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 Social Studies Curriculum Framework
44 Civics: Citizenship 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: C.5.5.8 = Civics. Standard 5. Grade 5. 8 th Student Learning Expectation Strand: Civics Standard 5: Citizenship Students shall develop an understandi...
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44 Civics: Citizenship 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: C.5.5.8 = Civics. Standard 5. Grade 5. 8 th Student Learning Expectation Strand: Civics Standard 5: Citizenship Students shall develop an understanding of the rights and responsibilities of citizens. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade
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http://arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=45
arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=45
44 Civics: Citizenship 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department <span class="highlight">of</span> Education Amended November 2007 Key: C.5.5.8 = Civics. Standard 5. Grade 5. 8 th Student Learning Expectation Strand: Civics Standard 5: Citizenship Students shall develop <span class="highlight">an</span> understanding <span class="highlight">of</span> the rights <span class="highlight">and</span> responsibilities <span class="highlight">of</span> citizens. THE GOAL <span class="highlight">FOR</span> EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT <span class="highlight">AND</span> PREVIOUS GRADES. Grade 5 Grade 6 Grade
Contemporary United States History
10 American Government: Election Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: E.9.AG.1 = Election. Standard 3. American Government. 1st Student Learning Expectation Strand: Elections Content Standard 9: Students shall evaluate the election process i...
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10 American Government: Election Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: E.9.AG.1 = Election. Standard 3. American Government. 1st Student Learning Expectation Strand: Elections Content Standard 9: Students shall evaluate the election process in federal, state, and local elections. E.9.AG.1 Analyze the election process in the federal, state, and local governments: • campaign finance • campaign strategies • voter registration • factors
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http://arkansased.org/teachers/pdf/amer_govt_2006.pdf#page=11
arkansased.org/teachers/pdf/amer_govt_2006.pdf#page=11
10 American Government: Election Social Studies Curriculum Framework Revision 2006 Arkansas Department <span class="highlight">of</span> Education Key: E.9.AG.1 = Election. Standard 3. American Government. 1st Student Learning Expectation Strand: Elections Content Standard 9: Students shall evaluate the election process in federal, state, <span class="highlight">and</span> local elections. E.9.AG.1 Analyze the election process in the federal, state, <span class="highlight">and</span> local governments: • campaign finance • campaign strategies • voter <span class="highlight">registration</span> • factors
Civics
• campaign strategies • voter registration • factors affecting election turn-out • voter interest • nominating process (e.g., nominating convention, direct primary, caucus) PPE.13.C.2 Discuss the complexities of vote tabulation and certifying elections...
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• campaign strategies • voter registration • factors affecting election turn-out • voter interest • nominating process (e.g., nominating convention, direct primary, caucus) PPE.13.C.2 Discuss the complexities of vote tabulation and certifying elections PPE.13.C.3 Explain the role of the electoral college in the election process
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http://arkansased.org/teachers/pdf/civics_2006.pdf#page=15
arkansased.org/teachers/pdf/civics_2006.pdf#page=15
• campaign strategies • voter <span class="highlight">registration</span> • factors affecting election turn-out • voter interest • nominating process (e.g., nominating convention, direct primary, caucus) PPE.13.C.2 Discuss the complexities <span class="highlight">of</span> vote tabulation <span class="highlight">and</span> certifying elections PPE.13.C.3 Explain the role <span class="highlight">of</span> the electoral college in the election process
Civics
state, and local governments: • campaign finance • campaign strategies • voter registration • factors affecting election turn-out • voter interest • nominating process (e.g., direct primary, caucus) PPE.13.CAG.2 Discuss the complexities of vote tab...
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state, and local governments: • campaign finance • campaign strategies • voter registration • factors affecting election turn-out • voter interest • nominating process (e.g., direct primary, caucus) PPE.13.CAG.2 Discuss the complexities of vote tabulation and certifying elections PPE.13.CAG.3 Explain the role of the electoral college in the election process
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http://arkansased.org/teachers/pdf/civics_amgov_2006.pdf#page=15
arkansased.org/teachers/pdf/civics_amgov_2006.pdf#page=15
state, <span class="highlight">and</span> local governments: • campaign finance • campaign strategies • voter <span class="highlight">registration</span> • factors affecting election turn-out • voter interest • nominating process (e.g., direct primary, caucus) PPE.13.CAG.2 Discuss the complexities <span class="highlight">of</span> vote tabulation <span class="highlight">and</span> certifying elections PPE.13.CAG.3 Explain the role <span class="highlight">of</span> the electoral college in the election process
Science
Responsible for either the formation of new cells for growth, repair or replacement or the production of a new individual Respiratory system Composed of nose, pharynx, larynx, trachea, bronchi and lungs Skeletal system Bones, cartilage, and ligaments...
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Responsible for either the formation of new cells for growth, repair or replacement or the production of a new individual Respiratory system Composed of nose, pharynx, larynx, trachea, bronchi and lungs Skeletal system Bones, cartilage, and ligaments that provide the body with a rigid framework for support and protection Synthesis Two or more reactants form one product Transcription The synthesis of RNA using one strand of DNA as the template Translation The synthesis of a protein Urinary system
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http://arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=26
arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=26
Responsible <span class="highlight">for</span> either the formation <span class="highlight">of</span> new cells <span class="highlight">for</span> growth, repair or replacement or the production <span class="highlight">of</span> a new individual Respiratory system Composed <span class="highlight">of</span> nose, pharynx, larynx, trachea, bronchi <span class="highlight">and</span> lungs Skeletal system Bones, cartilage, <span class="highlight">and</span> ligaments that provide the body with a rigid framework <span class="highlight">for</span> support <span class="highlight">and</span> protection Synthesis Two or more reactants form one product Transcription The synthesis <span class="highlight">of</span> RNA using one strand <span class="highlight">of</span> DNA as the <span class="highlight">template</span> Translation The synthesis <span class="highlight">of</span> a protein Urinary system
K-12
strategies as reading, discussing, focused free- writing, observing, brainstorming, and reading logs W.4.6.2 Organize ideas by using such graphic organizers as webbing, mapping, charts/graphs, and formal outlining with main topics and sub-topics W.4.6.3 Demonstrate ...
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strategies as reading, discussing, focused free- writing, observing, brainstorming, and reading logs W.4.6.2 Organize ideas by using such graphic organizers as webbing, mapping, charts/graphs, and formal outlining with main topics and sub-topics W.4.6.3 Demonstrate an awareness of purpose and audience for all modes of written discourse W.4.6.4 Use available technology to access information by using a card catalog and the Internet W.4.7.1 Generate ideas by selecting and applying
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=47
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=47
strategies as reading, discussing, focused <span class="highlight">free</span>- writing, observing, brainstorming, <span class="highlight">and</span> reading logs W.4.6.2 Organize ideas by using such graphic organizers as webbing, mapping, charts/graphs, <span class="highlight">and</span> formal outlining with main topics <span class="highlight">and</span> sub-topics W.4.6.3 Demonstrate <span class="highlight">an</span> awareness <span class="highlight">of</span> purpose <span class="highlight">and</span> audience <span class="highlight">for</span> all modes <span class="highlight">of</span> written discourse W.4.6.4 Use available technology to access information by using a card catalog <span class="highlight">and</span> the Internet W.4.7.1 Generate ideas by selecting <span class="highlight">and</span> applying
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=64
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=64
understanding with emphasis on cause/effect <span class="highlight">and</span> compare/contrast R.9.6.15 Classify <span class="highlight">and</span> organize text information by determining subtopics <span class="highlight">of</span> information R.9.6.16 Use skimming <span class="highlight">and</span> scanning to locate specific information to develop a general <span class="highlight">overview</span> R.9.6.17 Analyze information from the text, <span class="highlight">based</span> on purpose <span class="highlight">and</span>/or level <span class="highlight">of</span> importance R.9.7.14 Use knowledge <span class="highlight">of</span> text structure(s) to enhance understanding with emphasis on problem/solution R.9.7.15 Organize information, including
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