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Minnesota Academic Standards

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Minnesota Department of Education May 15, 2004, 9:45 p.m. 31 III. WORLD HISTORY E. Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD The student will demonstrate a knowledge of overseas trade, exploration, and expansion in the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 AD. 1. Students will compare the Indian Ocean region with the Mediterranean Sea region in terms of economic, political, and cultural interactions, and analyze the nature of their interactions after 1250 CE. 2. Students

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

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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

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Minnesota Department of Education May 15, 2004, 9:45 p.m. 27 III. WORLD HISTORY G. Western Civilizations, Age of Revolution and Reaction, 1640- 1920 AD The student will demonstrate knowledge of the rise of colonialism and its effects worldwide. 1. Students will examine the effects of imperialism on the colonial societies of the 18th, 19th and 20th Centuries. 1. Imperialism, mercantile economies; policies in Africa, Asia, America; social consequences, slave trade WORLD HISTORY GRADES 9-12 Strand Sub-Strand

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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

29 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=29 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

400 AD - 1000 AD The student will demonstrate knowledge of Europe during the Middle Ages from about 500 - 1000 AD in terms of its impact on Western civilization. 1. Students will describe the spread and influence of Christianity throughout Europe and analyze its impact. 2. Students will explain the structure of feudal society and analyze how it impacted all aspects of feudal life. 1. Catholic Church, monasticism, schism 2. Vassals, Fiefs, Manor Serf, Knight, Investiture, Lords, homage, Frankish kings, and Age

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

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Minnesota Department of Education May 15, 2004, 9:45 p.m. 31 III. WORLD HISTORY E. Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD The student will demonstrate a knowledge of overseas trade, exploration, and expansion in the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 AD. 1. Students will compare the Indian Ocean region with the Mediterranean Sea region in terms of economic, political, and cultural interactions, and analyze the nature of their interactions after 1250 CE. 2. Students

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

33 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=33 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 33 III. WORLD HISTORY F. Emergence of a Global Age, 1450 AD - 1800 AD III. WORLD HISTORY F. Emergence of a Global Age, 1450 AD - 1800 AD The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 AD. 1. Students will identify and explain the impact of exploration on culture and economies. 2. Students will describe the location and development of the Ottoman Empire. 1. Spice trade

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and Revolutions, 1640 AD - 1920 AD The student will demonstrate knowledge of political and philosophical developments in Europe during the 19th century. 1. Students will analyze the Napoleonic Wars and the Concert of Europe. 2. Students will describe the factors leading to the Revolutions of 1830 and 1848, and describe their long-term impact on the expansion of political rights in Europe. 3. Students will describe major scientific, technological, and philosophical developments of the 19 th Century and analyze

35 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=35 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 35 III. WORLD HISTORY G. Age of Empires and Revolutions, 1640 AD - 1920 AD The student will demonstrate knowledge of European and American expansion. 1. Students will explain the rise of U.S. influence in the Americas and the Pacific. 2. Students will analyze the motives and consequences of European imperialism in Africa and Asia. 3. Students will compare motives and methods of various forms of colonialism and various colonial powers. 1. Mexican War

36 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=36 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 36 III. WORLD HISTORY H. Global Conflict, 1914AD - 1945 AD The student will demonstrate knowledge of the worldwide impact of World War I. 1. Students will analyze the economic and political causes of World War I and how they interacted as well as the impact of technology on the war. 2. Students will examine the Treaty of Versailles and analyze the impact of its consequences. 3. Students will analyze causes and consequences of the Russian Revolution

37 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=37 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 37 leaders of this time period. III. WORLD HISTORY I. The Post-War Period, 1945 AD - Present The student will demonstrate knowledge of political, economic, social and cultural aspects of independence movements and development efforts. 1. Students will analyze the independence movement in India, the role of Gandhi, and the effectiveness of civil disobedience in this revolution. 2. Students will analyze the struggle for independence in African nations

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emotional appeals, bias and prejudice. 3. Students will know and analyze the points of access and influence people can use to affect elections and public policy decisions. 4. Students will understand the importance of informed decision making and the roles of public speaking, conducting a public meeting, letter writing, petition signing, negotiation, active listening, conflict resolution, and mediation, defending a public policy position in a civil conversation. 2. Web pages, editorials, letters to the editor

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

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STATE BOARD OF EDUCATION

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verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally match the grade level expectations Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics Clinton. PO 7. Describe events (e.g., September 11 Terrorist Attacks, Afghanistan, Iraq War) of the presidency of George W. Bush. PO 8. Describe current events using information from class discussions an various resources

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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

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

135 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=135 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally match the grade level expectations Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics Clinton. PO 7. Describe events (e.g., September 11 Terrorist Attacks, Afghanistan, Iraq War) of the presidency of George W. Bush. PO 8. Describe current events using information from class discussions an various resources

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

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Social Studies Curriculum Framework

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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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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

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civilizations. • 5.05 Understand the place of historical events in the context of past, present and future. • 5.06 Identify how to use historical information acquired from a variety of sources. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD) • 5.07 Recognize the influence of major religions between both ancient eastern and western cultures. • 5.08 Understand the place of historical events in the context of past, present, and future. • 5.09 Identify

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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

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

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Microsoft Word - IAF_Soc_Sci_9_2007.rtf

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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

45 0 http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=45 www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=45

that religious beliefs spread in the ancient world. 16.8.60 Identify the spread of Christianity, Judaism, Islam, Hinduism, and Buddhism through the Mediterranean region, the Middle East, and Asia. 16.5.60 Identify basic political, social, and cultural causes of the decline of the Roman Empire. 16.8.61 Identify the causes of the decline of the Roman Empire (e.g., tribal migration and attacks, loss of trade, and other threats to the cohesion of the Empire). 16.5.61 Know that the Eastern Roman

48 0 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 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

www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=48

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to the study of geography. The characteristics, distribution, and complexity of human cultures create a cultural mosaic. 7 – G4.1.1 Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of sports, music, architecture, television, Internet, Bantu languages in Africa, Islam in Western Europe). 7 – G4.1.2 Compare roles of women in traditional African societies in the past with roles of women as modern micro-entrepreneurs in current economies. G4.2 Technology

52 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=52 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=52

Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). G4.2 Technology Patterns and Networks Describe how technology creates patterns and networks that connect people, products, and ideas. 6 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., call centers in the Eastern Hemisphere that service

58 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=58 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=58

24;8 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION HISTORy H1 The World in Temporal Terms: Historical Habits of Mind (Foundational Expectations Addressed in Grade 6) 1.1 Temporal Thinking 1.2 Historical Inquiry and Analysis 1.4 Historical Understanding W1 WHG Era 1 – The Beginnings of Human Society 1.1 Peopling of the Earth 1.2 Agricultural Revolution W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral

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Central Asian civilizations in the areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy. 7 – W3.1.6 Use historic and modern maps to locate and describe trade networks among empires in the classical era. 7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks or networks of Egypt and Nubia/Kush; or

65 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=65 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=65

to the study of geography. The characteristics, distribution, and complexity of human cultures create a cultural mosaic. 7 – G4.1.1 Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of sports, music, architecture, television, Internet, Bantu languages in Africa, Islam in Western Europe). 7 – G4.1.2 Compare roles of women in traditional African societies in the past with roles of women as modern micro-entrepreneurs in current economies. G4.2 Technology

www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=65

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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

127 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127

situations (falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones, overdose, heart attacks, seizures) can help reduce the severity of injuries and save lives. DOK 2

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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Microsoft Word - historysol2008.doc

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the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; c) describing the unique influence of urban areas and some challenges they face. WG.12 The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions; b) relating current events to the physical and human characteristics of

36 0 http://www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36 www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36

the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; c) describing the unique influence of urban areas and some challenges they face. WG.12 The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions; b) relating current events to the physical and human characteristics of

www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36

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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

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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

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

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