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 Social Studies Curriculum Framework
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, event...
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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
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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 <span class="highlight">of</span> 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 <span class="highlight">in</span> world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT <span class="highlight">CURRENT</span> AND PREVIOUS GRADES. Grade 5 Grade
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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....
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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
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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 <span class="highlight">of</span> military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade <span class="highlight">networks</span> affected societies. World History Standards Era 4: Expanding Zones <span class="highlight">of</span> Exchange and Encounter (300AD-1000 <span class="highlight">AD</span>) 6.5.11 Understand feudalism and the rise <span class="highlight">of</span> the Christian church a dominant factor <span class="highlight">in</span> Medieval Europe. a. Identify the spread <span class="highlight">of</span> Christian belief <span class="highlight">in</span> Europe. b. Diagram the social structure <span class="highlight">of</span> medieval society. c. Explain the
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
empires. 16.11.67 Identify how the spread of different religions influenced political and social conditions in various regions (e.g., geographic distribution of Christianity, Judaism, Islam, Hinduism, and Buddhism to 1000 AD; how the beliefs of Christianity, Judais...
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empires. 16.11.67 Identify how the spread of different religions influenced political and social conditions in various regions (e.g., geographic distribution of Christianity, Judaism, Islam, Hinduism, and Buddhism to 1000 AD; how the beliefs of Christianity, Judaism, Islam, Hinduism, Buddhism, Confucianism, and Taoism have influenced the development of different societies). 16.5.71 Identify basic achievements and contributions of Mayan, Aztec, and Incan society (e.g., in astronomy, mathematics, the
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=48
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=48
empires. 16.11.67 Identify how the spread <span class="highlight">of</span> different religions influenced political and social conditions <span class="highlight">in</span> various regions (e.g., geographic distribution <span class="highlight">of</span> Christianity, Judaism, Islam, Hinduism, and Buddhism to 1000 <span class="highlight">AD</span>; how the beliefs <span class="highlight">of</span> Christianity, Judaism, Islam, Hinduism, Buddhism, Confucianism, and Taoism have influenced the development <span class="highlight">of</span> different societies). 16.5.71 Identify basic achievements and contributions <span class="highlight">of</span> Mayan, Aztec, and Incan society (e.g., <span class="highlight">in</span> astronomy, mathematics, the
History Social Science Content Standards - Content Standards (CA Dept of Education)
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....
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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
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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 <span class="highlight">of</span> the United States <span class="highlight">in</span> world affairs after World War II. 11.5 Students analyze the major political, social, economic, technological, and cultural developments <span class="highlight">of</span> the 1920s. 1. Discuss the policies <span class="highlight">of</span> Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover. 2. Analyze the international and domestic events, interests, and philosophies that prompted <span class="highlight">attacks</span> on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and
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
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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. C...
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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 of Civilization to 1000 BCE (BC) B. Early Human Societies to 500 CE (AD) C. Expanding
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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
Minnesota Academic Standards
demonstrate knowledge of ancient Rome from about 500 BC - 500 AD and its influence in relation to other contemporary civilizations. 1. Students will analyze the influence of geography on Roman economic, social and political development, and compare its social and politica...
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demonstrate knowledge of ancient Rome from about 500 BC - 500 AD and its influence in relation to other contemporary civilizations. 1. Students will analyze the influence of geography on Roman economic, social and political development, and compare its social and political structure to other contemporary civilizations. 2. Students will compare Roman military conquests and empire building with those of other contemporary civilizations. 3. Students will analyze the influence of Roman civilization, including the
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=28
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
demonstrate knowledge <span class="highlight">of</span> ancient Rome from about 500 BC - 500 <span class="highlight">AD</span> and its influence <span class="highlight">in</span> relation to other contemporary civilizations. 1. Students will analyze the influence <span class="highlight">of</span> geography on Roman economic, social and political development, and compare its social and political structure to other contemporary civilizations. 2. Students will compare Roman military conquests and empire building with those <span class="highlight">of</span> other contemporary civilizations. 3. Students will analyze the influence <span class="highlight">of</span> Roman civilization, including the
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
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
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