|
Education
Web
Viewing 1-3 of 3 total results
 Indiana Academic Standards-Social Studies-Grade 7
Society and Culture) 7.1.3 Trace steps in the development of written language, including the evolution of Sumerian cuneiform, Egyptian hieroglyphics and Chinese calligraphy. (Individuals, Society and Culture) * theocracy: government by priests or a monarch presumed to be divine The Spread of...
1
0
Society and Culture) 7.1.3 Trace steps in the development of written language, including the evolution of Sumerian cuneiform, Egyptian hieroglyphics and Chinese calligraphy. (Individuals, Society and Culture) * theocracy: government by priests or a monarch presumed to be divine The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) – 1600 A.D. (C.E.) 7.1.4 Describe the historical origins, central beliefs and spread of major religions. (Individuals, Society and Culture) Example
2
0
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade07.pdf#page=2
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Society and Culture) 7.1.3 Trace steps in the development of written language, including the evolution of Sumerian cuneiform, Egyptian hieroglyphics and <span class="highlight">Chinese</span> calligraphy. (Individuals, Society and Culture) * theocracy: government by priests or a monarch presumed to be divine The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) – 1600 A.D. (C.E.) 7.1.4 Describe the historical origins, central beliefs and spread of major religions. (Individuals, Society and Culture) Example
3
0
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade07.pdf#page=3
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Grade 7, Page 3 7.1.10 Describe the development of political institutions, agriculture and environment, technology, the arts, and commerce of various dynasties in China. (Individuals, Society and Culture) Example: Song and Ming dynasties, the Mandate of Heaven and the dynastic cycle 7.1.11 Explain how Japan became increasingly independent of earlier <span class="highlight">Chinese</span> influences, developing its own political, religious, social and artistic traditions. (Individuals, Society and Culture
Indiana Academic Standards-Wrld Hist and Civilization
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 Chinese culture during the time of Marco Polo. WH.9.3 Investigate and inter...
1
0
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 Chinese 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
10
0
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
Indiana Academic Standards-World Geography
Approved October 2007 World Geography, Page 6 Example: English, Chinese, Spanish, French and Arabic languages; English as the language of business WG.4.8 Explain how changes in communication and transportation technology contribute to the spread of ideas and to cultural convergence* and diver...
1
0
Approved October 2007 World Geography, Page 6 Example: English, Chinese, Spanish, French and Arabic languages; English as the language of business WG.4.8 Explain how changes in communication and transportation technology contribute to the spread of ideas and to cultural convergence* and divergence*. (Individuals, Society and Culture) Economic Interdependence (Globalization) WG.4.9 Identify patterns of economic activity in terms of primary (growing or extracting), secondary (manufacturing) and
6
0
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-worldgeography.pdf#page=6
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 World Geography, Page 6 Example: English, <span class="highlight">Chinese</span>, Spanish, French and Arabic languages; English as the language of business WG.4.8 Explain how changes in communication and transportation technology contribute to the spread of ideas and to cultural convergence* and divergence*. (Individuals, Society and Culture) Economic Interdependence (Globalization) WG.4.9 Identify patterns of economic activity in terms of primary (growing or extracting), secondary (manufacturing) and
|
