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 K-12 Social Studies
New Hampshire Curriculum Framework Social Studies World History (WH:4) The study of World History and Contemporary Issues is important in helping citizens understand and appreciate the contemporary challenges they will face as individuals in an interdependent, increasingl...
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New Hampshire Curriculum Framework Social Studies World History (WH:4) The study of World History and Contemporary Issues is important in helping citizens understand and appreciate the contemporary challenges they will face as individuals in an interdependent, increasingly connected world. Knowledge of past achievements and failures of different peoples and nations provides citizens of the 21st century with a broader context within which to address the many issues facing our nation and the world
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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...
New Hampshire Curriculum Framework Social Studies World History (WH:4) The study of World History <span class="highlight">and</span> Contemporary Issues is important <span class="highlight">in</span> helping citizens understand <span class="highlight">and</span> appreciate the contemporary challenges they will face as individuals <span class="highlight">in</span> an interdependent, increasingly connected world. <span class="highlight">Knowledge</span> of past achievements <span class="highlight">and</span> failures of different peoples <span class="highlight">and</span> nations provides citizens of the 21st century with <span class="highlight">a</span> broader context within which to address the many issues facing our nation <span class="highlight">and</span> the world
K-12 Mathematics
the economic environment is more competitive, the workforce is more mobile, and developments in technology are changing rapidly. The level of mathematics needed for both intelligent citizenship and the workplace has increased dramatically. Although the acquisitio...
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the economic environment is more competitive, the workforce is more mobile, and developments in technology are changing rapidly. The level of mathematics needed for both intelligent citizenship and the workplace has increased dramatically. Although the acquisition of computational skills remains important, it is not sufficient. The definition of basics skills in mathematics must change to include mathematical problem solving, reasoning, the ability to communicate, and the use of appropriate
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12MathematicsFramework_000.pdf#page=5
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
the economic environment is more competitive, the workforce is more <span class="highlight">mobile</span>, <span class="highlight">and</span> developments <span class="highlight">in</span> technology are changing rapidly. The level of mathematics needed <span class="highlight">for</span> both intelligent citizenship <span class="highlight">and</span> the workplace has increased dramatically. Although the acquisition of computational skills remains important, it is not sufficient. The definition of basics skills <span class="highlight">in</span> mathematics must change to include mathematical problem solving, reasoning, the ability to communicate, <span class="highlight">and</span> the use of appropriate
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New Hampshire Curriculum Framework Science June 2006 Science in the Grade Spans Page 8 of 123 Science in the Grade Spans ELEMENTARY – GRADES K to 4 USING SCIENCE TO EXPLORE THE WORLD Children in grades K-4 observe, describe, and interact with the world around th...
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New Hampshire Curriculum Framework Science June 2006 Science in the Grade Spans Page 8 of 123 Science in the Grade Spans ELEMENTARY – GRADES K to 4 USING SCIENCE TO EXPLORE THE WORLD Children in grades K-4 observe, describe, and interact with the world around them. At this level effective learning environments provide opportunities for developing awareness of and involvement with the world around them through: • Playing with, exploring, collecting, handling, sorting, and classifying
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=8
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Science June 2006 Science <span class="highlight">in</span> the Grade Spans Page 8 of 123 Science <span class="highlight">in</span> the Grade Spans ELEMENTARY – GRADES K to 4 USING SCIENCE TO EXPLORE THE WORLD Children <span class="highlight">in</span> grades K-4 observe, describe, <span class="highlight">and</span> interact with the world around them. At this level effective learning environments provide opportunities <span class="highlight">for</span> developing awareness of <span class="highlight">and</span> involvement with the world around them <span class="highlight">through</span>: • Playing with, <span class="highlight">exploring</span>, collecting, handling, sorting, <span class="highlight">and</span> classifying
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=11
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Science June 2006 The Nature of Science Page 11 of 123 The Nature of Science (Adapted from Arkansas Science Framework 1999) People have many ways of knowing about their world including scientific <span class="highlight">knowledge</span>, societal <span class="highlight">knowledge</span>, religious <span class="highlight">knowledge</span> <span class="highlight">and</span> cultural <span class="highlight">knowledge</span>. Science differs from these other ways of knowing <span class="highlight">in</span> important ways (see: Comparison of Ways of Knowing). Science is <span class="highlight">a</span> system of <span class="highlight">exploring</span> the natural universe <span class="highlight">through</span> data collected by
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=58
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
ISSUES S:ESS4:6:3.1 Provide examples of products that <span class="highlight">man</span> has developed which allow humans to do things that they could not do otherwise; <span class="highlight">and</span> identify the natural materials used to produce these products. S:ESS4:6:3.2 Identify the most appropriate materials <span class="highlight">for</span> <span class="highlight">a</span> given design task with requirements <span class="highlight">for</span> specific properties, such as weight, strength, hardness, <span class="highlight">and</span> flexibility. S:ESS4:6:3.3 Provide examples of how to reduce waste <span class="highlight">through</span> conservation, recycling, <span class="highlight">and</span> reuse. S:ESS4:8:3.1 Provide
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