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primarily from the US; but we will also be looking at art from Europe, Asia, Africa, Latin America, and the Middle East, as well as art on the margins — art that has been overlooked by the mainstream critical press, but may have a broad cultural base in its own co...
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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...
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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
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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 <span class="highlight">of</span> the world history standards in the fi fty states showed some states created their world history courses by taking <span class="highlight">a</span> Western Civilization course <span class="highlight">and</span> simply adding <span class="highlight">a</span> unit or two on China, Africa, or India to <span class="highlight">a</span> course in European history. Other states took <span class="highlight">a</span> global <span class="highlight">and</span> <span class="highlight">comparative</span> regional approach. 4 In developing its World History <span class="highlight">and</span> World Geography programs, <span class="highlight">for</span> example, the College Board took <span class="highlight">a</span> global <span class="highlight">and</span> <span class="highlight">comparative</span> approach. In short, calling <span class="highlight">a</span> course
Microsoft Word - ssstd2.docssstd2.pdf
desks to use for practice with directions. (2) • Use the vocabulary of North, South, East, and West when giving directions for common classroom procedures: “Line up and face north.” (2) • Have a geography question of the d...
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desks to use for practice with directions. (2) • Use the vocabulary of North, South, East, and West when giving directions for common classroom procedures: “Line up and face north.” (2) • Have a geography question of the day using the map. (1, 2, 3) Teacher Notes: 1. #0;� G6B1I1 2. #0;� G6B1I1 3. #0;� G5B1I2 Compass rose - a drawing that shows the orientation of north, south, east, and west on a map. Legend - an explanatory description or key to features on a map or chart. Places - locations
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http://www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=8016&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=80...
desks to use <span class="highlight">for</span> practice with directions. (2) • Use the vocabulary <span class="highlight">of</span> North, South, East, <span class="highlight">and</span> West when giving directions <span class="highlight">for</span> common classroom procedures: “Line up <span class="highlight">and</span> <span class="highlight">face</span> north.” (2) • Have <span class="highlight">a</span> geography question <span class="highlight">of</span> the day using the map. (1, 2, 3) Teacher Notes: 1. #0;� G6B1I1 2. #0;� G6B1I1 3. #0;� G5B1I2 Compass rose - <span class="highlight">a</span> drawing that shows the orientation <span class="highlight">of</span> north, south, east, <span class="highlight">and</span> west on <span class="highlight">a</span> map. Legend - an explanatory description or key to features on <span class="highlight">a</span> map or chart. Places - locations
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