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King Tut's New Face: Behind the Forensic Reconstruction
and physical anthropologists from Egypt, France, and the United States. Three independent teams created busts of Tut. "In my opinion, the shape of the face and skull are remarkably similar to a famous image of Tutankhamun as a child, wher...
Lesson 39: Presidential and Congressional Reconstruction...
Monterey Institute for Technology and EducationLesson 39: Presidential and Congressional Reconstruction Plans There is currently no description for this item. This educational material is part of the collection: Advanced Placement United States History About this Item...
 The Outcomes and Impacts of Adult Literacy Education in the United States
an adequate number of cases. • The sampling plan was adequate (i.e., it could and did result in external validity). • Data collection procedures were adequate (i.e., they were not tainted by substantial attrition or biased by other factors). • Objective measures, rather...
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an adequate number of cases. • The sampling plan was adequate (i.e., it could and did result in external validity). • Data collection procedures were adequate (i.e., they were not tainted by substantial attrition or biased by other factors). • Objective measures, rather than self-report, were used to measure outcomes. • Measures, especially tests, were valid and reliable. • The research design included a control group. • Inferences logically followed from the design and data. No study fully met these
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http://www.ncsall.net/fileadmin/resources/research/report6.pdf#page=13
www.ncsall.net/fileadmin/resources/research/report6.pdf#page=13
an adequate number <span class="highlight">of</span> cases. • The sampling plan was adequate (i.e., it could <span class="highlight">and</span> did result in external validity). • Data collection procedures were adequate (i.e., they were not tainted by substantial attrition or biased by other factors). • Objective measures, rather than self-report, were used to measure outcomes. • Measures, especially tests, were valid <span class="highlight">and</span> reliable. • The research design included <span class="highlight">a</span> control group. • Inferences logically followed from the design <span class="highlight">and</span> data. No <span class="highlight">study</span> fully met these
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http://www.ncsall.net/fileadmin/resources/research/report6.pdf#page=50
www.ncsall.net/fileadmin/resources/research/report6.pdf#page=50
Friedlander, 1994, p. 118). Tested Learning Gain Learning gain was measured by the document <span class="highlight">and</span> <span class="highlight">quantitative</span> literacy components <span class="highlight">of</span> the TALS. The document literacy section (26 items) measures the skills needed to work with documents such as use <span class="highlight">of</span> charts <span class="highlight">and</span> forms. The <span class="highlight">quantitative</span> literacy section (23 items) measures the ability to perform calculations embedded in text. Although the TALS includes <span class="highlight">a</span> prose literacy section, it was not used in the GAIN <span class="highlight">study</span>. The difference between the treatment group <span class="highlight">and</span> control
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http://www.ncsall.net/fileadmin/resources/research/report6.pdf#page=54
www.ncsall.net/fileadmin/resources/research/report6.pdf#page=54
NCSALL Report #6 January 1999 54 required for <span class="highlight">a</span> minimum <span class="highlight">of</span> 15 hours per week. One-on-one instruction in <span class="highlight">a</span> learning lab <span class="highlight">and</span> small group instruction was available. The Steps to Success outcome <span class="highlight">study</span> included both qualitative <span class="highlight">and</span> <span class="highlight">quantitative</span> components, but, because the qualitative component is not extensively reported, the case analysis will focus on the <span class="highlight">quantitative</span>. The <span class="highlight">study</span> commenced with the development <span class="highlight">of</span> <span class="highlight">a</span> sample. To
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laws. 4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and...
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laws. 4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. Students: • participate as informed citizens in the political justice system and processes of the United States, including voting • evaluate, take, and defend positions on what the fundamental values and principles of American
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=34
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=34
laws. 4. The <span class="highlight">study</span> <span class="highlight">of</span> civics <span class="highlight">and</span> citizenship requires the ability to probe ideas <span class="highlight">and</span> assumptions, ask <span class="highlight">and</span> answer <span class="highlight">analytical</span> questions, take <span class="highlight">a</span> skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, <span class="highlight">and</span> develop <span class="highlight">and</span> refine participatory skills. Students: • participate as informed citizens in the political justice system <span class="highlight">and</span> processes <span class="highlight">of</span> the United States, including voting • evaluate, take, <span class="highlight">and</span> defend positions on what the fundamental values <span class="highlight">and</span> principles <span class="highlight">of</span> American
Microsoft Word - historysol2008.doc
USII.2 The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward; b) explaining relationships among natural resources, transportation, and industrial development after...
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USII.2 The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward; b) explaining relationships among natural resources, transportation, and industrial development after 1865; c) locating the 50 states and the cities most significant to the historical development of the United States. Reconstruction: 1865 to 1877 USII.3 The student will demonstrate knowledge of the effects of Reconstruction on
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=21
www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=21
USII.2 The student will use maps, globes, photographs, pictures, or tables for <span class="highlight">a</span>) explaining how physical features <span class="highlight">and</span> climate influenced the movement <span class="highlight">of</span> people westward; b) explaining relationships among natural resources, transportation, <span class="highlight">and</span> industrial development after 1865; c) locating the 50 states <span class="highlight">and</span> the cities most significant to the historical development <span class="highlight">of</span> the United States. <span class="highlight">Reconstruction</span>: 1865 to 1877 USII.3 The student will demonstrate knowledge <span class="highlight">of</span> the effects <span class="highlight">of</span> <span class="highlight">Reconstruction</span> on
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§113.24. Social Studies, Grade 8. September 1997 Original Page B-17 §113.24. Social Studies, Grade 8. (a) Introduction. (1) In Grade 8, students study the history of the United States from the early colonial period through Reconstruction. The knowledge and...
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§113.24. Social Studies, Grade 8. September 1997 Original Page B-17 §113.24. Social Studies, Grade 8. (a) Introduction. (1) In Grade 8, students study the history of the United States from the early colonial period through Reconstruction. The knowledge and skills in subsection (b) of this section comprise the first part of a two-year study of U.S. history. The second part, comprising U.S. history since Reconstruction to the present, is provided in §113.32 of this title (relating to United States
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=17
ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=17
§113.24. Social Studies, Grade 8. September 1997 Original Page B-17 §113.24. Social Studies, Grade 8. (<span class="highlight">a</span>) Introduction. (1) In Grade 8, students <span class="highlight">study</span> the history <span class="highlight">of</span> the United States from the early colonial period through <span class="highlight">Reconstruction</span>. The knowledge <span class="highlight">and</span> skills in subsection (b) <span class="highlight">of</span> this section comprise the first part <span class="highlight">of</span> <span class="highlight">a</span> two-year <span class="highlight">study</span> <span class="highlight">of</span> U.S. history. The second part, comprising U.S. history since <span class="highlight">Reconstruction</span> to the present, is provided in §113.32 <span class="highlight">of</span> this title (relating to United States
Indiana Academic Standards-Social Studies-Grade 8
Approved October 2007 Grade 8, Page 1 GRADE 8 United States History – Growth and Development In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution and Founding Era, and the principles ...
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Approved October 2007 Grade 8, Page 1 GRADE 8 United States History – Growth and Development In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution and Founding Era, and the principles of the United States and Indiana constitutions, as well as other founding documents and their applications to subsequent periods of national history and to civic and political life. Students then study national development, westward expansion
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade08.pdf#page=1
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Grade 8, Page 1 GRADE 8 United States History – Growth <span class="highlight">and</span> Development In Grade 8, students focus upon United States history, beginning with <span class="highlight">a</span> brief review <span class="highlight">of</span> early history, including the Revolution <span class="highlight">and</span> Founding Era, <span class="highlight">and</span> the principles <span class="highlight">of</span> the United States <span class="highlight">and</span> Indiana constitutions, as well as other founding documents <span class="highlight">and</span> their applications to subsequent periods <span class="highlight">of</span> national history <span class="highlight">and</span> to civic <span class="highlight">and</span> political life. Students then <span class="highlight">study</span> national development, westward expansion
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• 5.13 Understand developments in foreign policy and domestic policies between the Nixon and Clinton presidencies. • 5.14 Understand economic, social, and cultural developments in the contemporary United States. Accomplishments Era 5 - Civil War and Reconstru...
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• 5.13 Understand developments in foreign policy and domestic policies between the Nixon and Clinton presidencies. • 5.14 Understand economic, social, and cultural developments in the contemporary United States. Accomplishments Era 5 - Civil War and Reconstruction (1850-1877) 5.5.01 Understand the causes, course, and consequences of the Civil War. a. Identify the locations of the southern and northern states. b. Identify the advantages and disadvantages of northern and southern economic resources
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=12
www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=12
• 5.13 Understand developments in foreign policy <span class="highlight">and</span> domestic policies between the Nixon <span class="highlight">and</span> Clinton presidencies. • 5.14 Understand economic, social, <span class="highlight">and</span> cultural developments in the contemporary United States. Accomplishments Era 5 - Civil War <span class="highlight">and</span> <span class="highlight">Reconstruction</span> (1850-1877) 5.5.01 Understand the causes, course, <span class="highlight">and</span> consequences <span class="highlight">of</span> the Civil War. <span class="highlight">a</span>. Identify the locations <span class="highlight">of</span> the southern <span class="highlight">and</span> northern states. b. Identify the advantages <span class="highlight">and</span> disadvantages <span class="highlight">of</span> northern <span class="highlight">and</span> southern economic resources
Microsoft Word - ssstd8.docssstd8.pdf
8/9/2005 Page 220 of 298 Kansas, United States, and World History Eighth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kans...
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8/9/2005 Page 220 of 298 Kansas, United States, and World History Eighth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and the causes and effects of the Civil
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http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=20
www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...
8/9/2005 Page 220 <span class="highlight">of</span> 298 Kansas, United States, <span class="highlight">and</span> World History Eighth Grade History Standard: The student uses <span class="highlight">a</span> working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras, <span class="highlight">and</span> developments in the history <span class="highlight">of</span> Kansas, the United States, <span class="highlight">and</span> the world, utilizing essential <span class="highlight">analytical</span> <span class="highlight">and</span> research skills. Benchmark 2: The student uses <span class="highlight">a</span> working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> individuals, groups, ideas, developments, <span class="highlight">and</span> the causes <span class="highlight">and</span> effects <span class="highlight">of</span> the Civil
Core Content For Mathematics Assessment
geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth’s surface in early civilizations prior to 1500 A.D. DOK 3 SS-08-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases)...
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geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth’s surface in early civilizations prior to 1500 A.D. DOK 3 SS-08-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth’s surface in United States history prior to Reconstruction. DOK 3 SS-06-4.1.2 Students will describe how different factors (e.g., rivers, mountains, plains) affect where human activities
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=244
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=244
producing goods <span class="highlight">and</span> services in the early United States prior to <span class="highlight">Reconstruction</span> <span class="highlight">and</span> influenced the growth <span class="highlight">of</span> <span class="highlight">a</span> free enterprise system. Markets SS-06-3.3.1 Students will explain how in present day market economies, the prices <span class="highlight">of</span> goods <span class="highlight">and</span> services are determined by supply <span class="highlight">and</span> demand. DOK 2 SS-08-3.3.1 Students will explain how in the United States prior to <span class="highlight">Reconstruction</span>, the prices <span class="highlight">of</span> goods <span class="highlight">and</span> services were determined by supply <span class="highlight">and</span> demand. DOK 2 SS-06-3.3.2 Students will explain how money (unit
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=246
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=246
geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns <span class="highlight">and</span> locations on Earth’s surface in early civilizations prior to 1500 A.D. DOK 3 SS-08-4.1.1 Students will use <span class="highlight">a</span> variety <span class="highlight">of</span> geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns <span class="highlight">and</span> locations on Earth’s surface in United States history prior to <span class="highlight">Reconstruction</span>. DOK 3 SS-06-4.1.2 Students will describe how different factors (e.g., rivers, mountains, plains) affect where human activities
257
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=257
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=257
institutions in <span class="highlight">a</span> global society. Students should understand that people form cultural groups throughout the United States <span class="highlight">and</span> the World, <span class="highlight">and</span> that issues <span class="highlight">and</span> challenges unite <span class="highlight">and</span> divide them. High School Elements <span class="highlight">of</span> Culture SS-HS-2.1.1 Students will explain how belief systems, knowledge, technology <span class="highlight">and</span> behavior patterns define cultures <span class="highlight">and</span> help to explain historical perspectives <span class="highlight">and</span> events in the modern world (1500 A.D. to present) <span class="highlight">and</span> United States (<span class="highlight">Reconstruction</span> to present). DOK 2 Social Institutions SS-HS
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