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Microsoft Word - ssstdk.docssstdk.pdf
Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape video footage of local surroundings. Then, as a class view th...
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Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape video footage of local surroundings. Then, as a class view the video and pick out interesting or defining characteristics about the people, place, or environment. (1) See also: HB2I2 • Describe the physical characteristics of the local surroundings in words and sketches. (1) See also
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Indicators Kindergarten Instructional Suggestions The student: 1.#0;�(K) - ($) understands that a person cannot have everything he/she wants, so a choice has to be made (e.g., play <span class="highlight">video</span> games or watch television; play on swings or play soccer). 2. (K) - ($) explains what he/she gives up when a choice is made. • Have two different items that each student would have to choose between. After choice is made, tell what the choice was and what was given up. (1, 2) See also: HB1I1 Teacher Notes: 1. #0
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape <span class="highlight">video</span> footage of local surroundings. Then, as a class view the <span class="highlight">video</span> and pick out interesting or defining characteristics about the people, place, or environment. (1) See also: HB2I2 • Describe the physical characteristics of the local surroundings in words and sketches. (1) See also
Microsoft Word - ssstd1.docssstd1.pdf
Suggestions The student: 1.#0;�(K) - ($) understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new video game or a pair of shoes). • Discuss choices made by families: buying a new television vs....
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Suggestions The student: 1.#0;�(K) - ($) understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new video game or a pair of shoes). • Discuss choices made by families: buying a new television vs. taking a vacation, or going to the movies vs. renting a movie. (1) See also: HB2I15, GB5I1 • Make a choice about a school lunch: A) hot lunch or B) sack lunch. Place emphasis on the fact a choice must be made; having both is not
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http://www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016...
Suggestions The student: 1.#0;�(K) - ($) understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new <span class="highlight">video</span> game or a pair of shoes). • Discuss choices made by families: buying a new television vs. taking a vacation, or going to the movies vs. renting a movie. (1) See also: HB2I15, GB5I1 • Make a choice about a school lunch: A) hot lunch or B) sack lunch. Place emphasis on the fact a choice must be made; having both is not
 history_pub2000
(e.g., Why is Vermont considering investing in wind energy?). i • Explaining ways people meet their basic needs and wants (e.g., people buy oil because they need heat; people buy video games because they want entertainment). • Comparing prices of goods and services. • Explaini...
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(e.g., Why is Vermont considering investing in wind energy?). i • Explaining ways people meet their basic needs and wants (e.g., people buy oil because they need heat; people buy video games because they want entertainment). • Comparing prices of goods and services. • Explaining how people save (e.g., by giving up something you want, by saving your allowance, by putting money in the bank). Grades 3-4 Grades 5-6 Economics
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=30
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Vermont Department of Education (History & Social Sciences Grade Expectations) H&SS30 Physical and Cultural Geography: Grouped with Vermont Standards 4.3, 4.6, 6.7, 6.8, 6.13 Grades 5-6 Grades 7-8 H&SS5-6:11 Students interpret geography and solve geographic prob- lems by… • Identifying characteristics of states, countries, and conti- nents using resources such as landmarks, models, maps, photographs, atlases, internet, <span class="highlight">video</span>, reference materials, GIS and mental mapping. i • Observing, comparing
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=53
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
(e.g., Why is Vermont considering investing in wind energy?). i • Explaining ways people meet their basic needs and wants (e.g., people buy oil because they need heat; people buy <span class="highlight">video</span> games because they want entertainment). • Comparing prices of goods and services. • Explaining how people save (e.g., by giving up something you want, by saving your allowance, by putting money in the bank). Grades 3-4 Grades 5-6 Economics
CONTENts.PDF
the video, Indian in the Cupboard, and compare the representation of character and setting in each. 9-12: Students will describe theme, symbolism, tone and other complex elements of fiction and identify point of view, manipulative language and other elements of bias in nonfiction materials....
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the video, Indian in the Cupboard, and compare the representation of character and setting in each. 9-12: Students will describe theme, symbolism, tone and other complex elements of fiction and identify point of view, manipulative language and other elements of bias in nonfiction materials. Example: Students read editorials in two newspapers and compare the positions and writers’ strategies taken on a similar issue. • make inferences about ideas implicit in narrative, expository, persuasive
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=9
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
the <span class="highlight">video</span>, Indian in the Cupboard, and compare the representation of character and setting in each. 9-12: Students will describe theme, symbolism, tone and other complex elements of fiction and identify point of view, manipulative language and other elements of bias in nonfiction materials. Example: Students read editorials in two newspapers and compare the positions and writers’ strategies taken on a similar issue. • make inferences about ideas implicit in narrative, expository, persuasive
Minnesota Academic Standards
scarcity means that one cannot have all the goods and services that one wants. 4. Students will give examples of tradeoffs (opportunity costs). 5. Students will understand and explain that as producers they can earn money (income) that can be spent or saved as they choose. 1. Food vs. video g...
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scarcity means that one cannot have all the goods and services that one wants. 4. Students will give examples of tradeoffs (opportunity costs). 5. Students will understand and explain that as producers they can earn money (income) that can be spent or saved as they choose. 1. Food vs. video game 2. Quarter in gum ball machine 3. Not everything on birthday wish list is received 4. Invited to two birthday parties on the same day 5. Earnings from lemonade stand can be put in piggy bank or spent on candy VI. ECONOMICS
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=56
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
scarcity means that one cannot have all the goods and services that one wants. 4. Students will give examples of tradeoffs (opportunity costs). 5. Students will understand and explain that as producers they can earn money (income) that can be spent or saved as they choose. 1. Food vs. <span class="highlight">video</span> game 2. Quarter in gum ball machine 3. Not everything on birthday wish list is received 4. Invited to two birthday parties on the same day 5. Earnings from lemonade stand can be put in piggy bank or spent on candy VI. ECONOMICS
Indiana Academic Standards-Grade 1
Approved October 2007 Grade 1, Page 2 Example: Clothing, the use of technology, methods of transportation, entertainment and customs 1.1.2 Compare past and present similarities and differences in community life by using biographies, oral histories, folklore and video images. Example: Compare...
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Approved October 2007 Grade 1, Page 2 Example: Clothing, the use of technology, methods of transportation, entertainment and customs 1.1.2 Compare past and present similarities and differences in community life by using biographies, oral histories, folklore and video images. Example: Compare the roles of men, women and children; ethnic and cultural groups; types of work; schools and education in the community; and recreation. 1.1.3 Identify American songs and symbols and discuss their origins
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade01.pdf#page=2
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Grade 1, Page 2 Example: Clothing, the use of technology, methods of transportation, entertainment and customs 1.1.2 Compare past and present similarities and differences in community life by using biographies, oral histories, folklore and <span class="highlight">video</span> images. Example: Compare the roles of men, women and children; ethnic and cultural groups; types of work; schools and education in the community; and recreation. 1.1.3 Identify American songs and symbols and discuss their origins
Indiana Academic Standards-Grade 2
Approved October 2007 Grade 2, Page 2 2.1.2 Explain changes in daily life in the community over time using maps, photographs, news stories, Web sites or video images. (Individuals, Society and Culture) Example: Changes in architecture, business/industry, transportation, community buildings, w...
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Approved October 2007 Grade 2, Page 2 2.1.2 Explain changes in daily life in the community over time using maps, photographs, news stories, Web sites or video images. (Individuals, Society and Culture) Example: Changes in architecture, business/industry, transportation, community buildings, work and use of leisure time 2.1.3 Identify individuals who had a positive impact on the local community. (Individuals, Society and Culture) 2.1.4 Identify and describe community celebrations, symbols and
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade02.pdf#page=2
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Grade 2, Page 2 2.1.2 Explain changes in daily life in the community over time using maps, photographs, news stories, Web sites or <span class="highlight">video</span> images. (Individuals, Society and Culture) Example: Changes in architecture, business/industry, transportation, community buildings, work and use of leisure time 2.1.3 Identify individuals who had a positive impact on the local community. (Individuals, Society and Culture) 2.1.4 Identify and describe community celebrations, symbols and
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a journal entry...
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a journal entry about a major historical event or figure. • 3.5.tpi.9. create a "then" and "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical event and research it using computer and media.
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11
www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11
a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, <span class="highlight">video</span>, and computer). • 3.5.tpi.8. create a journal entry about a major historical event or figure. • 3.5.tpi.9. create a "then" and "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical event and research it using computer and media.
Indiana Academic Standards-Grade 4
television and video images, to research and write an editorial related to Indiana’s environment. * civic virtues: behaviors that contribute to the healthy functioning of a democracy * information resources: print media, such as boks, magazines and newspapers; electronic media, such as...
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television and video images, to research and write an editorial related to Indiana’s environment. * civic virtues: behaviors that contribute to the healthy functioning of a democracy * information resources: print media, such as boks, magazines and newspapers; electronic media, such as radio, television, Web sites and databases; and comunity resources, such as individuals and organizations Standard 3 Geography Students will explain how the Earth/sun relationship influences the climate of Indiana; identify
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade04.pdf#page=6
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
television and <span class="highlight">video</span> images, to research and write an editorial related to Indiana’s environment. * civic virtues: behaviors that contribute to the healthy functioning of a democracy * information resources: print media, such as boks, magazines and newspapers; electronic media, such as radio, television, Web sites and databases; and comunity resources, such as individuals and organizations Standard 3 Geography Students will explain how the Earth/sun relationship influences the climate of Indiana; identify
Social Studies Booklet
interviews, media productions, or any other historical source that seek to explain and sources interpret an event after the fact. The writer is not an eye- witness to or a participant in the event. Temporal structure: Seeing historical events and developments in time – beginning, middle, end,...
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interviews, media productions, or any other historical source that seek to explain and sources interpret an event after the fact. The writer is not an eye- witness to or a participant in the event. Temporal structure: Seeing historical events and developments in time – beginning, middle, end, duration. structure 19 Glossary for History Tools and Methods of Historians TOOLS METHODS/SKILLS • Primary sources • Artifacts • Lithographs, paintings, film, and video footage • Realia • Secondary sources • Propose and
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=19
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
interviews, media productions, or any other historical source that seek to explain and sources interpret an event after the fact. The writer is not an eye- witness to or a participant in the event. Temporal structure: Seeing historical events and developments in time – beginning, middle, end, duration. structure 19 Glossary for History Tools and Methods of Historians TOOLS METHODS/SKILLS • Primary sources • Artifacts • Lithographs, paintings, film, and <span class="highlight">video</span> footage • Realia • Secondary sources • Propose and
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