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Topic: Nomadic peoples 

World History

 Standard 6.  Understands major trends in Eurasia and Africa from 4000 to 1000 BCE
  Level III (Grade 7-8)
   Benchmark 5.Understands the concept of "civilization" (e.g., the various criteria used to define "civilization;" fundamental differences between civilizations and other forms of social organization, such as hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro meets criteria for defining civilization)
    Knowledge/skill statements
     1.Knows the various criteria used to define "civilization"
     2.Understands fundamental differences between civilizations and other forms of social organization, such as hunter gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies
     3.Knows how Mohenjo Daro meets criteria for defining civilization
 Standard 7.  Understands technological and cultural innovation and change from 1000 to 600 BCE
  Level II (Grade 5-6)
   Benchmark 5.Understands characteristics of pastoral nomadic societies (e.g., the importance of the horse to the development of pastoral nomadism and cavalry warfare; reasons for conflict and economic interdependence between pastoral nomadic peoples of Central Asia and major agrarian states of Eurasia, the location and range of nomadic peoples in the 1st millennium BCE and how they moved their herds and belongings)
    Knowledge/skill statements
     1.Understands the importance of the horse to the development of pastoral nomadism and cavalry warfare
     2.Knows reasons for conflict between pastoral nomadic peoples of Central Asia and major agrarian states of Eurasia
     3.Knows reasons for economic interdependence between pastoral nomadic peoples of Central Asia and major agrarian states of Eurasia
     4.Knows the location and range of nomadic peoples in the 1st millennium BCE
     5.Knows how nomadic peoples in the 1st millennium BCE moved their herds and belongings
  Level III (Grade 7-8)
   Benchmark 7.Understands elements of different pastoral nomadic peoples in Central Asia (e.g., what archaeological and other evidence has revealed about Scythian and Xiongnu society and culture; the geography of arid lands of the Eastern Hemisphere, aspects of social relations between peoples of these desert and steppe lands, and how individual communities adapted to the land)
    Knowledge/skill statements
     1.Knows what archaeological and other evidence has revealed about Scythian and Xiongnu society and culture
     2.Understands the geography of arid lands of the Eastern Hemisphere
     3.Understands aspects of social relations between peoples of the desert and steppe lands
     4.Understands how individual nomadic communities adapted to the land
  Level IV (Grade 9-12)
   Benchmark 5.Understands the interaction between pastoral nomadic societies, warrior states, and agrarian states in Central Asia (e.g., how the Scythian and Xiongnu warrior states arose among the pastoral nomadic peoples on the Central Asian steppes, the circumstances and trade that led to interdependence and conflict between pastoral nomadic and agrarian societies such as Xiongnu and China)
    Knowledge/skill statements
     1.Understands how the Scythian and Xiongnu warrior states arose among the pastoral nomadic peoples on the Central Asian steppes
     2.Understands the circumstances and trade that led to interdependence and conflict between pastoral nomadic and agrarian societies such as Xiongnu and China
 Standard 9.  Understand how major religious and large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE
  Level III (Grade 7-8)
   Benchmark 3.Understands fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties (e.g., the importance of the "Mandate of Heaven" to the success of the Zhou Dynasty and its development of imperial rule; the literary and artistic achievements of early imperial dynasties; the development and consequences of iron technology and the family division of labor system; comparisons between the Shang, Zhou, Quin, and Han Empires in areas they controlled and methods of government; the composition and stratification of Chinese society, and factors that gave individuals status; imperial attitudes and actions toward nomadic peoples along the borders of the kingdom)
    Knowledge/skill statements
     1.Understands fundamental social characteristics of Chinese society under early imperial dynasties
     2.Understands fundamental political characteristics of Chinese society under early imperial dynasties
     3.Understands fundamental cultural characteristics of Chinese society under early imperial dynasties
     4.Understands the importance of the "Mandate of Heaven" to the success of the Zhou Dynasty and its development of imperial rule
     5.Knows the literary and artistic achievements of early imperial dynasties of China
     6.Understands the development and consequences of iron technology
     7.Understands the development and consequences of the family division of labor system in China
     8.Understands comparisons between the Shang, Zhou, Quin, and Han Empires in areas they controlled and methods of government
     9.Understands the composition and stratification of Chinese society, including factors that gave individuals status
     10.Knows imperial attitudes and actions toward nomadic peoples along the borders of the kingdom
 Standard 12.  Understands the Imperial crises and their aftermath in various regions from 300 to 700 CE
  Level II (Grade 5-6)
   Benchmark 1.Understands possible reasons for the decline of the Roman and Han Empires (e.g., possible factors that motivated nomadic peoples to move into the Roman Empire and China, common patterns of decline and fall in the Roman and Han Empires, the chronological order of significant historical events for Rome from the late Empire through the reign of Justinian, how differences in architecture can illustrate unity and alienation between the Eastern and Western halves of the Roman Empire)
    Knowledge/skill statements
     1.Understands possible reasons for the decline of the Roman Empire
     2.Understands possible reasons for the decline of the Han Empire
     3.Knows possible factors that motivated nomadic peoples to move into the Roman Empire and China
     4.Knows common patterns of decline and fall in the Roman and Han Empires
     5.Knows the chronological order of significant historical events for Rome from the late Empire through the reign of Justinian
     6.Understands how differences in architecture can illustrate unity and alienation between the Eastern and Western halves of the Roman Empire
  Level III (Grade 7-8)
   Benchmark 1.Understands political events that may have contributed to the decline of the Roman and Han Empires (e.g., the consequences of nomadic military movements in China and the western part of the Roman Empire; the nomadic invasions of the Roman Empire as described in the accounts of Orosius, Ammianus Marcellinus, Priscus, and secondary sources; significant battles, internal divisions, political changes, and invasions between the 3rd and 7th centuries CE that led to the fall of the Roman and Han Empires; the relative strengths and weaknesses of the Roman, Byzantine, and Han Empires)
    Knowledge/skill statements
     1.Understands political events that may have contributed to the decline of the Roman Empire
     2.Understands political events that may have contributed to the decline of the Han Empire
     3.Understands the consequences of nomadic military movements in China and the western part of the Roman Empire
     4.Understands the nomadic invasions of the Roman Empire as described in the accounts of Orosius, Ammianus Marcellinus, Priscus, and secondary sources
     5.Knows significant battles, internal divisions, political changes, and invasions between the 3rd and 7th centuries CE that led to the fall of the Roman Empire
     6.Knows significant battles, internal divisions, political changes, and invasions between the 3rd and 7th centuries CE that led to the fall of the Han Empire
     7.Understands the relative strengths and weaknesses of the Roman, Byzantine, and Han Empires
 Standard 13.  Understands the causes and consequences of the development of Islamic civilization between the 7th and 10th centuries
  Level II (Grade 5-6)
   Benchmark 4.Understands the effect of geography on different groups and their trade practices (e.g., nomads, town-dwellers, trade practices on the Arabian peninsula; the goods traded and the origins of these goods)
    Knowledge/skill statements
     1.Understands the effect of geography on nomads of the Arabian peninsula and their trade practices
     2.Understands the effect of geography on town-dwellers on the Arabian peninsula and their trade practices
     3.Understands the effects of geography on trade practices on the Arabian peninsula
     4.Knows the goods traded on the Arabian peninsula and the origins of these goods
 Standard 18.  Understands major global trends from 300 to 1000 CE
  Level III (Grade 7-8)
   Benchmark 1.Understands the factors that contributed to the weakening of empires in world history from 300 to 1000 CE (e.g., the migratory and military movements of pastoral nomadic peoples from Central Asia and the Arabian Peninsula and the consequences of these movements for empires and agrarian civilizations of Eurasia and Africa)
    Knowledge/skill statements
     1.Knows the migratory and military movements of pastoral nomadic peoples from Central Asia and the Arabian Peninsula
     2.Understands the consequences of the movements of pastoral nomadic peoples from Central Asia and the Arabian Peninsula for empires of Eurasia and Africa
     3.Understands the consequences of the movements of pastoral nomadic peoples from Central Asia and the Arabian Peninsula for agrarian civilizations of Eurasia and Africa
 Standard 21.  Understands the rise of the Mongol Empire and its consequences for Eurasian peoples from 1200 to 1350
  Level III (Grade 7-8)
   Benchmark 1.Understands political, social, and cultural features of the Mongol Empire (e.g., the chronology and consequences of the Mongol conquests of 1206 to 1279 on China, Southeast Asia, Russia, and Southwest Asia; the relative strengths and weaknesses of the nomadic Mongol lifestyle with regard to social, political, and economic organization, and why the Mongols prevailed; what legend and fact reveal about Mongol conquest and Mongol warriors)
    Knowledge/skill statements
     1.Understands political features of the Mongol Empire
     2.Understands social cultural features of the Mongol Empire
     3.Understands cultural features of the Mongol Empire
     4.Understands the chronology of the Mongol conquests of 1206 to 1279 on China, Southeast Asia, Russia, and Southwest Asia
     5.Understands the consequences of the Mongol conquests of 1206 to 1279 on China, Southeast Asia, Russia, and Southwest Asia
     6.Understands the relative strengths and weaknesses of the nomadic Mongol lifestyle with regard to social, political, and economic organization
     7.Understands why the Mongols prevailed in their conquests
     8.Knows what legend and fact reveal about Mongol conquest and Mongol warriors
  Level IV (Grade 9-12)
   Benchmark 2.Understands factors that contributed to the division and eventual decline of the Mongol Empire after the death of Chinggis Kahn (e.g., disputes over succession, the absence of a bureaucracy, conflicts between nomadic traditions and the ideas of conquered urban cultures)
    Knowledge/skill statements
     1.Understands factors that contributed to the division of the Mongol Empire after the death of Chinggis Kahn
     2.Understands factors that contributed to the eventual decline of the Mongol Empire after the death of Chinggis Kahn
     3.Understands disputes over succession to Chinggis Kahn in the Mongol empire
     4.Understands the role of the absence of a bureaucracy in the eventual decline of the Mongol empire
     5.Understands conflicts between nomadic traditions and the ideas of conquered urban cultures and the role of these conflicts in the decline of the Mongol empire
 Standard 28.  Understands how large territorial empires dominated much of Eurasia between the 16th and 18th centuries
  Level IV (Grade 9-12)
   Benchmark 6.Understands the origins and development of the Safavid Empire (e.g., how Ismail created the Safavid Empire with the support of Qizilbash nomadic tribesmen; the evolution of Safavid social and political system from the nomadic-warrior years of Ismail to the golden age of Shah Abbas I)
    Knowledge/skill statements
     1.Understands the origins of the Safavid Empire
     2.Understands events in the development of the Safavid Empire
     3.Knows how Ismail created the Safavid Empire with the support of Qizilbash nomadic tribesmen
     4.Understands the evolution of Safavid social and political system from the nomadic warrior years of Ismail to the golden age of Shah Abbas I