iSEEK - Education

African drums synchronized with animated bars of written music. It also contains a general history of the Anlo-Ewe people of Ghana and a short paper on the funtction of music at funerals in Eweland. Audio-Visual Resources (Ali Dinar) This men...

www.sas.upenn.edu/African_Studies/K-12/menu_EduMEDI.html

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Primate Behavior Social Structure

Primate Behavior: Social Structure Social Structure Most primates, including humans, spend their lives in large social groups or communities. In the case of semi-terrestrial species, such as baboons, being in a large community helps provide protection against predatory cats, dogs...

anthro.palomar.edu/behavior/behave_2.htm

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Confronting Capacity Constraints on Conditional Cash Transfers in Latin America: the cases...

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investments (basically education, health and nutrition). These results have led many governments and international development organizations to regard such programmes as an effective way to promote social protection and help achieve the Millennium Development Goals (MDGs). Nevertheless, there are still some uncertainties about the potential of CCTs in countries that face major institutional and financial constraints. Having strong institutional coordination and ensuring funds for a reasonable period of time are

4 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper38.pdf#page=4 www.undp-povertycentre.org/pub/IPCWorkingPaper38.pdf#page=4

investments (basically education, health and nutrition). These results have led many governments and international development organizations to regard such programmes as an effective way to promote social protection and help achieve the Millennium Development Goals (MDGs). Nevertheless, there are still some uncertainties about the potential of CCTs in countries that face major institutional and financial constraints. Having strong institutional coordination and ensuring funds for a reasonable period of time are

www.undp-povertycentre.org/pub/IPCWorkingPaper38.pdf#page=4

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K-12 Social Studies

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will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? June 2006 Social Studies 5-8 Page 70 of 106

35 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=35 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

contemporary challenges they will face as individuals in a state, a country and an interdependent world. Ultimately, the study of history will help students plan and implement responsible actions that support and enhance our collective values. An effective study of history must focus on broad themes, important concepts, major issues and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. The five standards below invite students to share in the excitement

36 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=36 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

37 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=37 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

39 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=39 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? Standard Grades K-2 Grades 3-4 SS:WH:1: Political Foundations and Developments Students will demonstrate an understanding

40 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=40 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? Standard Grades K-2 Grades 3-4 SS:WH:2: Contacts, Exchanges & International Relations Students will demonstrate their

41 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=41 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? Standard Grades K-2 Grades 3-4 SS:WH:3: World Views and Value systems and their Intellectual and Artistic Expressions

42 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=42 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? Standard Grades K-2 Grades 3-4 SS:WH:4: Economic Systems & Technology Students will demonstrate their understanding of the

43 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=43 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? Standard Grades K-2 Grades 3-4 SS:WH:5: Social/Cultural SS:WH:2:5.1: Identify the concepts of values and beliefs. (Themes: B

61 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=61 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

63 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=63 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

65 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=65 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

67 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=67 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

69 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=69 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? Standard Grades 5-6 Grades 7-8 SS:WH:1: Political Foundations and Developments SS:WH:6:1.1: Describe different types of

70 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=70 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? June 2006 Social Studies 5-8 Page 70 of 106

72 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=72 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? Standard Grades 5-6 Grades 7-8 SS:WH:3: World Views and Value systems and their Intellectual and Artistic Expressions

73 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=73 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? June 2006 Social Studies 5-8 Page 73 of 106

75 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=75 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? June 2006 Social Studies 5-8 Page 75 of 106

92 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=92 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

94 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=94 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

96 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=96 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

97 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=97 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? Standard Grades 9-12 SS:WH:1: Political Foundations and Developments Students will demonstrate an understanding of

98 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=98 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? Standard Grades 9-12 SS:WH:2: Contacts, Exchanges & International Relations SS:WH:12:2.1: Describe how traders and

99 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=99 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? Standard Grades 9-12 SS:WH:3: World Views and Value systems and their Intellectual and Artistic Expressions SS:WH:12:3.1

100 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=100 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? Standard Grades 9-12 SS:WH:4: Economic Systems & Technology SS:WH:12:4.1: Analyze various systems of distributing wealth

101 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=101 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision-making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? Standard Grades 9-12 SS:WH:5: Social/Cultural SS:WH:12:5.1: Assess the impact of urbanization on the world environment

www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

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Social Studies Booklet

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Folkways: The traditional patterns of life common to a people. Mores: Folkways of central importance embodying the fundamental moral views of a group. 21 Glossary for Cultural Anthropology Tools and Methods of Cultural Anthropologists TOOLS METHODS/SKILLS • Face to face interviews • Primary sources • Artifacts • Technology • Symbols of language, music, art • Photos • Data retrieval charts • Pose questions • Gather and process data • Observe artifacts, make inferences, form generalizations • Excavate, map

21 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=21 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

Folkways: The traditional patterns of life common to a people. Mores: Folkways of central importance embodying the fundamental moral views of a group. 21 Glossary for Cultural Anthropology Tools and Methods of Cultural Anthropologists TOOLS METHODS/SKILLS • Face to face interviews • Primary sources • Artifacts • Technology • Symbols of language, music, art • Photos • Data retrieval charts • Pose questions • Gather and process data • Observe artifacts, make inferences, form generalizations • Excavate, map

165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

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MISSISSIPPI STUDIES

MISSISSIPPI STUDIES -one semester- Mississippi Studies is a one semester course designed to foster appreciation for the state and its culture. The content will include the geographic, historic, economic, political, and social events that have contributed to the state&rsq...

www.mde.k12.ms.us/ACAD/ID/Curriculum/ss/2004_Framework/9-12.doc

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language of face-to-face communication. Written or electronic messages sent for social purposes try to capture the tone of friendly conversation. APPROPRIATE - Social language requires selecting the language and behavior appropriate for the relationship, taking into account the age, gender, position, and cultural traditions of the other person or persons. Both verbal and non-verbal signals are important. RANGE (breadth and depth of topics, issues, treatments) • of individuals and groups • of topics of

23 0 http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=23 www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=23

language of face-to-face communication. Written or electronic messages sent for social purposes try to capture the tone of friendly conversation. APPROPRIATE - Social language requires selecting the language and behavior appropriate for the relationship, taking into account the age, gender, position, and cultural traditions of the other person or persons. Both verbal and non-verbal signals are important. RANGE (breadth and depth of topics, issues, treatments) • of individuals and groups • of topics of

www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=23

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KINDERGARTEN

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develop and practice the process skills of social studies. null 1. Use information located in resources such as encyclopedias, timelines, visual images, atlases, maps, globes, and computer-based technologies. 2. Use children’s literature to compare and contrast one’s own community to others. 3. Identify the order of events on a simple timeline (e.g., holidays, school events, and the student’s life). Standard 2: The student will examine communities from a spatial perspective. 1. Name major

5 0 http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=5 sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=5

develop and practice the process skills of social studies. null 1. Use information located in resources such as encyclopedias, timelines, visual images, atlases, maps, globes, and computer-based technologies. 2. Use children’s literature to compare and contrast one’s own community to others. 3. Identify the order of events on a simple timeline (e.g., holidays, school events, and the student’s life). Standard 2: The student will examine communities from a spatial perspective. 1. Name major

sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=5

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Massachusetts History and Social Science Curriculum Framework: August 2003

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inno- vation, 2) human interaction with the environment, 3) values, beliefs, political ideas, and institutions, 4) conflict and cooperation, 5) comparative history of major developments, and 6) patterns of social and political interaction. See the Bradley Commission, Building a History Curriculum: Guidelines for Teaching History in Schools (Educational Excellence Network, 1988). The four themes contained in the National Center for History in the Schools report are 1) the development and changing character

15 0 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, and institutions, 4) conflict and cooperation, 5) comparative history of major developments, and 6) patterns of social and political interaction. See the Bradley Commission, Building a History Curriculum: Guidelines for Teaching History in Schools (Educational Excellence Network, 1988). The four themes contained in the National Center for History in the Schools report are 1) the development and changing character

www.doe.mass.edu/frameworks/hss/final.pdf#page=15

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the central purposes for offering social studies to our students. Finally, there is the challenge of creating a sensible and educationally sound K-12 scope and sequence. For many years, states required the full run of U.S. history in grades 5, 8 and 11. Critics argued this privileged breadth over depth, and urged dividing historical content into three sections for students to study in more depth in 5 th , 8 th and 11 th grades. Still others argued that this arrangement was asking very young students

3 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=3 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=3

the central purposes for offering social studies to our students. Finally, there is the challenge of creating a sensible and educationally sound K-12 scope and sequence. For many years, states required the full run of U.S. history in grades 5, 8 and 11. Critics argued this privileged breadth over depth, and urged dividing historical content into three sections for students to study in more depth in 5 th , 8 th and 11 th grades. Still others argued that this arrangement was asking very young students

www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=3

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