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 Core Content For Mathematics Assessment
CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 121 Italics – Supporting Content Standard Communication/Technology PL-06-4.3.1 Students will identify careers that are impacted by scientific and technological changes (e.g., n...
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CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 121 Italics – Supporting Content Standard Communication/Technology PL-06-4.3.1 Students will identify careers that are impacted by scientific and technological changes (e.g., nursing, meteorologist, radio & television broadcaster, journalist). PL-07-4.3.1 Students will explain how scientific and technological changes impact specific careers (e.g., construction worker, automotive
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124
CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 121 Italics – Supporting Content Standard Communication/Technology PL-06-4.3.1 Students will identify careers that are impacted by scientific and technological changes (e.g., nursing, meteorologist, radio & television broadcaster, journalist). PL-07-4.3.1 Students will explain how scientific and technological changes impact specific careers (e.g., construction worker, <span class="highlight">automotive</span>
Indiana Academic Standards-Grade 4
Approved October 2007 Grade 4, Page 4 Duesenberg; the glass industry; the Ball Brothers; the growth of the steel industry in northern Indiana; and immigrant influence on cities and coal mining regions of the state Contemporary Indiana: 1950 – Present 4.1.13 Identify and describe...
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Approved October 2007 Grade 4, Page 4 Duesenberg; the glass industry; the Ball Brothers; the growth of the steel industry in northern Indiana; and immigrant influence on cities and coal mining regions of the state Contemporary Indiana: 1950 – Present 4.1.13 Identify and describe important events and movements that changed life in Indiana from the mid- twentieth century to the present. Example: The civil rights movement and school integration in Indiana; Indiana’s participation in the Korean War
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade04.pdf#page=3
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
in agriculture, <span class="highlight">industry</span> and transportation. (Individuals, Society and Culture) Example: The impact of improved farming methods on Indiana agriculture; the development of Indiana’s automobile <span class="highlight">industry</span> such as the Studebaker and the
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade04.pdf#page=4
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Grade 4, Page 4 Duesenberg; the glass <span class="highlight">industry</span>; the Ball Brothers; the growth of the steel <span class="highlight">industry</span> in northern Indiana; and immigrant influence on cities and coal mining regions of the state Contemporary Indiana: 1950 – Present 4.1.13 Identify and describe important events and movements that changed life in Indiana from the mid- twentieth century to the present. Example: The civil rights movement and school integration in Indiana; Indiana’s participation in the Korean War
Microsoft Word - SocialStudiesGLEs.doc
societies face. GLE K 1 2 3 4 5 2.4.1 Recommended Scope & Sequence E C ONOMI C ISS U E S Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State. Examples: − Explains that available...
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societies face. GLE K 1 2 3 4 5 2.4.1 Recommended Scope & Sequence E C ONOMI C ISS U E S Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State. Examples: − Explains that available labor resources determine economic opportunities for the agricultural industry. − Draws conclusions about how the economy in each region of Washington State could change as a result of the
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=25
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=25
made clothing and tools. Understands the basic elements of Washington State’s economic system, including agriculture, businesses, <span class="highlight">industry</span>, natural resources, and labor. Examples: − Explains components of Washington State’s timber <span class="highlight">industry</span>, including the trees, workers, production mills, and consumers of wood products. − Explains components of Washington State’s agricultural <span class="highlight">industry</span>, including the natural resources of land and water, the farmers and laborers, the distributors, and the
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=28
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=28
Washington State in the past or present. Examples: − Examines how the demand for lumber in Japan and supply of lumber in Washington State has led to a trade relationship. − Examines how the impact of Japan’s demand for raw lumber affects Washington State’s lumber <span class="highlight">Industry</span>. − Examines how the Pacific Salmon Treaty has affected the harvesting and exporting of salmon. Understands and analyzes how the forces of supply and demand have affected international trade in the United States
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=31
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=31
societies face. GLE K 1 2 3 4 5 2.4.1 Recommended Scope & Sequence E C ONOMI C ISS U E S Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State. Examples: − Explains that available labor resources determine economic opportunities for the agricultural <span class="highlight">industry</span>. − Draws conclusions about how the economy in each region of Washington State could change as a result of the
WYOMING SCIENCE
living in the local community and in Wyoming. GRADE 4 PERFORMANCE LEVEL DESCRIPTORS 3. PRODUCTION, DISTRIBUTION, AND CONSUMTION ADVANCED PERFORMANCE 4 TH grade students at the advanced performance level make logical connections between major resources, industry, and the economic development...
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living in the local community and in Wyoming. GRADE 4 PERFORMANCE LEVEL DESCRIPTORS 3. PRODUCTION, DISTRIBUTION, AND CONSUMTION ADVANCED PERFORMANCE 4 TH grade students at the advanced performance level make logical connections between major resources, industry, and the economic development of a Wyoming community and the ways people make a living. Students predict the consequences of economic success or failure (boom or bust). PROFICIENT PERFORMANCE 4 th grade students at the proficient
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http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=2
www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=2
Wyoming Social Studies Content and Performance Standards Adopted 11/19/08 2 ACKNOWLEDGMENT The Wyoming State Board of Education would like to thank the Wyoming Department of Education, as well as educators, parents, students, business and <span class="highlight">industry</span> representatives, community college representatives, and the University of Wyoming for all their help with the development of these standards. Jim McBride, Ed.D., Superintendent of Public Instruction Joe Simpson, Deputy State Superintendent
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http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=17
www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=1...
living in the local community and in Wyoming. GRADE 4 PERFORMANCE LEVEL DESCRIPTORS 3. PRODUCTION, DISTRIBUTION, AND CONSUMTION ADVANCED PERFORMANCE 4 TH grade students at the advanced performance level make logical connections between major resources, <span class="highlight">industry</span>, and the economic development of a Wyoming community and the ways people make a living. Students predict the consequences of economic success or failure (boom or bust). PROFICIENT PERFORMANCE 4 th grade students at the proficient
Microsoft Word - K-12 doc.doc
history. Students provide a relevant explanation of the significance of agriculture in North Dakota history. Students provide a superficial explanation of the significance of agriculture in North Dakota history. Students provide an irrelevant explanation of the significance of agriculture in North D...
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history. Students provide a relevant explanation of the significance of agriculture in North Dakota history. Students provide a superficial explanation of the significance of agriculture in North Dakota history. Students provide an irrelevant explanation of the significance of agriculture in North Dakota history. 4.2.11 Describe the effects of changes in industry, agriculture, and technology in North Dakota (e.g., energy production, transportation, farming methods) Students describe the
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=24
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=24
history. Students provide a relevant explanation of the significance of agriculture in North Dakota history. Students provide a superficial explanation of the significance of agriculture in North Dakota history. Students provide an irrelevant explanation of the significance of agriculture in North Dakota history. 4.2.11 Describe the effects of changes in <span class="highlight">industry</span>, agriculture, and technology in North Dakota (e.g., energy production, transportation, farming methods) Students describe the
History Social Science Content Standards - Content Standards (CA Dept of Education)
the growth of towns and cities (e.g., Los Angeles). 5. Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California. 6. Describe the development and locations of new industries since the turn of the cen tury, such as the aerospace industry, electronics in...
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the growth of towns and cities (e.g., Los Angeles). 5. Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California. 6. Describe the development and locations of new industries since the turn of the cen tury, such as the aerospace industry, electronics industry, large-scale commercial agriculture and irrigation projects, the oil and automobile industries, communications and defense industries, and important trade links with the Pacific Basin. 7. Trace the evolution of
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http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=21
www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=21
the growth of towns and cities (e.g., Los Angeles). 5. Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California. 6. Describe the development and locations of new industries since the turn of the cen­ tury, such as the aerospace <span class="highlight">industry</span>, electronics <span class="highlight">industry</span>, large-scale commercial agriculture and irrigation projects, the oil and automobile industries, communications and defense industries, and important trade links with the Pacific Basin. 7. Trace the evolution of
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http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=39
www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=39
origins of modern capitalism; the influence of mercantilism and cottage <span class="highlight">industry</span>; the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers. 4. Explain how the main ideas of the Enlightenment can be traced back to such move­ ments as the Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and Christianity. 5
American History
12 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.11.AH.1 = Populism. Standard 11. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 11: Student...
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12 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.11.AH.1 = Populism. Standard 11. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 11: Students shall examine the political ideas of the Gilded Age. PO.11.AH.1 Describe the rulings in the Supreme Court cases regulating industry: • Munn v. Illinois • Wabash v. Illinois • E.C
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http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=10
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=10
9 American History (United States History): Industrialization Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: IN.8.AH.1 = Industrialization. Standard 8. American History (United States History). 1st Student Learning Expectation Strand: Industrialization Content Standard 8: Students shall analyze the rise of big business in the United States. IN.8.AH.1 Compare and contrast the terms “captains of <span class="highlight">industry</span>” and “robber barons” IN.8.AH.2
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http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=13
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=13
12 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.11.AH.1 = Populism. Standard 11. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 11: Students shall examine the political ideas of the Gilded Age. PO.11.AH.1 Describe the rulings in the Supreme Court cases regulating <span class="highlight">industry</span>: • Munn v. Illinois • Wabash v. Illinois • E.C
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http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=21
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=21
effects of World War II on population shifts, economic gains, and social adjustments during the post-war period (e.g., defense <span class="highlight">industry</span> towns, African American migration, farmer prosperity, employment of women, baby boom, juvenile delinquency, G.I. Bill of Rights) WC.18.AH.9 Examine racial conflicts in the World War II period
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http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=25
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=25
culture Big Stick diplomacy The catch-phrase for describing U.S. President Theodore Roosevelt's corollary to the Monroe Doctrine, which stated that the United States should assume international police power in the Western Hemisphere Captains of <span class="highlight">Industry</span> A business leader whose means of amassing a personal fortune contributes positively to the country in some way Communism Authoritarian socialism; economic and political system in which governments own the means of production and control economic planning De
Microsoft Word - ssstd5.docssstd5.pdf
customs, government, agriculture, industry, and architecture). • Research to learn cultural traditions, religious agriculture, industry and architecture. After researching regions, students will illustrate a U.S. map to show characteristics. (2) See also: HB1I2, HB4I1, HB4I6 &bul...
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customs, government, agriculture, industry, and architecture). • Research to learn cultural traditions, religious agriculture, industry and architecture. After researching regions, students will illustrate a U.S. map to show characteristics. (2) See also: HB1I2, HB4I1, HB4I6 • Construct a diorama for each area showing physical characteristics. (1) See also: HB2I2, HB2I4 Teacher Notes: Government - institutions and procedures through which a territory and its people are ruled. Location - the position of a
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=13
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
customs, government, agriculture, <span class="highlight">industry</span>, and architecture). • Research to learn cultural traditions, religious agriculture, <span class="highlight">industry</span> and architecture. After researching regions, students will illustrate a U.S. map to show characteristics. (2) See also: HB1I2, HB4I1, HB4I6 • Construct a diorama for each area showing physical characteristics. (1) See also: HB2I2, HB2I4 Teacher Notes: Government - institutions and procedures through which a territory and its people are ruled. Location - the position of a
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reasons for successes and failures of the various plans. d. Assess th4 lasting impact of the Civil War and Reconstruction. Era 6 - The Development of the Industrial United States (1870-1900) 5.5.03 Understand the development of Industrial America. a. Analyze the effects of immigration, migration, an...
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reasons for successes and failures of the various plans. d. Assess th4 lasting impact of the Civil War and Reconstruction. Era 6 - The Development of the Industrial United States (1870-1900) 5.5.03 Understand the development of Industrial America. a. Analyze the effects of immigration, migration, and resources on the economic development and growth of the United States. b. Identify individual leaders of business and industry. c. Explain how industry and mechanization changed ways of life in America and
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=12
www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=12
reasons for successes and failures of the various plans. d. Assess th4 lasting impact of the Civil War and Reconstruction. Era 6 - The Development of the Industrial United States (1870-1900) 5.5.03 Understand the development of Industrial America. a. Analyze the effects of immigration, migration, and resources on the economic development and growth of the United States. b. Identify individual leaders of business and <span class="highlight">industry</span>. c. Explain how <span class="highlight">industry</span> and mechanization changed ways of life in America and
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=16
www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=16
• 5.5.tpi.4. compare and contrast how life in Tennessee changed as a result of the Tennessee Valley Authority. • 5.5.tpi.5. publish a class magazine showing how <span class="highlight">industry</span> and mechanization changed American life from 1870-1900. • 5.5.tpi.6. distinguish fact from fiction by examining documentary sources. • 5.5.tpi.7. analyze primary sources not limited to but including artifacts, diaries, letters, photographs, art, documents, newspapers, contemporary media, and computer information systems to make
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
urbanization in the late 19th century (e.g., the movement from farm to city; the role of industry and trade in the growth of cities along racial, ethnic, and class lines; the role of urban political machines; the rise in immigrant and child labor and labor conflict; the development of urban-e...
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urbanization in the late 19th century (e.g., the movement from farm to city; the role of industry and trade in the growth of cities along racial, ethnic, and class lines; the role of urban political machines; the rise in immigrant and child labor and labor conflict; the development of urban-ethnic neighborhoods, education, and social reform). 16.11.26 Understand events leading to secession prior to the Civil War (e.g., the election of Abraham Lincoln in 1860, Lincoln’s inaugural address and the Lincoln
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=33
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=33
social, and cultural differences between the North and South in the antebellum period (e.g., the advantages and disadvantages of economic systems in the North and South in terms of labor force, <span class="highlight">industry</span>, agriculture, and geography; development of an agrarian economy in the South; locations of cotton- producing states of the South; differences between agrarians and industrialists). 16.5.27 Define “Reconstruction” and describe the consequences of Abraham Lincoln's assassination for the reconstruction of
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=34
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=34
urbanization in the late 19th century (e.g., the movement from farm to city; the role of <span class="highlight">industry</span> and trade in the growth of cities along racial, ethnic, and class lines; the role of urban political machines; the rise in immigrant and child labor and labor conflict; the development of urban-ethnic neighborhoods, education, and social reform). 16.11.26 Understand events leading to secession prior to the Civil War (e.g., the election of Abraham Lincoln in 1860, Lincoln’s inaugural address and the Lincoln
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=39
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=39
Illinois Social Science Assessment Framework for Grades 5, 8, and 11 39 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 U.S. HISTORY (STANDARDS B–D) 40% 29% 24% 16.11.43 Understand the dimensions of the Holocaust and the Allies’ response to the Holocaust and war crimes. 16.11.44 Understand the impact of World War II on the home front (e.g., impact of mobilization for war, including the location of <span class="highlight">industry</span>, the use of resources, war bond drives, and women and minorities in the workforce
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=56
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=56
inventions and discoveries of James Watt, Henry Bessemer, Louis Pasteur, Thomas Edison, and Eli Whitney; technological changes that promoted industrialization in the textile <span class="highlight">industry</span> of England). 16.11.95 Understand the ideas that influenced the nationalist movements of the late 19th century (e.g., the role of Garibaldi in the unification of Italy; the role of Bismarck in the unification of Germany; how nationalism spread across Europe with Napoleon and was repressed under the Congress of Vienna and the
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=63
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=63
Fort Dearborn; Erie Canal immigration; the Blackhawk War of 1832; the introduction of railroads; Abraham Lincoln, Ulysses S. Grant, and the Civil War; the founding of University of Illinois in 1867; the Great Chicago Fire of 1871; Cyrus McCormick; John Deere; Jane Addams' Hull House; the 1893 World's Fair; Illinois citizens see the world in World War I; Prohibition and crime in the Roaring 20s; Depression; Illinois <span class="highlight">industry</span> and the atomic bomb in World War II; ; the Illinois experience with the civil
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