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Topic: Disease and society 

World History

 Standard 23.  Understands patterns of crisis and recovery in Afro-Eurasia between 1300 and 1450
  Level II (Grade 5-6)
   Benchmark 1.Understands the origins and impact of the plague (e.g., how the plague started and spread across Eurasia and North Africa; the impact of the plague on daily life in urban Southwest Asia and Europe; how Christian and Muslim communities responded to the plague, and how the plague changed the lives of survivors)
    Knowledge/skill statements
     1.Understands the origins of the plague
     2.Understands the impact of the plague
     3.Understands how the plague started and spread across Eurasia and North Africa
     4.Understands the impact of the plague on daily life in urban Southwest Asia and Europe
     5.Understands how Christian communities responded to the plague
     6.Understands how Muslim communities responded to the plague
     7.Understands how the plague changed the lives of survivors
   Benchmark 2.Understands major changes in the social, political, and cultural characteristics of European society after the 14th century (e.g., the effect of population decline on European agrarian and commercial economies; causes of and major figures in the Hundred Years War; the causes of peasant rebellions in Europe between 1300 and 1500; how the techniques of painting, sculpting, and architecture changed in this period)
    Knowledge/skill statements
     1.Understands major changes in the social characteristics of European society after the 14th century
     2.Understands major changes in the political characteristics of European society after the 14th century
     3.Understands major changes in the cultural characteristics of European society after the 14th century
     4.Understands the effect of population decline on European agrarian economies
     5.Understands the effect of population decline on European commercial economies
     6.Knows causes of the Hundred Years War
     7.Knows major figures in the Hundred Years War
     8.Knows the causes of peasant rebellions in Europe between 1300 and 1500
     9.Understands how the techniques of painting, sculpting, and architecture changed in Europe from 1300 to1500
  Level III (Grade 7-8)
   Benchmark 1.Understands how the plague influenced economic, social, and political conditions in various regions (e.g., how the spread of disease relates to geography, social reaction to the plague in rural and urban Europe and Southwest Asia, the increase in mortality rates by the plague between the 14th and 15th centuries, the impact of the plague on young people)
    Knowledge/skill statements
     1.Understands how the plague influenced economic conditions in various regions
     2.Understands how the plague influenced social conditions in various regions
     3.Understands how the plague influenced political conditions in various regions
     4.Understands how the spread of disease relates to geography
     5.Understands social reaction to the plague in rural and urban Europe
     6.Understands social reaction to the plague in rural and urban Southwest Asia
     7.Knows the increase in mortality rates by the plague between the 14th and 15th centuries
     8.Knows the impact of the plague on young people
   Benchmark 2.Understands causes for changes in social, political, and religious events in Europe after the 14th century (e.g., how the population decreased after the Great Plague; the effect of the crises in the Catholic Church on its organization, prestige, and power; increased wage levels and what governments did to discourage these increases)
    Knowledge/skill statements
     1.Understands causes for changes in social events in Europe after the 14th century
     2.Understands causes for changes in political events in Europe after the 14th century
     3.Understands causes for changes in religious events in Europe after the 14th century
     4.Understands how the population decreased after the Great Plague and how this affected European society
     5.Understands the effect of the crises in the Catholic Church on its organization, prestige, and power
     6.Understands increased wage levels and what European governments did to discourage these increases
  Level IV (Grade 9-12)
   Benchmark 5.Understands perceptions of the Black Death from diverse, contemporaneous sources (e.g., from Boccaccio in Europe and Ibn Battuta in Egypt and Syria)
    Knowledge/skill statements
     1.Understands perceptions of the Black Death from Boccaccio in Europe
     2.Understands perceptions of the Black Death from Ibn Battuta in Egypt and Syria)
   Benchmark 6.Understands events and consequences of Jewish scapegoating in Europe during the Great Plague (e.g., the cremation of Strasbourg Jews, pogroms in the Holy Roman Empire, Jewish flight to Poland and Russia) and the attitudes and values these events represent
    Knowledge/skill statements
     1.Understands events of Jewish scapegoating in Europe during the Great Plague
     2.Understands consequences of Jewish scapegoating in Europe during the Great Plague
     3.Understands the cremation of Strasbourg Jews as part of Jewish scapegoating during the Great Plague
     4.Understands pogroms in the Holy Roman Empire as part of Jewish scapegoating during the Great Plague
     5.Understands Jewish flight to Poland and Russia in response to Jewish scapegoating during the Great Plague
     6.Understands the attitudes and values the events of Jewish scapegoating during the Great Plague represent
   Benchmark 7.Understands immediate and long-term consequences of the plague on European society (e.g., the medical, administrative, and psychological measures taken to cope with the plague in the 14th century; long-term consequences of recurrent pandemics in the 14th and 15th centuries on Europe society)
    Knowledge/skill statements
     1.Understands immediate consequences of the plague on European society
     2.Understands long term consequences of the plague on European society
     3.Knows the medical measures taken to cope with the plague in the 14th century
     4.Knows the administrative measures taken to cope with the plague in the 14th century
     5.Knows the psychological measures taken to cope with the plague in the 14th century
     6.Knows long term consequences of recurrent pandemics in the 14th and 15th centuries on Europe society
 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 5.Understands the cultural and biological exchange between the Americas and Afro-Eurasia in the late 15th and 16th centuries (e.g., the exchange of animals between the Americas and Afro-Eurasia; how the exchange of plants between the Americas and other countries affected societies and commerce; the roots of "cowboy" culture in the Americas)
    Knowledge/skill statements
     1.Understands the cultural exchange between the Americas and Afro Eurasia in the late 15th and 16th centuries
     2.Understands the biological exchange between the Americas and Afro Eurasia in the late 15th and 16th centuries
     3.Understands the exchange of animals between the Americas and Afro Eurasia
     4.Understands how the exchange of plants between the Americas and other countries affected societies and commerce
     5.Understands the roots of "cowboy" culture in the Americas
  Level III (Grade 7-8)
   Benchmark 4.Understands the impact of the exchange of flora, fauna, and pathogens on the Americas and the global population (e.g., the spread of disease throughout the world, and how new disease microorganisms in the Americas devastated indigenous populations; population decline in parts of the Americas within the context of global population trends and growth in Europe and East Asia in the 16th and 17th centuries, origins and routes of flora and fauna exchanged across the globe)
    Knowledge/skill statements
     1.Understands the impact of the exchange of flora, fauna, and pathogens on the Americas
     2.Understands the impact of the exchange of flora, fauna, and pathogens on the global population
     3.Understands the spread of disease throughout the world
     4.Understands how new disease microorganisms in the Americas devastated indigenous populations
     5.Understands population decline in parts of the Americas within the context of global population trends and growth in Europe and East Asia in the 16th and 17th centuries
     6.Knows the origins and routes of flora and fauna exchanged across the globe
  Level IV (Grade 9-12)
   Benchmark 4.Understands the consequences of the spread of disease globally and regionally (e.g., which diseases spread through colonization and exploration in the 16th and 17th centuries, how they were spread, and the effects of these diseases on individual societies, world trade, political expansion, and political control; fundamental plantation systems brought to the New World and how these may be connected to the spread of disease on the continents)
    Knowledge/skill statements
     1.Understands the consequences of the spread of disease globally
     2.Understands the consequences of the spread of disease regionally
     3.Knows which diseases spread through colonization and exploration in the 16th and 17th centuries
     4.Understands how diseases were spread through exploration and colonization
     5.Understands the effects of these diseases spread though exploration and colonization on individual societies, world trade, political expansion, and political control
     6.Understands fundamental plantation systems brought to the New World and how these may be connected to the spread of disease on the continents
 Standard 40.  Understands the search for peace and stability throughout the world in the 1920s and 1930s
  Level IV (Grade 9-12)
   Benchmark 4.Understands the impact of scientific and technological innovations on early 20th century society (e.g., major medical successes in the treatment of infectious diseases, the causes and social costs of the world influenza pandemic of 1918-1919, how new forms of communication affected the relationship of government to citizens and bolstered the power of new authoritarian regimes)
    Knowledge/skill statements
     1.Understands the impact of scientific innovations on early 20th century society
     2.Understands the impact of technological innovations on early 20th century society
     3.Understands major medical successes in the treatment of infectious diseases
     4.Understands the causes of the world influenza pandemic of 1918-1919
     5.Understands how new forms of communication affected the relationship of government to citizens
     6.Understands how new forms of communication bolstered the power of new authoritarian regimes
 Standard 44.  Understands the search for community, stability, and peace in an interdependent world
  Level II (Grade 5-6)
   Benchmark 5.Understands scientific and technological trends of the second half of the 20th century (e.g, worldwide implications of the revolution in nuclear, electronic, and computer technology; the social and cultural implications of medical successes such as the development of antibiotics and vaccines and the conquest of smallpox; the "consumer societies" of industrialized nations compared with those in predominantly agrarian nations)
    Knowledge/skill statements
     1.Understands scientific trends of the second half of the 20th century
     2.Understands technological trends of the second half of the 20th century
     3.Knows the worldwide implications of the revolution in nuclear, electronic, and computer technology
     4.Knows the social and cultural implications of medical successes such as the development of antibiotics and vaccines and the conquest of smallpox
     5.Understands aspects of the "consumer societies" of industrialized nations compared with those in predominantly agrarian nations
  Level III (Grade 7-8)
   Benchmark 1.Understands the causes and effects of population growth and urbanization (e.g., why population growth rate is accelerating around the world, and connections between population growth and economic and social development in many countries; the global proliferation of cities and the rise of the megalopolis, as well as the impact of urbanization on family life, standards of living, class relations, and ethnic identity; why scientific, technological, and medical advances have improved living standards but have failed to eradicate hunger, poverty, and epidemic disease)
    Knowledge/skill statements
     1.Understands the causes of population growth and urbanization
     2.Understands the effects of population growth and urbanization
     3.Understands why population growth rate is accelerating around the world
     4.Understands connections between population growth and economic and social development in many countries
     5.Understands the global proliferation of cities and the rise of the megalopolis
     6.Understands the impact of urbanization on family life
     7.Understands the impact of urbanization on standards of living
     8.Understands the impact of urbanization on class relations
     9.Understands the impact of urbanization on ethnic identity
     10.Understands why scientific, technological, and medical advances have improved living standards but have failed to eradicate hunger, poverty, and epidemic disease
 Standard 46.  Understands long-term changes and recurring patterns in world history
  Level III (Grade 7-8)
   Benchmark 1.Understands major changes in world population from paleolithic times to the present (e.g., why these changes occurred, the effects of major disease pandemics)
    Knowledge/skill statements
     1.Understands why changes in world population have occurred from paleolithic times to the present
     2.Understands the effects of major disease pandemics on world population from paleolithic times to the present