B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations (C) explain the impact of the printing press on the Renaissance and the Reformat ion in Europe (E) identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. (29) affable studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.The student is expected to (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze record (B) explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events (C) explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view (D) evaluate the validity of a source based on language, corroboration with other sources, and information close to the author (E) identify bias in written, oral, and visual material (F) analyze info rmation by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and ontogenesis connections between historical events over time (H) use appropriate interpretation and mathematical skills to interpret social studies information such as maps and graphs. (30) Social studies skills. The student communicates in written, oral, and visual forms.The student is expected to (A) use social studies terminology correctly (B) use standard grammar, spelling, sentence structure, and punctuation (C) interpret and create written, oral, and visual presentations of social studies information and (D) transfer information from one medium to another. World History Semester Review 2012 Directions Answer the following questions victimization definitions, examples and explanations of the wideness of each term, person or idea. 1. How did the Neolithic Revol ution change the development of human culture? _____________________________________________________________________________ _______________________________________________________________________________ 2.List the advancements in proto(prenominal) River Valley Civilizations and their importance on development of culture __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. List the political structure of Early River Valley civilizations and their importance on development of culture __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. What is a monarchy? wherefore did this type of government develop? Give examples fr om Early & Classical civilizations of monarchies. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. What role did religion play in politics of ancient civilizations (theocracy)? Why is it important to understand the religion of ancient civilizations? Give examples of theocracies in ancient world. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. exempt the significance of the Code of Hammurabi. Who was Hammurabi? Why is this document considered a corner stone for societal development? ___________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________ 7. Who were the Ancient Hebrews? What is the contribution to the development of ancient (and subsequent) societies? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. liken and contrast Spartan and Athenian Society. Why were these two