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Topic: Encounters between Europeans and non-European peoples 

World History

 Standard 26.  Understands how the transoceanic interlinking of all major regions of the world between 1450 and 1600 led to global transformations
  Level II (Grade 5-6)
   Benchmark 3.Understands the character and impact of Portuguese maritime expansion to Africa, India, and Southeast Asia upon local populations (e.g., relations between King Affonso II of the Kongo and Portuguese, why Bartholomew de las Casas was considered the "defender of the Indians")
    Knowledge/skill statements
     1.Understands the character and impact on local populations of Portuguese maritime expansion to Africa
     2.Understands the character and impact on local populations of Portuguese maritime expansion to India
     3.Understands the character and impact on local populations of Portuguese maritime expansion to Southeast Asia
     4.Understands relations between King Affonso II of the Kongo and the Portuguese
     5.Understands why Bartholomew de las Casas was considered the "defender of the Indians"
   Benchmark 4.Understands features of Spanish exploration and conquest (e.g., why the Spanish wanted to invade the Incan and Aztec Empires, and why these empires collapsed after the conflict with the Spanish; interaction between the Spanish and indigenous populations such as the Inca and the Aztec; different perspectives on Cort‚s journey into Mexico)
    Knowledge/skill statements
     1.Understands features of Spanish exploration
     2.Understands features of Spanish conquest
     3.Knows why the Spanish wanted to invade the Incan and Aztec Empires
     4.Understands why the Aztec and Incan empires collapsed after the conflict with the Spanish
     5.Understands interaction between the Spanish and indigenous populations such as the Inca and the Aztec
     6.Knows different perspectives on Cortés’ journey into Mexico
  Level III (Grade 7-8)
   Benchmark 3.Understands cultural interaction between various societies in the late 15th and 16th centuries (e.g., how the Church helped administer Spanish and Portuguese colonies in the Americas; reasons for the fall of the Incan Empire to Pizarro; how the Portuguese dominated seaborne trade in the Indian Ocean basin in the 16th century; the relations between pilgrims and indigenous populations in North and South America, and the role different religious sects played in these relations; how the presence of Spanish conquerors affected the daily lives of Aztec, Maya, and Inca peoples)
    Knowledge/skill statements
     1.Understands how the Church helped administer Spanish colonies in the Americas
     2.Understands how the Church helped administer Portuguese colonies in the Americas
     3.Knows reasons for the fall of the Incan Empire to Pizarro
     4.Understands how the Portuguese dominated seaborne trade in the Indian Ocean basin in the 16th century
     5.Understands the relations between pilgrims and indigenous populations in North and South America, and the role different religious sects played in these relations
     6.Understands how the presence of Spanish conquerors affected the daily lives of Aztec, Maya, and Inca peoples
  Level IV (Grade 9-12)
   Benchmark 3.Understands the consequences of Portuguese military conflicts and interaction with other cultures (e.g., the origins and consequences of Ottoman-Portuguese military conflicts in the Red Sea, Arabian Sea, and Ethiopia in the early 16th century; the political and economic impact of Portuguese presence on the peoples of West and East Africa in the late 15th and 16th centuries)
    Knowledge/skill statements
     1.Understands the consequences of Portuguese military conflicts with other cultures
     2.Understands the consequences of Portuguese interaction with other cultures
     3.Knows the origins and consequences of Ottoman Portuguese military conflicts in the Red Sea in the early 16th century
     4.Knows the origins and consequences of Ottoman Portuguese military conflicts in the Arabian Sea in the early 16th century
     5.Knows the origins and consequences of Ottoman Portuguese military conflicts in Ethiopia in the early 16th century
     6.Understands the political impact of Portuguese presence on the peoples of West and East Africa in the late 15th and 16th centuries
     7.Understands the economic impact of Portuguese presence on the peoples of West and East Africa in the late 15th and 16th centuries
   Benchmark 8.Understands how various cultures responded to European presence in the 15th and 16th centuries (e.g., how practitioners of free trade along the northern rim of the Indian Ocean responded to European penetration; relations between the church and native populations; Asian responses to European naval encroachments)
    Knowledge/skill statements
     1.Understands how practitioners of free trade along the northern rim of the Indian Ocean responded to European penetration
     2.Understands relations between the church and native populations
     3.Understands Asian responses to European naval encroachments
   Benchmark 9.Knows the dynamics of the encomienda system of colonial government and labor, and how this compares to European manorial systems
    Knowledge/skill statements
     1.Knows the dynamics of the encomienda system of colonial government
     2.Knows the dynamics of the encomienda system of labor
     3.Understands how the encomienda system compares to the European manorial systems
 Standard 29.  Understands the economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas between 1500 and 1750
  Level III (Grade 7-8)
   Benchmark 1.Understands the consequences of European interaction with indigenous populations of the Americas (e.g., the moral, political, and cultural role of Catholic and Protestant Christianity in the European colonies in America; the Seven Years War and its consequences for Britain, France, Spain, and the indigenous peoples of the American colonial territories; the political relationships between American Indian nations and Holland, France, and England)
    Knowledge/skill statements
     1.Understands the moral role of Catholic and Protestant Christianity in the European colonies in America
     2.Understands the political role of Catholic and Protestant Christianity in the European colonies in America
     3.Understands the cultural role of Catholic and Protestant Christianity in the European colonies in America
     4.Understands aspects of the Seven Years War
     5.Understands the consequences of the Seven Years War for Britain, France, Spain, and the indigenous peoples of the American colonial territories
     6.Understands the political relationships between American Indian nations and Holland, France, and England
 Standard 36.  Understands patterns of global change in the era of Western military and economic dominance from 1800 to 1914
  Level II (Grade 5-6)
   Benchmark 2.Understands the experiences and motivations of European migrants and immigrants in the 19th century (e.g., why migrants left Europe in large numbers in the 19th century and regions of the world where they settled; the consequences of encounters between European migrants and indigenous peoples in such regions as the United States, Canada, South Africa, Australia, and Siberia; the general appeal of Canada to European immigrants in the second half of the 19th century)
    Knowledge/skill statements
     1.Understands the experiences of European migrants and immigrants in the 19th century
     2.Understands the motivations of European migrants and immigrants in the 19th century
     3.Knows why migrants left Europe in large numbers in the 19th century and regions of the world where they settled
     4.Understands the consequences of encounters between European migrants and indigenous peoples in such regions as the United States, Canada, South Africa, Australia, and Siberia
     5.Understands the general appeal of Canada to European immigrants in the second half of the 19th century