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Microsoft Word - ssstdh.docssstdh.pdf
8/9/2005 Page 255 of 298 History High School (United States) History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing...
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8/9/2005 Page 255 of 298 History High School (United States) History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=31
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
8/9/2005 Page 255 <span class="highlight">of</span> 298 History High School (United States) History Standard: The student uses a working knowledge and understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras and developments in the history <span class="highlight">of</span> Kansas, the United States, and the world, utilizing essential analytical and <span class="highlight">research</span> skills. Benchmark 1: The student uses a working knowledge and understanding <span class="highlight">of</span> individuals, groups, ideas, developments, and turning points in the era <span class="highlight">of</span> the emergence <span class="highlight">of</span>
 STATE BOARD OF EDUCATION
Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. McBride...
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Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. McBride has published articles in the Journal of the West and the Journal of Arizona History and is a speaker with the Arizona Humanities Council specializing in mining and mine labor. He is the
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=7
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. McBride has published articles in the <span class="highlight">Journal</span> <span class="highlight">of</span> the West and the <span class="highlight">Journal</span> <span class="highlight">of</span> Arizona History and is a speaker with the Arizona Humanities Council specializing in mining and mine labor. He is the
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communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation....
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communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation.
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=28
ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=28
Ch. 113, TEKS for Social Studies. Page A-28 Texas Education Agency (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on <span class="highlight">research</span> and experiences; (D) create written and visual material such as <span class="highlight">journal</span> entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation. (4.24) Social studies skills. The student uses problem-solving and decision-making skills
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=36
ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=36
communication; (C) express ideas orally based on <span class="highlight">research</span> and experiences; (D) create written and visual material such as <span class="highlight">journal</span> entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation.
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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 jour...
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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 <span class="highlight">of</span> a place. • 3.5.tpi.7. assemble historical information using a variety <span class="highlight">of</span> sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a <span class="highlight">journal</span> 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 <span class="highlight">research</span> it using computer and media.
Social Studies Booklet
Doing history: Rather than memoriz- ing names and dates from history texts, students research historical questions, analyze their findings and present them in a form appropriate to class assign- ments (written, oral, visual, or dramat- ics). Students conduct oral histories, write firsthand a...
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Doing history: Rather than memoriz- ing names and dates from history texts, students research historical questions, analyze their findings and present them in a form appropriate to class assign- ments (written, oral, visual, or dramat- ics). Students conduct oral histories, write firsthand accounts of potentially significant historical events, puzzle over documents and artifacts, research sec- ondary sources, consider the subjective nature of the information they uncov- er, and interpret information. To
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=17
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
and J. D. Andrews. eds. Children <span class="highlight">of</span> 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official <span class="highlight">Journal</span> <span class="highlight">of</span> the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A <span class="highlight">Journal</span> <span class="highlight">of</span> the International Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=19
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
Doing history: Rather than memoriz- ing names and dates from history texts, students <span class="highlight">research</span> historical questions, analyze their findings and present them in a form appropriate to class assign- ments (written, oral, visual, or dramat- ics). Students conduct oral histories, write firsthand accounts <span class="highlight">of</span> potentially significant historical events, puzzle over documents and artifacts, <span class="highlight">research</span> sec- ondary sources, consider the subjective nature <span class="highlight">of</span> the information they uncov- er, and interpret information. To
Microsoft Word - ssstd4.docssstd4.pdf
8/9/2005 Page 126 of 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and t...
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8/9/2005 Page 126 of 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student understands the significance of important individuals and major developments in history. Fourth Grade Knowledge and/or
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http://www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016...
8/9/2005 Page 126 <span class="highlight">of</span> 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras, and developments in the history <span class="highlight">of</span> Kansas, the United States, and the world, utilizing essential analytical and <span class="highlight">research</span> skills. Benchmark 1: The student understands the significance <span class="highlight">of</span> important individuals and major developments in history. Fourth Grade Knowledge and/or
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Ch. 113, TEKS for Social Studies. Page B-8 Texas Education Agency (6.22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written commu...
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Ch. 113, TEKS for Social Studies. Page B-8 Texas Education Agency (6.22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=8
ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=8
Ch. 113, TEKS for Social Studies. Page B-8 Texas Education Agency (6.22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on <span class="highlight">research</span> and experiences; (D) create written and visual material such as <span class="highlight">journal</span> entries, reports, graphic organizers, outlines, and bibliographies
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3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. Students: • compare and contrast the experiences of diffe...
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3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. Students: • compare and contrast the experiences of different ethnic, national, and religious groups, including Native American Indians, in the United States, explaining their contributions to American society and culture • research and analyze the major themes and developments in New
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=12
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=12
3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions <span class="highlight">of</span> individuals and groups. Students: • compare and contrast the experiences <span class="highlight">of</span> different ethnic, national, and religious groups, including Native American Indians, in the United States, explaining their contributions to American society and culture • <span class="highlight">research</span> and analyze the major themes and developments in New
 FIFTH GRADE
assembly line Divide the class into groups and present the economic benefits of a particular invention (e.g., spinning wheel, flatboat, cotton gin, steam boat, railroad, and canals) Keep a journal documenting experiences of the Oregon Trail, travels on train, boat, or stagecoach...
Microsoft Word - ssstd5.docssstd5.pdf
understands the rule of law as it applies to individuals; family; school; local, state and national governments. Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (K) understands laws must be followed by those in authority as well as th...
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understands the rule of law as it applies to individuals; family; school; local, state and national governments. Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (K) understands laws must be followed by those in authority as well as those who are governed (limited government). 2. (K) defines the rule of law as a legal principle that is easily understood, and can be applied to all, including those who are rule makers. • Keep a journal of their daily
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
understands the rule <span class="highlight">of</span> law as it applies to individuals; family; school; local, state and national governments. Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (K) understands laws must be followed by those in authority as well as those who are governed (limited government). 2. (K) defines the rule <span class="highlight">of</span> law as a legal principle that is easily understood, and can be applied to all, including those who are rule makers. • Keep a <span class="highlight">journal</span> <span class="highlight">of</span> their daily
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