iSEEK - Education

development will include, but is not limited to, the interpretation and application of maps, graphs, charts, political cartoons, primary documents, and other social studies tools. The avenues for these concepts are developed through the social studies strands. The...

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

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HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 41 U.S. HISTORY AND GEOGRAPHY USHG ERA 6 – THE DEVELOPMENT OF AN INDUSTRIAL, URBAN, AND GLOBAL UNITED STATES (1870-1930) 6.1 Growth of an Industrial and Urban America Explain the causes and consequences – both positive and negative – of the Industrial Revolution and America’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation

7 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=7 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=7

The 20th Century Since 1945 Historical and Geographical Knowledge and Perspective Historical and Geographical Analysis and Interpretation Thematic Analysis of United States History Eras 6 – 9 F FOUNDATIONS USHG ERAS 1-5 U6 USHG - Era 6 The Development of an Industrial, Urban, and Global United States, 1870 – 1930 U7 USHG - Era 7 The Great Depression and World War 11, 1920 – 1945 U8 USHG - Era 8 Post-World War 11 United States, 1945 – 1989 U9 USHG - Era 9 America in a New

13 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=13 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=13

Examples include urbanization and the spatial structure and function of cities. Most cities have a central business district, satellite business centers in the suburbs and social, economic, and ethnic residential patterns that spread across urban space. At times regional and systematic geographic studies merge, such as the study of migration to urban centers in Mexico, Central, and South America. A similar study of migration could be completed for Africa or Asia. Among the systematic topics are human/cultural

33 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=33 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=33

HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 33 UNITED STATES HISTORY AND GEOGRAPHY The disciplined study of history and geography is vital and essential for citizens in a democratic society such as the United States. History and geography help us understand the origins, development, growth and challenges of our institutions and our culture. These disciplines help to locate ourselves in both time and space and thus help us think

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Geography: The Development of an Industrial, Urban and Global United States, 1870-1930 The Great Depression and World War II, 1920-1945 Postwar United States, 1945 -1989 America in a New Global Age, 1989 to the present

37 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=37 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=37

Anti-Slavery Civil War Reconstruction Era 3 (Grades 5 & 8) Revolution and the New Nation (1754 – 1800) ➤ Causes of the American Revolution The American Revolution and Its Consequences Creating New Government(s) and a New Constitution Era 1 (Grade 5) Beginnings to 1620 ➤ American Indian Life in the Americas American Fundamental Values and Principles Three World Interactions Era 6 (Grade 8 and HS) Development of Industrial, Urban, and Global United States (1870 – 1930) ➤ Growth of an

38 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=38 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=38

F1 Political and Intellectual Transformations of America to 1877 F2 Geographic, Economic, Social, and Demographic Trends in America (to 1898) USHG ERA 6 – THE DEVELOPMENT OF AN INDUSTRIAL, URBAN, AND GLOBAL UNITED STATES (1870 -1930) 6.1 Growth of an Industrial and Urban America (Included in Grade 8; begins SS. HSCE) 6.2 Becoming a World Power 6.3 Progressivism and Reform USHG ERA 7– THE GREAT DEPRESSION AND WORLD WAR II (1920 -1945) 7.1 Growing Crisis of Industrial Capitalism and

41 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=41 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=41

HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 41 U.S. HISTORY AND GEOGRAPHY USHG ERA 6 – THE DEVELOPMENT OF AN INDUSTRIAL, URBAN, AND GLOBAL UNITED STATES (1870-1930) 6.1 Growth of an Industrial and Urban America Explain the causes and consequences – both positive and negative – of the Industrial Revolution and America’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation

www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=41

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Core Content For Mathematics Assessment

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communication, identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). DOK 2 PL-HS-1.1.2 Students will apply and justify effective strategies for responding to stress, conflict, peer pressure, bullying and harassment (e.g., problem-solving, decision-making, relaxation techniques, communication, conflict resolution, anger management, time management, refusal skills, self-advocacy). DOK 3 PL-HS-1.1.3 Students will identify and explain

112 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=112 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=112

respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship). DOK 2 PL-06-1.1.2 Students will recommend effective strategies (e.g., communication, problem solving, decision-making, refusal skills, anger management, conflict resolution) for responding to stress, conflict, peer pressure and bullying. DOK 2 PL-07-1.1.2 Students will recommend and justify effective strategies (e.g., communication, problem solving

125 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=125 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=125

communication, identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). DOK 2 PL-HS-1.1.2 Students will apply and justify effective strategies for responding to stress, conflict, peer pressure, bullying and harassment (e.g., problem-solving, decision-making, relaxation techniques, communication, conflict resolution, anger management, time management, refusal skills, self-advocacy). DOK 3 PL-HS-1.1.3 Students will identify and explain

163 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=163 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=163

of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution, plot, structure) within a passage. RD-09-5.0.3 Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language). RD-10-5.0.3 Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language). DOK 3 RD-11-5.0.3 Students will analyze the author’s

260 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260

influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. High School The Use of Geographic Tools SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3 SS-HS-4.1.2 Students will explain

261 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=261 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=261

CCA 4.1 High School Social Studies AUGUST 2006 Bold – State Assessment Content Standard 258 Italics – Supporting Content Standard Regions SS-HS-4.2.1 Students will interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region). SS-HS-4.2.2 Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of

312 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312

CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 309 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.) WR-HS-1.1.3 In Transactive Writing, • Students will communicate as an informed writer to provide new insight through informing, persuading or analyzing. • Students will develop

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=125

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Standard 3 ~ Government ~ Using the State Curriculum ~ School Improvement in Maryland

School Improvement Improving Student Achievement Classroom-Focused Improvement Process School Improvement Planning Data Course Expanding Perspectives Students’ Guide Parents’ Guide ES Teachers’ Guide MS Teachers’ Guide HS Teachers’ Guide Administrators&rsq...

mdk12.org/instruction/hsvsc/government/standard3.html

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Colorado Model Content Standards

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others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used for thematic world maps. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors, such as radar, microwave detectors, and scanners, which measure and record electromagnetic radiation. The collected data are turned into digital form for transmission to ground receiving stations. The data can be reconverted

28 0 http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=28 www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...

others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used for thematic world maps. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors, such as radar, microwave detectors, and scanners, which measure and record electromagnetic radiation. The collected data are turned into digital form for transmission to ground receiving stations. The data can be reconverted

www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...

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Psychology

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social, political, economic, and environmental attractions of new areas that draw people away from their previous location Push factors The social, political, economic, and environmental forces that drive people away from their previous location to search for new ones Rainforest An area of dense broadleaf vegetation that receives heavy rainfall year round Renewable resources Resources that cannot be used up or can be replaced naturally or grown again in a relatively short amount of time Satellite image An

12 0 http://arkansased.org/teachers/pdf/world_geo_2006.pdf#page=12 arkansased.org/teachers/pdf/world_geo_2006.pdf#page=12

by plate movement Geographic Information System (GIS) Computer tools for processing and organizing details and satellite images with other pieces of information Global warming Theory that the Earth’s temperature is warming due to increased greenhouse gases in the atmosphere as a result of human activities Grid system A pattern of lines on a chart or map, such as those representing latitude and longitude, which helps determine absolute location and assists in the analysis of distribution patterns

13 0 http://arkansased.org/teachers/pdf/world_geo_2006.pdf#page=13 arkansased.org/teachers/pdf/world_geo_2006.pdf#page=13

social, political, economic, and environmental attractions of new areas that draw people away from their previous location Push factors The social, political, economic, and environmental forces that drive people away from their previous location to search for new ones Rainforest An area of dense broadleaf vegetation that receives heavy rainfall year round Renewable resources Resources that cannot be used up or can be replaced naturally or grown again in a relatively short amount of time Satellite image An

arkansased.org/teachers/pdf/world_geo_2006.pdf#page=13

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STATE BOARD OF EDUCATION

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issues of large urban area governments (e.g., transportation, zoning growth management and funding, urban planning, water and sanitation, pollution, annexation) d. special districts, governance funding and purpose (e.g., school, sanitation, water, fire, library, community college) PO 10. Examine the sovereignty of tribal governments and their relationship to state and ___ Concept 5: Environment and Society PO 1. Analyze how the Earth’s natural systems (e.g., Gulf

147 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=147 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

issues of large urban area governments (e.g., transportation, zoning growth management and funding, urban planning, water and sanitation, pollution, annexation) d. special districts, governance funding and purpose (e.g., school, sanitation, water, fire, library, community college) PO 10. Examine the sovereignty of tribal governments and their relationship to state and ___ Concept 5: Environment and Society PO 1. Analyze how the Earth’s natural systems (e.g., Gulf

149 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=149 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

nationalism in Europe d. defeat of Napoleon and Congress of Vienna PO 5. Explain the revolutionary and independence movements in Latin America (e.g., Mexico, Haiti, South America). PO 6. Analyze the social, political, and economic development and impact of the Industrial Revolution: a. origins in England’s textile and mining industries b. urban growth and the social impact of industrialization c. unequal spread of industrialization to other countries post facto laws) b. Fourth

www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

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INTRODUCTION TO BIOLOGY

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Explain the basic concepts of data and image processing. (DOK 1) • Types of data (e.g., raster, vector, and attribute) • Variety of sources for geological data and imaging g. Formulate a hypothesis of geological factors/problems and determine data sets pertinent to the hypothesis. (DOK 3) h. Explain how data sets are geo-referenced and geo-rectified. (DOK 1) i. Assess the quality and accuracy of GPS and/or remote sensing data. (DOK 2) j. Analyze and apply the basic concepts of

136 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=136 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

Explain the basic concepts of data and image processing. (DOK 1) • Types of data (e.g., raster, vector, and attribute) • Variety of sources for geological data and imaging g. Formulate a hypothesis of geological factors/problems and determine data sets pertinent to the hypothesis. (DOK 3) h. Explain how data sets are geo-referenced and geo-rectified. (DOK 1) i. Assess the quality and accuracy of GPS and/or remote sensing data. (DOK 2) j. Analyze and apply the basic concepts of

www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

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2006 Science and Technology/Engineering Curriculum Framework

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sections of the river they observed. After completing their drawings, the students found a satellite image of the Merrimack River on the Internet. Using the Merrimack image, Mr. D helped students relate their birds-eye drawings to the satellite image. Students identified patterns of erosion, degrees of meandering, and surrounding vegetation. They used Web sites, topographical maps, and other resources to collect additional information about the river. They researched how the underlying bedrock, topology

46 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=46 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=46

sections of the river they observed. After completing their drawings, the students found a satellite image of the Merrimack River on the Internet. Using the Merrimack image, Mr. D helped students relate their birds-eye drawings to the satellite image. Students identified patterns of erosion, degrees of meandering, and surrounding vegetation. They used Web sites, topographical maps, and other resources to collect additional information about the river. They researched how the underlying bedrock, topology

www.doe.mass.edu/frameworks/scitech/1006.pdf#page=46

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Science.qxd

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5.03 Examine evidence that the geologic evolution has had significant global impact including: • Distribution of living things. • Major geological events. • Mechanical and chemical weathering. 5.04 Analyze satellite imagery as a method to monitor Earth from space: • Spectral analysis. • Reflectance curves. 5.05 Use maps, ground truthing and remote sensing to make predictions regarding: • Changes over time. • Land use. • Urban sprawl. • Resource management

92 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=92 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=92

5.03 Examine evidence that the geologic evolution has had significant global impact including: • Distribution of living things. • Major geological events. • Mechanical and chemical weathering. 5.04 Analyze satellite imagery as a method to monitor Earth from space: • Spectral analysis. • Reflectance curves. 5.05 Use maps, ground truthing and remote sensing to make predictions regarding: • Changes over time. • Land use. • Urban sprawl. • Resource management

96 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=96 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=96

Technology As a result of activities in grades 9 - 12, all students should develop: • An understanding of technology. • The ability to perform technological design. • An understanding of the connection between science and technology. Science in Personal and Social Perspectives As a result of activities in grades 9 - 12, all students should develop an understanding of: • Personal and community health. • Population growth. • Natural resources. • Environmental quality. • Natural and human-induced hazards. • Science and

www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=92

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