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Education
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 Indiana Academic Standards-Wrld Hist and Civilization
Approved October 2007 World History and Civilization, Page 3 these civilizations was a decisive transformation in human history. (Geography, Sociology) Example: The river valley civilizations of Mesopotamia, Egypt and the Indus River; Eastern civilizations of the Shang and Zhou dynasties; and...
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Approved October 2007 World History and Civilization, Page 3 these civilizations was a decisive transformation in human history. (Geography, Sociology) Example: The river valley civilizations of Mesopotamia, Egypt and the Indus River; Eastern civilizations of the Shang and Zhou dynasties; and the Kush kingdom of northeast Africa WH.2.3 Differentiate hierarchies in the social structures of early civilized peoples and explain the influence of religious belief systems upon ancient governmental systems
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-worldhistcivilization.pdf#page=3
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 World History and Civilization, Page 3 these civilizations was a decisive transformation <span class="highlight">in</span> human history. (Geography, Sociology) Example: The river valley civilizations of Mesopotamia, Egypt and the Indus River; Eastern civilizations of the Shang and Zhou dynasties; and the Kush kingdom of northeast Africa WH.2.3 Differentiate <span class="highlight">hierarchies</span> <span class="highlight">in</span> the social structures of early civilized peoples and explain the influence of religious belief systems upon ancient governmental systems
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adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. (20) Science, technology, and society. The student understands how technology affects definitions of, access to, and use of resources. The student is expected to: (A) describe the impact of new technolog...
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adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. (20) Science, technology, and society. The student understands how technology affects definitions of, access to, and use of resources. The student is expected to: (A) describe the impact of new technologies, new markets, and revised perceptions of resources; and (B) analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences of the changes
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=28
ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=28
adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. (20) Science, technology, and society. The student understands how technology affects definitions of, <span class="highlight">access</span> to, and use of resources. The student is expected to: (A) describe the impact of new technologies, new markets, and revised perceptions of resources; and (B) analyze the <span class="highlight">role</span> of technology <span class="highlight">in</span> agriculture and other primary economic activities and identify the environmental consequences of the changes
STATE BOARD OF EDUCATION
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 diff...
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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
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=54
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). motorized vehicle, aircraft). PO 2. Describe changes over time <span class="highlight">in</span> communication networks (e.g., telegraph, telephone, postal, internet). PO 3. Recognize there are differences <span class="highlight">in</span> political units and <span class="highlight">hierarchies</span> (i.e., community, city, county, state, country, continent). PO 4. Describe elements of culture of a community or nation (e.g., food, clothing, housing
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=62
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
Spain and Portugal sought trade routes they could <span class="highlight">control</span>, leading to their exploration of the New World.) PO 1. Discuss life <span class="highlight">in</span> Europe as it existed at the time of the Aztec and Incan/Inkan empires <span class="highlight">in</span> the Americas: a. life <span class="highlight">in</span> castles b. knights traveling to new places during the Crusades <span class="highlight">c</span>. desire for new routes to a. Preamble of the U.S. Constitution b. Bill of Rights <span class="highlight">c</span>. Statement of Natural Rights as found <span class="highlight">in</span> the Declaration of
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=165
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
chairs are some examples of capital used to produce education). This is sometimes called real capital capitalism an economic system <span class="highlight">in</span> which people and businesses <span class="highlight">control</span> production of goods and services cardinal directions the four main points of the compass (north, east, south, and west) case study the <span class="highlight">in</span>-depth examination of an issue checks and balances the Constitutional mechanisms that authorize each branch of government to share powers with the other branches and thereby checks their
Colorado Model Content Standards
discussing the recycling of materials); • identifying the characteristics of renewable* and nonrenewable resources*; and • identifying the spatial distribution of resources. GRADES 5-8 As students in grades 5-8 extend their knowledge, what they know and are able to do includes &bul...
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discussing the recycling of materials); • identifying the characteristics of renewable* and nonrenewable resources*; and • identifying the spatial distribution of resources. GRADES 5-8 As students in grades 5-8 extend their knowledge, what they know and are able to do includes • describing the role of resources in daily life (for example, discussing the recycling of materials); • describing the worldwide distribution and use of resources; • identifying how technology affects the definition of, access to, and use of
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=19
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=1...
4.5 Students know how cooperation and conflict among people influence the division and <span class="highlight">control</span> of Earth's surface. GRADES K-4 <span class="highlight">In</span> grades K-4, what students know and are able to do includes • describing how and why people create boundaries; and • describing how cooperation and conflict affect neighborhoods and communities. GRADES 5-8 As students <span class="highlight">in</span> grades 5-8 extend their knowledge, what they know and are able to do includes • describing how cooperation and conflict among people contribute to political
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=20
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...
STANDARD 5: Students understand the effects of interactions between human and physical systems and the changes <span class="highlight">in</span> meaning, use, distribution, and importance of resources. RATIONALE Human use of resources can have both positive and negative effects. Increasingly, people are called upon to solve complex problems resulting from the interaction of human and physical systems. Physical systems offer opportunities and constraints for human activity. Humans <span class="highlight">control</span> and use the output of physical systems
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=22
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...
discussing the recycling of materials); • identifying the characteristics of renewable* and nonrenewable resources*; and • identifying the spatial distribution of resources. GRADES 5-8 As students <span class="highlight">in</span> grades 5-8 extend their knowledge, what they know and are able to do includes • describing the <span class="highlight">role</span> of resources <span class="highlight">in</span> daily life (for example, discussing the recycling of materials); • describing the worldwide distribution and use of resources; • identifying how technology affects the definition of, <span class="highlight">access</span> to, and use of
Microsoft Word - GLEsocstuALL.doc
Explain the types of jobs important to meeting the needs of Louisiana industries and an information-based society (E-1A-H3) 12. Evaluate various careers in terms of availability, educational and skill requirements, salary and benefits, and intrinsic sources of job satisfaction (E-1A-...
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Explain the types of jobs important to meeting the needs of Louisiana industries and an information-based society (E-1A-H3) 12. Evaluate various careers in terms of availability, educational and skill requirements, salary and benefits, and intrinsic sources of job satisfaction (E-1A-H3) 13. Compare contemporary and historic economic systems (e.g., ownership and control of production and distribution, determination of wages) (E-1A-H4) 14. Explain the advantages and disadvantages of given market structures
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http://www.doe.state.la.us/lde/uploads/3948.pdf#page=27
www.doe.state.la.us/lde/uploads/3948.pdf#page=27
Explain the types of jobs important to meeting the needs of Louisiana industries and an information-<span class="highlight">based</span> society (E-1A-H3) 12. Evaluate various careers <span class="highlight">in</span> terms of availability, educational and skill requirements, salary and benefits, and intrinsic sources of job satisfaction (E-1A-H3) 13. Compare contemporary and historic economic systems (e.g., ownership and <span class="highlight">control</span> of production and distribution, determination of wages) (E-1A-H4) 14. Explain the advantages and disadvantages of given market structures
Core Content For Mathematics Assessment
participation in leisure/recreational, or competitive physical activities: • physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition...
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participation in leisure/recreational, or competitive physical activities: • physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
participation <span class="highlight">in</span> leisure/recreational, or competitive physical activities: • physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, <span class="highlight">control</span> of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g
Microsoft Word - RI_Civics_GSEs_K-12_Final_Version
becomes a law c. tracing the process of how an idea transforms into a bill and then becomes a law c. identifying and describing ways in which people gain or fail to gain access to the institutions of the U.S. government (local, state, national) or other political institut...
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becomes a law c. tracing the process of how an idea transforms into a bill and then becomes a law c. identifying and describing ways in which people gain or fail to gain access to the institutions of the U.S. government (local, state, national) or other political institutions (e.g., access to the U.S. political process) c. analyzing how people gain or fail to gain access to the institutions of the U.S. government (local, state, national) or other political institutions (e.g., access to the
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http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_K-12_Final_Version.pdf#page=6
www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_K-12_Final_Version...
becomes a law <span class="highlight">c</span>. tracing the process of how an idea transforms into a bill and then becomes a law <span class="highlight">c</span>. identifying and describing ways <span class="highlight">in</span> which people gain or fail to gain <span class="highlight">access</span> to the institutions of the U.S. government (local, state, national) or other political institutions (e.g., <span class="highlight">access</span> to the U.S. political process) <span class="highlight">c</span>. analyzing how people gain or fail to gain <span class="highlight">access</span> to the institutions of the U.S. government (local, state, national) or other political institutions (e.g., <span class="highlight">access</span> to the
Microsoft Word - 06.029.0011.doc
(ii) explain how different economic systems affect the allocation of resources; (iii) understand the role that “factors of production” play in a society’s economy (e.g., natural resources, labor, capital, entrepreneurs); (c) grade 7 performance standards: (...
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(ii) explain how different economic systems affect the allocation of resources; (iii) understand the role that “factors of production” play in a society’s economy (e.g., natural resources, labor, capital, entrepreneurs); (c) grade 7 performance standards: (i) identify governmental activities that affect local, state, tribal and national economies
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0011.pdf#page=16
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0011.pdf#page=16
(ii) explain how different economic systems affect the allocation of resources; (iii) understand the <span class="highlight">role</span> that “factors of production” play <span class="highlight">in</span> a society’s economy (e.g., natural resources, labor, capital, entrepreneurs); (<span class="highlight">c</span>) grade 7 performance standards: (i) identify governmental activities that affect local, state, tribal and national economies
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peoples throughout time. Contrast housing changes after a community interacts with others from a different community. • 6.3.tpi.7. create maps of early civilizations. Layer the maps to show how the civilization responded to the geography. At Level 3, the student is able to • 6.3.tpi.8. dec...
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peoples throughout time. Contrast housing changes after a community interacts with others from a different community. • 6.3.tpi.7. create maps of early civilizations. Layer the maps to show how the civilization responded to the geography. At Level 3, the student is able to • 6.3.tpi.8. decide where to settle a hypothetical community on a geographic map. • 6.3.tpi.9. debate the role of geography in warfare throughout historical time periods. • 6.3.tpi.10. write a fictional account describing a
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=8
www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=8
peoples throughout time. Contrast housing changes after a community interacts with others from a different community. • 6.3.tpi.7. create maps of early civilizations. Layer the maps to show how the civilization responded to the geography. At Level 3, the student is able to • 6.3.tpi.8. decide where to settle a hypothetical community on a geographic map. • 6.3.tpi.9. debate the <span class="highlight">role</span> of geography <span class="highlight">in</span> warfare throughout historical time periods. • 6.3.tpi.10. write a fictional account describing a
K-12 Social Studies
interpretation of factual material is valid 3. Compare and contrast credibility of differing accounts of the same event 4. Form opinion based on critical examination of relevant information 5. State hypothesis for further study 6. Reinterpret events in terms of what might have happened...
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interpretation of factual material is valid 3. Compare and contrast credibility of differing accounts of the same event 4. Form opinion based on critical examination of relevant information 5. State hypothesis for further study 6. Reinterpret events in terms of what might have happened, and show the likely effects on subsequent events 7. Take into account when interpreting events or behaviors context of their time and place H: Students will be able to present information in a variety of ways: 1. Present
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=14
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
interpretation of factual material is valid 3. Compare and contrast credibility of differing accounts of the same event 4. Form opinion <span class="highlight">based</span> on critical examination of relevant information 5. State hypothesis for further study 6. Reinterpret events <span class="highlight">in</span> terms of what might have happened, and show the likely effects on subsequent events 7. Take into account when interpreting events or behaviors context of their time and place H: Students will be able to present information <span class="highlight">in</span> a variety of ways: 1. Present
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