iSEEK - Education

54 History: History 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: H.6.5.19 = History. Standard 6. Grade 5. 19 th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade

55 0 http://arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=55 arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=55

54 History: History 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: H.6.5.19 = History. Standard 6. Grade 5. 19 th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade

arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=55

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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 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

www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=14

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Core Content For Mathematics Assessment

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CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.) WR-HS-1.2.3 In Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with

295 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295

CCA 4.1 Middle School Writing AUGUST 2006 (e.g. – suggestions, not a comprehensive list) 292 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.) WR-06-1.2.3 In Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle

313 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313

CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.) WR-HS-1.2.3 In Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313

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Minnesota Academic Standards

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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

25 0 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 AD The student will describe classical civilizations in Africa, Asia, and Mesoamerica. 1. Students will describe the emergence of states in Sub-Saharan Africa and explains how iron working diffused in Africa. 2. Students will describe how the Chinese Empire was united. 3. Students will analyze the relationship

26 0 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 of states in sub-Saharan Africa and the Americas. 1. Islamic law, family life, government, architecture, science 2. Buddhism and Confucianism, Chinese conquest of 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 AD - 1700 AD The student

30 0 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 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

32 0 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 of Education May 15, 2004, 9:45 p.m. 32 III. WORLD HISTORY E, Global Encounters, Exchanges, and Conflicts, 500 AD - 1500 AD The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period. 1. Students will describe the emergence of European states and analyze the impact. 2. Students will explain conflicts among Eurasian powers. 3. Students will identify patterns of crisis and recovery related to the Black Death

education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

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History Social Science Content Standards - Content Standards (CA Dept of Education)

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role of the United States in world affairs after World War II. 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. 1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover. 2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and

56 0 http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=56 www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=56

role of the United States in world affairs after World War II. 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. 1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover. 2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and

www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=56

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Colorado Model Content Standards

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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

6 0 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 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

www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=6

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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

15 0 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 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

www.nj.gov/education/cccs/2004/s6_ss.pdf#page=15

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STATE BOARD OF EDUCATION

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information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). motorized vehicle, aircraft). PO 2. Describe changes over time in communication networks (e.g., telegraph, telephone, postal, internet). PO 3. Recognize there are differences in political units and hierarchies (i.e., community, city, county, state, country, continent). PO 4. Describe elements of culture of a community or nation (e.g., food, clothing, housing

54 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=54 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). motorized vehicle, aircraft). PO 2. Describe changes over time in communication networks (e.g., telegraph, telephone, postal, internet). PO 3. Recognize there are differences in political units and hierarchies (i.e., community, city, county, state, country, continent). PO 4. Describe elements of culture of a community or nation (e.g., food, clothing, housing

95 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=95 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

___ Concept 9: Postwar United States No performance objectives at this grade. ___ Concept 10: Contemporary United States PO 1. Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, powder/fireworks, compass) d. Central and South America (i.e., astronomy, agriculture) Connect with: Strand 5 Concept 2 PO 7. Describe the development of the following types of government and citizenship in ancient

www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

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Microsoft Word - ssstdh.docssstdh.pdf

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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

1 0 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 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

www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...

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WYOMING SCIENCE

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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

5 0 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

current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with current knowledge around the cognitive development and learning in the standards and the implementation of 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 in more cognitively complex ways

23 0 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 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

www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=2...

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