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 Microsoft Word - IAF_Soc_Sci_9_2007.rtf
the location and contributions of ancient Chinese civilization, including: cultivation of wheat, inventions of gunpowder, paper money, and the magnetic compass; understand the purpose of the Great Wall. 16.8.54 Identify the structure of ancient Chinese government, including the civil s...
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the location and contributions of ancient Chinese civilization, including: cultivation of wheat, inventions of gunpowder, paper money, and the magnetic compass; understand the purpose of the Great Wall. 16.8.54 Identify the structure of ancient Chinese government, including the civil service system and the concept of the “mandate of heaven;” identify the importance of family in ancient Chinese society.
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=43
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=43
the location and contributions of ancient <span class="highlight">Chinese</span> civilization, including: cultivation of wheat, inventions of gunpowder, paper money, and the magnetic compass; understand the purpose of the Great Wall. 16.8.54 Identify the structure of ancient <span class="highlight">Chinese</span> government, including the civil service system and the concept of the “mandate of heaven;” identify the importance of family in ancient <span class="highlight">Chinese</span> society.
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=44
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=44
Upanishads. 16.11.60 Evaluate and describe the relationship between ancient <span class="highlight">Chinese</span> society and surrounding peoples; identify the significance of the Great Fleet and the implications for future <span class="highlight">Chinese</span> isolationism.
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=61
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=61
II (e.g., the importance of the Truman Doctrine and the Marshall Plan in supplying economic and military aid). 16.11.111 Understand the purpose of political and economic organizations such as the North Atlantic Treaty Organization [NATO], the Warsaw Pact, and the European Economic Community). 16.11.112 Identify revolutionary movements in Asia in the 20th century (e.g., characteristics of the <span class="highlight">Chinese</span> Civil War, the rise of Mao Tse Tung, his role in the Long March, and subsequent upheavals in
Massachusetts History and Social Science Curriculum Framework: August 2003
Grade 4 Learning Standards Building on knowledge from previous years, students should be able to: OPTIONAL S ANCIENT CHINA, C. 3000–200 BC/BCE 4.1 4.2 mountain ranges and deserts, and explain how geography influenced the growth of Chinese civilization. (G, E) 4.3 Describe the ideographi...
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Grade 4 Learning Standards Building on knowledge from previous years, students should be able to: OPTIONAL S ANCIENT CHINA, C. 3000–200 BC/BCE 4.1 4.2 mountain ranges and deserts, and explain how geography influenced the growth of Chinese civilization. (G, E) 4.3 Describe the ideographic writing system used by the Chinese (characters, which are symbols for concepts/ideas) and how it differs from an alphabetic writing system. (H) 4.4 Describe important technologies of China such as bronze casting
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=14
www.doe.mass.edu/frameworks/hss/final.pdf#page=14
Grades 8–12 World History I and II: 500 to 2001 In World History I, students study the history of the major empires and political entities that emerged after the fall of the Roman Empire, including the Byzantine Empire, the Ottoman Empire, the Moghul Empire, the <span class="highlight">Chinese</span> dynasties, and the major pre-Columbian civilizations that existed in Central and South America. Students also examine the important political, economic, and reli- gious developments of this period, including the development of
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=29
www.doe.mass.edu/frameworks/hss/final.pdf#page=29
Grade 4 Learning Standards Building on knowledge from previous years, students should be able to: OPTIONAL S ANCIENT CHINA, C. 3000–200 BC/BCE 4.1 4.2 mountain ranges and deserts, and explain how geography influenced the growth of <span class="highlight">Chinese</span> civilization. (G, E) 4.3 Describe the ideographic writing system used by the <span class="highlight">Chinese</span> (characters, which are symbols for concepts/ideas) and how it differs from an alphabetic writing system. (H) 4.4 Describe important technologies of China such as bronze casting
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=60
www.doe.mass.edu/frameworks/hss/final.pdf#page=60
system WHI.22 Describe the growth of British influence in India and the emergence of the British Raj. (H) H CHINA, J , AND K 1800 WHI.23 Summarize the major reasons for the continuity of <span class="highlight">Chinese</span> civilization through economic order WHI.24 Describe the growth of commerce and towns in China and the importance of agriculture to the development of the <span class="highlight">Chinese</span> economy to 1800, including the limited WHI.25 Summarize the major economic, political, and religious developments in Japanese history to 1800. (H
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=64
www.doe.mass.edu/frameworks/hss/final.pdf#page=64
WHII.10 Summarize the causes, course, and consequences of the unification of Italy and Describe the causes of 19th century European imperialism. (H, E) ASIAN, AFRICAN, AND L AMERICAN H 19 20 WHII.12 Identify major developments in Indian history in the 19th and early 20th centuries. (H, E) WHII.13 Identify major developments in <span class="highlight">Chinese</span> history in the 19th and early 20th centuries. (H, E) The Boxer Rebellion WHII.14 Identify major developments in Japanese history in the 19th and early 20th centuries
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=67
www.doe.mass.edu/frameworks/hss/final.pdf#page=67
WHII.28 centers and the slaughter of political opponents and ethnic minorities WHII.29 Describe reasons for the establishment of the United Nations in 1945 and summarize the main ideas of the Universal Declaration of Human Rights. (H) COLD WAR ERA, 1945–1989 WHII.30 Eastern Europe and the differences between democracy and communism. (H, C) WHII.31 WHII.32 I. WHII.33 Communist Revolution in China in 1949. (H) WHII.34 Identify the political and economic upheavals in China after the <span class="highlight">Chinese</span>
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=122
www.doe.mass.edu/frameworks/hss/final.pdf#page=122
American to the stories of the nation’s oldest commissioned Colonial to contemporary times), Greek, Roman, warship, “Old Ironsides,” and the people Egyptian, <span class="highlight">Chinese</span>, European, Indian, Islamic, associated with her. Japanese, Korean, and contemporary art. Wadsworth Athenæum Worcester Historical Museum Hartford, Connecticut 06103 30 Elm Street (860) 278-2670 Worcester, MA 01609-2504 www.wadsworthatheneum.org/ (508) 753-8278 Established in 1842, the Wadsworth www.worcesterhistory.org Athenæum is America’s
Microsoft Word - ssstdk.docssstdk.pdf
Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape video footage of local surroundings. Then, as a class view th...
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Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape video footage of local surroundings. Then, as a class view the video and pick out interesting or defining characteristics about the people, place, or environment. (1) See also: HB2I2 • Describe the physical characteristics of the local surroundings in words and sketches. (1) See also
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Indicators Kindergarten Instructional Suggestions The student: 1.#0;�(K) - ($) understands that a person cannot have everything he/she wants, so a choice has to be made (e.g., play <span class="highlight">video</span> games or watch television; play on swings or play soccer). 2. (K) - ($) explains what he/she gives up when a choice is made. • Have two different items that each student would have to choose between. After choice is made, tell what the choice was and what was given up. (1, 2) See also: HB1I1 Teacher Notes: 1. #0
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape <span class="highlight">video</span> footage of local surroundings. Then, as a class view the <span class="highlight">video</span> and pick out interesting or defining characteristics about the people, place, or environment. (1) See also: HB2I2 • Describe the physical characteristics of the local surroundings in words and sketches. (1) See also
Minnesota Academic Standards
Minnesota Department of Education May 15, 2004, 9:45 p.m. 26 III. WORLD HISTORY D. World Civilizations, Expansions of Cultural, Commercial an Political Contacts, 600 AD - 1500 AD The student will understand the causes and consequences of emerging civilizations and increased contact across the cultur...
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Minnesota Department of Education May 15, 2004, 9:45 p.m. 26 III. WORLD HISTORY D. World Civilizations, Expansions of Cultural, Commercial an Political Contacts, 600 AD - 1500 AD The student will understand the causes and consequences of emerging civilizations and increased contact across the cultural regions of Eurasia and Africa. 1. Students will analyze the spread of Islamic civilization to western Europe, India and Africa. 2. Students will describe the expansion of the Chinese Empire and its effect on
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=15
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
1870, its differences from the “Old” immigration, and its impact on new social patterns, conflicts, and ideas of national unity. 1. Ellis Island; Angel Island; ethnic enclaves; “Melting Pot” idea, 1882 <span class="highlight">Chinese</span> Exclusion Act I. U.S. HISTORY J. Reshaping the Nation and the Emergence of Modern America, 1877- 1916 The student will understand the origins of racial segregation. 1. Students will demonstrate knowledge of the imposition of racial segregation, African American disfranchisement, and growth of racial
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=26
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
Minnesota Department of Education May 15, 2004, 9:45 p.m. 26 III. WORLD HISTORY D. World Civilizations, Expansions of Cultural, Commercial an Political Contacts, 600 AD - 1500 AD The student will understand the causes and consequences of emerging civilizations and increased contact across the cultural regions of Eurasia and Africa. 1. Students will analyze the spread of Islamic civilization to western Europe, India and Africa. 2. Students will describe the expansion of the <span class="highlight">Chinese</span> Empire and its effect on
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=31
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
will compare <span class="highlight">Chinese</span> exploration and expansion in the Indian Ocean and East Africa with European exploration and expansion in the Atlantic Ocean and West Africa. 3. Students will analyze the economic, political, and cultural impact of maritime exploration and expansion. 1. The Levant, spice trade, silks, Indian ocean trade networks, Venice, Genoa, and Italian trade with the East, in-land trade networks in Europe and Asia, the Silk Road, the Low Countries and Italy, banking and finance in Europe and Asia, the
 KINDERGARTEN
Have students discuss rules at home and school. Which rules are similar and which rules are different? Discuss the importance of following rules. Watch a video about recycling. Discuss recycling and identify materials that can be recycled by the family. (ISTE 1) Compare families from cultu...
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6.5.06 Identify how to use historical information acquired from a variety of sources. a. Describe what archaeological evidence reveals about Chinese history during the Chang Dynasty. b. Identify early forms of writing, law, and trade i.e. cuneiform, hieroglyphics, barter, Code of Hammurabi, a...
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6.5.06 Identify how to use historical information acquired from a variety of sources. a. Describe what archaeological evidence reveals about Chinese history during the Chang Dynasty. b. Identify early forms of writing, law, and trade i.e. cuneiform, hieroglyphics, barter, Code of Hammurabi, and the Ten Commandments. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD) 6.5.07 Recognize the influence of major religions between both ancient eastern
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=13
www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=13
6.5.06 Identify how to use historical information acquired from a variety of sources. a. Describe what archaeological evidence reveals about <span class="highlight">Chinese</span> history during the Chang Dynasty. b. Identify early forms of writing, law, and trade i.e. cuneiform, hieroglyphics, barter, Code of Hammurabi, and the Ten Commandments. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD) 6.5.07 Recognize the influence of major religions between both ancient eastern
Microsoft Word - K-12 doc.doc
Silk Roads, the role of Confucianism and Taoism) of classical Chinese civilization and its contributions to the modern world Students identify features of classical Chinese civilization and its contributions to the modern world with substantial detail. Students identify features of cla...
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Silk Roads, the role of Confucianism and Taoism) of classical Chinese civilization and its contributions to the modern world Students identify features of classical Chinese civilization and its contributions to the modern world with substantial detail. Students identify features of classical Chinese civilization and its contributions to the modern world with sufficient detail. Students identify features of classical Chinese civilization and its contributions to the modern world with
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=27
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=27
Silk Roads, the role of Confucianism and Taoism) of classical <span class="highlight">Chinese</span> civilization and its contributions to the modern world Students identify features of classical <span class="highlight">Chinese</span> civilization and its contributions to the modern world with substantial detail. Students identify features of classical <span class="highlight">Chinese</span> civilization and its contributions to the modern world with sufficient detail. Students identify features of classical <span class="highlight">Chinese</span> civilization and its contributions to the modern world with
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HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 25 WORLD HISTORY AND GEOGRAPHY 5.3.2 East Asia through the 18th Century – Analyze the major political, religious, economic, and cultural transformations in East Asia by analyzing the major reasons for t...
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HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 25 WORLD HISTORY AND GEOGRAPHY 5.3.2 East Asia through the 18th Century – Analyze the major political, religious, economic, and cultural transformations in East Asia by analyzing the major reasons for the continuity of Chinese society under the Ming and Qing dynasties, including the role of Confucianism, the civil service, and Chinese oceanic exploration (See 4.3.3
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=25
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=25
HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 25 WORLD HISTORY AND GEOGRAPHY 5.3.2 East Asia through the 18th Century – Analyze the major political, religious, economic, and cultural transformations in East Asia by analyzing the major reasons for the continuity of <span class="highlight">Chinese</span> society under the Ming and Qing dynasties, including the role of Confucianism, the civil service, and <span class="highlight">Chinese</span> oceanic exploration (See 4.3.3
Indiana Academic Standards-Wrld Hist and Civilization
Emperor Ashoka. (Government) WH.3.2 Examine, interpret and compare the main ideas of Hinduism and Buddhism and explain their influence on civilization in India. (Psychology, Sociology) WH.3.3 Explain how Buddhism spread and influenced peoples and their cultures throughout South Asia, Central Asia an...
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Emperor Ashoka. (Government) WH.3.2 Examine, interpret and compare the main ideas of Hinduism and Buddhism and explain their influence on civilization in India. (Psychology, Sociology) WH.3.3 Explain how Buddhism spread and influenced peoples and their cultures throughout South Asia, Central Asia and East Asia. (Psychology, Sociology) WH.3.4 Trace the development and major achievements of Chinese and East Asian civilizations during various key dynasties, such as the Shang, Zhou, Qin, Han, Tang and Song
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-worldhistcivilization.pdf#page=4
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Emperor Ashoka. (Government) WH.3.2 Examine, interpret and compare the main ideas of Hinduism and Buddhism and explain their influence on civilization in India. (Psychology, Sociology) WH.3.3 Explain how Buddhism spread and influenced peoples and their cultures throughout South Asia, Central Asia and East Asia. (Psychology, Sociology) WH.3.4 Trace the development and major achievements of <span class="highlight">Chinese</span> and East Asian civilizations during various key dynasties, such as the Shang, Zhou, Qin, Han, Tang and Song
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-worldhistcivilization.pdf#page=10
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Example: Use electronic and print sources, such as autobiographies, diaries, maps, photographs, letters, newspapers and government documents, to compare accounts and perspectives related to differences in European and <span class="highlight">Chinese</span> culture during the time of Marco Polo. WH.9.3 Investigate and interpret multiple causation in analyzing historical actions, and analyze cause-and-effect relationships. Example: The cause of World War I, Israeli-Palestinian Conflict, the development of the United Nations and the end of
History Social Science Content Standards - Content Standards (CA Dept of Education)
14 GRADE FOUR 4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cul tural development since the 1850s. 1. Understand the story and lasting influence of the Pony Express, Overland Mail Ser&...
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14 GRADE FOUR 4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cul tural development since the 1850s. 1. Understand the story and lasting influence of the Pony Express, Overland Mail Ser vice, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction. 2. Explain how the Gold Rush transformed the economy of California
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http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=21
www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=21
14 GRADE FOUR 4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cul­ tural development since the 1850s. 1. Understand the story and lasting influence of the Pony Express, Overland Mail Ser­ vice, Western Union, and the building of the transcontinental railroad, including the contributions of <span class="highlight">Chinese</span> workers to its construction. 2. Explain how the Gold Rush transformed the economy of California
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