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World Historical past Semester Examination/CBA Assessment (1) Historical past. The coed understands conventional historic factors of reference in world historical past.
The coed is predicted to: (A) determine main causes and describe the key results of the next occasions from 8000 BC to 500 BC: the event of agriculture and the event of the river valley civilizations; (C) determine main causes and describe the key results of the next vital turning factors in world historical past from 600 to 1450: the unfold of Christianity, the decline of Rome and the formation of medieval Europe; the event of Islamic caliphates and their affect on Asia, Africa, and Europe; the Mongol invasions and their affect on Europe, China, India, and Southwest Asia; (D) determine main causes and describe the key results of the next vital turning factors in world historical past from 1450 to 1750: the rise of the Ottoman Empire, the affect of the Ming dynasty on world commerce, European exploration and the Columbian Alternate, European growth, and the Renaissance and the Reformation; (E) determine main causes and describe the key results of the next vital turning factors in world historical past from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its affect on the event of recent financial methods, European imperialism, and the Enlightenment’s affect on political revolutions; and (2) Historical past. The coed understands how early civilizations developed from 8000 BC to 500 BC. The coed is predicted to: (B) determine the traits of civilization; and (C) clarify how main river valley civilizations influenced the event of the classical civilizations. (three) Historical past.
The coed understands the contributions and affect of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The coed is predicted to: (A) describe the key political, non secular/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, together with the event of monotheism, Judaism, and Christianity; (B) clarify the affect of the autumn of Rome on Western Europe; and (C) examine the elements that led to the collapse of Rome and Han China. (four) Historical past. The coed understands how, after the collapse of classical empires, new political, financial, and social methods advanced and expanded from 600 to 1450.

The coed is predicted to: (A) clarify the event of Christianity as a unifying social and political think about medieval Europe and the Byzantine Empire; (B) clarify the traits of Roman Catholicism and Japanese Orthodoxy; (C) describe the key traits of and the elements contributing to the event of the political/social system of feudalism and the financial system of manorialism; (D) clarify the political, financial, and social affect of Islam on Europe, Asia, and Africa; (E) describe the interactions amongst Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa; (G) clarify how the Crusades, the Black Dying, the Hundred Years’ Warfare, and the Nice Schism contributed to the top of medieval Europe; (H) summarize the key political, financial, and cultural developments in Tang and Tune China and their affect on Japanese Asia; (I) clarify the event of the slave commerce; (J) analyze how the Silk Street and the African gold-salt commerce facilitated the unfold of concepts and commerce; and (Okay) summarize the modifications ensuing from the Mongol invasions of Russia, China, and the Islamic world. (5) Historical past. The coed understands the causes, traits, and affect of the European Renaissance and the Reformation from 1450 to 1750.
The coed is predicted to: (A) clarify the political, mental, creative, financial, and spiritual affect of the Renaissance; and (B) clarify the political, mental, creative, financial, and spiritual affect of the Reformation. (6) Historical past. The coed understands the traits and affect of the Maya, Inca, and Aztec civilizations. The coed is predicted to: (A) examine the key political, financial, social, and cultural developments of the Maya, Inca, and Aztec civilizations and clarify how prior civilizations influenced their improvement; and (7) Historical past. The coed understands the causes and affect of European growth from 1450 to 1750.
The coed is predicted to: (A) analyze the causes of European growth from 1450 to 1750; (C) clarify the affect of the Atlantic slave commerce on West Africa and the Americas; (D) clarify the affect of the Ottoman Empire on Japanese Europe and world commerce; (E) clarify Ming China’s affect on world commerce; and (F) clarify new financial elements and rules that contributed to the success of Europe’s Business Revolution. (15) Geography. The coed makes use of geographic expertise and instruments to gather, analyze, and interpret knowledge. The coed is predicted to: (A) create and interpret thematic maps, graphs, and charts to display the connection between geography and the historic improvement of a area or nation; and (16) Geography.
The coed understands the affect of geographic elements on main historic occasions and processes. The coed is predicted to: (A) find locations and areas of historic significance instantly associated to main eras and turning factors in world historical past; (B) analyze the affect of human and bodily geographic elements on main occasions in world historical past, together with the event of river valley civilizations, commerce within the Indian Ocean, and the opening of the Panama and Suez canals; and (C) interpret maps, charts, and graphs to elucidate how geography has influenced individuals and occasions previously. (18) Economics. The coed understands the historic origins of up to date financial methods and the advantages of free enterprise in world historical past.
The coed is predicted to: (A) determine the historic origins and traits of the free enterprise system, together with the contributions of Adam Smith, particularly the affect of his concepts present in The Wealth of Nations; (19) Authorities. The coed understands the traits of main political methods all through historical past. The coed is predicted to: (A) determine the traits of monarchies and theocracies as types of authorities in early civilizations; and (B) determine the traits of the next political methods: theocracy, absolute monarchy, democracy, republic, oligarchy, restricted monarchy, and totalitarianism. (20) Authorities.
The coed understands how up to date political methods have developed from earlier methods of presidency. The coed is predicted to: (A) clarify the event of democratic-republican authorities from its beginnings within the Judeo-Christian authorized custom and classical Greece and Rome via the English Civil Warfare and the Enlightenment; (B) determine the affect of political and authorized concepts contained within the following paperwork: Hammurabi’s Code, the Jewish Ten Commandments, Justinian’s Code of Legal guidelines, Magna Carta, the English Invoice of Rights, the Declaration of Independence, the U. S. Structure, and the Declaration of the Rights of Man and of the Citizen; C) clarify the political philosophies of people akin to John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and (21) Citizenship. The coed understands the importance of political decisions and choices made by people, teams, and nations all through historical past. The coed is predicted to: (A) describe how individuals have participated in supporting or altering their governments; (22) Citizenship. The coed understands the historic improvement of serious authorized and political ideas associated to the rights and obligations of citizenship. The coed is predicted to: (A) summarize the event of the rule of regulation from historic to fashionable instances; (23) Tradition.
The coed understands the historical past and relevance of main non secular and philosophical traditions. The coed is predicted to: (A) describe the historic origins, central concepts, and unfold of main non secular and philosophical traditions, together with Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the event of monotheism; and (B) determine examples of spiritual affect on varied occasions referenced within the main eras of world historical past. (24) Tradition. The coed understands the roles of girls, youngsters, and households in numerous historic cultures. The coed is predicted to: (A) describe the altering roles of girls, youngsters, and households throughout main eras of world historical past; and (25) Tradition.
The coed understands how the event of concepts has influenced establishments and societies. The coed is predicted to: (A) summarize the basic concepts and establishments of Japanese civilizations that originated in China and India; (26) Tradition. The coed understands the connection between the humanities and the instances throughout which they had been created. The coed is predicted to: (A) determine vital examples of artwork and structure that display an inventive supreme or visible precept from chosen cultures; (27) Science, expertise, and society. The coed understands how main scientific and mathematical discoveries and technological improvements affected societies previous to 1750.
The coed is predicted to: (A) determine the origin and diffusion of main concepts in arithmetic, science, and expertise that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties; (B) summarize the key concepts in astronomy, arithmetic, and architectural engineering that developed within the Maya, Inca, and Aztec civilizations; (C) clarify the affect of the printing press on the Renaissance and the Reformation in Europe; (E) determine the contributions of serious scientists akin to Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. (29) Social research expertise. The coed applies critical-thinking expertise to prepare and use data acquired from a wide range of legitimate sources, together with digital expertise.
The coed is predicted to: (A) determine strategies utilized by archaeologists, anthropologists, historians, and geographers to research proof; (B) clarify how historians, when inspecting sources, analyze body of reference, historic context, and viewpoint to interpret historic occasions; (C) clarify the variations between main and secondary sources and look at these sources to research body of reference, historic context, and viewpoint; (D) consider the validity of a supply primarily based on language, corroboration with different sources, and details about the writer; (E) determine bias in written, oral, and visible materials; (F) analyze data by sequencing, categorizing, figuring out cause-and-effect relationships, evaluating, contrasting, discovering the primary thought, summarizing, making generalizations and predictions, drawing inferences and conclusions, and growing connections between historic occasions over time; (H) use acceptable studying and mathematical expertise to interpret social research data akin to maps and graphs. (30) Social research expertise. The coed communicates in written, oral, and visible types.
The coed is predicted to: (A) use social research terminology appropriately; (B) use customary grammar, spelling, sentence construction, and punctuation; (C) interpret and create written, oral, and visible displays of social research data; and (D) switch data from one medium to a different. World Historical past Semester Assessment 2012 Instructions: Reply the next questions utilizing definitions, examples and explanations of the significance of every time period, individual or thought. 1. How did the Neolithic Revolution change the event of human tradition? _____________________________________________________________________________ _______________________________________________________________________________ 2.
Listing the developments in Early River Valley Civilizations and their significance on improvement of tradition: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ three. Listing the political construction of Early River Valley civilizations and their significance on improvement of tradition: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ four. What’s a monarchy? Why did such a authorities develop? Give examples from Early & Classical civilizations of monarchies. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. What position did faith play in politics of historic civilizations (theocracy)? Why is it vital to know the faith of historic civilizations? Give examples of theocracies in historic world. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. Clarify the importance of the Code of Hammurabi. Who was Hammurabi? Why is that this doc thought of a nook stone for societal improvement? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. Who had been the Historical Hebrews? What’s the contribution to the event of historic (and subsequent) societies? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ eight. Evaluate and distinction Spartan and Athenian Society. Why had been these two

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