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Are you interested in learning about solar phenomena? Check out the following links: 150-Foot Solar Tower Home Page SOHO Home Page Yohkoh Home Page Questions? Towercam Information Page Frequently Asked Questions PageJPL Automated Weather Station at the Observatory C...

www.astro.ucla.edu/~obs/towercam.htm

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Social Studies Curriculum Framework

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65 0 http://arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=65 arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=65

64 Economics: Markets 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: E.9.5.4 = Economics. Standard 9. Grade 5. 4 th Student Learning Expectation Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. THE GOAL FOR EACH STUDENT IS

72 0 http://arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=72 arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=72

Store of value A method of storing and accumulating wealth Suburban A residential district located on the outskirts of a city Suffrage Right to vote Supply and demand The economic theory that shows the relationship between supply and demand; when supply exceeds demand, prices fall, and when demand exceeds supply, prices rise Talkies Motion pictures with sound Temperance An organized movement to stop the drinking of alcoholic beverages Timeline A span of chronological time during in which something

arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=65

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issues: health care for individuals with special needs (i.e., elderly, people with disabilities), price supports for farmers, aid to education, and environmental controls of industries s examine the nature and functions of money in an economy; understand the basics of banking, including the role of the Federal Reserve Bank system; investigate how forms of money and the nature of credit have changed over time; recognize how technology increases the flow of financial information and increases the speed of

27 0 http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=27 www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=27

issues: health care for individuals with special needs (i.e., elderly, people with disabilities), price supports for farmers, aid to education, and environmental controls of industries s examine the nature and functions of money in an economy; understand the basics of banking, including the role of the Federal Reserve Bank system; investigate how forms of money and the nature of credit have changed over time; recognize how technology increases the flow of financial information and increases the speed of

www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=27

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Microsoft Word - ssstdg.docssstdg.pdf

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James Shortridge, University Press of Kansas,1995, ISBN 0700606971 United States After the Fact: The Art of Historical Detection. James West Davidson and Mark Hamilton Lytle, Alfred Knopf, New York, 1986, ISBN 0394354753 The American History Reader…Words That Moved A Nation. Diane Ravitch, editor, Harper, New York, 1991, ISBN 0060164808 Bring History Alive! A Sourcebook for Teaching American History. David Vigiliante and Ross E. Dunn, National Center for History in the Schools, Los Angeles

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=8016&forcedownload=true#page=25 www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=80...

James Shortridge, University Press of Kansas,1995, ISBN 0700606971 United States After the Fact: The Art of Historical Detection. James West Davidson and Mark Hamilton Lytle, Alfred Knopf, New York, 1986, ISBN 0394354753 The American History Reader…Words That Moved A Nation. Diane Ravitch, editor, Harper, New York, 1991, ISBN 0060164808 Bring History Alive! A Sourcebook for Teaching American History. David Vigiliante and Ross E. Dunn, National Center for History in the Schools, Los Angeles

www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=80...

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Core Content For Mathematics Assessment

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global economy. PL-HS-4.3.2 Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact product...

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124 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124

and jobs. DOK 3 PL-07-4.3.2 Students will explain the purposes of technology tools (e.g., word processing, data bases, spreadsheets, Internet, email, automated phone systems) and analyze how these impact productivity in homes, schools, and jobs. DOK 3 PL-08-4.3.2 Students will explain the purposes of technology tools (e.g., multi-media, Internet, digital camera, teleconferencing, debit/credit cards) and analyze how these impact productivity in homes, schools, and jobs. DOK 3 PL-06-4.3.3

133 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133

global economy. PL-HS-4.3.2 Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact productivity in homes, schools, and jobs. DOK 3

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133

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Microsoft Word - IAF_Soc_Sci_9_2007.rtf

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Illinois Social Science Assessment Framework for Grades 5, 8, and 11 46 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 WORLD HISTORY (STANDARDS B–D) 10% 19% 24% 16.5.63 Identify churches and monasteries as places that preserved important ideas during and after the fall of the Western Roman Empire. 16.8.64 Identify the spread of Christianity and the roles played by churches and monasteries in its diffusion after the fall of the Western Roman Empire. 16.11.61 Understand the origins of

46 0 http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=46 www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=46

Illinois Social Science Assessment Framework for Grades 5, 8, and 11 46 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 WORLD HISTORY (STANDARDS B–D) 10% 19% 24% 16.5.63 Identify churches and monasteries as places that preserved important ideas during and after the fall of the Western Roman Empire. 16.8.64 Identify the spread of Christianity and the roles played by churches and monasteries in its diffusion after the fall of the Western Roman Empire. 16.11.61 Understand the origins of

49 0 http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=49 www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=49

Illinois Social Science Assessment Framework for Grades 5, 8, and 11 49 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 WORLD HISTORY (STANDARDS B–D) 10% 19% 24% 16.5.74 Identify the basic features of the Reformation and the role of Martin Luther as a catalyst in the reformation of Christianity in Western Europe. 16.8.75 Understand events and significant contributions of the Renaissance [e.g., Renaissance advances in literature, art, architecture, science, math, astronomy, knowledge of human

55 0 http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=55 www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=55

maritime growth of European nations, including the emergence of money and banking, global economies, and the market system). 16.11.91 Understand the social evolution of the French Revolution, including the diffusion of nationalism and liberalism; how the ideology of the French Revolution transformed France from a constitutional monarchy to democratic despotism to the Napoleonic Empire; the significance of the Declaration of Rights of Man, the Bastille, Robespierre, the Terror, the rise and fall of

www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=46

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American History

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Kennedy’s legislative program, which included proposals to provide medical care for the elderly, to rebuild blighted urban area, to aid education, to bolster the national defense, to increase international aid, and to expand the space program Niagara movement A forerunner of the National Association for the Advancement of Colored People (NAACP) Open door policy Policy issued by Secretary of State John Hay in 1899 that allowed a nation to trade in any other nation’s sphere of influence in China Pool Method of

26 0 http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=26 arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=26

Kennedy’s legislative program, which included proposals to provide medical care for the elderly, to rebuild blighted urban area, to aid education, to bolster the national defense, to increase international aid, and to expand the space program Niagara movement A forerunner of the National Association for the Advancement of Colored People (NAACP) Open door policy Policy issued by Secretary of State John Hay in 1899 that allowed a nation to trade in any other nation’s sphere of influence in China Pool Method of

arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=26

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K-12 Social Studies

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E: Cultural Development, Interaction, and Change, H: Individualism, Equality and Authority, I: Patterns of Social and Political Interaction) SS:HI:6:5.4: Describe similarities and differences in the immigrant experience for various ethnic groups, e.g., the English or Chinese. (Themes: A: Conflict and Cooperation, E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction) SS:HI:8:5.1: Analyze how societal changes have influenced the family, e.g

68 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=68 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

E: Cultural Development, Interaction, and Change, H: Individualism, Equality and Authority, I: Patterns of Social and Political Interaction) SS:HI:6:5.4: Describe similarities and differences in the immigrant experience for various ethnic groups, e.g., the English or Chinese. (Themes: A: Conflict and Cooperation, E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction) SS:HI:8:5.1: Analyze how societal changes have influenced the family, e.g

92 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=92 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

and relevance of the past and to envision a better future. Standard Grades 9-12 SS:HI:1: Political Foundations and Development Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation. SS:HI:12:1.1: Account for the rise and fall of political parties and movements and their impact, e.g., the Whig Party or the Progressive Movement. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns of Social and

www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

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Microsoft Word - CIV-STDR.doc

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and the Constitution enhances responsible participation. Law pervades United States society; it is the mechanism through which policy is expressed and debated, disputes resolved, and government limited. When citizens participate by evaluating, monitoring, and influencing policy at the local, state, and national levels, our system will thrive and continue. 2.1 Students know the organization and functions of local, state, and national governments. Grades K-4 In grades K-4, what students know and are able

10 0 http://www.cde.state.co.us/cdeassess/documents/OSA/standards/civics.pdf#page=10 www.cde.state.co.us/cdeassess/documents/OSA/standards/civics.pdf#page=10

and the Constitution enhances responsible participation. Law pervades United States society; it is the mechanism through which policy is expressed and debated, disputes resolved, and government limited. When citizens participate by evaluating, monitoring, and influencing policy at the local, state, and national levels, our system will thrive and continue. 2.1 Students know the organization and functions of local, state, and national governments. Grades K-4 In grades K-4, what students know and are able

20 0 http://www.cde.state.co.us/cdeassess/documents/OSA/standards/civics.pdf#page=20 www.cde.state.co.us/cdeassess/documents/OSA/standards/civics.pdf#page=20

extend their knowledge, what they know and are able to do includes evaluating the effectiveness of various forms of political participation (for example, voting, attending political and governmental meetings, contacting public officials); describing various ways one can exercise leadership and participate in public affairs (for example, campaigning); demonstrating understanding of strategies for monitoring and influencing current public policy* (for example, writing to a public official, writing letters to

www.cde.state.co.us/cdeassess/documents/OSA/standards/civics.pdf#page=10

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untitled

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interacting monitoring influencing Civic Dispositions self-governance moral responsibility self-discipline respect for individual worth respect for human dignity participating in civic affairs promoting democracy adapted from Civics Framework for the 2006 NAEP Civic Inquiry and Public Discourse Participating in Civic Life ➤ C6 - Citizenship in Action C4 - The United States of America and World Affairs ➤ Nature of Civic Life, Politics, and Government Alternative Forms of

43 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=43 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=43

7.1.3 The New Deal – Explain and evaluate Roosevelt’s New Deal Policies including expanding the federal government’s responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley), meet challenges of unemployment, address the needs of workers, farmers, poor, and elderly (National Geography Standard 14, p. 212) opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws consequences of New Deal policies (e.g

50 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=50 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=50

interacting monitoring influencing Civic Dispositions self-governance moral responsibility self-discipline respect for individual worth respect for human dignity participating in civic affairs promoting democracy adapted from Civics Framework for the 2006 NAEP Civic Inquiry and Public Discourse Participating in Civic Life ➤ C6 - Citizenship in Action C4 - The United States of America and World Affairs ➤ Nature of Civic Life, Politics, and Government Alternative Forms of

www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=50

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