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Exploring Diversity: Themes & Communities
Children's Books from Lorraine Orman. A New Zealand librarian's site with an international focus. HIGHLY RECOMMENDED. Boys & Men Boy Characters in YA by Mary Kole from Kidlit.com. Peek: "One way that writers with boy main characters in YA can be successful is if they take lots of g...
Microsoft Word - ssstd1.docssstd1.pdf
Suggestions The student: 1.#0;�(K) - ($) understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new video game or a pair of shoes). • Discuss choices made by families: buying a new television vs....
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Suggestions The student: 1.#0;�(K) - ($) understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new video game or a pair of shoes). • Discuss choices made by families: buying a new television vs. taking a vacation, or going to the movies vs. renting a movie. (1) See also: HB2I15, GB5I1 • Make a choice about a school lunch: A) hot lunch or B) sack lunch. Place emphasis on the fact a choice must be made; having both is not
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http://www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016...
Suggestions The student: 1.#0;�(K) - ($) understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new <span class="highlight">video</span> game or a pair of shoes). • Discuss choices made by families: buying a new television vs. taking a vacation, or going to the movies vs. renting a movie. (1) See also: HB2I15, GB5I1 • Make a choice about a school lunch: A) <span class="highlight">hot</span> lunch or B) sack lunch. Place emphasis on the fact a choice must be made; having both is not
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rights for individuals with disabilities, multiculturalism, bilingual education, gay rights, free expression in the media, and the modern feminist movement. F-29 ST AND ARD 6.4 SOCIAL STUDIES 200 4 NEW JERSEY C O RE CURRICUL UM C ONTENT S T AND A RDS
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rights for individuals with disabilities, multiculturalism, bilingual education, gay rights, free expression in the media, and the modern feminist movement. F-29 ST AND ARD 6.4 SOCIAL STUDIES 200 4 NEW JERSEY C O RE CURRICUL UM C ONTENT S T AND A RDS
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=30
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=30
rights for individuals with disabilities, multiculturalism, bilingual education, <span class="highlight">gay</span> rights, free expression in the media, and the modern feminist movement. F-29 ST AND ARD 6.4 SOCIAL STUDIES 200 4 NEW JERSEY C O RE CURRICUL UM C ONTENT S T AND A RDS
Core Content For Mathematics Assessment
speed, to bend or stretch things, to heat or cool them, to push things together, to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by hot object equals the heat gained by cold object. This is an energy conservation statement. W...
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speed, to bend or stretch things, to heat or cool them, to push things together, to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by hot object equals the heat gained by cold object. This is an energy conservation statement. Whenever hot and cold objects are put in contact, heat energy always transfers from the hot object to the cold object and this continues until all the mass is at the same temperature. Students should understand
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=202
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=202
speed, to bend or stretch things, to heat or cool them, to push things together, to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by <span class="highlight">hot</span> object equals the heat gained by cold object. This is an energy conservation statement. Whenever <span class="highlight">hot</span> and cold objects are put in contact, heat energy always transfers from the <span class="highlight">hot</span> object to the cold object and this continues until all the mass is at the same temperature. Students should understand
Indiana Academic Standards-Grade 2
for recreational activities. Physical Systems 2.3.4 On a map, identify physical features of the local community. Example: Use maps and atlases to identify local bodies of water, crops and green spaces. Human Systems 2.3.5 Identify and describe cultural or human features on a map using map symbols. (...
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for recreational activities. Physical Systems 2.3.4 On a map, identify physical features of the local community. Example: Use maps and atlases to identify local bodies of water, crops and green spaces. Human Systems 2.3.5 Identify and describe cultural or human features on a map using map symbols. (Individuals, Society and Culture) Example: Local roads, highways, buildings, towns and parks 2.3.6 Describe simple demographics of the school. Example: Number of boys and girls, number of students in each
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade02.pdf#page=4
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
for recreational activities. Physical Systems 2.3.4 On a map, identify physical features of the local community. Example: Use maps and atlases to identify local bodies of water, crops and green spaces. Human Systems 2.3.5 Identify and describe cultural or human features on a map using map symbols. (Individuals, Society and Culture) Example: Local roads, highways, buildings, towns and parks 2.3.6 Describe simple demographics of the school. Example: Number of <span class="highlight">boys</span> and girls, number of students in each
Massachusetts History and Social Science Curriculum Framework: August 2003
Expansion of Europe, 900–1900. Cambridge: Cambridge University Press, 1986. Doyle, William. Origins of the French Revolution, 2nd ed. New York: Oxford University Press, 1990. Doyle, William. The Old European Order, 1660–1800. New York: Oxford University Press, 1997. Gay, Peter. Th...
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Expansion of Europe, 900–1900. Cambridge: Cambridge University Press, 1986. Doyle, William. Origins of the French Revolution, 2nd ed. New York: Oxford University Press, 1990. Doyle, William. The Old European Order, 1660–1800. New York: Oxford University Press, 1997. Gay, Peter. The Enlightenment: An Interpretation. 2 Vols. New York: W.W. Norton, 1995–1996. Hodgson, Marshall. The Venture of Islam: Conscience and History in a World Civilization. 3 Vols. Chicago: University of Chicago Press, 1975–1977. Johnson
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=103
www.doe.mass.edu/frameworks/hss/final.pdf#page=103
Expansion of Europe, 900–1900. Cambridge: Cambridge University Press, 1986. Doyle, William. Origins of the French Revolution, 2nd ed. New York: Oxford University Press, 1990. Doyle, William. The Old European Order, 1660–1800. New York: Oxford University Press, 1997. <span class="highlight">Gay</span>, Peter. The Enlightenment: An Interpretation. 2 Vols. New York: W.W. Norton, 1995–1996. Hodgson, Marshall. The Venture of Islam: Conscience and History in a World Civilization. 3 Vols. Chicago: University of Chicago Press, 1975–1977. Johnson
history_pub2000
community, nation, and world (e.g., gay rights, environ- mental protection, privatization of government). i • Evaluating the impact of differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity, and describe their...
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community, nation, and world (e.g., gay rights, environ- mental protection, privatization of government). i • Evaluating the impact of differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity, and describe their costs and benefits (e.g., affirmative action). i • Describing how diversity contributes to change over time (e.g., how population shifts impact politics, whites becoming a minority in the U.S., interracial marriage). i
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=45
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Native Americans moving to reserva- tions). • Identifying examples of interdependence among individuals and groups. (e.g., buyers and sellers; performers and audi- ence). • Identifying behaviors that foster cooperation among individu- als. • Identifying different types of conflict among individuals and groups (e.g., girls and <span class="highlight">boys</span>, religion, material goods). • Explaining different ways in which conflict has been re- solved, and different ways in which conflicts and their resolu- tions have affected
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=47
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
community, nation, and world (e.g., <span class="highlight">gay</span> rights, environ- mental protection, privatization of government). i • Evaluating the impact of differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity, and describe their costs and benefits (e.g., affirmative action). i • Describing how diversity contributes to change over time (e.g., how population shifts impact politics, whites becoming a minority in the U.S., interracial marriage). i
WYOMING SCIENCE
Horn #1 Rosemary Graff, Fremont #2 Dr. William Gribb, University of Wyoming, Common Core Carolyn Helling, Albany #1 Julie Holgate, Sublette #9 Christy Kessler, Johnson #1 Carol Kilmer, Niobrara #1 Ted Kinney, Goshen #1 Matt Kruse, Goshen #1 James Lash, Hot Springs #1 James Mader, Johnson #1 G...
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Horn #1 Rosemary Graff, Fremont #2 Dr. William Gribb, University of Wyoming, Common Core Carolyn Helling, Albany #1 Julie Holgate, Sublette #9 Christy Kessler, Johnson #1 Carol Kilmer, Niobrara #1 Ted Kinney, Goshen #1 Matt Kruse, Goshen #1 James Lash, Hot Springs #1 James Mader, Johnson #1 Gary McDowell, Laramie #1 Thad Morgan, Lincoln #2 Ferris Morrison, Platte #1 John Oglietti, Sublette #1 Jeff Parrott, Teton #1 Rexann Paul, Campbell #1 David Peterson, Niobrara #1 Rick Porter, Carbon #1
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http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=33
www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=3...
Horn #1 Rosemary Graff, Fremont #2 Dr. William Gribb, University of Wyoming, Common Core Carolyn Helling, Albany #1 Julie Holgate, Sublette #9 Christy Kessler, Johnson #1 Carol Kilmer, Niobrara #1 Ted Kinney, Goshen #1 Matt Kruse, Goshen #1 James Lash, <span class="highlight">Hot</span> Springs #1 James Mader, Johnson #1 Gary McDowell, Laramie #1 Thad Morgan, Lincoln #2 Ferris Morrison, Platte #1 John Oglietti, Sublette #1 Jeff Parrott, Teton #1 Rexann Paul, Campbell #1 David Peterson, Niobrara #1 Rick Porter, Carbon #1
Microsoft Word - ssstdk.docssstdk.pdf
Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape video footage of local surroundings. Then, as a class view th...
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Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape video footage of local surroundings. Then, as a class view the video and pick out interesting or defining characteristics about the people, place, or environment. (1) See also: HB2I2 • Describe the physical characteristics of the local surroundings in words and sketches. (1) See also
1
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Indicators Kindergarten Instructional Suggestions The student: 1.#0;�(K) - ($) understands that a person cannot have everything he/she wants, so a choice has to be made (e.g., play <span class="highlight">video</span> games or watch television; play on swings or play soccer). 2. (K) - ($) explains what he/she gives up when a choice is made. • Have two different items that each student would have to choose between. After choice is made, tell what the choice was and what was given up. (1, 2) See also: HB1I1 Teacher Notes: 1. #0
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape <span class="highlight">video</span> footage of local surroundings. Then, as a class view the <span class="highlight">video</span> and pick out interesting or defining characteristics about the people, place, or environment. (1) See also: HB2I2 • Describe the physical characteristics of the local surroundings in words and sketches. (1) See also
Microsoft Word - SocialStudiesGLEs.doc
− Evaluates the effectiveness of the campaigns of Mothers Against Drunk Driving in preserving individual rights and promoting the common good. − Evaluates the effectiveness of the campaigns against “hate crimes” by gay-lesbian-bisexual- transgendered organizations in...
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− Evaluates the effectiveness of the campaigns of Mothers Against Drunk Driving in preserving individual rights and promoting the common good. − Evaluates the effectiveness of the campaigns against “hate crimes” by gay-lesbian-bisexual- transgendered organizations in preserving individual rights and promoting the common good. − Using examples of different groups of people in American society, analyzes instances in which unalienable rights were denied and evaluates the effectiveness of the struggles that
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=22
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=22
− Evaluates the effectiveness of the campaigns of Mothers Against Drunk Driving in preserving individual rights and promoting the common good. − Evaluates the effectiveness of the campaigns against “hate crimes” by <span class="highlight">gay</span>-lesbian-bisexual- transgendered organizations in preserving individual rights and promoting the common good. − Using examples of different groups of people in American society, analyzes instances in which unalienable rights were denied and evaluates the effectiveness of the struggles that
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