iSEEK - Education

analogous to those of living organisms. During their lifetimes, stars generate energy from nuclear fusion reactions that create successively heavier chemical elements. SC-HS-2.3.5 Students will understand that the Sun, Earth and the rest of the solar system formed approximately 4.6 billion years ago from a nebular cloud of dust and gas. SC-HS-2.3.6 Students will: • compare the limitations/benefits of various techniques ( radioactive dating, observing rock sequences and comparing fossils) for estimating

196 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=196 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=196

helps illustrate that the Earth is layered. The lithosphere is the thin crust and the upper part of the mantle. Lithospheric plates move slowly in response to movements in the mantle. There is a dense core at the center of the Earth. DOK 2 SC-08-2.3.2 Students will understand that earthquakes and volcanic eruptions can be observed on a human time scale, but many processes, such as mountain building and plate movements, take place over hundreds of millions of years. SC-06-2.3.3 Students will

210 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=210 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=210

analogous to those of living organisms. During their lifetimes, stars generate energy from nuclear fusion reactions that create successively heavier chemical elements. SC-HS-2.3.5 Students will understand that the Sun, Earth and the rest of the solar system formed approximately 4.6 billion years ago from a nebular cloud of dust and gas. SC-HS-2.3.6 Students will: • compare the limitations/benefits of various techniques ( radioactive dating, observing rock sequences and comparing fossils) for estimating

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

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=210

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Microsoft Word - historysol2008.doc

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the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; c) describing the unique influence of urban areas and some challenges they face. WG.12 The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions; b) relating current events to the physical and human characteristics of

36 0 http://www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36 www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36

the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; c) describing the unique influence of urban areas and some challenges they face. WG.12 The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions; b) relating current events to the physical and human characteristics of

www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36

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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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Colorado Model Content Standards

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environment did it happen? How was the event related to events in other places? What resources and technologies did people have? How did they move from place to place? What environmental constraints did they face? Any interpretation of human events and conditions that ignores the geographic context is incomplete and unrealistic. In the next century, humans will face many complex and controversial issues concerning the development needs of a rapidly growing human population and the Earth’s ability to sustain that

20 0 http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=20 www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...

STANDARD 5: Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources. RATIONALE Human use of resources can have both positive and negative effects. Increasingly, people are called upon to solve complex problems resulting from the interaction of human and physical systems. Physical systems offer opportunities and constraints for human activity. Humans control and use the output of physical systems

23 0 http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=23 www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...

environment did it happen? How was the event related to events in other places? What resources and technologies did people have? How did they move from place to place? What environmental constraints did they face? Any interpretation of human events and conditions that ignores the geographic context is incomplete and unrealistic. In the next century, humans will face many complex and controversial issues concerning the development needs of a rapidly growing human population and the Earth’s ability to sustain that

26 0 http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=26 www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...

Geographic Information System (GIS) - a geographic database that contains information about the distribution of physical and human characteristics of places or areas. In order to test hypotheses, maps of one characteristic or combination can be produced from the database to analyze the data relationships. Geographic model - an idealized, simplified representation that seeks to portray or explain a particular geographic reality. Geographic tool - a device used to compile, organize, manipulate, store, report, or

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

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STANDARDS.05

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language study that all cultures contribute to the global society. A student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, face-to-face conversations, penpals, and travel; 2) use experiences with language and culture to explore the student’s personal interests and career options; 3) learn how language skills and cultural knowledge enhance a person’s competitiveness in the

30 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=30 www.eed.state.ak.us/standards/pdf/standards.pdf#page=30

language study that all cultures contribute to the global society. A student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, face-to-face conversations, penpals, and travel; 2) use experiences with language and culture to explore the student’s personal interests and career options; 3) learn how language skills and cultural knowledge enhance a person’s competitiveness in the

www.eed.state.ak.us/standards/pdf/standards.pdf#page=30

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CONTENts.PDF

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visual and written texts; K-4: Students will note in their independent reading the qualities they like and dislike. Example: Students respond in their reader-response journals, giving reasons for why they like or dislike Grandpa’s Face. 5-8: Students will identify and discuss the aesthetic attributes of literary works. Example: Students work in pairs to prepare a presentation which focuses on aesthetic elements in My Brother, My Sister and I. K-12 PERFORMANCE STANDARDS 9-12: Students will

19 0 http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=19 www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

visual and written texts; K-4: Students will note in their independent reading the qualities they like and dislike. Example: Students respond in their reader-response journals, giving reasons for why they like or dislike Grandpa’s Face. 5-8: Students will identify and discuss the aesthetic attributes of literary works. Example: Students work in pairs to prepare a presentation which focuses on aesthetic elements in My Brother, My Sister and I. K-12 PERFORMANCE STANDARDS 9-12: Students will

www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

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Minnesota Academic Standards

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(Macroeconomics). Why study Economics? Today’s students will face an increasing variety of important economic decisions in their personal lives and as citizens in a democratic society. The study of economics enables students to make reasoned judgments about both personal economic questions and broader questions of economic policy in a complex and changing world. A basic grasp of how markets works and of the tradeoffs involved in trying to meet unlimited wants with limited resources is essential for meaningful democratic

55 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=55 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

(Macroeconomics). Why study Economics? Today’s students will face an increasing variety of important economic decisions in their personal lives and as citizens in a democratic society. The study of economics enables students to make reasoned judgments about both personal economic questions and broader questions of economic policy in a complex and changing world. A basic grasp of how markets works and of the tradeoffs involved in trying to meet unlimited wants with limited resources is essential for meaningful democratic

education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

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untitled

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America, or the Middle East. 3 Another analysis of the world history standards in the fi fty states showed some states created their world history courses by taking a Western Civilization course and simply adding a unit or two on China, Africa, or India to a course in European history. Other states took a global and comparative regional approach. 4 In developing its World History and World Geography programs, for example, the College Board took a global and comparative approach. In short, calling a course

4 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=4 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=4

the central purposes for offering social studies. 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(e.g., 5 th graders

12 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=12 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=12

America, or the Middle East. 3 Another analysis of the world history standards in the fi fty states showed some states created their world history courses by taking a Western Civilization course and simply adding a unit or two on China, Africa, or India to a course in European history. Other states took a global and comparative regional approach. 4 In developing its World History and World Geography programs, for example, the College Board took a global and comparative approach. In short, calling a course

www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=12

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Microsoft Word - SocialStudies Core Final.doc

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6 understanding, rather than merely for discrete skill development. Careful analysis of the core will show an attention to integrating history, civics, geography, economics, anthropology, and other behavioral sciences into the core standards, objectives, and indicators. Committed to Student Success Students who feel a sense of wonder when learning about the past, who can make comparisons from the past to their own contemporary times and issues, and who can make informed predictions about the

6 0 http://www.schools.utah.gov/curr/core/corepdf/SoSt3-6.pdf#page=6 www.schools.utah.gov/curr/core/corepdf/SoSt3-6.pdf#page=6

6 understanding, rather than merely for discrete skill development. Careful analysis of the core will show an attention to integrating history, civics, geography, economics, anthropology, and other behavioral sciences into the core standards, objectives, and indicators. Committed to Student Success Students who feel a sense of wonder when learning about the past, who can make comparisons from the past to their own contemporary times and issues, and who can make informed predictions about the

www.schools.utah.gov/curr/core/corepdf/SoSt3-6.pdf#page=6

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