Topic 4: The History of Peoples of Many Cultures Around the World

  1. Standard 7
  2. Standard 8

STANDARD 7

Selected attributes and historical developments of various societies in Africa, the Americas, Asia, and Europe.

Standard 7A

The student understands the cultures and historical developments of selected societies in such places as Africa, the Americas, Asia, and Europe.

GRADE LEVEL THEREFORE THE STUDENT IS ABLE TO
3-4 Investigate the ways historians learn about the past if there are no written records. [Compare records from the past]
3-4 Describe the effects geography has had on societies, including their development of urban centers, food, clothing, industry, agriculture, shelter, trade, and other aspects of culture. [Draw upon historical maps]
K-4 Compare and contrast various aspects of family life, structures, and roles in different cultures and in many eras with students’ own family lives. [Compare and contrast]
K-4 Illustrate or retell the main ideas in folktales, legends, myths, and stories of heroism that disclose the history and traditions of various cultures around the world. [Reconstruct the literal meaning of a historical passage]
3-4 Describe life in urban areas and communities of various cultures of the world at various times in their history. [Obtain historical data]
3-4 Describe significant historical achievements of various cultures of the world. [Obtain historical data]
K-4 Analyze the dance, music, and arts of various cultures around the world to draw conclusions about the history, daily life, and beliefs of the people in history. [Draw upon visual data]
K-4 Explain the customs related to important holidays and ceremonies in various countries in the past. [Assess the importance of ideas and beliefs in history]

Standard 7B

The student understands great world movements of people now and long ago.

GRADE LEVEL THEREFORE THE STUDENT IS ABLE TO
3-4 Trace on maps and explain the migrations of large groups, such as the movement of Native American ancestors across the Bering Strait land bridge, the Bantu migrations in Africa, the movement of Europeans and Africans to the Western Hemisphere, and the exodus of Vietnamese boat people, Haitians, and Cubans in recent decades. [Obtain historical data]
K-4 Draw upon historical narratives to identify early explorers and world travelers, such as Marco Polo, Zheng He, Eric the Red, and Christopher Columbus, and to describe the knowledge gained from their journeys. [Read historical narratives imaginatively]
K-4 Draw upon historical narratives in order to identify European explorers of the 15th and 16th centuries, and explain their reasons for exploring, the information gained from their journeys, and what happened as a result of their travels. [Obtain historical data andread historical narratives imaginatively]
K-4 Gather data in order to explain the effects of the diffusion of food crops and animals between the Western and Eastern hemispheres after the voyages of Columbus. [Obtain historical data]

STANDARD 8

Major discoveries in science and technology, their social and economic effects, and the scientists and inventors responsible for them.

Standard 8A

The student understands the development of technological innovations, the major scientists and inventors associated with them and their social and economic effects.

GRADE LEVEL THEREFORE THE STUDENT IS ABLE TO
K-4 Compare and contrast the behaviors of hunters and gatherers with those of people who cultivated plants and raised domesticated animals for food. [Compare and contrast differing sets of ideas]
K-4 Draw upon visual data to illustrate development of the wheel and its early uses in ancient societies. [Demonstrate and explain the influence of ideas]
3-4 Describe the development and the influence of basic tools on work and behavior. [Demonstrate and explain the influence of ideas]
3-4 Identify and describe various technological developments to control fire, water, wind, and soil, and to utilize natural resources such as trees, coal, oil, and gas in order to satisfy the basic human needs for food, water, clothing, and shelter. [Obtain historical data]
3-4 Identify and describe technological inventions and developments that evolved during the 19th century and the influence of these changes on the lives of workers. [Demonstrate and explain the influence of ideas]
K-4 Identify and describe the significant achievements of important scientists and inventors. [Assess the importance of the individual in history]

Standard 8B

The student understands changes in transportation and their effects.

GRADE LEVEL THEREFORE THE STUDENT IS ABLE TO
3-4 Create a timeline showing the varieties in forms of transportation and their developments over time. [Create time lines]
K-4 Draw upon photographs, illustrations, models, and nonfictional resource materials to demonstrate the developments in marine vessels constructed by people from ancient times until today. [Reconstruct patterns of historical succession and duration]
3-4 Investigate the development of extensive road systems, such as the Roman roads of the early Roman Empire; the trade routes by camel caravan linking East Asia, Southwest Asia, and Africa during the ancient and early Middle Ages; the network of roads and highways of the Incas in Peru; the National Road in the U.S.; and the interstate highway system in order to explain the travel and communication difficulties encountered by people over vast expanses of territory, and the social and economic effects of these developments. [Obtain historical data]
3-4 Trace the developments in rail transportation beginning in the 19th century and the effects of national systems of railroad transport on the lives of people. [Reconstruct patterns of historical succession and duration]
3-4 Investigate the design and development of aircraft and rocketry and the people involved. [Reconstruct patterns of historical succession and duration]
3-4 Identify and describe the people who have made significant contributions in the field of transportation. [Assess the importance of the individual in history]

Standard 8C

The student understands changes in communication and their effects.

GRADE LEVEL THEREFORE THE STUDENT IS ABLE TO
K-4 Compare and contrast ways people communicate with each other now and long ago, and list in chronological order technological developments that facilitated communication. [Establish temporal order]
3-4 Illustrate the origins and changes in methods of writing over time and describe how the changes made communication between people more effective. [Obtain historical data]
3-4 Explain the significance of the printing press, the computer, and electronic developments in communication, and describe their impact on the spread of ideas. [Obtain historical data]
K-4 Compare and contrast various systems of long-distance communication, including runners, the “talking drums” of Africa, smoke signals of Native Americans, the pony express, the telegraph, telephones, and satellite systems of worldwide communication today, and analyze their effects. [Compare and contrast]
3-4 Identify and describe the people who have made significant contributions in the field of communication. [Assess the importance of the individual]