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Education
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 Colorado Model Content Standards
• describing the processes of cultural diffusion*; and • describing the effect of technology on the development and change of cultures. 4.3 Students know the patterns and networks of economic interdependence. GRADES K-4 In grades K-4, what students...
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• describing the processes of cultural diffusion*; and • describing the effect of technology on the development and change of cultures. 4.3 Students know the patterns and networks of economic interdependence. GRADES K-4 In grades K-4, what students know and are able to do includes • identifying the location and distribution of major economic activities in Colorado; and • describing economic networks used in daily life (for example, transportation and communication networks). GRADES 5-8 As students in grades 5-8
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=17
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=1...
• describing the processes <span class="highlight">of</span> cultural diffusion*; and • describing the effect <span class="highlight">of</span> technology on the development and change <span class="highlight">of</span> cultures. 4.3 Students know the patterns and <span class="highlight">networks</span> <span class="highlight">of</span> economic interdependence. GRADES K-4 <span class="highlight">In</span> grades K-4, what students know and are able to do includes • identifying the location and distribution <span class="highlight">of</span> major economic activities <span class="highlight">in</span> Colorado; and • describing economic <span class="highlight">networks</span> used <span class="highlight">in</span> daily life (for example, transportation and communication <span class="highlight">networks</span>). GRADES 5-8 As students <span class="highlight">in</span> grades 5-8
Colorado Model Content Standards
Classical Civilizations of the Mediterranean The Revolutionary Era, 1754 - 1783 Basin, India, and China, 1000 BC - 600 AD Nation Building, 1783 - 1815 The Expansion and Interaction of Civilizations, The Expanding Nation, 1815 - 1850 600 AD - 1450 AD Civil War and R...
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Classical Civilizations of the Mediterranean The Revolutionary Era, 1754 - 1783 Basin, India, and China, 1000 BC - 600 AD Nation Building, 1783 - 1815 The Expansion and Interaction of Civilizations, The Expanding Nation, 1815 - 1850 600 AD - 1450 AD Civil War and Reconstruction, 1850 - 1877 Development of the Industrial The Early Modern World, 1450-1800 United States, 1865 -1914 The Progressive Era, 1890 - 1914 Emergence of the United States as a World Power, 1890 - 1920 The World in the 19th Century The 20’s
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=6
www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=6
Classical Civilizations <span class="highlight">of</span> the Mediterranean The Revolutionary Era, 1754 - 1783 Basin, India, and China, 1000 BC - 600 <span class="highlight">AD</span> Nation Building, 1783 - 1815 The Expansion and Interaction <span class="highlight">of</span> Civilizations, The Expanding Nation, 1815 - 1850 600 <span class="highlight">AD</span> - 1450 <span class="highlight">AD</span> Civil War and Reconstruction, 1850 - 1877 Development <span class="highlight">of</span> the Industrial The Early Modern World, 1450-1800 United States, 1865 -1914 The Progressive Era, 1890 - 1914 Emergence <span class="highlight">of</span> the United States as a World Power, 1890 - 1920 The World <span class="highlight">in</span> the 19th Century The 20’s
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STANDARD 6.3 World History ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND THE FUTURE. Descriptive Statement: This standard includes content relating to eight periods of wor...
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STANDARD 6.3 World History ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND THE FUTURE. Descriptive Statement: This standard includes content relating to eight periods of world history, including: . The Birth of Civilization to 1000 BCE (BC); . Early Human Societies to 500 CE (AD); . Developing Human Societies to 1400 CE (AD); . The Age of Global Encounters (1400-1750); . The Age of Revolutionary Change
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=4
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=4
F-3 INTR ODUCTION SOCIAL STUDIES 200 4 NEW JERSEY C O RE CURRICUL UM C ONTENT S T AND A RDS These standards and their associated strands are: 6.1 Social Studies Skills 6.2 Civics A. Civic Life, Politics, and Government B. American Values and Principles C. The Constitution and American Democracy D. Citizenship E. International Education: Global Challenges, Cultures, and Connections 6.3 World History A. The Birth <span class="highlight">of</span> Civilization to 1000 BCE (BC) B. Early Human Societies to 500 CE (<span class="highlight">AD</span>) C. Expanding
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=14
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=14
interconnections can have both positive and negative consequences (e.g., international companies, transfer <span class="highlight">of</span> jobs to foreign plants, international security and access to transportation). 6. Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) <span class="highlight">in</span> depth and over time, predict the impact if the <span class="highlight">current</span> situation does not change, and offer possible solutions. 7. Participate <span class="highlight">in</span> events to acquire understanding <span class="highlight">of</span> complex global problems (e.g., Model United Nations, international simulations
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=15
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=15
STANDARD 6.3 World History ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE <span class="highlight">OF</span> WORLD HISTORY <span class="highlight">IN</span> ORDER TO UNDERSTAND LIFE AND EVENTS <span class="highlight">IN</span> THE PAST AND HOW THEY RELATE TO THE PRESENT AND THE FUTURE. Descriptive Statement: This standard includes content relating to eight periods <span class="highlight">of</span> world history, including: . The Birth <span class="highlight">of</span> Civilization to 1000 BCE (BC); . Early Human Societies to 500 CE (<span class="highlight">AD</span>); . Developing Human Societies to 1400 CE (<span class="highlight">AD</span>); . The Age <span class="highlight">of</span> Global Encounters (1400-1750); . The Age <span class="highlight">of</span> Revolutionary Change
History Standard One: Students will employ chronological concepts in analyzing historical ...
HISTORY History organizes events and phenomena in terms of when they occur. Students study the ways in which individuals and societies have changed and interacted over time. They practice the skills of gathering historical data, and examining, analyzing, and interpreting...
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HISTORY History organizes events and phenomena in terms of when they occur. Students study the ways in which individuals and societies have changed and interacted over time. They practice the skills of gathering historical data, and examining, analyzing, and interpreting these data. They learn to organize events through chronologies, and to suggest and evaluate cause-and-effect relationships among those events. Before choosing a position or acting, citizens need to be able to research issues in order
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http://www.doe.k12.de.us/infosuites/staff/ci/DRC/pcs_History.pdf#page=5
www.doe.k12.de.us/infosuites/staff/ci/DRC/pcs_History.pdf#page=5
HISTORY History organizes events and phenomena <span class="highlight">in</span> terms <span class="highlight">of</span> when they occur. Students study the ways <span class="highlight">in</span> which individuals and societies have changed and interacted over time. They practice the skills <span class="highlight">of</span> gathering historical data, and examining, analyzing, and interpreting these data. They learn to organize events through chronologies, and to suggest and evaluate cause-and-effect relationships among those events. Before choosing a position or acting, citizens need to be able to research issues <span class="highlight">in</span> order
Nevada
within the United States. Mi gr at ion & Se ttl em en t G7.K.1 Explain that people move from one location to another. G7.1.2 Explain that some people live in locations other than where they were born. G7.2.2 Categorize different ways to move people, goods, and ideas, i.e., air, wat...
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within the United States. Mi gr at ion & Se ttl em en t G7.K.1 Explain that people move from one location to another. G7.1.2 Explain that some people live in locations other than where they were born. G7.2.2 Categorize different ways to move people, goods, and ideas, i.e., air, water, land, phone, and/or computer. G7.3.2 Identify transportation and communication networks. G7.4.2 List examples of movements of people, goods, and ideas into and across Nevada. G7.5.2 List
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=32
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
Vietnam to 9/11/2001. H4.[9-12].5 Discuss the impact <span class="highlight">of</span> conflicts on U.S. economic, political, and social position <span class="highlight">in</span> the world, i.e., Korea, Vietnam, Persian Gulf, Iraq, and the War on Terror. H4.[9-12].6 Analyze how major sources <span class="highlight">of</span> tension or conflict influenced the <span class="highlight">current</span> political climate <span class="highlight">in</span> the United States, i.e., September 11th, Patriot Act, and security issues. H4.[9-12].7 Describe the United States‘ policy concerning strategic, political, and economic interests on the Middle East
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=39
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
within the United States. Mi gr at ion & Se ttl em en t G7.K.1 Explain that people move from one location to another. G7.1.2 Explain that some people live <span class="highlight">in</span> locations other than where they were born. G7.2.2 Categorize different ways to move people, goods, and ideas, i.e., air, water, land, phone, and/or computer. G7.3.2 Identify transportation and communication <span class="highlight">networks</span>. G7.4.2 List examples <span class="highlight">of</span> movements <span class="highlight">of</span> people, goods, and ideas into and across Nevada. G7.5.2 List
Microsoft Word - ssstdh.docssstdh.pdf
communication, and transportation. 3. (A) researches major contemporary social issues. 4. (A) describes how changes in the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects of legal and illegal immigra...
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communication, and transportation. 3. (A) researches major contemporary social issues. 4. (A) describes how changes in the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects of legal and illegal immigration (e.g., political, social, economic). • Using newspapers and news magazines, read articles about acts of terrorism in the United States and around the world. Identify commonalities and differences in these attacks in terms
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=37
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
communication, and transportation. 3. (A) researches major contemporary social issues. 4. (A) describes how changes <span class="highlight">in</span> the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects <span class="highlight">of</span> legal and illegal immigration (e.g., political, social, economic). • Using newspapers and news magazines, read articles about acts <span class="highlight">of</span> terrorism <span class="highlight">in</span> the United States and around the world. Identify commonalities and differences <span class="highlight">in</span> these <span class="highlight">attacks</span> <span class="highlight">in</span> terms
WYOMING SCIENCE
Wyoming Social Studies Content and Performance Standards Adopted 11/19/08 23 CONTENT STANDARD 4. TIME, CONTINUITY AND CHANGE Students demonstrate an understanding of the people, events, problems, ideas, and cultures that were significant in the history of our community, state,...
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Wyoming Social Studies Content and Performance Standards Adopted 11/19/08 23 CONTENT STANDARD 4. TIME, CONTINUITY AND CHANGE Students demonstrate an understanding of the people, events, problems, ideas, and cultures that were significant in the history of our community, state, nation and world. CODE GRADE 8 BENCHMARKS SS8.4.1 Students identify people, events, problems, conflicts, and ideas and explain their historical significance. SS8.4.2 Students discuss current events to better
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http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=5
www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=5
<span class="highlight">current</span> knowledge about the development <span class="highlight">of</span> the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with <span class="highlight">current</span> knowledge around the cognitive development and learning <span class="highlight">in</span> the standards and the implementation <span class="highlight">of</span> the standards? • What improvements are needed? 8. The Board believes that more meaningful and robust learning happens when young people are appropriately challenged to think <span class="highlight">in</span> more cognitively complex ways
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http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=23
www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=2...
Wyoming Social Studies Content and Performance Standards Adopted 11/19/08 23 CONTENT STANDARD 4. TIME, CONTINUITY AND CHANGE Students demonstrate an understanding <span class="highlight">of</span> the people, events, problems, ideas, and cultures that were significant <span class="highlight">in</span> the history <span class="highlight">of</span> our community, state, nation and world. CODE GRADE 8 BENCHMARKS SS8.4.1 Students identify people, events, problems, conflicts, and ideas and explain their historical significance. SS8.4.2 Students discuss <span class="highlight">current</span> events to better
K-12 Social Studies
Describe the impact of major national and state events on everyday life, e.g., the American Revolution or the terrorist attacks on 9.11.2001. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns of Social and Political Interaction) SS:HI:4:5.3: Trace the changes ...
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Describe the impact of major national and state events on everyday life, e.g., the American Revolution or the terrorist attacks on 9.11.2001. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns of Social and Political Interaction) SS:HI:4:5.3: Trace the changes in the roles and lives of women and children and their impact on society, e.g., the family or the workplace. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns of Social and Political Interaction) SS:HI:4:5.4
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=38
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
Describe the impact <span class="highlight">of</span> major national and state events on everyday life, e.g., the American Revolution or the terrorist <span class="highlight">attacks</span> on 9.11.2001. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns <span class="highlight">of</span> Social and Political Interaction) SS:HI:4:5.3: Trace the changes <span class="highlight">in</span> the roles and lives <span class="highlight">of</span> women and children and their impact on society, e.g., the family or the workplace. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns <span class="highlight">of</span> Social and Political Interaction) SS:HI:4:5.4
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Nebraska Social Studies/History Standards 33 12.4.5 Students will analyze the regional development of Asia, Africa, the Middle East, Latin America, and the Caribbean, such as physical, economic, and cultural characteristics and historical evolution f rom 1000 A.D. to the present. Exam...
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Nebraska Social Studies/History Standards 33 12.4.5 Students will analyze the regional development of Asia, Africa, the Middle East, Latin America, and the Caribbean, such as physical, economic, and cultural characteristics and historical evolution f rom 1000 A.D. to the present. Example Indicators: � Analyze the patterns and networks of economic interdependence, e.g., formation of multinational economic unions; international trade; the theory of competitive advantage; job specialization
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http://www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf#page=34
www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf...
Nebraska Social Studies/History Standards 33 12.4.5 Students will analyze the regional development <span class="highlight">of</span> Asia, Africa, the Middle East, Latin America, and the Caribbean, such as physical, economic, and cultural characteristics and historical evolution f rom 1000 A.D. to the present. Example Indicators: � Analyze the patterns and <span class="highlight">networks</span> <span class="highlight">of</span> economic interdependence, e.g., formation <span class="highlight">of</span> multinational economic unions; international trade; the theory <span class="highlight">of</span> competitive advantage; job specialization
Microsoft Word - K-12 doc.doc
values and their exchange rates with many significant errors. 7.3.3 Explain patterns and networks (e.g., patterns of trade, human migration, cultural and political alliances/sanctions) of economic and global interdependence in a changing world Students provide an insight...
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values and their exchange rates with many significant errors. 7.3.3 Explain patterns and networks (e.g., patterns of trade, human migration, cultural and political alliances/sanctions) of economic and global interdependence in a changing world Students provide an insightful explanation of patterns and networks of economic and global interdependence in a changing world. Students provide a relevant explanation of patterns and networks of economic and global interdependence in a changing world
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=38
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=38
values and their exchange rates with many significant errors. 7.3.3 Explain patterns and <span class="highlight">networks</span> (e.g., patterns <span class="highlight">of</span> trade, human migration, cultural and political alliances/sanctions) <span class="highlight">of</span> economic and global interdependence <span class="highlight">in</span> a changing world Students provide an insightful explanation <span class="highlight">of</span> patterns and <span class="highlight">networks</span> <span class="highlight">of</span> economic and global interdependence <span class="highlight">in</span> a changing world. Students provide a relevant explanation <span class="highlight">of</span> patterns and <span class="highlight">networks</span> <span class="highlight">of</span> economic and global interdependence <span class="highlight">in</span> a changing world
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