construct multiple-tier timelines that display a number of important historic events that occurred at the same time or during the same period of time (e.g., age of exploration and contact showing events in Europe, Africa, and the Americas)
present historical narratives that link together a series of events in the correct chronological order
recognize the reasons for periodizing history and know some designations of historical periods; discuss the usefulness of following historical periods: - The beginnings of Human Society - Early Civilizations to 1000 BC - Classical Traditions, Major Religions, and Giant Empires, 1000 BC-300 AD - Expanding Zones of Exchange and Encounter, 300-1000 - Intensified Hemispheric Interactions, 1000-1500 - Emergence of the First Global Age, 1450-1770 - The Age of Revolutions, 1750-1914 - The Twentieth Century. (Adapted from National Standards for World History)

Performance Indicator:

Develop timelines by placing important events and developments in world history in their correct chronological order

Performance Indicator:

Study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.

read historic narratives, biographies, literature, diaries, and letters to learn about the important accomplishments and roles played by individuals and groups throughout world history
explain some of the following practices as found in particular civilizations and cultures throughout world history: social customs, child-rearing practices, government, ways of making a living and distributing goods and services, language and literature, education and socialization practices, values and traditions, gender roles, foods, and religious/spiritual beliefs and practices
develop a map of Europe, the Mediterranean world, India, South and Southeast Asia, and China to show the extent of the spread of Buddhism, Christianity, Hinduism, and Confucianism; explain how the spread of these religions changed the lives of people living in these areas of the world (Adapted from National Standards for World History)
write diary accounts, journal entries, letters, or news accounts from the point of view of a young person living during a particular time period in world history, focusing on an important historic, political, economic, or religious event or accomplishment
study the historical writings of important figures in world history to learn about their goals, motivations, intentions, influences, and strengths and weaknesses.

Performance Indicator:

Investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history

Performance Indicator:

Interpret and analyze documents and artifacts related to significant developments and events in world history

Performance Indicator:

Classify historic information according to the type of activity or practice: social/cultural, political, economic, geographic, scientific, technological, and historic.

s use value-based dilemmas to provide students with open-ended situations (e.g., witnessing a crime, serving on a jury in a murder trial) that could force them to evaluate their feelings concerning the difficult responsibilities of citizenship
s discuss the options open to people who disagree with a particular political solution to an issue
s conduct mock local, state, and national elections, compare the school’s results with the real outcome of the election
s analyze how complex issues can be addressed when individuals are willing to try to come to agreement through negotiation and compromise (Adapted from The National Standards for Civics and Government, 1994)
s describe how citizens can participate in governmental decisions and how they can monitor and influence their actions and policies
s using historic and current issues or incidents and actual Supreme Court decisions hold mini model trials, appellate arguments, or debates to enhance citizenship skills and knowledge.

Performance Indicator:

Respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint

Performance Indicator:

Explain the role that civility plays in promoting effective citizenship in preserving democracy

Performance Indicator:

Participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems.