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 Minnesota Academic Standards
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...
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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
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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 <span class="highlight">AD</span> - 1500 <span class="highlight">AD</span> The student will demonstrate knowledge <span class="highlight">of</span> the interactions between Christendom and the Islamic world, 750 - 1500 <span class="highlight">AD</span>. 1. Students will describe the emergence <span class="highlight">of</span> European states <span class="highlight">of</span> Christendom and analyze the conflicts among them and other Eurasian powers. 2. Students will describe the emergence <span class="highlight">of</span> Islamic states <span class="highlight">in</span> Africa, the Near East, Iberia and India, and analyze the conflicts among them and other Eurasian powers. 3
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=31
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
Minnesota Department <span class="highlight">of</span> Education May 15, 2004, 9:45 p.m. 31 III. WORLD HISTORY E. Global Encounters, Exchanges, and Conflicts, 500 <span class="highlight">AD</span> -1500 <span class="highlight">AD</span> The student will demonstrate a knowledge <span class="highlight">of</span> overseas trade, exploration, and expansion <span class="highlight">in</span> the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 <span class="highlight">AD</span>. 1. Students will compare the Indian Ocean region with the Mediterranean Sea region <span class="highlight">in</span> terms <span class="highlight">of</span> economic, political, and cultural interactions, and analyze the nature <span class="highlight">of</span> their interactions after 1250 CE. 2. Students
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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 <span class="highlight">of</span> Education May 15, 2004, 9:45 p.m. 32 III. WORLD HISTORY E, Global Encounters, Exchanges, and Conflicts, 500 <span class="highlight">AD</span> - 1500 <span class="highlight">AD</span> The student will demonstrate knowledge <span class="highlight">of</span> social, economic, and political changes and cultural achievements <span class="highlight">in</span> the late medieval period. 1. Students will describe the emergence <span class="highlight">of</span> European states and analyze the impact. 2. Students will explain conflicts among Eurasian powers. 3. Students will identify patterns <span class="highlight">of</span> crisis and recovery related to the Black Death
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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 <span class="highlight">of</span> Education May 15, 2004, 9:45 p.m. 33 III. WORLD HISTORY F. Emergence <span class="highlight">of</span> a Global Age, 1450 <span class="highlight">AD</span> - 1800 <span class="highlight">AD</span> III. WORLD HISTORY F. Emergence <span class="highlight">of</span> a Global Age, 1450 <span class="highlight">AD</span> - 1800 <span class="highlight">AD</span> The student will demonstrate knowledge <span class="highlight">of</span> the status and impact <span class="highlight">of</span> global trade on regional civilizations <span class="highlight">of</span> the world after 1500 <span class="highlight">AD</span>. 1. Students will identify and explain the impact <span class="highlight">of</span> exploration on culture and economies. 2. Students will describe the location and development <span class="highlight">of</span> the Ottoman Empire. 1. Spice trade
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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 <span class="highlight">of</span> Education May 15, 2004, 9:45 p.m. 36 III. WORLD HISTORY H. Global Conflict, 1914AD - 1945 <span class="highlight">AD</span> The student will demonstrate knowledge <span class="highlight">of</span> the worldwide impact <span class="highlight">of</span> World War I. 1. Students will analyze the economic and political causes <span class="highlight">of</span> World War I and how they interacted as well as the impact <span class="highlight">of</span> technology on the war. 2. Students will examine the Treaty <span class="highlight">of</span> Versailles and analyze the impact <span class="highlight">of</span> its consequences. 3. Students will analyze causes and consequences <span class="highlight">of</span> the Russian Revolution
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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
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
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
Content Standards-Social Studies
current situations, and social is- sues in local, Montana, tribal, national, or global concerns. 3. compare and contrast the difference between private and public goods and services. 4. analyze how various personal and cultural points of view influence economic decisions (e.g.,...
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current situations, and social is- sues in local, Montana, tribal, national, or global concerns. 3. compare and contrast the difference between private and public goods and services. 4. analyze how various personal and cultural points of view influence economic decisions (e.g., land ownership, taxation, unemploy- ment). 5. explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value of goods and services) by individu- als and groups (e.g., businesses, financial in- stitutions
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http://www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6
www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6
<span class="highlight">current</span> situations, and social is- sues <span class="highlight">in</span> local, Montana, tribal, national, or global concerns. 3. compare and contrast the difference between private and public goods and services. 4. analyze how various personal and cultural points <span class="highlight">of</span> view influence economic decisions (e.g., land ownership, taxation, unemploy- ment). 5. explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value <span class="highlight">of</span> goods and services) by individu- als and groups (e.g., businesses, financial <span class="highlight">in</span>- stitutions
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