|
Education
Web
 Minnesota Academic Standards
Minnesota Department of Education May 15, 2004, 9:45 p.m. 31 III. WORLD HISTORY E. Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD The student will demonstrate a knowledge of overseas trade, exploration, and expansion in the Mediterranean, Indian, and...
1
0
Minnesota Department of Education May 15, 2004, 9:45 p.m. 31 III. WORLD HISTORY E. Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD The student will demonstrate a knowledge of overseas trade, exploration, and expansion in the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 AD. 1. Students will compare the Indian Ocean region with the Mediterranean Sea region in terms of economic, political, and cultural interactions, and analyze the nature of their interactions after 1250 CE. 2. Students
29
0
http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=29
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
1000 <span class="highlight">AD</span> The student will demonstrate knowledge <span class="highlight">of</span> the Byzantine Empire. 1. Students will describe the events leading <span class="highlight">to</span> the establishment <span class="highlight">of</span> Constantinople as the capital <span class="highlight">of</span> the Eastern Roman Empire and analyze the significance <span class="highlight">of</span> this event. 2. Students will describe Byzantine culture and examine disputes and why they led <span class="highlight">to</span> the split between Eastern and Western Christianity. 1. Byzantium, Constantine 2. Architecture, Hagia Sophia, Christian Orthodoxy, Icons III. WORLD HISTORY D. Early Medieval & Byzantium
31
0
http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=31
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
Minnesota Department <span class="highlight">of</span> Education May 15, 2004, 9:45 p.m. 31 III. WORLD HISTORY E. Global Encounters, Exchanges, and Conflicts, 500 <span class="highlight">AD</span> -1500 <span class="highlight">AD</span> The student will demonstrate a knowledge <span class="highlight">of</span> overseas trade, exploration, and expansion <span class="highlight">in</span> the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 <span class="highlight">AD</span>. 1. Students will compare the Indian Ocean region with the Mediterranean Sea region <span class="highlight">in</span> terms <span class="highlight">of</span> economic, political, and cultural interactions, and analyze the nature <span class="highlight">of</span> their interactions after 1250 CE. 2. Students
33
0
http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=33
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
monopolies, navigation instruments; role <span class="highlight">of</span> banking, colonial economies 2. 1453 A.D., Mediterranean and Middle East locations, Lepanto, Sulieman III. WORLD HISTORY G. Age <span class="highlight">of</span> Empires and Revolutions, 1640 - 1920 <span class="highlight">AD</span> The student will demonstrate knowledge <span class="highlight">of</span> the integration <span class="highlight">of</span> large territories under regional and global empires. 1. Students will examine and analyze how trade- <span class="highlight">based</span> empires laid the foundation for the global economy. 2. Students will explain the impact <span class="highlight">of</span> increased global trade on regional economies. 3
ACKNOWLEDGEMENTS
well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is based. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how grou...
1
0
well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is based. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how groups and nations attempt to resolve conflict and seek to establish order and security. Through study of the dynamic relationships among individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners
12
0
http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=12
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
well as at home and <span class="highlight">in</span> determining how <span class="highlight">to</span> close the gap between present practices and the ideals upon which our democratic republic is <span class="highlight">based</span>. By examining the purposes and characteristics <span class="highlight">of</span> various governance systems, learners develop an understanding <span class="highlight">of</span> how groups and nations attempt <span class="highlight">to</span> resolve conflict and seek <span class="highlight">to</span> establish order and security. Through study <span class="highlight">of</span> the <span class="highlight">dynamic</span> relationships among individual rights and responsibilities, the needs <span class="highlight">of</span> social groups, and concepts <span class="highlight">of</span> a just society, learners
13
0
http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=13
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
families, government agencies, and the courts, all play an integral role <span class="highlight">in</span> our lives. These and other institutions exert enormous influence over us, yet institutions are no more than organizational embodiments <span class="highlight">to</span> further the core social values <span class="highlight">of</span> those who comprise them. Thus, it is important that students know how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed. Cultures are <span class="highlight">dynamic</span> and
null
Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). G4.2 Technology Patterns and Networks Describe how technology creates patterns and networks that connect people, produ...
1
0
Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). G4.2 Technology Patterns and Networks Describe how technology creates patterns and networks that connect people, products, and ideas. 6 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., call centers in the Eastern Hemisphere that service
52
0
http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=52
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=52
Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). G4.2 Technology Patterns and <span class="highlight">Networks</span> Describe how technology creates patterns and <span class="highlight">networks</span> that connect people, products, and ideas. 6 – G4.2.1 List and describe the advantages and disadvantages <span class="highlight">of</span> different technologies used <span class="highlight">to</span> move people, products, and ideas throughout the world (e.g., call centers <span class="highlight">in</span> the Eastern Hemisphere that <span class="highlight">service</span>
STANDARDS.05
18 ALASKA CONTENT STANDARDS 19 A student who meets the content standard should: 1) know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links; 2) explain how and why human networks, i...
1
0
18 ALASKA CONTENT STANDARDS 19 A student who meets the content standard should: 1) know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links; 2) explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally; 3) interpret population characteristics and distributions; 4) analyze how changes in technology, transportation
19
0
http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=19
www.eed.state.ak.us/standards/pdf/standards.pdf#page=19
18 ALASKA CONTENT STANDARDS 19 A student who meets the content standard should: 1) know that the need for people <span class="highlight">to</span> exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links; 2) explain how and why human <span class="highlight">networks</span>, including <span class="highlight">networks</span> for communications and for transportation <span class="highlight">of</span> people and goods, are linked globally; 3) interpret population characteristics and distributions; 4) analyze how changes <span class="highlight">in</span> technology, transportation
Massachusetts History and Social Science Curriculum Framework: August 2003
source is used in interpreting history. 5. Identify multiple causes and effects when explaining historical events. (H) 6. Describe ways of interpreting archaeological evidence from societies leaving no written IVICS AND 7. Define and use correctly words and terms relating...
1
0
source is used in interpreting history. 5. Identify multiple causes and effects when explaining historical events. (H) 6. Describe ways of interpreting archaeological evidence from societies leaving no written IVICS AND 7. Define and use correctly words and terms relating to government such as city-state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, Massachusetts History and Social Science Curriculum Framework August 2003 42
48
0
http://www.doe.mass.edu/frameworks/hss/final.pdf#page=48
www.doe.mass.edu/frameworks/hss/final.pdf#page=48
<span class="highlight">source</span> is used <span class="highlight">in</span> interpreting history. 5. Identify <span class="highlight">multiple</span> causes and effects when explaining historical events. (H) 6. Describe ways <span class="highlight">of</span> interpreting archaeological evidence from societies leaving no written IVICS AND 7. Define and use correctly words and terms relating <span class="highlight">to</span> government such as city-state, dynasty, kingdom, empire, republic, separation <span class="highlight">of</span> powers, civic duty, rule <span class="highlight">of</span> law, Massachusetts History and Social Science Curriculum Framework August 2003 42
history_pub2000
analyze the quality and quantity of information gathered (e.g., judging the accu- racy of different accounts of the same event). • Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or data- bases. • Revising t...
1
0
analyze the quality and quantity of information gathered (e.g., judging the accu- racy of different accounts of the same event). • Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or data- bases. • Revising the research plan and locating additional materi- als and/or information, as needed. • Citing sources. H&SS7-8:5 Students develop reasonable explanations that support the research statement by… • Organizing and display information in a manner
13
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=13
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
evidence and recording observations using note- cards, videotape, tape recorders, journals, or databases (e.g., taking notes while interviewing the principal). • Citing sources. H&SS3-4:5 Students develop reasonable explanations that <span class="highlight">support</span> the research statement by… • Organizing and displaying information <span class="highlight">in</span> a manner appro- priate <span class="highlight">to</span> the research statement through tables, graphs, maps, dioramas, charts, narratives, and/or posters. • Classifying information and justifying groupings <span class="highlight">based</span> upon
14
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=14
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
analyze the <span class="highlight">quality</span> and quantity <span class="highlight">of</span> information gathered (e.g., judging the accu- racy <span class="highlight">of</span> different accounts <span class="highlight">of</span> the same event). • Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or data- bases. • Revising the research plan and locating additional materi- als and/or information, as needed. • Citing sources. H&SS7-8:5 Students develop reasonable explanations that <span class="highlight">support</span> the research statement by… • Organizing and display information <span class="highlight">in</span> a manner
15
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=15
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
explanations that <span class="highlight">support</span> the research statement by… • Organizing and displaying information <span class="highlight">in</span> a manner appropri- ate <span class="highlight">to</span> the research statement through maps, graphs, charts, tables, narratives, timelines, models, simulations, or dramati- zations (e.g., creating a line graph from tabular data <span class="highlight">in</span> order <span class="highlight">to</span> convey economic trends). • Determining the validity and reliability <span class="highlight">of</span> the document or information <span class="highlight">in</span> relation <span class="highlight">to</span> an analysis <span class="highlight">of</span> the hypothesis (e.g., “How good is my hypothesis <span class="highlight">based</span> on the reliable informa
Colorado Model Content Standards
GRADES 5-8 As students in grades 5-8 extend their knowledge, what they know and are able to do includes • formulating historical questions based on examination of primary* and secondary* sources including documents, eyewitness accounts, letters and diaries, artifacts...
1
0
GRADES 5-8 As students in grades 5-8 extend their knowledge, what they know and are able to do includes • formulating historical questions based on examination of primary* and secondary* sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts; • gathering information from multiple sources, including electronic databases, to understand events from multiple perspectives; and • determining if the
9
0
http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=9
www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=9
GRADES 5-8 As students <span class="highlight">in</span> grades 5-8 extend their knowledge, what they know and are able <span class="highlight">to</span> do includes • formulating historical questions <span class="highlight">based</span> on examination <span class="highlight">of</span> primary* and secondary* sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts; • gathering information from <span class="highlight">multiple</span> sources, including electronic databases, <span class="highlight">to</span> understand events from <span class="highlight">multiple</span> perspectives; and • determining if the
SOCIAL STUDIES
United States as foundations of the unique character of our society. People throughout our nation's history have come from distinct and varied cultural, political, and religious backgrounds and perspectives. They have helped to shape and have participated in our national...
1
0
United States as foundations of the unique character of our society. People throughout our nation's history have come from distinct and varied cultural, political, and religious backgrounds and perspectives. They have helped to shape and have participated in our national life based on the shared democratic values represented in our founding documents. We build common bonds of unity based on the democratic values, processes, and institutions that support our democratic way of life. At the same time we
2
0
http://www.maine.gov/education/lres/pei/ss102207.pdf#page=2
www.maine.gov/education/lres/pei/ss102207.pdf#page=2
United States as foundations <span class="highlight">of</span> the unique character <span class="highlight">of</span> our society. People throughout our nation's history have come from distinct and varied cultural, political, and religious backgrounds and perspectives. They have helped <span class="highlight">to</span> shape and have participated <span class="highlight">in</span> our national life <span class="highlight">based</span> on the shared democratic values represented <span class="highlight">in</span> our founding documents. We build common bonds <span class="highlight">of</span> unity <span class="highlight">based</span> on the democratic values, processes, and institutions that <span class="highlight">support</span> our democratic way <span class="highlight">of</span> life. At the same time we
Microsoft Word - ssstd5.docssstd5.pdf
Suggestions The student: 1.▲ (A) uses historical timelines to trace the cause and effect relationships between events in different places during the same time period (e.g., Colonial America and England). 2. (A) examines multiple primary sources to understand point ...
1
0
Suggestions The student: 1.▲ (A) uses historical timelines to trace the cause and effect relationships between events in different places during the same time period (e.g., Colonial America and England). 2. (A) examines multiple primary sources to understand point of view of an historical figure. 3. (A) locates information using a variety of sources to support a thesis statement. 4. (A) uses information including primary sources to debate a problem or an historical issue. 5. (A) observes and draws
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=21
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
Suggestions The student: 1.▲ (A) uses historical timelines <span class="highlight">to</span> trace the cause and effect relationships between events <span class="highlight">in</span> different places during the same time period (e.g., Colonial America and England). 2. (A) examines <span class="highlight">multiple</span> primary sources <span class="highlight">to</span> understand point <span class="highlight">of</span> view <span class="highlight">of</span> an historical figure. 3. (A) locates information using a variety <span class="highlight">of</span> sources <span class="highlight">to</span> <span class="highlight">support</span> a thesis statement. 4. (A) uses information including primary sources <span class="highlight">to</span> debate a problem or an historical issue. 5. (A) observes and draws
null
c. Describe how the rise and decline of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks affected societies. World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD) 6....
1
0
c. Describe how the rise and decline of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks affected societies. World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD) 6.5.11 Understand feudalism and the rise of the Christian church a dominant factor in Medieval Europe. a. Identify the spread of Christian belief in Europe. b. Diagram the social structure of medieval society. c. Explain the
14
0
http://www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=14
www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=14
c. Describe how the rise and decline <span class="highlight">of</span> military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade <span class="highlight">networks</span> affected societies. World History Standards Era 4: Expanding Zones <span class="highlight">of</span> Exchange and Encounter (300AD-1000 <span class="highlight">AD</span>) 6.5.11 Understand feudalism and the rise <span class="highlight">of</span> the Christian church a dominant factor <span class="highlight">in</span> Medieval Europe. a. Identify the spread <span class="highlight">of</span> Christian belief <span class="highlight">in</span> Europe. b. Diagram the social structure <span class="highlight">of</span> medieval society. c. Explain the
|
