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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
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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, produ...
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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
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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 <span class="highlight">Networks</span> Describe how technology creates patterns and <span class="highlight">networks</span> that connect people, products, and ideas. 6 – G4.2.1 List and describe the advantages and disadvantages <span class="highlight">of</span> different technologies used to move people, products, and ideas throughout the world (e.g., call centers <span class="highlight">in</span> the Eastern Hemisphere that service
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=62
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=62
Central Asian civilizations <span class="highlight">in</span> the areas <span class="highlight">of</span> 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 <span class="highlight">networks</span> among empires <span class="highlight">in</span> 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 <span class="highlight">networks</span> or <span class="highlight">networks</span> <span class="highlight">of</span> Egypt and Nubia/Kush; or
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