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Education
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 SOCIAL STUDIES
in an attempt to sway the opinions of others. b. Make a real or simulated decision related to the classroom, school, community, civic organization, Maine, United States, or international entity by applying appropriate and relevant social studies knowledge and skills, including...
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in an attempt to sway the opinions of others. b. Make a real or simulated decision related to the classroom, school, community, civic organization, Maine, United States, or international entity by applying appropriate and relevant social studies knowledge and skills, including research skills, ethical reasoning skills, and other relevant information. A3 Taking Action Using Social Studies Knowledge and Skills Performance Indicators & Descriptors Pre-K-2 3-5 6-8 9-Diploma Students select
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http://www.maine.gov/education/lres/pei/ss102207.pdf#page=5
www.maine.gov/education/lres/pei/ss102207.pdf#page=5
Indicators & Descriptors Pre-K-2 3-5 6-8 9-Diploma information found <span class="highlight">in</span> varied sources and/or from fieldwork, experiments, and interviews. i. Select <span class="highlight">a</span> clear supportable position. j. Present <span class="highlight">a</span> well-supported position, <span class="highlight">based</span> on findings that integrate paraphrasing, quotations, and citations, to <span class="highlight">a</span> variety of audiences. k. Use appropriate tools, methods, and sources from government, history, geography, economics, or related fields. l. Use information ethically and legally. f. Create and present <span class="highlight">a</span>
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http://www.maine.gov/education/lres/pei/ss102207.pdf#page=6
www.maine.gov/education/lres/pei/ss102207.pdf#page=6
<span class="highlight">in</span> an attempt to sway the opinions of others. b. Make <span class="highlight">a</span> real or <span class="highlight">simulated</span> decision related to the classroom, school, community, civic organization, Maine, United States, or international entity by applying appropriate and relevant social studies knowledge and skills, including research skills, ethical reasoning skills, and other relevant information. A3 Taking Action Using Social Studies Knowledge and Skills Performance Indicators & Descriptors Pre-K-2 3-5 6-8 9-Diploma Students select
Microsoft Word - ssstd5.docssstd5.pdf
Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natu...
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Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, steel plow). • Complete a T chart to compare motivations for settling and exploring
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=17
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (<span class="highlight">A</span>) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natural resources and advances <span class="highlight">in</span> technology using historical and contemporary examples (e.g., compass <span class="highlight">for</span> <span class="highlight">navigation</span>, water power, steel plow). • Complete <span class="highlight">a</span> T chart to compare motivations <span class="highlight">for</span> settling and exploring
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
Illinois Social Science Assessment Framework for Grades 5, 8, and 11 62 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 ENVIRONMENTAL HISTORY (EMBEDDED IN STANDARDS B–D) 3% 3% 2% 16.5.90 Identify how people in hunting and gathering societies adapted to their respec...
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Illinois Social Science Assessment Framework for Grades 5, 8, and 11 62 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 ENVIRONMENTAL HISTORY (EMBEDDED IN STANDARDS B–D) 3% 3% 2% 16.5.90 Identify how people in hunting and gathering societies adapted to their respective environments. 16.8.95 Identify how competition between groups for the same land affects the environment. 16.11.115 Understand the effect of a significant migration of people from one region to another; identify significant large
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=62
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=62
Illinois Social Science Assessment Framework <span class="highlight">for</span> Grades 5, 8, and 11 62 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 ENVIRONMENTAL HISTORY (EMBEDDED <span class="highlight">IN</span> STANDARDS B–D) 3% 3% 2% 16.5.90 Identify how people <span class="highlight">in</span> hunting and gathering societies adapted to their respective <span class="highlight">environments</span>. 16.8.95 Identify how competition between groups <span class="highlight">for</span> the same land affects the environment. 16.11.115 Understand the effect of <span class="highlight">a</span> significant migration of people from one region to another; identify significant large
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and view places both near and far. Geography is important because the world facing students in the 21st century is more crowded, the maintenance of a sustainable physical environment more challenging, and the global economy more competitive and interconnected. Comprehending issues and...
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and view places both near and far. Geography is important because the world facing students in the 21st century is more crowded, the maintenance of a sustainable physical environment more challenging, and the global economy more competitive and interconnected. Comprehending issues and making decisions about local places, regions, the world, and the diverse environments and the economies require competencies with geography from the local to global scale. The purpose for studying world geography is to
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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
and view places both near and far. Geography is important because the world facing students <span class="highlight">in</span> the 21st century is more crowded, the maintenance of <span class="highlight">a</span> sustainable physical environment more challenging, and the global economy more competitive and interconnected. Comprehending issues and making decisions about local places, regions, the world, and the diverse <span class="highlight">environments</span> and the economies require competencies with geography from the local to global scale. The purpose <span class="highlight">for</span> studying world geography is to
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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
<span class="highlight">in</span> the 21st century is more crowded, the maintenance of <span class="highlight">a</span> sustainable physical environment more challenging, and the global economy more competitive and interconnected. Comprehending issues and making decisions about local places, regions, the world, and the diverse <span class="highlight">environments</span> and the economies require competencies with geography from the local to global scale. The purpose <span class="highlight">for</span> studying geography is to foster the development of citizens who will actively seek and systematically use <span class="highlight">a</span> spatial
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=61
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=61
of these methods of participation. 6.2.4 Participate <span class="highlight">in</span> <span class="highlight">a</span> real or <span class="highlight">simulated</span> election, and evaluate the results, including the impact of voter turnout and demographics. 6.2.5 Describe how citizen movements seek to realize fundamental values and principles of American constitutional democracy. 6.2.6 Analyze different ways people have used civil disobedience, the different forms civil disobedience might take (e.g., violent and non-violent) and their impact. 6.2.7 Participate <span class="highlight">in</span> <span class="highlight">a</span> service
Colorado Model Content Standards
GRADES 5-8 As students in grades 5-8 extend their knowledge, what they know and are able to do includes • formulating historical questions based on examination of primary* and secondary* sources including documents, eyewitness accounts, letters and diaries, artifacts, real or s...
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GRADES 5-8 As students in grades 5-8 extend their knowledge, what they know and are able to do includes • formulating historical questions based on examination of primary* and secondary* sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts; • gathering information from multiple sources, including electronic databases, to understand events from multiple perspectives; and • determining if the
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=9
www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=9
GRADES 5-8 As students <span class="highlight">in</span> grades 5-8 extend their knowledge, what they know and are able to do includes • formulating historical questions <span class="highlight">based</span> on examination of primary* and secondary* sources including documents, eyewitness accounts, letters and diaries, artifacts, real or <span class="highlight">simulated</span> historical sites, charts, graphs, diagrams, and written texts; • gathering information from multiple sources, including electronic databases, to understand events from multiple perspectives; and • determining if the
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=14
www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=14
technological changes (<span class="highlight">for</span> example, <span class="highlight">navigation</span>, transportation, printing, weaponry, agriculture, communication, and medicine); and • relating differences <span class="highlight">in</span> technology to differences <span class="highlight">in</span> how people live <span class="highlight">in</span> various regions of the world. GRADES 9-12 As students <span class="highlight">in</span> grades 9-12 extend their knowledge, what they know and are able to do includes • analyzing the major technological turning points <span class="highlight">in</span> history (<span class="highlight">for</span> example, agricultural revolution, revolutions <span class="highlight">in</span> transportation, industrial revolution); • explaining how the
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STANDARD 6.6 Geography ALL STUDENTS WILL APPLY UNDERSTANDING KNOWLEDGE OF SPATIAL RELATIONSHIPS AND OTHER GEOGRAPHIC SKILLS TO UNDERSTAND HUMAN BEHAVIOR IN RELATION TO THE PHYSICAL AND CULTURAL ENVIRONMENT. Descriptive Statement: The study of geography is based on the principle that th...
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STANDARD 6.6 Geography ALL STUDENTS WILL APPLY UNDERSTANDING KNOWLEDGE OF SPATIAL RELATIONSHIPS AND OTHER GEOGRAPHIC SKILLS TO UNDERSTAND HUMAN BEHAVIOR IN RELATION TO THE PHYSICAL AND CULTURAL ENVIRONMENT. Descriptive Statement: The study of geography is based on the principle that thinking in and understanding spatial terms will enable students to understand the many relationships of place, people, and environments. By taking an active, questioning approach to the world around them, students learn to
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=34
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=34
STANDARD 6.6 Geography ALL STUDENTS WILL APPLY UNDERSTANDING KNOWLEDGE OF SPATIAL RELATIONSHIPS AND OTHER GEOGRAPHIC SKILLS TO UNDERSTAND HUMAN BEHAVIOR <span class="highlight">IN</span> RELATION TO THE PHYSICAL AND CULTURAL ENVIRONMENT. Descriptive Statement: The study of geography is <span class="highlight">based</span> on the principle that thinking <span class="highlight">in</span> and understanding spatial terms will enable students to understand the many relationships of place, people, and <span class="highlight">environments</span>. By taking an active, questioning <span class="highlight">approach</span> to the world around them, students learn to
Colorado Model Content Standards
that lines of constant direction are straight lines, so that it is used widely for navigation; its major disadvantage is that the size of areas becomes increasingly exaggerated toward the poles. Movement - in geography, the interaction across Earth space that connects places....
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that lines of constant direction are straight lines, so that it is used widely for navigation; its major disadvantage is that the size of areas becomes increasingly exaggerated toward the poles. Movement - in geography, the interaction across Earth space that connects places. This interaction occurs with flows of human phenomena, such as goods, people, and ideas, and with natural phenomena such as winds, rivers, and ocean currents. Natural hazard - an event in the physical environment, such as a hurricane
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=27
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...
that lines of constant direction are straight lines, so that it is used widely <span class="highlight">for</span> <span class="highlight">navigation</span>; its major disadvantage is that the size of areas becomes increasingly exaggerated toward the poles. Movement - <span class="highlight">in</span> geography, the interaction across Earth space that connects places. This interaction occurs with flows of human phenomena, such as goods, people, and ideas, and with natural phenomena such as winds, rivers, and ocean currents. Natural hazard - an event <span class="highlight">in</span> the physical environment, such as <span class="highlight">a</span> hurricane
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Minnesota Academic Standards
monopolies, navigation instruments; role of banking, colonial economies 2. 1453 A.D., Mediterranean and Middle East locations, Lepanto, Sulieman III. WORLD HISTORY G. Age of Empires and Revolutions, 1640 - 1920 AD The student will demonstrate knowledge of the integration of large territories...
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monopolies, navigation instruments; role of banking, colonial economies 2. 1453 A.D., Mediterranean and Middle East locations, Lepanto, Sulieman III. WORLD HISTORY G. Age of Empires and Revolutions, 1640 - 1920 AD The student will demonstrate knowledge of the integration of large territories under regional and global empires. 1. Students will examine and analyze how trade- based empires laid the foundation for the global economy. 2. Students will explain the impact of increased global trade on regional economies. 3
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=33
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
monopolies, <span class="highlight">navigation</span> instruments; role of banking, colonial economies 2. 1453 A.D., Mediterranean and Middle East locations, Lepanto, Sulieman III. WORLD HISTORY G. Age of Empires and Revolutions, 1640 - 1920 AD The student will demonstrate knowledge of the integration of large territories under regional and global empires. 1. Students will examine and analyze how trade- <span class="highlight">based</span> empires laid the foundation <span class="highlight">for</span> the global economy. 2. Students will explain the impact of increased global trade on regional economies. 3
ACKNOWLEDGEMENTS
KINDERGARTEN SELF AND FAMILY/FAMILIES AROUND THE WORLD Students begin a global approach to social studies with a study of themselves, their families and other families around the world. They learn how individuals and families grow and change and compare how they are alike an...
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KINDERGARTEN SELF AND FAMILY/FAMILIES AROUND THE WORLD Students begin a global approach to social studies with a study of themselves, their families and other families around the world. They learn how individuals and families grow and change and compare how they are alike and different. Students approach the understanding of self and family while developing and defining concepts about themselves and the family structure. They acquire the concept that all families worldwide have basic common
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=17
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
from history, geography, and other social sciences through an integrated study of children and their families, homes, schools, neighborhoods, and communities. <span class="highlight">In</span> the early years, children develop <span class="highlight">a</span> foundation <span class="highlight">for</span> the entire social studies program and <span class="highlight">a</span> beginning sense of efficacy as participating citizens. Students begin with their familiar environment and advance to families, homes, schools, neighborhoods, and communities <span class="highlight">in</span> other <span class="highlight">environments</span>. This <span class="highlight">approach</span> enhances students' abilities to examine the
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=21
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
KINDERGARTEN SELF AND FAMILY/FAMILIES AROUND THE WORLD Students begin <span class="highlight">a</span> global <span class="highlight">approach</span> to social studies with <span class="highlight">a</span> study of themselves, their families and other families around the world. They learn how individuals and families grow and change and compare how they are alike and different. Students <span class="highlight">approach</span> the understanding of self and family while developing and defining concepts about themselves and the family structure. They acquire the concept that all families worldwide have basic common
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