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Microsoft Word - ssstdh.docssstdh.pdf
Canal, Open Door Policy, Roosevelt Corollary, Dollar Diplomacy). 5. (K) explains the spread of Progressive ideas (e.g., political influence on elections, desire to have government regulation of private business and industries, child labor laws, muckrakers, Theodore Roosev...
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Canal, Open Door Policy, Roosevelt Corollary, Dollar Diplomacy). 5. (K) explains the spread of Progressive ideas (e.g., political influence on elections, desire to have government regulation of private business and industries, child labor laws, muckrakers, Theodore Roosevelt, Woodrow Wilson). 6. (A) analyzes the reasons for and impact of the United States’ entrance into World War I. 7. (A) analyzes how the home front was influenced by United States involvement in World War I (e.g., Food
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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...
Canal, Open Door Policy, Roosevelt Corollary, Dollar Diplomacy). 5. (K) explains the spread <span class="highlight">of</span> Progressive ideas (e.g., political influence <span class="highlight">on</span> elections, desire to have government regulation <span class="highlight">of</span> <span class="highlight">private</span> business and industries, child labor laws, muckrakers, Theodore Roosevelt, Woodrow Wilson). 6. (<span class="highlight">A</span>) analyzes the reasons for and impact <span class="highlight">of</span> the United States’ entrance into World War I. 7. (<span class="highlight">A</span>) analyzes how the home front was influenced by United States involvement in World War I (e.g., Food
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=45
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
Palestinian, neutral, or UN stance. Prior to debates, research positions using primary sources, finding at <span class="highlight">least</span> three points to support point <span class="highlight">of</span> view. Discuss how the creation <span class="highlight">of</span> Israel impacts Middle East relations today. (2, 3, 4) See also: CGB5I3&4 • Universal Declaration <span class="highlight">of</span> Human Rights resource: http://www.un.org/Overview/rights.html (2) Teacher Notes: Communism - <span class="highlight">a</span> political and economic system <span class="highlight">based</span> <span class="highlight">on</span> the writings <span class="highlight">of</span> Karl Marx in which the state controls the production and distribution <span class="highlight">of</span> goods, and
Microsoft Word - ssstdg.docssstdg.pdf
8/9/2005 Page 273 of 298 C Capital (economics) - wealth in the form of money or property, used or accumulated in a business by a person, partnership, or corporation. Capital goods, capital resources - special goods such as tools, equipment, machines, and buildings which...
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8/9/2005 Page 273 of 298 C Capital (economics) - wealth in the form of money or property, used or accumulated in a business by a person, partnership, or corporation. Capital goods, capital resources - special goods such as tools, equipment, machines, and buildings which are used to produce other goods and services. Capitalism - an economic system based on the private ownership of the means of production and distribution (land, factories, mines, railroads) and their operation for profit, under
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http://www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=8016&forcedownload=true#page=2
www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=80...
8/9/2005 Page 273 <span class="highlight">of</span> 298 C Capital (economics) - wealth in the form <span class="highlight">of</span> money or property, used or accumulated in <span class="highlight">a</span> business by <span class="highlight">a</span> person, partnership, or corporation. Capital goods, capital resources - special goods such as tools, equipment, machines, and buildings which are used to produce other goods and services. Capitalism - an economic system <span class="highlight">based</span> <span class="highlight">on</span> the <span class="highlight">private</span> ownership <span class="highlight">of</span> the means <span class="highlight">of</span> production and distribution (land, factories, mines, railroads) and their operation for profit, under
 STATE BOARD OF EDUCATION
explorations: a. explorers (e.g., Lewis and Clark, Pike, Fremont) b. fur traders c. miners d. missionaries (e.g., Father Kino, Circuit Riders) PO 4. Describe the impact of European-American expansion on native peoples. PO 5. Describe the impact of the following aspects...
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explorations: a. explorers (e.g., Lewis and Clark, Pike, Fremont) b. fur traders c. miners d. missionaries (e.g., Father Kino, Circuit Riders) PO 4. Describe the impact of European-American expansion on native peoples. PO 5. Describe the impact of the following aspects of the Industrial Revolution on the United States: a. transportation improvements (e.g., railroads, canals, government in England with the development and continuation of absolute monarchies in other European nations: a
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=148
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
explorations: <span class="highlight">a</span>. explorers (e.g., Lewis and Clark, Pike, Fremont) b. fur traders c. miners d. missionaries (e.g., Father Kino, Circuit Riders) PO 4. Describe the impact <span class="highlight">of</span> European-American expansion <span class="highlight">on</span> native peoples. PO 5. Describe the impact <span class="highlight">of</span> the following aspects <span class="highlight">of</span> the Industrial Revolution <span class="highlight">on</span> the United States: <span class="highlight">a</span>. transportation improvements (e.g., railroads, canals, government in England <span class="highlight">with</span> the development and continuation <span class="highlight">of</span> absolute monarchies in other European nations: <span class="highlight">a</span>
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=173
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
Arizona Department <span class="highlight">of</span> Education SOCIAL STUDIES STANDARD ARTICULATION BY GRADE LEVEL PROJECT Glossary Arizona Department <span class="highlight">of</span> Education – G Adopted 9/26/05 Standards <span class="highlight">Based</span> Teaching and Learning Updated 5/22/06 10 physical map <span class="highlight">a</span> map that shows mountains, rivers, valleys and oceans and other natural features physical process <span class="highlight">a</span> course or <span class="highlight">method</span> <span class="highlight">of</span> operation that produces
Indiana Academic Standards-Grade 5
Examine the economic incentives that helped motivate European exploration and colonization. 5.4.2 Summarize a market economy and give examples of how the colonial and early American economy exhibited these characteristics. Example: Private ownership, markets, competition and rul...
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Examine the economic incentives that helped motivate European exploration and colonization. 5.4.2 Summarize a market economy and give examples of how the colonial and early American economy exhibited these characteristics. Example: Private ownership, markets, competition and rule of law 5.4.3 Define types of trade barriers*. 5.4.4 Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States. 5.4.5 Explain how education
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade05.pdf#page=8
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Examine the economic incentives that helped motivate European exploration and colonization. 5.4.2 Summarize <span class="highlight">a</span> market economy and give examples <span class="highlight">of</span> how the colonial and early American economy exhibited these characteristics. Example: <span class="highlight">Private</span> ownership, markets, competition and rule <span class="highlight">of</span> law 5.4.3 Define types <span class="highlight">of</span> trade barriers*. 5.4.4 Trace the development <span class="highlight">of</span> technology and the impact <span class="highlight">of</span> major inventions <span class="highlight">on</span> business productivity during the early development <span class="highlight">of</span> the United States. 5.4.5 Explain how education
Core Content For Mathematics Assessment
• predict the success of patterns of adaptive behaviors based on evidence/data; • justify explanations of organism survival based on scientific understandings of behavior. The broad patterns of behavior exhibited by orga...
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• predict the success of patterns of adaptive behaviors based on evidence/data; • justify explanations of organism survival based on scientific understandings of behavior. The broad patterns of behavior exhibited by organisms have changed over time through natural selection to ensure reproductive success. Organisms often live in unpredictable environments, so their behavioral responses must be flexible enough to deal with uncertainty and change. Behaviors often have an adaptive logic. DOK 3
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=146
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=146
CCA 4.1 Elementary Reading AUGUST 2006 Bold – State Assessment Content Standard 143 Italics – Supporting Content Standard Reflecting and Responding to Text Requires readers to connect knowledge from the text <span class="highlight">with</span> their own background knowledge. The focus is <span class="highlight">on</span> how the text relates to personal knowledge. End <span class="highlight">of</span> Primary 4 th Grade 5 th Grade RD-EP-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=213
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=213
• predict the success <span class="highlight">of</span> patterns <span class="highlight">of</span> <span class="highlight">adaptive</span> behaviors <span class="highlight">based</span> <span class="highlight">on</span> evidence/data; • justify explanations <span class="highlight">of</span> organism survival <span class="highlight">based</span> <span class="highlight">on</span> scientific understandings <span class="highlight">of</span> behavior. The broad patterns <span class="highlight">of</span> behavior exhibited by organisms have changed over time through natural selection to ensure reproductive success. Organisms often live in unpredictable environments, so their behavioral responses must be flexible enough to deal <span class="highlight">with</span> uncertainty and change. Behaviors often have an <span class="highlight">adaptive</span> logic. DOK 3
Microsoft Word - economicsstandards.doc
physical characteristics of the industry market within which firms interact. For example: the number of firms in the industry. medium of exchange - anything (usually money) that is accepted as payment for goods and services. mixed economy - economic system that contains...
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physical characteristics of the industry market within which firms interact. For example: the number of firms in the industry. medium of exchange - anything (usually money) that is accepted as payment for goods and services. mixed economy - economic system that contains elements of traditional, command, and market decision making. monetary system - a system that organizes the production and distribution of money and near moneys. money - any medium of exchange that has a standard of value, and a store of value
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/economic.pdf#page=16
www.cde.state.co.us/cdeassess/documents/OSA/standards/economic.pdf#page=1...
physical characteristics <span class="highlight">of</span> the industry market within which firms interact. For example: the <span class="highlight">number</span> <span class="highlight">of</span> firms in the industry. medium <span class="highlight">of</span> exchange - anything (usually money) that is accepted as payment for goods and services. mixed economy - economic system that contains elements <span class="highlight">of</span> traditional, command, and market decision making. monetary system - <span class="highlight">a</span> system that organizes the production and distribution <span class="highlight">of</span> money and near moneys. money - any medium <span class="highlight">of</span> exchange that has <span class="highlight">a</span> standard <span class="highlight">of</span> value, and <span class="highlight">a</span> store <span class="highlight">of</span> value
Microsoft Word - ssstd7.docssstd7.pdf
8/9/2005 Page 186 of 298 Map projections - the transfer of the shape of land and water bodies, along with a global grid, from a globe to a flat map. Mental Maps - the mental image a person has of an area. Physical feature - a...
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8/9/2005 Page 186 of 298 Map projections - the transfer of the shape of land and water bodies, along with a global grid, from a globe to a flat map. Mental Maps - the mental image a person has of an area. Physical feature - a natural characteristic of a place (elevation, landforms, vegetation). Population distribution - location patterns of various populations. Region - an area with one or more common characteristics or features which make it different from surrounding areas. Relative location - the
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http://www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016...
8/9/2005 Page 186 <span class="highlight">of</span> 298 Map projections - the transfer <span class="highlight">of</span> the shape <span class="highlight">of</span> land and water bodies, along <span class="highlight">with</span> <span class="highlight">a</span> global grid, from <span class="highlight">a</span> globe to <span class="highlight">a</span> flat map. Mental Maps - the mental <span class="highlight">image</span> <span class="highlight">a</span> person has <span class="highlight">of</span> an area. Physical feature - <span class="highlight">a</span> natural characteristic <span class="highlight">of</span> <span class="highlight">a</span> place (elevation, landforms, vegetation). Population distribution - location patterns <span class="highlight">of</span> various populations. Region - an area <span class="highlight">with</span> one or more common characteristics or features which make it different from surrounding areas. Relative location - the
Microsoft Word - SocialStudiesGLEs.doc
service to their communities and the world. Guiding principles To develop these capacities in all students, the social studies Grade Level Expectations are based on these principles: 1. Focus on enduring understanding. The GLEs focus on the big ideas in civics, economic...
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service to their communities and the world. Guiding principles To develop these capacities in all students, the social studies Grade Level Expectations are based on these principles: 1. Focus on enduring understanding. The GLEs focus on the big ideas in civics, economics, geography, and history that will help students understand and analyze the world. Facts are critically important – but facts should be the building blocks for understanding trends, ideas, and principles, not stand-alone bits of
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=4
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=4
service to their communities and the world. Guiding principles To develop these capacities in all students, the social studies Grade Level Expectations are <span class="highlight">based</span> <span class="highlight">on</span> these principles: 1. Focus <span class="highlight">on</span> enduring understanding. The GLEs focus <span class="highlight">on</span> the big ideas in civics, economics, geography, and history that will help students understand and analyze the world. Facts are critically important – but facts should be the building blocks for understanding trends, ideas, and principles, not stand-alone <span class="highlight">bits</span> <span class="highlight">of</span>
Microsoft Word - K-12 doc.doc
classes of manors: demesne, serf or villein holdings, and free peasant land Markets - the place where buyers and sellers come together to make transactions of goods and services Mental maps - a map that represents the mental image a person has of an area, in...
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classes of manors: demesne, serf or villein holdings, and free peasant land Markets - the place where buyers and sellers come together to make transactions of goods and services Mental maps - a map that represents the mental image a person has of an area, including knowledge of features and spatial relationships as well as the individual’s perceptions and attitudes regarding the place Mercantilism - mercantile practices or spirit; commercialism Mercator projection - a conformal projection on which any
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=61
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=61
classes <span class="highlight">of</span> manors: demesne, serf or villein holdings, and free peasant land Markets - the place where buyers and sellers come together to make transactions <span class="highlight">of</span> goods and services Mental maps - <span class="highlight">a</span> map that represents the mental <span class="highlight">image</span> <span class="highlight">a</span> person has <span class="highlight">of</span> an area, including knowledge <span class="highlight">of</span> features and spatial relationships as well as the individual’s perceptions and attitudes regarding the place Mercantilism - mercantile practices or spirit; commercialism Mercator projection - <span class="highlight">a</span> conformal projection <span class="highlight">on</span> which any
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