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 Minnesota Academic Standards
Timbuktu III. WORLD HISTORY E. Global Encounters, Exchanges, and Conflicts, 500 AD - 1500 AD The student will demonstrate knowledge of the interactions between Christendom and the Islamic world, 750 - 1500 AD. 1. Students will describe the emergence of European sta...
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Timbuktu III. WORLD HISTORY E. Global Encounters, Exchanges, and Conflicts, 500 AD - 1500 AD The student will demonstrate knowledge of the interactions between Christendom and the Islamic world, 750 - 1500 AD. 1. Students will describe the emergence of European states of Christendom and analyze the conflicts among them and other Eurasian powers. 2. Students will describe the emergence of Islamic states in Africa, the Near East, Iberia and India, and analyze the conflicts among them and other Eurasian powers. 3
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=25
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
wheel, agriculture, iron tools, governmental structures, city-building, art and architecture, writing, textile production III. WORLD HISTORY B. Classical Civilizations and World Religions 1000 BC - 600 <span class="highlight">AD</span> The student will describe classical civilizations <span class="highlight">in</span> Africa, Asia, and Mesoamerica. 1. Students will describe the emergence <span class="highlight">of</span> states <span class="highlight">in</span> Sub-Saharan Africa and explains how iron working diffused <span class="highlight">in</span> Africa. 2. Students will describe how the Chinese Empire was united. 3. Students will analyze the relationship
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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...
political and cultural life. 3. Students will describe the formation <span class="highlight">of</span> states <span class="highlight">in</span> sub-Saharan Africa and the Americas. 1. Islamic law, family life, government, architecture, science 2. Buddhism and Confucianism, Chinese conquest <span class="highlight">of</span> Vietnam; relations between China and Japan, China and Indian Ocean exploration 3. Ethiopia, Ghana, Zimbabwe, Mali, Benin; Swahili towns, Aztec Empire, Anasazi, Pueblos, Mayans, Incas III. WORLD HISTORY E. Western Civilizations, Renaissance and Reformation 1000 <span class="highlight">AD</span> - 1700 <span class="highlight">AD</span> The student
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=30
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
Timbuktu 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 knowledge <span class="highlight">of</span> the interactions between Christendom and the Islamic world, 750 - 1500 <span class="highlight">AD</span>. 1. Students will describe the emergence <span class="highlight">of</span> European states <span class="highlight">of</span> Christendom and analyze the conflicts among them and other Eurasian powers. 2. Students will describe the emergence <span class="highlight">of</span> Islamic states <span class="highlight">in</span> Africa, the Near East, Iberia and India, and analyze the conflicts among them and other Eurasian powers. 3
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=32
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. 32 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 knowledge <span class="highlight">of</span> social, economic, and political changes and cultural achievements <span class="highlight">in</span> the late medieval period. 1. Students will describe the emergence <span class="highlight">of</span> European states and analyze the impact. 2. Students will explain conflicts among Eurasian powers. 3. Students will identify patterns <span class="highlight">of</span> crisis and recovery related to the Black Death
Minnesota
DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 38 of 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits of biotechnology in agriculture and med...
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DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 38 of 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits of biotechnology in agriculture and medicine. For example: Selective breeding, genetic engineering, and antibiotic development and use. 9.4.4.1.2 Describe the social, economic and ecological risks and benefits of changing a natural ecosystem as a result of
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http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=39
education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...
DRAFT Minnesota Academic Standards <span class="highlight">in</span> Science Strand Substrand Standard Understand that... Code Benchmark Page 38 <span class="highlight">of</span> 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits <span class="highlight">of</span> biotechnology <span class="highlight">in</span> agriculture and medicine. For example: Selective breeding, genetic engineering, and antibiotic development and use. 9.4.4.1.2 Describe the social, economic and ecological risks and benefits <span class="highlight">of</span> changing a natural ecosystem as a result <span class="highlight">of</span>
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