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 2006 Science and Technology/Engineering Curriculum Framework
Massachusetts Online Network for Education (MassONE) – searchable standards, lesson plan tools massone.mass.edu/ Museum Institute for Teaching Science (MITS, Inc.) List of museums, zoos, aquariums, etc. www.mits.org www.mits.org/resources.htm NASA Classroom of the Future www.cotf.edu/ N...
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Massachusetts Online Network for Education (MassONE) – searchable standards, lesson plan tools massone.mass.edu/ Museum Institute for Teaching Science (MITS, Inc.) List of museums, zoos, aquariums, etc. www.mits.org www.mits.org/resources.htm NASA Classroom of the Future www.cotf.edu/ NASA Education www.education.nasa.gov NASAexplores (lessons and articles based on current research and developments) www.nasaexplores.com/index.php NASA’s Kids Science News Network (KSNN) (Grades K–5) ksnn.larc.nasa.gov
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=107
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=107
speeds, or lamps, all operating at different intensities. (5.2, 5.3) • Create schematics for series, parallel, <span class="highlight">and</span> combination (series-parallel) circuits, <span class="highlight">and</span> construct each type of circuit from its schematic. (5.4) 6. Communication Technologies • Give an example of each of the following types of communication: human to human (talking), human to machine (telephone), machine to human (facsimile machine), <span class="highlight">and</span> machine to machine (computer <span class="highlight">network</span>). (6.4) • Create prototypes for the following specific
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=161
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=161
Massachusetts Online <span class="highlight">Network</span> for Education (MassONE) – searchable standards, lesson plan tools massone.mass.edu/ Museum Institute for Teaching Science (MITS, Inc.) List of museums, zoos, aquariums, etc. www.mits.org www.mits.org/resources.htm NASA Classroom of the Future www.cotf.edu/ NASA Education www.education.nasa.gov NASAexplores (lessons <span class="highlight">and</span> articles based on current research <span class="highlight">and</span> developments) www.nasaexplores.com/index.php NASA’s Kids Science News <span class="highlight">Network</span> (KSNN) (Grades K–5) ksnn.larc.nasa.gov
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162
General Science <span class="highlight">and</span> Technology/Engineering Resources (cont.) Website Vermont Institutes www.vermontinstitutes.org Wright Center for Science Education, Tufts University www.tufts.edu/as/wright_center/ Earth <span class="highlight">and</span> Space Science Website Center for International Earth Science Information <span class="highlight">Network</span> (CIESIN) www.ciesin.org/ Christa Corrigan McAuliffe Center for Education <span class="highlight">and</span> Teaching Excellence www.christa.org Incredible Journey/Project WET www.montana.edu/wwwwet/journey.html Learning Adventures
Massachusetts History and Social Science Curriculum Framework: August 2003
Christians to officials of the Roman Empire 7.42 Explain how inner forces (including the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, attacks, and invasions) led to the disin...
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Christians to officials of the Roman Empire 7.42 Explain how inner forces (including the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, attacks, and invasions) led to the disintegration of the Roman Empire. (H, E) 7.43 engineering, and technology (e.g., roads, bridges, arenas, baths, aqueducts, central heating, plumbing, and sanitation). (H) 7.44 Explain the spread and influence of the Roman alphabet and the Latin
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=7
www.doe.mass.edu/frameworks/hss/final.pdf#page=7
be expected to value or defend freedom unless they have a clear grasp of the alternatives against which to measure it? The systematic presentation of reality 1 Excerpted <span class="highlight">and</span> adapted from Education for Democracy: A Statement of Principles. Publication of the Education for Democracy Project, a joint project of the American Federation of Teachers, the Education Excellence <span class="highlight">Network</span>, <span class="highlight">and</span> Freedom House (Washington, D.C.: American Federation of Teachers, 1987). Massachusetts History <span class="highlight">and</span> Social Science
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=15
www.doe.mass.edu/frameworks/hss/final.pdf#page=15
inno- vation, 2) human interaction with the environment, 3) values, beliefs, political ideas, <span class="highlight">and</span> institutions, 4) conflict <span class="highlight">and</span> cooperation, 5) comparative history of major developments, <span class="highlight">and</span> 6) patterns of social <span class="highlight">and</span> political interaction. See the Bradley Commission, Building a History Curriculum: Guidelines for Teaching History in Schools (Educational Excellence <span class="highlight">Network</span>, 1988). The four themes contained in the National Center for History in the Schools report are 1) the development <span class="highlight">and</span> changing character
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=46
www.doe.mass.edu/frameworks/hss/final.pdf#page=46
in Europe. (G, H, E) ❚ Explain why Europe has a highly developed <span class="highlight">network</span> of highways, waterways, rail- roads, <span class="highlight">and</span> airline linkages. (G, H, E) ❚ Describe the purposes <span class="highlight">and</span> achievements of the European Union. (H, E) ❚ Identify the countries that were once part of the Soviet Union in the Baltic area, Central Asia, Southern Russia, <span class="highlight">and</span> the Caucasus, <span class="highlight">and</span> compare the population <span class="highlight">and</span> size of the former Soviet Union with that of present day Russia. (H, G) ❚ Explain the sources <span class="highlight">and</span> effects of the massive
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=53
www.doe.mass.edu/frameworks/hss/final.pdf#page=53
Christians to officials of the Roman Empire 7.42 Explain how inner forces (including the rise of autonomous military powers, political corruption, <span class="highlight">and</span> economic <span class="highlight">and</span> political instability) <span class="highlight">and</span> external forces (shrinking trade, <span class="highlight">attacks</span>, <span class="highlight">and</span> invasions) led to the disintegration of the Roman Empire. (H, E) 7.43 engineering, <span class="highlight">and</span> technology (e.g., roads, bridges, arenas, baths, aqueducts, central heating, plumbing, <span class="highlight">and</span> sanitation). (H) 7.44 Explain the spread <span class="highlight">and</span> influence of the Roman alphabet <span class="highlight">and</span> the Latin
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=69
www.doe.mass.edu/frameworks/hss/final.pdf#page=69
Islamic fundamentalism in the last half of the 20th century <span class="highlight">and</span> identify the major events <span class="highlight">and</span> forces in the Middle East over the last several decades. (H, E) Kuwait, <span class="highlight">and</span> others the increase in terrorist <span class="highlight">attacks</span> against Israel <span class="highlight">and</span> the United States WHII.48 World History II Learning Standards (continued) A. Mikhail Gorbachev D. Aleksander Solzhenitsyn B. Vaclav Havel E. Lech Walesa C. Andrei Sakharov Analyze the consequences of the Soviet Union’s breakup. (H, E) A. the development of market economies B
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